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2007 Bulletin: General Catalog Issue 2007-2008

Portland State University

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portland state university bulletin 2007 | 2008 portland state university bulletin 2007 | 2008

Vol. 41 No. 4, Summer 2007

Copies of this catalog may be obtained by mailing $6.00 plus $3.00 postage and handling to the PSU Bookstore, General Book Department, 1715 SW Fifth Avenue, Portland, OR 97201. Other countries: $6.00 plus air-mail postage.

Information in this Bulletin is accurate as of February 2007. It has been compiled with care but may contain errors. Any errors discovered should be reported to the Office of Academic Affairs.

The Portland State University Bulletin is not a contract but rather a guide for the convenience of students. The University reserves the right to change or withdraw courses; to change the fees, rules, and calendar for admission, registration, instruction, and graduation; and to change other regulations affecting the student body, at any time.

Printed on recycled paper. Bulletin 2007 2008 P.O. Box 751 Portland, OR 97207-0751 503-725-3511 Toll free: 1-800-547-8887 www.pdx.edu Table of Contents

Catalog Quick Reference 5

Welcome to Portland University 19 Tuition, Fees, and Aid; Student Services; Campus Services; School of Extended Studies; Office of International Affairs

Undergraduate Admissions and Programs 39 University Studies; University Honors

Graduate Studies 59

College of Liberal Arts and Sciences 77 Native American Studies; Conflict Resolution; Anthropology; Applied Linguistics; Biology; Black Studies; Chemistry; Chicano/Latino Studies; Communication; Economics; English; Environmental Programs; Foreign Languages and Literatures; General Studies/Liberal Studies; Geography; Geology; History; International Studies; Mathematics and Statistics; Philosophy; Physics; Preprofessional Programs; Psychology; Science Education; Sociology; Speech and Hearing Sciences; Women’s Studies; Interdisciplinary Studies

School of Business Administration 201

Graduate School of Education 221

Maseeh College of Engineering and Computer Science 247 Civil and Environmental Engineering; Computer Science; Electrical and Computer Engineering; Engineering and Technology Management; Mechanical and Materials Engineering

School of Fine and Performing Arts 281 Architecture; Art; Music; Theater Arts

School of Social Work 305

College of Urban and Public Affairs 315 School of Community Health; Hatfield School of Government; Toulan School of Urban Studies and Planning

Directories 355

Appendix 373

Index 377 4 P ORTLAND S TATE U NIVERSITY

Portland State University campus map

Campus Buildings Honors Building, University (UHP) ...... D-2 Unitus Building (UTS)...... J-9 Art Building (AB)...... I-9 Koinonia House (KHSE) ...... E-7 University Center Building (UCB)...... G-8 The Broadway (BHB) ...... I-7 Lincoln Hall (LH)...... C-6 University Place (UP)...... J-10 Business Administration, School of (BA)...... F-7 Millar Library, Branford P. (ML, LIB) ...... G-4 University Services (USB)...... E-7 Campus Public Safety (CPSO) ...... H-6 Native American Student and Community Center Urban Center (URBN) ...... D-8 Clay Building (CLY) ...... A-7 (NASCC)...... J-6 West Heating Plant (WHP)...... H-3 Cramer Hall (CH) ...... E-6 Neuberger Hall (NH)...... G-6 East Hall (EH)...... H-7 Parking 1 (P1)...... G-7 Campus Housing Education, Graduate School of (ED) ...... F-7 Parking 2 (P2) ...... D-7 Blackstone (BLKS) ...... C-4 Engineering Building (EB) ...... H-10 Parking 3 (P3) ...... D-1 The Broadway (BHB) ...... F-7 Engineering & Computer Science Annex (CECS)...... H-8 Peter W. Stott Center (PSC)...... H-4 King Albert (KNGA)...... C-2 Extended Studies (XSB)...... D-4 Peter W. Stott Community Field...... G-3 Montgomery Court (MONT)...... C-4 Fifth Avenue Business Center (FBC)...... J-9 PSU Bookstore (BOOK)...... E-8 Ondine (OND)...... E-8 Fifth Avenue Cinema (CIN) ...... H-8 Research Greenhouses ...... I-4 Parkway (PRKW) ...... A-4 Fourth Avenue Building (FAB)...... G-10 Science Building 1 (SB1) ...... D-3 St. Helens (STHL)...... B-2 Harder House (HH)...... C-4 Science Building 2 (SB2)...... E-3 Stephen Epler Hall (SEH)...... C-2 Harrison Street Building (HSB)...... F-3 Shattuck Hall (SH)...... H-6 Stratford (STFR) ...... A-3 Helen Gordon Child Development Center Simon Benson House (SBH)...... E-4 West Hall (WH) ...... B-2 (HGCDC) ...... C-1 Sixth Avenue Building (SAB) ...... I-8 Hoffmann Hall (HOFF) ...... F-2 Smith Memorial Student Union (SMSU) ...... F-6 Catalog Quick Reference

Portland State University, operating from a solid Bachelor of Arts and Bachelor of Science degrees base of liberal and professional arts and science, are available in a wide variety of fields from the encourages innovative curricula both on the academic colleges and professional schools. The undergraduate and the graduate levels through its Bachelor of Music degree is available for those degree, certificate, and preprofessional programs. seeking a professional music degree. Additionally, specialist certificate programs, minors, preprofes- Major academic units sional programs, and secondary education programs supplement the major studies and provide COLLEGE OF LIBERAL ARTS AND SCIENCES many diverse opportunities. Master’s degrees are www.clas.pdx.edu offered in numerous disciplines, and the University SCHOOL OF BUSINESS ADMINISTRATION offers 13 doctoral degrees, including degrees in www.sba.pdx.edu applied psychology, biology, civil engineering, computer science, education, electrical and computer GRADUATE SCHOOL OF EDUCATION engineering, mathematics education, mathemati- www.ed.pdx.edu cal sciences, social work and social research, and MASEEH COLLEGE OF ENGINEERING AND four interdisciplinary degrees in which approxi- COMPUTER SCIENCE mately a dozen departments participate. www.cecs.pdx.edu See pages 8-10 for a list of the programs offered at PSU and consult the index for further informa- SCHOOL OF FINE AND PERFORMING ARTS tion about these programs. www.fpa.pdx.edu SCHOOL OF SOCIAL WORK www.ssw.pdx.edu COLLEGE OF URBAN AND PUBLIC AFFAIRS www.upa.pdx.edu 6 P ORTLAND S TATE U NIVERSITY

Academic calendar

FALL 2007 WINTER 2008 SPRING 2008 SUMMER 2008 FALL 2008

International admission application priority filing dates March 1 July 1, 2007 Nov. 1, 2007 Feb. 1 March 1

Graduate admission application April 1 Sept. 1, 2007 Nov. 1, 2007 Feb. 1 April 1

Undergraduate admission application or re-enrollment—priority filing dates June 1 Oct. 1, 2007 Feb. 1 May 1 June 1

†Advance registration begins May 14 Nov. 5, 2007 Feb. 18 May 5 May 12

Classes begin (day and evening) Sept. 24 Jan. 7 March 31 June 23 Sept. 29

Last day to enroll in classes, add a class, or make section changes Sept. 30 Jan. 13 April 6 varies Oct. 5

Last day of refund period and drop without course recorded Oct. 21 Feb. 3 April 27 Oct. 26

Last day to drop a class without permission Oct. 26 Feb. 8 May 2 varies Oct. 31

Last day to make changes in grading option Nov. 9 Feb. 22 May 16 varies Nov.14

Last day to drop a class with department permission Nov. 16 Feb. 29 May 23 varies Nov. 21

Final examinations Dec. 3-8 March 17-22 June 9-14 ‡Aug. 13-15 Dec. 8-13

Term ends Dec. 8 March 22 June 14 Dec. 13

§Commencement days June 14 or 15 Aug. 16

Holidays Nov. 12 Nov. 11 Nov. 22-23 Jan. 21 May 26 July 4 Nov. 20-21

Changes are published in the quarterly Schedule of Classes. †Advance registration beginning dates are tentative. Refer to the quarterly Schedule of Classes for dates and procedures (www.pdx.edu/registration) ‡For eight-week courses. §The annual commencement day is in June, and there is a summer ceremony in August. There are no ceremonies in fall or winter. C ATALOG Q UICK R EFERENCE 7

General graduate admission requirements

Application to graduate programs at Portland Graduate certificate status. Students admit- institution with either a minimum cumulative GPA State University requires two complete (but differ- ted only to a graduate certificate program may of 2.75 in all undergraduate courses or a cumula- ent) admissions packets, one sent to the Office of register for a maximum of 16 credits per term. tive GPA of at least 3.00 in all graduate credit Admissions and one sent to the department. They may not be graduate assistants. Graduate earned at accredited institutions (a minimum of 9 Complete applications are available from the indi- certificate students who are concurrently admitted letter-graded credits). Applicants with 9 or more vidual academic departments. to a graduate degree program do not have this letter-graded graduate credits must have a cumu- University graduate admission eligibility is restriction. lative graduate GPA of at least 3.00, and this GPA based on having been awarded a baccalaureate Certificate status. All students working in a supersedes the undergraduate GPA. degree from a regionally-accredited institution planned program leading only to a postbaccalau- To be considered for admission as a conditional and having achieved a minimal accepted GPA: an reate certificate are given certificate status. degree student, the applicant must present a bac- applicant with fewer than 9 letter-graded gradu- Certificate students may be admitted to other cat- calaureate degree from a regionally accredited ate credits is assessed on the undergraduate GPA; egories of graduate study and concurrently pursue institution with a minimum cumulative GPA of an applicant with 9 or more letter-graded gradu- a certificate. This status includes students working 2.50 in all undergraduate courses. ate credits is assessed on the graduate GPA, on teaching certificates but does not include stu- To be considered for admission as a graduate which must be 3.00 or higher. dents admitted only to graduate certificate pro- certificate student, the applicant must meet all A student must be admitted formally to gradu- grams. requirements for regular or conditional graduate ate status (regular, conditional, certificate) for a Postbaccalaureate status. Students not cur- degree admission. program of study to be planned with the assis- rently working for a degree but who wish to regis- To be considered for admission as a postbac- tance of a faculty adviser. Admission to regular or ter for more than 8 credits of graduate credit calaureate certificate student, the applicant must conditional degree status should be obtained at courses may be admitted to postbaccalaureate present a baccalaureate degree from a regionally the earliest possible time in order to avoid loss of status. A postbaccalaureate student wishing to be accredited institution with either a cumulative GPA credit applicable to a degree. Courses taken at admitted to regular degree status must apply in of 2.75 in all undergraduate courses or at least 9 PSU in postbaccalaureate status or non-admitted the same way as any other applicant and must credits with a cumulative GPA of 3.00 in graduate status are pre-admission courses and must meet meet the general University requirements and be work in the proposed field of study earned subse- all applicable limits and requirements. fully accepted by the department or school. A quent to receiving the baccalaureate degree. Regular status. Students who meet the postbaccalaureate student may find departmental Departmental requirements. A department University requirements and are fully accepted by enrollment limitations on many courses. Courses may have additional admission requirements based their departments or schools as potential degree completed in a postbaccalaureate status are not on previous academic achievement, scores on candidates are given regular status. Students automatically applied toward a graduate degree; Graduate Record Examinations or other tests, let- must have regular status to be appointed gradu- each course must be evaluated and recommended ters of recommendation, a portfolio, or an autobio- ate research or teaching assistants and to gradu- by the department and is considered pre-admis- graphical statement. Information regarding depart- ate with any degree or certificate. sion credit for which all applicable limits and mental requirements may be obtained directly from Conditional status (University conditions requirements apply. the specific department. The number of students only). Students who do not meet GPA require- University requirements for admission to admitted to a particular program is limited to the ments for regular admission to the University are graduate courses and programs. To be admit- resources available. given conditional admission status if they are fully ted to Portland State University for the purpose of Exceptional admission procedures. In situa- accepted by their departments (see Qualified pursuing graduate work, applicants must satisfy tions beyond the control of a foreign applicant, Status below). After completing 9 letter-graduate minimum University requirements and be accepted when transcripts and documents are not available graded credits with a 3.00 or better GPA, these by the department in which the graduate work is to confirm completion of a baccalaureate degree students will be given regular status. Students on proposed. University graduate admission eligibility in a foreign university, the Vice Provost may conditional status may not be graduate research is based on having been awarded a baccalaureate employ a special admissions procedure. Upon or teaching assistants. Students admitted to the degree from a regionally-accredited institution and referral by the Admissions staff responsible for for- University conditionally who do not achieve a 3.00 having achieved a minimal accredited GPA: an eign student admission and recommendation of GPA after completing 9 letter-graded graduate applicant with fewer than 9 letter-graded graduate the admitting department, a special panel consist- credits will be dropped from their graduate pro- credits is assessed on the undergraduate GPA; an ing of three faculty may be appointed to review grams. This condition can only be removed by the applicant with 9 or more letter-graded graduate the materials available and interview the appli- Office of Graduate Studies. credits is assessed on the graduate GPA, which cant. The panel shall consist of one member of the Conditional Status (both University and must be 3.00 or higher. Any applicant whose admitting department, one member of the department conditions). Students who have native language is not English and who has not Graduate Council, and a representative of the both University and department conditions are received a baccalaureate, master’s or doctoral Office of Graduate Studies. The panel will evaluate subject to the University policy stated above and degree from a regionally accredited U.S. institution the educational background and preparation of must also meet their department’s conditions. or an equivalently accredited non-U.S. institution the applicant and review documents including let- Such students may not be graduate research or with instruction exclusively in English must pass ters and written testimony of persons who serve teaching assistants. Department conditions may the Test of English as a Foreign Language (TOEFL) as references or are cognizant of the circum- be more rigorous than the University condition; with a minimum score of 550. stances of the applicant’s situation. The panel may the University condition must be met for the stu- Portland State University will not confer active determine that an equivalency of a baccalaureate dent to continue in graduate studies at Portland admission status to any graduate student pending degree was earned and, if so, may recommend State University. an expected baccalaureate degree without formal that the student be admissible in regular or condi- Qualified status (department condition only). written notification from the Registrar of the con- tional status; or it may determine that an equiva- Students whose department has imposed depart- ferring institution confirming that all requirements lency of a baccalaureate degree was not earned, mental prerequisites, GPA, or other requirements for the degree have been met and stating the date and, if so, it may recommend that specific addi- but who are eligible for a regular University admis- the degree will be conferred. If admitted on this tional preparation be required in order to meet the sion are given qualified status. These students are basis, an official transcript showing the degree will admission standard. The dean of Graduate Studies eligible to be graduate assistants. A student may be required during the term of admission or the shall make a final determination based upon the have both conditional and qualified admission sta- admission will be canceled. recommendation and the evidence presented. tus; in this case, the student is not eligible to be a To be considered for admission as a regular graduate assistant. Department conditions can only degree student, the applicant must present a bac- be removed by the department. calaureate degree from a regionally accredited 8 P ORTLAND S TATE U NIVERSITY

Programs of study

Minor Certificate Bachelor’s Master’s Doctorate

Accounting ■

Administration of Justice ■■■

Anthropology ■■■1

Applied Linguistics Teaching English as a Second Language ■■ ■■2

Architecture ■■

Art Undergraduate Options: Art History; Drawing/Painting/Printmaking; Graphic Design; Sculpture Graduate Options: Painting, Sculpture, Painting/Sculpture ■■■

Arts and Letters ■

Biology Undergraduate Certificate: Biotechnology ■■ ■■■ 3

Black Studies ■■ ■

Business Administration Undergraduate options: Accounting; Advertising Management; Finance; General Management; Human Resource Management; Information Systems; Marketing; Supply and Logistics Management; Food Industry Management Certificate Graduate option: Financial Analysis ■■ ■■ 1

Chemistry Undergraduate option: Biochemistry ■■■3

Chicano/Latino Studies ■

Child and Family Studies ■

Civil Engineering Environmental Engineering minor Graduate option: Civil Engineering Management ■■■■

Communication Studies ■■4 ■■

Community Development ■■

Computer Applications ■

Computer Engineering ■ 77

Computer Science ■■■■

Conflict Resolution ■

Economics ■■4 ■■1, 3, 5

Education6 Elementary Education Secondary Education Specialist Program options: Counseling; Curriculum and Instruction; Media/Librarianship; Policy, Foundations, and Administrative Studies; Special Education Educational Leadership Options: Administration; Curriculum and Instruction; Postsecondary Education; Special and Counselor Education ■■4 ■■ C ATALOG Q UICK R EFERENCE 9

Minor Certificate Bachelor’s Master’s Doctorate

Electrical Engineering ■■77

Electrical and Computer Engineering ■ 4 ■■

Engineering Management Options: Project Management, Technology Management ■ 1

English Writing ■■■

Environmental Management ■

Environmental Sciences and Resources ■ Options: Biology; Chemistry; Civil Engineering; Economics; General; Geography; Geology; Physics ■ 4 ■■

Environmental Studies ■■

European Studies ■

Foreign Languages Undergraduate options: Chinese, French, German, Japanese, Russian, Spanish, combination of two or more of these languages; Certificate: Teaching Japanese as a Foreign Language Graduate: French, German, Spanish ■■ ■■

Foreign Literatures and Languages ■

Geography ■■■3, 5

Geology Undergraduate option: Environmental Geology minor Graduate option: Geohydrology ■■4 ■■ 3

Gerontology ■ 4

Health Studies Undergraduate options: Community Health Education; Health Sciences; Physical Activity/Exercise; School Health M.P.H.: Health Promotion ■■■

History ■■■

Interdisciplinary Film Studies ■

Interdisciplinary Studies ■

International Business Studies ■

International Economics ■

International Management ■

International Studies African Studies; East Asian Studies; European Studies; Latin American Studies; Middle East Studies ■■

Latin American Studies ■

Liberal Studies ■

Manufacturing Engineering ■

Mathematics ■■4 ■■ ■

Mathematics Education ■

Mechanical Engineering Materials Science and Engineering ■■ 1

Middle East Studies ■ 10 P ORTLAND S TATE U NIVERSITY

Minor Certificate Bachelor’s Master’s Doctorate

Music Jazz minor Graduate options: Performance, Conducting ■■■

Native American Studies ■

Philosophy ■■

Physics ■■■3

Political Science ■■■5

Psychology ■■■■

Public Administration M.P.A. option: Health Administration; M.P.H. option: Health Administration and Policy ■

Public Administration and Policy ■

Science Options: Biology; Chemistry; Environmental; General; Geology ■■

Social Science ■■

Social Work ■■

Sociology ■■■1, 5

Software Engineering (Oregon College of Engineering and Computer Science) ■

Speech and Hearing Sciences ■■■

Statistics ■

Systems Engineering ■ 4 ■

Systems Science Options for Ph.D.: Anthropology; Business Administration; Civil Engineering; Economics; Engineering Management; General; Mathematics; Mechanical Engineering; Psychology; Sociology ■ 4 ■■

Theater Arts ■■■

Urban Studies and Planning Graduate option: Regional Planning ■■4 ■■

Women’s Studies ■■ ■

Writing Options: Book Publishing, Fiction, Non-Fiction, Technical Writing ■

Preprofessional Programs: agriculture; chiropractic; clinical laboratory science; cytotechnology; dentistry; forestry; law; medicine; naturopathic medicine; nuclear medicine technology; nursing; occupational therapy; optometry; osteopathy; pharmacy; physical therapy; physician assistant; podiatry; radiation therapy; veterinary medicine

1 Departments participating in multidisciplinary doctoral 3 Departments participating in multidisciplinary doctoral 6 M.A./M.S. offered by Graduate School of Education. program of systems science. program of environmental sciences and resources. M.A.T./M.S.T. offered in cooperation with appropriate 2 Offered by Department of Applied Linguistics as 4 Graduate certificate. department. Teaching English to Speakers of Other Languages 5 Departments participating in multidisciplinary doctoral 7 M.S., M.Eng., and Ph.D. in Electrical and Computer (TESOL). program of urban studies. Engineering W ELCOME TO P ORTLAND S TATE U NIVERSITY 11

General requirements for all baccalaureate degrees

Requirements for ◆ Senior Capstone. This 6-credit capstone bered 203 or higher (conducted in the target baccalaureate degrees course (UnSt 421) is the culminating general language). See foreign language requirements education course for seniors. Students join an listed below. To earn a baccalaureate degree a student must interdisciplinary team, develop a strategy to Foreign language requirement. The B.A. complete (1) University requirements, (2) University address a problem or concern in the communi- Studies (general education) requirements, (3) spe- language requirement is not defined in credits, ty, and implement this strategy over one, two, but in terms of competence: for graduation, a cific requirements for the Bachelor of Arts, or three quarters of work...... 6 credits Bachelor of Music, or Bachelor of Science Degree, student must demonstrate competence equiva- and (4) requirements for a major. ATTENTION TRANSFER STUDENTS: lent to that normally attained after two years Students bear final responsibility for ensuring that The following placement within University Studies of college study. Students with no previous the courses taken are applicable toward satisfying is based on total credits accepted at term of knowledge of a foreign language are advised their degree requirements. admission to PSU. to complete two years in a language. 1. University Requirement ◆ Transfer students who have earned fewer than Students who already possess sufficient com- 30 quarter credits of transfer work are petence (or who wish to prepare themselves ◆ Minimum number of credits (lower-division required to complete all of the University outside of formal classes) may meet the B.A. plus upper-division): 180 (180-205 in engineer- Studies program requirements, including the language requirement in any of the following ing) entire sequence of Freshman Inquiry. ways: (1) Completion in any foreign language ◆ Minimum number of upper-division credits of 203 or its equivalent with a passing grade; ◆ Transfer students who have earned 30-44 (300- and 400-level): 72 (2) completion in any foreign language of a quarter credits of transfer work are required to course that has 203 or higher as a prerequi- 2. University Studies (General complete a Transfer Transition course (UnSt site; (3) Demonstration of proficiency in a for- Education Requirement) (Not 201-210) and the University Studies program eign language equivalent to that attained after beginning with Sophomore Inquiry. required for Liberal Studies or two years of college study. There are three ◆ the Honors Program) Transfer students who have earned 45-89 ways to demonstrate equivalency proficiency: The purpose of the general education program at quarter credits of transfer work are required to a) in French, German, or Spanish, by passing Portland State University is to facilitate students in complete the University Studies program the CLEP examination with a score high acquiring and developing the knowledge, abilities, beginning with Sophomore Inquiry as follows: enough for second-year level credit (see page and attitudes which form a foundation for lifelong 45-59 credits, three courses; 60-74 credits, two 48); b) in other languages regularly taught by learning. This foundation includes the capacity and courses; and 75-89 credits, one course. (The the Department of Foreign Languages and the propensity to engage in inquiry and critical upper-division cluster must be linked to one of Literatures, by passing a departmental exami- thinking, to use various forms of communication for these Sophomore Inquiry classes.) Transfer nation with a score high enough for second- learning and expression, to gain an awareness of Transition, if not required, may count as a year level credit; c) in any language for which the broader human experience and its environment, Sophomore Inquiry courses. the Department of Foreign Languages and and appreciate the responsibilities of persons to ◆ Transfer students who have earned 90 or more Literatures has a qualified tester, by passing a themselves, to each other, and to community. credits of transfer work are required to com- non-credit departmental examination. English To accomplish this purpose all freshmen entering plete the University Studies program beginning satisfies the B.A. language requirement for stu- with fewer than 30 prior university credits are with an Upper-Division Cluster. It is recom- dents whose official transcripts demonstrate required to complete the following program (See mended that they complete the Sophomore that their secondary education was completed current Schedule of Classes for course descriptions Inquiry course directly linked to the Upper- in a foreign language. Such students may not and capstone offerings): Division Cluster they choose. enroll in first- or second-year courses in the ◆ language in which they received their second- Freshman Inquiry. One year-long course ATTENTION CO-ADMITTED STUDENTS: which must be taken in sequence (UnSt 100- ary education. (See page 128). Contact the Community College Relations Office, level) ...... 15 credits ◆ 503-725-8387, for placement rules regarding For the Bachelor of Music degree: Students ◆ Sophomore Inquiry. Students are required to University Studies. must complete the program of music and choose three Sophomore Inquiry courses, each applied music as prescribed by the Department linked to a different University Studies cluster 3. Requirements for Bachelor of of Music. for a total of 12 credits (UnSt 200-level)...... Arts, Bachelor of Music, Bachelor ◆ For the Bachelor of Science degree: 12 credits of Science Degrees Students must complete 28 credits to include a ◆ Upper-Division Cluster (Junior and Senior (Students must choose only one.) minimum of 12 credits in the science academic Years). Students are required to select three Courses taken to satisfy BA/BS requirements may distribution area (excluding mathematical sci- courses (for a total of 12 credits) from one also be used to meet any other requirements if ences/statistics) a minimum of 12 credits in upper-division cluster (300 to 400-level cours- they conform to the regular qualification for those the arts and letters and/or the social sciences es designated with a U) which is directly requirements. distribution areas, and 4 credits in mathemati- linked to one of the three Sophomore Inquiry ◆ For the Bachelor of Arts degree: Students cal sciences/statistics. A minimum of 8 of the classes they have taken must complete 28 credits to include a mini- 12 credits in the science distribution area must previously...... 12 credits mum of 12 credits in the arts and letters aca- be in coursework with its integrated or associ- Note: Students may not use any course to satisfy demic distribution area, with a minimum of 4 ated laboratory or field work. Unless otherwise both cluster and major requirements. Cluster credits in the area of fine and performing arts; specified, only courses within the science dis- courses must be taken outside of the major a minimum of 12 credits in the science and/or tribution area that have an explicit indication department. This includes courses that might be social science distribution areas, with a mini- of lab or field work as part of the catalog cross-listed elsewhere with the major prefix. mum of 4 credits in the science distribution description will satisfy the B.S. degree require- area; and 4 credits in a foreign language num- ment for lab/field work. 12 P ORTLAND S TATE U NIVERSITY

ACADEMIC DISTRIBUTION AREAS only), Economics, Geography, History, ◆ Maximum number of Cooperative Education ◆ The arts and letters academic distribution International Studies, Political Science, credits that may be applied toward degree area consists of undergraduate courses Psychology, Social Science, Sociology, Urban requirements: ...... 12 from the following: Applied Linguistics, Studies and Planning, Women’s Studies. ◆ Minimum cumulative grade point average: Architecture, Art, Arts and Letters, Black 4. Major Requirements 2.00 on all residence work and 2.00 on all Studies (BSt 221, 351, 352, 353, 421, 424, For major program requirements see description in courses, no matter where taken, in major field 425, 426, 427 only), English, Foreign this Bulletin. (some departments require a GPA greater Languages and Literatures, Music, Philosophy, GENERAL LIMITATIONS than 2.00 in the major). Speech Communication, Theater Arts, Writing. ◆ Maximum number of credits transferred from ◆ Residence credit: 45 (excluding credit by ◆ The science academic distribution area regionally accredited two-year institutions: 124 examination) of the final 60 or 165 of the consists of undergraduate courses from ◆ Maximum number of correspondence credits total credits presented. Restriction: At least 25 the following: Biology, Chemistry, (transferred from schools recognized as insti- of the last 45 credits must be for differentiat- Environmental Studies, Geology, tutions of higher learning): ...... 60 ed grades. Credits earned by participation in Mathematics/Statistics, Physics, Science. the Oregon State Inter-institutional Program at ◆ Maximum number of credits graded P (pass) ◆ The social science academic distribution area the Malheur Field Station, some Oregon State that may be counted for graduation: ...... 45 System Programs of Study Abroad, and some consists of undergraduate courses from the (Note: This 45 credit maximum does not include following: Anthropology, Black Studies (except National Student Exchange programs also credits with P grades accepted for transfer from count as residence credit. BSt 221, 351, 352, 353, 421, 424, 425, 426, colleges or universities outside the United States) 427), Chicano/Latino Studies, Child and Family Note restriction on P (pass) grades used for resi- Studies, Criminal Justice (AJ 220 and 330 dence requirements (see below). W ELCOME TO P ORTLAND S TATE U NIVERSITY 13

Summary of procedures for master’s degrees

The following outline summarizes the Portland 9. File Application for Awarding of Master’s or e. three copies of the unbound thesis and State University procedural requirements for mas- Doctoral Degree in the Office of Graduate Studies four copies of the abstract, in final approved ter’s degrees. Additional information is in the no later than the first week of the anticipated term form, must be submitted to the Office of Graduate Studies section and on the applicable of graduation. Deadlines for each term are avail- Graduate Studies at least three weeks prior to forms; additional requirements may be imposed by able in the Office of Graduate Studies. close of the term in which the degree will be specific programs. 10. A minimum enrollment of one graduate credit granted. Deadlines for each term are available 1. Apply for admission about six months prior to is required during the term in which oral or written in the Office of Graduate Studies. Required registration. Check with the specific department exams are taken. A thesis student must be regis- corrections must be made before graduation. about deadlines. tered for at least one graduate credit in every term 12. In the case of a non-thesis oral examination, 2. Prior to registration, become familiar with gen- in which the student is working on any phase of the committee shall consist of at least two mem- eral regulations and procedures for the master’s thesis, including data development or collection, bers of the student’s department, including the degree as described in the Bulletin. writing, revision, defense, and final approval by the candidate’s adviser. At the discretion of the depart- Office of Graduate Studies. ment, a faculty member from another department 3. Prior to first term registration, meet with facul- may be added; that member would be selected by ty adviser assigned by program director and plan a 11. If thesis is to be submitted: the adviser, the department chair, or the depart- preliminary program of study. a. thesis proposal, Human Subjects Research mental graduate committee chair, according to Review Committee approval, and appointment 4. If graduate courses taken as an undergraduate department policy. For M.A.T. and M.S.T. candi- of the departmental thesis committee must be and not used in the bachelor’s degree are to be dates, one member of the committee is required to completed before approval of the GO-12 (see considered for use in the graduate program, the be added from the Graduate School of Education. 8 above); Reservation of Graduate Credit form (GO-10) must The oral examination must be scheduled no less be filed in the Office of Graduate Studies no later b. adviser submits the Appointment of Final than two weeks before the end of the term. than the term following admission to a graduate Oral Examination Committee form (GO-16M) 13. If there are any changes in the approved pro- degree program. (Valid only for courses completed for appointment of the representative of the gram, a Change in Graduate Degree Program form at Portland State University.) Reserved credits are Office of Graduate Studies two weeks before (GO-13) must be filed. subject to all pre-admission limits and requirements. the end of the term preceding the term of 14. Schedule and pass final master’s examinations, 5. If pre-admission credit (courses taken at any defense. The chair of the examination commit- if required, at least two weeks before date of grad- institution before the term of formal admission to tee and the Graduate Office representative uation. Deadlines for each term are available in the PSU graduate degree program) or transfer cred- must be regular, full-time PSU faculty, tenured the Office of Graduate Studies. it (courses taken at any time from another accredit- or tenure-track, assistant professor or higher in ed institution) is to be included in the master’s pro- rank; the other committee members may 15. An Incomplete or In-Progress grade in any gram of study, the GO-21 form (the Proposal for include adjunct faculty. If it is necessary to go course, excluding thesis (see 16 below), which is on Master’s Pre-admission and/or Transfer Credit) is to off-campus for one additional committee the approved program (GO-12) must be removed be filed in the Office of Graduate Studies for member with specific expertise not available no later than two weeks before graduation. approval. It is strongly suggested that this form be among PSU faculty, a CV for that proposed 16. All M (Missing) grades in PSU graduate courses submitted early in the student’s program; it must member must be presented; that member must that could potentially be letter graded must be be approved before the Graduate Degree Program be in addition to the required three PSU facul- removed no later than two weeks before gradua- (GO-12) can be approved. ty members. All committee members must tion, even if the courses are not listed on the stu- have master’s degrees. No defense shall be 6. If admitted to conditional or qualified status, dent’s approved GO-12. valid without a thesis committee approved by remove all deficiencies and/or conditions. Adviser 17. Adviser is responsible for the completion of the the Office of Graduate Studies; will submit a Request for Change of Status form form Recommendation for the Degree (GO-17M), (GO-7) to change from qualified to regular status; c. the oral examination (thesis defense) must which is forwarded to the Office of Graduate conditional admission will automatically be changed be scheduled at least five weeks prior to the Studies no later than the last day of the term of to regular status after completion of the first 9 grad- end of the term and all members of the com- graduation. In-Progress grades for required thesis ed graduate credits with a 3.00 or better GPA. mittee, including the Graduate Office represen- credits are changed on the form, eliminating the tative, must receive a complete copy of the 7. If a second language is required, pass the sec- need for the Supplemental Grade Report for these thesis at least two weeks prior to the defense ond language exam. This requirement must be met courses. date. For summer term graduation, deadlines before the GO-12 or oral exam committee can be 18. The dean of Graduate Studies certifies that all apply to the regular eight-week Summer approved and before any final exam may be taken. requirements for the degree have been met and Session dates; later completion will result in (See “Options for Meeting the Graduate Second recommends the awarding of the degree. fall term graduation; Language Requirement for M.A. and M.A.T. 19. Graduation. Students,” page 69.) d. student must check with faculty adviser and thesis committee chair to assure completion of 8. Submit a final Graduate Degree Program form requirements prior to final examinations; (GO-12), planned with and approved by the faculty adviser and signed by the department chair or department graduate committee chair, to the Office of Graduate Studies no later than the first week of the anticipated term of graduation. 14 P ORTLAND S TATE U NIVERSITY

Summary of procedures for doctoral degrees

The following outline summarizes the Portland the dean of Graduate Studies. The dissertation topic Office of Graduate Studies no later than the first State University procedural requirements for the must accompany this request, along with a copy of week of the anticipated term of graduation. doctoral degree. Additional information is in the the preliminary draft for approval from the Human 4. At least two weeks prior to the final oral exam- Graduate Studies section and on the applicable Subjects Research Review Committee. No proposal ination (dissertation defense), the chair of the dis- forms; additional requirements may be imposed by defense shall be valid without a dissertation com- sertation committee submits copies of the final specific programs. mittee approved by the Office of Graduate Studies. draft to each member of the committee. All appointed committee members, or alternates PRE-CANDIDACY FOR DEGREE 5. The final oral examination must be passed and approved in advance by Graduate Studies, must be all degree requirements completed no later than 1. After admission to a specific program, each present for the proposal defense. student is assigned to a faculty adviser by the pro- five calendar years after advancement to candida- 8. The proposal defense must take place in a for- gram director. A preliminary course of study is cy for the doctoral degree. Candidates must be mal meeting of the entire approved dissertation developed in consultation with the adviser. continuously enrolled. committee; the student will make an oral presenta- 6. Three copies of the dissertation and four copies 2. Upon satisfactory completion of 9 credits of tion of the written proposal for discussion, evalua- of the abstract in final approved form (some coursework and not later than six months prior to tion, and suggested modification. When the disser- departments require four copies of the dissertation the completion of the comprehensive examinations, tation committee has approved the proposal, the and five copies of the abstract) must be submitted an advisory committee consisting of at least three student revises the HS draft and submits it to the to the Office of Graduate Studies no later than members is appointed by the program director. HSRRC office for approval. The doctoral program three weeks before graduation. Required correc- 3. A program of study is prepared by the advisory recommends the student for advancement to can- tions must be made before graduation. Deadlines committee in consultation with the student. The didacy once HS approval has been granted. If the for each term are available in the Office of student’s program is recommended to the program student has not satisfied the residency require- Graduate Studies. director; after approval, copies are distributed to ments, a plan for doctoral residency compliance the student, adviser, program director, and dean of must also accompany the request for candidacy. 7. Microfilming of the dissertation is mandatory for doctoral candidates. An abstract, which may not Graduate Studies. 9. The student is informed by the dean of exceed 350 words, must be submitted to the Office 4. In some programs the student may be required Graduate Studies of advancement to candidacy for of Graduate Studies with the University Microfilms to pass a preliminary examination. the doctoral degree. The candidate has a minimum International agreement form. The charge for this of four months and a maximum of five years from 5. Second language examinations, if required, service is $55, payable at the Cashier’s Office, after the effective date of advancement to candidacy to must be passed before the comprehensive exami- picking up the necessary forms in the Office of complete all requirements for graduation, includ- nation. Notice of passing of the examination is Graduate Studies. Copyrighting of the dissertation is ing defense of the dissertation and its final accept- sent to the dean of Graduate Studies. optional, at an additional charge of $65, payable at ance by the Office of Graduate Studies. Candidates 6. The comprehensive examinations are scheduled the Cashier’s Office. must be continuously enrolled during that period. and administered in accordance with established 8. The National Research Council Survey of 10. Doctoral residency requirement: Each doctoral rules of the program. The results of the examination Earned Doctorates must be completed by the stu- student must register for and successfully complete are sent to the dean of Graduate Studies. dent and returned to the Office of Graduate 9 or more graded graduate credits per term for a 7. After the student has passed the comprehensive Studies. There is no charge involved. and foreign language examinations, and after iden- minimum of three consecutive terms after admission to the doctoral program. Summer term may 9. Incomplete or In Progress grades in any course tification of a dissertation research problem, a dis- (excluding dissertation, see 11 below) which is in sertation committee, consisting of the dissertation be included (i.e., spring, summer, fall 2007) or excluded (i.e., spring 2007, fall 2007, winter 2008) the approved program must be removed no later adviser and a minimum of three and a maximum of than two weeks before graduation. five additional faculty from the doctoral program, is in calculating consecutive terms. 10. All M (Missing) grades in PSU graduate courses recommended by the program director. This com- CANDIDACY FOR THE DEGREE that could potentially be letter graded must be mittee is selected with regard to both faculty skills 1. Ph.D. students must register for a minimum of removed no later than two weeks before gradua- and knowledge required by the research problem 27 hours of dissertation (603) credits before gradu- tion, even if the courses are not listed on the stu- and the regulations of the specific academic pro- ation; Ed.D. students must register for a minimum dent’s approved doctoral program of study. gram and the University. The chair of the disserta- of 18 hours of dissertation (603) credits before tion committee and the Graduate Office represen- 11. The doctoral program completes the graduation. A minimum continuing enrollment of Recommendation for the Degree form (GO-17D) tative must be regular, full-time PSU faculty, one graduate credit is required through the term a tenured or tenure-track, assistant professor or high- which is forwarded to the Office of Graduate student graduates. Doctoral programs may set Studies no later than the last week of the term of er in rank; the other three committee members may higher minimums. include adjunct faculty. If it is necessary to go off- graduation. In-progress grades for 603 dissertation 2. Under direction of the chair of the dissertation campus for one additional committee member with credits are changed on this form, eliminating the committee, and in consultation with the members specific expertise not available among PSU faculty, need for the Supplemental Grade Report for these of the dissertation committee, the candidate pre- a CV for that proposed member must be presented. courses. pares a preliminary draft of the dissertation. The All committee members must have doctoral 12. The dean of Graduate Studies certifies that all draft is revised and corrected as directed by the degrees. The adviser submits one copy of the requirements for the degree have been met and dissertation committee until it meets the approval Appointment of Final Oral Examination Committee recommends the awarding of the degree. of the committee. (GO-16D) to the Office of Graduate Studies for 13. Graduation. appointment of the representative of the Office of 3. The candidate files the Application for Graduate Studies and approval of the committee by Awarding of Master’s or Doctoral Degree with the W ELCOME TO P ORTLAND S TATE U NIVERSITY 15

Key to course descriptions

❶ ❷ ❸ ❹

Art 489/589 Metal Sculpture (3) Bronze or aluminum sculpture cast by the lost wax process. Welded metal sculpture fabrication using gas, electric, and heliarc welding methods. Experimental materials, methods, and concepts optional, consistent with the facilities and circumstances. Maximum: 12 credits. Prerequisite: 12 credits in elementary sculpture or consent of instructor. ❺ ❻

❶ Course prefix/Subject. These letters indicate the department or aca- lowing numbered courses are repeating courses (they may be taken for demic unit which offers the course. more than one term under the same number), with credit being granted according to the amount of work done: 199/299/399, Special Studies; ❷ Course numbering system. Courses throughout the Oregon University 401, 501, 601, 801, Research; 402, 502, 602, 802, Independent Study; System (OUS) are numbered as follows: 403 Honors Thesis; 503 Thesis/603 Dissertation; 404, 504, 604, 804, Cooperative Education/Internship; 405, 505, 605, 805, Reading and 0-99 Noncredit courses or credit courses of a remedial, terminal, Conference; 406, 506, 606, 806, Problems/Projects; 407, 507, 607, 807, or semiprofessional nature not applicable toward degree Seminar; 408, 508, 608, 808, Workshop; 409, 509, 609, 809, Practicum; requirements. and 410, 510, 610, 810, Selected Topics. Other repeating numbers are 100-299 Courses on the lower-division level. assigned to activity courses, such as art, music, and physical education. 300-499 Courses on the upper-division level. Certain senior level courses are taught concurrently with their graduate- level counterparts. Hence this course may be offered for either graduate 4xx/5xx Master’s level graduate courses which are also offered as or undergraduate credit. (See quarterly Schedule of Classes for specific courses for undergraduates. offering.) In the graduate credit course, additional work appropriate to 5xx Graduate courses offered in support of master’s degree the graduate level of study will be assigned. level instructional programs. Ordinarily employed for units whose majors have access to master’s programs or for ❸ Course title. The official title of the course is listed next to the course courses populated by master’s students. number. A subtitle may be used as part of an omnibus course title. 5xx/6xx Graduate courses offered in support of doctoral degree level instructional programs which are also offered as ❹ Credits. The numeral or words in parentheses indicate the number of courses for master’s level students. credits granted for one term of study in a particular course. Where 6xx Graduate courses offered in support of doctoral degree approved departmental combinations of courses are listed together, the level instructional programs. Ordinarily employed for units first number in parentheses refers to the first course number and so on whose majors have access to doctorate programs or for respectively. Example: Art 373, 374, 375 Creative Sculpture (3, 3, 3). courses populated by doctorate students. ❺ Maximum credits. This designation, which appears in descriptions of 7xx Postbaccalaureate courses which may not be applied activity courses, such as art, music, and physical education, means that toward an academic degree. students may continue to earn credit in this course for more than one 8xx In-service courses with limited application toward term up to specified limits. advanced degrees and no application toward undergraduate degrees. ❻ Prerequisites. Students are responsible for making sure prerequisites have been met. Prerequisites are automatically enforced in departments In addition, the following number system is generally in effect in all OUS at the time of registration. Recommended prerequisites are at the discre- institutions: 100 to 110 and 200 to 210 courses are survey or foundation tion of the instructor. courses in the liberal arts and sciences in the disciplines covered. The fol- 16 P ORTLAND S TATE U NIVERSITY

Tuition and fees

(Charges for winter/spring 2007) Graduate Graduate POLICY NOTES: Undergrad Undergrad Student Student Credits Resident Nonresident Resident Nonresident Admission is recommended but not Full-time: required when registering for eight credits or fewer. 12 $1,578.50 $4,734.50 ...... 9 ...... $2,550.50 $4,080.50 Resource fees apply to programs in Over-time: engineering and computer science, fine Each additional and performing arts, and business credit 96.00 359.00 238.00 408.00 administration. Part-time: 1* 168.50 431.50 319.50 489.50 Financial aid is not available to non- 2* 284.50 810.50 580.50 920.50 admitted students. 3* 400.50 1,189.50 841.50 1,351.50 Health service and insurance is not 4* 516.50 1,568.50 1,102.50 1,782.50 available to students registered for 5* 632.50 1,947.50 1,363.50 2,213.50 fewer than 4 credit hours. 6* 748.50 2,326.50 1,624.50 2,644.50 7* 864.50 2,705.50 1,885.50 3,075.50 Post-baccalaureate undergraduate stu- 8* 980.50 3,084.50 2,146.50 3,506.50 dents are assessed undergraduate fees. 9 1,230.50 3,597.50 ...... OVERTIME NOTE: 10 1,346.50 3,976.50 ...... 11 1,462.50 4,355.50 ...... Overtime enrollment is restricted, see Admission is required in order to register for 9 credits or more. Note: The appropriate fee is determined “Overload Approvals” in the Academic by total credits of registered coursework (credit and audit). Policies section. *Tuition for carrying loads of 8 credits or fewer is determined by the level of the course(s) taken. Residency is not considered. See the quarterly Schedule of Classes for further details and for registration policies that affect carrying load, such as auditors and overloads.

EIGHT HOURS OR LESS Resource Fee: Programs in Engineering, Business $35, max $350; Speech and Hearing Science: $250 Fees based on the level of course taken. Administration, Fine and Performing Arts, Social Work per student); these are program specific fees. Total charges include: distance education, and Speech and Hearing Sciences. Students admitted to the undergraduate School of Instruction Fees NOTE: Graduate students registering for one or more Business Administration degree programs are and hours are assessed graduate-level fees for all credit assessed a resource fee of $10.00 per credit hour Building Incidental Technology hours regardless of course level (per state policy). with the maximum charge being $100.00. Fee Fee Fee EXCESS TUITION ASSESSMENT GRADUATE ASSISTANTS 1 $23 $36 $6 After the start of the quarter, the timing of some Graduate Assistants (GAs) are fully admitted gradu- 2 $25 $48 $12 drop and add activity may result in a refund penal- ate students appointed to assistantships while 3 $27 $60 $18 working toward an advanced degree. Appointments 4 $29 $72 $24 ty charge which may not be appropriate for the must be for at least.15 FTE per quarter. GAs are 5 $31 $84 $30 credit load. Complete the Request for Return of exempt from the payment of the instruction fee on 6 $33 $96 $36 Excess Tuition Paid form. This form can be acquired the first 9 credit hours per quarter. (Employing 7 $35 $108 $42 and submitted at the Admissions, Registration and department will provide a tuition credit.) All GAs 8 $37 $120 $48 Records window in the Neuberger Hall lobby. (This does not apply to credits in Extended Studies or must register for a minimum of 9 graduate credits. UNDERGRADUATE other self-support courses.) The adjustment will be Hours in excess of 9 per quarter are assessed at Total undergraduate charges include: reflected on the billing statement. $238 per hour and must be approved by the depart- Instruction Fees; ment head and dean of Graduate Studies. GAs are BASIC HEALTH INSURANCE Health Service Fee (includes basic insurance) at $122 per responsible to pay the Building, Health, Incidental, The nonrefundable basic health insurance will be and Technology Fees, which total $408.50 (for quarter; per associated credit hours: deducted before calculating the refund amount. Building Incidental Technology 9 hrs), and applicable resource fees (e.g., programs Fee Fee Fee RESOURCE FEES in engineering, business administration, and fine 9 $39 $131 $54 Resource fees are mandatory enrollment fees. All and performing arts). 10 $41 $143 $60 PSU students are assessed a Technology Fee of This schedule of tuition and fees is determined 11 $43 $155 $66 $6.00 per credit hour (maximum $72). In addition, by the Oregon State Board of Higher Education. 12+ $45 $167 $72 all students majoring in Fine and Performing Arts, No reduction in the total charge is made to those students admitted to School of Business students who do not intend to use specific GRADUATE resources or services. Fees are subject to change. Total graduate charges include: Administration graduate programs and admitted to Maseeh College of Engineering and Computer Self-support courses have fees that are assessed in Instruction Fees; Science upper-division and graduate-level pro- addition to any other tuition paid to the University. Health Service Fee (includes basic insurance) at $135 per grams are assessed a resource fee per credit hour Students may access their individual financial quarter; Building Fee of $45, Incidental Fee of $167, and (FPA: $5, max $50; SBA: $35, max $350; MCECS: account balances on the Web at www.pdx.edu. Technology Fee of $72. W ELCOME TO P ORTLAND S TATE U NIVERSITY 17

University housing

University Housing Office at PSU PSU’S RESIDENTIAL FACILITIES RENT The Broadway Building (Rental rates are reviewed once a year, in July) (monthly) 503-725-4333 Blackstone $277-$855 www.aux.pdx.edu (Built in 1931) HOUSING OPTIONS This historic, five-story structure offers 17 sleepers, 14 studios, PSU offers ten residential facilities on-campus. 20 one-bedroom and six two-bedroom units. It is located on the Park Blocks. Units include sleepers, studios, one- and two- bedroom units, as well as a traditional resi- Broadway $527-$612 dence hall with a meal plan. (Built in 2004) This environmentally friendly modern building has 383 non-smoking studios, RENTAL LIST a 24-hour computer lab, and retail outlets at street level. A rental list is available online at www.aux.pdx.edu. It is updated each weekday King Albert $436-$531 morning at 9 a.m. You may also visit the (Built in 1931) Housing Office or call 503-725-4333. Unless This historic building has 64 generously sized studios and is home to The Meetro, you join a tour, sponsored by Admissions, you an on-campus coffee house. must complete the application process before making an appointment to see an apartment. Montgomery Court $351-$411 UNIT DEFINITIONS (Built in 1916) Sleeper: a single room with shares a communi- Located centrally on campus, this historic building was the first all-women’s ty bath. residence in Portland. Today, it houses the Women’s Resource Center, Resident Studio: an efficiency apartment with its own Housing Association, Housing Facilities and a large student lounge. Floors 2-4 kitchen and bath. are furnished sleeper units that include mini-fridges. Bachelor units: furnished rooms that serve as Ondine $410-$440 the bedroom/living space with kitchen and bath shared with the adjacent unit. (Built in 1966) ADA units: are available in most of the resi- This landmark building includes recently renovated lounge space and a residential dences. Please consult with the Housing Office. restaurant. Floors 8-15 include kitchenettes. UTILITIES ONDINE: FIRST YEAR EXPERIENCE $6,922 pp PSU Residence Halls include water, electric The First Year Experience is a Living Learning Community (LLC) that offers social (academic (exception: West Hall), sewer, trash, and natural and academic programming, along with a meal plan. year contract) gas in their rent. Broadway, Epler, West, and Parkway $348-$857 Ondine also include high speed internet and cable television (for a fee), and telephone service. (Built in 1932) This historic building is a five story structure, also located on the Park Blocks. FINE PRINT It offers 13 sleepers, 10 studios, 24 one-bedroom and seven two-bedroom units. Security deposits, cleaning fees, and other Sleepers share a community kitchen. charges vary according to location and are in addition to the rental rate. You may choose St. Helens $405-$673 between a 12-month contract or a month-to- (Built in 1928) month contract. This residence facility is directly across from the King Albert. It includes one sleeper, 35 studios, and 15 one-bedroom units. RESIDENCE LIFE University Housing and Residence Life work Stephen Epler $415-$607 together to further the student’s personal (Built in 2003) growth and development. We have two Living This modern, environmentally friendly building is made up of 130 non-smoking Learning Communities (LLC) that explore indi- studios. The first level contains classrooms and office space. vidual values while encouraging appreciation for interpersonal skills and social responsibility. Stephen Epler: Global Village LLC $3,685 pp to These contracts are for an academic year. This dynamic Living Learning community is located on the sixth floor. $5,479 pp Students from around the world share an interest in community (academic year involvement and leadership. contract)

Stratford $471-$623 (Built in 1927) This historic building includes 21 studios and ten one-bedroom units.

West Hall $642-$663 (Built in 1986) This nine story, L-shaped building offers 189 one-bedroom units.

Welcome to Portland State University Oregon’s largest and most diverse public At Portland State, the motto “Let university is a center of opportunity for Knowledge Serve the City” is its mission, a nearly 25,000 undergraduate and graduate reminder of its past, and a roadmap for students. Located in Portland, Oregon, one the University’s future. of the nation’s most livable cities, the University’s innovative approach to educa- Campus tion combines academic rigor in the classroom with community-based internships Occupying 47 buildings in a 49-acre area, and projects. It serves as a catalyst to the the campus is built around the Park six-county metropolitan area’s economic Blocks, a greenway area reserved for and cultural vitality and a gateway to inter- pedestrians and bicyclists. The Park Blocks national understanding and development. are well used by PSU students. Landscaped Established in 1946 to meet the educa- to combine utility with natural beauty, they tional needs of GIs home from World War provide a place for students and the com- II battlefields, the school found its first munity to gather, talk, study, or put on an home in a former federal housing project impromptu concert or lecture. in North Portland known as Vanport. The Elevated walkways connect many of the campus moved to Lincoln Hall in buildings, bridging city streets and provid- Portland’s South Park Blocks in 1952. ing fast, easy routes for busy students. An Since then, it has grown to embrace underground tunnel network serves the almost 50 city blocks, retaining a park-like same purpose and contains shops, game beauty within its urban setting. rooms, and eating places. Recognized for its academic strength, At the edge of campus, the University Portland State has received national awards merges easily into downtown Portland. for its distinctive approach to teaching, The areas immediately surrounding the learning, and service. Its faculty conducts campus contain private student housing, research that addresses some of society’s shops, taverns, convenience stores, dry most perplexing challenges and offers cleaners, theaters, and restaurants which promising solutions. With 124 degree pro- primarily serve the University. grams, the University offers both breadth Commercial and governmental centers, as and depth for scholarly pursuits. Also, its well as cultural and entertainment resources, extracurricular opportunities provide stu- are within easy walking distance of campus. dents a wide arena for personal growth Among them are the Oregon History Center, and life-long community connections. Performing Arts Center, Portland Art Portland State is known as the nation’s Museum, Multnomah County Library, most sustainable urban university and Portland Center with its noted Lovejoy and integrates this value into its curriculum Keller fountains, Civic Stadium, Civic and operations. From eco-roofs and ener- Auditorium, theaters, and restaurants. gy-efficient buildings, to an ambitious The campus is located within 90 min- recycling program and research into alter- utes’ driving time of snow-covered Mt. native energy resources, it is committed to Hood to the east and the famed Oregon protecting and preserving the natural coastline to the west. beauty in which it exists. 20 P ORTLAND S TATE U NIVERSITY

Faculty uate programs and the accounting pro- Examiners, through the American Speech- gram of the School of Business Language-Hearing Association. The speech PSU faculty members are engaged in teach- Administration are accredited by The and hearing clinics have accreditation in ing, research, and related academic work. Association to Advance Collegiate Schools both speech pathology and audiology by Many also put their expertise to work in of Business International. The Graduate the Professional Service Board, American community affairs, consulting with local School of Education teacher education Board of Examiners, in speech pathology business concerns, holding key assignments programs are accredited by the National and audiology through the American in professional, cultural, and civic groups, Council for Accreditation of Teacher Speech-Language-Hearing Association. The working cooperatively with social agencies, Education and by the Oregon Teacher Department of Chemistry is accredited by or otherwise serving the community. Standards and Practices Commission. The the American Chemical Society. Faculty members come from colleges counseling program is accredited by the In the College of Urban and Public and universities throughout the United Council for Accreditation of Counseling Affairs, the Master of Urban and Regional States and from foreign countries. The fac- and Related Educational Programs. Planning degree is accredited by the ulty includes over 650 full-time and sever- The School of Social Work program is Planning Accreditation Board; the Master al hundred part-time members. More than accredited by the Council on Social Work of Public Administration degree is accred- 81 percent of the full-time faculty have Education. The Maseeh College of ited by the National Association of Schools doctoral degrees. Many of the part-time Engineering and Computer Science under- of Public Affairs and Administration; and members from the community lecture in graduate programs in civil, computer, elec- the Master of Public Health degree is specialized courses while actively involved trical, and mechanical engineering are accredited by the Council on Education in their professions. The faculty is sup- accredited by the Engineering for Public Health. ported by about 600 non-teaching admin- Accreditation Commission/Accreditation In the School of Fine and Performing istrative, office, and technical personnel. Board for Engineering and Technology. Arts the Department of Music is accredited The computer science program is accredit- by the National Association of Schools of Accreditation ed by the Computing Accreditation Music. Programs in the Department of Art Portland State University is accredited by Commission Accreditation Board for are accredited by the National Association the Northwest Commission on Colleges Engineering and Technology. of Schools of Art and Design. Programs in and Universities, the official accrediting In the College of Liberal Arts and Theater are accredited by the National agency for the region. Sciences, the Department of Association of Schools of Theater. Various schools and departments within Communication training program in speech the University also are accredited by spe- pathology is accredited by the Education cial agencies. The undergraduate and grad- and Training Board, American Board of Tuition, fees, and aid

exception of playoff games and social Residency and admission requirements are Tuition and fees events) and coverage by a basic health waived for students in this category. Student status. Entering and continuing stu- insurance plan. No reduction in the total All students registered for coursework on dents at Portland State University should plan charge is made to those students who do or after the first day of the term have a their study programs and work loads with a not intend to use specific resources or financial obligation in the form of an knowledge of the fee and tuition schedules of services. All regular students are required accounts receivable. The financial obliga- the institution. The Oregon State Board of to be currently admitted to the University tion is the maximum load enrolled after Higher Education reserves the right to change and will be assessed tuition and fees based the start of the term. the schedule of tuition and fees without on student level. All tuition and fees may be paid at the notice. Additionally, certain charges set by the All part-time students, admitted and non- Cashier Windows located in Neuberger University are also subject to change. admitted, taking 1 to 8 credits pay tuition Hall lobby, or in accordance with the However, no change made after a term begins and fees according to the level of the instructions received with the monthly will become effective within that term. course(s) in which they enroll. Courses billing statement. For specific deadlines Most laboratory and class materials are numbered 499 or below are assessed at the refer to the appropriate Schedule of Classes included in the tuition and fees payment, undergraduate rate; courses numbered 500 published each term. Tuition and fees but certain classes do require special and above are assessed at the graduate rate. must be paid in full each term; however, deposit charges, surcharges, or costs to Part-time students are entitled to such serv- students may elect to pay in installments cover materials. These charges are listed in ices as the University Library, Smith by making a one-third payment at the the Schedule of Classes. Memorial Student Union, Student beginning of the term with the balance A regular student is defined as a resi- Development programs, and use of the open due by the term’s end (Revolving Charge dent or nonresident undergraduate, post- recreation areas of the Peter Stott Center. Account Plan). First-time participants baccalaureate, or graduate student enrolled They are not entitled, however, to incidental must sign an agreement which is available for 9 credits or more. A regular student is fee privileges, such as free admission to on the Web at www.pdx.edu. entitled to use the resources of the most athletic events or subsidized use of the Tuition and fee schedules/Regular University, including the Library, the Helen Gordon Child Development Center, tuition schedule. Note: The 2007-2008 Health Service, and use of the open recre- or health services or insurance; however, tuition and fee schedules have not been ation areas of the Peter Stott Center. A reg- students taking 4-8 hours may opt to pur- set by the Oregon State Board of Higher ular student is also entitled to admission chase health services and insurance. Education. The charges listed in the chart to PSU home athletic events (with the W ELCOME TO P ORTLAND S TATE U NIVERSITY 21

were effective during the 2006-2007 aca- Other special fees. Special fees and returned to federal aid program accounts. demic year. Students should consult the fines are subject to change. Up-to-date In some cases, the Return of Title IV tuition and fee listing in the PSU Schedule information on special fees and clarifica- Funds calculation may take all of a stu- of Classes for up-to-date information and tion of charges can be obtained from the dent’s tuition refund to repay federal aid applicable tuition and fees. Office of Business Affairs, 167 Neuberger accounts. In addition, students may be Students who enroll incur an accounts Hall, 503-725-3443. responsible for repayment of federal finan- receivable obligation and are financially Revolving Charge Account Plan cial aid program funds. Funds are responsible for all classes and credits in (RCAP). An installment payment option is returned to the financial aid programs which they are registered on or after the available (except to students who owe the from which they were awarded, starting first day of the term. All classes dropped are University money from previous terms or with the loan programs. subject to the refund schedule. Students are who are receiving financial aid). Students who are considering withdraw- required to pay for any tuition, fees and Students may elect to pay installments on ing from a term, should contact staff in the charges remaining on their account. their account balance. The balance is sub- Office of Admissions, Registration and Tuition and fee calculation—8 credits ject to interest at the rate of 12 percent per Records. or fewer. Part-time students enrolling in annum. First-time participants must sign 2. Unofficial withdrawals. Students who courses numbered 499 or below pay an agreement which is available at the stop attending without officially withdraw- undergraduate tuition and fees. Students Accounts Receivable Window, Neuberger ing from Portland State University are con- enrolling in courses numbered 500 and Hall lobby or on the Web at www.pdx.edu. sidered to have unofficially withdrawn. above pay graduate tuition and fees. In the event of withdrawal, any refunds Students who unofficially withdraw may For students enrolling in classes both for due are applied to the outstanding balance, receive all X or M grades at the end of a undergraduate and graduate credit, the and any remaining balance due remains term. A grade of X is defined as no basis instructional fee for each is combined and payable. Failure to pay in full may also result for grade or non-attendance. A grade of M added to the single building, technology, and in denial of registration, graduation, and designates a missing grade. incidental fee to arrive at the total charge. transcripts as well as additional assessment Students who receive financial aid for a When courses are added, tuition is cal- for collection charges and attorney’s fees. term and unofficially withdraw are identi- culated upon the difference between the Withdrawals and fee refunds. Complete fied at the end of each term. Each student original credit-hour payment and total withdrawal or dropping one or more classes receiving financial aid who has unofficially credits. When credits exceed 8, tuition can be accomplished before classes begin via withdrawn must provide proof of attendance policy for 9 credits or more applies. Web access with a 100 percent reversal of for the term(s). Students who provide Tuition and fee calculation—9 credits charges. After classes begin, withdrawals proof of attendance may be subject to the or more. All students taking 9 credits or and class drops are accomplished via Web Return of Title IV Funds policy. Students more are assessed tuition and fees accord- access, or Special Registration Form at the who fail to provide proof of attendance ing to their undergraduate/graduate and Registration windows in the Neuberger Hall will have all financial aid received repaid residency status. The level of courses in lobby, with the applicable tuition percentage to federal accounts (including PLUS which students enroll is immaterial. charge remaining due and payable. Refund loans) and a university accounts receiv- Self-support, Extended Studies, and consideration is automatic; no special able will be established. noncredit. Enrollment in these courses request is necessary. Refund calculations are based on total may not be combined with regular PSU Fees for the purchase of a student health tuition and fees. Special fees are nonrefund- credit courses for fee calculations. Self- insurance plan are nonrefundable. Refunds able. Refunds are computed from the date support courses have fees that are assessed of special course fees must be approved by of official withdrawal or drop; they are not in addition to any other tuition paid to the departments. Art, speech, and music spe- based on when attendance in class ceased. University. cial activity course fee refunds are subject Students who are delayed in withdrawal Senior citizen fee schedule. Senior citi- to the schedule for complete withdrawal process for reasons beyond their control zens are defined as persons age 65 or listed on this page. may petition for an earlier drop date via a older who do not wish to earn course Complete withdrawal or dropping Deadline Appeals petition obtained at the credit. Senior citizens who are Oregon res- coursework does not cancel a student’s Registration window. Allow four to six idents are authorized to attend classes on a obligation to pay a student loan, balance of weeks between withdrawal/ drop and space-available basis without payment of Revolving Charge Account Plan (RCAP), or receipt of refund. Action cannot begin until tuition. Charges for special materials, if any other financial obligation owed the the two-week Add period has passed. any, must be paid. University. Students with such outstanding Refund schedule for complete or partial withdrawal Incidental and Health Service fee privi- obligations will have any refund due them Prior to the second week of the term, students leges are not provided and the University applied against the obligation. receive a 100 percent refund; in the second week of the term, students receive a does not maintain any records of enroll- 1. Official withdrawals. Students receiv- 70 percent refund; ment. The registration receipt may be used ing financial aid who need to completely in the third week of the term, students receive a to obtain a library card. withdraw from classes during a term 40 percent refund; and Late fees. Late payment fees apply on the should officially withdraw (see the instruc- in the fourth week of the term, students receive a last day of the term. A late fee of $100 is tions in the Schedule of Classes). By using 20 percent refund. charged the last Saturday of finals week to the official withdrawal procedures, stu- There is no refund after the close of the accounts with unpaid current term tuition. dents will have tuition refunds calculated 28th calendar day following the start of Resource fee. This fee is a mandatory by the Office of Business Affairs. classes. This schedule applies to all stu- enrollment fee. All students are assessed a Students receiving financial aid who dents, whether making a complete with- technology fee per credit hour and a stu- completely withdraw up to the 60 percent drawal or just reducing hours. The appro- dent services fee per term. In addition, point of a term, will be identified. priate percentage is applied to the differ- students admitted to some academic pro- Financial aid staff will use the federal ence between the initial official tuition and grams are assessed a program-specific Return of Title IV Funds formula to calcu- fees figure and the figure applicable to the resource fee per credit. late the percentage of financial aid earned reduced load. versus the percentage of aid that must be 22 P ORTLAND S TATE U NIVERSITY

phy that parents are the primary source admitted before processing of the applica- Financial aid responsible for helping dependent stu- tion for financial aid will occur. Neuberger Hall Lobby dents to meet educational costs. The In order to be eligible to receive state or 503-725-3461 amount of the contribution expected from federal financial aid, students must remain e-mail: [email protected] parents is related directly to a family’s in good academic standing as defined in www.pdx.edu/finaid financial strength as reflected by adjusted the University Scholastic Standards Policy, The professional staff in the Financial Aid gross income, number of dependents, and enroll for the minimum credits speci- Office is ready to help students to deter- allowable expenses, and assets. Both fied by their Award Notification. Students mine the level of their financial need and dependent and independent students also also must meet the Satisfactory Academic to plan for the most efficient use of their have a responsibility to make a reasonable Progress Policy requirements described financial resources for education. contribution toward their costs from earn- below. The student must be in a degree or ings and savings. Financial aid resources certificate program and must be a U.S. cit- Eligibility serve to supplement these primary izen or be an eligible non-citizen. To assist the student in financial planning resources. Aid eligibility is determined Undergraduate students. Undergraduate and in determining eligibility for assis- through a federally established formula. students may receive consideration for tance, the following expenses are taken Students should apply annually using financial assistance through the Federal Pell into consideration: tuition and fees, books the Free Application for Federal Student Grant, Federal Supplemental Educational and supplies, room and board, transporta- Aid (FAFSA). The FAFSA can be filed on- Opportunity Grant (SEOG), Federal Work- tion, child care costs and personal/miscel- line at www.fafsa.ed.gov. FAFSA forms are Study, and Federal Stafford Loan programs. laneous expenses. Specific allowable stu- available at high schools or at college Full-time Oregon resident students may dent expense budgets are shown at financial aid offices. PSU’s federal school also be eligible for the Oregon Opportunity www.pdx.edu/finaid under Getting Around code to be used on the FAFSA is 003216. Grant and the Oregon University System and Getting Started. Note: All tuition and Applications for aid. Applications for Supplemental Tuition Grant programs. fee costs are subject to change by the financial aid must be submitted annually Parents of students who apply as depend- Oregon State Board of Higher Education. for the academic year and/or summer aid. ent students may borrow through the The Financial Aid Office provides needy, Applications are accepted by the Federal PLUS Loan program, described in qualified students with financial aid in the Financial Aid Office at any time during the the Educational Loans section. form of loans, grants, and employment. In year, with priority given to admitted appli- Post-baccalaureate students. Post-bac- order to make the best use of available cants who submit their FAFSA in January calaureate students may receive considera- funds, awards normally consist of a “pack- and February and who provide all request- tion for financial assistance through the age” of two or more of these forms of ed information promptly. It is not neces- Federal Stafford Loan programs. Parents of financial aid. sary to wait for formal admission to the post-baccalaureate students who apply as Underlying the awarding of financial aid University before submitting the financial dependent students may borrow through at PSU is the nationally accepted philoso- aid application; however, students must be the Federal PLUS Loan program, described in the Educational Loans section. Graduate students. Graduate students may receive consideration for financial assistance through the Federal Perkins Loan, Federal Work-Study, and Federal Stafford Loan and Federal Graduate PLUS Loan Programs. International students. International students are not eligible to participate in federal financial aid programs. Award notification Applicants will be advised of the decision on their financial aid application by an Award Notification. Award amounts will be displayed on the PSU Web site, and students will accept or decline their aid offer online. Delivery of aid. Available financial aid will be automatically credited to pay tuition and other PSU charges. Excess financial aid and other refunds are generally disbursed through Higher One using the student’s ID card, the PSU OneCard. To ensure timely receipt of refunds, students should activate their PSU OneCard upon receipt of the card and select one of the three disbursement methods: a paper check delivered via U.S. mail, an electronic deposit to an existing bank account, or disbursement to the optional OneAccount, an FDIC insured bank account that allows students to use their PSU OneCard as a debit card. W ELCOME TO P ORTLAND S TATE U NIVERSITY 23

Federal Work-Study is earned on a Students receiving state or federal aid the following fields of study: Computer monthly basis and paychecks are issued at who receive all X, M, NP, W, or F grades for Science or Technology; Engineering; Life the end of each month. Students may a term will be required to provide the Sciences or Physical Sciences; Mathematics; authorize a direct deposit of their Work- Financial Aid Office with proof of atten- specific Foreign Languages or specific Study pay to their bank account, or pick dance. Students who do not submit proof Multidisciplinary Studies. The SMART up their paychecks from the cashier win- of attendance by the specified deadline are grant is available for a maximum of 3 dow in Neuberger Hall lobby. subject to a return of funds calculation and terms at the third-year level and a maxi- Aid Disbursement Policy. Financial aid some financial aid funds for that term will mum of 3 terms at the fourth-year level can be disbursed to a student’s account as be cancelled and pulled back. (both $4000/yr max). To be considered for early as ten days prior to the start of a these grants, a student must be a third-year term. Our ability to disburse aid prior to Award sources student (91-135 credits) or a fourth-year the beginning of a term means that we Additional details on the federal aid pro- student (136-180 credits). must have a “census date” that corre- grams are available in The Funding Oregon Opportunity Grants (Oregon sponds to a student’s official aid eligibility Education Beyond High School Guide, residents). All Oregon resident undergrad- for a term. Census dates for the 2007-08 published annually by the U.S. uate students needing financial aid will be aid year can be found on the Financial Aid Department of Education. Students can considered for the Oregon Opportunity Office’s website at www.pdx.edu/finaid/ also find the Financial Aid Guide at Grant awarded by the Oregon Student disbursement.html. www.pdx.edu/finaid under Forms and Assistance Commission. Awards are based Financial aid for a term is adjusted to Publications. This guide gives a detailed upon financial need. Awards are renewable reflect the student’s enrolled credits as of explanation of the conditions for receiving for 12 terms provided satisfactory academic the census date. When a reduction in aid aid, student rights and responsibilities, progress and financial need continue. is required due to a student’s enrollment and other information of which aid appli- Oregon University System Supple-men- level on the census date, the reduction cants should be aware. usually creates a balance due on the stu- tal Tuition Grants. This is a state-funded dent’s PSU account. If there is a tuition EDUCATIONAL GRANTS program that provides tuition assistance to refund because of dropped credits, the Federal Pell Grants. This federally fund- eligible Oregon resident undergraduates. tuition refund will be used to reduce the ed grant program is designed to provide Athletic grants-in-aid and scholarships. balance due on the student’s account. assistance to eligible undergraduate stu- Athletic grants-in-aid and scholarships are A student whose census date enrollment dents. The amount of the grant is deter- administered by the institution’s financial is less than half-time is not eligible for any mined by the federal government with the aid and athletic departments. Each head federal student loans. In these cases, the University acting as the disbursing agent. coach is responsible for selecting recipients entire loan amount for the term will be Eligibility is based upon financial need. based upon eligibility and athletic ability. returned to the lender. The return of loan Federal Supplemental Educational The National Collegiate Athletic Association funds to the lender creates a bill on the Opportunity Grants. This is a federally sets forth the eligibility and financial aid student’s PSU account, but also reduces funded grant program under which eligible requirements for Portland State University the outstanding principal balance due on applicants are selected for awards by men’s and women’s athletic teams. the student loan. Portland State University. Eligibility is based Any prospective PSU student should Any current term aid disbursed after the upon exceptional financial need and awards contact the coach of the desired sport census date will be based on the student’s are limited to undergraduate students only. about availability of scholarships and the enrollment on the census date, or their recruiting process. Each coach will then Academic Competitiveness Grant actual number of credits enrolled at the consider the prospective student’s athletic (ACG). This federally funded grant pro- time of disbursement, whichever is less. ability, eligibility, finances available, and gram is available to select first and second Credits added after the census date cannot the need of that particular sport. An ath- year undergraduates. In addition to full- be used to increase aid eligibility. letic grant-in-aid request is then submitted time enrollment, a student must be a Pell Retroactive aid (aid for a term that has to the director of Athletics for award to the Grant eligible U.S. citizen, must have a ended prior to disbursement) must be dis- prospective student. high school graduation date after January bursed based on completed grades/credits, 1, 2005, and must have completed a rigor- or census date registration, whichever is EDUCATIONAL LOANS ous high school curriculum. The second- less. This includes retroactive grants and Federal Perkins Loans. This federally year ACG grant has the additional require- loans. Grades that are considered “com- funded loan program is available to under- ment of a minimum 3.0 cumulative GPA plete” for disbursement purposes are: A, B, graduate and graduate students who at the end of the first year of college. The C, D, P, I or IP. demonstrate exceptional financial need ACG grant is available for a maximum of Withdrawals—Official/Unofficial. and who are enrolled at least half time. 3 terms at the first-year level ($750/yr Please see the quarterly Schedule of Classes This is a long-term, low-interest loan for max) and a maximum of 3 terms at the for the university policy regarding drop- which repayment commences nine months second-year level ($1300/yr max). To be ping classes and tuition refunds. after the student is no longer enrolled on considered for these grants, a student Students who withdraw completely dur- at least a half-time basis. must be a first-year student (0-45 credits) ing the term and are receiving Title IV fed- Federal Family Education Loan Program or a second-year student (46-90 credits). eral financial aid may have a percentage of (FFELP). Loans are available to students their aid reversed, based upon a formula National Science and Mathematics and parents of dependent students prescribed by the U.S. Department of Access to Retain Talent Grant (SMART). through the Federal Family Education Education. These students will have any This federally funded grant program is Loan Program (FFELP). Undergraduate unearned portion of their aid charged back available to third and fourth year under- and postbaccalaureate students can borrow to their PSU account, and may owe repay- graduates. In addition to full-time enroll- the Stafford Loan; graduate students can ment directly to the U.S. Department of ment, a student must be a Pell Grant eligi- borrow the Stafford Loan and/or the Education of any overpaid Federal grants. ble U.S. citizen, must have a cumulative Graduate PLUS Loan; and parents of GPA of 3.0 and a declared major in one of dependent students can borrow the Parent PLUS Loan. Student borrowers will select 24 P ORTLAND S TATE U NIVERSITY

a lender at the time they accept their PLUS loan is denied, the parent will undergraduate and graduate students. Stafford Loan. Graduate students and par- receive notification from the guarantor Employment opportunities are on-campus ents will select a lender at the time they explaining the reason(s), with information and off-campus. On-campus jobs are with apply for a Graduate PLUS or Parent PLUS about how to dispute the outcome. nearly every academic and administrative Loan. Students must maintain at least half- Graduate PLUS Loans. The Graduate department. Off-campus jobs are with gov- time enrollment to be eligible for Stafford PLUS Loan is a federal loan for independ- ernment agencies and non-profit groups; Loans, Graduate PLUS Loans or Parent ent students attending graduate school many are community service jobs that PLUS Loans. and has a fixed interest rate of 8.5 percent. involve directly serving the community, Stafford Loans. Loans are available to PSU To be eligible for this loan, a graduate stu- while providing good work experience. The students through various lending institu- dent must be enrolled at least half-time, America Reads program which tutors young tions. Both interest subsidized and unsub- must be a US citizen or eligible non-citi- children in public schools is one of these sidized loans are available. Subsidized loan zen and must pass a credit check by the programs. The Career Center lists openings eligibility is based upon the demonstration lender. A 3% origination fee and up to 1% for on-campus and off-campus jobs. of financial need. Repayment begins six federal default fee will be deducted from months after the student drops below half- the loan amount prior to disbursement. Scholarships and awards time status or leaves the University. The The maximum amount a student can Portland State University has a number of federal government pays the interest on request in a Graduate PLUS Loan is the scholarships and awards which are admin- subsidized loans while the student is in student’s cost of attendance minus any istered by individual academic depart- school. Unsubsidized loan eligibility is other financial aid and/or scholarships the ments, the Scholarship Committee, or spe- based upon the difference between the stu- student is awarded. cial committees developed for specific dent’s cost of attendance and financial aid If the Graduate PLUS Loan is approved, scholarships. Scholarships generally are awarded. Repayment of interest begins the guarantor will mail a promissory note awarded on the basis of academic achieve- while the student is still enrolled. The fed- for the student to sign. The student must ment, promise, and financial need. eral government does not make interest complete and return it to them. If the Additional information is available on the payments. Annual loan maximums for Graduate PLUS Loan is denied, the student Web at www.pdx.edu/finaid. Follow the both loan types combined are $3,500 for will receive notification from the guarantor links for scholarships. freshmen; $4,500 for sophomores; $5,500 explaining the reason(s), with information SATISFACTORY ACADEMIC for juniors, seniors, and postbaccalaure- about how to dispute the outcome. PROGRESS AND FINANCIAL AID ates; and $8,500 for graduate students. Alternative Loans. Students who are not In accordance with the Higher Education Independent students may borrow addi- eligible for federal financial aid or who Act of 1965, as amended by Congress, tional unsubsidized Stafford Loans up to need additional funds to meet educational Portland State University has established a these maximums: $4,000 for freshmen and expenses may wish to apply for a non-fed- satisfactory academic progress (SAP) poli- sophomores; $5,000 for juniors, seniors, eral alternative loan. Because alternative cy for students. and postbaccalaureates; and $12,000 for loans are not guaranteed by the federal All students who wish to receive federal graduates. The interest rate is 6.8 percent. government, they must be insured private- student aid funds must make satisfactory Parent PLUS Loans. These loans are avail- ly. This extra cost is passed on to the bor- progress toward completion of their pro- able to the parents of dependent students rower in the form of higher fees and inter- gram of study. Portland State University who wish to borrow funds to supplement est rates. In addition, the lender will look monitors the following for all students: their student’s other aid. The parent bor- at a student’s credit history as well as other ◆ completion rate - the percentage of rower must be a US citizen or permanent factors to determine if the student is eligi- credits taken at PSU which have pass- resident and must pass a credit check by ble for the loan. A student may be denied ing grades the lender to be eligible for the loan. The by one lender but approved by another ◆ grade point average for PSU courses, Parent PLUS loan has a fixed interest rate lender because of the different ways they according to student level of 8.5 percent. Repayment begins 60 days interpret applicant information. Students ◆ maximum time frame (PSU courses after the last disbursement of the year. The who are not considered “credit worthy” by plus accepted transfer credits). The student must maintain at least half-time the lender may be offered the option of maximum time frame for undergradu- enrollment for each term that the Parent finding a credit-worthy co-signer. Eligible ate students is 150% of the credits PLUS loan is disbursed. students may borrow up to the cost of required to complete the degree being After a student receives their financial aid attendance minus other financial aid, or sought. The maximum time frame for award notification, the parent may go to the annual loan maximum as determined post-baccalaureate and graduate stu- the Parents’ Page at www.pdx.edu/finaid to by the lender. Additional information dents is established according to the submit a Parent PLUS Loan request (or a about participating lenders and how to degree or certificate being sought. paper application can be obtained from the apply is available at the Office of Student Students who do not meet all three com- Office of Student Financial Aid). The maxi- Financial Aid or at www.pdx.edu/finaid ponents of the Satisfactory Academic mum amount a parent can request in a under Scholarships and Alternatives. Progress policy will have their eligibility Parent PLUS loan is the student’s cost of for financial aid suspended. Students attendance minus any other financial aid Federal Work-Study The Federal Work-Study Program is a need- whose eligibility is suspended may submit and/or scholarships the student is awarded. a written appeal. If the Parent PLUS loan is approved, the based program in which the federal government pays from 50 to 100 percent of stu- The full policy is on-line at http://www.pdx. guarantor will mail a promissory note for edu/finaid/sap.html and printed copies can be the parent to sign. The parent must com- dent wages and the employer pays the remainder. Work-Study is available to found at the Office of Student Financial Aid plete it and return it to them. If the Parent in Neuberger Hall lobby. W ELCOME TO P ORTLAND S TATE U NIVERSITY 25

Student services

◆ The First Year Experience at the University Ondine offers freshmen dormitory Child care Housing style rooms with double occupancy. A resources meal plan is included. This program is an excellent way for freshmen to accli- University Housing mate to University life while creating Helen Gordon Child Office friendships that will last a lifetime. Development Center The Residence Life staff is a group of pro- The Broadway Building 1609 SW 12th Avenue fessionals that take an active role in creat- 503-725-3092 503-725-4333 ing activities and attending to each individ- www.aux.pdx.edu www.hgcdc.pdx.edu ual need as it arises. Combined with stu- [email protected] The goal of the University Housing Office dent Resident Assistants, residents have is to provide safe and desirable housing 24-hour access to staff for help with the The Helen Gordon Child Development for students. A wide variety of living smallest to the most complicated of issues. Center is a University-operated service that styles are available including furnished To be eligible for PSU Housing, under- provides a quality educational laboratory sleepers and studios, choices between graduate students must register for a min- preschool/extended day program for chil- classic or modern buildings and Living imum of 8 credit hours per term for three dren two to six years of age. The center is Learning Communities. out of four successive academic terms or accredited by the National Academy of Ten on-campus buildings are available to provide documentation that they are Early Childhood Programs, a division of PSU students who are registered for a min- working toward an advanced degree. the National Association for the Education imum of 8 credits. Seven near-campus Incoming students are advised to contract of Young Children. The center is open from buildings are also available to PSU, PCC, for housing three to six months in 7:30 a.m. to 5:30 p.m. daily. Children of and other students who attend qualified advance using the contracts available PSU students, faculty, and staff are eligible schools. The student can choose the archi- online. The exception is that the classic for enrollment in the program. Enrollment tectural style they prefer, be it a new units (except the Montgomery) are only is based on the date of application. building or a classic one. There are a total available on a first come, first serve basis As a laboratory preschool/extended day of 2,358 units in various settings, some are and are only rented by visiting the rental program, the center enables students from along the Park Blocks, and others offer list at the Web site listed above. education, psychology, and related fields outstanding city and mountain views. Guest rooms are available year-round at to complete course requirements through There are many benefits to attending an University Place. Conference Housing is observation, practicum, or research activi- urban campus. Housing is conveniently available during the summer months. ties at the center. Interested students accessible to parks, bike paths, the PSU buildings are professionally man- should contact the center’s office. Willamette River, and all of the events and aged by College Housing Northwest, a destinations Portland has to offer. property management company established ASPSU Transportation is easy with TriMet buses by students in 1966. While managing PSU Children’s Center and trains servicing 575 square miles. buildings, CHNW also offers seven near- The Broadway Building and Stephen campus housing options to PSU, PCC, and 126 Smith Memorial Student Union Epler Hall are the newest additions to the students of qualified schools. Four of these 503-725-2273 on-campus housing group. These struc- are classic buildings with unique floor www.aspsucc.pdx.edu tures have been awarded for their environ- plans and the charm of wood floors and The Children’s Center provides child care mentally friendly construction and sustain- carved entrances. The contemporary Goose for children (ages 3 through 9) of stu- ability practices. The Broadway Building’s Hollow Plaza and Goose Hollow Tower, dents, staff, and faculty on a part-time, 383 studios have a contemporary look. offer oversized studios, one-bedroom and flexibly scheduled basis. This facility is There is ample space in each studio, sever- two-bedrooms apartments. The tower for part-time care, and time may be al lounges in which to study or socialize, boasts a newly renovated lobby, accent scheduled in blocks of up to four hours a and a 24-hour computer lab (Broadway). walls, 24-hour fitness center, and one of day with a maximum of 20 hours of care Stephen Epler Hall has 104 studios similar the most renowned views in the city. All per week. The Children’s Center is fully in floor plan. apartments are wired for high speed licensed and staffed by professionals. Call Living Learning Communities are a large Internet. Secure, off-street parking is avail- 503-725-CARE for information and part of PSU Housing’s effort to create a able. A free shuttle service runs to and enrollment procedures. well-rounded educational environment: from campus, from early morning to late ◆ The Global Village is a program locat- night. The Goose Hollow Plaza and Goose Student Parent Services ed in Stephen Epler Hall that focuses on Hollow Tower apartments can be rented in cultural awareness. Participants are advance by visiting the Web site listed 124 Smith Memorial Student Union paired with roommates of different cul- above. Furnished internship housing is 503-725-5655 tures. Activities include exploring differ- also available in the summer months. www.sps.pdx.edu ent international cuisines and traditions. For more information please contact: Student Parent Services (SPS) is a resource University Housing, 503-725-4333; Goose and referral, networking and educational Hollow Plaza/Tower, 503-725-4340; or center designed to help student parents Conference Housing, 503-725-4336 manage their roles and responsibilities as both parents and students. SPS services 26 P ORTLAND S TATE U NIVERSITY

include parent education, child care infor- ogical exams, pap smears, family planning with companies to administer licensure mation, education and referral, childcare counseling, and contraception. Specialized exams. The service is available to PSU stu- financial assistance, and community men’s health care is also available. Other dents and, in many instances, members of resource referral. SPS also provides indi- services include x-ray, immunizations, and the larger community. There are fees for vidual consultation. SPS is funded through dispensary services to support the compre- testing that vary depending on the test. Incidental Fees and there is no charge for hensive delivery of primary care. For more information, please visit the direct services. Student parents can use The Health Service also provides an Testing Web site: http://testing.pdx.edu. SPS by calling 503-725-5655 or dropping after-hours nurse advice line for students In addition to the above services, a by the SPS office in room 124 SMSU. at 1-800-607-5501. Health Promotion and Education unit pro- For further information, please visit our vides health and mental health related website at www.shac.pdx.edu/hs. programs and activities for PSU students. Health resources These include lectures and workshops; the Dental Services weekly radio program, Shrink Rap; health Center for Student The PSU dental service provides dental and mental health related screening pro- care with the students’ utmost care and grams; an e-mail mental health advice Health and Counseling health in mind. Students enrolled for 9 service ([email protected]); and consul- University Center Building credits, or who are taking 4-8 credits, and tation services for faculty, students, and 1800 SW 6th Avenue have paid the student health fee, are eligi- staff. Programs are widely advertised 503-725-2800 ble to be seen. Typical services include: across campus. Testing: 503-725-5301/ comprehensive and emergency exams, For further information, please visit our Dental: 503-725-2611 teeth cleaning, periodontal screening, Web site at: www.shac.pdx.edu/caps. www.shac.pdx.edu sealants, fillings (amalgam and white), The Center for Student Health and crowns, bridges, night guards, veneers, Counseling (SHAC) provides high quality, bleaching trays, extractions, root canal Employment accessible health and mental health servic- therapy, and nitrous oxide. Emergency resources es to students through two primary units: time is held daily in the schedules to treat Student Health Service and Counseling students with acute dental pain, swelling, and Psychological Services. Each offers a or excessive bleeding. Career Center range of services to students taking 9 or The dental clinic is not “dental insur- 402 University Services Building more credits during the regular academic ance”, but a provider of dental care at 503-725-4613 year. Most distance learning and extended greatly reduced rates for PSU students. If www.pdx.edu/careers the dental service is unable to provide a studies classes are not “in load”, and there- The Career Center offers assistance to student with care, we will refer them to a fore do not count toward the 9 or 4 to 8 Portland State University students (who are community dental service or provider credits. Students taking 4 to 8 in load formally admitted and registered for classes) where the student will be responsible for credits may elect to pay the health fee dur- and alumni. Services and resources include: any fees incurred. If a student has private ing the first 20 business days of each term ◆ Individual career counseling. dental insurance, the clinic will assist you to be eligible for services. During Summer ◆ Workshops and individual assistance in filling insurance forms out. However, Session, students taking 1 or more credits on career decisions, resume writing, the clinic is in no way responsible for the are eligible. interviewing, and job search strategies. determination of the insurance company Payment of the health fee automatically ◆ An extensive career library and home in these matters, nor will we be able to enrolls students in a basic health insurance page with information on careers, contact them on behalf of the student. plan that provides partial payment for hos- internships, employers, and job- For further information, please visit our pitalization, office visits, diagnostic work, search resources. Web site at: www.shac.pdx.edu/dental. ambulance service, surgeries, and pregnan- ◆ An on-campus recruiting program in cy expenses. An optional supplementary Counseling and which students interview with insurance can be purchased to cover major employers. medical care. Psychological Services ◆ PSU CareerConnect, an on-line jobs Students who are not enrolled for Summer [email protected] database, with full-time professional Session may purchase basic or basic and Counseling and Psychological Services level positions, internships, and part- extended insurance if the student was eligi- provides assistance to students in the fol- time jobs for students (both on and ble the preceding spring term. In addition, if lowing areas: off campus). ◆ the student plans to return in fall term, he ◆ Crisis counseling Four annual career days or job fairs: or she may use center services on a fee-for- ◆ Brief individual, couple, or group Career Information Day in February, service basis during the summer term. counseling Part-time/Summer Job Fair in April, Further information about all SHAC pro- ◆ Psychiatric assessment and treatment On-campus Job Fair in September, grams, including printable insurance claim ◆ Career counseling including testing and Non-Profit Career Fair in October. ◆ forms and measles forms, is available at ◆ Assessment for learning disabilities Peace Corps office. www.shac.pdx.edu. ◆ Alcohol and other drug use assess- Workshops are offered regularly to assist Student Health Service ment, education, and referral students with career decision making, The Testing Service which coordinates resume writing, interview preparation, and [email protected] national tests (LSAT, Praxis, MCAT, GRE, effective job seeking techniques. Individual The Student Health Service is staffed by TOEFL), administers classroom make-up counseling is available for students seeking physicians and nurses who are available for exams and accommodated testing, and assistance with career/major choice, diagnosis, treatment, consultation, and administers other admissions, career, resume writing and graduate school appli- referrals for illnesses and injuries. Women’s learning disability, and specialty tests. In cations. Practice interviews with video- health care is available for annual gynecol- addition, the Testing Service contracts taped feedback may be scheduled. W ELCOME TO P ORTLAND S TATE U NIVERSITY 27

The Career Center library contains career National Collegiate Athletic Association and The Portland State University Review, information as well as information on (NCAA) and competes at the Division I the campus literary magazine. These publi- employers in both the public and private level. The Vikings are a member of the Big cations strive to provide a service to the sectors. Also available are employer direc- Sky Conference in all sports except University community and to provide an tories, information concerning employ- wrestling, which is in the Pac-10, and soft- opportunity to students to learn about the ment trends, and job-seeking techniques. ball, which is a member of the Western publications business. For further information, contact the Athletic Conference (WAC). Career Center or visit the Web site: Football games are played at PGE Park in Religious activities www.pdx.edu/careers. downtown Portland. Erv Lind Stadium is the home venue for PSU softball and the The Campus Christian Ministry represents Student employment Tigard High School Soccer Complex serves eight faiths: Baptist, Christian (Disciples of as the backdrop for Viking soccer. Home Christ), Episcopal, Lutheran, Methodist, 402F University Services Building tennis meets are held at the Eastmoreland Presbyterian, Roman Catholic, and United 503-725-4958 Racquet Club and track and field events Church of Christ. There are also a variety www.pdx.edu/careers are held at Duniway Park. Indoor sports of religious student organizations that Student Employment provides referrals to are played primarily at the Peter W. Stott invite participation in educational events. internships and part-time, temporary, and Center, on campus, with selected events The Center for the Study of Religion summer jobs off campus, and on-campus held at the Rose Quarter. (CSR) arranges PSU classes, as well as lec- Federal Work-Study or student wage jobs. Free admission to all Portland State tures, symposia, and forums to increase Many employment opportunities are men’s and women’s intercollegiate home public knowledge and understanding of degree-related and most jobs offer flexible athletic events, with the exception of play- the religious traditions of the world, while hours, often within walking distance from off games, is accorded to all PSU students also supporting inter-faith dialogue in the campus. Referrals may be obtained by who hold a valid ID card. Extra football quest for meaning and wisdom. using PSU CareerConnect, an online career reserved tickets are also available prior to and job information service, or by stopping each home game. Special events by the Student Employment office during Conferences and programs bring noted office hours. Check PSU CareerConnect Music authors, actors, and political figures to regularly, as job postings and employer campus to lecture and/or participate in interview schedules change daily. Many musical organizations contribute to the cultural life of the University commu- group discussions. These events are organ- nity. They include the PSU Piano Recital ized by students and faculty working Series, the Florestan Trio (artists-in-resi- together and are open to the entire metro- Campus activities dence at PSU), and Ensemble Viento (fac- politan community. Campus-centered activities, supported by ulty woodwind quintet); the PSU Student committees, often with faculty the changing resources of the city, make for Orchestra, Symphonic Band, and Jazz lab consultation, plan and present continuing dynamic and contemporary choices for the bands; University Chorus and Chamber programs in film, poetry, photography, art Portland State student. Most students plan Choir; Opera Workshop; and several exhibitions, and music. Student organiza- their schedules to allow time to take chamber groups. Each year they provide a tions provide a variety of co-curricular advantage of the numerous opportunities, rich experience of music in performance services. Film programs feature classics which may include organized cultural during free noon concerts as well as occa- and new forms of expression, showing a affairs, outdoor activities, or a multitude of sional evening programs for the benefit of caliber of excellence not often seen in other experiences available on campus or music scholarships at the University. popular theaters. in the community. A visit to the Littman The Music Committee works closely Special committees arrange for such Gallery on campus, with its local and trav- with the Department of Music to present events as foreign language theater and eling exhibits, a lunch hour listening to weekly noon concerts. These Tuesday and other programs in the performing arts free-form jazz at a noon concert, a presen- Thursday programs are free and open to which visit Portland State. PSU students tation at the Lunchbox Theater, or an all. They feature exceptional student and work with representatives of the other impromptu forum in the Park Blocks are professional performers in a variety of solo Portland-area colleges and universities to among the options open to PSU students. and ensemble literature. Each Wednesday bring the finest in cultural events to the Opportunities exist for all levels of stu- and Friday at noon the Popular Music community. dent involvement at PSU. Below is a sam- Board sponsors free performances by the pling of currently active programs and Northwest’s finest rock and jazz musicians Student government— groups. New activities are initiated contin- and hosts national musical acts as well. ASPSU uously according to student interests. Student rates are available for many other concerts, including those of the Friends of www.aspsu.pdx.edu Athletics Chamber Music, Portland Symphonic [email protected] www.goviks.com Choir, Oregon Symphony Orchestra, and All students registered for at least one cred- [email protected] Portland Opera Association. it are members of the Associated Students The Department of Athletics sponsors 14 In short, music is a vital force at Portland of Portland State University (ASPSU). The intercollegiate varsity athletic programs, six State, providing extensive opportunities ASPSU advocates for students’ interests, for men and eight for women. Men and for participation to student performers and officially represents students before internal women compete in basketball, cross coun- to all listeners. and external bodies, and is the vehicle try, and indoor and outdoor track and field. through which students may participate in Other men’s programs are football and Publications the governance of the University. Students wrestling, while women compete exclusive- Student publications include the Vanguard, may run for office, serving on the Student ly in golf, soccer, softball, and volleyball. the daily student newspaper; the Rearguard Senate or as president, vice president, or as Portland State is a member of the and The Spectator, alternative student press; a member of the Student Fee Committee. 28 P ORTLAND S TATE U NIVERSITY

Students may also volunteer to work on experience into a meaningful whole ◆ Student Leadership Development specific-issue task forces or be appointed to through collaborative partnerships with fac- ◆ National Student Employment Week a University-wide committee to represent ulty and other institutional agents and by ◆ Campus Recreation the student body. bridging organizational boundaries; to ◆ Multicultural Center enrich and complement student learning by ◆ Residence Life Student organizations providing opportunities for involvement in ◆ Student Activities and Leadership meaningful activities within the University Programs PSU is home to over 100 student organiza- community and the larger urban communi- ◆ Student Legal and Mediation Services tions which offer many opportunities for ty; and to provide services that facilitate involvement related to students’ interest student transition to the University and Commencement area. Some organizations have existed for remove barriers to student success. many years and receive substantial fund- Within the unique setting of PSU as the 433 Smith Memorial Student Union ing each year. Other organizations develop major metropolitan university in Oregon, 503-725-4422 annually. All recognized organizations can student service programs, organizations, and [email protected] be contacted via the Student Activities and activities serve as focal points for student www.pdx.edu/commencement Leadership Programs office. success, personal growth and development, Portland State University has two com- multicultural understanding, community Honorary, professional, social mencement ceremonies each year: a for- service, and leadership opportunities, as mal cap and gown ceremony at the end of affiliations well as support the University’s teaching, spring term and an informal (no keynote Portland State has chapters of many hon- research, and public service mission. speaker) ceremony held at the end of orary and professional organizations. The vice provost for Student Affairs also summer session. Contact the department or school for cur- serves as the administrator of numerous rent information on affiliated chapters. student services and activities including Spring Ceremony the Office of Admissions, Registration and The Spring Commencement Ceremony is a Theater Records, Office of the Dean of Students, formal event. Almost 2,000 students join Career Center, Center for Student Health the procession at the start of the ceremony. Opportunities for extensive performance and Counseling, Educational Equity As their names are read each student cross- and production experience are available to Programs and Services, Undergraduate es the stage to receive his/her diploma students through productions by the Advising and Support Center. folders (official diplomas are not available Portland State Theater Arts Department. until later in the summer). The ceremony Studio theater, graduate theses, and Dean of Students is approximately three hours long and is a Playbox Theater (short pieces offered at ticketed event. Students request tickets noon and on weekend evenings) are stu- 433 Smith Memorial Student Union when registering to attend the ceremony at dent-directed. 503-725-4422 www.pdx.edu/commencement. All students, not just theater arts majors, [email protected] Summer Ceremony are invited to audition for any departmen- www.pdx.edu/dos tal production. Tryouts are announced reg- The Summer Commencement Ceremony The mission of the Office of the Dean of ularly in the Vanguard and on the depart- is an informal event held in the Park Students is to foster and celebrate student ment’s email list. Blocks. The ceremony lasts about one engagement, learning and success by hour. Graduates are encouraged to wear ◆ Helping students navigate Portland regalia. Students register to attend the cer- Faculty boards and State University; emony at www.pdx.edu/commencement. committees ◆ Cultivating student responsibility and leadership; The difference between Students are encouraged to share in the ◆ Promoting a diverse and respectful Commencement and Graduation policy-making processes of the University learning community; Graduation refers to actually receiving a by becoming members of University ◆ Providing leadership for specific pro- degree once you have been certified by the boards and committees. Students should grams and services; and University as having met all degree contact the Office of Student Affairs which ◆ Advocating on behalf of all students. requirements. Upon certification the solicits names of interested persons, or degree is awarded and noted in the ASPSU for more information regarding the The Office is responsible for the following: ◆ Student Information System so that it dis- nomination process. Assist students to resolve problems and make connections with University plays on your transcript. Graduation certi- processes or services and advise facul- fication occurs four to six weeks after your ty/staff as they assist students in these final term grades are posted. Diplomas are efforts printed after the degree certification Student Affairs ◆ Partner and collaborate with others process is complete. across the University to advance initia- Commencement is a ceremony. It is an 349 Cramer Hall tives to enhance the student experience opportunity for you, your family, friends, 503-725-5249 ◆ and the PSU community to celebrate your www.pdx.edu/studentaffairs Student conduct ◆ Student Ambassador Program accomplishment. Except for doctoral stu- The personnel in the Office of Student ◆ Commencement dents (who must actually be graduated to Affairs provide support and assistance to ◆ Academic Awards of Excellence and participate), the commencement ceremony students in dealing with the administra- Commendation is open to any student who has applied to tion, faculty, staff, and other students. ◆ Student Handbook/Academic Planner graduate, registered at www.pdx.edu/com- The mission of Student Affairs is three- ◆ Fall and Winter Welcome Week mencement, rented the required regalia, fold: to provide programs that facilitate and ◆ Virtual Viking (electronic newsletter) and shown up at the designated time on enhance student learning through inten- ◆ Advise ASPSU Student Fee Committee the day of the ceremony. Participation in tionally connecting parts of the student commencement does not mean that you W ELCOME TO P ORTLAND S TATE U NIVERSITY 29

have graduated and students do not each student’s maturity and integrity. The Student Activities and Leadership receive a diploma on that day. Code of Student Conduct and Programs (SALP) provide students with a Diploma. Student transcripts (official and Responsibility, which applies to all stu- range of co-curricular opportunities. unofficial) display PSU degree information dents, prohibits all forms of academic Students can reflect, learn, incorporate, and once the graduation certification process is cheating, fraud, and dishonesty. These acts apply their student activities experiences complete (four to six weeks after final include, but are not limited to, plagiarism, into their academic and work environments. grades are posted). Note that this is prior buying and selling of course assignments We offer involvement through student to the diploma being prepared. All degree and research papers, performing academic organizations, community building recipients are notified by mail of diploma assignments (including tests and examina- through university wide-programming, availability (either by picking it up in the tions) for other persons, unauthorized dis- and leadership development through Degree Requirements Office or by having closure and receipt of academic informa- internships, workshops, and an annual it mailed). Diplomas are usually available tion, and other practices commonly under- leadership conference. at the end of the term following the gradu- stood to be academically dishonest. ation term. Student organizations Campus Recreation Portland State is home to over 100 stu- Student Ambassadors dent organizations which offer many 212 Peter Stott Center and 47 Smith opportunities for involvement related to Program Memorial Student Union students’ interest area. Recognized student 503-725-5127 organizations are divided into six major 433 Smith Memorial Student Union areas: academic and honorary, service and 503-725-8240 [email protected] www.campusrec.pdx.edu advocacy, multicultural, fine and perform- [email protected] ing arts, political, and spiritual. For a www.ambassadors.pdx.edu Campus Recreation provides recreational complete listing and contact information Student Ambassadors serve as representa- sport, exercise, and adventure programs to please contact the Student Activities and tives of the University and student body with the Portland State community. The Leadership Programs office or visit visiting speakers, educators, and dignitaries, Campus Recreation program includes: www.salp.pdx.edu. conducting campus tours, acting as liaisons aquatics center, circuit and weight rooms, between students, faculty, and administra- climbing center, GroupX fitness classes Multicultural Center tors, performing volunteer community work, and personal training, intramural leagues, and serving as hosts and hostesses at official outdoor program, and recreation clubs. 228 Smith Memorial Student Union functions and VIP events. Ambassadors are Subsidized by student-fees, students with 503-725-5342 selected on the basis of their academic excel- valid identification can access most of [email protected] lence, strong written and communication these programs for free or a very nominal www.culture.pdx.edu skills, a commitment to problem solving, fee. A user fee is required for use of the locker rooms or aquatic center. Recreation The Multicultural Center (MCC) is a focal their ability to be a positive, productive team place on campus that welcomes all stu- member, and demonstration of strong lead- hours in the Peter Stott Center where most of the programs take place change quarter- dents, faculty, staff, and community mem- ership skills within the University setting as bers to share in dialogue and activities that well as in the community. ly, but are usually in the morning until 9:00 a.m. and after 4:00 p.m. further understanding among people of different cultures. The center offers a pro- Student Conduct gram space for events that promote appre- Residence Life ciation for cultural diversity and serves as 433 Smith Memorial Student Union an informal gathering place for all mem- 503-725-4422 230 Broadway 503-725-2450 bers of the University’s extended family. [email protected] Student organizations, academic units, and www.pdx.edu/dos/conduct.html Residence Life staff steward the daily community groups collaborate to offer a The policies of the University governing management of housing facilities and fos- rich array of educational and cultural the rights, freedoms, responsibilities, and tering a healthy, safe living environment activities open to all. conduct of students are set forth in the that inspires academic achievement, per- Portland State University Code of Student sonal growth, civic leadership and per- Women’s Resource Conduct and Responsibility, which has been sonal responsibility. Residence Life culti- issued by the president under authority of vates a rich living-learning environment Center in collaboration with the approximately the Administrative Rules of the Oregon Lower Level of Montgomery Hall State Board of Higher Education. The code 2,000 students who reside in University- owned facilities. 503-725-5672 governing academic honesty is part of the [email protected] Code of Student Conduct and www.wrc.pdx.edu Responsibility. Students may consult these Student Activities and documents in the Office of Student Affairs, Leadership Programs The center sponsors cultural, social, and 433 Smith Memorial Student Union or by academic events and programs. The center visiting www.pdx.edu/dos/conduct.html. 119 Smith Memorial Student Union is a great place to stop by, check-out the Observance of these rules, policies, and 503-725-4452 library, find out about resources on campus, procedures helps the University to operate [email protected] discuss current events, study, and meet new in a climate of free inquiry and expression www.salp.pdx.edu people. Volunteers are welcome to work on leadership projects for class credit. and assists it in protecting its academic Our mission is to engage students in lead- environment and educational purpose. Students are dealing with domestic or ership, critical thinking, community sexual violence in their lives or who are Academic honesty responsibility, and professional growth by supporting someone who is, are welcome Academic honesty is a cornerstone of any complementing academic learning with to come speak to the Interpersonal meaningful education and a reflection of out-of-class experience. Violence Advocate. The advocate is avail- 30 P ORTLAND S TATE U NIVERSITY

able to speak to students one-on-one to the “College Success” curriculum which are determined on a case-by-case basis and about concerns or questions, and support addresses the concerns of college students depend on the nature of the disability and and discussion groups are often offered. through study skills assistance, mentoring, the documentation provided. For addi- The Returning Women Students pro- and referrals to appropriate campus tional information please check our Web gram provides support, classes, mentor- resources. Students who are having aca- site or contact the DRC. ing, and information to women returning demic difficulty who are conditionally to college after an interruption in their admitted to the University and/or who are Student-Athlete Advising formal education. The program is a on academic warning, probation, or dis- 224 Peter Stott Center, 503-725-2387 resource for women both a the undergrad- missal are encouraged to discuss their situ- uate and graduate level. ation with a UASC adviser to determine Student athletes coming to PSU will be eligibility for the program. able to work directly with an adviser to Undergraduate assist them in academic advising and Community College Relations scheduling. Referral, advocacy, problem Advising and Support solving, and monitoring of progress for 425 Smith Memorial Student Union those with academic difficulty are also Center (UASC) 503-725-9546 available. 425 Smith Memorial Student Union [email protected] 503-725-4005 www.pdx.edu/uasc/ccr.html Veterans’ Services [email protected] The Community College Relations (CCR) 425 Smith Memorial Student Union, www.pdx.edu/uasc office responds to the needs of students 503-725-3876 The Undergraduate Advising and Support transferring to PSU from community col- www.pdx.edu/uasc/veterans.html Center (UASC) provides educational plan- leges by providing advising and transition assistance. PSU recognizes that transfer All veterans applying to Portland State ning services and referrals to students to aid University are encouraged to take advan- in the University’s advising and retention students often have unique needs and situations. The office also acts as a liaison for tage of the services and opportunities open efforts. Specific components are offered to to them. Veterans’ Services provides exten- meet the various needs of students. community college personnel, providing information, updates, and assistance in the sive academic counseling, and welcomes the opportunity to aid PSU veterans in any Advising and Referral development of collaborative educational opportunities. CCR advisers provide advis- University-related problem they may [email protected] ing at both Portland State and the local encounter. The Veterans’ coordinator wel- www.pdx.edu/uasc/advising.html community college campuses. comes the chance to talk informally with Undergraduate Advising and Support Co-admission programs, currently in veterans about any aspect of federal veter- Center (UASC) advisers assist students place with Chemeketa, Clackamas, Clark, ans’ benefits. with University, general education Clatsop, Mt. Hood, and Portland Certification for VA Benefits. Veterans (University Studies), and degree (B.A. and Community Colleges, help ease the transi- intending to use their education and train- B.S.) requirements. All new students, both tion from community college to the ing eligibility at PSU should obtain proper freshmen and transfer students, should University. Co-admitted students have certification forms from the Veterans’ Clerk attend a New Student Orientation where access to PSU academic advising, library in the Office of Admissions, Registration they will first learn about the PSU curricu- privileges, and, if qualified, financial aid for and Records (503-725-3411). This process lum and meet with academic advisers. both PSU and community college courses. should be started at least one month prior Following an orientation, and within their The Transfer Center, located within the to registration. first 24 credits at PSU, all students should CCR office space, provides a variety of Some programs at Portland State are plan to see a UASC adviser to assist them resources including schedules and catalogs approved for the training of veterans in understanding their specific graduation from the local community colleges as well under Title 38, U.S. Code, Section 1501 requirements. UASC advisers can help stu- as a computer for accessing on-line records. (for disabled veterans), Section 1651 dents understand their transfer evaluations (Veterans’ Readjustment Benefits Act of and teach them how to run a DARS degree Disability Resource Center 1966), and Section 1700 (Survivors and audits. UASC advisers also work with stu- Dependents Educational Assistance). 435 Smith Memorial Student Union Tutoring. For some veterans, tutorial dents who have not chosen a major or 503-725-4150, TTY 503-725-6504 who want to change their major and with funds are available. Basic requirements of [email protected] the program are that the veteran be students who are struggling academically www.pdx.edu/uasc/drc.html (e.g. on academic warning, probation, or enrolled for at least 6 credits and be dismissal). Students with declared majors The Disability Resource Center (DRC) was receiving VA educational benefits. are provided appropriate referral to the created to help students in reducing attitudi- advising available within the academic nal and physical barriers that might other- Educational Equity department. wise impede success. Its purpose is to ensure the rights of students with disabilities Programs and Services Academic Support Program and to assist the University with meeting its 425 Smith Memorial Student Union, obligations under federal and state statues. 503-725-4457 425 Smith Memorial Student Union The DRC serves students with temporary www.eeps.pdx.edu 503-725-4005 as well as permanent disabilities. Students Educational Equity Programs provides serv- [email protected] who have disabilities which impact their ices to all students to enhance student aca- www.pdx.edu/uasc/asp.html ability to function in the classroom and demic success through tutoring, skills work- The Academic Support Program (ASP) want to use the services offered through shops, and comprehensive support pro- provides identified new and continuing the DRC must identify themselves to the grams. Peer tutorials, facilitated group tutor- PSU students with additional support, DRC office. This is a requirement of the ing, and study skills workshops are offered mentoring, and advising to promote their Americans with Disabilities Act (ADA). through the Skills Enhancement and academic success. Services include access Accommodations provided for students Tutoring Center (SETC). Comprehensive W ELCOME TO P ORTLAND S TATE U NIVERSITY 31

academic support services for specific popu- vided tuition waivers and support services ings and by providing guidance to several lations of students are available through pro- through a special advising component of American Indian organizations on campus grams that receive federal and institutional the Educational Equity Programs and (the United Indian Students for Higher support. Students from populations tradi- Services unit. Applications are accepted in Education and the campus chapter of the tionally under-represented in higher educa- February for first-time freshmen and trans- American Indian Science and Engineering tion, first generation students, and students fer or continuing college students with 30 Society). The adviser also provides referral from diverse backgrounds may apply to par- or more college credits. Applications may to community organizations that serve ticipate in programs that support students be accepted throughout the year, depend- Native Americans and Alaskan Natives. from entry into the university through grading on the availability of funds. uation. This office also administers scholar- The recipients receive academic advising, NATIVE AMERICAN STUDENT AND ships for students from diverse backgrounds advocacy, priority registration, tutoring, COMMUNITY CENTER and provides general advising, advocacy, and one-on-one counseling, mentoring, and 710 S.W. Jackson counseling for ethnically diverse students. may participate in informational and social 503-725-9695 Through its work in the Native American group activities. In addition, the students’ www.nativecenter.pdx.edu Student and Community Center, it provides academic progress is monitored from term- The Native American Student and a venue to help create an educational envi- to-term to promote academic success. Community Center opened its doors in ronment supportive of native students. Information about the Portland Teachers October 2003. Located at the south end of Program is also available through this office. campus at SW Jackson and SW Broadway, Skills Enhancement and its unique architecture and fine display of Tutoring Center Student Support Services, artwork by local Native American artists www.setc.pdx.edu Educational Opportunity serve as a backdrop for many educational programs and cultural activities sponsored The Skills Enhancement and Tutoring Program (SSS/EOP) by campus and community groups. Center (SETC) coordinates a variety of 458 Smith Memorial Student Union, Campus communities, both native and supportive instructional and tutorial 503-725-3815 non-native, partner with local, regional, opportunities for students, including: www.eop.pdx.edu and national Native American people to ◆ Group tutoring for math and science SSS/EOP is Portland State University’s fed- create an educational environment that is classes. erally funded academic and personal sup- supportive of PSU native students and cul- ◆ A peer-tutoring program for Portland port services TRIO program for college stu- turally enriching for the entire campus. State University students who desire dents. It is designed to provide special The Native American/Alaskan Native stu- supplemental, individualized academic assistance to those who have traditionally dent organizations, AISES and UISHE, assistance. Tutoring is available on a had limited access to a college education. have their office in the center. The facility drop-in basis and is free to PSU Specifically, students who are low-income, has classroom, meeting, and event space students. who have a disability, or whose parents did (reservations necessary). ◆ Workshops covering writing, reading, not graduate from college can receive assis- speaking, math, and study skills. tance from SSS/EOP if they have a need for Educational Talent Search: These workshops are open to any academic support. The program provides Project PLUS Program Portland State University student who counseling, skill development courses, and desires further information and skill tutoring that is designed to help the stu- Fifth Avenue Business Center, development. dent achieve his or her educational goals. 503-725-4458 Tutorial opportunities are designed to The program’s goal is to provide support www.ess.pdx.edu/ets assist students desiring to upgrade their services that will facilitate an increase in the A TRIO Program for students in middle and academic skills, as well as students who retention and graduation rates of program high school, Project Plus serves over 600 may be struggling in specific skill areas or eligible students who, historically, have a students at Cleveland, Franklin, Jefferson, with specific classes. higher attrition rate than most students. Benson, Madison and Marshall high schools The SETC also offers supervised tutoring Students should consider applying for and Binnsmead, Hosford, Kellogg, Lane, experience to students who have a mini- the Student Support Services/Educational Ockley-Green, and Tubman middle schools mum 3.00 GPA in the subject area in which Opportunity Program if they feel they will in the Portland Public School District. The they wish to tutor. Training is provided benefit from the additional academic and program also provides services to students through special tutor training workshops; personal support the program provides. at Century, Glencoe, Liberty and Hillsboro the training program is certified by the Only admitted PSU students can apply for high schools and Poynter and Thomas mid- College Reading and Learning Association. participation in SSS/EOP. Applicants will dle schools in the Hillsboro School District. The peer tutoring program helps person- be selected on the basis of their need for The program is designed to increase the alize the university experience, opens the educational services SSS/EOP provides number of first-generation and income dis- channels for cultural exchange, and pres- and their desire to fully participate in the advantaged students continuing in, and ents a valuable opportunity for students to program’s activities. Once selected, partici- graduating from, middle and secondary become involved in one another’s intellec- pation is voluntary and determined by the schools. It seeks to increase the number of tual growth and social development. individual needs of the student. Students these students enrolling in postsecondary Students who need tutorial assistance or interested in SSS/EOP are invited to con- education. Students in Project PLUS will who are interested in becoming a tutor are tact the SSS/EOP office. Student Support have access to free services provided by pro- encouraged to contact the Program’s staff. Services/EOP is a U.S. Department of fessional role models and educational advis- Education Title IV TRIO program. ers in the areas of motivation, career and Diversity Scholarship Programs college information, leadership skills, tech- Portland Teachers Program Native American nology skills, mentoring, and tutoring as www.eeps.pdx.edu/drs.html Student Services needed. Students are assisted with the preparation of forms for college admissions Students admitted to PSU who are recipi- A professional of American Indian heritage and financial aid. ents of the Diversity Scholarships are pro- assists students through individual meet- 32 P ORTLAND S TATE U NIVERSITY

Roland E. McNair Upward Bound Program ◆ Assistance in completing college admis- Scholars Program Fifth Avenue Business Center, sions and financial aid applications ◆ Special workshops, field trips and col- M302 Smith Memorial Student Union 503-725-4010 www.ess.pdx.edu/ets lege visits 503-725-9740 ◆ Incentives: stipend checks, awards, The Roland E. McNair Scholars Program at The PSU Upward Bound Program sup- bus tickets, high school credit Portland State University works with stu- ports student academic success in high dents who want to pursue PhDs. It intro- school and develops the skills and motiva- Student Legal and duces juniors and seniors who are first tion necessary for entry into post-second- generation and low-income or members of ary study among low-income and potential Mediation Services under-represented groups to academic first-generation college students who are enrolled in high school. 401C Smith Memorial Student Union research and to effective preparation and 503-725-4556 strategies for getting into and graduating To be eligible, students must: ◆ Be enrolled in 9th through 11th grade www.pdx.edu/sls from PhD programs. The McNair Scholars [email protected] Program has academic-year activities and a at Franklin, Grant, Jefferson, Madison, full-time summer research internship. Marshall, or Benson High School in Confidential, professional advice and Portland. counseling on a wide range of legal issues Scholars take academic and skills-building ◆ seminars and workshops during the year, Come from a low-income family in is available through Student Legal which the parents did not graduate and each scholar works closely with a faculty Services. Attorneys and staff provide stu- from a four-year college. dents with assistance in understanding mentor on original research in the summer. ◆ Be in need of academic assistance. Scholars present their research findings at and dealing with legal problems. The ◆ Have a desire to pursue higher office also maintains a resource file of the McNair Summer Symposium and at education. other conferences, and are encouraged to community agencies and referral services. publish their papers in the McNair Journal This office also offers mediation services PSU’s Upward Bound Program offers: for students who want an alternative and other scholarly publications. ◆ Preparation for postsecondary education process for resolving disputes in a con- The Ronald E. McNair Post-baccalaureate ◆ Assistance from tutors during the aca- structive, non-adversarial atmosphere. The Achievement Program was established in demic year; instruction in math, sci- 1986 by the U.S. Department of Education goal is to provide a safe, neutral environ- ence, and English language ment where students can come to resolve and named in honor of Challenger Space ◆ Individual and group counseling conflicts with other students, other mem- Shuttle astronaut Dr. Ronald E. McNair. ◆ An intensive six-week nonresidential bers of the PSU community, or the com- summer program (one week is a resi- munity at large. dential Outdoor Learning Lab) Campus services

More than 23,000 students attend Portland Wheelchair and bicycle paths, and park- To accomplish this mission, the office State—each one with a special set of cir- ing areas for bicycles, are located through- provides the following services: discrimi- cumstances, concerns, interests, and aims. out the campus. Automobile parking is nation complaint investigation and resolu- Finding the right people to answer ques- also available in various locations through- tion; campus recruitment facilitation; tions and provide help and support is out campus. Affirmative Action Plan development; and made easier by organizations and channels The campus also offers special permits workshops, training, and consultations for set up to respond to the various needs. for carpools. students, staff, and faculty in anti-discrimi- For more detailed information on trans- nation and diversity-related areas. Accessibility portation, parking, or securing a permit, For more detailed information about our inquire at the Transportation and Parking functions, anti-discrimination policies, and www.aux.pdx.edu/transport Office, 503-725-3442. complaint procedures, contact the office Accessibility is the keynote of Portland by phone at 503-725-4417, TTY 503-725- State: the campus is on the edge of down- Affirmative Action and 6503. The Affirmative Action and Equal town Portland and within the freeway loop. Opportunity Office is located in 122 TriMet, the local transit agency, serves the Equal Opportunity Office Cramer Hall and is open Mondays through three counties—Multnomah, Washington, 503-725-4417 Fridays from 8 a.m. to 5 p.m. and Clackamas—which make up metro- www.afm.pdx.edu politan Portland. TriMet tickets and passes [email protected] Alumni Relations are available at Transportation and Parking It is the mission of the Affirmative Action 503-725-4948 Services, the Transportation and and Equal Opportunity Office to: (1) pro- Information Center in the Urban Plaza, and 1803 SW Park mote a campus environment that supports Simon Benson House at numerous other locations throughout and celebrates the diversity of the PSU the city. Park and Ride Stations, located www.alumni.pdx.edu community; (2) ensure a good faith affir- [email protected] throughout the suburban areas, allow com- mative action effort and equal opportunity muters to park their cars and ride the bus in all aspects of employment, education The Office of Alumni Relations enables or light rail train into the city. The campus and housing; and (3) ensure fair and equi- Portland State’s 107,000 alumni to main- is within Fareless Square, a large section of table treatment for all PSU community tain a strong and continuing relationship downtown Portland within which bus, members. with the University. The office works with light rail, and streetcar travel is free. the all-volunteer Alumni Board of Directors W ELCOME TO P ORTLAND S TATE U NIVERSITY 33

to run the PSU Alumni Association, a public assistance, bicycle registration, Networking 501c3 not-for profit corporation that bene- responds to crimes in progress, crime Networking and Telecommunication fits alumni and the University. While all report processing, 24 hour escort, blue Services (suite 84, Fourth Avenue PSU alumni are considered members of the light emergency phone, after hours build- Building) provides the University, includ- Alumni Association, a new membership ing access, monitoring and responding to ing student housing, with telephone serv- program provides extra benefits to alumni fire and burglary alarms, medical assis- ices, data connections, cable TV, and sup- and support to the Association. The tance, crime prevention and security pre- port to other Oregon University System Association membership offers communi- sentations, and lost and found (OUS) facilities located in the Portland cations with alumni, special on-campus metropolitan area. and community benefits, and advance Lost and found Information Systems (suite 83, Fourth notice and discounts to events. Program The Campus Public Safety Office strives to Avenue Building) develops and supports offerings for all alumni include educational return lost items to their owners in a time- the campus administrative systems. travel; PSU Weekend (an educational offer- ly and efficient manner. In order to achieve Systems include the full suite of ing in the fall); the PSU Advocates pro- this goal, they have developed a lost and SCT/Banner software (financial, human gram, which supports the University found program which is searchable on resources, student systems), data ware- through advocacy; Outstanding Alumni their Web site, http://www.pdx.edu/cpso/ house, and other Web applications. awards program and PSU Salutes event; User Support Services (Help Desk) young alumni events and offerings; Information Center/Hub (18 Smith Memorial Student Union) endowed alumni scholarships; and a vari- 1825 SW Broadway provides technical assistance for all faculty, ety of arts, cultural and athletic events. 503-725-4402 staff, and students in the use of hardware and software. USS can help issue accounts Box Office/Ticketmaster Located in the lobby of the Smith for Internet access and electronic mail. Memorial Student Union, the Information Computer accounts are available to all 503-725-3307 Desk provides both visitors and the cam- employees and to currently enrolled stu- The Box Office is located at the Broadway pus community with answers to all kinds dents upon request. USS staff also pro- entrance to Smith Memorial Student of questions. The “Info Hub” can provide vides support for the technical needs of Union. Tickets are for sale to PSU cultural class, building and event schedules. They University labs. For more information, events and activities, as well as to intercol- have access to contact information for all please check http://www.uss.pdx.edu. legiate athletic home events. This office campus buildings, programs and profes- Instructional Technology Services also serves as a Ticketmaster outlet where sors, as well as campus maps. The Hub is (18 Smith Memorial Student Union) tickets to most major events and perform- your one-stop specialty center on virtually provides support to faculty and students ances occurring in the metropolitan area all phases of community life at Portland using technology in teaching, learning, and may be purchased. For further informa- State University. The Hub also provides research. IRS provides support to faculty in tion, please call 503-725-3307. students with Locker rentals. The operating developing Web courses, research comput- hours are Monday–Friday, 8 a.m. to 5 p.m. ing, distributed education technologies, Campus Public Safety during class sessions and Monday–Friday, and technical assistance in the develop- 9 a.m. to 4 p.m. during class breaks. ment and use of classroom presentations Office (CPSO) and instructional materials. Classroom 1939 SW Broadway Information technologies are available in over 40 tech- 503-725-4407 (for non-emergencies) Technologies nology classrooms or through check out 503-725-4404 (for emergencies) equipment available in 6 Smith Memorial Email: [email protected] 503-725-4441 Student Union. IRS also operates the PSU Web site: http://www.pdx.edu/cpso/ www.oit.pdx.edu Distance Learning Center providing tele- CPSO is open year-round, 24 hours a day [email protected] vised courses and using on-campus dis- The Public Safety Office (CPSO) is respon- The Office of Information Technologies tance education classrooms and delivery of sible for the safety and security of persons, provides support for computing, voice and distance learning presentations. buildings, vehicles, and equipment on the data communications, multimedia, televi- Student general access computer labs are campus. Their goal is to provide a safe sion, and audiovisual services. The office of available to students with a current PSU environment on the University campus to the chief information officer is located in computer account. Labs are located in the facilitate the educational mission of the room 203, Extended Studies Building. The Millar Library and 96 Neuberger Hall. Other University. Public Safety strongly believes office of the associate chief information microcomputer labs, such as the University everyone has an important role in provid- officer for customer relations is located in Studies Labs, 322 and 324 Cramer Hall, ing a safe learning environment. To 18J, Smith Memorial Student Union, and 226 Broadway Building, and the accomplish this goal, everyone is responsi- the office of the associate chief information Instructional Computing Center (408C ble for using common sense, precautions officer for technical infrastructure services, Neuberger) are available for student use and for practicing crime prevention strate- is found in LL60, Fourth Avenue Building. when classes are not scheduled. In addition, gies to reduce vulnerability and the oppor- Computing and Networking Services most schools and colleges operate discipline tunity for criminal activity around us. (suite 90, Fourth Avenue Building) computer labs. Check your academic operates and maintains all centralized departments regarding these labs as needed. Services Provided computer systems, servers, Web platforms, Campus Public Safety provides a variety of the campus network, and all external con- Library resources services to the community; investigate nections including Internet/Internet-2 con- crimes, enforce University rules and regu- nections. CNS provides support for the 503-725-5874 lations, city ordinances, state and federal academic and administrative functions of www.pdx.edu/library laws, assist in processing criminal com- the University, including general and spe- The Portland State University Library plaints and filing of police reports, cialized applications and services. (Millar Library) is located on the west side respond to medical emergencies, 24 hours of the park blocks, across from Neuberger 34 P ORTLAND S TATE U NIVERSITY

Hall and adjacent to the Stott Center. Smith Memorial permits, provides directions, and is More than 1,500,000 volumes and over responsible for the coordination of alterna- 35,000 electronic resources including Student Union tive transportation programs and parking databases and the full text of journals, 503-725-4522 on the PSU campus. Transportation and conference proceedings and other pub- www.aux.pdx.edu Parking Services is located in the lobby of lished material are available. Neuberger Hall off SW Broadway between Smith Union, 1825 SW Broadway, serves Teaching and learning underscore the SW Harrison and SW Hall Streets. as the campus focal point for students, library’s information services. A variety of The Transportation and Information faculty, staff, and the University communi- classes and seminars on library research Center is located in the Urban Plaza off SW ty. It is a gathering place for students to and information usage are available for Sixth Avenue between SW Mill and SW meet and plan activities, take advantage of students and faculty. Librarians are also Montgomery streets. TriMet passes, trip recreational and social areas, attend events, available to collaborate with faculty to cre- planning services, carsharing, Portland seek help or information, or just relax and ate customized classes, enhancing the stu- Streetcar passes and information are avail- get food and refreshment. dent learning experience. able at this location. TriMet, Portland’s The Smith Union ballroom and other A Graduate Student Consultation Service transit agency, has seven bus stops on cam- meeting and conference rooms host a vari- is available to provide specialized expertise pus and Flexcar, Portland’s only carsharing ety of activities, including conferences, lec- and assistance for graduate students who company, has 13 vehicles on or around tures, meetings, dances, concerts, and need assistance with dissertations, theses, campus. Flexcar membership is available to other events involving the University and or other major initiatives. faculty, staff, and students. the metropolitan community. Most campus For reference assistance, go to the Research Annual parking permits are available to activities, other than credit classes, are and Learning Center on the second floor faculty and staff and term parking permits scheduled by the Campus Event (503-725-5874). Professional assistance is are available to students and temporary staff. Scheduling Office, located in the 116 available from 9 a.m. to 9 p.m. on Monday- Term parking permits should be reserved in Smith Memorial Student Union. Thursday, from 9 a.m. to 6 p.m. on Friday, advance approximately four weeks prior to Smith Union is home to many student from 12 p.m. to 7 p.m. on Saturday, and the start of the term. Reservation instruc- organizations, including Associated from noon to 9 p.m. on Sunday. tions are listed in each term’s Schedule of Students of Portland State University Ask-A-Librarian, a virtual reference service, Classes and on our Web site. Transit passes (ASPSU), student publications, and a vari- is also available via the library’s Web site. are sold at a discount to current University ety of other student clubs and boards. It Books and Reserve materials may be students and faculty and staff. also houses the Student Resource Center, checked out at the Circulation area on the Daily parking is available at the Multicultural Center, the Offices of 1st floor. A valid PSU photo identification University Center Garage off SW Harrison Student Affairs and Student Activities and card or other PSU borrower’s card is needed Street between Fifth and Sixth Avenues Leadership Programs, IASC, disability, to check out materials. Electronic Reserves and at Parking Structure Three off SW Mill legal, and child care. are also available via the library’s Web site. Street between 12th and 13th Avenues. Smith Union provides diverse services The library’s hours vary throughout the Short-term parking is available in and amenities to enhance campus life— academic year. Check the library’s Web site University parking structures, lots, and on Portland Teacher’s Credit Union, Co-Head for current hours or call 503-725-3065. streets throughout campus. Salon, Littman and White Galleries, Viking If you have any questions regarding Bowl and Billiards (including video games), transportation and parking, please call the Ombuds Office Parkway Commons, and University office at 503-725-3442 or visit the Web Market. Parkway Commons, Smith Union’s 503-725-5901 and 503-725-5902 site at http://www.aux.pdx.edu/transport. www.ombuds.pdx.edu food court, features Starbucks Coffee, Taco Bell, Subway, Noah’s Bagels, the Food For The mission of the Ombuds Office is to Thought Cafe, and others. University University Place ensure that all members of the campus Market, located on the ground floor near community receive fair and equitable 503-221-0140 the SW Montgomery Street entrance, treatment within the University system. 310 SW Lincoln stocks sundries, reading materials, and The office serves as a confidential, inde- University Place, located at 310 SW PSU memorabilia. Smith Union also offers pendent, and informal resource to stu- Lincoln, provides 8,000 square feet of areas for students to study or simply relax dents, faculty, and staff who need assis- conference and meeting facilities; 235 and admire the Park Blocks. tance in resolving problems and conflicts guest accommodations; dining at the that may arise. The ombuds considers all University Grill for faculty, staff, students, sides of a question impartially and assists Transportation and and visitors to campus; and LV’s Uptown community members in resolving con- Parking Services Jazz Lounge. Please call 503-221-0140 for flicts, sorting through policy, presenting more information or visit www.pdx.edu/ options, and mediating issues. The 503-725-3442 cegs/venue_uplace.com, www.lvuptown.com. Ombuds Office is located in 169 Cramer www.aux.pdx.edu/transport Hall. Also see www.ombuds.pdx.edu for Transportation and Parking Services sells additional information. faculty, staff, student, and guest parking W ELCOME TO P ORTLAND S TATE U NIVERSITY 35

School of Extended Studies Michael Burton, Vice Provost and Funded the Complete Guide to Writing Grant Professional Development Executive Director Proposals by Mary Hall, and Susan Howlett, Center (PDC) Extended Studies Building Working on the Bomb by Steven Sanger, The 1633 S.W. Park, 503-725-3276 503-725-4820 Art of Legal Interpretation by Constance www.pdc.pdx.edu Registration: 503-725-4832 Crooker, and Helping Children Heal from Accounts Payable/Receivable: PDC offers programs developed to meet 503-725-4819 Loss by Laurie Van Si and Lynn Powers. the needs of the business and professional www.extended.pdx.edu We’re currently publishing a series entitled community. The center serves over 5,000 Grantwriting Beyond the Basics by Michael Portland State University through the clients from over 600 companies and Wells, covering grantwriting strategies, School of Extended Studies offers a wide offers 250 individual courses to private, range of continuing education and special nonprofit finances, program evaluation, public, nonprofit, and profit entities. learning activities, including the following: and, coming in fall 2008, grants from the Offerings include certificate programs, off-campus programs and courses for credit, grantmaker’s point of view. Other books evening courses, daytime seminars, and degree completion programs, distance learn- available from the Continuing Education customized in-house training. Courses and ing courses and programs, noncredit com- Press include A Guide to Oregon’s Math seminars are taught from a practical per- munity programs, relicensure, certifications, Standards for K-6 and 6-CIM, Successful spective and scheduled during times con- and in-service programs for professionals in Lessons for Meeting Oregon’s Math Standards, venient for most working professionals. a range of fields, workshops, short courses, and, available summer of 2007, A Guide to Programs include: ◆ † institutes, and summer programs. Oregon’s New K-5 Math Focal Points, by the Business management ◆ Off-campus and other special educational Continuing Education/Graduate School of Contract/customized in-house training ◆ programs operate through a number of Education’s Center for Student Success. Corporate and executive education ◆ Human resource management/compre- departments across campus, reaching out to † locations throughout the metropolitan area, Distance Learning/Online hensive human resource management ◆ † state, region, country, and internationally. IT certification training Program Services ◆ † Programs use a range of formats, incorpo- Internet strategy workshop series 503-725-4822 ◆ † rating different degrees of face-to-face, dis- Macromedia authorized training Distance Learning provides support to ◆ † tance delivery, and online participation. Multimedia professional program Extended Studies and to PSU units to ◆ Off-campus and other special education- Project management/advanced project design, develop, deliver, and manage † al programs directly support Portland management online courses and programs. This unit ◆ State’s presidential initiatives, which focus Seminars (business communication extends the reach of the University attention on collaboration and community and management) through a variety of programs such as ◆ connections, internationalization, growth, Supervision and performance Independent Study, Extended Campus, † and diversity. The School of Extended management and online degree programs. ◆ Studies, along with outreach conducted by Tax practitioners institute ◆ Healthcare management certificate other units on campus, has accomplished Extended Campus Programs hundreds of collaborations and community connections. Improved delivery capacity 800-547-8887, x 4822 Summer Session through a greater number of locations and The School of Extended Studies manages 503-725-8500 through online delivery has substantially off-site degree programs which offer stu- Approximately 1,200 courses are offered increased enrollment at Portland State, dents access to degrees at five sites in the June-August for academic credit through the drawing in students who would not have evening, weekends, or you may earn your more than 40 departments that comprise been able to attend a traditionally sched- degree fully online. PSU’s five Extended PSU. Formal admission is not required for uled program. Special programs have also Campuses are located at: Summer Session and all students are increased diversity on campus and the PSU at Cascade 503-978-5301 charged in-state tuition, except non-resi- ability for students and faculty to work PSU at Mt. Hood 503-491-7190 dents taking 9 credit hours or more. with diverse populations. PSU at Rock Creek 503-614-7011 Summer Session offers the greatest possi- PSU Salem 503-315-4281 ble flexibility in scheduling, with classes Continuing Education Press PSU Capital Center 503-725-5376 starting throughout the summer in formats that include two-day workshops through 503-725-4891 Independent Study www.cep.pdx.edu one-, two-, four-, and 11-week courses. CEP publishes the popular Getty-Dubay 503-725-4865 Sequential courses are offered to enable Italic Handwriting series of books and mate- University and high school credit courses students to complete a full year of courses are offered through correspondence and rials for children adopted by Portland (languages, science) in one term. online. Start courses anytime and take Public Schools and Beaverton School between one and 18 months to finish. District, and Write Now, used nationally in Catalog online: www.istudy.pdx.edu or call seminars to teach physicians and medical 503-725-4865 professionals how to write legibly. Other titles include the 4th edition of Getting

† Indicates a certificate of completion offered. 36 P ORTLAND S TATE U NIVERSITY

In addition to on-campus courses, there ◆ Deutsche Sommershule am Pazifik Portland, Oregon. Open weekdays 8:00 are several programs offered off campus ◆ Programs in the Arts and Sciences a.m. to 5:00 p.m. throughout the year. A and abroad. Students can choose from a ◆ International Visiting Professors PSU Summer Session catalog is issued in variety of special events, including con- ◆ Kodaly Certificate of Completion early April. To obtain a copy contact the certs, recitals, and lectures. Summer Program PSU Bookstore, visit www.pdx.edu/sum- Session highlights include: The Summer Session is part of Extended mer, or write to: PSU Summer Session P.O. ◆ Chamber Music for Strings Studies and is located in the Extended Box 1491 Portland, Oregon 97207. ◆ Chamber Winds Studies building, 1633 S.W. Park Avenue, Office of International Affairs

Gil Latz, Vice Provost Public Schools in Chinese language, cul- East vernacular holdings, a nationally rec- 101 East Hall ture, history, politics, economics, sociolo- ognized resource owing its existence to the 503-725-4094 gy, philosophy and allied areas of scholar- federal Foreign Language and Area Studies www.intl.pdx.edu ship and interest. Acquisition Program, augmented through The Office of International Affairs houses private donations over the years. The col- Education Abroad, International Student Middle East lection includes a number of rare books Services, International Faculty Services, and is available to the public through local International Special Programs, the Studies Center and Internet online access. Institute for Asian Studies, the Middle East Director: John Damis Several scholarships are available to stu- Studies Center, and the Waseda-Oregon 320 East Hall, 503-725-4074 dents in support of Middle East language Transnational Program. It is the former The Middle East Studies Center (MESC) and area studies, including: the Elizabeth administrative office for the International was the first federally supported under- Ducey Scholarship Fund, the Patricia and Studies Bachelor of Arts Program of the graduate program in the United States for Gary Leiser Scholarship in Middle Eastern College of Liberal Arts and Sciences. Arabic language and area studies. Dating Languages, and the Noury Al-Khaledy Information on International Studies can from 1960, the center’s mandate today is to Scholarship in Arabic Studies. be found on page 160. support the academic study of the Middle East at PSU and to provide Oregon’s com- Community outreach Institute for Asian munity with information on the peoples, MESC supports PSU’s mission as an urban cultures, languages, and religions of the university with a strong commitment to Studies region in an open and objective atmos- community outreach, through: Director: Patricia Wetzel phere. MESC is one of PSU’s oldest and ◆ Educator workshops on teaching about 306 East Hall, 503-725-8571 flourishing institutional bridges between the Middle East at the precollegiate level www/ias.pdx.edu the campus—its resources and expertise— ◆ Free, public lending library of educa- The mission of the Institute is to prepare and the community. MESC also serves as a tional resources housed in the Global PSU students for professional careers and regional information center providing sup- and Multicultural Resource center, 121 port to business, media, and educational Sixth Avenue Building leadership roles in Asia-related fields by ◆ providing a comprehensive academic pro- institutions throughout the Northwest. Referral of speakers for schools and MESC works with and supports PSU’s community groups gram in Asian studies. The institute coor- ◆ dinates Asian studies curriculum across Contemporary Turkish Studies Program Sponsorship of public lectures, confer- the University and facilitates the develop- and the Harold Schnitzer Family Program ences, and cultural events including ment of faculty expertise in their fields of in Judaic Studies. Nationally, MESC concerts, dance performances, films, specialization and in related areas. It pro- belongs to Middle East-related organiza- and art exhibits motes links between the University and tions that expand opportunities for faculty ◆ Collaborating with educational organi- community by sponsoring Asia-related and students. zations and institutions and community Options in Middle East Studies: groups on special events and projects programs and by collaborating with ◆ Portland metropolitan area civic organiza- Bachelor of Arts degree in international studies with a concentration in the tions in cultural and educational endeav- IE3: Global Internships ors. It houses the Center for Japanese Middle East. ◆ 207 East Hall, 503-725-8256 Studies (www.cjs.pdx.edu/), which supports Middle East Studies Certificate comple- research on Japan and the Japanese- ments a Bachelor of Science or Arts The IE3 Global Internship program, American experience and provides a forum degree in any other PSU degree administered by the Oregon University program. System enables PSU students to acquire for related academic activities and the ◆ Minor in Arabic language. international experience for credit as part exchange of ideas through a variety of cur- ◆ ricular and outreach programs. It also Study of Arabic, Hebrew, Persian, and of their degree. Turkish languages. An IE Global Internship is a supervised, houses the Confucius Institute which pro- ◆ 3 vides educational resources and services to Study abroad in Egypt, Jordan, practical, international work experience. students, faculty, the Portland Tunisia, and Turkey. Ranging from 10 weeks to nine months of Metropolitan Community, and Portland Branford Price Millar Library’s largest spe- full-time work, the internship integrates cialized collection is the substantial Middle W ELCOME TO P ORTLAND S TATE U NIVERSITY 37

academic credit on the home campus with tional faculty in fixed term, tenure- information on the services and programs on-the-job experience, allowing students track and tenured positions requiring available to these groups. The office works to gain valuable skills while working H-1B work visas as well as nonresi- closely with sponsoring agencies, diplo- toward their degrees. dent aliens in other visa categories matic missions, and other government The benefits gained from an international ◆ prepares Labor Certification applica- agencies to resolve academic, financial, internship are numerous: personal growth, tions to the U.S. Department of Labor and immigration issues. a better understanding of world affairs, and employment and permanent resi- Services and programs offered to interna- competitive advantage in the job market, dence petitions to U.S. Citizenship tional students and scholars include: proficiency in a foreign language, an under- and Immigration Services on behalf of ◆ An intensive orientation program for standing of foreign cultures, knowledge of international faculty all incoming international students professional practices in another country, ◆ advises international faculty (and their and faculty. maturity and confidence, and professional dependents) on regulations and proce- ◆ Provision of technical immigration contacts for future career development. dures for maintaining legal status, assistance for students, visiting schol- IE offers internships throughout the 3 travel, employment authorization, and ars, exchange students and scholars. world in private-sector companies, govern- other issues, and ◆ Assistance to various departments at ment agencies, and non-profit organiza- ◆ manages the summer International PSU in meeting the legal requirements tions. The latest information on available Visiting Professor (IVP) program. for employment for visiting scholars internships can be found on the IE3 Web site: http://ie3global.oregonstate.edu. and faculty. International Student ◆ Opportunities to live in American and Scholar Services homes and visit with American fami- International lies through a host family network. Faculty Services Director: Judy Van Dyck ◆ Monitoring compliance with the Assistant Director: Christina Luther mandatory international student insur- Director: Dawn L. White 101 East Hall, 503-725-4094 216 East Hall, 503-725-5075 ance program. International Student and Scholar Services ◆ Three scholarship programs specifically International Faculty Services (IFS) for international students. ◆ staff work with admitted international stu- advises faculty and staff regarding the dents, visiting scholars, and international ◆ Sponsorship of a wide variety of edu- invitation and employment of interna- faculty. The office is a central source of cational and social events for interna- 38 P ORTLAND S TATE U NIVERSITY

tional students and scholars with Exchange (CIEE), School for International annually about May 1, and applications University and community groups, Training (SIT), and IFSA-Butler. should be prepared as soon as possible. including a mentoring program which The office also seeks to facilitate teaching The deadline for submission of application matches new international students and other opportunities abroad for faculty materials to the Fulbright adviser is with returning students. and to develop bilateral exchanges with September 24, 2007 for the 2008-2009 ◆ Weekly or quarterly workshops on universities abroad which will provide academic year. The Fulbright program issues affecting internationals, such as exchange opportunities for both faculty adviser disseminates information about insurance, work permission, taxes, etc. and students. grant opportunities and assists in process- ◆ A weekly International Coffee Hour The University supports a long-standing ing grant applications. open to all PSU students, staff, and tradition that study of other cultures and University Lecturing/Advanced faculty. places is an essential component of mod- Research. The Office of International For more information about staff and ern education. Affairs provides information to faculty on services, please visit our website Advisers in the Office of International grants for university lecturing or advanced www.oia.pdx.edu/isss. Affairs provide guidance and assistance for research. Application deadline is August 1. For information about international stu- students who seek to enrich their universi- Opportunities Abroad for Teachers. dent admissions, call the Office of ty education through education abroad. The U.S. Department of State sponsors PSU offers over 100 programs in more Admissions, International Student teaching positions abroad and summer than 40 countries. Because these programs Admissions, 503-725-3511. seminars for teachers and professors offer residence credit and home campus For information about English as a through its Opportunities Abroad for registration, participating students who are Second Language (ESL), call the Intensive Teachers program. Interested persons eligible for financial aid at PSU may apply English Language Program in the should apply by October 15 directly to the it, in most cases, to these study programs. Department of Applied Linguistics, PSU has been working with its own facul- U.S. Department of State. Interviews for 122 East Hall, 503-725-4088. ty to develop a variety of short-term over- Oregon-area applicants are arranged by seas experiences for students. The length of the Fulbright adviser at PSU and are held International these programs range from two weeks to on campus in early December. Special Programs five weeks, and they are offered throughout the academic year. PSU faculty members National Security Director: Judy Van Dyck have taken students to the Caribbean, 503-725-4878 Ghana, Kenya, Nicaragua, Mexico, Italy, Exchange Program Provides training and education programs Guatemala, Suriname, India, and Costa (NSEP) for groups and individuals, custom- Rica. As these programs vary from year to David L. Boren Scholarships designed for specific international year, please contact the Office of Adviser: Debra Clemans groups/agencies/institutions, which draw International Affairs for more information. 101 East Hall on resources and expertise of PSU faculty Education Abroad opportunities are sub- [email protected] ject to change throughout the year. For the and the Portland community to provide Scholarships to undergraduate and gradu- specialized instruction. Past program most current listing of programs available, please visit our Web site at www.oia.pdx.edu, ate students are available through this fed- groups have come from Japan, Korea, or come to our office in East Hall, room 101. erally funded program for the purpose of Thailand, Taiwan, China, the Philippines, helping more Americans learn the lan- Germany, Romania, republics of the for- Fulbright Program guages and cultures of countries and mer Soviet Union, and Yemen. For more regions that are deemed critical to U.S. information, look at www.isp.pdx.edu. Adviser: Debra Z. Clemans national security. It aims to build a base of 101 East Hall future leaders and professionals who can Education Abroad [email protected] help the United States make sound deci- Director: Ron L. Witczak Portland State participates in the sions and deal effectively with global 101 East Hall, 503-725-4094 International Educational Exchange issues and to enhance and increase the fac- The Office of International Affairs sponsors Program authorized by the Fulbright-Hays ulty who can educate U.S. citizens toward a wide variety of education abroad pro- Act. Awards available include those offered achievement of these goals. This scholar- grams for PSU students year-round. The by the U.S. government, foreign govern- ship includes a service requirement once a University administers some of these pro- ments, universities, and private donors. student has completed his or her degree. grams directly, while others are conducted Grants are available to qualified graduating Applications are due early in winter term in cooperation with the Oregon University seniors and graduate students for each year. Interviews are held on the PSU System (OUS), universities offering pro- advanced research, to qualified faculty for campus prior to NSEP deadlines. Those grams abroad jointly, such as the Northwest lecturing and research, and to teachers for interested should contact the NSEP adviser Council on Study Abroad (NCSA), and teacher exchange programs. listed above for more information on educational associations such as the Grants for Graduate Study Abroad. requirements and application details. Council on International Educational Fulbright opportunities are announced Undergraduate Admissions and Programs

105 NEUBERGER HALL PO BOX 751 PORTLAND, OR 97207-0751 503-725-3511 www.pdx.edu

U.S. Citizens and transcripts must be received by PSU in the sealed original envelope from the issuing Immigrants (Domestic school. Since all official transcripts submit- Applicants) ted become the property of PSU and cannot be copied or returned to the student, Application students are encouraged to obtain unoffi- Domestic students must submit the fol- cial copies of their transcripts from prior lowing information to the Office of institutions for advising or personal pur- Admissions, Registration and Records. poses. 1. Application form and nonrefundable 4. Official scores of College Board fee. Students may apply online, or obtain Scholastic Aptitude Test or American the application form at www.pdx.edu/ College Test. For new freshmen entering admissions/apply.html. The application may PSU directly from high school or who also be obtained from the PSU Office of have earned fewer than 30 credits of col- Admissions, Registration and Records and lege transfer work, scores from the College at the counseling offices in most Oregon Board Scholastic Aptitude Test (SAT) or high schools and community colleges. To American College Test (ACT) are required. assure consideration for admission, the Portland State requires the writing portion application should be submitted by the of either ACT or SAT I as part of its priority filing dates listed and must be admission process. The applicant is accompanied by a nonrefundable $50 responsible for seeing that test scores are application fee†. The application and the submitted directly to PSU from the testing nonrefundable $50 application fee are board. For more information on these valid for one calendar year. examinations, contact the College Board, 2. Admission validation. To validate 1947 Center Street, Berkeley, CA 94704; admission, the student must register for The American College Testing Program, classes during the initial term of admis- Iowa City, IA 52240; or PSU Testing sion. If the student does not register for Services, 310 UCB, 503-725-5301, this term, the application can be updated www.testing.pdx.edu. Note: Students gradu- to one of the next three consecutive terms ated before 1975 are not required to pro- without repaying the fee. After this time vide the ACT or SAT. period the student must submit a new 5. Altered transcripts and falsified application along with another $50 fee. applications. Students who knowingly sub- 3. Official transcripts. Transcripts must mit altered transcripts or falsified applica- be submitted directly from each high tions jeopardize their admission status and school or college attended. Transfer stu- may have their admission rescinded and/or dents who have earned fewer than 30 their registration canceled. All records sub- credits of college transfer coursework are mitted, filed, and accumulated in the Office also required to submit official high school of Admissions, Registration and Records transcripts. To be considered “official,” become the property of the University.

† Fees subject to change without notice. 40 P ORTLAND S TATE U NIVERSITY

The number of students admitted for any ics from two or more of these areas. (One meet the 3.00 GPA or 1000 SAT/21 ACT term is subject to the availability of space. unit is highly recommended in the senior requirement may be admitted based on a When space is limited, selection may be year.) Algebra and geometry taken prior to combination of GPA and test scores. based on grade point average, date of the ninth grade will be accepted. application, intended major, etc. c. Science (2 units). Shall include a year ALTERNATIVE MEANS OF MEETING each in two fields of college preparatory GPA REQUIREMENT Admission Requirements— science such as biology, chemistry, physics, Students who do not meet the 3.00 GPA Entering Freshmen or earth and physical science; one recom- or 1000 SAT (Critical Reading and Math)/21 ACT composite requirement may To be admitted as freshmen, students mended as laboratory science. d. Social studies (3 units). Shall include be admitted based on a combination of need to fulfill each of the requirements (or GPA and test scores, as seen below. alternatives to each) as specified in items one year of U.S. history, one year of global 1-4 below. studies (world history, geography, etc.), 1. High school graduation requirement. one year of social studies elective (govern- GPA SAT (CR+M)/ ACT Must have graduated from a standard or ment highly recommended). 2.99 800 / 16 e. Second language (2 units). Shall accredited high school. Students who have 2.98 800 / 16 include two years of the same second lan- not graduated from high school or from a 2.97 810 / 16 standard or accredited high school may guage or demonstrated proficiency in a meet entry requirements through alterna- second language. All applicants who have 2.96 820 / 16 tive testing. Alternative testing includes graduated from high school in 1997 or 2.95 820 / 16 successful completion of the Test of any year after must demonstrate proficien- 2.94 830 / 17 cy in a second language. Students may General Education Development (GED) 2.93 840 / 17 with a minimum overall score of 460 and demonstrate proficiency by meeting one of the following options: 2.92 840 / 17 a minimum score of 410 on each of the ◆ five sub-tests (if taken before January Pass with a C- or better, two years of the 2.91 850 / 17 2001, an average score of 46 and a mini- same high school-level second language 2.90 850 / 17 ◆ Pass with a C- or better, the third year mum score of 40 on each subject test is 2.89 860 / 17 required). Students from non-accredited or of a high school-level second language ◆ 2.88 870 / 18 non-standard high schools, or home- Pass with a D- or better two quarters school students may meet the high school or two semesters of college-level sec- 2.87 870 / 18 graduation requirement with a minimum ond language 2.86 880 / 18 ◆ Pass a proficiency exam score of 1,000 on the critical reading and 2.85 880 / 18 math portions of the Scholastic Aptitude Students must provide official high 2.84 890 / 18 Test (SAT) or 21 on the American College school or college transcripts to indicate the Test (ACT) and an average of 470 or above Second Language Proficiency Requirement 2.83 900 / 18 (940 total) on two College Board SAT has been met. 2.82 900 / 18 Subject Tests (Math Level I or IIc, and one For a complete list of proficiency options available for meeting the Second Language 2.81 910 / 19 additional subject test of the student’s 2.80 920/ 19 choice). An examination in a second lan- Requirement (including American Sign guage is strongly recommended to qualify Language), please contact the University’s 2.79 920 / 19 the applicant for admission by meeting the Office of Admissions, Registration and 2.78 930 / 19 Records, or view the OUS Second language proficiency requirements. 2.77 930 / 19 Language Policy at www.ous.edu/enroll/ Students who do not take an SAT Subject 2.76 940 / 19 test in a second language must prove lan- enroll_info.html. guage proficiency through another Alternatives to the subject require- 2.75 950 / 19 approved process. ments. (Any one of the following.) 2.74 950 / 20 I. Score an average of 470 or above 2. Subject requirements. Satisfactorily 2.73 960 / 20 (1410 total) on the SAT II subject complete with a grade of C- or better, 14 2.72 970 / 20 units (one year equal to one unit) of col- exams (English Composition, Math lege preparatory work in the subject areas Level I or IIc, and a third test of the 2.71 970 / 20 shown below, or submit Oregon student’s choice). 2.70 980 / 20 II. Take make-up coursework for spe- Proficiency-based Admission Standards 2.69 980 / 20 cific subject requirements missed in (PASS) scores of M, H, or E. 2.68 990 / 20 a. English (4 units). Shall include the high school and achieve a passing study of the English language, literature, grade. Note: Satisfactory completion of speaking and listening, and writing with Math 95 or its equivalent (Intermediate emphasis on and frequent practice in writ- Algebra) fulfills in total the subject 4. Writing Component of SAT/ACT. ing expository prose during all four years. requirement in mathematics. Students must take and submit scores for b. Mathematics (3 units). Shall include 3. Grade point average requirement. the writing component of the SAT and/or second-year algebra and two additional High school students with a cumulative ACT. No minimum score is required. years of college preparatory mathematics grade point average of at least 3.00 in all such as geometry (deductive or descrip- graded subjects taken toward high school Admission Requirements— tive), advance topics in algebra, trigonome- graduation or students who have scored Transfer Students try, analytical geometry, finite mathematics, 1000 SAT combined (critical reading and To be admitted as a transfer student, appli- advanced applications, calculus, probability math) or 21 ACT composite score are eli- cants must have a minimum GPA of 2.25 and statistics, or courses that integrate top- gible for admission. Students who do not in 30 quarter credit hours of transferable U NDERGRADUATE ADMISSIONS AND PROGRAMS 41

college work. Applicants who present a ment for specific departmental application university-level academic study, may apply transferable associate’s degree or an information. for admission to the Intensive English Oregon Transfer Module (OTM) will be International applicants should submit Language Program (IELP). However, per- admitted with a minimum cumulative GPA the following information to the Office of sons who want to study English before of 2.00. Students who have accumulated Admissions, Registration and Records. All beginning academic study are eligible for fewer than 30 transferable credits of col- documents submitted become the proper- conditional undergraduate or postbac- lege work must also meet the freshman ty of PSU and cannot be photocopied, calaureate admission without minimum admission requirements. returned, or forwarded to third parties. English language proficiency test scores. Second language proficiency require- 1. Application form and $50 nonre- The IELP provides non-credit classes ment. All students must meet the second fundable application fee. The application only; therefore, no university-level aca- language proficiency requirement and nonrefundable application fee are demic credit will be offered. Students must described above in 2e. valid for one academic year only. The $50 have earned the equivalent to a U.S. high Transfer evaluations. A copy of the fee cannot be waived. school diploma for admission considera- transfer evaluation is enclosed with the 2. Admission validation. To validate tion. Prospective students must be in legal admission notification. Transfer evalua- admission, the student must register for U.S. immigration status at the time of tions are not provided to postbaccalaureate classes during the initial term of admis- application. students or to students who have not sub- sion. If the student does not register for Contact the Department of Applied mitted official transcripts. this term, the application can be updated Linguistics, 503-725-4088 or Academic probation/disqualification to one of the next three consecutive terms www.esl.pdx.edu, for additional IELP from other institutions. Academic proba- without repaying the fee. After this time requirements. tion/disqualification will not affect the period, the student must submit a new admissibility of a student whose complete application along with another $50 fee. Admission Requirements academic record meets the minimum 3. Official transcripts. To be considered Applicants must demonstrate an appropriate admission requirements in effect at the official, transcripts must arrive in the level of academic preparation. PSU offers time of application. Office of Admissions, Registration and conditional admission to undergraduate Disciplinary disqualification. A stu- Records in a sealed envelope from the applicants who do not have the required dent who has been disqualified from issuing school. Applicants whose admis- level of English language proficiency. another institution for disciplinary reasons sion will be based on high school/second- Freshman: completion of U.S. academic must be eligible to re-enroll at that institu- ary school graduation should submit offi- (university preparatory) high school or section to be considered for admission to cial transcripts of their final four years of ondary school equivalent as determined by Portland State University. Students with high school/secondary school study. the Office of Admissions, Registration and extenuating circumstances may petition Transfer students must submit official Records with a minimum 3.00 GPA. for a waiver of this policy. transcripts from each college or university Transfer: completion of 30 transferable attended, regardless of whether or not they college quarter credits, excluding ESL Admission Appeals feel their prior academic study may be rel- courses, with a 2.25 GPA or higher at a Students who do not meet admission evant to their PSU study. Transfer students U.S. regionally accredited college/university requirements may file an appeal for addi- with fewer than 30 quarter credits of col- or equivalent as determined by the Office tional consideration. Admission appeal lege/university coursework are also of Admissions, Registration and Records. information is available online at required to submit transcripts from their Transfer students who present a transfer- www.pdx.edu/admissions/freshman_appeals. final four years of high school/secondary able associate’s degree or an Oregon html or www.pdx.edu/admissions/transfer_ school. Credits from accredited schools Transfer Module (OTM) will be admitted appeals.html. Contact the Office of outside the U.S. will be transferred to PSU with a minimum cumulative 2.00 GPA. Admissions, Registration and Records at according to established international English language proficiency require- P.O. Box 751, Portland, OR 97207-0751, transfer credit guidelines and policies. See ment. Admitted students who meet the 105 Neuberger Hall, by email at admis- Academic Credit section of this Bulletin for English language proficiency requirement [email protected], or phone 503-725-3511. more information. Students who knowing- may enroll in academic classes. Those who ly submit altered or falsified academic do not meet this requirement will be International students records or other application documents restricted to ESL classes until the require- jeopardize their admission status and may ment has been met. Applicants may demon- Application have their admission rescinded and/or reg- strate English language proficiency by sub- istration canceled. mitting qualifying TOEFL or IELTS scores. Applicants who are not U.S. citizens or 4. Proof of English language proficiency See minimum qualifying scores below. immigrants are considered for admission (as described below). Test of English as a Foreign Language as international students. Candidates for 5. Evidence of adequate financial (TOEFL). admission are given priority if complete resources for educational and living Paper-Based Test (PBT) ...... 525 applications are filed by: expenses. (International applicants resid- Computer-Based Test (CBT)...... 197 ◆ March 1 for fall term ing in the United States on visas other Internet-Based Test (IBT) ◆ July 1 for winter term than F-1 or J-1 student visas are not Overall Score...... 71 ◆ November 1 for spring term required to submit proof of financial Subsection Scores ◆ February 1 for summer term resources.) Reading...... 16 Applications will be considered for all 6. Proof of current immigration status Listening...... 16 terms subject to department and/or (if already residing in the United States). Speaking...... 14 University restrictions and/or course avail- Writing ...... 14 ability. Graduate-level applicants should Intensive English Language Program. contact the appropriate academic depart- Persons seeking English language training Information on the international TOEFL only, who do not wish to continue toward is available from TOEFL, P.O. Box 899, 42 P ORTLAND S TATE U NIVERSITY

Princeton, NJ 08540 or at www.toefl.org. representatives, working through the Transfer students who present an earned Information on the PSU institutional Office of Admissions, Registration and OTM from another Oregon institution will TOEFL is available from PSU Testing Records, are authorized to evaluate credits be granted a minimum of 45 quarter cred- Services, 503-725-4428 or transferred from unaccredited institutions it hours toward their general education www.testing.pdx.edu. or foreign colleges and universities after a graduation requirements. See International English Language student has been admitted to PSU. www.pdx.edu/admissions/otm.html. Testing System (IELTS). A minimum International students requesting transfer Correspondence credit. A maximum of overall band score of 6.5 with minimum of credit from foreign institutions must 60 correspondence credits is acceptable in 6.0 on each individual band score. supply catalogs and/or documentation of transfer from schools recognized as institu- Information on the IELTS is available from course content from those institutions tions of higher education. IELTS International, 1024 West Orange before consideration of transfer evaluation Community and junior colleges. The Grove Ave., Arcadia, CA 91006 or can be made. Work from unaccredited number of lower-division credits to be www.ceii.org. schools is evaluated in accordance with accepted in transfer from regionally the institutions and policies listed in accredited junior colleges and the Oregon Admission to Transfer Credit Practices, published by the community colleges is limited to 124. professional American Association of Collegiate National Student Exchange Program. Registrars and Admissions Officers. Credit Portland State is a member of the National programs and schools given for a particular course will not Student Exchange Program, which enables Admission to Portland State University exceed credit given for the equivalent or sophomores, juniors, and seniors to attend does not automatically admit students to corresponding PSU course. one of 174 institutions in other areas of its professional programs and schools. Co-admission programs. Portland State the nation for up to one academic year. Standards for admission and evaluation of University has established co-admission Students pay in-state tuition. Call 503- transfer credits often exceed general programs with Chemeketa Community 725-3511 or go online to University requirements. Students should College, Clackamas Community College, www.pdx.edu/admissions/ugrad_nse.html for check this catalog under the appropriate Clark College, Clatsop Community applications and information. academic unit to determine if a unit has College, Mt. Hood Community College, College courses completed before high special admission requirements. and Portland Community College. Each school graduation. College courses taken co-admission program allows students to before a high school diploma is received Undergraduate concurrently enroll at both PSU and the are accepted in transfer provided the stu- community college campus. In addition, dent receives grades of D- or above in the students returning to the program provides for PSU academic courses and the grades are posted on a advising and, if qualified, financial aid for college transcript. PSU after an absence Health science professions. Students Former Portland State University students both PSU and the community college who have completed preprofessional pro- who have attended another college or uni- courses. Applicants should contact Clackamas Community College at 503- grams at PSU may transfer up to 48 credits versity since leaving PSU and who wish to of their professional health science work enroll after an absence must submit a re- 657-6958, ext. 2770, Clark College at 360-992-2107, Clatsop Community from schools accredited by a regional asso- enrollment application form to the Office ciation and/or as indicated in Transfer of Admissions, Registration and Records. College at 503-338-2411, Mt. Hood Community College at 503-669-6996, Credit Practices. The health science students Official transcripts must be submitted may not receive a bachelor’s degree from from each institution attended since leav- Portland Community College–Sylvania at 503-977-4519, Chemeketa Community PSU and from the professional school ing PSU. The filing date for a re-enroll- when both degrees are based essentially on ment is the same as for new students. College at 503-399-5006, or the Office of Admissions, Registration and Records at the same credits completed by the student. 503-725-3511 for more information. The residence credit requirement is satis- Transfer credit policies Associate degree transfers. Students fied by completing 45 of the last 60 credits Accredited colleges and universities. The who upon admission have completed an at PSU, after admission to PSU and prior Office of Admissions, Registration and Associate of Arts-Oregon Transfer (AAOT) to formal enrollment in the qualifying pro- Records evaluates credits from accredited degree at an accredited Oregon community fessional program. The student must be colleges and universities. Portland State college or another PSU-approved associate within 48 credits of receiving a bachelor’s University accepts college-level credits degree, have met all lower-division general degree from PSU at the time of matricula- earned in academic degree programs at col- education requirements. The student must tion into the professional program. leges and universities accredited by regional still fulfill any outstanding upper-division Through affiliation agreements from fully accrediting associations and as recommend- general education requirements. The trans- accredited programs at the Veterans ed in Transfer Credit Practices of fer A.A. may not satisfy all requirements Administration Medical Center in Portland Designated Educational Institutions. All for admission to professional schools. (NMT), Mayo School of Health Related courses are evaluated to be either equiva- Please check with each school for specific Sciences in Rochester, Minn., (CYT) and lent or parallel to PSU courses. Equivalent admission requirements. Memorial Sloan-Kettering Cancer Center in means that the catalog course description is Vocational and technical schools. New York (CYT), credits will be transferred substantially equal to that in the Portland Portland State University grants up to 12 to Portland State University in a manner State University Bulletin. Parallel means credits for courses which are deemed voca- equivalent to academically based programs. that the course is in a discipline which is tional-technical. These credits are trans- offered by Portland State, even though PSU ferred to PSU as general elective credits. Postbaccalaureate status does not offer the specific course. Oregon Transfer Module (OTM) New students holding a baccalaureate Unaccredited institutions and foreign Consistent with OUS transfer policy, stu- degree who are not seeking a graduate pro- colleges and universities. Departmental dents may earn an OTM at Portland State. gram may be admitted as a postbaccalaure- U NDERGRADUATE ADMISSIONS AND PROGRAMS 43

ate. A postbaccalaureate student has credits which affect the rate of VA certifi- any. The University does not maintain any earned at least one baccalaureate degree cation. The number of credits completed records of senior citizen enrollments, but and is admitted to PSU for the purpose of is checked against the number of credits the registration receipt may be used to earning another baccalaureate degree or for which the veteran is certified each term obtain a library card. Contact the Senior certificate. These students are not admitted by the Veterans’ certification clerk. Adult Learning Center, 113A Urban and to an advanced degree program. PSU stu- Failure to maintain satisfactory progress Public Affairs Building. dents, upon graduation, need to be admit- standards at Portland State University will ted as a postbaccalaureate if they seek result in the termination of G.I. benefits. Student Records another undergraduate degree or wish to Please contact Veterans’ Services, 503- The University Student Records Policy, in take 9 or more credits a quarter. 725-3876, 425 Smith Memorial Student accordance with the federal Family Postbaccalaureate students are subject to Union, for more information. Educational Rights and Privacy Act of 1974 all academic policies. as Amended, governs the collection, use, Part-time students/ and disclosure of student records with the Veterans’ certification goal of ensuring their privacy. Generally it non-admitted students provides the right to nonrelease of confi- requirements The Schedule of Classes, published each term, dential information except as directed by 503-725-3876 contains information needed to register as a the student in a transcript request, or as Some programs at Portland State part-time student or a non-admitted student. provided by law; the right to inspect educa- University are approved for the training of Part-time and non-admitted students are tional records maintained by the University; veterans. Veterans considering entering subject to the same rules as full-time stu- the right to correction of errors, a hearing if PSU are expected to meet admission dents with regard to Academic Standards necessary, and the right to file a complaint requirements appropriate for their educa- (academic warning, probation, dismissal) with the U.S. Department of Education. tional backgrounds. (Please see Veterans’ and registration deadlines (drop, add, tuition Copies of the full Student Records Policy Services under Student Services for refunds, grade option changes etc.). Tuition are available from the Office of Student instruction in how to apply.) payment is required by published deadlines. Affairs and the Office of Admissions, Academic credit. After admission, credit The Schedule of Classes is available online at Registration and Records or online at may be granted for some types of military www.pdx.edu/registration/class_schedule.html. www.pdx.edu/registration/privacy.html service courses on the college level where Part-time status is defined as enrollment Retention of student documents. All equivalency to Portland State courses can in fewer than 12 credit hours for under- documents submitted to PSU become the be shown. Veterans should provide tran- graduates, and fewer than 9 credits for property of the University and may not be scripts from appropriate military schools graduate students. Credit work taken as a copied or returned to a student. and a copy of VA form DD214 to the vet- part-time student is acceptable in most Transcripts from other institutions cannot eran’s certification section of Admissions, degree programs, subject to University be copied. Registration and Records office upon regulations. A fully admitted student may Release of student information. Please application to PSU. earn most University degrees as a part- note: The privacy laws do not permit the Satisfactory progress standards. In time student and some degrees may be University to discuss a student’s academic order to maintain satisfactory progress, the earned by taking courses exclusively at or University information with anyone student veteran must complete the follow- night. Part-time students should meet reg- other than the applicant. All inquiries ing credits: ularly with an adviser for academic plan- must originate with the applicant. Certified for: Undergraduate: Graduate: ning and information on up-to-date Full time 12 credits 9 credits requirements and University policies. Student orientation Three-quarter time 9 credits 7 credits A student may take a maximum of 8 One-half time 6 credits 5 credits credits per term without applying for for- programs mal admission. A Quick Entry form is used The cumulative GPA at Portland State 503-725-5555 to add the student to the registration sys- www.pdx.edu/orientation University required to maintain satisfacto- tem. There is a one time, nonrefundable The Office of Admissions, Registration and ry progress is 2.00. One hundred and fee. Non-admitted students do not qualify Records coordinates an orientation pro- eighty (180) credits are required to gradu- for financial aid nor do they receive trans- gram for all undergraduate students new ate with a baccalaureate degree (the total is fer evaluations. Non-admitted students are to PSU. This includes students coming to greater in some programs). Incompletes, considered to have part-time status. Non- PSU directly from high school, students No Pass, withdrawals, and audits do not admitted students are allowed to preregis- returning to college after an absence, and count toward credits completed and may ter after admitted students. Students may students transferring from other institu- result in a VA overpayment. apply online, or obtain a Quick Entry form tions of higher education. For reporting purposes, the last date of at www.pdx.edu/admissions/apply.html. After admission to PSU, each undergradu- attendance is the same as the date of offi- Students who wish to take 9 or more ate student receives information about cial withdrawal from class or classes, date credits must be formally admitted to the attending a one-day orientation session prior of student notification of a change in cred- University. Students who plan to earn a to the beginning of her or his first term. its to the Veterans’ Clerk, or the date of degree at PSU should be admitted formally Orientation provides students with the determination of unsatisfactory progress, as soon as possible. whichever is earliest. This date determines opportunity to meet with current PSU fac- the amount of overpayment, if any, Senior Citizen Enrollment ulty, professional staff, and students in incurred by a student not maintaining sat- order to: isfactory progress standards. Senior citizens (persons 65 or older) not ◆ Understand academic requirements of Courses may be dropped during the enrolled as regular students, may take a baccalaureate degree drop periods, but student veterans are still classes on a space-available basis at no ◆ Successfully develop an academic plan responsible for reporting any changes in charge other than for special materials, if and register for courses 44 P ORTLAND S TATE U NIVERSITY

◆ Access programs and services available federal aid who receive all X, M, NP, W, or second language, teaching Japanese as a to PSU students F grades for a term will be required to pro- foreign language, urban studies, or ◆ Facilitate the academic and social tran- vide the Financial Aid Office with proof of women’s studies. A certificate program is sition to the University community attendance. Students who do not submit only available upon graduation or as a New Student Week is part of the orienta- proof of attendance within the specified postbaccalaureate. tion program that takes place the week period of time are subject to having all of A minor in advertising management, prior to the start of fall term during the their federal and state funds returned. anthropology, arabic, architecture, art, ath- month of September. This is a week of letic training, biology, black studies, busi- activities, information sessions, open hous- Undergraduate ness administration, chemistry, civic leader- es, and social events in which new stu- ship, classical studies, communication stud- dents are invited to attend and encouraged programs ies, community development, community to participate. For further information Portland State University is committed to health, computer applications, computer write to [email protected] or view the providing for its students maximum oppor- science, creative industries studies, crimi- Web site at www.pdx.edu/orientation. tunities for intellectual and creative devel- nology and criminal justice, design manage- opment within the context of its urban and ment, economics, electrical engineering, Enrollment process international mission. Students earning a elementary education, English, environ- baccalaureate degree will complete a rigor- mental engineering, environmental geology, Registration. Students who have been for- ous program of study leading to mastery of environmental studies, film studies, foreign mally admitted or who have filed a Quick the chosen field of study at the undergradu- languages, geography, geology, history, Entry form may register for classes online ate level. In addition, Portland State international economics, international stud- at www.pdx.edu during the preregistration University is committed to providing the ies, jazz studies, judaic studies, law and period for a given term. Registration dates foundation for continued learning after legal studies, linguistics, mathematics, are determined by student class level and completing the baccalaureate degree. This mathematics for middle school teachers, admissions status and are listed under the foundation includes the capacity to engage music, Native American studies, philoso- term Priority Registration Schedule. in inquiry and critical thinking, to use vari- phy, photography, physics, political econo- Course offerings, detailed instructions for ous forms of communication for learning my, political science, professional writing, registration, priority registration dates, and and expression, to gain an awareness of the psychology, real estate development, real a detailed academic calendar are published broader human experience and its environ- estate finance, sociology, space and plane- in the Schedule of Classes each term. ment (local, national, and international), tary science, sustainability, sustainable The printed version of the Schedule of along with an ability to appreciate the urban development, theater arts, time arts, Classes is available from the Portland State responsibilities of individuals to themselves, and women’s studies. A minor is only grant- University Bookstore at $1 per copy. A cur- each other, and community. ed with a baccalaureate degree. rent online version is available at Undergraduate students at Portland State A nondegree preprofessional program www.pdx.edu/registration/class_schedule.html. University may work toward a Bachelor of in agriculture, chiropractic, clinical labora- The schedule is available approximately six Arts, a Bachelor of Science, or a Bachelor tory science, dental hygiene, dentistry, weeks before the beginning of classes for of Music degree, with one or more majors. forestry, law, medicine, naturopathic medi- winter and spring, and available in May for See the “Programs of Study” chart on cine, nursing, occupational therapy, the following fall term. pages 8-10 for majors leading to a bac- optometry, osteopathy, pharmacy, physical The academic regulations which govern calaureate degree. therapy, physician assistant, podiatry, radi- drops and withdrawals are described in Students working toward a bachelor’s ation therapy, and veterinary medicine. detail under “Grading System for under- degree must complete the (1) University graduates” on page 45. The academic cal- requirements, (2) University Studies (gen- Postbaccalaureate endar, contains deadlines related to adding eral education) requirement, (3) Bachelor and dropping classes, making grade of Arts, Bachelor of Music, or Bachelor of studies changes, withdrawing from classes, and Science requirements, and (4) require- Second baccalaureate degree. A candi- refund percentages. These deadline dates ments for a major. Students majoring in date for a second baccalaureate degree are important as they determine the extent Liberal Studies or the Honors Program do must complete the following: of financial obligations incurred by regis- not need to meet the general education 1. Residence credit after earning first tration activity and they determine if and requirement. Specific requirements for a degree: if the first degree was from how a course registration will be recorded baccalaureate degree are detailed by the Portland State University, 36 credits; if the on a student’s transcript. Students who chart on page 11. Students pursuing sup- first degree was from another college or withdraw or drop may be entitled to cer- plementary programs must complete addi- university accredited by a recognized tain refunds of fees paid. See the online tional requirements as specified in the cur- regional association, 45 credits. Schedule of Classes at www.pdx.edu/registra- ricula of these programs. Restriction: At least 25 of the 45 credits tion/class_schedule.html for more Students working toward a bachelor’s must be for differentiated grades (A-F). information. degree may wish to supplement their 2.a. Bachelor of Arts degree: if the first Non-attendance. Although it is the stu- major coursework with: degree was not a B.A., students must com- dent’s responsibility to drop courses they A certificate program, a concentration plete 28 credits to include: do not wish to attend, the University of courses in one of the following specialty ◆ 12 credits in arts and letters distribu- reserves the right to drop students who do fields: black studies, Canadian studies, tion area with minimum of 4 in fine not attend classes or do not have the prop- Chicano/Latino studies, criminology and and performing arts er prerequisites. Non-attendance does not criminal justice, dance, European studies, ◆ 12 credits in science and/or social sci- cancel the tuition charges nor prevent the food industry management, international ence distribution area with minimum course and grade (F, NP, X, or M) from business studies, Latin American studies, of 4 in science appearing on the student’s academic Middle East studies, teaching English as a record. Note: Students receiving state or U NDERGRADUATE ADMISSIONS AND PROGRAMS 45

◆ Four credits in a foreign language the seventh academic year after issuance of plete degree requirements. Undergraduate numbered 203 or higher. the catalog. The 2007-2008 catalog will students desiring to take more than 21 b. Bachelor of Music degree: if the first expire at the end of summer term, 2014. A credits must obtain approval as follows: degree was not a B.M., students must com- student must meet the requirements of a 22-25 credits: Obtain approval of adviser plete program in music and applied music catalog for which the student is eligible on Consent for Overload form online at as prescribed by the Department of Music and which is valid at the time of the stu- www.pdx.edu/registration/forms.html or c. Bachelor of Science degree: if the first dent’s graduation. This applies to a first from the Registration window, Neuberger degree was not a B.S., students must com- bachelor’s degree, to a second bachelor’s Hall lobby. plete 28 credits to include: degree, and to certificates which may be 26 or more credits: Petition to Academic ◆ Minimum 12 credits science including earned by undergraduates and by postbac- Requirements Committee. Forms are 8 with lab (excluding math/statistics) calaureate students. available online at www.pdx.edu/registra- ◆ Minimum 12 credits arts and letters tion/forms.html or from the registration and/or social science Double major window, Neuberger Hall lobby. Such ◆ Minimum 4 credits math/statistics Students with two or more majors must petitions must be submitted by the last 3. Requirements for a major: Courses satisfy the University Studies general edu- day to pay without a late fee. taken as a postbaccalaureate student or as cation requirements for the first major Class standing. Class standing is based part of the first degree program count only. When a double major includes a lib- on the number of credits a student has toward the major. Students do not need to eral studies major, the University Studies completed, according to the following meet the general education requirement. general education requirements are to be schedule: Admitted postbaccalaureate students satisfied for the departmental major. Acceptable status Credits completed must maintain a cumulative GPA of 2.00 Freshman 1-44 on all work taken at PSU. Failure to do so Assessment Sophomore 45-89 will result in academic warning, probation, Upper-division standing 90 or more or dismissal. Students at Portland State University par- Junior 90-134 Postbaccalaureate students who do not ticipate in assessment activities within Senior 135 or more their programs of study. Assessment activi- Postbaccalaureate Hold a degree from an hold a degree from a university where the ties may include standardized testing, accredited college language of instruction is English must or university placement tests, surveys, portfolios of stu- satisfy the Wr 323 requirements before dent work, group or individual interviews, Grading System for graduation from PSU. or classroom research. Results are used to Certificate candidates holding a bac- inform the process of teaching and learn- Undergraduates calaureate degree. A candidate for a cer- ing, the design and implementation of The undergraduate grading system applies tificate holding a baccalaureate degree programs and curricula, and efforts to only to undergraduate courses. must complete the following: describe and improve the student experi- The undergraduate grading system gives ◆ If the first degree is from Portland ence at Portland State University. students the choice of taking certain State University, credits in residence Incoming students to PSU may be courses designated by departments for needed to complete the certificate required to take a writing assessment and, either differentiated (A, B, C, D, F) or requirements. based on the results of that assessment, undifferentiated (pass or no pass) grades. ◆ If the first degree is from another take an assigned writing course. The following grading scale is employed accredited college or university, 30 at the undergraduate level: credits in residence at Portland State Academic credit A = 4.00 B- = 2.67 D+ = 1.33 University, including that work needed A- = 3.67 C+ = 2.33 D = 1.00 to complete the certificate require- A credit is the basic unit of measurement of educational accomplishment. One cred- B+ = 3.33 C = 2.00 D- = 0.67 ments. Postbaccalaureate students who B = 3.00 C- = 1.67 F = 0.00 do not hold a degree from a university it normally connotes 10 hours of lecture- recitation or 20 or more hours of laborato- Evaluation of a student’s performance is where the language of instruction is determined by the following grades: English must satisfy the Wr 323 ry, studio, or activity work. The majority of courses at Portland State University requirements before completion of a A—Excellent involve three or four hours per week of certificate program. B—Good lecture-recitation. PSU is on the quarter- C—Satisfactory system calendar. Semester credits trans- D—Inferior Catalog eligibility ferred from other accredited United States F—Failure Catalog eligibility rules: Students may schools may be converted to PSU’s credits P—Pass graduate according to the requirements of by multiplying by 1.5. NP—No pass The 1.5 multiplication rules apply only the PSU catalog in effect when they first The following marks are also used: enrolled at any accredited, postsecondary to semester credits transferred from U.S. institution, subject to the seven-year rule schools. Semester credits transferred from I—Incomplete (see below). Once enrolled, students may accredited schools outside the United IP—In Progress (UnSt 421 only) graduate under the guidelines of any cata- States will be converted according to W—Withdrawal log issued after their first enrollment, established international transfer credit Au—Audit whether or not the student was enrolled guidelines and policies. X—No basis for grade during the year in which said catalog was A student should enroll for an average of M—Missing grade/No grade received in effect. This applies to all PSU students 15 credits per term in order to be graduat- The Schedule of Classes identifies courses as regardless of whether or not they are ed within the normal 12 terms. Employed offered under the differentiated or undifferen- transfer students. students should make sure they are not tiated option. Students electing the undiffer- overloading themselves. They may want to Seven-year rule: No catalog is valid for entiated grade option when it is offered are plan to spend more than 12 terms to com- longer than the summer term following graded pass or no pass. In the majority of 46 P ORTLAND S TATE U NIVERSITY

instances, a pass grade is equated to a C- to extraordinary circumstances such as es. Credit and GPA are retained on the first grade or better (some departments accept catastrophic injury or illness, petition can A, A-, B+, B, B-, C+, C, C-, and all grades only C or better). Please check with the be made to the Scholastic Standards in subsequent attempts count in GPA. The department. Pass/No Pass grades are not used Committee who will review the case to first PSU grade of D or F may be forgiven in computing a student’s GPA. A maximum of determine appropriate action. if repeated at PSU for a differentiated 45 credits graded P may be applied toward Drops and withdrawals. The student grade (not P/NP). In this case, credit is Portland State’s baccalaureate degree. Students must initiate drop/withdrawals from a retained on the last grade received. Both elect grade options for specific courses during course. It is the student’s responsibility to grades are retained on the transcript. If the registration period. Grading options may withdraw properly by the deadline dates repeated more than once, each subsequent not be changed after the fifth week of the published in the quarterly Schedule of grade will be retained on the transcript term. The undifferentiated grade option may Classes. To avoid having to pay special and counted in the GPA. not be used to repeat a course previously deposit fees, students should refer to taken for differentiated grade or for major departmental policies. Term and Latin Honors requirements in some departments. A student may drop with no record of Term honors list. Portland State Incompletes. A student may be assigned the course on the transcript up to the end University recognizes and honors the aca- a mark of I by an instructor when all of of the fourth week of the term. As a cour- demic accomplishments of our undergrad- the following four criteria apply: tesy, students are advised to notify the uate students each term by awarding place- Quality of work in the course up to that instructor concerned of the intended drop. ment on the Dean’s List and the President’s point is C- level or above. A student may withdraw for any reason List. High achieving students, as indicated Essential work remains to be done. before the end of the fifth week without by grade point averages, are placed on the “Essential” means that a grade for the course the instructor’s approval. To withdraw in Dean’s or the President’s List according to could not be assigned without dropping one the sixth to the end of the eighth week, the criteria established by the Council of or more grade points below the level achiev- the student is required to get the instruc- Deans. Dean’s List and President’s List able upon completion of the work. tor’s approval. A student withdrawing in awards are only given to undergraduate Reasons for assigning an I must be the fifth through the eighth week will have students who have not yet earned a bac- acceptable to the instructor. The student a “W” recorded on the transcript. calaureate degree. The awards are given at does not have the right to demand an I. A student cannot withdraw after the the end of each term and are not recalcu- The circumstances must be unforeseen or eighth week without approval of the lated based on grade changes or the be beyond the control of the student. An Deadline Appeals Committee. A “W” is removal of incomplete grades. The award is instructor is entitled to insist on appropri- recorded if the petition is allowed. acknowledged through a letter from the ate medical or other documentation. Deadline dates for drops and with- respective dean’s office and with a notation Consultation must have occurred and a drawals are given on the calendar page of on the student’s academic transcript. formal agreement must be reached the Schedule of Classes. Date of withdrawal between instructor and student. is the date it is received by Registration. PRESIDENT’S LIST AND DEAN’S LIST A written record of the remaining work If a student, to the best of the instructor’s Full-time. Students who have a term GPA and its completion date should be kept by knowledge, has never attended class, the of 4.00 are placed on the President’s List, both instructor and student. The instruc- name on the grading register may be and students who have a term GPA of tor may specify the highest grade that may assigned an X grade. An auditor may also 3.75-3.99 are placed on the Dean’s List. be earned. This should not exceed the be assigned an X for insufficient atten- Students on both lists must be admitted level of achievement displayed during the dance only. undergraduate students with a cumulative normal course period. A student who has participated in a course GPA of 3.50 or better, carrying 12 credits The deadline for completion of an but who has failed to complete essential or more (excluding AU and P/NP credits). Incomplete can be no longer than one year. work or attend examinations, and who has Part-time. Admitted undergraduate stu- The instructor may set a shorter deadline not communicated with the instructor, will dents with a cumulative GPA of 3.50 or which shall be binding. An agreement to a be assigned a D, F, NP, or whatever grade better, carrying fewer than 12 credits for a longer period must be by petition to the the work has earned. Students who with- given term may qualify for the President’s Scholastic Standards Committee. draw from all courses in any given term List (4.00 GPA) or Dean’s List (3.75-3.99 Failure to make up the incomplete by must notify the Office of Financial Aid on or GPA) if both of the following conditions the end of one calendar year will result in before the date of complete withdrawal. are met: the mark of I automatically changing to a Grade Point Average (GPA). The Office ◆ A minimum of three part-time terms grade of F or NP, depending on the grad- of Admissions, Registration and Records must be completed in succession, ing option chosen by the student at regis- computes current and cumulative GPAs on without interruption by either a term tration. The instructor, department chair, student grade reports and transcripts, of full-time enrollment or the award- or dean may set earlier deadlines. according to the following scale: A = 4, ing of Dean’s List or President’s List For graduating students, incompletes B = 3, C = 2, D = 1, F = 0. A plus grade ◆ At least 12 credits (excluding AU and awarded in fall term 2006 or later will be increases the points by 0.33, a minus P/NP credits) must be earned over the automatically changed to a grade of F or decreases it by 0.33 (e.g., B- = 2.67). combined part-time terms and the stu- NP prior to conferral of the degree. The fac- Cumulative grade point averages include dent must have an average GPA of ulty of record must file supplemental grade all credits and points earned at PSU. 4.00 (President’s List) or 3.75-3.99 changes no later than 30 days after the Separate GPAs are calculated for under- (Dean’s List) over the combined terms degree is awarded. Grades of F or NP will graduate courses and for graduate courses. LATIN HONORS AT GRADUATION remain on the academic record after the For further details on academic standing, Latin honors designations are conferred at degree is awarded and cannot be removed. see the quarterly Schedule of Classes. the baccalaureate level to students who In cases where a student’s inability to GPA repeat policy. This policy only have earned the requisite PSU GPA and complete the work by the deadline is due applies to undergraduate duplicate cours- who have earned a minimum of 72 credits U NDERGRADUATE ADMISSIONS AND PROGRAMS 47

from PSU, with at least 60 of those credits student record until he/she has attended a by Examination and administered by taken for differentiated grades (A-F). The mandatory workshop facilitated by the Portland State departments or schools. GPA calculation is based on PSU credit Undergraduate Advising and Support ◆ Examinations approved by Portland and utilizes the current PSU repeat policy. Center (UASC). State and available through the College- The award levels are as follows: Academic Probation — Students on Level Examination Program (CLEP). ◆ summa cum laude—3.90-4.00 academic warning will be placed on aca- Advanced Placement Program. ◆ magna cum laude—3.80-3.89 demic probation if they do not meet at International Baccalaureate cum laude—3.67-3.79 least one of the following requirements: 1. Raise the cumulative PSU GPA to 2.00, CREDIT BY EXAMINATION Latin honors are noted on academic thereby returning to good standing transcripts, inscribed on diplomas, and or I. Portland State University Courses honors candidates are identified in the 2. Earn a GPA for the given term of 2.25 commencement program. Prerequisites for Credit by Examination or above, thereby remaining on academic (PSU courses) Grade requirements for graduation. In warning and subject to the same require- order to earn a bachelor’s degree, a student 1. Students must be formally admitted to ments in the next term. Portland State, and must earn 180 credits (more required in Academic Dismissal — Students on some programs) with grades of A, B, C, D, 2. Be currently registered or have com- academic probation will be dismissed at pleted one Portland State course. or P. the end of the term if they do not meet at A student must earn at least a 2.00 GPA on least one of the following requirements: Guidelines governing Credit by residence credit, that is, credit taken at PSU. 1. Raise the cumulative PSU GPA to 2.00, Examination (PSU courses) A student must earn at least a 2.00 GPA thereby returning to good standing 1. Not all courses in all departments are on all courses taken in the student’s major or open to challenge. Each academic unit field. As some departments have additional 2. Earn a GPA for the given term of 2.25 decides which of its courses are available conditions, check Requirements for Major or above, thereby remaining on academic to undergraduates for credit by examina- in the major department description in the probation and subject to the same require- tion. The determination by the department Bulletin to determine the minimum GPA ments for the next term. is final. No courses numbered 199, 299, required for your major and whether D or Notes 399, or 401 to 410 inclusive are eligible P grades may be counted toward the major. Upon academic dismissal, a student’s sta- for credit by examination. A student completing a minor must meet tus may be changed by engaging the repeat 2. Students should contact the appropri- the GPA prescribed in the description of policy. However, grade changes do not ate departments, college, or schools to the minor. change the dismissal status. determine the availability of particular A maximum of 45 credits graded P may Students who are academically dismissed courses for credit by examination. be counted toward the 180 credits from PSU are not permitted to register either 3. The examinations administered vary required for graduation. At least 25 of the full-time or part-time (including 1-8 credits). according to the departments, college, or last 45 credits must be taken for differenti- When evaluating undergraduate academ- schools which administer them, and may ated grades. P/NP credits transferred from ic standing, only PSU undergraduate credit include midterm and/or final examinations institutions outside the United States are is considered. in current courses or special examinations not included in the 45-credit maximum. Students on academic warning or academ- designed for students “challenging” cours- ic probation who receive only grades of I, X es whether or not the courses are currently Academic Record Sealed and/or NP will lose academic standing. being offered. After Degree Earned Reinstatement. A student who is dis- 4. Credit earned by examination may not Portland State University academic missed may be readmitted to the be received in a course which: records are sealed thirty days after the con- University upon petition to, and approval a. Duplicates credit previously earned by ferral of a degree. After this date, changes by, the Scholastic Standards Committee. a student, or to majors and minors, addition of depart- Petitions for current term reinstatement b. Is more elementary, as determined by mental honors, removal of incompletes, must be returned to the Office or departmental, college, or school regula- grade changes, or other changes to an aca- Admissions, Registration and Records by tions, than a course in which the student demic record cannot be made. the end of the second week of the term. If has already received credit. reinstatement is approved, the student will 5. A student may attempt to acquire cred- Academic standing be reinstated to academic probation status. it by examination only once for any course. 6. A student who has taken but not Undergraduate and Graduate Students and passed a course may subsequently attempt Postbaccalaureate Postbaccalaureate credit in that course by examination. Only Graduate Students one such attempt is permitted. In the Undergraduate Students event of failure, results will not be record- The faculty Scholastic Standards Graduate Academic Standing is adminis- ed on a student’s academic record. Should Committee (SSC) has the authority to tered by the Office of Graduate Studies an examination not be passed, credit can place on Academic Warning, Probation or and Research, 117 Cramer Hall. Refer to be obtained by repeating the course. Dismissal any student according to the fol- page 64 for information. 7. In assigning grades for credit by exami- lowing standards: nation, the departments, college, or schools Academic Warning — Any student with Credit by examination determine whether to use an undifferentiated 12 or more attempted credits whose Undergraduate students may obtain Credit (P for pass or NP for no pass) or a differenti- cumulative PSU GPA falls below a 2.00 by Examination in four basic ways: ated grade, from A (excellent) to F (failing). will be placed on academic warning. A ◆ Examinations in Portland State 8. Credit by examination does not count registration hold will also be applied to the University courses approved for Credit toward residence credit. 48 P ORTLAND S TATE U NIVERSITY

9. Credit by examination is not governed Credit for CLEP Examinations is awarded as follows: by the GPA Repeat Policy. CLEP Examinations Approved at Portland State University Application for Credit by Examination (PSU courses) and cost EXAMINATION CREDITS APPROVED PASSING NOTES SCORE 1. Students wishing to take examinations Humanities Fulfils 9 credits of non-major 50 Closed to students with for Portland State courses may obtain an requirements or nine lower more than 90 credit hours application with detailed instructions from division credits the Office of Admissions, Registration and Natural Science Fulfills 9 credits of non-major 50 Closed to students with Records (Neuberger Hall lobby). requirements more than 90 credits 2. The fee for credit by examination is Social Fulfills 9 credits of non-major 50 Closed to students who have currently $80 per course examination. Fee Science/History requirements or 9 lower earned 9 credits in the social division credits sciences subject to change. SUBJECT/EXAMINATION II. CLEP Examinations Arts and Letters CLEP (College-Level Examination Program) French 12 50 Satisfies FR 101, 102, 103† includes nationally normed examinations. CLEP has (1) subject matter examinations, French 12 62 Satisfies FR 201, 202, 203† and (2) general examinations. German 12 50 Satisfies Ger 101, 102, 103† Eligibility for CLEP. CLEP subject or German 12 60 Satisfies Ger 201, 202, 203† general examinations may be taken prior Spanish 12 50 Satisfies Span 101, 102, 103† to entering the University. If the individual Spanish 12 66 Satisfies Span 201, 202, 203*† passes a CLEP examination, the University Science accepts the amount of credit indicated in Biology 0 49 Waives Bi 251, 252, 253 the CLEP table, but only after admission is Calculus 8 50 Satisfies 251, 252 granted and the student is (or has been) enrolled in Portland State courses. College Algebra 4 50 Satisfies Math 111 Qualifications for CLEP Transfer. Pre-Calculus 4 50 Satisfies Math 112 Students who have taken CLEP examina- General Chemistry 12 50 Satisfies Ch 201, 202, 203 or tions prior to entering Portland State may Ch 221, 222, 223 transfer such credit provided they have Social Science passed the examination with scores at or American 8 50 Satisfies PS 101, 102 Government above the minimum accepted by PSU and Introductory 8 50 Satisfies Psy 200, 204 provided the University has approved the Psychology examinations for credit. Introductory 4 50 Satisfies Ec 201 Application for credit before coming Microeconomics to PSU. Students may request an official Introductory 4 50 Satisfies Ec 202 transcript be sent to Portland State Macroeconomics University, Office of Admissions, Sociology 0 50 Waives prerequisite for upper Registration and Records. The request division courses should be sent to College Examinations † Language Exam credit is limited to either First or Second year, depending on score. Entrance Board, Attention: CLEP NOTE: Credits and course equivalencies in the table may change. Transcript Service, Princeton, NJ 08540. The transcript request should include Social Security number, date and place of Educational Testing Services and are sub- college courses. Students may request their test and fee. Fees are set by the ject to change. official transcript by writing to the Educational Testing Services and are sub- Relation between CLEP and Advanced Advanced Placement Program, PO Box ject to change. Phone request number is Placement (AP) Program. Students can- 6671, Princeton, NJ 08541-6671. (609) 771-7865. not acquire duplicate credit through CLEP Credit awarded for Advanced Where to apply for CLEP in the subjects for which they have Placement. The amount of credit a stu- Examinations. Admitted students plan- acquired Advanced Placement credit. To dent may receive for Advanced Placement ning to take CLEP examinations should the extent that a student’s high school does Examinations and the scores required for apply for them at least one month in not offer Advanced Placement work, CLEP the award of credit vary according to advance with the Testing Office of PSU’s becomes a supplement or substitute for department as described on page 49 under Counseling and Psychological Services Advanced Placement credit. individual department headings. The (M342 Smith Memorial Student Union) or amount of credit awarded is governed by III. Advanced Placement Program the Oregon University System, and the with other recognized CLEP testing cen- Students who complete college-level work ters. The Testing Office supplies descrip- exact course equivalency is determined by in high school under the Advanced the PSU department. Important: Any stu- tive brochures and other information on Placement Program sponsored by the CLEP examinations. dent with a score of four or five (or three College Entrance Examination Board and in mathematics) must arrange an interview The Testing Office also supplies informa- who receive creditable scores in examination and administers CLEP examinations with the department chair for purposes of tions administered by that board may, after further guidance. to nonadmitted or nonenrolled students. admission to PSU, be granted credit Fees for CLEP examinations are set by the toward a bachelor’s degree in comparable U NDERGRADUATE ADMISSIONS AND PROGRAMS 49

AP Exam Exam Score PSU Credit Offered* Courses Satisfied* English English Language & Composition 3+ 9 WR 121 and 6 credits in lower division writing (unassigned) English Literature & Composition 3 3 WR 121 4+ 15 WR 121, Eng 104, 105, 106 Foreign Languages French Language 3 12 A score of 3 confers 12 credits for 415the first year sequence (101, 102, 103); a score of 4 confers 12 cred- 520its for the second-year sequence German Language 3 12 (201, 202, 203) and 3 additional upper-division foreign language 415elective credits for a total of 52015 credits; and a score of 5 con- Latin: Vergil 3-4 12 fers 12 credits for the second-year sequence (201, 202, 203), plus 5208 additional upper-division for- Spanish Language 3 12 eign language elective credits for a total of 20 credits. 415 520 Foreign Literatures French Literature 3+ 4 upper division French credits (unassigned) Latin Literature 3+ 4 LAT 202 Spanish Literature 3+ 4 upper division Spanish credits (unassigned) History & Social Sciences Human Geography 3+ 4 GEOG 230 Government & Politics: United States 4+ 4 PS 101 Government & Politics: Comparative 4+ 4 PS 204 History (European) 3 8 HST 101,102 4+ 12 HST 101, 102 103 History (US) 3+ 8 HST 201, 202 History (World) 3+ 8 lower division history (unassigned) Macroeconomics 3+ 4 EC 202 Microeconomics 3+ 4 EC 201 Psychology 3+ 4 lower division psychology, unassigned Science & Mathematics Biology 4+ 12 lower division biology, unassigned Calculus AB 3 4 MTH 251 4+ 8 MTH 251, 252 Calculus BC 3 8 MTH 251, 252 4+ 12 MTH 251, 252, 253 Chemistry 4+ 15 221, 222, 223, 227, 228, 229 Computer Science A 4+ 4 lower division CS, unassigned Computer Science AB 3 4 lower division CS, unassigned 4+ 8 lower division CS, unassigned Environmental Science 3+ 4 lower division ESR, unassigned Physics B 4+ 12 PH 201, 202, 203, 214, 215, 216 Physics C – Electricity & Magnetism 4+ 4 PH 222, 215 Physics C – Mechanics 4+ 4 PH 221, 214 Statistics 3+ 4 STAT 243 Humanities Art History 3+ 9 ARH 204, 205, 206 Music Theory – non-aural 3 4 MUS 111 4+ 12 MUS 111, 112, 113 Music Theory – aural 3 1 MUS 114 4+ 3 MUS 114, 115, 116 Studio Art: 2-D Design 4+ 4 ART 115 Studio Art: 3-D Design 4+ 4 ART 199 Studio Art: Drawing 4+ 4 ART 131

*Credits and course equivalencies are subject to change. 50 P ORTLAND S TATE U NIVERSITY

IV. International Baccalaureate section in the Office of Admissions, committees which deal with specific stu- Registration and Records, 104 Neuberger dent concerns. The IB exams are evaluated in much the Hall. All special requirements for a degree same way as Advanced Placement exams. in a major will be checked and approved Academic Appeals Board ◆ Submit an official IB transcript directly by the department, college, or school This board hears appeals from students from IB North America, 475 Riverside offering the major program. who claim to have received prejudiced or Dr., 16th floor, New York, NY, 10115. Students bear final responsibility for capricious academic evaluation and makes Additional student records, where ensuring that the courses taken are appli- recommendations on cases to the Provost. needed, will be requested. cable toward satisfying their degree In such cases the student should first consult with the instructor. If the grievance is ◆ Credit will be awarded for higher level requirements. They are also responsible not resolved, the student should then con- exams only. Credit will not be awarded for informing the degree requirements tact the department chair, then the dean of for subsidiary level exams, the theory section of any change of address while a the college or school. If the grievance is of knowledge, or extended essays. degree candidate. still not resolved, the student may then ◆ Credit will be awarded only for a score All University academic requirements must be satisfied before any degree will be appeal by writing a letter to the Academic of 5 or higher. Appeals Board. Appeals may be filed in the Credit for International Baccalaureate conferred and all financial obligations must be met before any diploma will be released. Office of Student Affairs, 433 Smith (IB) examinations is awarded only for a Memorial Student Union. score of 5 or higher, as follows: Commencement Academic Requirements Committee IB Exam Cr PSU Course Portland State University has two com- This committee develops policies and Equivalency mencement ceremonies each year: a formal adjudicates petitions regarding academic Art 9 Art (LD) cap and gown ceremony at the end of regulations such as credit loads, transfer Biology 15 Biology 251, 252, 253 spring term and an informal (no keynote credit, and graduation requirements for all Chemistry 12 Chemistry (LD) speaker) ceremony held at the end of sum- undergraduate degree programs. It also Economics 8 Economics 201, 202 mer session. Information on how to partic- develops and recommends policies and ipate in commencement can be found at adjudicates student petitions regarding ini- Geography 4 Geography 230 www.commencement.pdx.edu. tial undergraduate admissions, including History of the 4 History (LD) Americas entering freshmen. Graduation History of 4 History (LD) Deadline Appeals Board East Asia Students are encouraged to meet with A student may petition this board to be History of 4 History 103 their academic adviser to check their Europe exempted from published deadlines for the progress toward degree. It’s best to meet current term. Cases most often handled Lang. A: English 15 WR 121; ENG 104, 105, with an adviser prior to submitting a Lang. B: English 106 involve deadlines for waiving late registra- degree application. tion fees and for changing classes. Petitions Lang. A: Other 3 Foreign Language The undergraduate degree application Lang. B: Other 15 First Year Language may be submitted before or after the dead- form is online at www.pdx.edu/registration/ line date and must include documentation Mathematics 12 Mathematics 251, 252, forms.html. It must be filed in the Office 253 of the reason for missing the deadline. of Admissions, Registration and Records Petition forms may be obtained online at Music 5 Music (LD) at least two terms prior to the anticipated Physics 12 Physics 201, 202, 203 www.pdx.edu/registration/forms.html or from graduation date. Graduate degree appli- the Office of Admissions, Registration and Psychology 8 Psychology 200, 204 cation forms are due one term prior to Records in the Neuberger Hall lobby. For Note: Credits and course equivalencies in this table graduation. further information students may call may change. All coursework should be completed and 503-725-3511. final grades recorded to ensure smooth Application processing of your degree application. Scholastic Standards Committee Diploma. Student transcripts (official This committee develops and recommends for a degree and unofficial) display PSU degree infor- academic standards with a view to main- 503-725-3438 mation once the graduation certification taining the reputation of the undergraduate To earn a degree, a student must be admit- process is complete (4-6 weeks after final program of the University. It advises the ted to PSU and must file an application for grades are posted). Note that this is prior Office of Admissions, Registration and a degree (undergraduate or graduate) with to the diploma being prepared. All degree Records in academic matters concerning the Degree Requirements section of the recipients are notified by mail of diploma transfer students or students seeking read- Office of Admissions, Registration and availability (either by picking it up in the mission after having had scholastic deficien- Records. Commencement ceremony is in Degree Requirements Office or by having cies. It assists undergraduate students who June, a summer commencement is held in it mailed). Diplomas are usually available are having difficulty with scholastic regula- August, and degrees are issued each term. at the end of the term following the gradu- tions and adjudicates student petitions that Quarterly degree application deadlines are ation term. request the waiving of regulations on sus- published in the Schedule of Classes. pensions (academic readmission). General University degree requirements Appeals and grievances are checked by the Degree Requirements Grievances and requests for exceptions to University requirements may be filed with U NDERGRADUATE ADMISSIONS AND PROGRAMS 51

one-term course is designed to assist trans- more than 26 different themes or clusters. University Studies fer students in improving their communi- Sophomore Inquiry classes are structured cation skills, learning the process of similarly to those in Freshman Inquiry 163 Cramer Hall inquiry from the perspectives of several with a main class and smaller mentor 725-5890 different disciplines, and building a foun- classes, except at this level the mentor www.pdx.edu/unst dation for the effective and efficient appli- classes are led by graduate students. Please see page 11 for University Studies cation of information technology Sophomore Inquiry classes maintain an (general education) baccalaureate requirements. resources, such as the Internet and e-mail. interdisciplinary approach to their individ- The faculty of PSU have designed a four- For some students, Transfer Transition can ual topics, and continue to emphasize the year program of study required of all stu- be used as one of the required Sophomore four University Studies goals of inquiry dents (not required for Liberal Studies or Inquiry courses. and critical thinking, communication, the Honors Program) planning to graduate diversity of human experience, and ethics from PSU. This nationally recognized pro- and social responsibility. Each Sophomore gram offers students a clear opportunity to Freshman Inquiry Inquiry class also provides an introduction acquire the foundation for the academic to important concepts, questions, and con- See Web or current schedule of classes for cerns that will be explored in greater and problem solving skills needed to suc- course descriptions. ceed in the 21st century. University depth in the upper-division cluster courses Studies offers students a program of con- Freshman Inquiry consists of a year-long to which it is linked. nected educational opportunities. course developed by a team of faculty The purpose of the University Studies from different disciplines. Freshman program is to facilitate the acquisition of Inquiry has a maximum class size of 40 Upper-Division the knowledge, abilities, and attitudes that students and each class is divided into will form a foundation for lifelong learning three small-group, peer mentor sessions Cluster led by specially selected upper-division among its students. This foundation See page 52 for cluster descriptions and current includes the capacity and the propensity students. Class material is introduced and Schedule of Classes for course descriptions. to engage in critical thinking, to use vari- explored during the full class sessions and then assignments are developed and dis- After their Sophomore Inquiry course- ous forms of communication for learning work, students select one of three clusters and expression, to gain an awareness of cussed in the peer mentor sessions. While the themes and content of the represented in their Sophomore Inquiry the broader human experience and its classes. From a list of courses approved for environment, and to appreciate the Freshman Inquiry courses differ, the overall objectives are the same. Each of these class- the selected cluster, students pursue a pro- responsibilities of persons to themselves, gram of 12 upper-division credits offered each other, and their communities. es emphasizes the building of a foundation of communication skills for learning and by various departments across campus. University Studies begins with Freshman These classes allow students to explore an Inquiry, a year-long course introducing expression. Writing is the core, but communication also includes emphasis on aspect of the cluster’s theme in greater students to different modes of inquiry and depth, while continuing to investigate the providing them with the tools to succeed improving oral, quantitative reasoning, and graphic/visual modes of communication. four University Studies goals in relation to in advanced studies and their majors. At the cluster topic. the sophomore level, students choose Freshman Inquiry is also designed to help students learn and effectively use current Students might choose a cluster to three different courses, each of which broaden their perspective, allowing them leads into a thematically linked, interdisci- information technologies. Students will also learn how disciplines from the sciences, the opportunity to take classes of interest plinary cluster of courses at the upper- outside their major, or students can division level. Students are required to social sciences, humanities, and professional schools approach problems in different choose a cluster to complement their complete 12 credits from one of these major area of study. In either event, clusters. Finally, all students are required ways and how they work together to improve understanding of complex issues. Upper-Division Cluster courses may not to complete a capstone course which con- be used to fulfill a student’s major require- sists of teams of students from different When students complete Freshman Inquiry they will be expected to be able to ment. In addition, students cannot take majors working together to complete a cluster courses in their major. project addressing an issue in the Portland apply writing, quantitative reasoning, metropolitan community. speech, and visual/graphic skills to prob- University Studies courses transfer to lems requiring analysis and discovery. Senior Capstone other institutions. For more information or Freshman Inquiry will expand awareness assistance visit the University Studies of academic potential and prepare students The culmination of the University Studies Office in 163 Cramer Hall or call to move on to increasingly rigorous and program is the Capstone course require- 503-725-5818. sophisticated levels of inquiry. ment. This 6-credit, community-based learning course is designed to provide stu- Transfer students dents with the opportunity to apply, in a Sophomore team context, what they have learned in Transfer Transition (UnSt 200 level) the major and in their other university Transfer Transition is a course specifically Inquiry studies courses to a real challenge emanat- designed and recommended for students See page 52 for course descriptions or current ing from the metropolitan community. transferring to Portland State University Schedule of Classes. Interdisciplinary teams of students address from other post-secondary institutions. At the sophomore level, students complete these challenges and produce a summation The thematically based course is designed 12 credits of coursework in Sophomore product in a University Studies approved by faculty from different disciplines assist- Inquiry. Students select three Sophomore Capstone course under the instruction of a ed by student peer mentors. This 5-credit, Inquiry classes, each representing one of PSU faculty member. Many Capstone 52 P ORTLAND S TATE U NIVERSITY

courses take place over two terms. provides a focus through which to explore the cluster provides a variety of courses Students need to plan their schedules sources in the humanities, social sciences, which enable students to attain an overall accordingly. natural sciences, and performing arts, and view of the classical period and the influ- The Capstone’s purpose is to further offers an opportunity to acquire a variety of ence of the Greeks on later cultures. enhance student learning while cultivating skills important in college and the work Sophomore Inquiry: Classic Greek critical life abilities that are important both world. As the interdisciplinary study of Civilization. This course will investigate academically and professionally: establish- American Culture, the course focuses on a the history, art, archaeology, culture, and ing connections within the larger commu- comparison of voices or perspectives as a philosophies of Greece in the Classical nity, developing strategies for analyzing way of knowing American artifacts, poli- period (600-100 B.C.). We examine Greek and addressing problems, and working cies, and places. Although the focus of each culture in terms of its influence on modern with others trained in fields different from class may differ, they will all use their sub- American culture and also focus on the dif- one’s own. jects as a laboratory for learning the meth- ferences between the two societies as a Practicums and internships cannot be ods and perspectives of American Studies. means of getting a more objective look at substituted for Senior Capstone course In the process, students will become famil- ourselves. Greek approaches to modern requirements. iar with something of the culture, character, issues such as diversity, democracy, educa- and environment of the United States. Each tion, and poverty are explored and their class will focus on several main texts or lessons for today’s society considered. University Studies projects during class, and students will do an additional project either outside class Community Studies Cluster Clusters and and/or in their mentor sections. This cluster explores the nature of the com- Sophomore Inquiry munities we live in, whether defined spa- Archaeology Cluster tially (such as a neighborhood) or as a set descriptions Through the study of archaeology, students of ties based on sharing a common interest. The following are brief descriptions of the grapple with fundamental questions about Building community has become a central Upper-Division Clusters, including the what it means to be human, how we came debate in a number of social sciences, Sophomore Inquiry courses which serve as to be the way we are, and what we might including sociology, political science, eco- the gateways to the clusters. Please contact expect from the future. The field draws on nomics, and psychology. In a culture the cluster coordinator for more detailed research interests, methods, and explanato- emphasizing individualism and individual course descriptions. Contact information is ry approaches from multiple disciplines, rights, how can needs for community and also available through the Office of including: anthropology, history, black responsibility to others be balanced? Thus, University Studies, 503-725-5890, 163 studies, geography, biology, and geology. in this cluster, students have the opportuni- Cramer Hall. See page 11 for information Sophomore Inquiry: Archaeology. This ty to gain practical as well as theoretical on undergraduate requirements. course surveys the varieties of current experience with building communities. archaeological approaches to the past, the Sophomore Inquiry: Understanding African Studies Cluster kinds of questions we ask, and samples Communities. This course addresses This cluster presents interdisciplinary some of the most important answers. social-structural issues of communities approaches to the study of the African embedded in their spatial, political, and continent and its peoples, their complexity Asian Studies Cluster economic contexts. Specific themes that and diversity. It explores problems and An interdisciplinary approach to under- may be explored include (a) community themes that are cultural, historical, politi- standing the diversity of cultures and soci- and identity (community formation and cal, and geographical, and that address eties in Asia, including both the continu- change; conflict and cooperation within fundamental issues in the construction ities and discontinuities between past and and between communities; balancing indi- and expression of identity and knowledge. present. History, religion, art, anthropolo- vidualism and community; social control), Sophomore Inquiry: African Studies. This gy, geography, literature, political science, (b) historical development and current course will explore changing disciplinary and economics provide complementary conditions of the American city, and (c) and interdisciplinary perspectives on the ways of grasping the complexities of con- balancing individual rights with communi- study of the African continent and its peo- temporary Asian worlds. ty responsibility. ples. The course examines how an under- Sophomore Inquiry: Asian Studies. This standing of the African experience, far from course introduces students to the study of Environmental being exotic or distant, reaches to the core of diverse cultures and societies in Asia Sustainability Cluster academic struggle and intellectual debate. through history, literature, anthropology, This cluster creates a bridge between the and geography. Contemporary issues relat- scientific approach to analyzing and solv- American Studies Cluster ed to the political, cultural, and economic ing environmental problems, the socioeco- American Studies is an established inter- transformation of Asia in the twentieth nomic concerns involved in formulating disciplinary field both in the United States century are discussed in light of tradition and administering environmental policy, and in several other countries, including and its place in Asian societies as well as and the historic and philosophical basis of England and Japan. This cluster uses the powerful forces of modernity. humanity’s relationship to ecosystems. Americanist materials ranging from litera- With the common goal of defining, char- ture, through landscapes, to art, music, Classic Greek acterizing, and understanding environ- and court cases, to explore both the ten- Civilization Cluster mental sustainability, the cluster identifies sions and the traditions of American cul- The theme of this cluster is: What made how each participating discipline can cre- ture and society. the Greek civilization of the classical peri- atively contribute and thus, enable stu- Sophomore Inquiry: American Studies. od what it was? Greek civilization was dents to direct their own courses of study This course introduces students to the composed of several distinct features and toward this end. interdisciplinary field of American Studies, U NDERGRADUATE ADMISSIONS AND PROGRAMS 53

Sophomore Inquiry: Environmental investigate the meaning of Europe, examin- disciplines, including history, sociology, Sustainability. A sustainable human socie- ing the history of its development, and its public health education, psychology, ty is one that satisfies its needs without contemporary relevance. Courses may ana- speech communication, and black studies. jeopardizing the opportunity of future lyze the historic impact of national, ethnic, Sophomore Inquiry: Family Studies. This generations to satisfy theirs. This course religious, and class identities, or the various introductory course in contemporary family introduces students to the study of envi- art forms (art, drama, and/or literature) issues is designed to provide a broad explo- ronmental sustainability, and to the ways produced by European cultures, emphasiz- ration of the family, emphasizing the current in which a wide variety of disciplines ing the arts as a forum for the portrayal of social, cultural, and political forces affecting address environmental issues. ethical issues within human experience. urban families. Specific topics to be explored Courses will concentrate on teaching stu- in-depth include: gender roles, work and European Studies Cluster dents to read closely history and the arts, family issues, poverty, teen parents, and the Although it has had immense cultural, and critically analyze both by investigating impact of race and culture on the family political, and economic influence on the the different social, political, intellectual, experience. A central focus throughout this rest of the world, Europeans themselves and religious contexts, as well as the ide- course will be on the strength of contempo- have long debated the nature and meaning ologies and symbolisms imbedded in the rary families facing external challenges. of Europe, struggling over issues such as arts, history, and culture of Europeans. self-identity, politics, ethnicity, class, gen- Framing the Two Cultures: der, and religion. The cluster in European Family Studies Cluster Sciences and Studies proposes an in-depth study of The theme of this cluster is a broad explo- Humanities Cluster European history, politics, society, and the ration of family issues from diverse per- Because the Sciences and Humanities clus- arts in order to convey the complexity of spectives, which are relevant to the non- ter will no longer be a part of University the European scene, past and present. traditional PSU student. From this founda- Studies, Sophomore Inquiry: Framing Two Sophomore Inquiry: European Studies. tion students may pursue study of human Cultures will no longer be offered. Sophomore Inquiry classes in this cluster development and multiple perspectives on However, students who have previously will take an interdisciplinary approach to families in the context of varied academic selected this cluster will be able to com- 54 P ORTLAND S TATE U NIVERSITY

plete it. Most of the upper-division cluster in their various environments. A dynamic experiencing rapid political and economic courses will continue to be taught. approach will be used to study the places change. This cluster explores the rich in which people live and interact, such as diversity of peoples, histories, and cultures Freedom, Privacy, and the community, the workplace, and the that together define Latin America. Technology Cluster natural environment. Topics will focus on Sophomore Inquiry: Latin American The aim of this cluster is to provide the ways to solve and prevent problems that Studies. This course inquires into the knowledge that will enable those who may affect the health and wellbeing of the colonial origins and development of Latin complete the cluster to face thoughtfully individual, the local environment, and/or American society and culture, and the the question of the appropriate use of and the global community. Individual behavior nineteenth century roots of political and limitations upon modern technology. One change, social policies, community devel- economic dilemmas that confront the peo- important feature of the cluster is that it opment, and social responsibility may be ples of Mexico, the Caribbean, Central brings together actual sciences with emphasized. America, and South America. A variety of humanistic and social science disciplines. Sophomore Inquiry: Healthy scholarly and literary sources are used to People/Healthy Places. Sophomore Inquiry: Freedom, Privacy, This Sophomore provide the student with a varied and bal- and Technology. Privacy and freedom are Inquiry course will examine the nature anced view of the rest of the hemisphere. highly valued, and are to some extent pro- and state of healthy individuals, popula- tected by the U.S. Constitution. Recent rapid tions, social units, and natural environ- Leadership for advance in science and technology, com- ments. Students will examine our state of Change Cluster bined with compelling motives to use this health, including environmental, social, This cluster explores the varying theoretical technology to control and exploit aspects of physical, psychological, intellectual, and frameworks of leadership studies by expos- human life that have heretofore been left to spiritual health. Specific units will focus ing students to a variety of leadership class- chance or to individual choice, make urgent on necessary measures for improvement of es offered across the academic disciplines. the questions about what uses of technology current deficiencies and prevention of The courses in the cluster will help stu- should be encouraged or permitted. future problems that may affect the health dents to understand and work with differ- and wellbeing of the individual, and the ent forms of leadership within an organiza- Global Environmental local and global community. Individual tional and/or community context. Students behavior change, social policies, commu- Change Cluster will grapple with the fundamental question nity development, and social responsibility of what it means to be a leader. Students are barraged on a daily basis with will be emphasized. news stories of El Nino, global warming, Sophomore Inquiry: Student Leadership CO2 increasing, greenhouse effects, ozone for Change. This course will provide a Knowledge, Rationality, and foundation of leadership theory and will hole, etc. This cluster will introduce some Understanding Cluster of the scientific concepts and issues of natu- examine models of leadership in relation to ral global cycles and how the systems have Knowledge, rationality, and understanding the theory and concepts of change. There changed in the past. We will discuss the are at once the chief goals of the academic will be opportunities for practice, applica- physical, chemical, and biological changes enterprise and the subject of much current tion, and documentation of leadership, and of the earth’s environment in the past, pres- academic discussion. This study of their reflection on individual responsibility for ent, and future. The past will concentrate natures and the methods of achieving them and potential in leadership roles. on the physical, chemical, and biological has both theoretical interest and a practical changes that are recorded in the rock, ice, benefit. Logic, science, and certain mathe- Media Studies Cluster and sediment record. The present will con- matical disciplines aim to discover rational The media have become core social institu- centrate on recent changes on the oceans methods of achieving knowledge and tions in the dissemination of information, and atmosphere, and discuss the human understanding. Assessments of these meth- news, entertainment, culture, politics, dimension. The future will discuss the mer- ods call upon the disciplines of epistemolo- social interpretation, and other spheres of its and limits of global models. gy, psychology, and philosophy of science. everyday life. In recent years, mass com- Sophomore Inquiry: Knowledge, Sophomore Inquiry: Global munication has taken on new electronic Rationality, and Understanding. Environmental Change. This course will An intro- formats and has expanded worldwide to provide enough content and description of duction to the cluster knowledge, rationality, bring more and more people and places in the global system for students to have a and understanding, the course deals briefly contact with one another, shrinking our conceptual framework to do further study. with the nature of these, with the tech- sense of time and space. The media studies This course will include a variety of exer- niques of achieving them and with general cluster serves to unify a common subject cises, including homework problems, writ- criticisms of the techniques. Its main aim is under different disciplinary and intellectual ing exercises, group exercises and likely to promote the kind of critical inquiry that approaches, looking at both applied and one or more mid-term exams. There will has been so successful in advancing modern interpretive aspects of image creation and be some use of mathematics and graphical science, both physical and social. symbolic exchange within and across cul- information, including use of Excel as an tural and territorial boundaries. analytical tool. Having the computer in the Latin American Sophomore Inquiry: Media Studies. classroom will allow analysis to take place Studies Cluster Introduction to Media Studies examines in a group setting. With Hispanics now the largest minority the social significance of media content, group in the United States, and Brazil’s media institutions, and social changes Healthy People/ economy surpassing that of Russia, Latin deriving from uses of communication in Healthy Places Cluster America is attracting considerable attention different social, political, and cultural con- in the United States. While its people strug- texts. Critical approaches to this course Healthy people/healthy places Sophomore include the study of: (1) systems of repre- Inquiry and cluster courses will examine gle to preserve the region’s artistic, literary, and cultural heritage, Latin America also is sentation and their constitution; (2) struc- the nature and state of healthy individuals tural characteristics of mass production U NDERGRADUATE ADMISSIONS AND PROGRAMS 55

and distribution of media products; and the practical moral one of improving moral Professions and (3) the social impacts of mass media thought and behavior but the more intel- Power Cluster through changing technological forms. lectual one of coming to understand better One of the least understood elements in this central aspect of our human nature. the making of the modern world is the Medieval Studies Cluster Sophomore Inquiry: Morality. This role of professions like law, medicine, course focuses attention on the psychology This cluster is made up of courses that, engineering, education, architecture, and of moral development, as well such philo- taken together, present to students a accounting. The people who work in such sophical questions as whether there are broad, interdisciplinary view of medieval occupations form a major leadership class any objective moral standards. There will Europe, approximately the period from in society. As a group and as individuals, also be stress on the distinctions between 400 to 1500 C.E. The cluster strives to they play critical roles in preserving the philosophical questions about morality, distinguish the medieval cultural system(s) public health, defining justice and who scientific questions about morality, and from those that preceded it and those that can obtain it, designing safe buildings, moral questions themselves, as well as followed it. bridges, and roads, educating us for life’s some effort to introduce students to the Sophomore Inquiry: Medieval Studies. challenges, and regulating of our economic relevant methods of scientific inquiry on The medieval studies Sophomore Inquiry and financial systems. In short, they often the one hand, and philosophical inquiry courses introduce students to medieval life, make life-and-death decisions that affect on the other hand. thought, and culture in Europe and the each of us. Courses in this cluster examine Mediterranean Basin, from roughly 800 to Ninteenth Century Cluster the critical responsibilities professions and 1450 C.E. All medieval studies inquiry professionals have in our society and cul- courses are interdisciplinary in their The advent of the 19th century marks the ture, the special training they require, the approach and emphasize appreciation for beginning of the modern age. No field of ethical dilemmas they face as a conse- the uniqueness of medieval culture through inquiry was exempt from change: politics, quence of their roles, why they enjoy and the analysis of literary and historical narra- society, religion, philosophy, psychology, sci- how they protect their elite status, who tives, images and material life, mythologies ence, music, and the literary and visual arts. can join their ranks, and why we are so and allegory, and religious life. Exact con- In this cluster, students study the ideas that dependent on them. tent will vary according to course. emerged and evolved in various intellectual Sophomore Inquiry: Professions in the disciplines during this dynamic century Making of the Modern World. This Middle East Studies Cluster which even now shape the world we inhabit. course is about how and why professions The Middle East is a region of great ethnic Sophomore Inquiry: The Nineteenth have become among the most important and cultural diversity and intense national- Century: Revolution and Evolution. This forces in modern society. Those who prac- ist rivalry. Its near monopoly of world course takes an interdisciplinary approach tice medicine, law, architecture, engineer- energy supplies and geopolitical location to the study of the development of the ing, and experts in science, economics, have long made it a focus of international 19th century through its three phases: (1) and other key areas of knowledge have capital flow, labor migration, and world Revolution, Romanticism, and immense influence in our lives. We exam- power competition. This cluster addresses Nationalism; (2) Realism, Evolution, ine the sources of their power and authori- key issues facing Middle Eastern societies Socialism, and More Revolution; and (3) ty in society, the ethics that govern their in the 21st century, issues which face the Imperialism, the Bureaucratic State, activities, the nature and extent of their United States as well: ethnicity, transna- Individualism, and Decadence. knowledge, and who joins their ranks. tional culture, migrant labor, the politics of energy, and distribution of wealth in the Popular Culture Cluster Renaissance Studies Cluster context of both regional and world power Popular culture is a vital area of study The Renaissance, dating from approximate- structures. that offers new insights into our history, ly 1300 to 1700, saw the transition from Sophomore Inquiry: The Original beliefs, diversity, emotional make-up, and the late medieval to the early modern Melting Pot: Middle East Ethnics, Politics, socio-economic relations. Study of popu- world. It was the age of exploration and and Culture. This course introduces stu- lar culture is an interdisciplinary discovery, of the Reformation and Counter- dents to the distinctive cultural histories of approach aimed at understanding how Reformation; it saw an explosion of artistic the ethnic groups of the region and their culture links the individual and society. and literary creativity. This cluster offers a interrelationships from Roman times to the This cluster of courses will enable stu- broad, interdisciplinary view of the period. present, examining at the same time larger dents to see everyday life with new eyes Sophomore Inquiry: The Renaissance. political, economic, and cultural patterns by teaching them the habits of critical This course examines the life and thought of at work in the region in the same period. thinking and query into what they would this vibrant period of Western history as Specific contemporary issues such as otherwise take for granted. reflected in great works of literature and art. transnational culture, migrant labor, distri- Sophomore Inquiry: Introduction to bution of wealth are also addressed. Popular Culture. In this course, students Science in the Selections of scholarly and literary sources begin to study popular culture through Liberal Arts Cluster are used to introduce the student to both observation, reflection, description, and professional views and those of the region’s critical thinking in order to gain a deeper The theme of this cluster is “science-in-the- people themselves. understanding of the popular myths sur- making” or the ongoing process of active rounding everyday life. Students focus on scientific inquiry—the processes of prob- Morality Cluster several forms of popular culture and lem-posing, problem-solving, and persuasion. This thematic emphasis is applied to This cluster studies morality (i.e., moral engage in discussion and interpretation scientific inquiry in general, to the study of learning, beliefs, values, feelings, and individually and in group work. general natural science concepts, and to behavior) from the perspective of philoso- the analysis of scientific issues in political, phy, psychology, and other academic disci- economic, social and ethical contexts. plines. The aim of these courses is not just 56 P ORTLAND S TATE U NIVERSITY

Sophomore Inquiry: Natural Science of gender on all areas of social life. gible to apply. The qualities sought in Inquiry. This course is designed to provide Although feminist scholarship is diverse in Honors Program students, however, are a methodological and interdisciplinary terms of methods and theoretical frame- not always reflected in test scores, GPAs, perspective on science and engage stu- works, its common basis lies in this focus or transcripts, and so other factors, includ- dents in the collaborative scientific investi- on gender difference and issues of inequal- ing letters of recommendation, a writing gation of problems of the sort they might ity organized around gender. This focus is sample, and an interview are considered. encounter as attentive citizens. Through central to all courses in this cluster. Part-time students, transfer students, and the use of collaborative inquiry students Sophomore Inquiry: Introduction to students returning after an absence from learn that the modern sciences, as well as Women’s Studies. In this course students formal education also may apply. However, the questions they address, require team- analyze the varieties of women’s experi- because of the program’s own curricular work both within and between specific ence in contemporary American society, structure and the unique directions that disciplines. The course features methods consider how gender relations may be most degree programs take, students who of scientific investigation, analysis and changing, and investigate the social, politi- have completed more than 60 quarter graphical presentation of data, and scien- cal, economic, and cultural forces that hours of college work are not usually con- tific writing. The major course project shape our lives as women and men. sidered for admission. deals with a real-world scientific problem Feminist thinking within and across aca- Graduation requirements. Honors in the Portland area. demic disciplines frames the exploration of Program students are graduated after these topics. Attention is paid to relations completing requirements for their majors, Sexualities Cluster of inequality organized along lines of race, the liberal and general education require- This cluster will explore human sexualities ethnicity, class, and sexual orientation as ments of the Honors Program, and the from a variety of disciplinary and topical well as gender. specific requirements of their individual- perspectives. While we tend to speak of ized programs. sexuality in the singular, it actually encom- Students complete a core component of passes a broad array of behaviors and work in the Honors Program, typically beliefs which differ quite radically across University around 45 credit hours, which satisfies cultures and time. Bodily sex, reproductive their general and liberal education require- functions, and erotic expressions are all ments. While individual core programs will part of what we call “sexuality” and can be Honors vary to some extent, students will complete viewed from multiple vantage points, for Honors Program Building 10 courses in Honors. These will include example historically, cross-culturally, bio- 1632 SW 12th the core course, “Studies,” at least two logically, and through literature or the arts. 503-725-4928 courses designated as colloquia, and the All of the courses begin with the presump- www.honors.pdx.edu two-quarter thesis project (8 credit hours). tion that sexed bodies and expressions of Studies in Western Culture. A founda- desire are both socially constructed and B.A. or B.S.—any University major tion course in the theory and methods of highly contested. Furthermore, sex and The University Honors Program is intended the social sciences, humanities, and sci- sexuality are interwoven with other social for those students who plan to go on to ences. “Studies” examines the politics, art, categories, such as gender, race, class, and graduate or professional school; it therefore ideas, and scientific practice of major peri- nationality. This topic will enable a com- gives highly motivated applicants the chance ods in Western culture, beginning with the plex exploration of the constitutive work to develop undergraduate degree programs period that has been called the “founda- of sexuality in the formation of social insti- that reflect their particular interests. tion of the natural sciences,” the 17th cen- tutions and power relations. Finally, this is Limited to 200 participants, the Honors tury. Originally developed under a grant a theme which lends itself to interdiscipli- Program offers a foundation course in the from the National Endowment for the nary education, cutting across the divides theory and methods of the human, natural, Humanities, the course remains open to all between the arts, humanities, social sci- and social sciences, opportunities for inde- Portland State students. ences, and physical sciences. pendent study, honors colloquia and the pro- In the second year of “Studies” students Sophomore Inquiry: Sexualities. This duction of a baccalaureate thesis. Students are work together with Program faculty to course will look at sexuality with its multi- also allowed the chance to take part in the examine the organization of knowledge in ple meanings as body, desire, identity, and Washington, D.C., internship program pro- three periods—the ancient Greek, the reproduction from a variety of different vided by the program. Honors Program class- early modern, and the 19th and 20th cen- perspectives. We will consider sex and es are small, and students work closely with turies, examining ways in which knowl- sexed body as historical constructions and advisers both in the program and in the aca- edge is deeply rooted in the social and explore the debates about the role of biol- demic departments of the University to plan political movements of its contemporary ogy and culture in shaping desires, prac- their work toward the degree. surround. Throughout the year students tices, and identities. We will then look at Students may major in any undergradu- continue the development of the writing specific examples in which sexualities are ate degree program offered at Portland and research tools fundamental to the later regulated by societies. Finally, we will State. Requirements for majors are set by baccalaureate thesis. explore the interweaving of sex, race, departments; students meet general educa- Professors of classical studies, science class, and nationality. tion requirements through their work in studies, history, humanities, and interdisci- the Honors Program. plinary social science serve as faculty, and Women’s Studies Cluster Eligibility and admission. The program written work focuses on primary texts The field of women’s studies originated as seeks students who will strive for academ- studied in the course. Students are an interdisciplinary effort to uncover ic excellence. Students who have com- encouraged to form study groups to sup- women’s experience past and present. bined SAT scores (CR and MTH) of 1200 plement their classroom work. Today, the field focuses on gender as a cat- or more and whose high school grade Further information and course descrip- egory of analysis and explores the impact point averages were 3.50 or better are eli- tions are available from the Honors U NDERGRADUATE ADMISSIONS AND PROGRAMS 57

Program Office, located in the Honors Hon 410 PSU LINK Program Building, 1632 S.W. 12th Avenue. Selected Topics (Credit to be arranged.) Consent of instructor. 503-725-3430 Departmental honors. Some depart- Karen Tosi, Coordinator ments throughout the University offer a departmental honors option. Students Pre-college programs Portland State University is committed to should contact their major department to serving the needs of the metropolitan area find out if this option is available and, if Challenge Program by providing an academic environment for so, what the requirements are. intellectually gifted students. The Leap 503-725-3430 Into New Knowledge (LINK) Program Karen Tosi, Coordinator makes it possible for selected gifted high The Challenge Program is a cooperative school students to attend the University Courses program between Portland State University for part-time advanced study in a particu- Courses with an asterisk (*) are not offered every year. and metropolitan area high schools. It pro- lar academic discipline. The program is Hon 199 vides high school seniors an opportunity designed to serve those students who have Studies in Western Culture I-VI to take regular college courses on their exhausted all coursework in a particular (5, 5, 5; 4, 4, 4) own campuses. discipline at their high schools. If a stu- Studies in Western Culture I-III comprise 15 credits (12 hours lecture, 3 hours recitation); Students who have a cumulative grade dent in the field of mathematics, for exam- Studies in Western Culture IV-VI comprise 12 point average of 3.00 or above after the ple, is ready to go beyond the study of cal- credits (lecture only, no recitation). completion of six high school semesters culus, he/she can enroll in a mathematics Hon 199 (or the equivalent in high school credits) class at the University, while simultaneous- Special Studies (Credit to be arranged.) are eligible to enroll in the Challenge ly maintaining his/her high school sched- Consent of instructor. Program. School district staff members ule. To qualify for the program, students Hon 399 review transcripts of high school students must be recommended to the University Special Studies (Credit to be arranged.) who wish to enroll in Challenge courses by their school district and must success- Hon 401 and select those students who have fully complete the LINK admissions Research (Credit to be arranged.) demonstrated substantial academic process. First opportunity goes to high Consent of instructor. achievement. Students may enroll for a school seniors. If there is space available Hon 403 maximum of two classes per quarter. after seniors have been accommodated, Thesis (Credit to be arranged.) The Challenge Program currently offers other qualified applicants may be accepted Hon 404 introductory college courses in English, into the program. Cooperative Education/Internship (Credit to be arranged.) foreign languages, history, and mathemat- Hon 405 ics. Course content is identical to that Student-taught courses Reading and Conference (Credit to be offered to Portland State University stu- arranged.) dents on the home campus. College-level Chiron Studies Project Consent of instructor. texts and materials are used. 503-725-5662 Hon 407 Students who successfully complete their Seminar (Credit to be arranged.) Challenge Program coursework are entitled Chiron Studies Project is a student-orient- Consent of instructor. Reading and discussion to a regular Portland State University tran- ed program funded by student incidental of an area to be chosen by instructor, with a script. The credit earned by the student fees. The purpose of the program is to seminar paper required. can be transferred to many colleges and support the development of courses not universities regionally and nationally. normally offered by the academic departments. Instruction in Chiron courses is conducted by students with faculty sponsorship; these courses are approved in the same manner as other courses by the appropriate departments and deans. The program’s objectives are: ◆ To provide a structure within the University where students can participate actively in implementation of courses. ◆ To encourage the formal use of student learning through teaching, tutoring, and advising. ◆ To supplement and enhance existing departmental offerings. ◆ To foster the development of alternative learning formats and seek, generally, to improve the experience of undergraduate education. Proposal forms are available in 451 Smith Memorial Student Union.

Graduate Studies

WILLIAM H. FEYERHERM, VICE PROVOST FOR RESEARCH AND GRADUATE STUDIES 6th Floor, Unitus Building, 503-725-8410 www.gsr.pdx.edu

Portland State University graduate pro- sued. In no case will a regulation be waived grams offer a variety of opportunities for or an exception granted because of igno- advanced study and research, including rance of the regulation or of the assertion preparation for academic or other profes- that the student was not informed by the sional careers, continuation and improve- adviser or other authority. The student ment of skills for in-service professionals, should be familiar with information pub- and personal intellectual enrichment and lished in the Portland State University professional development. More than Bulletin, including the section on Graduate 5,000 graduate students are enrolled in Studies and the section listing the require- the University’s colleges and schools, and ments for the degree and the offerings and over 1,500 graduate degrees are awarded requirements of the major department. The annually in the more than 70 master’s and department chair appoints a faculty adviser the 16 doctoral programs. for each graduate student to assist in devel- The Office of Graduate Studies oversees oping the course of study, determining defi- the University’s graduate programs in the ciencies, planning the program, and clarify- interest of ensuring quality instruction and ing special regulations. Departments can be research and promoting the highest expected to have additional degree require- achievement of graduate students. Located ments beyond those listed in the Bulletin. in 117 Cramer Hall, it is the principal A graduate student may petition the resource concerning advanced degree Graduate Council for the waiver of a requirements, degree status, petition pro- University graduate academic regulation or cedures, thesis or dissertation preparation, degree requirement. The petition process and final oral examinations. is an option in unusual cases with extenu- Graduate governance. All matters of ating circumstances. A petition is not a graduate study are subject to the policies remedy for poor advising on the part of an and procedures established by the Faculty academic unit or poor planning by the Senate upon recommendation of the student. The responsibility of initiating the Graduate Council. The vice provost for petition rests with the student. A complete Graduate Studies is responsible for con- petition must include: ducting the affairs of the Office of ◆ An explanatory statement from the Graduate Studies and for certifying to the student. registrar candidates who have fulfilled the ◆ A statement from the instructor and/or requirements for advanced degrees. adviser, including rationale as to why Student responsibility. The student is University policy should be waived in responsible for knowing all regulations and this case. procedures required by the University and the advanced degree program being pur- 60 P ORTLAND S TATE U NIVERSITY

◆ A statement from the Department Chair year. To validate admission, a student the Ministry of Education in that institu- or Graduate Committee Chair, includ- must register and pay for at least one cred- tion’s country. The applicant must present ing rationale as to why University poli- it in the term for which she/he was admit- certification of the availability of sufficient cy should be waived in this case. ted. If the student does not validate admis- funds to meet all costs while studying at the ◆ Documentation of extenuating sion for the admission term, that admis- University. Contact the Admissions Office circumstances. sion will be cancelled unless the student for an estimate of expenses. Incomplete petitions will not be contacts the Admissions Office and Funds for graduate assistantships and reviewed by the Graduate Council. requests that the admission be updated to fellowships are limited, and the chances of Petition forms are available from the Office another term within the year. If the stu- a foreign student obtaining such aid dur- of Graduate Studies and on the Graduate dent does not validate admission within ing the first year of residence are minimal. Studies website, www.gsr.pdx.edu. The deci- one calendar year, the admission will be Students from other countries are expected sion of the Graduate Council is final. cancelled, and the student must submit a to carry a full academic load of 9 credits The University reserves the right to new application and new application fee. during the regular school year and are require the withdrawal of any student who Foreign application documents. All cautioned not to plan to supplement funds fails to accept responsibilities, as evidenced applicants who have attended schools out- by part-time off-campus employment dur- by conduct or scholastic achievement. side the United States must present the ing this period. following: Application deadlines for foreign stu- Application 1. A complete and accurate chronological dents are fixed. Applications for admission outline of all previous university-level and complete credentials should reach the Domestic application documents. In education. Office of Admissions at least 6 months order to expedite the graduate admission 2. Official transcripts and/or degree certifi- prior to the opening of the term. Please process for domestic applicants, Portland cates from all colleges and universities note that the application must be accom- State University requires that the applicant attended. An official transcript and/or send two complete (but different) applica- panied by a $50 (U.S.) nonrefundable degree certificate is a verification of an application fee. tion packets, one packet to the Admissions applicant’s academic record issued in the Office and the other directly to the depart- original language directly from the original, Admissions ment. Incomplete packets sent either to issuing source. These documents must the Admissions Office or to the depart- arrive at the Office of Admissions in an requirements ment will seriously delay completion of unopened envelope sealed at the originating the graduate admission process. Questions Application to graduate programs at institution with the university stamp or sig- about the admission process should be Portland State University requires two nature on the closed envelope flap. An offi- directed to the department. Once the complete (but different) admissions pack- cial translation must be submitted for any department recommendation for admis- ets, one sent to the Office of Admissions official transcript and/or degree certificate sion has been received, a student may call and one sent to the department. Complete that is in a language other than English. For the PSU Office of Admissions at 725-3511 applications are available from the individ- additional information about official tran- to determine the status of the University ual academic departments. scripts, degree certificates, and translations, admission application. University graduate admission eligibility contact International Admissions in 1. The application packet sent to the is based on having been awarded a bac- Admissions Office must include: Neuberger Hall at 503-725-3511. calaureate degree from a regionally-accred- a. the University application form; 3. A minimum score of 550 on the Test ited institution and having achieved a b. the application fee; of English as a Foreign Language, which is minimal accepted GPA: an applicant with c. one official transcript from every college administered by the Educational Testing fewer than 9 letter-graded graduate credits or university attended (except PSU), includ- Service at testing centers established is assessed on the undergraduate GPA; an ing junior colleges and community colleges; throughout the world. Students who can- applicant with 9 or more letter-graded d. the measles immunization form. not obtain a TOEFL bulletin and registra- graduate credits is assessed on the gradu- 2. The application packet sent to the tion form locally should write, well in ate GPA, which must be 3.00 or higher. department must include: advance, to: Test of English as a Foreign A student must be admitted formally to a. the departmental application form; Language, Box 899, Princeton, NJ 08540. graduate status (master’s, doctoral, certifi- b. a copy of each transcript (or official The minimum acceptable TOEFL score is cate) for a program of study to be planned transcripts, if required by the department); 550 (213 for computer-based test). The with the assistance of a faculty adviser. c. other departmental requirements, International English Language Testing Admission to regular or conditional degree which may include recommendations, System exam (IELTS) may be substituted status should be obtained at the earliest resume, personal statement, essay, test for the TOEFL; minimum acceptable score possible time in order to avoid loss of scores, portfolio, and/or departmental is 7.0. Native speakers of English are not credit applicable to a degree. Courses checklist. required to take the TOEFL exam. Foreign taken at PSU in postbaccalaureate status or The department evaluates the file and rec- applicants who have received a baccalaure- non-admitted status are pre-admission ommends admission or denial of the appli- ate, master’s, or doctoral degree from a courses and must meet all pre-admission cant. Some departments evaluate admission regionally accredited U.S. institution or an limits and requirements. applications periodically, and other depart- equivalently accredited non-U.S. institu- Regular status. Students who meet the ments wait until the application deadline tion with instruction exclusively in English University requirements and are fully before evaluating all applications. are not required by the University to take accepted by their departments or schools Upon admission, the student will be the TOEFL exam but departments and as potential degree candidates are given assigned to a departmental or school facul- programs may require it. regular status. Students must have regular ty adviser. The applicant must have earned the equiv- status to be appointed graduate research The application and the non-refundable alent of a U.S. bachelor’s degree, with first- or teaching assistants and to graduate with application fee are valid for one calendar class marks, from an institution approved by any degree or certificate. G RADUATE S TUDIES 61

Conditional status (university condi- University requirements and be fully regionally accredited institution with a tions only). Students who do not meet accepted by the department or school. A minimum cumulative GPA of 2.50 in all GPA requirements for regular admission to postbaccalaureate student may find undergraduate courses. the University are given conditional admis- departmental enrollment limitations on To be considered for admission as a grad- sion status if they are fully accepted by many courses. Courses completed in a uate certificate student, the applicant must their departments (see Qualified Status postbaccalaureate status are not automati- meet all requirements for regular or condi- below). After completing 9 letter-graded cally applied toward a graduate degree; tional graduate degree admission. graduate credits with a 3.00 or better GPA, each course must be evaluated and recom- To be considered for admission as a post- these students will be given regular status. mended by the department and is consid- baccalaureate certificate student, the appli- Students on conditional status may not be ered pre-admission credit to which all pre- cant must present a baccalaureate degree graduate research or teaching assistants. admission limits and requirements apply. from a regionally accredited institution Students admitted to the University condi- University requirements for admission with either a cumulative GPA of 2.75 in all tionally who do not achieve a 3.00 GPA to graduate courses and programs. To be undergraduate courses or at least 9 letter- after completing 9 letter-graded graduate admitted to Portland State University for graded credits with a cumulative GPA of credits will be dropped from their graduate the purpose of pursuing graduate work, 3.00 in graduate work in the proposed programs. This condition can only be applicants must satisfy minimum field of study earned subsequent to receiv- removed by the Office of Graduate Studies. University requirements and be accepted ing the baccalaureate degree. Conditional Status (both University and by the department in which the graduate Departmental requirements. A depart- department conditions). Students who work is proposed. University graduate ment may have additional admission have both University and department con- admission eligibility is based on having requirements based on previous academic ditions are subject to the University policy been awarded a baccalaureate degree from achievement, scores on Graduate Record stated above and must also meet their a regionally-accredited institution and hav- Examinations or other tests, letters of recom- department’s conditions. Such students ing achieved a minimal accepted GPA: an mendation, a portfolio, or an autobiographi- may not be graduate research or teaching applicant with fewer than 9 letter-graded cal statement. Information regarding depart- assistants. Department conditions may be graduate credits is assessed on the under- mental requirements may be obtained direct- more rigorous than the University condi- graduate GPA; an applicant with 9 or more ly from the specific department. The number tions; the University condition must be letter-graded graduate credits is assessed of students admitted to a particular program met for the student to continue in gradu- on the graduate GPA, which must be 3.00 is limited to the resources available. ate studies at Portland State University. or higher. Any applicant whose native lan- Exceptional admission procedures. In Qualified status (department condi- guage is not English and who has not situations beyond the control of a foreign tions only). Students whose department received a baccalaureate, master’s, or doc- applicant, when transcripts and docu- has imposed departmental prerequisites, toral degree from a regionally accredited ments are not available to confirm comple- GPA, or other requirements but who are U.S. institution or an equivalently accred- tion of a baccalaureate degree in a foreign eligible for a regular University admission ited non-U.S. institution with instruction university, the vice provost may employ a are given qualified status. These students exclusively in English must pass the Test special admissions procedure. Upon refer- are eligible to be graduate assistants. A of English as a Foreign Language (TOEFL) ral by the Admissions staff responsible for student may have both conditional and with a minimum score of 550. foreign student admission and recommen- qualified admission status. In this case, the Portland State University will not confer dation of the admitting department, a spe- student is not eligible to be a graduate active admission status to any graduate cial panel consisting of three faculty may assistant. Department conditions can only student pending an expected baccalaureate be appointed to review the materials avail- be removed by the department. degree without formal written notification able and interview the applicant. The Graduate certificate status. Students from the Registrar of the conferring insti- panel shall consist of one member of the fully admitted only to a graduate certifi- tution confirming that all requirements for admitting department, one member of the cate program may register for up to 16 the degree have been met and stating the Graduate Council, and a representative of credits per term. They are not eligible for date the degree will be conferred. If admit- the Office of Graduate Studies. The panel graduate assistantships. ted on this basis, an official transcript will evaluate the educational background Certificate status. All students working showing the degree will be required dur- and preparation of the applicant and in a planned program leading only to a ing the term of admission or the admis- review documents including letters and postbaccalaureate certificate are given cer- sion will be canceled. written testimony of persons who serve as tificate status. Certificate students may be To be considered for admission as a reg- references or are cognizant of the circum- admitted to other categories of graduate ular degree student, the applicant must stances of the applicant’s situation. The study and concurrently pursue a certifi- present a baccalaureate degree from a panel may determine that an equivalency cate. This status includes students working regionally accredited institution with of a baccalaureate degree was earned and, on teaching certificates but does not either a minimum cumulative GPA of 2.75 if so, may recommend that the student be include students admitted only to graduate in all undergraduate courses or a cumula- admissible in regular or conditional status; certificate programs. tive GPA of at least 3.00 in all letter-grad- or it may determine that an equivalency of Postbaccalaureate status. Students not ed graduate credit earned at accredited a baccalaureate degree was not earned, currently working for a degree but who institutions (a minimum of 9 credits). and, if so, it may recommend that specific wish to register for more than 8 credits of Applicants with 9 or more graduate cred- additional preparation be required in order graduate credit courses may be admitted its must have a cumulative graduate GPA to meet the admission standard. The vice to postbaccalaureate status. A postbac- of at least 3.00, and this GPA supersedes provost for Graduate Studies shall make a calaureate student wishing to be admitted the undergraduate GPA. final determination based upon the recom- to regular degree (or graduate certificate) sta- To be considered for admission as a con- mendation and the evidence presented. tus must apply in the same way as any ditional degree student, the applicant must Re-enrollment. Admitted graduate stu- other applicant and must meet the general present a baccalaureate degree from a dents who fail to enroll for credits for three 62 P ORTLAND S TATE U NIVERSITY

terms (excluding summer), including those The grades of P/NP are used by only a Withdrawals. Withdrawal from a course returning from an approved Leave of limited number of departments which must be initiated by the student. It is the Absence, must submit a re-enrollment have received special authorization and student’s responsibility to withdraw prop- request to their department; if this request may be counted as credit toward a gradu- erly by the deadline dates published in the is supported by their department, the ate degree in resident credit only. Schedule of Classes. request is signed and forwarded to the Audited courses cannot be used to meet A student may withdraw with no record Office of Admissions for processing. A GPA any requirement for degrees or certificates on the transcript up to the end of the of at least 3.00 in all graduate work taken or for required registration for graduate fourth week of the term. As a courtesy, subsequent to admission to the PSU gradu- assistants or for scholarship students. students are advised to notify the instruc- ate program is a prerequisite for re-enroll- A mark of IP may be used for 501/601 tor concerned of the intended or complet- ment. Re-enrolled students are subject to Research and for 506/606 Project when a ed withdrawal. all University and program requirements in student is progressing in an acceptable A student may withdraw for any reason effect at the time of re-enrollment. manner toward completion of the work; before the end of the fourth week, but Students submitting the re-enrollment final grades for 501/601 and 506/606 are withdrawal between then and the end of request who have enrolled in coursework assigned by the instructor on a the eighth week requires instructor elsewhere since PSU admission must also Supplemental Grade Report. A mark of IP approval. A student withdrawing after the submit two sealed official transcripts, one must be used for 503 Thesis/603 end of the fourth week shall have a W each to the Office of Admissions and the Dissertation when a student is progressing recorded on the transcript. department, from each institution attended in an acceptable manner; final grades for A student wishing to withdraw after the subsequent to PSU graduate admission. 503/603 are assigned by the instructor on eighth week must petition the Deadline To assure that registration materials can the Recommendation for the Degree form Appeals Board. A W is recorded if the be prepared on time, the re-enrollment (GO-17) and posted after approval of the petition is allowed. Reasons for withdrawal request form and supporting documents thesis/dissertation by the Office of beyond the eighth week must be beyond should be received by the Office of Graduate Studies. the student’s control, and medical reasons Admissions no later than three weeks Incompletes. A student may be assigned must be documented. Instructor’s com- prior to registration. an I grade by an instructor when all of the ments are required on the petition. following four criteria apply: Refunds are automatic and are calculated Enrollment 1. Quality of work in the course up to from the date of official course load reduc- that point is C level or above. tion. The refund is 100 percent only if Graduate grading system. The following 2. Essential work remains to be done. withdrawal occurs within the first week of grading scale is employed at the graduate “Essential” means that a grade for the course the term. level: could not be assigned without dropping one If a student, to the best of the instructor’s A = 4.00 B- = 2.67 D+ = 1.33 or more grade points below the level achiev- knowledge, has never attended class, the A- = 3.67 C+ = 2.33 D = 1.00 able upon completion of the work. name on the grading register may be B+ = 3.33 C = 2.00 D- = 0.67 3. Reasons for assigning an I must be assigned an X grade. An auditor may also B = 3.00 C- = 1.67 F = 0.00 acceptable to the instructor. The student be assigned an X for insufficient attendance. The grading system at the graduate level does not have the right to demand an I. A student who has participated in a is defined as follows: The circumstances must be unforeseen or course but has failed to complete essential A—Excellent be beyond the control of the student. An work or attend examinations, and who has B—Satisfactory instructor is entitled to insist on appropri- not communicated with the instructor, C—Below graduate standard ate medical or other documentation. In no will be assigned an F, a D, or whatever D—Failure case is an “Incomplete” grade given to enable grade the work has earned. F—Failure a student to do additional work to raise a Missing Grade. A student will not be The following marks are also used: deficient grade. certified for graduation who has any M P—Satisfactory completion (B- or better) 4. A written agreement, signed by both (Missing) grades in PSU graduate courses NP—No credit, unsatisfactory the student and the instructor, should that could potentially by letter graded, I—Incomplete include a statement of the remaining work even if the courses are not applied to the IP—In progress to be done to remove the I grade, and the student’s degree. W—Withdrawn date, not to exceed one year from the end Repeat of graduate courses. If a gradu- X—No grade received/No basis for grade of the term of enrollment for the course, ate course is repeated, the grades awarded M—Missing grade by which work must be completed in both times are included in the GPA; how- AU—Audit order to earn credit toward the degree. ever, credit toward the number of credits Although grades of C+, C, and C- are The instructor may specify the highest required for the degree is counted only below the graduate standard, they may be grade which may be awarded upon com- once. Repeating courses to raise the GPA is counted as credit toward a graduate pletion; the grade awarded should not not acceptable. degree with the specific written approval exceed the level of achievement attained Audit. Graduate students may take any of the department if taken at PSU after the during the regular course period. course for which they have the prerequi- term of formal admission to the graduate An Incomplete grade becomes part of the sites and which is open to them on the program. The student must have a B aver- permanent transcript record after the dead- basis of their admission category on an age (3.00 GPA) on the courses fulfilling line expires, unless a retroactive withdraw- audit (no-credit) basis. The tuition and the degree requirements (courses listed on al is approved by petition to the Graduate fees for auditing courses are the same as the GO-12 form for master’s students), Council. To remove an I an instructor must for taking the courses for credit, but a stu- and departments may establish a more file a supplementary grade report within dent’s load (total credit hours) does not rigorous standard. Grades of D or F indi- one year (e.g., by the end of fall 2007 for a include audit enrollments. Audited courses cate clearly unacceptable work and carry course registered for fall 2006). cannot be used to meet any requirement no graduate credit. G RADUATE S TUDIES 63

for degrees or certificates or for required any institution, including PSU, before the able in the Office of Registration and registration for graduate assistants or for term of formal admission to a PSU gradu- Records in the lobby of Neuberger Hall. scholarship students. Students cannot ate degree program are pre-admission cred- Self-support courses and courses offered receive financial aid for audited courses. its. Additionally, a minimum of two-thirds by Extended Studies and Summer Session Courses taken more than once on an of the courses applied to the degree must are ineligible for this program. audit basis cannot be repeated for gradu- be taken at PSU; courses taken at other Pre-admission and transfer credit. ate credit. During the add-drop period a institutions at any time are transfer credits. Courses taken at any institution, including student registered for a course for audit A minimum of 12 credits in a 45-credit PSU, before the term of formal admission to may change to credit status or vice versa program (or 25 percent of the required a PSU graduate degree program are Pre- through the official methods; thereafter the credits in a degree program greater than admission credits. Courses taken at any change cannot be made. 45 credits) must be taken in residence in other institution at any time are Transfer Television course credit. Graduate 500, 500/600, or 600 course level cate- credits. In all cases, a master’s student must credit earned through enrollment in televi- gories. The remainder of the required earn a minimum of two-thirds of the credits sion courses (closed-circuit TV excepted) credits may be 400/500 courses taken for applied to the degree after formal admission will not be acceptable toward an advanced the 500-level number. to the graduate degree program at PSU and degree, except when approved in advance In a doctoral program, a minimum of must earn a minimum of two-thirds of the by the graduate adviser, the department, three consecutive terms must be spent in credits applied to the degree at PSU. and the vice provost for Graduate Studies. full-time residence (minimum 9 graduate Departments may have stricter limitations. Correspondence credit. Under no cir- credits each term) after admission to the The application of eligible pre-admission cumstance will graduate credit earned doctoral program. and/or transfer credits to an advanced through correspondence study be accept- A maximum of 12 graduate credits degree at PSU must be approved by the able toward an advanced degree. acquired by an undergraduate student at student’s department and the Office of Academic load. Full-time enrollment for Portland State University through the Graduate Studies. Both pre-admission and graduate students is 9-16 credits. Graduate graduate credit reservation procedure will transfer credits must be submitted to the students must seek approval of registration be counted as reserved credits if approved Office of Graduate Studies for approval on in excess of 16 credits. A student register- for inclusion in the student’s graduate pro- the GO-21 form (Proposed Pre-admission ing for 17 to 19 credits must obtain the gram. Reserved credits are subject to pre- and Transfer Credit for the Master’s approval of the department chair or facul- admission limits and requirements. Degree). It is strongly suggested that this ty adviser. A student registering for 20 Residence requirements are intended to form be submitted early in the student’s credits or more must obtain the approval ensure that the candidates work in close program, but it must be submitted and of the department chair or faculty adviser, association with other graduate scholars in approved before the Office of Graduate the student’s academic dean, and the vice the intellectual environment of Portland Studies can review the Graduate Degree provost for Graduate Studies. A graduate State University. Program form, which is due in the first assistant registering for more than 16 cred- Credit distribution and limitations for week of the anticipated term of graduation. its must obtain approval from the depart- master’s degrees. Limitations are placed All pre-admission and transfer credits ment chair and the vice provost for on the use of credits in 501, 502, 503, must be letter-graded B- or higher; pass or Graduate Studies. Overload approval 504, 505, 508, and 509 courses. In a 45- similar grading methods are not acceptable. forms may be obtained from the depart- credit program, the limits are as follows: a All Joint Campus (JC) credits are consid- ments or the Office of Graduate Studies. maximum of 12 credits in 501, 502, and ered transfer credits. Credit from foreign Minimum enrollment. The University 505 combined; a maximum of 9 credits in institutions is subject to the same require- requires that graduate students who are 504, 508, and 509 combined; a range of 6 ments and limitations; requests for foreign involved in activities requiring faculty time to 9 credits in 503. Courses numbered transfer must include additional documen- or the use of University facilities register 60x are included in these limitations. tation to facilitate verification of eligibility. every term, including those working on Courses applied to the degree must be Transfer credits must meet all the follow- any aspects of research, project, thesis, or 500 or 600 level. The 700- and 800-level ing requirements: (1) must be graduate dissertation. courses are not acceptable in graduate credit taken at an accredited institution and A minimum of one graduate credit is degree programs, with the exception of the acceptable into graduate academic degrees required when taking any comprehensive master’s degree programs in the School of without qualification at the originating or final examination. A minimum of one Education as well as some M.A.T./M.S.T. institution; (2) must be letter-graded B- or graduate credit of registration is required programs; these programs may allow a higher; pass or similar grading methods are when engaged in any phase of research, maximum of 6 credits at the 800 level. not acceptable; (3) must not be used for such as developing or collecting data, or Joint Campus program. Graduate stu- any other degree at any institution; (4) any aspects of a project, thesis or disserta- dents at Portland State University may, must not be correspondence credit; (5) tion until its final acceptance is approved with adviser, instructor, department, and must be no older than seven years old at by the Office of Graduate Studies. PSU registrar approval, take graduate the time the master’s degree is awarded; (6) The student’s department can require courses at any of the other institutions in must total no more than one-third of the additional registration in any given term in the Oregon University System. A student required credits for the degree program. relation to the amount of time required of registers for these courses with the PSU Television courses and short-term courses faculty or the use of University facilities registrar, who records each grade on the are generally not eligible; requests for trans- during the term. academic record under Joint-Campus fer of these courses require additional doc- Residence credit. In all cases, a master’s Course (JC 510/610). The student must be umentation and specific approval. student must earn a minimum of two- a matriculated graduate student in a PSU Courses from other institutions approved thirds of the courses applied to the degree advanced-degree program and be regis- for graduate transfer credit are not entered after formal admission to the graduate tered for PSU credit the same term the JC on PSU’s graduate transcripts and are not degree program at PSU; courses taken at 510/610 course is taken. Forms are avail- considered in the computation of PSU 64 P ORTLAND S TATE U NIVERSITY

cumulative graduate grade point averages attained no later than the term prior to the ment chair or program director and gradu- for the purposes of determining continued term in which the final coursework is ate committee of the college or school as admissibility and graduation (except they completed for the first degree. A memo of well as the Office of Graduate Studies. are included in the program GPA, which is agreement signed by both advisers and Students who have not enrolled for three calculated on only those courses applied listing the specific courses which will be terms (excluding summer) must submit a to the degree). The M.S.W. program has used for both degrees must be approved re-enrollment request. specific transfer credit allowances resulting by the Office of Graduate Studies before Cancellation of admission to graduate from accreditation requirements and graduation with the first degree. These program. If a student does not validate interinstitutional agreements, but a mini- forms are available in the Office of admission by registering and paying for at mum of 45 credits applied to the M.S.W. Graduate Studies, 117 Cramer Hall. least one credit in the term of admission, must be taken at PSU. Course Overlap between Degrees and that admission will be cancelled unless the Reservation of work for graduate cred- Certificates. In specific circumstances, student contacts the Admissions Office it. Only credits earned at PSU can be coursework (not a project, thesis/disserta- and requests that the admission be updat- reserved for graduate credit. A Reservation tion, or other culminating activity) can be ed to another term within the calendar of Graduate Credit form must be filed in shared between programs. There are limits year. If the student does not validate the Office of Graduate Studies as early as on the use of eligible graduate courses admission within one calendar year, the possible. It must be approved by the between graduate degrees and certificates. admission will be cancelled and the stu- department or degree program, the Office ◆ A graduate course that has been used dent must submit a new application and a of Degree Requirements, and the Office of to meet the requirements for a bache- new application fee. Graduate Studies. It is strongly suggested lor’s degree or any undergraduate pro- A student with validated admission to a that this be submitted before award of the gram cannot be applied to any gradu- graduate program who during a one-year baccalaureate degree, but it must be sub- ate program (degree or certificate). period (1) does not have an approved mitted and approved before the Office of ◆ Graduate courses can be applied to leave of absence and (2) does not success- Graduate Studies can review the Graduate two master’s degrees only under the fully complete a graduate course in the Degree Program form, which is due in the Dual Degree option (see above). approved program of study for the degree first week in the term of graduation with ◆ Graduate courses can be applied to a may have admission to the degree pro- the master’s degree. master’s degree and a doctoral degree. gram canceled. For further information, Reserved graduate credit is limited to 12 ◆ Graduate courses can be applied to a students are urged to contact individual completed and graded graduate credits let- master’s degree and a graduate departments for departmental restrictions. ter-graded B- or higher earned within the certificate. Degree application. Candidates must last 45 credits prior to award of the student’s ◆ Graduate courses can be applied to a file a Degree Application with Graduate first baccalaureate degree and not used to doctoral degree and a graduate Studies by the first Friday of the anticipat- fulfill the requirements for any baccalaureate certificate. ed term of graduation. The application is degree. Such courses are pre-admission ◆ Graduate courses cannot be applied to available on the Graduate Studies website, credits and subject to all pre-admission two graduate certificates. www.gsr.pdx.edu. The degree will not be requirements and limitations. The depart- ◆ Graduate courses can be applied to conferred unless the student has attained a ment may have stricter limitations. more than one doctoral program (at cumulative GPA of at least 3.00 for all Dual master’s degrees. No credits the discretion of both doctoral pro- graduate credits earned at Portland State, applied toward a master’s degree, once that grams), but the following items must as well as a GPA of at least 3.00 on the degree is achieved, may be applied to the be completed at Portland State for courses fulfilling the degree requirements earning of another master’s degree, except each doctoral degree: comprehensive (courses listed on the GO-12 form for for the special arrangement provided for exams of any kind, research, disserta- master’s students); all M (Missing) grades the dual master’s degree program. tion, and residency. in PSU graduate courses that could poten- In the case of the dual master’s degree Leave of absence. A student admitted to tially be letter graded must be removed program, a graduate student may work a graduate program and in good standing before graduation, even if the course is not concurrently toward the completion of the may petition for leave of absence for one applied to the student’s degree. requirements of two PSU master’s degrees calendar year. Leave of absence status Departments may establish a more rigor- in complementary disciplines where an assures the student a continuation of the ous standard. overlap of coursework or research (not student’s admission in the program during Limitations for faculty members. PSU culminating experience) occurs. The dual the period of the leave of absence. faculty members are encouraged to pursue degree program is planned in consultation Application for leave of absence, endorsed additional advanced degrees at other insti- with and approved by the advisers from by the department chair or program direc- tutions. Specifically, faculty members each program. The courses to be accepted tor, must be filed in the Office of Graduate above the rank of instructor are not eligi- dually for the two degrees shall be deter- Studies not later than the last day to regis- ble to receive an advanced degree in their mined by the department(s) involved but ter for classes in the term for which the own department or school at the may not exceed one-third of the required application is made. A leave of absence is University; however, in special circum- quarter credits for a degree. If the two granted only to graduate students in good stances, they may earn a degree in a master’s programs have different totals for standing and does not constitute a waiver department or school in which they do course credits, the one-third limit is deter- of the time limit for completion of the not hold an appointment. mined by the smaller credit total. To graduate degree at PSU, nor does it extend ensure time for adequate planning, appli- the regular one-year limit for completion Academic Standing cations for admission to the dual degree of a course. All students admitted to graduate studies program are made early in the graduate A student may petition for a second (regular or conditional; master’s, doctoral, studies. Admission to the second program leave of absence from a graduate program, graduate certificate) at Portland State in the dual degree program must be but approval is required from the depart- University must maintain a GPA of at least G RADUATE S TUDIES 65

3.00 for all graduate credit earned at Council may grant readmission, with or 4. Academic fraud. Furnishing false or Portland State University. All graduate stu- without additional academic requirements, incomplete information to the University dents, especially those in a conditional or may recommend continued disqualifi- with the intent to deceive; forging, alter- admission status, are expected to keep in cation. If the Graduate Council approves ing, or misusing University documents or close communication with their depart- readmission, the student must submit a re- academic forms which serve as the basis ments and to avail themselves of depart- enrollment request to the Office of for admission, course study, or graduation; mental advising. Admissions. The readmitted graduate stu- misrepresenting a person’s identity to an Academic probation. An admitted student is subject to all University and pro- instructor or other University official. dent is placed on probation if: gram requirements in effect at the time of 1. The student’s cumulative graduate GPA readmission. The student must raise the Graduate Council at Portland State University, based on the PSU cumulative graduate GPA to 3.00 or This council recommends policies and completion of 9 letter-graded graduate better with 12 credits of letter-graded standards for graduate courses and pro- credits after admission to the graduate coursework after readmission, or grams and coordinates all graduate activi- graduate/postbaccalaureate level at PSU, is she/he will be disqualified. ties of instructional units and programs. It below 3.00 at the end of any term, or Graduate courses completed at any insti- develops and recommends University poli- 2. The student’s term graduate GPA, tution while a student is under disqualifi- cies, establishes procedures and regula- based on a minimum of 6 letter-graded cation at PSU will not be applied toward a tions for graduate studies, and adjudicates graduate credits, is below 2.67 for a given graduate program at PSU. petitions regarding graduate regulations. term. Procedures for allegations of violation While on academic probation the stu- Academic Honesty of graduate policy on academic honesty dent will not be permitted to 1) graduate, and integrity. Allegations of violation of Graduate policy on academic honesty the graduate policy on academic honesty 2) receive or continue to hold a graduate and integrity. Graduate students have a assistantship, 3) change majors (GO-19 and integrity not resolved within the primary, unique relationship and responsi- department (or appropriate academic unit) form), 4) be advanced to doctoral candida- bility to the faculty of the academic cy, 5) receive approval of the master’s shall be submitted to the vice provost for departments, the faculty upon whose rec- Graduate Studies. At this point in the degree program (GO-12 form), or 6) regis- ommendations graduate degrees are ter for more than a total of 9 credits in any process, the dean is empowered to attempt awarded. A major feature of the graduate to resolve the case and not forward the term. Removal of academic probation student’s responsibilities to the faculty is occurs if the cumulative graduate GPA is case to the Graduate Council. If the dean, the adherence to academic honesty. The with appropriate consultation, and the stu- brought to 3.00 within the next 9 graduate Graduate Policy on Academic Honesty and credits in letter-graded courses in the case dent concur in the case’s disposition, such Integrity assumes that the student is hon- disposition will be imposed. If the dean is of probation due to a low cumulative GPA, est, that all coursework and examinations or both cumulative and term GPA of 3.00 unable to resolve the case, the dean shall represent the student’s own work, and that provide formal written notification to the or above in the case of probation due to a all documents supporting the student’s low term GPA. student of admission and graduation are accurate and ◆ the charges; Disqualification. A student who is dis- complete. Academic honesty is a require- ◆ qualified may not register for any graduate the student’s right to request a formal ment for all graduate activities. Any viola- hearing to contest the charges; courses at PSU for at least one calendar tion of academic honesty and integrity is ◆ year. Disqualification occurs if: the student’s right to waive the formal grounds for academic action. In addition, hearing by utilizing the student petition 1. The student on academic probation for a student found in violation of this policy low cumulative GPA fails to achieve a process (see paragraph below); and may be subject to disciplinary sanction as ◆ the requirement that the student’s cumulative graduate GPA of 3.00 or higher provided in the University Student within the next 9 graduate credits in letter- request for a formal hearing or to file Conduct Code. a petition be submitted in writing to graded courses; or Violations of the policy include but are 2. The student on probation for a term the dean within 10 business days of not limited to: the date of this written notification. If GPA below 2.67 does not receive at least a 1. Cheating in examinations and 3.00 term GPA and does not achieve a 3.00 the student does not respond within course assignments. The willful use or this time period, the dean shall refer cumulative GPA within the next 9 credits provision to others of unauthorized mate- of letter-graded graduate coursework; or the matter to the Graduate Council rials in written or oral examinations or in for decision by default, based upon 3. The student becomes subject to aca- course assignments. demic probation for a second time. the information and records in the 2. Plagiarism. The appropriation of lan- file, without further participation by Readmission after disqualification. A guage, ideas, and products of another disqualified student may petition for read- the student. Upon referral to the author or artist and representation of them Graduate Council, the council chair mission as a degree-seeking student in a as one’s own original work; failure to pro- graduate program after one calendar year. shall review the file and submit a vide proper identification of source data; written determination for final con- Readmission after the mandatory one-year use of purchased or borrowed papers in period is initiated by the student’s filing of sideration by the council. graduate courses without complete identi- If the petition option is selected by the a petition for readmission to the Graduate fication of the source. Council through the Office of Graduate student, the student will complete a writ- 3. Selling or offering to sell course ten petition to the vice provost for Studies. Readmission is not automatic. To assignment materials. Selling or offering to be readmitted the student must meet all Graduate Studies that includes the stu- sell material to another person; knowing, or dent’s own written statement, with current admission requirements, with the under circumstances having reason to exception of the graduate GPA. attached supporting documentation, and know, that the whole or a substantial part of the specific action requested of the If the student’s graduate program has the material is intended to be submitted in recommended readmission, the Graduate Graduate Council. The Office of Graduate fulfillment of a course requirement. Studies shall request a written statement 66 P ORTLAND S TATE U NIVERSITY

from the faculty member(s) and/or admin- The hearing panel shall deliberate in pri- Admission application fee (nonrefundable) ..$50.00 Application for graduation istrative personnel who have advanced the vate and produce a written decision, (per degree or graduate certificate) ...... $20.00 case of alleged violation of academic hon- including the findings of fact and evidence Validation of out-of-date graduate credit esty and integrity. Consistent with existing relied upon to reach its decision. The (per course) ...... $50.00 Office of Graduate Studies procedures for administration has the burden of proving Tuition (Spring 2007) the review of student petitions, at least the allegations. Findings shall be based Oregon residents two members of the Graduate Council will upon a preponderance of the evidence. If 8 credits ...... $2,146.50 review the petition independently and the hearing panel concludes that a viola- Full time (9 credits)...... $2,550.50 Each additional credit ...... $244.00 each will submit their decision to approve tion of graduate policy on academic hon- Nonresidents or deny the student’s requested action. esty and integrity occurred, the following 8 credits ...... $3,506.50 Then, the Graduate Council chair will constitute academic actions which the Full time (9 credits)...... $4,080.50 review both the student’s petition and the hearing panel may take: Each additional credit ...... $414.00 decisions made by the Graduate Council ◆ denial or rescinding of credit for the Microfilming members. The Graduate Council chair will course in which the violation Dissertation (required) ...... $55.00 approve or deny the student’s request, or occurred; Thesis (optional)...... $45.00 invoke an alternative disposition, indicat- ◆ academic probation for a period of one Copyrighting (optional)...... $65.00 ing the findings of fact and evidence used calendar year; Transcript ◆ Official (per copy) ...... $4.00 to arrive at the decision. The Graduate academic disqualification for a period Catalog ...... $6.00 Council chair’s decision is final. It is of one to three calendar years; Note: All tuition and fee costs listed above are accurate reported to the vice provost for Graduate ◆ denial or rescinding of the award of as of January 1, 2007, and are subject to change by the Studies, who provides written notification the graduate degree. Oregon University System or the independent institu- to the student of the chair’s decision. In the event that the hearing panel is tions involved. If the student requests a formal hearing unable to reach a consensus decision, the Financial Assistance instead of exercising the petition option hearing panel will submit its majority and (see paragraph above), the dean shall refer minority report at the next scheduled Graduate assistantships. The University the matter to the Graduate Council chair, Council meeting for deliberation and vote offers graduate assistantships for teaching who will convene a hearing panel under by the entire Graduate Council. A consen- or research on a competitive basis for stu- the following procedures. The Graduate sus decision, reached by the hearing panel dents working toward advanced degrees in Council chair shall appoint a hearing and ratified at a subsequent council meet- most areas. To qualify and to remain eligi- panel from among its members and desig- ing, is final. ble for an appointment, a student must be nate one of the appointed members to Upon receipt of the Graduate Council’s admitted to regular or qualified status and serve as the panel’s chair. The hearing decision, or the council chair’s decision in be in good academic standing in a gradu- panel will be comprised of at least three the case of a petition, the vice provost for ate degree program at PSU. Graduate assis- but no more than five members. If there Graduate Studies will impose whatever aca- tants must be registered for and satisfacto- are graduate student members serving on demic sanction is included in the decision. rily complete a minimum of 9 graduate the Graduate Council, the council chair If an academic sanction is imposed, the academic credits each term the assistant- shall invite one graduate student member dean will also forward all materials gath- ship is in effect, except Summer Session, to serve on the hearing panel. The council ered in the case to the Office of Student with term and cumulative GPAs of 3.00 or chair, in consultation with the panel chair, Affairs, which may choose to act under the higher, and must show satisfactory aca- shall notify all involved parties of the date, auspices of the Student Conduct Code. demic progress in fulfilling the require- time, and place for the hearing and pro- ments of the degree program. The stu- vide a list of hearing panel members, in Tuition, fees, and aid dent’s department chair or graduate coor- advance of the hearing, to permit objec- dinator may allow up to 4 undergraduate tions to be heard regarding the appoint- Basic Graduate Fees credits within the 9 credits if the under- ment of any particular panel member(s). graduate credits are needed as prerequi- The basic fees associated with graduate Prior to the hearing, all involved parties sites for graduate courses or are important study at PSU are listed in the following are encouraged to submit written argu- to the student’s plan of study. Any request table. The admission application fee is ments and corroborating documents to the for a student to take more than 4 under- required and is nonrefundable. For many hearing panel chair. graduate credits per term must be of the graduate degree programs, the The dean, with assistance from the origi- approved by the vice provost for Graduate applicant is required to submit a recent nal complainant, and with advice and Studies. Graduate assistants are provided a test score on one or more of the designat- assistance from the Oregon Department of salary on a regular periodic basis as com- ed standardized tests. The graduate tuition Justice, shall advance the case before the pensation for the service provided and fees depend on the total number of credits hearing panel. The student shall have the receive a partial remission of the instruc- in enrolled classes, resident or nonresident right to be represented (at the student’s tional fee portion of tuition each term of status in the state of Oregon, and the stu- own expense) by counsel. The dean may appointment. Students wishing to apply dent’s status as graduate assistant or non- elect to have the Department of Justice for graduate assistantships must corre- graduate assistant. Further details on grad- present the matter. At the panel hearing, all spond directly with the appropriate aca- uate fees are available by contacting the involved parties shall be given the oppor- demic department chair. The Office of Office of Admissions, Registration and tunity to present further oral and written Graduate Studies does not award graduate Records, 113 Neuberger Hall. arguments and to have witnesses called. assistantships. Tuition and fees may be paid in full at the Opportunity shall be provided for witness PSU Laurels. The PSU Laurels Graduate time of registration; however, the University cross-examination. Testimony shall be pre- Tuition Remission Program provides offers a deferred tuition plan which allows sented upon oath or affirmation and a ver- remission of the instructional fees at infor a partial payment at registration with batim record of the hearing kept. state rates to academically qualified stu- the balance due in two installments. G RADUATE S TUDIES 67

dents on a competitive basis with prefer- ate participant and reflects the educational must be taken at PSU. Individual pro- ence given to Oregon residents. The mission of the University. Each graduate grams may set higher minimums. See the tuition remissions are available to admitted certificate program is approved by the section on Course Overlap between graduate students, both full time and part Graduate Council and the Faculty Senate Degrees and Certificates for use of course- time, at Portland State University. The PSU with a minimum number of credits and a work in certificate programs. Laurels is a merit program; financial need specific set of courses which must be com- The following graduate certificate pro- is also a consideration for some of the pleted; a final project or portfolio may be grams are currently offered (additional awards. The application deadline is April required to provide for integration of the programs are in the process of approval): 15 for the following year. Information will sequence of course materials. addictions counseling; marriage, couples, be available after March 1 from the Office Students must be admitted to the gradu- and family counseling (Special and of Graduate Studies. ate certificate program by the University Counselor Education); analog and Scholarships. Portland State University and must meet standards for admission to microwave circuit design; communication has a limited number of scholarships avail- allied graduate degree programs (master’s systems; computer architecture and able to graduate students. Scholarships are or doctoral level programs). All graduate design; design automation; digital design; awarded to students in attendance at the certificate applicants must have an accred- digital signal processing; image processing; University on the basis of academic ited baccalaureate degree. Applicants with integrated circuit test, verification, and val- 8 or fewer letter-graded graduate credits achievement, promise, and financial need. idation (Electrical and Computer and an undergraduate GPA of at least 2.75 A computerized data base of scholar- Engineering); computer security; software are eligible for regular admission with the ships, both national and local, is available engineering (Computer Science); geo- agreement of their graduate certificate pro- graphic information systems (Geography); on the second floor of the library. Requests gram; applicants with an undergraduate applied statistics; mathematics for middle for information on scholarships related to GPA lower than 2.75 but at least 2.50 are school mathematics teachers specific departments should be made to eligible for conditional admission at the the specific department involved. discretion of their program. Applicants (Mathematical Sciences); children’s and Educational loans and work. Graduate with 9 or more graduate credits must have young adult literature (Curriculum and students may apply for educational loans a cumulative graduate GPA of at least Instruction); computational intelligence; through the Federal Perkins Student Loan 3.00, and this GPA supersedes the under- computer modeling and simulation program, the Federal Direct Stafford Loan graduate GPA. Programs may specify addi- (Systems Science); earth and space sci- program, the Federal Unsubsidized Stafford tional requirements, including higher min- ences for K-12 educators; engineering Loan program, and the federal College imum GPA requirements. geology; environmental geology; hydroge- Work-Study Program. Details and applica- Graduate certificate students must ology (Geology); hydrology tion materials are available from the Office remain in good academic standing (see (Environmental Sciences and Resources); of Student Financial Aid in the lobby of page 64) and must achieve a cumulative gerontology (Urban Studies and Planning); Neuberger Hall. Priority consideration for GPA of 3.00 or higher in all courses to be systems engineering fundamentals Federal Perkins Student Loan and federal used for the graduate certificate. (Systems Engineering); food marketing College Work-Study will be given to those Courses and certificates completed will and logistics (Business Administration); who have completed the application be transcripted by the University Registrar transportation (Civil and Environmental process earliest, while funds are available. as a part of the student’s permanent Engineering and Urban Studies and WICHE. Under the Western Interstate University record. Certificates may be Planning); real estate development (Urban Commission for Higher Education awarded at the end of any term when the Studies and Planning) and student affairs (WICHE) Regional Graduate Program requirements have been met. Students in higher education; teaching adult learn- agreement, residents of Alaska, Hawaii, must apply for award of the certificate in ers (Educational Policy, Foundations, and Idaho, Montana, Nevada, New Mexico, the Office of Graduate Studies no later Administrative Studies). Utah, Washington, and Wyoming admit- than the first week of the term in which Application materials and program ted to the following programs pay resident completion is expected. requirements are available from the fees: the master’s and doctoral programs in Courses completed up to seven years departments offering these programs or environmental sciences and resources; the prior to the certificate award date may be from the Graduate Studies Web site at master’s program in education: special used to satisfy graduate certificate require- www.gsr.pdx.edu. education with a focus in visually ments (i.e., a course started in the fall term of 2001 will be beyond the seven-year lim- MASTER OF ARTS AND MASTER OF impaired learners; master’s and doctoral itation at the close of fall term 2008). SCIENCE (M.A. AND M.S.) programs in urban studies; or the doctoral Courses completed for a graduate degree Anthropology (M.A. only); biology; chemistry; program in public administration and pol- program may be applied to completion of a civil and environmental engineering; computer science (M.S. only); communication; conflict icy. Applications are available through the graduate certificate program. Degree cred- Office of Graduate Studies. resolution; criminology and criminal justice its earned in fulfillment of a graduate cer- (M.S. only); economics; education (with options tificate program may be applied to a gradu- in counseling; curriculum and instruction; edu- ate degree program, provided they meet cational policy, foundations, and administrative Graduate programs the appropriate standards for use in the studies; media/librarianship; special education); degree (including acceptable grade and electrical and computer engineering (M.S. only); The advanced programs offered by engineering management (M.S. only); environ- Portland State University are listed below. completion within seven years of the degree award date for the master’s degree). mental sciences and resources (M.S. only); English (M.A. only); financial analysis (M.S. GRADUATE CERTIFICATES For graduate certificates only, transfer only); foreign languages (M.A. only) with A graduate certificate program is a linked credit is defined as any eligible letter-grad- options in French, German, Spanish, and series of approved graduate-level courses ed (B- or higher) graduate course taken at Japanese; foreign literature and language (M.A. which constitute a coherent body of study another accredited institution. Two-thirds only); geography; geology (with an option in with a specific defined focus within a dis- of the credits required for a graduate cer- geohydrology); health studies; history (M.A. cipline. It is designed for a postbaccalaure- tificate, or 15 credits, whichever is higher, only); interdisciplinary studies; mathematics; 68 P ORTLAND S TATE U NIVERSITY

materials science and engineering; mechanical ficiency in at least one second language. mental sciences and resources (with options in engineering; physics; political science; psychol- Second language proficiency is not biology, chemistry, civil engineering, economics, ogy; sociology; speech and hearing sciences; sta- required for the M.S.T. degree. geography, geology, and physics); mathematics tistics; systems science (M.S. only); TESOL education; mathematical sciences; public admin- (M.A. only); theater arts; writing. In general, admission requirements are equivalent to admission requirements for istration and policy; social work and social The University offers programs leading to research; sociology and social inequality; systems the Master of Arts and the Master of Science the M.A. and M.S. degrees. science (with options in anthropology, business as shown in the Graduate Degrees section. A minimum of 45 graduate credits is administration, civil engineering, economics, In all programs leading to these degrees, the required. The program of study includes engineering management, mathematics, mechani- primary emphasis is placed upon the stu- the following: cal engineering, psychology, and sociology); tech- dent’s scholarly development through for- 1. At least 24 graduate credits must be nology management; and urban studies. mal coursework, seminars, research, and devoted to selected courses in academic The Doctor of Philosophy degree is award- independent study. The programs are fields which strengthen the candidate’s ed for scholastic achievement based upon designed to develop a mastery of subject scholarship in a teaching field and related the candidate’s proven comprehensive matter in a chosen discipline and to provide area. This minimum may be higher at the knowledge in a recognized specialized training and experience in research. department’s discretion. At least 12 credits field of study and for creative scholarship Candidates for the Master of Arts and in residence at PSU at the 500, 500/600, through independent research. Judgment Master of Science degrees must earn a min- or 600 level must be completed success- of such attainments is based upon evalua- imum of 45 credits in approved graduate fully. The remainder of the required cours- tion of a dissertation grounded in inde- courses; many programs have higher mini- es may be 400/500 courses taken for the pendent research and the passing of pre- mums, up to 90 credits. A thesis may be 500-level number. scribed written and oral examinations. required, depending on the program. The 2. At least 9 credits of courses in educa- All doctoral students must fulfill the resi- Master of Arts degree requires a demon- tion are required. dency requirement by successfully com- strated proficiency in one or more second 3. A final written examination covering pleting a minimum of three consecutive languages. Second language proficiency is the academic teaching field and profes- terms of full-time approved graduate study not required for the Master of Science sional education courses is required. at PSU (at least 9 credits per term) after degree. Programs of study are built upon 4. A final oral examination is required of admission to the doctoral program. appropriate baccalaureate preparation and all students except in music and math Doctor of Philosophy programs consist include a major discipline; if a thesis is M.S.T. programs. of formal coursework, guided individual included in the program of study, the disci- Information on admission and other study in a chosen field or discipline, study pline and thesis represent the major por- aspects of a program may be obtained by in cognitive areas, and original research tion of the program of study. contacting the department identified with which serves as the basis for a scholarly Applicants for admission must meet the the field of interest. dissertation. Before being admitted to can- University requirements for admission to didacy for the Ph.D. degree, each student graduate study. For further information on PROFESSIONAL DEGREES must pass written comprehensive exami- admission, as well as other aspects of a Master of Business Administration (M.B.A.), nations; some programs also require specific master’s degree, the appropriate with options in management of innovation demonstrated competency in at least one department should be contacted directly. and technology, finance, and international foreign language. Advancement to candi- MASTER OF ARTS IN TEACHING business; Master of Education (M.Ed.); dacy for the Doctor of Philosophy degree AND MASTER OF SCIENCE IN Master of Engineering (M.Eng.), in civil and requires, among other prerequisites, certi- TEACHING (M.A.T. AND M.S.T.) environmental engineering, civil engineer- fication by the responsible program coor- English (M.A.T. only); general arts and letters; ing management, electrical and computer dinator/director that specified coursework environmental science; science; general social engineering, manufacturing engineering, has been or will be completed and that the science; mathematics; music. mechanical engineering, project manage- proposed research can be adequately sup- For students interested in specializing in a ment, systems engineering, technology ported and directed. The vice provost for particular teaching field at the secondary management; Master of Environmental Graduate Studies retains final approval level, the Master of Arts in Teaching Management (M.E.M.); Master of Fine Arts authority for advancement to candidacy. (M.A.T.) and/or the Master of Science in (M.F.A.), in studio art; Master of In addition to the general University Teaching (M.S.T.) are offered in the follow- International Management (M.I.M.); Master admission and degree requirements, each ing fields: English (M.A.T. only), general of Music (M.M.), with options in perform- doctoral program has special requirements arts and letters, science, environmental sci- ance, conducting, and jazz studies; Master and/or policies concerning admissions and ence, general social science, mathematics, of Public Administration (M.P.A.), with an awarding of the Ph.D. degree. Information and music. option in health administration; Master of on specific admissions requirements, pro- The fundamental purpose of the M.A.T. Public Health (M.P.H.), a joint program cedures, and other aspects of the program and M.S.T. programs is the improvement of with Oregon Health & Science University can be obtained directly from the individ- the quality of teaching in the schools. To and Oregon State University, with options ual programs. this end, the programs are developed and in health promotion and health manage- administered within flexible guidelines to ment and policy; Oregon Master of DOCTOR OF EDUCATION (ED.D) match the needs of students with varying Software Engineering (M.S.E); Master of In educational leadership: administration; post- backgrounds and professional plans. The Social Work (M.S.W.); Master of Urban and secondary education; curriculum and instruc- programs permit the prospective or in- Regional Planning (M.U.R.P.); Master of tion; special and counselor education. service teacher to work toward satisfying Urban Studies (M.U.S.). The Doctor of Education degree is granted the requirements for a teaching certificate if in recognition of mastery of theory, prac- desired and, in addition, to devote a sub- DOCTOR OF PHILOSOPHY (PH.D.) tice, and research in education. The crite- stantial portion of the program of study to Applied psychology; biology; chemistry; civil and ria for the award of the degree are the can- environmental engineering; computer science; didate’s demonstrated comprehensive coursework in selected academic fields. All electrical and computer engineering; environ- M.A.T. degrees require a demonstrated pro- knowledge of designated fields of concen- G RADUATE S TUDIES 69

tration and specialization and the success- (GO-12) or committee can be approved and University’s master’s degree second lan- ful presentation and defense of a disserta- before final exams can be taken. guage competency requirement. tion embodying the results of original Options for meeting the graduate sec- A student whose native language is not investigation which demonstrates the can- ond language requirement for M.A. and English may meet the second language didate’s ability to conduct independent M.A.T. students. The Department of requirement in English, except for stu- investigation. The dissertation is a contri- Foreign Languages and Literatures will dents in two programs: (1) students in the bution to knowledge or a constructive accept the following ways of satisfying the M.A. in French, Spanish, or German, who result of significance and value for educa- graduate second language competency must be tested in a language other than tional practice. In addition to the area of requirement: English and other than the language of specialization, which includes the leader- 1. Equivalent coursework: Students who their M.A. program; and (2) students in ship core and the specialty studies core, have passed a course equivalent to PSU the M.A. in Foreign Literature and the student’s program of study includes level 203 or higher in a second language Language, who are required to demon- work in related fields outside education within the four years prior to their admis- strate fluency in two foreign languages and the use of systematic inquiry leading sion into their PSU graduate program will other than English at the time of admis- to the dissertation. be deemed to have met the language sion and are not required to demonstrate All doctoral students must fulfill the resi- requirement. The Department of Foreign additional competency except as necessary dency requirement by successfully com- Languages and Literatures will issue a cer- to complete their degree requirements. pleting a minimum of three consecutive tificate of completion upon evaluation of For M.A. TESOL students only, a student terms of full-time approved graduate study the student’s academic record. M.A. and whose native language is not English will at PSU (at least 9 credits per term) after M.A.T. students are responsible for making meet the written requirement (2.b., above) admission to the doctoral program. For their academic records available to the by achieving a TOEFL score of 600 or the Ed.D., these approved graduate credits chair of that department in the first term higher and will meet the oral requirement may be coursework, the study of practice of admission and requesting evaluation (2.a., above) by passing a LING 500-level (i.e., field-based work), or dissertation and certification. course with a grade of B or better. credits. Second language competency is 2. Students who do not meet the require- Final examination. If a final examina- not required for the Ed.D. degree. The ment under 1. above should make an tion is required by the student’s major equivalent of three years of full-time study appointment with the Department of department, it shall be taken after success- beyond the baccalaureate is required. Foreign Languages and Literatures during ful completion of any required second lan- The Ed.D. in educational leadership pro- the first term after their admission to make guage examination and after at least 30 gram prepares highly qualified profession- an individualized plan for the completion credits have been completed. The exami- al educators for positions in teaching, of their language requirement. Options nation is not a re-examination over supervision, and administration in elemen- include preparing for and passing one of coursework but rather a test of the candi- tary and secondary education, in commu- these evaluations: date’s ability to integrate material in the nity and four-year colleges and universi- a. Oral proficiency interview (mandatory major and related fields, including the ties, and in other educational institutions, for M.A. TESOL students if they do not work in any thesis or research project. both public and private. take a course at level 203 or above) If a final oral examination is required, it Information concerning admission b. A written test (mandatory for M.A. may be scheduled only during the regular requirements, procedures, and other aspects TESOL students if they do not take a sessions and no fewer than two weeks of the program can be obtained from the course at level 203 or above), such as before the close of the term of graduation dean, Graduate School of Education. (i.e., must be completed one full week i. The Graduate Student Foreign before the beginning of finals week). If a Language Test Degree requirements thesis is being presented, the required oral ii. The CLEP exam examination (thesis defense) must be MASTER’S DEGREE iii. A special exam, administered by scheduled no later than five weeks prior to Prior to the completion of 18 credits, the the Department of Foreign the close of the term in which the degree degree student prepares a program of Languages and Literatures will be granted. For summer term gradua- study with the assistance of the faculty c. Coursework after admission: taking a tion, deadlines apply to the regular eight- course at level 203 or above adviser. The purpose of the planned pro- week Summer Session dates (i.e., oral d. Overseas intensive courses or other gram of study is to present an organized, exams must be completed by the end of the intensive courses sixth week of Summer Session); later com- individualized plan for coursework, practi- e. Special reading courses, if available. ca, and research activities consistent with pletion will result in fall term graduation. The Department of Foreign Languages When a thesis is presented, the final oral the requirements for the proposed degree and Literatures will teach and test only in and approved by the faculty adviser. examination is conducted by a committee languages in which it has expertise. of at least three and not more than five Successful completion of the program of However, off-campus arrangements may be faculty members, including the candidate’s study should demonstrate a high level of possible with the cooperation of other adviser as chairperson and a representative academic and professional performance institutions and the approval of the chair of of the Office of Graduate Studies who is required in the graduate specialization. the PSU Department of Foreign Languages appointed by the vice provost for The final program of study (GO-12 form) and Literatures. Certification of having Graduate Studies. The chair of the exami- must be received in the Office of Graduate passed a second language examination nation committee and the Graduate Office Studies not later than the first week of the from an institution other than Portland representative must be regular, full-time anticipated term of graduation. State University must be approved by the PSU faculty, tenured or tenure-track, assis- Language requirement. The language Department Chair of Foreign Languages tant professor or higher in rank; the other requirement for M.A. and M.A.T. students and Literatures at Portland State University committee members may include adjunct must be passed before the student’s program prior to acceptance as fulfillment of the faculty. If it is necessary to go off-campus 70 P ORTLAND S TATE U NIVERSITY

for one additional committee member tion requires a majority approval. In case funds. Even if a student’s research is with specific expertise not available among of failure of the final oral examination, the exempt from full Human Subjects PSU faculty, a CV for that proposed mem- department has the option of disqualifying Research Review Committee review, the ber must be presented; that member must the candidate from the master’s program student must still file an application with be in addition to the required three PSU or permitting the candidate to appear for the HSRRC. The decision to waive review faculty members. All committee members re-examination after a period of at least is made by the HSRRC chair or a designat- must have master’s degrees. three months. The result of the second ed member of that committee. HSRRC In the case of a non-thesis oral examina- examination is final. applications may be obtained from the tion, the committee shall consist of at least If a final written examination is required, Office of Research and Sponsored Projects. two members of the student’s department, the student must pass all sections of the The student should allow a minimum of including the candidate’s adviser. At the examination. If the student fails the entire six weeks for the approval process. discretion of the department, a faculty examination or any section thereof, the Thesis. The presentation of a thesis as member from another department may be department may dismiss the student from partial fulfillment of the requirements for added; that member would be selected by the degree program, or permit the student the master’s degree is required in certain the adviser, the department chair, or the to repeat the entire examination, or the departments. If a thesis is presented, the departmental graduate committee chair, section that was failed, after a minimum of student must register for 6 to 9 thesis according to department policy. For M.A.T. three months. The result of the second credits in the appropriate department. and M.S.T. candidates, one member of the examination is final. Final grades for thesis credits are not committee is required to be added from Human Subjects Research Review recorded until the thesis has been the Graduate School of Education. Committee. All research involving human approved by the Office of Graduate The chairperson of the final oral exami- subjects conducted by faculty, staff, or stu- Studies. IP is the interim grade reported. nation committee will schedule the time dents in any program at PSU must have When the thesis is required, it becomes a and place of the examination after agree- prior approval of the Human Subjects major factor in determining the eligibility ment has been reached among all mem- Research Review Committee. This policy, of the candidate for the degree. Each bers and the candidate. All committee established by the Office of the President school, college, and department defines members or alternates approved by the of Portland State University, applies to all the nature of research and scholarship vice provost for Graduate Studies must be research under the auspices of the accepted for a thesis, but in all cases a present for the final oral examination. The University, including surveys and ques- high level of resourcefulness, productivity, final examination is open to the University tionnaires, whether supported by grant, and mature perception of the discipline is faculty. Passing of the final oral examina- contract, gift, University, or personal expected. The quality of the culminating G RADUATE S TUDIES 71

work must meet University standards and (Missing) grades in PSU graduate courses of three academic years of satisfactory reflect those of other leading universities. that could potentially be letter graded, graduate study beyond the baccalaureate is The subject of the thesis must be within even if the courses are not applied to the required. A minimum of three consecutive the major field of the candidate. Although student’s degree. terms must be spent in full-time residence, the thesis is not required to show original Time limitation. All coursework sub- with registration for and successful com- results, it must reveal independent investi- mitted for the master’s degree program pletion of 9 or more graduate credits each gation, including the knowledge and appli- approved by the department must be com- term, after admission to the doctoral pro- cation of the accepted methods of scholar- pleted within the seven years prior to the gram at Portland State University. Summer ship and research methodology. The thesis awarding of the degree (e.g., a course term may be included (i.e., spring, sum- represents the independent work of the started in the fall term of 2001 will be mer, fall 2007) or excluded (i.e., spring candidate for the degree and must be beyond the seven-year limitation at the 2007, fall 2007, winter 2008) in calculat- developed under the direction of a faculty close of fall term 2008). The formal appli- ing consecutive terms. member approved for graduate instruction. cation for the degree must be filed with Language requirement. For the Ph.D. The student must be registered for at least the Office of Graduate Studies no later degree, the student may be required to one graduate credit in every term in which than the first week of the anticipated term demonstrate competency in at least one sec- the student is working on any phase of of graduation. Deadlines for each term are ond language. This requirement is deter- thesis, including data development or col- available in the Office of Graduate Studies. mined by the governing unit of the student’s lection, writing, revision, defense, and Validation of out-of-date graduate cred- program, department, or school. Any sec- finalization through approval by the Office it. A PSU course more than seven years old ond language requirement must be complet- of Graduate Studies. at the time of graduation, but no more than ed before the comprehensive examinations. Three copies of the thesis (unbound), ten years old at the time of graduation, may Preliminary examination. Early in the prepared in accordance with the be used toward master’s degree require- doctoral program the student may be University’s Information Regarding Thesis ments after a successful validation exam required to take preliminary examinations. Approval, and four copies of an abstract of (for example, a course taken in fall 1998 The scope and content of the examination, not more than 350 words must be filed may be validated for a graduation term no and the standard of performance, shall be with the Office of Graduate Studies not later than fall 2008). A separate validation determined by the department concerned. later than three weeks prior to the close of examination must be given for each course, Comprehensive examination. Before the term in which the degree will be grant- in accordance with the full requirements advancement to candidacy and not less ed. Deadlines for each term are available in listed on the GO-15 form, available in the than one academic year before all require- the Office of Graduate Studies. Two copies Office of Graduate Studies. Departments are ments for the doctoral degree are expected of the thesis will be bound by the Library. expected to limit validation examinations to to be completed, the student must pass a The third copy will be forwarded to the those courses that are current and relevant series of comprehensive examinations in major department. Students are strongly in the discipline and meet the current the field of specialization. The examina- encouraged to bring a copy of their entire requirements of the master’s degree pro- tions may be written, oral, or both. The thesis to the Office of Graduate Studies for gram. Validated courses are limited to one- comprehensive examinations may not be review before final copies are made. third of the program requirements (i.e., 15 taken until the language requirement, if Thesis in absentia. With the written credits total in a 45-credit program). Each any, and substantially all the coursework approval of the department or program examination attempted, regardless of result, for the degree have been completed. chair, the vice provost for Graduate Studies has a fee of $50.00, which will be credited Advancement to candidacy. After pass- may authorize the thesis to be prepared in to the department giving the exam. ing the comprehensive examination and absentia. The student must register at In very unusual cases, with the specific the identification of the dissertation prob- Portland State University at the beginning agreement of both the student’s depart- lem, and after the student completes a pre- of each term and conduct the research ment and the department most equivalent liminary draft for approval from the under the direction of the thesis adviser. to the original course department, a stu- Human Subjects Research Review Microfilming. The University subscribes dent may validate a graduate course from Committee, a dissertation committee— to the services offered by University another accredited institution, in accor- consisting of the dissertation adviser, a Microfilms International, enabling degree dance with the full requirements listed on minimum of three and a maximum of five candidates to have master’s theses micro- the GO-15 form. additional faculty from the doctoral pro- filmed and abstracts published in the gram, plus the representative of the Office Master’s Abstracts. The microfilm agree- DOCTORAL DEGREE of Graduate Studies—shall be formed to ment form and further information may be Advisory committee. An advisory commit- take the place of the advisory committee. obtained from the Office of Graduate tee for the doctoral degree student shall At this time the faculty adviser is supersed- Studies. It is not required that master’s the- consist of at least three faculty members ed by the dissertation adviser. The chair of ses be microfilmed. Upon the recommen- representative of the student’s field of study. the dissertation committee and the dation of the department chair, however, When a student enters the doctoral pro- Graduate Office Representative must be selected theses may be accepted for micro- gram, a faculty adviser shall be designated regular, full-time PSU faculty, tenured or filming. In such cases an abstract of not by the program director to advise the stu- tenure-track, assistant professor or higher more than 150 words must be submitted dent and to meet in regular consultation in rank; the other three committee mem- to the Office of Graduate Studies with the concerning the program of studies and bers may include adjunct faculty. If it is microfilm agreement form. The charge for research. The additional members of the necessary to go off-campus for one addi- this service is $45, payable at the Cashier’s advisory committee shall be appointed after tional committee member with specific office after picking up the necessary forms successful completion of 9 credits and not expertise not available among PSU faculty, in the Office of Graduate Studies. later than six months prior to the comple- a curriculum vitae (CV) for that proposed Missing Grades. A student will not be tion of the comprehensive examinations. member must be presented. All committee certified for graduation who has any M Residence requirements. A minimum members must have doctoral degrees. No 72 P ORTLAND S TATE U NIVERSITY

proposal defense shall be valid without a should allow a minimum of six weeks for examination, which is open to the public, dissertation committee approved by the the approval process. is the culminating experience in the doc- Office of Graduate Studies. All appointed Dissertation presentation. With guid- toral studies. The candidate is expected to committee members, or alternates ance of the dissertation committee, the prepare and present orally a formal state- approved in advance by Graduate Studies, candidate shall present a dissertation writ- ment on the research methodology and must be present for the proposal defense. ten in acceptable form setting forth the results. The oral presentation should not The proposal defense must take place in a results of original and independent investi- exceed 30 minutes. Following the oral formal meeting of the entire approved dis- gation. The dissertation must constitute a presentation, the candidate must defend sertation committee; the student will make contribution to knowledge, significantly the dissertation as a worthy contribution to an oral presentation of the written proposal enlarging, modifying, or reinterpreting knowledge in its field and must demon- for discussion, evaluation, and suggested what was previously known. The candi- strate a mastery of the field of specializa- modification. The final proposal submitted date is expected to register for dissertation tion as it is related to the dissertation. The to the committee for approval should be and the related research for a minimum of questioning and discussion are for the pur- sufficiently detailed and clear to provide a one full-time academic year. Until the pose of: (1) further enlightenment of the blueprint for the study to follow. The pro- degree is granted, the student enrolls for candidate and the committee of the signifi- posal is expected to include the following: the number of credits appropriate to the cance and limitations of the research, and 1. General nature and present status of amount of University services utilized, as (2) demonstration that the candidate has knowledge of the problem. determined by the dissertation adviser, met the high expectations of the University 2. The theoretical and empirical framework with a minimum of one credit each term. for the award of the doctoral degree. within which the proposed problem exists. Ph.D. students must register for a mini- All committee members or alternates 3. The significance of the proposed mum of 27 hours of dissertation (603) approved by the vice provost for Graduate research and its likely contributions. credits before graduation; Ed.D. students Studies must be present for the final exam- 4. The research methodology to be used. must register for a minimum of 18 hours ination. For dissertation approval there When the dissertation committee has of dissertation (603) credits before gradua- may be no more than one dissenting vote approved the proposal, the student revises tion. A minimum continuing enrollment of on the doctoral final examination. If the the HS draft and submits it to the HSRRC one graduate credit is required through final oral examination is not satisfactory, office for approval. The doctoral program the term a student graduates. The disserta- the advisory committee may recommend recommends the student for advancement tion must be prepared in accordance with that the vice provost for Graduate Studies to candidacy once HS approval has been the University’s Information Regarding permit the candidate to take another oral granted. Changes in the original proposal Dissertation Approval, available in the examination after a period of further study. are permitted, but the student is expected Office of Graduate Studies. The results of the second exam are final. to provide a sufficiently complete formula- Microfilming. Portland State University Dissertation in absentia. With the written tion of the proposal before approval and to subscribes to the services offered by approval of the doctoral program chair, the keep modifications to a minimum. All University Microfilms International, vice provost for Graduate Studies may major modifications of the approved dis- enabling degree candidates to have their authorize the dissertation to be prepared in sertation proposal must be reviewed and doctoral dissertations microfilmed and absentia. The student must register at approved by the dissertation committee abstracts published in the Dissertation Portland State University at the beginning of and the Human Subjects Research Review Abstracts International. Microfilming is each term and conduct the research under Committee. If the student has not satisfied mandatory for doctoral candidates. An the direction of the dissertation adviser. the residency requirement by the time of abstract, not to exceed 350 words, must Missing Grades. A student will not be advancement to candidacy, a plan for doc- be submitted to the Office of Graduate certified for graduation who has any M toral residency must accompany the pro- Studies with the microfilm agreement (Missing) grades in PSU graduate courses gram’s recommendation for advancement. form. The charge for this service is $55, that could potentially be letter graded, The vice provost for Graduate Studies payable at the Cashier’s office, after pick- even if the courses are not applied to the retains final approval authority for ing up the necessary forms in the Office of student’s degree. advancement to candidacy. Graduate Studies. Doctoral students may Time limitation. A doctoral candidate Human Subjects Research Review wish to copyright their dissertations. The has a minimum of four months and a Committee. All research involving human charge for this optional service is $65. maximum of five years from the effective subjects conducted by faculty, staff or stu- Final oral examination. After tentative date of advancement to candidacy to com- dents in any program at PSU must have approval of the dissertation, the candidate’s plete all requirements for graduation, prior approval of the Human Subjects dissertation committee, including the rep- including defense of the dissertation and Research Review Committee. This policy, resentative of the Office of Graduate its final approval by the Office of Graduate established by the Office of the President Studies, shall conduct a final oral examina- Studies (within this time frame, doctoral of Portland State University, applies to all tion, which may be scheduled only during programs may have stricter requirements). research under the auspices of the the regular sessions or during the eight- Candidates must be continuously enrolled University, including surveys and ques- week Summer Session. The final examina- during that period. Failure to meet the tionnaires, whether supported by grant, tion shall not be given until coursework five-year limitation will invalidate passing contract, gift, University, or personal and residence requirements have been of the comprehensive examinations and funds. Even if a student’s research is completed. The final defense of the disser- remove the student from candidacy. exempt from full Human Subjects tation may be held no later than five weeks Readmission to candidacy requires the Research Review Committee review, the prior to the conferring of the degree. For passing of the regular, or a special, com- student must still file an application with summer term graduation, deadlines apply prehensive examination. Approvals for the HSRRC. The decision to waive review to the regular eight-week Summer Session readmission are required from the academ- is made by the HSRRC chair or a designat- dates; later completion will result in fall ic program and the vice provost for ed member of the HSRRC. The student term graduation. The final doctoral oral Graduate Studies. G RADUATE S TUDIES 73

MASTER OF ARTS, MASTER OF than three, separate academic disciplines. SCIENCE PROGRAM IN Changes to the advising committee or the Systems Science INTERDISCIPLINARY STUDIES plan of study after admission must be This program is designed to provide highly approved in advance by the Office of Harder House motivated students the opportunity to Graduate Studies. 1604 SW 10th Avenue develop, with an advising committee, an The program requires 54 approved grad- 503-725-4960 individualized, interdisciplinary program uate credits and a culminating activity www.sysc.pdx.edu/ for graduate study, in which approved (thesis or project). If two departments or courses in the humanities, sciences, social programs participate, 48 credits are M.S. Ph.D. sciences, and the professional schools are required in the two programs with a mini- Systems science is the study and applica- combined to create a cohesive program not mum of 20 in each, and an additional 6 tion of general methods of problem solv- otherwise available on campus. Such a pro- credits of Thesis (ISt 503) or Project (ISt ing and general principles governing sys- gram will involve a minimum of two and a 506). If three departments or programs tems of widely differing types. Systems maximum of three academic disciplines. participate, 48 credits are required in the concepts and techniques are used exten- The program is also designed to respond three programs with a minimum of 15 in sively for both applied and research pur- to faculty-driven initiatives in emerging each, and an additional 6 credits of Thesis poses. In industry and government, con- fields of study, providing an avenue for (ISt 503) or Project (ISt 506). siderable demand exists for professionals faculty from different disciplines to collab- The following additional requirements who are skilled in modern methods of orate in graduate education in areas of apply to both options: decision making and systems design and intellectual interest where specific graduate ◆ All university requirements apply. who are capable of managing complex programs do not yet exist. ◆ All courses in each department must social and technical systems. In mathemat- Admission to the program. Admission be approved by the faculty adviser in ics, engineering, business administration, applications are available in the Office of that department. and the natural and social sciences, sys- Graduate Studies. Students must meet all ◆ All credits must be 500- or 600-level. tems theorists continue to make important requirements for regular University admis- ◆ Students earning the M.A. degree must contributions to the growth of knowledge sion. Admission will be selective, based on pass the current Second Language within academic disciplines and to the completed graduate coursework (if appli- Requirement for M.A./M.A.T. students application of knowledge across discipli- cable), appropriate undergraduate course- before any final examination can be nary boundaries. Indeed, the most exciting work, grades, particular departmental given and before a Graduate Office research in science and engineering today requirements, letters of recommendation, Representative for the thesis/project is outside the boundaries of traditional and a statement of purpose regarding the committee can be approved. disciplines and is done at centers and intended fields of study. In addition, each ◆ Of the 54 credits applied to the degree, institutes that study systems described as student must obtain the consent of an eli- students must take a minimum of 36 complex, artificial, adaptive, nonlinear, or gible tenured or tenure-track faculty advis- credits at Portland State after admis- intelligent. Such research can be viewed as er in each of the two or three intended sion to the graduate degree program. the continuation and contemporary form departments, indicating willingness to ◆ A maximum of 12 credits total of 501 of systems science, which crystallized after serve on the student’s advisory and final (Research), 502 (Independent Study), World War II around general systems the- examination committee and acceptance of and 505 (Reading and Conference) ory, cybernetics, operations research, sys- the general plan of study and intended combined may be applied toward the tems dynamics, systems engineering, and outcome. One of these faculty members 54 required credits. No 508 systems analysis. will be designated as chair. One faculty (Workshop) or 510 (Experimental) In 1970, the Systems Science Ph.D. adviser (in a two-department program) or credits can be applied to the degree. A Program was established at Portland State two faculty advisers (in a three-department maximum of 6 credits of 509 University. The program encompasses both program) should have experience as chair (Practicum) and/or 504 (Internship) applications and theory-oriented aspects of of a master’s or doctoral committee in combined may be applied toward the the field. It is designed to prepare students which the degree was granted within the degree. A total of 16 credits of 501, for professional practice in industrial, gov- past three years. Each faculty member may 502, 504, 505, and 509 combined ernmental, and public service organiza- chair only two M.A./M.S. interdisciplinary may be applied toward the degree. tions and for research and teaching in aca- studies committees at any one time. (Courses numbered at the 600-level demic institutions. Admission decisions will be made by a still must fit within these limits.) The School of Business Administration, committee composed of the coordinator of ◆ All students will be required to pass a the College of Liberal Arts and Sciences Graduate Studies, the senior academic final oral examination. For both thesis (Departments of Economics, Mathematics, adviser in Liberal Arts and Sciences, and a and project students, this will be a Sociology, Anthropology, and Psychology), representative from each of the departments presentation of an oral examination on and the Maseeh College of Engineering or programs (not the proposed adviser), the thesis or project, in keeping with and Computer Science (Departments of designated by the department chair. This University requirements for master’s Civil Engineering, Engineering and committee may choose to include addition- final oral examinations, and including Technology Management, and Mechanical al departmental or Graduate Council mem- a representative from a different Engineering) formally participate in the bers in assessment of individual application department selected by the Office of program. In addition to the systems cours- files, if appropriate. Graduate Studies to complete the final es offered by these departments (e.g., cost- Degree requirements. The degree is oral examination committee. benefit analysis, operations research, sys- intended to allow students, in collabora- tems analysis and synthesis, mathematical tion with graduate advisers, to structure a modeling, etc.), the systems science core coherent program from the approved grad- faculty offers courses in artificial life, com- uate courses of at least two, and no more puter simulation, discrete multivariate 74 P ORTLAND S TATE U NIVERSITY

modeling, information theory, neural net- must complete and submit a GO-19D Degree requirements works, systems approach, systems theory, form to the program. dynamical systems, system dynamics, and Doctor of Philosophy in systems science. Master of Science in systems science. To other areas. Students with high academic standing and be granted an M.S. degree, students must Doctor of Philosophy in systems sci- with a baccalaureate and/or master’s degree meet the requirements below and submit ence. There are two options for the Ph.D. may apply for admission to the doctoral the necessary Graduate Studies Office in systems science. program. Generally, applicants should have forms. All students will be required to Core option: The student pursues inter- a combined GRE score of 1100 (quantitative complete 24 credits of graded courses disciplinary studies with a strong emphasis plus verbal) or GMAT score of 550. (pass/no pass are not applicable) listed on systems coursework. Examples of study Applicants must submit scores (taken within under Systems Science in the PSU catalog topics appropriate for inclusion in such a the last five years) for either the GRE apti- numbered SySc 511-599 or SySc 610-699. program are: intelligent systems; informa- tude or GMAT test to verify their national Up to 3 credits of SySc 507 may be tion, structure and dynamics; organization, ranking. The Admissions Committee will included to satisfy this requirement. Note: decision making and optimization; model- consider exceptions to the five-year require- There is a seven-year limit on courses for the ing and simulation; systems philosophy; ment, if the GMAT score or both GRE master’s degree. This is not true for the Ph.D. systems approach; and related topics in scores are in the 90th percentile or higher. The master’s program has two options: the study of complex systems. In considering an applicant for admis- Thesis option: An additional 12 credits of Departmental option: The student sion, the admissions committee for Systems Science courses (numbered as undertakes advanced academic prepara- Systems Science seeks evidence of demon- tion primarily in a single department or strated intellectual capacity, undergraduate above) and/or approved courses from school. Discipline-oriented studies, aug- and/or graduate training in an appropriate other departments (see document entitled, mented by systems coursework, lead to discipline (or disciplines), adequate prepa- Approved Resource Courses for the Master of dissertation research that incorporates sys- ration in mathematics (including calculus, Science Program in Systems Science); and 9 tems ideas and methods. This option is statistics, and computer programming), thesis credits. A student selecting the the- currently available in the above listed and the potential to pursue advanced sis option must form a thesis committee of departments in the College of Liberal Arts study and research for the Ph.D. Students at least three faculty members (two com- and Sciences, the Maseeh College of are admitted to the program in fall, winter, mittee members, one of whom must be a Engineering and Computer Science and and spring terms. Prospective applicants systems science core faculty, and a the School of Business Administration. should call or email the Systems Science Graduate Studies representative), and pass Both of the options facilitate the design Program for the information packet. It is an oral thesis defense. of curricula which are individually tailored also available online at www.sysc.pdx.edu. Non-Thesis option: An additional 21 to the needs and interests of the students. The Office of Admissions must receive: (1) credits of Systems Science courses (num- Master of Science in systems science. the completed Application to Doctoral bered as above) and/or approved courses The Systems Science M.S. program Program form, (2) the application fee, from other departments (see document emphasizes the systems theories and (3) one copy of all undergraduate and entitled, Approved Resource Courses for the methodologies taught in the current graduate transcripts to be sent by the insti- Master of Science Program in Systems Systems Science Ph.D. program. Students tutions to Portland State University, and Science). Up to 4 credits of Systems choose a combination of systems science (4) TOEFL if a foreign student. The appli- Science by-arrangement credits may be courses plus approved courses in associat- cant must arrange for the Admissions used to satisfy this requirement. ed disciplines. Concentration areas include Committee for Systems Science to receive: A student selecting the non-thesis option (but are not limited to) the faculty (1) the completed Application to Doctoral will be required to pass two written com- research areas described in the document Program form, (2) one copy of all under- prehensive exams, each of which covers a entitled Systems Science Research at PSU. graduate and graduate transcripts to be minimum of 16 credit hours of course- Upon completion of the program, students sent by the institutions, (3) GRE aptitude work. One of the examiners must be a will understand a wide variety of systems or GMAT scores, (4) three letters of rec- Systems Science core faculty member. ideas, be able to use them in modeling ommendation from faculty and/or profes- Students admitted to the Ph.D. program and analysis, be able to tap methods and sionals acquainted with the applicant’s who pass their comprehensive exams meet ideas from a variety of disciplines, and will abilities and record, (5) statement of the this requirement automatically. Ph.D. stu- gain expertise in problem solving and in student’s expectations of the program, and dents who do not pass their comprehen- being integrative thinkers. (6) TOEFL score of 575 or other evidence sive exams meet this requirement if they of English competency if a foreign student. pass two of their written exams, one of Each applicant who has received formal Admission requirements which is a core systems science exam. notice of admission to the Systems Science Master of Science in systems science. Doctoral Program should contact the pro- Doctor of Philosophy in systems sci- Admission is based on the applicant’s aca- gram office for initial advising. Adviser(s) ence. A discussion of general requirements demic transcript, two letters of recommen- will be appointed to assist and consult with for doctoral degrees is on page 71. dation, a statement of interests and objec- the admitted student regularly in planning Minimum requirements specific to the tives, and other background material con- the program of study and research. A com- Ph.D. in systems science include 72 course sidered individually by an admissions prehensive examination committee is credit hours, organized as follows: committee, in line with general University appointed for each student to give required Systems component. Students in both the admission policies. GRE/GMAT scores are oral and written examinations. A disserta- core and departmental options are required recommended but not required. Students tion committee supervises the research and to complete 16 credits of systems science admitted to the Ph.D. program (either preparation of the dissertation. coursework as the minimum systems com- option) need not apply separately for ponent of the program. All students must admission to the master’s program, but satisfy the first 8 credits by taking two of the G RADUATE S TUDIES 75

following courses: SySc 511, SySc 512, SySc Language requirement. Foreign lan- 513, SySc 514. Any combination of two of guage competency may be required of Courses the courses, except SySc 512 and 514 is departmental option students in some Courses with an asterisk (*) are not offered every year. acceptable. SySc 511 and 512 explore sys- SySc 501 departments which also determine the Research (Credit to be arranged.) tems concepts in more quantitative terms level of competency and testing proce- Research which is normally not part of the thesis. than SySc 513 and 514. Consequently, stu- dures. (Consult the appropriate depart- SySc 503 dents taking SySc 511 and 512 should have ment for further information.) There is no stronger quantitative background. Thesis (Credit to be arranged.) foreign language requirement for the core All aspects of the thesis including research and To fulfill the remaining 8 credits of the option. If required, the foreign language its writing. systems component, students must take examination must be successfully complet- two systems science courses numbered 515 SySc 505 ed before the student is allowed to take Reading and Conference (Credit to be through 599 or 610 and above. These elec- arranged.) tive courses are either advanced systems the comprehensive examinations. Comprehensive examinations. Written Scholarly examination of literature including science courses or integrative courses. The discussion between student and professor. integrative courses have emerged from the and oral comprehensive examinations are required in appropriate areas to demon- SySc 507 interdisciplinary nature of the program. Seminar (Credit to be arranged.) They are taught jointly by faculty from strate the breadth and depth of the student’s academic competence, and expertise Discussion of recent and current research Systems Science and participating depart- and/or presentation of progress and final ments, and the topics covered illustrate in research techniques pertinent to his/her reports. specific applications of systems concepts. intended dissertation area. Written exams SySc 508 Additional coursework requirements. cover four distinct areas, each including a Workshop (Credit to be arranged.) Beyond the systems component described minimum of 16 course credit hours. SySc 510 Selected Topics (Credit to be above, additional graduate courses are Advancement to candidacy. All stu- arranged.) required to meet the 72 credit hour pro- dents must establish competency in appro- SySc 511 gram minimum for advancement to candi- priate research methodology before begin- Systems Theory (4) dacy. Participating departments may have ning their dissertation research. After this Surveys fundamental systems concepts and cen- additional or more specific requirements. and all other requirements have been met, tral aspects of systems theory. The course begins Core option students are required to take the student prepares a proposal for inde- with an overview of the systems paradigm and the systems field as a whole. Topics then include 3 credits of SySc 507 (offered at 1 credit pendent research leading to a significant introductions to set and information-theoretic and original contribution to knowledge in per term) and an additional 9 credits in multivariate relations and structures, discrete Systems Science beyond the 16 credit core the systems field. When the proposal is dynamic systems; model representation and sim- requirement cited earlier. Design of the accepted, the student is advanced to can- ulation; decision analysis, optimization, game student’s comprehensive exam and antici- didacy, and then focuses exclusively on theory; artificial intelligence, complex adaptive pated dissertation research should guide research. Students must register for at least systems. Readings drawn from mathematics, the course selection. 27 credits of dissertation research after natural and social sciences, and the professional Courses taken to satisfy the systems core advancement to candidacy. disciplines (e.g., engineering, business). Course and additional coursework requirements Dissertation. Completed research is pre- content derives both from “classical” general sys- must be at the 500 or 600 level. Credit for sented in a dissertation which must be tems theory, cybernetics, and operations research as well as from contemporary systems research, graduate work done elsewhere (with a approved and successfully defended in a final oral examination. After Advancement which is organized around the themes of nonlin- grade of B or better) may also be approved. ear dynamics, complexity, and adaptation. However, at least 27 credits of coursework to Candidacy, but prior to this examination, core students are required to present their Prerequisites: graduate standing, calculus, proba- (not including dissertation credits) must be bility, computer programming. taken at Portland State University. research at the SySc 507 Seminar, a pre- announced 50-minute formal presentation. SySc 512 Decisions to transfer credits for core Quantitative Methods of Systems Science (4) The student can anticipate approximately option students are made by the program An introduction to the quantitative representation four to five years of full-time study beyond director upon recommendation of the stu- and investigation of systems with a focus that the baccalaureate degree in order to satisfy dent’s adviser(s); decisions for departmen- emphasizes tools more than applications. Topics the program requirements. Detailed addi- tal option students are made by the include linear dynamics, optimization, and uncer- tional information on requirements and department/school. There is no specific tainty. The level of presentation assumes familiari- procedures are contained in the document, ty and facility with calculus. Notions from linear time limitation on when courses were “Systems Science Ph.D. Program algebra unify the topics and those notions will be taken; however, the student is expected to Supplemental Rules,” and should be presented. Required coursework includes both be familiar with, and may be examined on, obtained by visiting our Web site: calculations to be done on a computer and calcu- material being given in current courses www.sysc.pdx.edu or contacting the Systems lations to be done by hand. Prerequisites: one equivalent to those included in the com- year of calculus, probability and familiarity with Science Ph.D. Program. prehensive examination proposal. computers, graduate standing. Enrollment. Students are required to be GRADUATE CERTIFICATES SySc 513 enrolled continuously, except if a leave of The Systems Science program offers grad- Systems Approach (4) absence is formally requested and uate certificates in two specialty areas: Provides practitioner-oriented definition of sys- approved by the program director. Failure tems, including: importance of observer computational intelligence and computer dependence and context, and ideas of meta-sys- to take courses for a year, or failure to modeling and simulation. Please see the tems, subsystems; notion of value system and maintain continued progress after course- Graduate Studies section on for graduate associated optimization/sub-optimization; work is completed will result in a student certificate requirements. aspects of life-cycle project management; the being dropped from the program. underlying notions of inquiring systems; and 76 P ORTLAND S TATE U NIVERSITY

key aspects of learning (human) organizations. SySc 529/629 cells, assembly operations, materials handling, Qualitative tools for the system’s practitioner, Business Process Modeling and Simulation (4) and scheduling. Students also learn general sys- including graphical tools, basic ideas of model- The primary focus is on the application of systems modeling concepts, such as how to model ing/simulation and structural modeling. Also, tem simulation to process flow problems. random processes and probabilistic events, and the multiple perspectives aspect of the systems Extend, a special-purpose computer simulation how to use a specific simulation package that approach. Prerequisite: graduate standing. language, is used to develop models to describe features realistic animation of the system under SySc 514 and analyze both continuous and discrete flow study. Prerequisites: basic knowledge of proba- System Dynamics (4) processes in order to better understand bottle- bility and statistics, and some exposure to man- Introduces concepts and a methodology for necks and how to alleviate them. Such models ufacturing processes and terminology. This analyzing the behavioral dynamics of systems are used to study, for example, manufacturing course is the same as EMgt 553/653; course that consist of complex “webs” of feedback systems, business systems, and engineering sys- may only be taken once for credit. loops. Primary emphasis is on building comput- tems. Students apply the concepts to projects SySc 557/657 er models of these systems and using these within their fields of interest. Prerequisite: grad- Artificial Life (4) models to enhance understanding, make predic- uate standing or consent of the instructor. Artificial life (ALife) encompasses mathematical tions, and find ways to improve the perform- SySc 541/641 and computational studies of phenomena such ance of systems and processes. Models are Dynamic Systems I (4) as replication, metabolism, morphogenesis, defined in terms of a set of “rate” equations that The fundamental concepts of modeling time learning, adaptation, and evolution. Situated at are numerically integrated to simulate behavior dependent deterministic systems, including the intersection of computer science and biolo- over time. The process of applying this method- applications of dynamic models to various types gy (also physics and chemistry) and focused on ology to real world situations is discussed in of systems including electrical, mechanical, eco- abstract, materiality-independent aspects of life, detail. Prerequisite: graduate standing. nomic, and ecological. Computer methods are its purpose is two-fold: to understand biological SySc 521/621 used as illustrations and as tools for analysis. phenomena and to develop computational tech- Systems Philosophy (4) Prerequisites: familiarity with high-level com- nologies. ALife bears significantly also on the A study of ideas central to systems theory and puter languages, applied linear algebra, differen- social sciences and philosophy. It is part of the philosophy. The course focuses on concepts tial equations, and multivariable calculus. research program into “complex adaptive sys- rather than mathematics, and organizes systems SySc 545/645 tems”. Emphasizes (1) cellular automata (and ideas around the theme of the fundamental “dif- Information Theory I (4) other discrete dynamical models), (2) ecological ficulties” (problems, imperfections, modes of Establishes theoretical limits on the perform- and evolutionary simulations, and (3) genetic failure) encountered by systems of widely differ- ance of techniques for compression or error cor- algorithm optimization and adaptation. Other ing types. Though these systems ideas often rection of signals. This course focuses on com- topics include artificial chemistry (metabolism come from the natural sciences and engineering, munications applications, specifically source and origins of life) and philosophical issues. they are significant also for the social sciences, coding and channel coding for discrete signals. Prerequisites: graduate standing, calculus, prob- the professional fields, and even the arts and Topics will include: Entropy and Mutual ability, computer programming. humanities. Information, Asymptotic Equipartition (the SySc 575 AI: Neural Networks I (4) SySc 525/625 Ergodic Theorem of Information Theory), Agent Based Simulation (4) Entropy Rates of Information Sources, Data Introduces approach for developing computing Introduction to simulation methods that impart Compression, and Channel Capacity. devices whose design is based on models taken simple rules to collections of “agents” that inter- SySc 551/651 from neurobiology and on notion of “learning.” act within an environment represented as a spa- Discrete Multivariate Modeling (4) A variety of NN architectures and associated tial grid. The properties of the agents and the computational algorithms for accomplishing the This course focuses on information theory as a learning are studied. Experiments with various environment vary dynamically, and often result tool for modeling and multivariate analysis and in behavior patterns that are complex in ways available architectures are performed via a simu- as a general framework for the study of struc- lation package. Students do a major project on that are not readily apparent from an examina- ture and organization. The course examines the tion of the rules that generated the behavior. the simulator or a special programming project. use of set- and information-theoretic techniques Prerequisite: graduate standing. Such behavior is often referred to as emergent, for the analysis of constraints in qualitative, as with examples including flocks of birds, traffic well as quantitative, data. Also covered are soft- SySc 576 jams, ant colonies, crowd phenomena, etc. Of ware implementations, relations to log-linear AI: Neural Networks II (4) particular interest is the fact that such phenom- methods, and applications in the natural and Focuses on applications. Topics in fuzzy set the- ena occur without centralized control. This social sciences and the arts. Prerequisite: SySc ory, control theory, and pattern recognition are approach is often used to study social systems, 511/611 or consent of instructor. studied and incorporated in considering neural but may be used to study a variety of natural networks. A design project (using NN simula- SySc 552/652 and non-natural systems. tor) in selected application area is done by each Game Theory (4) student. Prerequisite: SySc 575. SySc 527/627 Study of cooperation, competition, and conflict Discrete System Simulation (4) in social systems and associated issues of ration- SySc 601 The primary focus is on the application of dis- ality. Emphasis is on game-theoretic models, Research (Credit to be arranged.) crete system simulation to real world problems particularly of dilemmas of collective action, SySc 603 using the Arena simulation language. The math- their possible solutions, and their applications Dissertation (Credit to be arranged.) ematical basis for discrete system simulation is to social, economic, and political phenomena. SySc 605 probability theory and queuing theory. It is used Also covered are social choice theory, differen- Reading and Conference (Credit to be extensively in the fields of operations research, tial equations models of competition and con- arranged.) civil engineering, and industrial engineering. flict, and other systems-theoretic approaches to SySc 607 Students apply the tools to projects within their similar problems. Prerequisite: SySc 511/611 or Seminar (Credit to be arranged.) fields of interest. Prerequisite: graduate standing consent of instructor. SySc 608 or consent of the instructor. Workshop (Credit to be arranged.) SySc 553/653 Manufacturing Systems Simulation (4) SySc 610 Application of discrete systems simulation to Selected Topics (Credit to be arranged.) manufacturing processes, including production College of Liberal Arts and Sciences

MARVIN A. KAISER, DEAN DUNCAN A. CARTER, ASSOCIATE DEAN GRANT FARR, ASSOCIATE DEAN 491 NEUBERGER HALL, 503-725-3514 www.clas.pdx.edu/

The College of Liberal Arts and Sciences provides an opportunity for students to Undergraduate obtain a liberal education—an education programs that both broadens and deepens their understanding of the major areas of BACCALAUREATE DEGREES knowledge and scholarship, and develops The College of Liberal Arts and Sciences is their expertise in an area of specialization. a large and diversified unit offering more A liberal education is an education for life. than 20 majors (some with additional It prepares students to make informed choices of sub-specialization), several aca- decisions about their lives and to think demic certificates and teaching endorse- critically and analytically. ments, and numerous departmental All students—Liberal Arts and Sciences minors, as well as minors in computer majors as well as those from professional applications and professional writing. schools and programs—take a selection of The college also offers a selection of courses that represent the three areas of alternative programs for students who are the college: arts and letters, science, and highly motivated and who have a record social science. Course offerings range from of high scholarly achievement. Students those designed to provide a foundation for may obtain information concerning any all baccalaureate degrees to those of an one of several departmental honors pro- advanced, specialized nature. grams from the participating department. Acquiring a balanced and integrated lib- These programs generally allow an acceler- eral education requires planning and con- ated exposure to higher education, thereby sultation with an adviser. Faculty advisers broadening the experience of the student. in each department and program are avail- All majors in the College of Liberal Arts able to help students structure their aca- and Sciences, along with University and demic careers so they may get the most general education requirements, lead to a from their college experience. bachelor’s degree. Requirements for each The instructional units of the college major are listed under the appropriate include Anthropology, Applied Linguistics, department. (Students wishing to empha- Biology, Black Studies, Chemistry, size a broad study in arts and letters, sci- Chicano/Latino Studies, Communication, ence, or social science may do so by Conflict Resolution, Economics, English, majoring in liberal studies. For these Environmental Programs, Foreign options see page 139) Languages and Literatures, Geography, Geology, History, International Studies, MINORS Mathematics and Statistics, Native American The following departments and programs Studies, Philosophy, Physics, Psychology, in the College of Liberal Arts and Sciences Science Education, Sociology, Speech and offer academic minors: Anthropology, Hearing Sciences, and Women’s Studies. Applied Linguistics, Biology, Black Studies, Undergraduate and graduate degree pro- Chemistry, Communication, Economics, grams and certificates available through the English, Environmental Studies, Film college are listed on pages 8-10. Studies, Foreign Languages and 78 P ORTLAND S TATE U NIVERSITY

Literatures, Geography, Geology, History, Degree Requirements: Anth 417 Advanced Topics in Native American Studies Required Coursework Credit hours International Studies, Mathematics and Anth 422 Contemporary American Statistics, Native American Studies, Language Arts (7 credits) Indian Policy Philosophy, Physics, Psychology, Sociology, Lib 428 (3), Children’s Literature, K-5...... 3 Anth 464 Topics in Northwest Prehistory Ling 233 (4), Language and Mind ...... 4 Women’s Studies, and Writing. (Students Eng 305 Topics: Native American Cinema Sciences (8 credits) Eng 308 Topics: Native American majoring in a field of study outside Liberal G 355 (4), Geosciences for Women Writers Arts and Sciences also may declare an aca- Elementary Educators...... 4 Eng 309 American Indian Literature demic minor in one of these programs.) Sci 311 (4) Teaching Everyday Science...... 4 Hst 330 Native Americans The requirements for these minors are Math (12 credits) of Eastern North America Mth 211 (4), 212 (4), & 213 (4) Fundamentals Hst 331 Native Americans indicated within the appropriate depart- of Elementary Mathematics...... 12 of Western North America ment sections of this Bulletin. Education (7 credits) Hst 349 United States Indian Policy Ed 420 (4), Introduction to Education...... 4 Hst 464 Indians of the Pacific Northwest COMPUTER APPLICATIONS MINOR— SpEd 418 (3), Survey of Exceptional Learner ...... 3 Hst 467 Readings in Native American History COLLEGE-WIDE Social Studies (8 credits) NAS 301 Introduction to Native American The computer applications minor may Psy 311 (4), Human Development...... 4 Languages Soc 337 (4), Minorities ...... 4 NAS 417 Language Maintenance accompany any departmental major. This and Revitalization minor is designed to encourage and Fine and Performing Arts (7 credits) Art 312 (3), Art in the Elementary School...... 3 Psy 410 Native American Psychological emphasize the application of computer Mus 381 (4), Music Fundamentals ...... 4 Thought and Values technology and to acquaint the student Health (4 credits) Psy 410 Native American Psychological Healing with hardware and software function and PHE 250 (4), Our Community, Our Health OR NAS 404 Cooperative Education/Internship...... 4 design appropriate to modern academic PHE 365 (4), Health Programs for Total 32 disciplines. The minor is tailored to the Children and Youth ...... 4 specific needs and interests of the student. Total 53* * The total may vary depending on the transfer of Courses All students who declare this minor must community college equivalent courses which carry, NAS 201 coordinate their program through an in some cases, fewer credits. A minimum of 18 Introduction to Native American Studies (4) credits must be upper-division. Only grades of C- Introduction to the principal subject matter and assigned adviser in one of the following or above may be counted toward these require- departments: Anthropology, Applied ments. Students must take all coursework for dif- interdisciplinary methods of Native American Linguistics, Biology, Chemistry, Economics, ferentiated grades. At least 16 credits must be in studies. Topics include understanding tradition- residence at PSU. A minimum cumulative GPA of English, Foreign Languages and al cultures and languages and their significance 2.5 in coursework is required. for contemporary native peoples; the political Literatures, Geography, Geology, History, NATIVE AMERICAN STUDIES MINOR and legal status of Native Americans in the Mathematics and Statistics, Physics, United States and at the U.N.; contemporary Psychology, Sociology, or Speech Native American Studies (NAS) is an inter- native communities and tribal governments; Communication. Selection of a department disciplinary program with coursework Native American literature, art, music, dance, constitutes a student’s declared emphasis. drawn from Anthropology, English, both contemporary and traditional. Credits History, Public Administration, Social NAS 301 Three lower-division, adviser-approved computer Work, and other departments and schools. Introduction to Native American science courses selected from, but not restricted to, The substantive focus of this curriculum is Languages (4) the following: CS 105, CS 106, CS 107, CS 161, CS 162, CS 163, CS 199, CS 200, CS 201, CS 202, CS 208, the histories and cultures of American General introduction to the linguistic and cul- CS 250 ...... 10-12 Indians, Alaska natives, and Native tural background of endangered native lan- Four adviser-approved courses in advanced com- Hawaiians. The minor is meant to serve guages of North America. Topics include struc- puter applications, with at least 3 credits outside ture of native languages; relationship of lan- the student’s major department. These courses three primary student constituencies: may come from any unit in the University but may ◆ students who have a serious academic guage to other aspects of culture such as world- view, social organization, and story telling; his- not include 405 reading/conference courses ...... 12 interest in Native Americans and who A one-term, adviser-approved tory of language change and current tribal proj- senior practicum or seminar ...... 3 wish to combine the study of Native ects to revitalize native languages. Adviser-approved, upper-division Americans with their major; research project ...... 3 ◆ NAS 404 students who plan careers in Indian or Cooperative Education/Internship Total 28-30 native affairs; (Credit to be arranged.) ◆ MINOR IN ELEMENTARY students who have a nascent interest Prerequisites: NAS 201, and 8 upper-division EDUCATION in Native Americans and wish to fulfill credits in NAS or courses approved by adviser. The Minor in Elementary Education is their general education requirements NAS 417 intended for students who plan to enter a with courses in this area. Language Maintenance and Revitalization (4) General introduction to endangered language graduate teacher education program and be The objective of the internship requirement is to place NAS students in commu- revitalization, with a focus on native languages licensed in Early Childhood/Elementary of the Pacific Northwest. Topics include history Education. While the minor is not a nity or government organizations so that each student has an opportunity to acquire of attempts to eradicate native languages and requirement for admission to the PSU the effects; theoretical basis for revitalization; Graduate Teacher Education Program understanding of Native issues. emerging tribal policies; and relations between (GTEP), it does include all the prerequisites For information and advising, contact linguists and native communities. for admission to the program. Students director Tim Garrison at [email protected]. seeking a license for early childhood and Credits CERTIFICATES elementary education must complete a NAS 201 Introduction to Specialized academic certificates are Native American Studies ...... 4 offered by several units in the College of graduate-level licensure program. The Upper-division credit courses chosen from the Graduate School of Education provides the following (or other adviser-approved courses)...... 24 Liberal Arts and Sciences: Applied teacher licensure as part of the GTEP. Anth 313 Indian-White Relations Linguistics/TESL, Chicano/Latino Studies, Anth 314 Native Americans Foreign Languages/Teaching Japanese, Anth 364 Pacific Northwest Prehistory International Studies, and postbaccalaure- Anth 365 North American Prehistory Anth 366 Meso American Prehistory ate certificates in Black Studies and C OLLEGE OF L IBERAL A RTS AND S CIENCES 79

Women’s Studies. (Refer to the appropri- have an interest in the interdisciplinary Admission requirements ate department for certificate require- possibilities of these degrees. In the case of ments.) Requirements for these certificates this second group, the degree does not For admission to graduate study, the stu- are met concurrently with completion of a provide any teaching licensure. The pro- dent’s background and preparation should major in a selected field. gram of study for these degrees should be reflect an ability to pursue graduate work in Secondary teaching licenses allow the carefully designed and must be approved conflict resolution. It is not required that student to teach the selected discipline at by an adviser. The specific requirements of the applicant’s undergraduate degree be in specified grade levels in public schools in each discipline are listed under the depart- any specific academic discipline. Because Oregon. Recommended courses for those ments for which the M.A.T./M.S.T. option the program is broadly interdisciplinary, preparing to be teachers are listed under is available. (For the interdisciplinary students with any undergraduate degree are appropriate departments. options see page 141.) encouraged to apply for admission. Should the student’s preparation be deemed inade- OFF-CAMPUS DEGREE COMPLETION DOCTORAL PROGRAMS quate in certain areas, the student will be In addition to an increasing range of Many departments in the College of required to overcome those deficiencies evening and weekend courses on campus, Liberal Arts and Sciences participate in through formal coursework and/or directed the college offers innovative degree comple- one or more multi-disciplinary doctoral readings. All such work is separate from tion options at three off-campus sites; the programs: Environmental Sciences and work toward the master’s degree. CAPITAL Center in Beaverton; the Salem Resources, Systems Science, and Urban Each applicant to the conflict resolution Center, located in Salem on the campus of Studies. They also offer the doctorate in graduate program must submit a statement Chemeketa Community College, and on mathematics education and mathematical of purpose explaining his or her reasons the campus of Mt. Hood Community sciences. The doctoral degree is for the for pursuing an advanced degree, along College in Gresham. The CAPITAL Center person who wants the most advanced aca- with an academic writing sample of at and the Mt. Hood Community College cen- demic degree, generally with a life-long least ten pages in length. Additionally, ter allow upper-division students to com- objective of expanding the scope of each applicant must submit three letters of plete a degree in general studies: social sci- knowledge of a specialized field of study. recommendation from individuals closely ences with an optional minor in business The specific requirements of each available acquainted with the applicant’s academic administration. The Salem Center provides option are listed under the participating career and, where applicable, with the upper-division students with an option of departments and programs. applicant’s professional background and majoring in either child and family studies competencies. or in social sciences. All students are admitted to the program on conditional status. Regular status and Conflict retention in the graduate program requires Graduate programs the satisfactory completion of 12 graduate There are many options available for grad- credits with a minimum grade of 3.00 in uate study within the College of Liberal Resolution each course and evidence of satisfactory Arts and Sciences. Currently students may 239 Neuberger Hall progress toward the degree. specialize in any one of the many master’s 503-725-9175 programs, or four doctoral programs. Degree requirements M.A., M.S. University master’s degree requirements MASTER OF ARTS AND MASTER OF The Master of Arts/Sciences degree pro- SCIENCE PROGRAMS are listed on page 69. Specific program gram in conflict resolution is an interdisci- requirements are listed below. Master of Arts and Master of Science plinary, academic program within the degrees are designed for the student who Students entering this program are expect- humanities and social sciences, as well as a ed to develop an understanding and appre- wishes to conduct advanced studies in a professional program. The program’s gen- particular discipline. Generally the pro- ciation of the theoretical, conceptual, and eral divisions are: methodological breadth of the field and to grams are flexible enough for students, ◆ Conflict resolution theories, methods, with the aid of an adviser, to design a pro- develop expertise in the pursuit of their and practices own particular interests in the study of con- gram of study that allows them to pursue ◆ International and intercultural conflict their particular interest. The requirements flict resolution. In conjunction with the stu- resolution of each discipline are listed under the dent’s adviser, each student will design a ◆ Peace and justice departments that have the M.A./M.S. program based upon particular interests option available. These divisions include the following within the field of conflict resolution. areas of emphasis: mediation, democratic This program will provide the student MASTER OF ARTS IN TEACHING dialogue, violence prevention, restorative with the appropriate research competen- AND MASTER OF SCIENCE IN justice, peace education, nonviolent social cies—critical, qualitative, or quantitative— TEACHING PROGRAMS change, international conflict resolution, to pursue independent inquiry under fac- The Master of Arts in Teaching and the intercultural conflict resolution, peace psy- ulty guidance. The master’s degree pro- Master of Science in Teaching are primari- chology, law-related conflict resolution, gram consists of a minimum of 63 credits ly designed for current middle and high environmental conflict resolution, public of coursework, including 9 credits of the- school level teachers who need to do spe- policy conflict resolution, gender and sis or project work and 9 credits of cific graduate work in order to obtain their peace, and dispute systems design and practicum work. Each student’s program continuing license. The program allows evaluation. Graduate courses in conflict must be based upon the following courses these teachers to obtain this further licen- resolution are also offered in support of or their transfer equivalencies. sure as well as continue advanced studies graduate programs in other fields. in the area of their choice. These degrees are also available to non-teachers who 80 P ORTLAND S TATE U NIVERSITY

Credit ◆ Master’s project. The student will mediation in a variety of settings. Students will CR 512 Perspectives on Conflict Resolution...... 4 complete a major project relating to his learn how to function as a neutral third party CR 513 Philosophy of Conflict Resolution...... 4 or her major area of study and present focusing on: conflict analysis, communication CR 518 Psychology of Conflict Resolution...... 4 skills, maintaining a neutral role, creating a safe CR 515 Negotiation and Mediation...... 4 the results, with a written report and literature review, to faculty and stu- environment, and ensuring procedural, substan- CR 524 Advanced Mediation...... 4 tive and psychological satisfaction. Ethical CR 526 Intercultural Conflict...... 4 dents. The student will comply with issues and concerns in the field of mediation CR 522 Thesis Preparation Seminar ...... 1 current program guidelines for selec- will be presented. Recommended prerequisite: 3 At least one 4-credit course in research methods ..4 tion of project topic, project format, (Several departments offer courses that satisfy this credits psychology or sociology. requirement, such as Anth 512, Eng 596, PS 595, project committee, and presentation of CR 517 Psy 597, Psy 598, Soc 592, Soc 593, Sp 521, Sp 531). the project outcomes. The student will Nonviolence (4) Areas of emphasis. All graduate students complete the project under the direct Designed to acquaint students with the theories are expected to develop a theoretical compe- supervision of the academic adviser. and history of nonviolence from ancient times tency in at least two areas of emphasis. Students pursuing this option are to the present, with some speculation as to Areas of emphasis will be designed in con- required to sign up for at least 9 credits future use. Recommended prerequisite: 3 cred- sultation with the student’s program adviser. of CR 506 Special Project. its of philosophy. Areas of emphasis currently supported in CR 518 this program include: mediation, democratic Psychology of Conflict Resolution (4) dialogue, violence prevention, restorative Introduction to the psychological research and Courses insights that illuminate conflict resolution theo- justice, peace education, nonviolent social CR 301 ry and practice. A dual focus on both methods change, international conflict resolution, Introduction to Conflict Resolution (4) and research will be maintained throughout the intercultural conflict resolution, peace psy- Introduces conflict resolution studies. Explores curriculum. Recommended prerequisite: 3 cred- chology, law-related conflict resolution, both the nature of conflict and our understand- its psychology. environmental conflict resolution, public ing of what resolution seeks to achieve. CR 522 policy conflict resolution, gender and peace, Emphasizes strategies students currently employ Thesis Preparation Seminar (1) and dispute systems design and evaluation. toward resolving conflict in their own lives, Introduction to a variety of approaches to thesis Other areas of emphasis may be developed, with suggestions and examples that broaden writing and research. Students examine com- according to particular student needs, in their understanding of what is possible. Small pleted master’s degree theses in conflict resolu- groups, simulated conflict situations, role plays, consultation with the program adviser. tion. Recommended prerequisite: one year com- and examples from community service provide pleted in the master’s degree program. Emphasis area coursework. Students students with the opportunity to both better CR 524 must take a minimum of four elective understand their own strategies and develop courses. These four courses, combined Advanced Mediation (4) new ones. Focus on the qualities of the practitioner that with the core courses, must support at CR 512 enhance the practice of mediation. The practice least two emphasis areas. The program Perspectives in Conflict Resolution (4) of mediation involves a particular kind of pres- director maintains a current list of recom- Introduction to full scope of the master’s degree ence, that of a non-judgmental observer. To mended elective courses that support program. Since the program is intended to maintain such a presence while in the midst of emphasis areas. embrace both humanities and social science ori- emotions, intense interactions, hostility, and Practicum. Each student will complete a entations, students need to become acquainted conflict requires much clarity, steadiness, and 9 credit, 300-hour practicum (CR 509) with the methods and terms of criticism arising stability. Students will learn ways to achieve from these sometimes-divergent disciplines. that covers at least one of the emphasis these qualities through the cultivation of mind- Students also need to become acquainted with fulness. Recommended prerequisites: CR 515. areas. The practicum will be set up in con- the diverse models of conflict resolution derived CR 525 sultation with the student’s program advis- from both the humanities and social sciences. A er. Optimally, the practicum will give the Conflict Resolution Systems Design (4) particular focus will be given to the legal and Acquaints the student with a systems approach student professional experience in an ethical aspects of these models, along with a full to designing conflict resolution services. These emphasis area, as well as give the student exploration of legalities and professional ethics services are designed for a wide variety of set- ideas about research topics. in conflict resolution practice. Recommended tings to handle conflicts effectively at the lowest Culminating experience. Students must prerequisite: 4 credits literature and 4 credits cost. Students learn to diagnose and correct complete one of the following culminating psychology or sociology. problems in an existing system, as well as create experiences. The decision to pursue one CR 513 and implement a wholly new system. Philosophy of Conflict Resolution (4) or the other of these options is to be made CR 526 Introduction to the insights that philosophy offers Intercultural Conflict Resolution (4) in conjunction with the student’s faculty to the field of conflict resolution. The course will adviser. Explores the ways in which cultural similarities also explore the impact that conflict resolution or difference might influence the conflict resolu- ◆ Master’s thesis. Each student will practice may have on philosophical theory. complete a thesis and pass a final oral tion process. In this context, culture is defined Additionally, ethical issues that arise during con- broadly and will be considered as it plays a part examination on the thesis. Students flict resolution work will be carefully considered. in either the actuality or perceptions of our expe- must complete at least 9 credits of CR Recommended prerequisite: 3 credits philosophy. rience. In addition, issues of power and margin- 503 Thesis; 9 credits maximum count CR 514 ality as they relate to dynamics of culture will be toward the degree. The thesis director Conflict Resolution in Divergent Settings (4) explored. Students explore and learn from other and thesis committee will be selected, Examination of the variety of settings where cultures and apply this learning in the evaluation in consultation with the program conflict resolution takes place. Guest speakers and use of conflict resolution paradigms. adviser. Prior to beginning work on share their experience and theoretical insights. Prerequisites: CR 512, 513. the thesis, all students will be required to take the Thesis CR 515 Negotiation and Mediation (4) Preparation Seminar where they Introduction to collaborative approaches to demonstrate proficiency in relevant responding to conflict. A theoretical framework theories and research methodology. will be established for using negotiation and C OLLEGE OF L IBERAL A RTS AND S CIENCES 81

Anthropology

141 Cramer Hall been assigned a grade of C- or better. 503-725-3914 Undergraduate Courses taken outside the department as www.anthropology.pdx.edu program part of departmental requirements (i.e. Ling 232, 233 or Stat 244, Foreign Languages) B.A., B.S. may be taken pass/no pass (subject to the Minor in Anthropology Admission requirements Secondary Education Program— University limitations on the maximum Social Science Admission to the department is based on number of hours taken pass/no pass) or for M.A. general admission to the University. See a letter grade. However, students who take Anthropology studies human biological page 39 for more information. these courses for a letter grade must earn a and cultural diversity through time and Limitations. Students majoring in C- or better. Students must earn a cumula- space and the interplay between culture anthropology should seek assignment to a tive grade point average of 2.00 or better in and biology. It encompasses our closest rel- department adviser no later than the all courses required for the anthropology atives and the human experience from our beginning of the junior year. Selection of bachelor’s degree (including those courses earliest known bipedal ancestors to the appropriate courses to supplement the stu- taken outside the department as part of modern world, from the smallest human dent’s major work should be made in con- departmental requirements). groups to empires and multinational cor- sultation with the adviser. No student Requirements for minor. To earn a porations. Anthropologists deal with pre- majoring in anthropology will be permitted minor in anthropology a student must historic, historic, and contemporary peo- to offer more than 72 credits of work in complete 28 credits (12 credits of which ples and with such topics as human evolu- anthropology for the bachelor’s degree. must be taken in residence at PSU), to tion, subsistence and settlement systems, This limitation will be waived only through include the following: family, urban development, transnational- petition to the department. Credits Anth 101 Introduction to Physical Anthropology.....4 ism, globalization, social conflict, gender, Anth 102 Introduction to Archaeology...... 4 symbolic systems, and human ecology. Degree requirements Anth 103 Introduction to Social/Cultural Anthropologists apply the knowledge Requirements for major. In addition to Anthropology...... 4 gained from diverse theoretical perspec- meeting the general University degree One of the following courses: ...... 4-5 tives to practical human problems in set- Anth 304 Social Theory (4) requirements, the anthropology major Anth 305 Culture Theory (4) tings such as health care, educational must meet minimum departmental Anth 350 Archaeological Method and Theory (4) development, and natural and cultural requirements as follows: Anth 372 Human Variability (4) or Anth 370 Paleoanthropology (5) resource management, among others. As Credits scholars, we are committed to the highest Upper-division anthropology electives—three Anth 101 Introduction to Physical Anthropology ....4 courses. (Upper-division electives must include at quality teaching in the classroom and the Anth 102 Introduction to Archaeology...... 4 least one 400-level course, excluding courses num- field; to ongoing research both in Portland Anth 103 Introduction to Social/Cultural bered 401, 404, 405, 407)...... 12 and abroad; and to active engagement in Anthropology...... 4 Total 28-29 Anth 304 Social Theory or wider university and community programs. Anth 305 Cultural Theory...... 4 All anthropology courses used to satisfy The curriculum in anthropology is Anth 350 Archaeological Method and Theory ...... 4 the departmental minor requirements, designed to develop an understanding of Anth 372 Human Variability (4) or whether taken in the department or else- human life from these various perspectives. Anth 370 Paleoanthropology (5)...... 4-5 where, must be graded C- or above. Ling 232 or 233, or Stat 244...... 4 It does this by providing, both in general Upper-division anthropology electives Students must earn a cumulative grade survey courses (Anth 101, 102, 103) and in (6 courses, see below)...... 24 point average of 2.00 or better in all its departmental major program, a balanced Total anthropology coursework 52-53 courses required for the anthropology view in terms of the anthropological sub- All anthropology students (B.A. or B.S.) must com- minor (including those courses taken out- plete two years of a foreign language or demon- fields of physical anthropology, archaeology, strate equivalent proficiency. side the department as part of departmen- linguistics, and socio-cultural Elective requirements. Upper-division tal requirements). anthropology. electives shall be selected from at least two SECONDARY EDUCATION PROGRAM The departmental major program is of subfields of anthropology (physical, Adviser: V.A. Butler benefit to the liberal arts student in prosocial/cultural, or archaeology) and viding the most broadly based view of (See General Studies: Social Science, include at least one methods course (i.e., page 139) human adaptation, variation, and achieve- 412, 415, 452, 453, 454, 455, 478, 479). ment. A variety of ethnographic courses is At least 8 of the 24 credits must be in for- offered for persons with particular regional mally numbered 400-level courses (i.e., or area interests, such as East Asia, Latin not including 401, 404, 405, 407, 410). Graduate programs America, Africa, and the Pacific Note: In exceptional circumstances, the Master of Arts. The department offers a Northwest. Finally, the major provides the department may permit a student to apply program leading to the Master of Arts necessary general anthropological back- a maximum of one lower-division course degree. The program is designed to give ground for those interested in graduate to the upper-division elective requirement. the student a graduate level of competence study in the discipline. All anthropology courses used to satisfy in general anthropology, including the the departmental major requirements must major subfields of physical anthropology, be taken for a letter grade and must have archaeology, and social-cultural anthropology. At the same time, the program will 82 P ORTLAND S TATE U NIVERSITY

permit the student to pursue a special Anth 501 (thesis research)...... 4 4. Presentation and approval of thesis. interest in one of the subfields. Students Anth 503 (thesis)...... 8 5. Passing of an oral defense of thesis. have the option of choosing either the the- Total 48 sis track or the applied/policy track. The Applied/Policy track. Of the 56 required applied track is designed to prepare stu- credits, 36 must be in anthropology and must include: Courses dents for professional employment related Courses with an asterisk (*) are not offered every year. Credits to applied anthropology. Students in this Anth 101 Anth 511, 550, 570 Core Seminars track will complete an internship and in Anthropology ...... 12 Introduction to Biological Anthropology (4) internship paper, and 8 additional hours Anth 515 Applied Anthropology...... 4 The biological side of anthropology: primate of coursework, in place of the traditional Graduate-level Anthropology Electives paleontology, human evolution, modern human (2 courses)...... 8 variation, and primate behavior. thesis. Interested students are urged to go Approved graduate-level electives to the Department’s website: www.anthro- (4 courses, at least 2 non-Anth)...... 16 Anth 102 pology.pdx.edu An adviser-approved, graduate-level Introduction to Archaeology (4) course in research methods ...... 4 The study of ancient and prehistoric cultures of The thesis track candidate is required to Anth 501 (pre-internship research) ...... 4 the world. Introduction to the theories and do research in an area of special interest Anth 503 (internship) ...... 8 techniques of archaeological investigation. and prepare a thesis based upon it. Total 56 Anth 103 The master’s program has been planned Five calendar years from the term of Introduction to Social/ for students who hold an undergraduate admission will be the maximum time Cultural Anthropology (4) degree in general anthropology or its allowed to complete all requirements for a Study of modern and recent societies in cross- equivalent in course coverage. Under these master’s degree. Terms on approved leave cultural perspective. Focus on methods for circumstances, the master’s degree, includ- understanding social and cultural differences of absence will be charged against the five- and similarities. ing research and thesis, may be completed year limitation. in two to three years. The undergraduate Anth 300 In addition to formal course require- The Modern World in Anthropological major is not required, however, for admis- ments, the following are also necessary: Perspective (4) sion to the program. In the latter case, 1. Fulfilling the foreign language require- Examination of anthropological approaches to completion of the degree may require a ment. Ordinarily the examination is taken cultural diversity in a global context. Include more extended period of study. Students in French, Spanish, or German. Other lan- cultural contact between the Fourth World and without an adequate background in guages may, upon departmental approval, the industrialized world; health, nutrition, and anthropology will be required to take cer- be substituted. Students must complete poverty in different world areas; ecocide and tain selected undergraduate courses to ethnocide; political movements in the Fourth the foreign language requirement no later World; racism; and sexism. remove deficiencies. These courses normal- than one calendar year following entrance Anth 301 ly do not offer graduate credit. to the program. Culture and Ethnography (4) 2. Advancement to candidacy involves Cultural diversity and contemporary social Admission requirements successful passing of a written examina- issues examined through a series of ethnograph- tion in general anthropology (covering ic studies that highlight the methodology and For admission to graduate study the stu- efficacy of ethnographic research. Topics may dent must have a minimum of a 3.25 archaeology, physical anthropology, and sociocultural anthropology). This examina- include, but will not be limited to, issues to grade point average in anthropology identity formation, gender, political economy, tion is normally given as part of the core courses and an overall GPA of 3.00. In and transnational culture flows. seminars (Anth 511, 550, 570) in the addition, applicants must submit GRE Anth 304 scores, a 500-word statement indicating respective fields. Advancement to candida- Social Theory (4) why he or she is interested in pursuing a cy can only be accomplished before the Human social organization is examined in graduate degree in anthropology, and a close of the next-to-the-final term of work. cross-cultural perspective. Analysis of kinship sample of written work (e.g., a term 3. Approval of a thesis topic and the systems in stateless societies and of the state appointment of the thesis committee. The and other institutional arrangements in complex paper). All applicants must also arrange to societies. Attention to the historical develop- have three letters of recommendation indi- student develops a thesis proposal and submits it to the department faculty for ment of major theoretical approaches to social cating professional promise sent directly to organization: structural functionalism, struc- approval and for the formal appointment the Department’s Graduate Admission turalism, human ecology, sociobiology, political Committee. To facilitate scheduling of of the thesis committee. In addition to economy, postmodernism. Designed for anthro- graduate courses, students ordinarily are advising and guiding the student’s pology majors and minors. Note: This course is admitted for fall term only. research and thesis preparation, the chair- not approved for distribution credits. person of this committee files a graduate Recommended prerequisite: Anth 103. degree program with the Office of Anth 305 Degree requirements Graduate Studies and Research. Students Cultural Theory (4) Thesis track. Of the 48 required credits, 36 must have a master’s thesis proposal sub- Explores the historical development of the con- must be in anthropology and must include: mitted to and approved by the depart- cept of culture within anthropology and examines how this concept and the theories based on Credits ment faculty as soon as possible following it have shaped both fieldwork practices and Anth 511, 550, 570 Core Seminars admission to the program, but in no case in Anthropology ...... 12 production of ethnographic texts. Designed for Graduate-level Anthropology Electives later than the end of the seventh term anthropology majors and minors. Note: This (3 courses)†...... 12 (excluding Summer Session) following course is not approved for distribution credits. Approved graduate-level electives admission to the program. Students who Recommended prerequisite: Anth 103. (Anth, non-Anth)† ...... 8 An adviser-approved, graduate-level course in fail to meet this requirement will be research methods‡...... 4 dropped from the program.

† At least three of these courses (12 credits) must be in formally numbered graduate-level courses (i.e. courses numbered between 510-597 or 610-697). With graduate adviser approval, the remaining two courses (8 credits) may be in courses numbered 504 or 505 (i.e. Internship, Reading and Conference). ‡ This course must be formally numbered and described in the PSU Bulletin. It may not be a course numbered 501/601, 502/602, 503/603, 504/604, 505/605, 506/606, 507/607, 508/608, 509/609. C OLLEGE OF L IBERAL A RTS AND S CIENCES 83

Anth 311 *Anth 319 plex agricultural societies encountered by 15th Peoples and Cultures of Latin America (4) Traditional Cultures of Africa (4) and 16th century European explorers. Introduction to the peoples and cultures of Latin A survey of the culture history and characteris- Recommended prerequisite: Anth 350. tics of the traditional (before Western influence) America, including Mexico, Central and South *Anth 366 America, and the Caribbean. Course topics cultures of African peoples. Mesoamerican Prehistory (4) include religion, ecology, race and ethnicity, gen- Anth 325 Early cultures of Mesoamerica with an emphasis der, urbanization, conflict, and social change. Culture, Health, and Healing (4) on the domestication of plants and animals and Anth 312 Introduction to the field of medical anthropolo- the development of civilization, focusing on the Southeast Asian Societies and Cultures (4) gy. Biocultural aspects of disease and healing. Maya and Highland Mexico. Recommended Introduction to the societies and cultures of Comparison of healers and healing professions prerequisite: Anth 350. Southeast Asia, the area encompassed today by in Western and non-Western societies. *Anth 367 the nations of Burma (Myanmar), Thailand, Laos, Interactions among culture, social relations, East Asian Prehistory (4) Cambodia, Vietnam, Malaysia, Singapore, Brunei, environment, and health. Topics include healers The archaeology of China, Japan, and Korea Indonesia, and the Philippines. Course topics and healing roles, ethnomedicine and medical from about 1 million years ago to the establish- explore the religious and cultural diversity of the pluralism, clinical medical anthropology, and ment of the Yamato State in Japan. Focuses on area, as well as historical and cultural themes nutritional anthropology. developments during the past 18,000 years, that traverse this region. Recommended prereq- Anth 330 including the domestication of plants and ani- uisite: students are strongly encouraged to com- Anthropology of Folklore (4) mals, the spread of agriculture, and the devel- plete Anth 103 before enrolling in this course. Review of folklore, including legend, folktales, opment of civilization and regional states. Anth 313 music, and dance, and its role in society. Recommended prerequisite: Anth 350. Indian-White Relations (4) Emphasis will be on the study of folklore by *Anth 368 Consideration of North Americans since 1500: anthropologists in both western and non-west- Oceania Prehistory (4) problems of social and cultural survival and ern contexts. Explores how folklore can reveal Reviews issues related to the peopling of Australia change, as well as changing governmental poli- social relations, conflict and resistance, social about 40,000 years ago, and subsequent voyaging cies, population, non-Indian conceptions of change and gender relations. and colonization of all parts of the South Pacific. “The Indian.” Anth 333 Examines prehistoric cultural developments in Anth 314 Anthropology of Food (4) Hawaii, New Zealand, Easter Island, and island Native Americans (4) Explores biological and cultural aspects of past groups in Micronesia. Examines evidence of Ethnographic survey of North American Indian and present human food systems. Topics human modification of island ecosystems. cultures-from simple hunter-gatherers to com- include nutrition, the cultural significance of Recommended prerequisite: Anth 350. plex empires-illustrating the patterns of adapta- food, domestication of plants and animals, † tions to the variety of landscapes and historical archaeological records of competitive feasting, Anth 370 Paleoanthropology (5) processes. global movement of foods during the colonial Method and theory in paleoanthropology. A period, new revolutions in food technology, the *Anth 315 study of hominoid and human evolution from politics and economics of contemporary food American Culture (4) the Miocene to modern times. Emphasis will be systems, and eating disorders such as obesity, Central beliefs and core values of modern placed on the fossil record and the interactions anorexia, and bulimia. American society are examined from an anthro- between biology and culture in the evolution of pological perspective. Considers: value of con- Anth 350 the human species. Four hours lecture and one structs such as individualism and conformity; Archaeological Method and Theory (4) biweekly laboratory. Recommended prerequi- creation of public images; kinship and friend- A survey of current techniques and conceptual site: Anth 101. ship; privacy; schools and neighborhoods; and models applied in the discovery and analysis of conflicts involving ethnicity, social class, and archaeological materials. The fundamentals of †Anth 372 Human Variability (4) gender. Questions the role of culture in our own archaeological research design, field survey, The causes and significance of biological varia- lives, thereby gaining a greater understanding of excavation, dating, cultural reconstruction, and tion in contemporary human populations- social experience and of the concept of culture. the application of interdisciplinary studies. genetic, environmental and cultural factors. Recommended prerequisite: Anth 102. Anth 316 Recommended prerequisite: Anth 101. Traditional East Asia (4) *Anth 361 Comparative ethnographic examination of peas- European Prehistory (4) Anth 373 Primate Ecology and Behavior (4) ant cultures in East Asia (China, Japan, Korea) Methods and results of the study of prehistoric Study of origins, diversity, ecology, behavior, prior to World War II. Recommended prerequi- cultures of Europe from the earliest traces until and conservation of living non-human primates. site: students are strongly encouraged to com- the advent of written records. Recommended Primate ecology and behavior are explored from plete Anth 103 before enrolling in this course. prerequisite: Anth 350. a comparative and evolutionary perspective. Anth 317 *Anth 362 Emphasis is on primates in natural habitats Peoples and Cultures of South Asia (4) African Prehistory (4) rather than in captive settings, spanning apes, Introduction to the peoples and cultures of Methods and the results of the study of prehis- monkeys, and prosimians. Recommended pre- South Asia, the area encompassed by India, toric cultures of Africa-with an emphasis on requisite: Anth 101. Pakistan, Sri Lanka, Nepal, Bangladesh, Butan those south of the Sahara-from the earliest and the Maldive Islands. Topics include cultural traces until the first historical records. Anth 399 Special Studies (Credit to be arranged.) diversity, religious traditions, the caste system, Recommended prerequisite: Anth 350. class and gender hierarchies, and social change. Anth 401/501 *Anth 364 Research (Credit to be arranged.) Anth 318 Pacific Northwest Prehistory (4) Consent of instructor. Asian American Experience (4) The prehistory of northwestern North America Explores the contemporary experiences of Asian from its earliest occupants to the arrival of Anth 404/504 immigrants to the United States, focusing on Cooperative Education/internship Europeans, with emphasis on developments (Credit to be arranged.) issues of migration, family adjustments, commu- during the last 5,000 years. Recommended pre- nity formations, and identity constructions among Anth 405/505 requisite: Anth 350. Reading and Conference (Credit to be diverse groups of Asians including Chinese, Anth 365 arranged.) Japanese, Korean, Filipino, Vietnamese, South North American Prehistory (4) Consent of instructor. Asians, and others. Recommended: Anth 103. A survey of pre-contact cultures north of Anth 407/507 Mexico, from the first prehistoric migrant popu- Seminar (Credit to be arranged.) lations and early hunter-gatherers to the com- Consent of instructor.

†Anth 370 and Anth 372 are offered in alternating years. 84 P ORTLAND S TATE U NIVERSITY

Anth 410/510 officials and other policy professionals. Anth Anth 447/547 Selected Topics (Credit to be arranged.) 313, 314 recommended. Advanced Topics in South Asian Anthropology (4) Consent of instructor. Anth 425/525 Anth 412/512 Perspectives in Medical Anthropology (4) In-depth exploration of a current topic in South Research Methods in Social and Cultural Examination of critical, interpretive, and ecologi- Asian anthropology, especially in relation to Anthropology (4) cal perspectives in medical anthropology. social change, nationalism and conflict, colo- Methods and techniques of research involving Anthropological study of practice of biomedicine nialism, or modernization. Course materials will primary contacts with people, institutions and in the United States, and response to global discover both theory and ethnography. communities. The initiating and developing of eases, including AIDS. Topics include the new Recommended prerequisite: either Anth 317 or projects designed to produce data for basic medical technologies, social meanings of the two related courses in Asian studies. (Anth 304, ethnographic, as well as applied, anthropologi- body, bioethics, and the medicalization of social 305 strongly recommended.) cal research. Recommended prerequisite: 12 problems. Recommended prerequisite: Anth 325 *Anth 451/551 credits in anthropology (Anth 304, 305 strongly or 8 credits of socio-cultural anthropology. History of Archaeology (4) recommended). A chronological survey of developments in the Anth 426/526 *Anth 414/514 Transnationalism and Migration (4) field of archaeological inquiry: major schools of Culture and Ecology (4) In-depth exploration of globalization, transna- thoughts, innovations in method and theory, A critical analysis of the interrelations of cul- tionalism, and migration. Topics include colo- key personalities and their contributions. ture, social structure, and human ecology. Social nialism and the history of world connections, Recommended prerequisites: Anth 350 plus at organization as influenced by characteristic pat- the global economic system, cultural imperial- least one additional upper-division archaeology terns of resource exploitation. The uses of natu- ism, nationalism and identity, migration, course. ral environment from the viewpoint of the refugees, tourism, and the commodification of Anth 452/552 members of societies. Recommended prerequi- local cultures. Recommended prerequisite: 8 Lab Methods in Archaeology (4) sites: Anth 304, 305. credits in socio-cultural anthropology (Anth Techniques and their applications in the analysis Anth 415/515 304, 305 strongly recommended). of materials recovered from archaeological sites. Course content will vary, emphasizing the study Applied Anthropology (4) *Anth 428/528 The application of anthropological knowledge to Political Anthropology (4) of various artifact types-lithics, ceramics, tex- various kinds of projects and action programs in Survey of major anthropological approaches to tiles, botanical remains, etc. (May be repeated which cultural factors are critical elements. An politics and power. Coverage includes structural with departmental consent. Maximum 8 credits) examination of problems produced by rapid functionalism, evolutionism, action theory, Recommended prerequisites: Anth 350 plus at technological, social and cultural change, con- structuralism, political economy, and post-struc- least one additional upper-division archaeology flicts of values, and unequal access to resources turalism. Ethnographic cases include both prim- course. in multi-ethnic societies and “developing” itive politics and contemporary ethnic, class, Anth 453/553 nations; research leading to possible solutions is and gender struggles in heterogeneous societies. Archaeological Field Methods (4) considered. Recommended prerequisite: 8 cred- Recommended prerequisites: 8 credits sociocul- The theory and practice of contemporary archaeo- its in anthropology (Anth 304, 305 strongly rec- tural anthropology (Anth 304, 305 strongly rec- logical field investigation-research design, survey ommended). ommended). and reconnaissance, site excavation, sampling and recording techniques, cultural resource manage- *Anth 416/516 *Anth 430/530 Urban Anthropology (4) Myth, Ritual, and Symbol (4) ment. Recommended prerequisite: Anth 350. Cross-cultural examination of urban phenome- A critical examination of both classic and recent Anth 454/554 na including: variability in cultural and institu- anthropological theories in the cross-cultural Archaeological Field School (6) tional patterning of cities, acculturation process- study of symbolic forms. Recommended prereq- Archaeological excavation of prehistoric or his- es affecting urban populations, migration and uisite: 8 credits in sociocultural anthropology toric archaeological sites; or reconnaissance, sur- social accommodation of rural and tribal peo- (Anth 304, 305 strongly recommended). vey and mapping of sites during a summer field ples to urban settings, and the varieties of new project. Approximately 40 hours of field work *Anth 431/531 subcultures that emerge in urban society. Advanced Topics in Latin American per week for 6 weeks, with a week of laboratory Recommended prerequisite: 8 credits in socio- Anthropology (4) work. Recommended prerequisite: Anth 350. cultural anthropology or allied social science In-depth exploration of a current topic in Latin Anth 455/555 (Anth 304, 305 strongly recommended). American anthropology, especially in relation to Analysis of Faunal Remains (5) Anth 417/517 the study of social change. Course materials will Reviews issues of recovery, identification, quan- Advanced Topics in cover both theory and ethnography. tification, and interpretation of archaeological Native American Studies (4) Recommended prerequisite: either Anth 311 or faunal remains. Seminar component involves In-depth examination of a current scholarly two courses related to Latin America. discussion and critical review of recent faunal topic in the anthropology of native North Anth 432/532 studies. Laboratory component introduces stu- America, especially in relation to colonialism Gender in Cross-Cultural Perspective (4) dent to skeletal anatomy of vertebrates (with and native resistance. Course will cover appro- A cross-cultural examination of sex roles and gen- focus on fishes and mammals) and basic proce- priate theory, as well as ethnographic and eth- der beliefs including political, social, economic, dures used in faunal analysis. Recommended nohistorical materials. Recommended prerequi- and ideological aspects of the position of the sexes. prerequisite: Anth 350. sites: Anth 313 and 314 or two courses on Recommended prerequisites: upper-division Anth 456/556 Native Americans in any department. standing and at least one basic course in sociocul- Issues in Cultural Resource Management (4) Anth 422/522 tural anthropology (Anth 103, 304, or 305). Examines the current cultural, legal and regula- Contemporary American Indian Policy (4) Anth 446/546 tory issues, problems, and frameworks affecting An examination of current federal, state, and Chinese Culture and Society (4) the management of cultural resources in North tribal law and policy pertaining to Indian Issues in the study of Chinese societies today, America and elsewhere in the world. Course affairs, including tribal government organiza- including those found in the Chinese mainland, coverage will include such topics as the laws tion, government-to-government relations, eco- Hong Kong, Taiwan, and Southeast Asia. In- affecting antiquities trafficking, and the relation- nomic development, natural and cultural depth examination of questions surrounding ships between indigenous peoples and archaeol- resource management, health care, welfare, and kinship organization, religious practice, ethnic ogists. Recommended prerequisite: Anth 350. education. Both reservation communities and identities, gender relations, and economic and *Anth 457/557 the Portland metropolitan Indian community political change. Recommended prerequisite: 8 Hunter-Gatherers (4) are considered. Student research is based on credits in sociocultural anthropology (Anth 304 An investigation of the economic and social diver- reading, field trips, and interviews with tribal and 305 strongly recommended). sity among modern and ancient hunter-gatherers C OLLEGE OF L IBERAL A RTS AND S CIENCES 85

and the theories and methods used by archaeolo- *Anth 472/572 tics and nationalism; the biology of aggression gists to investigate and explain that diversity. Population Dynamics (4) and the cultural meanings of pain; state vio- Examines topics such as the evolution of hunting The study of the principles of Mendelian and lence; symbolic and structural violence; and and gathering, hunter-gatherer settlement and population genetics as they apply to the evolu- human rights. Recommended prerequisite: 8 mobility strategies, social complexity among tion of human populations and the maintenance credits in socio-cultural anthropology (Anth hunter-gatherers and hunter-gatherers in the of diversity in modern populations. Emphasis 304, 305 strongly recommended). modern world. Recommended prerequisites: also is placed on the articulation of genetic Anth 503 Thesis (Credit to be arranged.) methods with evolutionary theory. Anth 102, 350. *Anth 511 *Anth 461/561 Recommended prerequisites: Anth 372; 2 years Core Seminar in Social and Cultural Advanced Topics in Archaeology (4) of high school algebra or equivalent; Bi 341 as a Anthropology (4) In-depth exploration and analysis of a major pre- or corequisite. A seminar that provides a methodological, theo- current problem in archaeology. Problems may *Anth 478/578 retical, and substantive review and integration of be substantive or theoretical. Recommended Human Osteology (4) anthropological materials in social and cultural prerequisite: Anth 350. The identification and interpretation of human anthropology. Prerequisites: graduate standing in *Anth 464/564 skeletal material from archaeological sites: the anthropology and consent of instructor. Topics in Northwest Prehistory (4) determination of age, gender, and population *Anth 550 In-depth exploration of current problems in the affinity; an introduction to paleopathology and Core Seminar in Archaeology (4) study of Northwest Prehistory, particularly as it the recognition of genetic and cultural variation. A seminar that provides a methodological, theo- articulates with general theories of hunter-gath- Recommended prerequisites: Anth 350 and retical, and substantive review and integration erer adaptations and cultural evolution. Anth 370. of anthropological materials in archaeology. Recommended prerequisite: Anth 364. *Anth 479/579 Prerequisites: graduate standing in anthropology *Anth 471/571 Forensic Anthropology (2) and consent of instructor. Advanced Topics in Paleoanthropology (4) Advanced techniques of human skeletal identifi- Anth 570 In-depth exploration and analysis of current cation and their application to the solution of Core Seminar in Physical Anthropology (4) problems in the study of Paleoanthropology. medico-legal (forensic) problems. A seminar that provides a methodological, theo- Emphasis on articulation of evolutionary theory Recommended prerequisites: Anth 478/578 or retical, and substantive review and integration with fossils and other relevant evidence. consent of instructor. of anthropological materials in physical anthro- Recommended prerequisite: Anth 370. Anth 490/590 pology. Prerequisites: graduate standing in The Anthropology of Violence (4) anthropology and consent of instructor. Theoretical and ethnographic exploration of the nature of violence. Topics include identity poli-

Applied Linguistics

122 East Hall we express? What are the patterns and we model what language users know and 503-725-4088 structure of linguistic sound systems? How how they use language? How does one cre- www.ling.pdx.edu are they produced? How is a word ate an alphabet for an unwritten language? formed? What are the different parts of a How does one resuscitate a language that is B.A. Minor in Linguistics sentence? How can a grammar be suc- in danger of disappearing? How can lin- Certificate in Teaching English cinctly characterized? How do children guistics help to create natural language as a Second Language learn language so quickly without being understanding systems? How does lan- M.A.—Teaching English to Speakers taught? How is language mapped in the guage as it’s spoken and used differ from of Other Languages brain? How can people speak more than what we’re told in grammar books? M.A.T and M.S.T. (General Arts one language and how do they switch At the undergraduate level the and Letters) from one to the other so rapidly? How is Department of Applied Linguistics offers a language different from other communica- B.A. and a minor, as well as a certificate in tion systems, such as that of animals or teaching English as a second language. Undergraduate computer languages? How does language The major would serve either as prepara- change through time? How do dialects tion for graduate study or as an organizing programs diverge enough to become separate lan- theme for a rich undergraduate education. Linguistics is the scientific study of languages? What was the first language? The department also administers programs guage, one of the most important aspects Where did language originally come from? in English as a Second Language and in of being human. An interdisciplinary field, The Department of Applied Linguistics is English for Non-Native Residents. These linguistics involves the physical sciences, concerned with these as well as with relat- programs aim to develop English profi- the social sciences, and the humanities. ed, more practical questions. How is lan- ciency in non-native speakers. The gradu- Becoming a linguist does not mean learn- guage learned? How can second languages ate degree prepares students to become ing to speak a lot of languages but rather best be taught? How do we evaluate teach- teachers, language consultants, and studying the essence of language in gener- ing and learning? What is involved in researchers in the field of language learn- al, what are its forms and functions. learning how to write and read? How does ing and teaching. The English as a Second Linguists ask questions such as: How do one’s cultural background influence the Language and the English for Non-Native the sounds we utter relate to the meanings way one learns another language? How do Residents programs are designed to devel- 86 P ORTLAND S TATE U NIVERSITY

op non-native English speakers’ compe- Full-time students usually register for 12 teach English to speakers of other lan- tence in English. credits. Students in levels 1 and 2 may not guages in the United States and abroad. In take other academic courses. Students in contrast with the M.A., TESOL, this cer- Admission requirements level 5 may enroll in some non-ESL cours- tificate will fit into the programs of majors es with the approval of the program coor- in a wide variety of fields, such as foreign Admission to the department is based on dinator, if their academic record allows. languages, speech, education, and the general admission to the University. See Specifically, the Ling 110 course is divided social sciences. Candidates may enroll in page 39 for more information. into four major parts: the program as undergraduates or as post- Part A: Grammar and sentence patterns baccalaureate students. Degree requirements Part B: Reading and vocabulary develop- Admission requirements Requirements for major. In addition to ment Part C: Writing 1. Admission to Portland State University. meeting the general University requirements 2. English proficiency in spoken and writ- for the B.A. degree, majors must complete Part D: Oral communication skills Time is also devoted to American cultur- ten English if the student is not a native an adviser-approved program to include: speaker of English (a TOEFL score report of Credits al patterns, and academic and cultural orientation. 550 or 213 (computer-based) or higher is Ling 390 Introduction to Linguistics...... 4 required for proof of proficiency). The stu- Ling 407 Senior Seminar...... 4 To reinforce classroom instruction, stu- Ling 411 Syntax...... 4 dents spend up to 10 hours a week in the dent is to be tested upon arrival. (Required Ling 435 Applied Linguistics ...... 4 language and computer laboratory, and in for both certificate and M.A. programs.) Ling 490 History of the English Language...... 4 3. Two years proficiency in at least one Linguistics electives (upper-division level)...... 20 individual tutorials if necessary. An essential function of the program is foreign language if the student is a native Two-terms of a non-Indo-European language .....10 speaker of English. (If the language used to fulfill the University lan- orienting international students to American guage requirement is non-Indo-European, the student may choose any other language to fulfill this life. Students are encouraged to take part in Course requirements requirement) social and educational activities, both on In addition to fulfilling minimum Total 50 campus and in the community. University or graduate school require- In all of these courses students must Admission requirements ments, the following adviser-approved earn a “C” or better. By the end of the first The student must submit a completed courses are required: quarter of admission to the program, stu- Credits dents must consult with their assigned lin- application form and other materials requested on the application to the Office Ling 390 Introduction to Linguistics...... 4 guistics adviser to select the appropriate Ling 438 Second Language Acquisition ...... 4 courses and areas of concentration. Upon of Admissions at Portland State University. Ling 492 Structure of the English Language ...... 4 completion the entire program must also If the student is accepted, the I-20 or Ling 471 Understanding the International Experience ...... 4 be approved by the student’s adviser. other appropriate form will be issued. Upon arrival the student must take a Ling 477, 478 TESOL Methods...... 8 Requirements for minor. To earn a Ling 475 Curriculum Design & Materials minor in linguistics a student must com- placement test in English administered by Development...... 4 plete 28 adviser-approved credits (12 cred- the department. Placement into courses Ling 439 Language Assessment ...... 4 its of which must be taken in residence at will be based on these test results as well Linguistics electives (upper-division level)...... 8 PSU), to include the following: as on TOEFL score reports if available. Total 40 Credits Qualified students interested in English- All courses used to satisfy certificate Ling 390 Introduction to Linguistics...... 4 only study can participate in an Intensive course requirements must be upper-divi- Ling 411 Syntax or English Language Program offered through sion courses in which the student earns a Ling 492 Structure of the English Language ...... 4 a partnership between Applied Linguistics mark of “C” or above. Courses taken under Ling 490 History of the English Language...... 4 and Extended Studies. For information the undifferentiated grading option (P/NP) Linguistics electives (upper-division level)...... 16 and application materials, contact the are not acceptable toward fulfilling depart- Total 28 Department of Applied Linguistics. ment requirements. Before the end of the All courses used to satisfy the depart- first quarter after beginning the program, ment minor requirements must be graded Writing for Non-Native the student is required to consult with a C or above. Courses taken pass/no pass Residents (WNNR)-Ling 115 departmental adviser to select the appro- are not acceptable toward fulfilling depart- priate courses and sequence. The entire ment minor requirements. A two-level course designed to help non- native residents develop skills and confi- program must be approved by the adviser. dence in writing for college. Both levels will Some courses used in the TESL certificate Intensive Program in English program can also be applied to obtaining as a Second Language (ESL)- focus on responses to readings, instruction in grammar, and understanding of assign- the ESL/bilingual endorsement for public Ling 110 ment instructions. Level 1 will stress study school teachers. Students seeking this Ling 110 is an intensive course, designed skills and essay format. Level 2 will focus endorsement must plan a program through to develop the student’s competence in lis- on higher level skills of analysis, evaluation, a departmental adviser and must complete tening, speaking, reading, and writing for synthesis, and incorporating source material 100 hours of practice in the K-12 setting. academic purposes. Ling 110 is a year- into an essay. Placement will take place in round intensive program offered through- class on the first day of the quarter. out the regular academic year as well as Graduate program during the summer. There are five basic Certificate in Teaching English Master of Arts in Teaching of English to levels: beginning, lower-intermediate, as a Second Language (TESL) Speakers of Other Languages. The intermediate, upper-intermediate, and The program is administered by the M.A.,TESOL degree qualifies its recipients advanced (Levels 1-5 below). Students Department of Applied Linguistics. It is to teach English at an advanced level to may earn from 3 to 12 credits per term. specifically designed to prepare persons to speakers of languages other than English. C OLLEGE OF L IBERAL A RTS AND S CIENCES 87

It is increasingly the degree of preference Language and Mind Persons interested in applying for the for employers both in the United States Ling 533 Psycholinguistics M.A., TESOL Program should write to the Ling 537 First Language Acquisition and abroad. Ling 545 Linguistics and Cognitive Science Department of Applied Linguistics, or visit Research Design and Culminating Experience...... 10 the department’s Web site www.ling.pdx.edu, Admission requirements Ling 560 Research Design: Methodology (2) for additional information. 1. Admission to graduate study at Ling 561 Research Design: Applications (2) Master of Arts in Teaching or Master of 6 additional credits as specified below for thesis, Science in Teaching. For information on Portland State University. project or comprehensive exam option (6) the Master of Arts in Teaching and the 2. Proficiency in English if the student is Total 46 not a native speaker of English and doesn’t Master of Science in Teaching (General All courses need to be passed with a grade Arts and Letters), see page 141. hold a degree (B.A.) from an American of “B” or better in order to count toward this university: minimal TOEFL score of 600 degree. Ling 505 (Reading and Conference), or 250 (computer- based). Ling 507 (Seminar) and Ling 510 (Selected 3. At least two years’ proficiency in at Topics) will count for Language Courses least one foreign language if the student is Education/Applied Linguistic Theory, Courses with an asterisk (*) are not offered every a native speaker of English. This require- Foundations in Language/ Linguistic Theory, year. ment may be completed while working Language and Society/ Mind, or Research Ling 110 toward the M.A. degree. Design depending on course content, as English as a Second Language (4-12) determined by the instructor. An intensive course designed to develop the non- native speaker’s competence in listening, speak- Degree requirements By the end of the first quarter after ing, reading, and writing. For students enrolled in In addition to the minimum graduate admission to the program, students are the ESL program only. See full description above. required to consult with a departmental school requirements, students must have Ling 115 an adviser-approved program that meets adviser to select the appropriate courses Writing for Non-native Residents (WNNR) (4) the following criteria. (For those students and areas of concentration. The entire pro- See description above who have completed the Certificate in gram must be approved by the adviser and Ling 199 TESL, certain adviser-approved courses the department graduate committee. Special Studies (Credit to be arranged.) In order to complete the degree the stu- Ling 232 will be used to substitute for some of the Language and Society (4) following requirements.) dent will consult with an adviser to choose one of the following options for the General introduction to what languages are like, how they are used and how they vary, focusing Prerequisites: Ling 390 Introduction to Linguistics Culminating Experience: (1) Thesis. The on how language interacts with society and cul- or equivalent, Ling 492 Structure of English or thesis requires students to conduct an equivalent or departmental grammar exam. ture. Some questions that will be addressed Students are encouraged to complete these emprical analysis of data that they have include: Why doesn’t everyone speak the same requirements prior to formal admission to the M.A. gathered to answer a research-oriented language? Do men and women talk differently? program. question that deals with a specific aspect What is the relationship between endangered Credits of TESOL or applied linguistics. Students species and endangered languages? How does Language Education/Applied Linguistic Theory ...20 language influence our thoughts or behaviors? Required Courses in the Thesis option must take 6 credits of Ling 503 (Thesis). (2) Project. The project Ling 233 Ling 538 Second Language Acquisition Language and Mind (4) Ling 571 Understanding the International addresses a practical problem in the field General introduction to what languages are like, Experience or of TESOL or applied linguistics and pres- Sp 515 Problems in Intercultural Communication how they are used, and how they vary, focusing Ling 577 TESOL Methods I ents a solution to it. Rather than an aca- on how language is learned and produced. Ling 578 TESOL Methods II demic thesis, the project may, for example, Some questions that will be addressed include: As part of the TESOL Methods requirement, stu- take the form of a curriculum plan for a Is language innate? Is it unique to humans? dents must submit a portfolio documenting a How is language related to thought or to cul- minimum of 70 hours of practical experience. specific course or a short article about teaching technique for a teaching publica- ture? How is language represented in the brain? 4 credits from the following How is language acquired in different cultures Ling 509 Practicum tion. Students in the Project option must and different circumstances? Ling 539 Language Assessment take 4 credits of Ling 507 (Seminar: Ling 565 Administration of ESL/EFL Programs Ling 299 Research Writing) and 2 credits of Ling Special Studies (Credit to be arranged.) Ling 570 Grammar for TESOL 501 (Research: Special Project). (3) Ling 575 Curriculum Design and Materials Ling 390 Development Comprehensive Exams. The written com- Introduction to Linguistics (4) Ling 576 Corpus Linguistics in Language Testing prehensive examinations will synthesize A general introduction to the study of linguis- Foundations in Language/ Linguistic Theory...... 16 theoretical and practical knowledge cov- tics, including a basic survey of phonology, Linguistic Analysis ered in the program. Students in the Exam morphology, syntax, and semantics, brief Choose 4 credits from the following courses: overview of other topics such as language Ling 513 Linguistic Semantics option must take 4 credits of Ling 507 acquisition and language in social contexts, a Ling 514 Linguistic Pragmatics (Seminar: Research Writing) and 2 credits brief sketch placing English in historical per- Ling 515 Linguistic Phonetics of Ling 501 (Research: Comprehensive spective, and a preliminary examination of prin- Ling 516 Discourse Analysis Exams). The thesis, project, and compre- ciples in modern language study. Ling 520 Historical-Comparative Linguistics hensive exams will conform to current Ling 399 Choose 4 credits from the following courses: Special Studies (Credit to be arranged.) Ling 511 Syntax departmental guidelines for details such as thesis proposal meetings, exam scoring, Ling 401/501 Ling 512 Phonology Research (Credit to be arranged.) Choose 8 credits from Language and Society and formatting of the project. and/or Language and the Mind Following successful completion of a Ling 404/504 Language and Society thesis or project, students will take a final Cooperative Education/Internship (Credit to be arranged.) Ling 532 Sociolinguistics oral examination covering the topic of Ling 580 Bilingualism Ling 405/505 Ling 581 World Englishes their work. Reading and Conference Ling 582 Pidgins and Creoles (Credit to be arranged.) 88 P ORTLAND S TATE U NIVERSITY

Ling 407/507 first and second language acquisition, including the rapidly growing field of cognitive science. Seminar (Credit to be arranged.) the effect of the first language, socio-economic Prerequisite: Ling 390. Recommended: Ling 433. Ling 408/508 factors, and instruction. Ling 470/570 Workshop (Credit to be arranged.) †Ling 423/523 Grammar for TESOL (4) Ling 409/509 Taking Stock: Assessment and Evaluation in A study of how to teach difficult grammatical Practicum (Credit to be arranged.) Programs With Language Minority Students (2) structures in English, how to resolve problems Ling 410/510 Consider ways to expand the assessment Selected Topics (Credit to be arranged.) and questions that frequently arise in the ESL domain so that it describes the full range of stu- classroom, and how to adapt and supplement Ling 411/511 dent work and includes all populations. Learn Syntax (4) ESL grammar tests. Prerequisites: Ling 390; 492 about technical standards needed to ensure fair, or departmental grammar test. Introduction to modern grammatical theory, its accurate, and meaningful information. Discuss methods, and findings. Presents patterns of Ling 471/571 using assessment results to focus school and argumentation, models, and basic results of Understanding district services for language minority students. research. Prerequisite: Ling 390 and one other the International Experience (4) course in linguistics. Ling 432/532 Examination of communication-based dimen- Sociolinguistics (4) Ling 412/512 sions of an international or intercultural experi- Phonology (4) Examines the role of language in society and ence, including teaching English to speakers of How sounds pattern and how they are used in how social factors can influence language. The other languages. Development of strategies and the world’s languages, how those patterns social issues around language including lan- activities required to meet the challenges of should be represented, and what theories have guage policy and language ideology. teaching, working, or doing research in an been advanced to explain those patterns. Some Prerequisite: Ling 390. international/intercultural setting. All linguistics historical background to the subdiscipline and *Ling 433/533 students must register for Ling 471/571, howev- some training in linguistic analysis and argu- Psycholinguistics (4) er, this course is also offered as Intl 471 and BSt mentation. Prerequisite: Ling 390. A survey of psycholinguistics and the psycholo- 471. Course may be taken only once for credit. Recommended: Ling 415/515. gy of language, focusing on the general question *Ling 474/574 of the relation between human language and Ling 413/513 ESL in the Workplace (4) Linguistic Semantics (4) human beings. Prerequisite: Ling 390. Theory and practice in developing programs to Survey of linguistic approaches to meaning, *Ling 435/535 teach English language programs in the work- including approaches from logic and philoso- Applied Linguistics (4) place. Students observe workplace programs, phy of language. Addresses general questions of An examination of current areas of applied lin- examine case studies, and work in teams to meaning, methods for studying meaning, and guistics research. Prerequisite: Ling 390. assess needs, write curriculum, and develop the relationship of semantic theory to theories Ling 437/537 materials for a local company employing non- of syntax and pragmatics. Prerequisite: Ling First Language Acquisition (4) native speakers. Recommended prerequisite: 390. Recommended: Ling 411 or 492. Introduction to main aspects of first language Ling 477 or teaching experience. Ling 414/514 acquisition in childhood, from infancy to the Ling 475/575 Linguistic Pragmatics (4) early school years. Examines comprehension Curriculum Design and Materials Development in TESOL (4) A study of current theories of language use, par- and production of the structural and social Principles of curriculum design and instructional ticularly contextual and functional aspects of aspects of language. Includes discussion of lan- materials development in teaching English to communication. Prerequisite: Ling 390. guage acquisition theories from linguistic, psycholinguistic and sociolinguistic perspectives. speakers of other languages. Students work in Recommended: Ling 411 or 413. teams to assess needs, design syllabus, develop Ling 415/515 Research project based on collection and analysis of child language data required. Prerequisite: lessons and materials, plan evaluation for English Linguistic Phonetics (4) language program. Covers structural, notional Ling 390. Introduces the sounds of the world’s languages and communicative, task-based, and content- with a concentration on English. Practical exer- Ling 438/538 based syllabus. Prerequisite: Ling 390; Ling 477 cises designed to develop skills in production, Second Language Acquisition (4) or instructor’s approval. Recommended: Ling discrimination, and phonetic transcription. Introduction to main aspects of second lan- 478 or teaching experience. guage acquisition from sociolinguistic and psy- Applications to speech technology and speech Ling 476/576 pathology. Prerequisite: Ling 390 or concurrent cholinguistic perspectives. Examines compre- Corpus Linguistics in Language Teaching (4) enrollment. hension and production, stages in acquisition, Introduction to the methods of corpus linguis- *Ling 416/516 cognitive processes, linguistic environment, tics, a type of computer-assisted linguistic Discourse Analysis (4) individual variables, relationship between first analysis, applied to second/foreign language The examination of forms and functions in dis- and second language. Research project based on teaching and materials development. Includes course. Using several analytic procedures for collection and analysis of language-learner lan- weekly computer lab sessions conducting cor- understanding how conversation works, espe- guage. Prerequisite: Ling 390. pus linguistics work. Prerequisite: Ling 390. cially as applied to language learning and teach- Ling 439/539 Ling 477/577, 478/578 ing. Prerequisite: Ling 390. Language Assessment (4) TESOL Methods (4, 4) *Ling 420/520 Theoretical background and practical considera- Approaches, methods, and techniques in teach- Historical and Comparative Linguistics (4) tions in the conduct of language assessment. ing English to speakers of other languages, cov- Study of language relationships and language Students will explore traditional, quantitative ering theoretical material and its applications to change. Topics include the genetic classification methods as well as alternative, qualitative meth- language teaching. Requires 25 hours/term of of languages, language and prehistory, methods ods for systematically gathering information to observation, tutoring, and practice teaching, and of historical reconstruction, and language con- inform decisions about individual language abil- additional 5-10 out-of-class hours for 578. tact. Prerequisite: Ling 390. Recommended: ity. Prerequisite: Ling 390; 477. Courses must be taken in sequence. Ling Ling 412/512. *Ling 445/545 477/577: Introduces current knowledge concern- †Ling 422/522 Linguistics and Cognitive Science (4) ing language teaching methodology and second How Do People Learn a Second Presents current developments in linguistic theo- language learner characteristics. Recommended Language (3) ry, and in psychological theories of perception, prerequisites: 471/571, 438/538. Ling 478/578: Gain a historical perspective of language teach- cognition, and information processing (with spe- Emphasizes techniques for teaching and class- ing and look at current language learning and cial focus on language processing). Examines the room management. teaching models. Examine variables involved in fusion of linguistic and psychological theories into

† Ling 422/522 and Ling 423/523 are to be used only for ESL/bilingual endorsement for public school teachers, offered through Continuing Education. These courses cannot be used as linguistics electives or toward the TESL certificate or TESOL master’s degree without explicit approval by the Applied Linguistics department. C OLLEGE OF L IBERAL A RTS AND S CIENCES 89

*Ling 480/580 both first and second language acquisition. research question(s) for their M.A. thesis pro- Bilingualism (4) Looks at the social factors involved in their cre- posal. Prerequisite: admission to the M.A. Survey of issues involved with bilingualism ation. Prerequisite: Ling 390. TESOL program and at least 16 credits in throughout the world. Explores the linguistic, Ling 490/590 applied linguistics. sociolinguistic, and psycholinguistic aspects of History of the English Language (4) Ling 561 simultaneous and subsequent acquisition of one A survey in which the development of English Research Methodology for Applied or more languages. Includes perspectives of indi- phonology, morphology, vocabulary, and syntax Linguistics (2) vidual and societal bilingualism, and examines is studied through the application of modern Second course in a two-course sequence required issues involved with bilingual language use, lan- linguistic criteria and methodology. for M.A. TESOL students, focusing on data collec- guage processing, education, language planning, Recommended prerequisite: Ling 390. tion and analysis. Builds upon introduction to and language and identity. Prerequisite: Ling 390. Ling 492 methods in Ling 560. Students work with data, *Ling 481/581 Structure of the English Language (4) using both quantitative and qualitative techniques. World Englishes (4) Students write a preliminary draft of the methods Explores the role of English as a world lan- A study of English structure and modern approaches to grammar. This course satisfies section for their M.A. thesis proposal. Prerequisite: guage. Using film, audio tapes, and English lan- Ling 560 (no concurrent enrollment allowed). guage newspapers from around the world, stu- state standards for teaching English. dents will become familiar with such Englishes Recommended prerequisite: Ling 390. *Ling 565 as Malaysian English, Indian English, Nigerian Ling 503 Administration of ESL/EFL Programs (4) English, and Filipino English. Prerequisite: Ling Thesis (Credit to be arranged.) Analyzes models of intensive and non-intensive 290 or 390. Ling 560 programs in terms of goals, students, levels, Research Design for Applied Linguistics (2) staff, schedules, materials and approaches based *Ling 482/582 on resources and facilities available. Discusses Pidgins and Creoles (4) Presents the major designs for research in theoretical, financial and pedagogical issues in Introduces students to the language varieties applied linguistics. Introduces basic quantitative designing and maintaining a successful pro- arising in contact situations. Concentration on and qualitative methodological concepts. gram. Prerequisite: Ling 390; 477. African and New World creoles (and African Provides a basis to critically read research litera- American Vernacular English). Considers the ture in TESOL and applied linguistics. Students formation of pidgins and creoles in terms of write a preliminary review of the literature and

Biology

246 Science Building II The Oregon University System maintains biology with laboratory. Of the 60 credits 503-725-3851 the Institute of Marine Biology near Coos in biology at least 44 must be upper-divi- www.bio.pdx.edu Bay and the Hatfield Marine Sciences Center sion, including one term of genetics (Bi in Newport on the Oregon coast. PSU also 341, Introduction to Genetics) and fulfill- B.A., B.S. Minor participates in programs at the Malheur ment of one of the options listed below. Secondary Education Program Field Station in southeastern Oregon. Students must receive a grade of C- or bet- M.A., M.S. Biology majors are encouraged to spend a ter in all upper-division courses specifical- M.A.T. and M.S.T. (Science/Biology) summer at one of these institutions. ly listed in the four options. Ph.D.—Biology Biology courses taken pass/no pass are Admission requirements not acceptable toward fulfilling departmental major requirements, with the exception Undergraduate Admission to the department is based on of courses numbered Bi 401, 404, 405, general admission to the University. See 406, and 407 which are only offered programs page 39 for more information. pass/no pass. Of the 60 credits required in The biology program is designed to prepare biology, at least 46 credits must be in students for careers in biological research, Degree Requirements courses other than Bi 401, 404, 405, 406, development, and teaching, and in health Requirements for major. In addition to and 407. The remaining 14 credits may sciences, nursing, biotechnology, conserva- satisfying general University requirements, include no more than a total of 6 credits in tion biology and wildlife management, a student majoring in biology must meet Bi 401, 404, 405, and 406. forestry, and other applied fields. It also pro- general department major requirements Biology majors interested in the Biology vides the necessary background for prospec- and specific requirements in one of the Honors program may obtain information tive teachers and for advanced study leading biology major options. on that in the Science Support Office. to graduate degrees in the more specialized General requirements are completion of Option I: General Biology fields of the biological sciences. two terms of statistics or two terms of cal- A student planning to enter medicine, Credits culus; three terms of science majors’ intro- Bi 251-253 Principles of Biology...... 15 dentistry, or other professional fields should ductory chemistry with laboratory; one Bi 341 Genetics...... 4 consult the catalog of the professional term of organic chemistry; Ph 201, 214; At least two of the following courses: school to which the student intends to and 12 elective credits from geology, Bi 338 Introduction to Molecular Biology ...... 4 apply following preprofessional work in Bi 336 Cell Biology...... 5 physics, or chemistry at the 200 level or Bi 357 General Ecology...... 4 biology and other sciences at Portland State. higher. All biology majors must complete Upper-division electives...... 32-33 Biology is also a teaching endorsement area at least 60 credits in biology including in the program of secondary education. three terms of science majors’ introductory 90 P ORTLAND S TATE U NIVERSITY

Courses taken as upper-division biology Bi 476 Population Biology (4) biology may be selected from any upper- electives must include at least one other ESR 475 Limnology and Aquatic Ecology (4) division courses offered by the Department upper-division course in each of the fol- The remaining courses taken to meet of Biology (courses with a “Bi” prefix). upper-division elective requirements in lowing areas: Requirements for minor. To earn a Botany biology may be selected from any upper- division courses offered by the Department minor in biology, a student must complete Bi 433 Morphology of Vascular Plants at least 27 credits (at least 9 credits of Bi 435 Plant Systematics of Biology (courses with a “Bi” prefix). Bi 441 Plant Physiology which must be taken in residence at PSU), Bi 471 Plant Ecology Option III: Microbiology/ to include the following: ESR 445 Phytoplankton Ecology Molecular Biology Credits Zoology Credits Bi 251, 252, 253 Principles of Biology...... 15 Bi 387 Vertebrate Zoology Bi 251-253 Principles of Biology...... 15 Upper-division credits to include at least one course from Bi 413 Herpetology Bi 336 Cell Biology ...... 5 each of the following three areas...... 12-15 Bi 414 Ornithology Bi 337 Cell Biology Lab...... 2 Bi 415 Mammalogy Bi 338 Introduction to Molecular Biology...... 4 Area I: Cellular Biology Bi 416 Marine Mammals Bi 341 Genetics...... 4 Bi 336 Cell Biology Bi 461 Freshwater Invertebrate Zoology Bi 480, Bi 488 Microbiology and Laboratory ...... 6 Bi 341 Introduction to Genetics Upper-division electives (must include Bi 480 Microbiology Microbiology at least 12 credits from the following list:) ...... 24 Area II: Organismal Biology Bi 480, Bi 488 Microbiology and Laboratory Bi 421 Virology Bi 421 Virology Bi 301, 302, 303 Human Anatomy and Physiology Bi 423 Microbial Ecology Bi 430 Theory of Recombinant DNA Techniques Bi 326 Comparative Vertebrate Embryology Bi 424 Molecular Genetics Bi 328 Comparative Vertebrate Anatomy Evolutionary biology Bi 428 Human Genetics Bi 330 Introduction to Plant Biology Bi 426 Evolution Bi 430, 431 Recombinant DNA Techniques and Bi 427 Evolutionary Genetics Laboratory Bi 387 Vertebrate Zoology Bi 428 Human Genetics Bi 456 Developmental Biology Bi 433 Morphology of Vascular Plants Bi 476 Population Biology Bi 481 Microbial Physiology Bi 434 Plant Anatomy Several different avenues of study may be Bi 482 Environmental Microbiology Bi 455 Histology followed under the general track. These Bi 486 Pathogenic Bacteria Bi 461 Freshwater Invertebrate Zoology include emphases in ecology, evolution, Bi 487 Immunology Area III: Ecology and Evolutionary Biology botany, microbiology, and field biology. Bi 357 General Ecology The remaining courses taken to meet Bi 360, 361 Introduction to Marine Biology and Please consult your adviser for more upper-division elective requirements in Laboratory details. The remaining courses taken to biology may be selected from any upper- Bi 423 Microbial Ecology meet upper-division elective requirements division courses offered by the Department Bi 426 Evolution in biology may be selected from any upper- of Biology (courses with a “Bi” prefix). Total 30 division courses offered by the Department The department offers a Certificate in Courses taken under the undifferentiated of Biology (courses with a “Bi” prefix). Biotechnology in cooperation with grading option (pass/no pass) will not be Option II: Organismal Biology Portland Community College. Students accepted toward fulfilling department Credits interested in obtaining the Certificate in minor requirements. Bi 401, 404, 405, Bi 251-253 Principles of Biology...... 15 Biotechnology should contact Dr. Lisa 406, and 407 are not allowed for the Bi 341 Genetics...... 4 Weasel for information on specific require- minor. Additional courses may be required Bi 336 Cell Biology ...... 5 as prerequisites. Bi 357 General Ecology...... 4 ments for the certificate. Bi 426 Evolution...... 4 SECONDARY EDUCATION Upper-division electives...... 28-29 Option IV: Botany Adviser: S. Eppley, L. Weasel Courses taken as upper-division biology Credits Bi 251-253 Principles of Biology...... 15 Students who wish to teach biology in sec- electives must include at least one course Bi 341 Genetics...... 4 ondary schools should complete one of the from each of the following sub-areas: At least two of the following courses: two programs shown. Courses are to be Systems physiology Bi 338 Introduction to Molecular Biology ...... 4 Bi 301, Bi 302, Bi 303 Human Anatomy and Bi 336 Cell Biology...... 5 taken for differentiated grades, except for Physiology (4, 4, 4) Bi 357 Ecology...... 4 those offered for pass/no pass only. Bi 417 Mammalian Physiology (4) Upper-division biology electives...... 28-29 Students must have at least a 3.00 GPA in Bi 418 Comparative Animal Physiology (4) Courses taken as upper-division biology the recommended science courses and Bi 419 Animal Physiology Laboratory (4) electives must include at least four courses Bi 441 Plant Physiology (4) must earn at least a C in each course of the Bi 462 Neurophysiology (4) from the lists below and at least one course endorsement area. Students should also Bi 463 Sensory Physiology (4) from each of the following sub-areas. take Ed 420 Introduction to Education and Structure/systematics/development Structure and function Society; Psy 311; and one of the following: Bi 326 Comparative Vertebrate Embryology (5) Bi 330 Introduction to Plant Biology Bi 328 Comparative Vertebrate Anatomy (5) Sp 100, 229, 220, 262, or 324. Bi 433 Morphology of Vascular Plants Biology majors. Bi 387 Vertebrate Zoology (6) Bi 434 Plant Anatomy The student must com- Bi 413 Herpetology (6) Bi 441 Plant Physiology plete a biology major’s program as out- Bi 414 Ornithology (6) ESR 445 Phytoplankton Ecology lined above, to include a course each in Bi 415 Mammalogy (6) Bi 416 Marine Mammals (6) Evolution and systematics microbiology, ecology, genetics, and evo- Bi 433 Morphology of Vascular Plants (4) Bi 426 Evolution lution. (See adviser.) Bi 435 Plant Systematics (4) Bi 435 Plant Systematics Credits Bi 455 Histology (6) Bi 476 Population Biology Biology (see adviser)...... 60 Ecology/genetics/evolution/behavior Ecology Mathematics (see above)...... 8 Bi 360 Introduction to Marine Biology (3) Bi 410 Reproductive Ecology of Plants Chemistry (see above)...... 19 Bi 412 Animal Behavior (4) Bi 471 Plant Ecology Physics (see above)...... 5 Bi 427 Evolutionary Genetics (4) ESR 475 Limnology and Aquatic Ecology Electives (see above)...... 12 Bi 428 Human Genetics (4) Bi 471 Plant Ecology (4) The remaining courses taken to meet Total 104 Bi 472 Natural History (3) upper-division elective requirements in C OLLEGE OF L IBERAL A RTS AND S CIENCES 91

Nonbiology majors Master of Arts or Master of Science. ing license. See page 225 for the required One year-long sequence in introductory biology . 9 Satisfactory completion of at least 45 cred- education courses. Bi 234, 235 Elementary Microbiology...... 6 Doctor of Philosophy. One course each in both anatomy and physiology8 its of approved graduate-level courses is Prospective Ph.D. Bi 341 Introduction to Genetics...... 4 required for a master’s degree. The student students are required to take Bi 598 Bi 357 General Ecology...... 4 must complete at least 30 credits in the (Graduate Research Prospectus), Bi 599 Bi 426 Evolution...... 4 field of biology. No more than 9 credits (Graduate Grant Writing) in the fall and Biology elective in botany may be in Bi 503 Thesis. No more than a winter quarters, respectively, of their first or field-oriented course...... 4 total of 15 credits may be in seminar, year of admission to the program. The stu- Biology total 39 Physical science electives reading and conference, research, and the- dent must also have taken a departmental as approved by adviser...... 18 sis. A maximum of 15 credits may be pro- comprehensive exam by the fifth quarter Total 57 grammed as electives in fields related to after entering the program, followed the biology in consultation with the degree next quarter by a formal defense of their adviser. Successful completion of a final Ph.D. prospectus. Successful completion Graduate programs oral examination and a thesis is required. of the degree is contingent on the comple- Full time students must complete their tion of original research, and presentation The Department of Biology offers graduate of results in a public oral defense and pro- degrees leading to the Master of Arts or degree within 4 years of entry into the program. duction of a formal dissertation that is Master of Science, and the Master of Arts submitted to and approved by the stu- in Teaching or Master in Teaching Science/ Master of Arts in Teaching or Master of Science in Teaching. The College of Liberal dent’s research committee and the Biology. The department also offers an University’s Office of Graduate Studies. advanced Ph.D. degree in biology. The lat- Arts and Sciences offers the M.A.T./M.S.T. degrees in Science/Biology. In consultation Students must complete their degree with- ter specialized degree is attained through in seven years of entry into the program. the successful completion of requirements with the graduate adviser, the student as stipulated by the department and the should establish the degree program before student’s research committee (see below). the completion of 15 credits of coursework. The program must include a minimum of 45 Courses Admission credits in approved graduate courses, to Courses with an asterisk (*) are not offered every year. include a minimum of 24 credits in the area Bi 101, 102, 103 requirements of concentration. At least 9 credits, but no General Biology (3, 3, 3) In addition to the instructions for admis- more than 15 credits, must be in education The fundamental principles of life as they apply sion to the graduate program as they courses and must include Ed 520 to both plants and animals. If taken after completing courses with similar materials credit will appear on page 60, the department Introduction to Education and Society. The 45 credits required must include 6 credits in be restricted Concurrent enrollment in Bi 104, requires the following information from 105, 106 required. each applicant to the M.A./M.S. program either Bi 501 Project Track: Research Project Bi 104, 105, 106 in biology and the Ph.D. program: relating to biology teaching (i.e. curriculum module, grant proposal, community devel- General Biology Labs (1, 1, 1) 1. Satisfactory scores on the general Laboratory to accompany General Biology (Bi Graduate Record Examination (GRE), sat- opment project) as approved by student’s 101, 102, 103). Previous or concurrent enroll- isfactory scores on the advanced biology committee; or Bi 504 Practicum Track: 6 ment in 101, 102, 103 is required. One 2-hour examination if applicant does not have a credits in practicum/internship/ community laboratory per week. degree in biology. outreach experience as approved by student’s *Bi 161 2. Three letters of evaluation from per- committee. In order to fulfill requirements Food, Plants, and People (3) sons qualified to assess the applicant’s for the degree, the student must satisfactorily The role of plants in human affairs as sources of promise as a graduate student. complete the degree program and pass both food, fiber, fuel, beverages, and drugs. This The student should contact the department a final written examination and a final oral course does not satisfy the Department of examination. Biology botany course requirement and is for a statement of current admission policy. intended for nonmajors. The prospective student should realize Continuing teaching license. The requirements for the continuing teaching *Bi 162 that a high GPA and acceptable GRE Indoor Plants (3) scores do not guarantee admission to the license include satisfactory completion of 45 credits of upper-division and graduate An in-depth study of the botany, identification, graduate programs in biology. This is cultural characteristics, propagation, care and because of the many departmental factors work earned subsequent to receipt of a maintenance, and effective utilization in interior which must be taken into consideration, bachelor’s degree. The 45 credits are in design of common foliage plants. Not intended such as availability of appropriate advisers addition to those required for the initial for biology majors. and research space. teaching license. For the continuing *Bi 163 endorsement in biology, the student must Organic Gardening (3) take at least 15 credits of adviser-approved An in-depth study of the principles and prac- Degree requirements graduate-level work distributed to tices of modern home gardening. Plants, soils, University master’s degree requirements strengthen the student’s background in sci- and climates are studied in relation to the pro- are listed on page 69. Specific departmen- ence. Although no specific courses in sci- duction of vegetables, herbs, flowers, and tal requirements are listed below. All M.S., ence are required for the continuing perennial food plants. The organic and chemical M.S.T., M.A.T. and Ph.D. students are endorsement, combined undergraduate approaches to gardening are discussed with the goal of helping students to formulate intelligent- required to take Bi 598 Graduate Research and graduate preparation must include at Prospectus, and Bi 599 Graduate Grant ly their own philosophy of gardening. Not least 36 credits in biology and must intended for biology majors. Writing, in the fall and winter quarters, include specific courses. Each student’s *Bi 175 respectively, following admission to the program is tailored to meet the needs of program. Evolutionary Concepts (3) the individual and the requirements of the This class is designed to provide background in continuing endorsement and the continu- evolutionary concepts for nonmajors and to 92 P ORTLAND S TATE U NIVERSITY

address current issues in evolution as they are per- *Bi 330 Introduction to Plant Biology (4) *Bi 361 ceived and are being investigated by various mem- Plant diversity, structure and function in rela- Introduction to bers of our faculty in biology and geology. It is a tionship to evolution, habitat, and interactions Marine Biology Laboratory (1) combined lecture and discussion class and will with other organisms. Historical impacts of Laboratory and field work in marine biology. include occasional guest lecturers presenting their plants on human culture, including conserva- One 3-hour laboratory period. Recommended research and views on various topics in evolution. tion, biotechnology, and world food supply. prerequisite: completion of or concurrent enrollment in Bi 360. Bi 199 Recommended prerequisites: Bi 251, 252, 253. Special Studies (Credit to be arranged.) *Bi 332, 333 *Bi 370 Bi 234 Plant Morphology (4, 4) Mushrooms (4) Elementary Microbiology (4) Study of the structure and life history of repre- An introduction to the distribution, systematics, Introduction to the basic and applied aspects of sentatives of the algae, fungi, and bryophytes identification, ecology, morphology, and life his- microbiology, with special emphasis on the role (Bi 332) and the vascular cryptogams (Bi 333). tories of visible fungi (mushrooms). Two 3-hour of microorganisms in human affairs. Such fields Two 3-hour laboratory periods. Recommended laboratory periods; field trips. Recommended as nursing, environmental protection, food tech- prerequisite: Bi 253. prerequisite: one year of biology. nology, and public health are given special Bi 336 Bi 387 attention. Topics will include microbial growth Cell Biology (5) Vertebrate Zoology (6) and death, human disease, environmental An introduction to the biology of eukaryotic Introduction to the classification, anatomical microbiology, food and industrial microbiology, (plant/animal) and prokaryotic cells (bacteria, characteristics, distribution, and life habits of microbial aspects of water and sewage treat- etc.) with emphasis on physiology, biochemistry, fishes, amphibians, reptiles, birds, and mammals. ment, aspects of microbial gene flow, genetic morphology, and energetics. Four hours of lec- Two 2-hour lectures, one 3-hour laboratory. engineering, and vaccine development. ture and one hour of recitation. Recommended Recommended prerequisite: one year of college- Bi 235 prerequisites: one year of introductory biology level biology or zoology. Elementary Microbiology Laboratory (2) and one year of introductory chemistry. Bi 399 The laboratory is designed for science majors Bi 337 Special Studies (Credit to be arranged.) and others who need practical experience in Cell Biology Laboratory (2) Bi 401/501 culturing and observation of microorganisms. Experiments in cell biology to complement lec- Research (Credit to be arranged.) Topics will include culture techniques, use of ture. One three-hour laboratory. Recommended Bi 404/504 the microscope for observation of microorgan- prerequisite: prior completion of/or concurrent Cooperative Education/internship isms, and procedures for study of microorgan- enrollment in Bi 336. (Credit to be arranged.) isms in the laboratory and field. Two 2-hour Bi 405/505 Bi 338 laboratory periods. Recommended prerequisite: Reading and Conference Introduction to Molecular Biology (4) (Credit to be arranged.) Pass/no pass only. Bi 234 or concurrent enrollment in Bi 234. The principles, concepts and methods of molec- Bi 251, 252, 253 Bi 406 ular biology with focus on structure, biochem- Laboratory Project (Credit to be arranged.) Principles of Biology (5,5,5) istry, biosynthesis, and regulation of cellular Study of the basic principles of living organ- Bi 407/507 macromolecules-DNA, RNA, and proteins. Seminar (Credit to be arranged.) isms. The course will study both plants and ani- Topics covered include the nature and structure Selected topics in biology. mals and topics will include cell structure, ener- of the genes, regulation and expression of gy production synthesis, nutrition, genetics, genes, molecular aspects and regulation of Bi 410/510 Selected Topics (Credit to be arranged.) evolution, classification, excretion mechanisms translation, DNA replication and repair, mutage- of response, reproduction and development, nesis, cell signaling, the cell cycle and an intro- Consent of instructor. and ecology. Lab investigations will use labora- duction to the molecular basis of cancer. Bi 412/512 tory, field study, and special readings. Four Recommended prerequisites: Bi 341 and 336. Animal Behavior (4) hours lecture and one 3-hour laboratory. An evolutionary approach to the study of animal Bi 341 Recommended prerequisite: Ch 221, 227 or Introduction to Genetics (4) behavior. The importance of ecological, physio- concurrent enrollment in Ch 221, 227. A study of the mechanism of biological inheri- logical, and social variables will be examined in Bi 299 tance. One 2-hour recitation period. relation to the behavior of the individual animal. Special Studies (Credit to be arranged.) Recommended prerequisite: one year of biologi- Recommended prerequisites: one year of intro- Bi 301, 302, 303 cal science. ductory biology and upper-division standing. Human Anatomy and Physiology (4, 4, 4) Bi 343 *Bi 413/513 Fundamental principles of microanatomy, Genes and Society (4) Herpetology (6) macroanatomy, genetics, embryology, and physi- Explores the principles of genetics, molecular Study of the distinguishing features, anatomy, ology, as applied to the human organism will be biology, and biotechnology within social and physiology, origins, evolution, and ecology of presented and correlated to provide a compre- historical context. Emphasis on the ethical amphibians and reptiles. North American hensive understanding of man as a functionally issues arising from the intersection of genetics, species are emphasized. Two 2-hour lectures, integrated biological entity. One 3-hour labora- technology, and society, with attention to the two 2-hour laboratories. Recommended prereq- tory period. A previous course in chemistry is role of gender, race, and class in the formation uisite: Bi 387. recommended. Recommended prerequisite: one and application of scientific knowledge. *Bi 414/514 year of college biological science. Ornithology (6) Bi 357 *Bi 326 General Ecology (4) Study of the evolution, diversity, ecology, physi- Comparative Vertebrate Embryology (5) The study of the interrelationships of plants and ology, and behavior of birds. Two 2-hour lec- Comparative study of the development of repre- animals with their environment. Emphasis is on tures and one 3-hour laboratory. The laboratory sentative vertebrates, including the cellular mech- basic ecological principles and concepts, not on emphasizes species identification and exposes anisms responsible for early morphogenesis. One current environmental problems. Recommended students to techniques used in museum and 4-hour laboratory period. Recommended prereq- prerequisite: one year of biological science. field studies. Students are required to conduct a uisite: one year of introductory biology. research project outside of scheduled laboratory *Bi 360 time. Recommended prerequisite: Bi 387. *Bi 328 Introduction to Marine Biology (3) Comparative Vertebrate Anatomy (5) Introduction to the marine environment and its Bi 415/515 Mammalogy (6) Gross dissection and comparison of organ sys- life forms. Survey of organismal diversity with tems in representative vertebrate forms. Two 4- emphasis on structural and physiological adap- Study of the diversity, characteristics, evolution, hour laboratory periods. Recommended prereq- tations to the marine realm. Recommended pre- structure, function, distribution, and life habits uisite: Bi 252. requisite: one year of biological science. of mammals. North American Species are C OLLEGE OF L IBERAL A RTS AND S CIENCES 93

emphasized. Two 2-hour lectures, two 2-hour and phylogenetic relationships. Recommended *Bi 442/542 laboratories. Recommended prerequisite: Bi 387. prerequisite: Bi 341, Bi 426. Plant Physiology (3) *Bi 416/516 *Bi 428/528 Biochemical activities of plants, photosynthesis, Marine Mammals (6) Human Genetics (4) and respiration. Course is intended to be taken Study of the distinguishing features, classifica- The organization of the human genome, pedi- in sequence with Bi 441. Recommended prereq- tion, origins, evolution, physiology, anatomy, gree analysis, gene mapping, chromosome uisite: Bi 441. behavior, ecology, and status of groups of marine abnormalities, sex determination, and gene Bi 450/550 mammals. Two 2-hour lectures, one 3-hour labo- defects (metabolic and hemoglobin). Topics are Phylogenetic Biology (4) ratory. Recommended prerequisite: Bi 387. discussed from the point of view of clinical Study of the history of life’s diversification Bi 417/517 applications and current research. through the use of phylogenetic trees, with a Mammalian Physiology (4) Recommended prerequisite: Bi 341. focus on how genes, organisms, and traits have Physiology of the mammalian cardiovascular, Bi 429/529 evolved. Includes hands-on computer analyses respiratory, renal and digestive systems with Conservation Biology (4) of DNA sequences. Recommended prerequi- emphasis on homeostatic control and integra- Examination of the principles of conservation sites: Bi 424, 426. tion of these systems in normal and pathophysi- biology and applications of theory to conserva- *Bi 451/551, 452/552 ological states. Recommended prerequisite: tion issues, globally and in the Northwest. Parasitology (4, 4) upper-division physiology course. Recommended prerequisites: Bi 341, 357, Study of the biological inter-relationships of para- Bi 418/518 387, 426. sites and their hosts. An introduction to the mor- Comparative Animal Physiology (4) Bi 430/530 phology, physiology, and life cycle of representa- Physiology of metabolic, respiratory, circulatory, Theory of Recombinant DNA Techniques (3) tive parasites. One 3-hour laboratory period. excretory, muscle, and nervous systems with Lectures on the principles and theory of recom- Recommended prerequisite: two years of biology. emphasis on a comparative ecological approach. binant DNA and molecular cloning techniques. *Bi 453/553 Recommended prerequisite: upper-division Topics will cover use of restriction and other Biology of Aging (3) physiology course. DNA modifying enzymes, host-vector systems, The study of molecular and structural changes *Bi 419/519 DNA fragment and plasmid isolation tech- in animals as a function of age. Emphasis is on Animal Physiology Laboratory (4) niques, gene mapping, subcloning techniques, the basic biological factors which limit life-span. Laboratory experiments on the physiology of in vitro mutagenesis, cDNA and genomic Recommended prerequisites: Bi 336 or bio- animals from the cell through organismic levels. cloning, screening of clones, blot hybridiza- chemistry, Bi 487. Two 3.5-hour laboratory periods. tions, DNA transfection and use of reporter Bi 455/555 Recommended prerequisite: Bi 336, 417 or 418. genes, DNA sequencing and PCR. Histology (6) May be concurrent. Recommended prerequisite: Bi 338. Systemic study, description, and identification Bi 421/521 Bi 431/531 of histological structures. Two 3-hour laboratory Virology (4) Recombinant DNA Techniques periods. Recommended prerequisite: two years A study of the classification, structure, genetics, Laboratory (2) of biology. molecular biology of replication, cell interac- Laboratory of recombinant DNA and molecular Bi 456/556 tions, and host response of representative cloning techniques. Corequisite: Bi 430/530. Developmental Biology (4) groups of bacterial, plant, and animal viruses, *BI 432/532 Explores basic principles of how organisms and the medical aspects of important human Plant Diversity and Evolution (5) develop from a fertilized egg into a complex, viruses. Recommended prerequisite: Bi 338. Study of the morphology, structure, and life his- multicellular adult. Focuses on contemporary *Bi 422/522 tory of green algae, bryophytes, and vascular issues in developmental biology, including pat- Comparative Vertebrate Endocrinology (4) plants from an evolutionary point of view. Two tern formation, morphogenesis, determination, Neuroendocrine and endocrine mechanisms in 2-hour lectures and one 3-hour laboratory. and differentiation in vertebrates and inverte- vertebrates with an emphasis on the comparative Recommended prerequisite: Bi 253 brates. Recommended prerequisite: Bi 336, 341. physiology and morphology of endocrine systems. *Bi 433/533 *Bi 461/561 Recommended prerequisites: Ch 336, Bi 253. Morphology of Vascular Plants (4) Freshwater Invertebrate Zoology (5) Bi 423/523 Study of the gross morphology, development, A survey of the major groups of freshwater Microbial Ecology (4) and structure of roots, stems, leaves, and flowers invertebrates with emphasis on benthic inverte- Study of the interaction of microorganisms with from an evolutionary point of view. One 3-hour brates and invertebrate groups used as biologi- each other and plants and animals; soil and laboratory. Recommended prerequisite: Bi 330. cal indicators. Two 3-hour laboratories; field aquatic systems; microbial evolution; cycles of *Bi 434/534 work outside of class hours. Recommended pre- matter; biodegradation and microbial pest con- Plant Anatomy (5) requisites: Bi 251, 252, 253. trol. Recommended prerequisite: Bi 480. Study of the structure of meristems, cells, tis- Bi 462/562 Bi 424/524 sues, and tissue systems of roots, stems, leaves, Neurophysiology (4) Molecular Genetics (4) flowers, and fruits from the developmental and Lectures covering the basic anatomy of the ver- The nature of the gene and its mode of action, comparative standpoint. One 3-hour laboratory. tebrate central nervous system (CNS) and the organization of the genetic material, and the Recommended prerequisite: Bi 330. cellular bases for resting, graded and action regulation of gene action. Recommended pre- Bi 435/535 potentials. Also, chemical and electrical signal- requisite: Bi 338. Plant Systematics (4) ing between cells of the nervous system is dis- Study of angiosperm classification, diversity, and cussed, including pharmacological intervention Bi 426/526 in the CNS. Lastly, several model systems for Evolution (4) evolutionary relationships. Methods of phyloge- integrative neuroscience are described including Examination of micro- and macroevolutionary netic analysis and current hypotheses regarding the visual and somatosensory systems, learning, patterns in the evolution of life, with an angiosperm phylogeny are emphasized. Lab will memory, and simple motor pattern generators. emphasis on the mechanisms of evolution. One focus on the form and floral structure of about Recommended prerequisite: Bi 336. 2-hour recitation period. Recommended pre- 30 local plant families. One 3-hour laboratory. requisite: Bi 341. Recommended prerequisite: Bi 330. Bi 463/563 Bi 441/541 Sensory Physiology (4) *Bi 427/527 An exploration of the range of animal senses Evolutionary Genetics (4) Plant Physiology (5) with lecture and discussion of the principles of An introduction to population genetics theory An introduction to the metabolic activities of sensation and sensory communication in gener- and an examination of the genetic techniques plants. Two 3-hour laboratory periods. al, and the detailed physiology of transduction that are used to look at populations, speciation, Recommended prerequisite: Bi 336 or one term of biochemistry. for mechanical, electromagnetic, chemical, noci- 94 P ORTLAND S TATE U NIVERSITY

ceptive, and thermal senses. Recommended pre- Bi 487/587 *Bi 593 requisite: Bi 462/562. Immunology and Serology (4) Cytogenetics (3) *Bi 471/571 The study of resistance to infectious disease and Structure and function of chromosomes, mitosis Plant Ecology (4) the properties and behavior of antisera formed and meiosis, the major chromosomal changes of A study of the interrelationships between plants within an animal in response to foreign antigenic plant and animal evolution. Recommended pre- and their environment with emphasis upon indi- substances. Recommended prerequisite: Bi 480. requisite: Bi 341 or equivalent. vidual adaptation and community dynamics. Bi 488/588 *Bi 594 One 3-hour laboratory period. Recommended Microbiology Laboratory (2) Cytogenetics Laboratory (1) prerequisite: Bi 357 or equivalent. Techniques in microbiology, including staining Normal and aberrant forms of nuclear division; *Bi 472/572 and microscopy, isolation and maintenance of major techniques in preparation of chromo- Natural History (3) bacteria, counting techniques, and methods for somes for microscopic examination. One 2-hour A study of plant and animal interrelationships, a wide range of physiological and morphologi- laboratory. Recommended prerequisite: current emphasizing maintenance of proper field records, cal tests. Corequisite: Bi 480/580. enrollment in Bi 593. identification, distribution, and ecology of verte- Bi 489/589 *Bi 595 brates in Oregon. Includes one two-hour laborato- Microbiology Physiology Laboratory (1) Advanced Topics in Genetics (2) ry. Recommended prerequisite: one year of biology. Application of the principles of microbiology in New developments in genetics. Topics to Bi 473/573 the laboratory. One 3-hour laboratory period. include current research in the areas of genetics, Field Sampling (4) Recommended prerequisite: concurrent with Bi human genetics, evolutionary genetics, and An introduction to the methods commonly 481/581. molecular genetics. Recommended prerequisite: employed for collecting and interpreting ecolog- Bi 503 Bi 341. ical data. One 3-hour laboratory. Recommended Thesis (Credit to be arranged.) *Bi 596 prerequisite: Bi 357. *Bi 543 Advanced Topics in Evolution (2) *Bi 476/576 Advances in Plant Physiology (3) New developments in evolution. A study of one Population Biology (4) Lectures and discussions on selected topics in or more advanced topics relating to the patterns A study of classical and modern theories of the plant physiology; evaluation of current trends in and processes of microevolution and macroevo- growth and regulation of natural populations of this field. Recommended prerequisite: Bi 442 (or lution. Recommended prerequisite: Bi 426. plants and animals. Emphasis will be placed on concurrently). May be repeated once for credit. *Bi 597 quantitative models. Topics will include: age- *Bi 585 Advanced Topics in Mammalogy (3) specific population growth; population growth Advances in Microbiology (3) Study of one or more advanced topics in mam- in a limited environment; competitive and pred- Analysis of new developments in microbiology malogy. ator-prey interactions; biotic diversity; data col- including metabolic pathways, anaerobic sys- Bi 598 lection and mathematical modeling of actual tems, mechanisms of pathogenicity, and the Graduate Research Prospectus (3) populations. Recommended prerequisite: Bi 357. exploitation of microorganisms to generate Each student develops and presents a thesis Bi 480/580 products for mankind. Recommended prerequi- prospectus. The prospectus is to include a Microbiology (4) site: Bi 480. review of the literature and a detailed statement Fundamental concepts and techniques of micro- *Bi 590 of significance, specific aims, research design, biology. The general principles of microbial cell Advanced Comparative Physiology (4) and methods. All entering biology graduate stu- structure and function, physiology and biochem- Advanced topics and current research on vari- dents (M.S.T., M.A./M.S. and Ph.D.) are istry, growth, survival, classification, and diversi- ous aspects of comparative physiology. required to take this course. ty are emphasized. Recommended prerequisites: Recommended prerequisites: Bi 417 or Bi 418 Bi 599 Bi 336 and Bi 338. Corequisite: Bi 488/588. and Bi 419. Graduate Grant Writing (3) *Bi 481/581 *Bi 591 Each student is required to write a major grant Microbial Physiology (3) Advances in Phycology (2) proposal based on their research prospectus. All Physiology and biochemistry of microorganisms. Lectures, seminars, discussions. Recent biology graduate students (M.S.T., M.A./M.S. Modern contributions to microbiology empha- advances in phycology with an emphasis on and Ph.D.) are required to take this course. sized. Micro- and macro-molecular anatomy of cultivation, morphology, physiology, genetics, Recommended prerequisite: Bi 598. microbial cells; energy metabolism, biosynthetic and sexuality of algae. Recommended prerequi- Bi 601 pathways and their regulation, kinetic and molec- site: Bi 445. Research (Credit to be arranged.) ular aspects of growth, genetics, evolution, and *Bi 592 Bi 603 ecology. Recommended prerequisites: Bi 480, 488, Advanced Topics in Marine Mammals (2) Thesis (Credit to be arranged.) and either Bi 336 or one term of biochemistry. A study of one or more advanced topics in Bi 604 *Bi 486/586 marine mammals; covering new developments Cooperative Education/Internship Pathogenic Bacteriology (4) in regard to their evolution, physiological and (Credit to be arranged.) Study of bacteria pathogenic to humans and anatomical adaptations, echolocation, popula- Bi 605 their relationship to infectious disease. tion structure and dynamics, and behavior. Reading and Conference Emphasis on the biochemical mechanism of Recommended prerequisite: Bi 416. (Credit to be arranged.) infection and laboratory diagnosis. Pass/no pass only. Recommended prerequisite: Bi 480. Bi 607 Seminar (Credit to be arranged.) Bi 610 Selected Topics (Credit to be arranged.) C OLLEGE OF L IBERAL A RTS AND S CIENCES 95

Black Studies

308 Neuberger Hall candidates enrolled in the Black Studies BSt 221 Introduction to African American Literature 503-725-3472 major must meet the 60-credit minimum. Three courses chosen from ...... 12 www.blackstudies.pdx.edu Courses taken under the undifferentiated BSt 302 African American Experience grading option (pass/no pass) are not in the 20th Century B.A., B.S. BSt 305 African History, Before 1800 Minor acceptable toward fulfilling the major requirements in the area of specialization. BSt 306 African History, 1800-Present Postbaccalaureate Certificate BSt 362 African Prehistory At least 30 of the total 60 credits required The Department of Black Studies is an aca- BSt 412 Oregon African American History for the major or 45 of the total credits pre- BSt 413 Slavery demic interdisciplinary unit within the sented for graduation must be taken in BSt 414 Racism College of Liberal Arts and Sciences. The residence at Portland State University. A BSt 417 African American Family primary focus is in the social sciences and minimum 2.50 GPA is required in courses BSt 419 African American Women in America BSt 421 African American Writers liberal arts. The Department of Black taken for the major. Studies is devoted to the exploration and BSt 424 African American/African Core courses Credits Culture in Cinema analysis of the history, politics, and culture BST 202 Introduction to Black Studies ...... 4 BSt 430 African American Political Thought of African people in the United States, the Lower Division Black Studies courses ...... 12 BSt 440 Caribbean Studies Caribbean, and Africa. It seeks to objec- Upper Division electives in Black Studies BSt 470 African Art tively explore the black experience, to illu- selected in consultation with major adviser BSt 484 African American Community and spread over the geographic and thematic Development minate the contributions of African people specializations of Africa; African-American (USA), Eight adviser-approved credits chosen from related to world culture, and to provide an alter- Caribbean/Latin America...... 32 courses within departments in the College of Adviser approved non-Black Studies Liberal Arts and Sciences...... 8 native to traditional approaches to the Upper Division electives ...... 12 Total credits for minor 28 study of world history that have bypassed Total 60 Requirements for certificate. A B.A. or the African experience. ◆ A maximum of 16 lower division cred- B.S. is a prerequisite for a certificate in The objectives of the Department of its in Black Studies may be applied to black studies. Candidates for the black Black Studies include providing compre- the major studies certificate must satisfy the require- hensive learning programs aimed at greater ◆ Of the 32 upper division Black Studies ments outlined below. Completion of 36 understanding by all people of the black electives a minimum of 4 credits must credits is required for the certification in experience, past, present, and future. be taken from each of the three areas black studies. It is recommended that of The Department of Black Studies seeks of specialization within the depart- these 36 credits, 24 credits be Department to expose students from all cultural, reli- ment: Africa, African-American (USA), of Black Studies course offerings. Twenty- gious, and ethnic backgrounds to academ- Caribbean/Latin America four credits will be upper-division courses ic experiences beyond those generally ◆ Of the upper division Black Studies within an area of specialization construct- found in traditional college curricula. electives a minimum of 24 credits ed with the consent of the adviser and The program will provide students with must be taken under the graded approval of faculty. a general historical background of the option 1. Completion of 12 credits of lower- black experience in Africa and the Western ◆ Upper division Black Studies courses division courses with consent of adviser hemisphere, as well as provide detailed may be substituted for some or all of and approval of faculty. These 12 credits examination of cross-cultural and multi- the non-black studies electives must relate to black studies areas of spe- ethnic dynamics in the contemporary requirement with Adviser approval social-political context. Elective Courses cialization listen below. In addition, this program will enhance (Adviser-approved credits in other disciplines. 2. Completion of 24 credits of upper- May also include upper-division Black Studies the students ability to function in current courses outside area of specialization) division courses in an area of specializa- job markets that serve multi-cultural and Fr 435 Francophone Literature 20th Century (4) tion within a program constructed with multi-ethnic populations, particularly Geog 363 Geography of Africa (4) consent of adviser and approval of faculty. where the black experience is crucial. It Mus 374 World Music (Africa) (4) Areas of specialization include: will also give students a competitive Soc 337 Minorities (4) ◆ Black culture and civilization (history, WS 330 Women of Color in the United States (4) advantage in obtaining careers in those art, music, literature, etc.) Intl 471 Understanding ◆ areas and within communities that interact International Experience (4) Black social development (sociology, with African, African American, and Ling 471 Understanding political science, psychology, etc.) International Experience (4) Caribbean cultures. All courses used to satisfy certificate Sub-total 12 requirements need not be black studies Admission requirements Total 60 courses, but can include appropriate Requirements for minor. To earn a courses in other departments as Admission to the department is based on minor in black studies a student must approved by an adviser. Students may general admission to the University. See complete 28 credits (12 credits of which focus on the American, Caribbean, or page 39 for more information. must be taken in residence at PSU), to African experiences. include the following: Courses taken under the undifferentiated Program requirements Credits grading option (pass/no pass) are not Two courses chosen from: ...... 8 acceptable toward fulfilling certificate Requirement for major. In addition to BSt 203, 204 Introduction meeting the general University degree to African-American History requirements. requirements for completing a B.A. or B.S., BSt 206 Introduction to Caribbean Studies BSt 211 Introduction to African Studies 96 P ORTLAND S TATE U NIVERSITY

Languages. There are no special language contacts between the African and European ence within the broader context of mainstream requirements for a Black Studies certificate. worlds from ancient times to the present. developments in American life and history. However, students interested in travel to Special consideration will be given to develop- BSt 305 Africa, the Caribbean, or South America are ing the student’s skill to re-examine traditional African History, Before 1800 (4) encouraged to acquire skills in African lan- historical concepts and information from the An upper-division course designed to survey perspective of the black experience. guages, French, Spanish, or Portuguese. the history of the African continent from the BSt 206 period of European exploration to the eve of Introduction to Caribbean Studies (4) colonialism. Using a lecture/discussion format, Center for Interdisciplinary examination of the historical the course will examine the impact of the and cultural experience of the circum-Caribbean European presence on African institutions and Black Studies regions. Special attention will be given to issues trade, and the relative importance of the envi- 308 Neuberger Hall in the creation of multicultural society, such as ronment, technology, and indigenous social sys- 503-725-3472 the dynamics of resistance and the interplay of tems on the transformation of African society cultural identity and political domination. prior to 1800. This course is the same as Hst Established in 1969, the Center for Black BSt 207 312; course may be taken only once for credit. Studies at Portland State University facili- Introduction to Race, Class, and Gender (4) Prerequisite: BSt 211. tates the study of the past and present Provides theoretical foundation to examine the BSt 306 experiences of black America. origins of the categories “race,” “gender,” and African History, 1800-Present (4) Among the goals of the center is to act as “class” as used in African diasporic societies. An upper-division course designed to survey the a forum between faculty members and stu- Analyzes social, political, economic, and cultur- history of the African continent from 1800 to the dents of different disciplines who share an al phenomenon as they are influenced by con- present, with emphasis on the colonial period, interest in black studies; to collect and dis- structed categories. Focus on how the intersec- independence and post-independence. This tions of identities function at the individual, course is the same as Hst 313; course may be seminate information which accurately societal, and structural levels. taken only once for credit. Prerequisite: BSt 211. reflects and helps improve the black expe- BSt 211 BSt 319 rience; and to link the University and Introduction to African Studies (4) Traditional Cultures of Africa (4) black communities by maintaining an An introductory course designed to provide stu- Survey of African cultures. Some of the main fea- active role in community service. dents with an understanding of methods and tures examined include: environment and peo- The center provides the University and sources used by the historian of the African past. ple, oral traditions, time and seasons, naming the broader community with cultural Museum visits, guest speakers, and films will and numbering systems, language and communi- activities and the stimulation of an exciting supplement the lecture format. In addition to a cation systems, religious, political and legal insti- and enlightening intellectual atmosphere survey of major themes and issues in the history tutions, music, dance, and family. Recommended in the Portland community, contributing of the African continent, the course will consider prerequisite: BSt 211 or Sophomore Inquiry. to greater understanding and cooperation the rise of complex societies, indigenous African BSt 342 towns, agricultural and technological achieve- Black Feminism/Womanism (4) between races. A lecture series brings to ments, African state systems, and the impact of the campus and the Portland community Examines the historical evolution of black femi- international trade and Islam on Africa. nist theory. Starts with emancipation or slave black speakers of different disciplines and BSt 214 narratives and ends with contemporary manifes- philosophies who have made notable con- Introduction to Contemporary Race and tations of black feminism, such as hip hop femi- tributions to society. The center promotes Ethnic Relations (4) nism; will redefine feminist resistance in the national and international activities in this Introductory examination of the origins and context of race and gender. Analysis of the plu- area through the generation of grants, pro- manifestations of the socio-historical concept of ralism within black feminism including black posals, and programs that combine race. Critical theory approach is used to analyze lesbian feminism, womanist theology, and radi- University staff, money, and expertise with the manner in which race has been interpreted cal black subjectivity. Examines the people and resources from the government and the and its influence on the socio-political relations organizations that shaped black feminist between races and ethnic groupings. Particular private sector. thought and the black liberation movements. emphasis on topical race issues in the literature *BSt 351, 352 which pertain to categorization, gender, culture, African American Literature (4, 4) and political economy. A study of African American literature from its Courses *BSt 221 oral and folk beginnings to the present. Introduction to African Prerequisite: BSt 221 or Eng 256. Courses with an asterisk (*) are not offered every year. American Literature (4) BSt 199 BSt 362 An overview of African American fiction, poetry, African Prehistory (4) Special Studies (Credit to be arranged.) drama, and expository prose. BSt 202 Methods, sources of evidence, and the results of Introduction to Black Studies (4) *BSt 261 the study of prehistoric cultures of Africa from Historical and theoretical underpinnings of The African American the earliest traces until the first written records; Economic Experience (4) black studies as an inter- and multidisciplinary it includes human origins (physical and cultural The role of African-Americans in the American field in the arts and humanities. Introduced evolution), the earliest civilization, peopling of economic system. Employment, wage differen- through exemplary scholarship in African, Africa, migrations, earliest settlements, origins tials, welfare payments, and the ghetto economy African American and Caribbean studies. What of agriculture and metallurgy. Prerequisites: BSt are examined. makes a specialization unique within the acade- 211, Anth 102. my and its applicability to other disciplines. BSt 302 BSt 396 African American Experience Research Methodologies in Black Studies (4) BSt 203, 204 in the 20th Century (4) Introduces students to qualitative research Introduction to African An upper-division course designed to examine American History (4, 4) methods in the humanities and social sciences. the history of the black experience in the 20th An introductory sequence designed to provide Exploration of research methods including, but century. Primarily a discussion-reading format students with a factual framework and concep- not limited to, interviewing, content analysis, augmented with speakers and films. Special con- tual foundation to analyze the history of the archival research, library research, Internet sideration will be given to developing in the stu- black race in the New World. Primarily a lec- research, and participant-observation. Special dent the skill to re-examine traditional concepts ture-discussion format augmented with speak- attention will be paid to how to conduct and approaches to the study of the black experi- ers and films, the course will trace the pertinent research in marginalized communities. C OLLEGE OF L IBERAL A RTS AND S CIENCES 97

BSt 399 *BSt 414/514 *BSt 422/522, 423/523 Special Studies (Credit to be arranged.) Racism (4) African Fiction (4, 4) BSt 401 A survey of the pertinent social-psychological Readings in African fiction in regional, cultural, Research (Credit to be arranged.) literature on individual and cultural forms of generational, and gender contexts. Prerequisites: Consent of instructor. racism in America. The rationalizations, One previous African American literature course BSt 404 processes and machinery of oppression as con- and 12 additional literature credits. Cooperative Education/internship structed by white European and American gov- BSt 424/524 (Credit to be arranged.) ernments which control and exploit the African American/African BSt 405 resources of non-white peoples will be exam- Culture in Cinema (4) Reading and Conference ined. Special attention will be paid to the theo- An examination of the treatment accorded black (Credit to be arranged.) retical social-psychological explanations of culture and individuals in the evolution of the Consent of instructor. black/white differences. Prerequisites: BSt 207, cinema industry. Coverage will include review BSt 406/506 211, or 214, UnSt 212. and analysis of classic film productions from the Overseas Experience (4) *BSt 416/516 infancy of Hollywood through to the black Provides community-based learning in an inter- African American Urban urban films of the modern period. Emphasis national context through immersion in depart- Education Problems (4) will focus on the relationships between racial mental programs in Africa and/or the Course examines the education systems in major stereotypes and the creation of majority culture Caribbean. The fee-based programs provide stu- cities being inherited by African-Americans. The perceptions of the black experience. dents with rich, multicultural environments in relationship between public and private educa- Prerequisite: upper-division standing. which to learn and serve international commu- tion will be studied for impacts on African- BSt 425/525 nities. Students will be asked to apply for Americans. Educational system response to Black Cinema: the 1970s (4) admission to the overseas programs focused in African American enrollment will be discussed. Examination of the treatment of Black themes, the Caribbean and Africa. Moreover, pertinent literature, e.g., the Coleman issues and characterization during the decade of BSt 407/507 Report, Jensen’s thesis, and others will be intro- the 1970s in the cinema industry. Particular Seminar (Credit to be arranged.) duced with respect to their overall effect on the attention will be focused on the genre of the Consent of instructor. curricula available to the African American blaxploitation film as an industry response to child. Topics of concern include community the rapidly shifting social and racial dynamics of BSt 408 control, citizen involvement, alternative educa- Workshop (Credit to be arranged.) American culture as the Civil Rights era wound tion forms, race relations, faculty-staff responses, Consent of instructor. down. Prerequisite: upper-division standing. modern trends, etc. Prerequisite: junior, senior, BSt 426/526 BSt 409 or graduate-level standing. Practicum (Credit to be arranged.) Contemporary African American Cinema (4) Consent of instructor. *BSt 417/517 Examination of the treatment of Black themes, The African American Family (4) issues, and characterization in the contemporary BSt 410 A review of the present-day life-styles of African cinema industry. Particular attention will be Selected Topics (Credit to be arranged.) American families in the United States. Special focused on the development of new Black actors, Consent of instructor. attention is placed on cultural variations by directors, and producers. The impact of these *BSt 411/511 class as they relate to the African American fam- new factors in the industry will be analyzed for African American History Seminar (4) ily. A careful study of the appropriate social sci- the influence they have on the traditions of cine- This course will provide an in-depth analysis of ence literature commonly used to describe the ma history relative to the Black experience. critical topics and issues in African American African American family will provide more Prerequisite: upper-division standing. history. The focus will be topical rather than accurate insights. Prerequisite: BSt 207. chronological and the approach will emphasize BSt 427/527 *BSt 419 African American Films and Film Makers (4) specific periods, individuals, or relevant devel- African American Women in America (4) Examination of films made by African- opments for a concentrated treatment in a semi- Designed to investigate the evolution of the Americans from the early years of cinema histo- nar environment. African American woman from slavery to the ry down through contemporary films. BSt 412/512 contemporary period. African American Examination will include a focus on the internal Oregon African American History (4) women’s agency will be examined in the anti- structure and content of the films as well as An examination of the black experience in slavery, suffrage, club, civil rights, nationalist, consideration of the larger social, cultural, eco- Oregon history. The course will include coverage black feminist, and current movements for nomic, and political context of the society in of the slavery controversy in early Oregon devel- social justice. Prerequisite: BSt 207. which the films were produced. opment as well as the individual contributions *BSt 420/520 of blacks to the growth of the state. Additional *BSt 430/530 Caribbean Literature (4) African American Political Thought (4) topics will include the black migration of World A selection of poetry and fiction from the An examination in-depth of the political theory War II, Vanport flood, and various legislative English and French speaking Caribbean (in of African American leaders in America between actions related to black status in Oregon. translation where necessary). Prerequisites: One 1850-1920 and the impact of that thought on *BSt 413/513 previous African American literature course and American political thought. Prerequisite: con- Slavery (4) 12 additional literature credits. sent of instructor. An examination of the institution which has *BSt 421/521 played a central role in establishing the status BSt 440/540 African American Writers (4) Caribbean Studies (4) and position of the modern black population in A concentrated examination of significant Interdisciplinary examination of historical or American society, both in physical and psycho- African American literary figures and their cultural issues in the Caribbean experience. logical terms. The course will attempt to put impact on American arts and letters. The course Emphasis will be on issues and dilemmas relat- information and understandings of slavery in will identify each term a particular author or lit- ed to the creation of a multicultural society. the proper and accurate context of an institu- erary period of writing and then read, analyze, Prerequisite: BSt 211 or 206. tion which has been a part of the human expe- and discuss the major works and the back- BSt 450/550 rience since the ancient world and which has a ground information of that period. Special con- legacy and implications far beyond the racially Topics in African/Caribbean History sideration will be given to the relationships And Culture (4) associated perceptions usually attached to it. between the topic of focus and the larger The approach will be through the comparative In-depth exploration of selected topics in spheres of American and world writing. African and/or Caribbean cultural history. analysis of the numerous forms the institution Prerequisites: BSt 221; Eng 107, 108, 253, 254. of slavery has assumed in human history. Special attention will be given to thematic issues Prerequisites: BSt 206, 211, Hst 101, 102. of broad application to the understanding of cultural interaction, continuity, and change. 98 P ORTLAND S TATE U NIVERSITY

*BSt 464 comparative analysis of pre-colonial, colonial activities required to meet the challenges of Minority Business Perspectives (4) and post-colonial circumstances will be con- teaching, working, or doing research in an This course is designed to prepare the student ducted. Prerequisites: BSt 211. international/intercultural setting. Prerequisite: for a role as a proprietor of an enterprise, as an BSt 470/570 upper-division or postbac academic standing. administrator in a related public or social African Art (4) All linguistics students must register for Ling agency or to conduct research in an economic Examination of selected African art forms, 471/571 which includes a zero-credit lab, how- area which has very special problems and con- styles, and traditions. Emphasis on the context ever, this course is also offered as Intl 471. straints for the minority entrepreneur or profes- of the art and artist, and their relationship to Course may only be taken once for credit. sional. The traditional elements of small busi- politics and society in African history. *BSt 484/584 ness operation will be examined within the Prerequisites: ArH 204, 205, 206, BSt 211. This African American framework of reference, progressing from basic course is the same as ArH 470/570; course may Community Development (4) organization and feasibility studies through be taken only once for credit. Designed to investigate processes of community marketing, governmental contracting, contract development for their application to urban compliance, and special governmental assis- BSt 471 Understanding African American communities. Topics include tance to minorities. the International Experience (4) community development, community organiza- *BSt 467/567 Examination of communication-based dimen- tion, ghettos as colonies, citizen participation, African Development Issues (4) sions of an international or intercultural experi- roles of change agents, social planning, and An examination of the causes of poverty and ence, including teaching English to speakers of social change implications. Prerequisite: consent underdevelopment of the African continent. A other languages. Development of strategies and of instructor.

Chemistry

262 Science Building II offered on a regular basis. A wide variety Ch 227, 228, 229 General Chemistry Laboratory ....3 503-725-3811 of other courses in the program are Ch 320, 321 Quantitative Analysis...... 6 Ch 334, 335, 336, 337, 339 Organic Chemistry .....17 www.chem.pdx.edu/ designed to offer fundamental training for Ch 426, 427 Instrumental Analysis...... 6 students majoring in chemistry or for stu- B.A., B.S. Ch 436, 437 Spectrometric Analysis or Ch 411 Chemical Bonding or Minor dents in other science areas, such as biology or health-related occupations. Ch 412 Advanced Inorganic Chemistry...... 4 Secondary Education Program Ch 440, 441, 442, 443, 444, 445 Physical M.A., M.S., M.A.T. and M.S.T. The curriculum, faculty, library, and facil- Chemistry...... 19 (Science/Chemistry) ities of the department are approved by the Approved 400-level chemistry courses† ...... 6 Ph.D.—Environmental Sciences and American Chemical Society. Graduating Total in chemistry 73 Resources: Chemistry chemistry majors are eligible for certifica- One year of physics with calculus tion to become members of the ACS after with laboratory ...... 15 Calculus through Mth 253 or equivalent ...... 16 two years of professional experience. Undergraduate Total in other fields 31 Option II: Biochemistry Credits programs Admission requirements Ch 221, 222, 223 General Chemistry...... 12 Ch 227, 228, 229 General Chemistry Laboratory ....3 Chemistry is the study of the reactions of Admission to the department is based on Ch 320, 321 Quantitative Analysis...... 6 atoms and molecules, the stuff from which general admission to the University. See Ch 334, 335, 336, 337, 339 Organic Chemistry .....17 people and their physical environment are page 39 for more information. Ch 416, 417 Physical Chemistry for the Biosciences...... 8 made. With a relatively small knowledge Ch 426, 427 Instrumental Analysis...... 6 of atoms and molecules, it is possible to Degree requirements Ch 490, 491, 492, 493 General Biochemistry...... 15 † have a considerable understanding of Requirements for major. A student major- Approved 400-level science electives ...... 6 many chemical phenomena we see and ing in chemistry is required to take a mini- Total in chemistry 73 One year of physics with calculus use. A comprehensive knowledge of chem- mum of 70 credits in the subject and will with laboratory ...... 15 istry is essential for the person who wishes take courses in the core areas of general Calculus through Mth 253 or equivalent ...... 12 to help solve the problems of today— chemistry, analytical chemistry, organic Bi 251, 252, 253...... 15 problems of illness and disease, problems chemistry, physical chemistry, inorganic Total in other fields 42 of wise use of our resources—and for the chemistry, and biochemistry. For transfer All courses used to satisfy the departmental person who wants to do basic research in students, a minimum of 20 credits in major requirements, whether taken in the chemistry or who wants to work in the upper-division chemistry courses must be department or elsewhere, including cours- chemical industry. earned at PSU. es from supporting departments (e.g., The Department of Chemistry is commit- In addition to meeting the general mathematics, physics, and biology), must ted to maintaining a teaching program of University degree requirements, the major be graded C- or above, with a combined excellence at the undergraduate level as in chemistry must meet the following GPA of 2.25 or higher, except for those well as having a strong graduate program. departmental requirements: major course requirements offered only on Courses tailored for the student desiring Option I: Chemistry Credits a pass/no pass basis (e.g., General only an introduction to the field are Ch 221, 222, 223 General Chemistry...... 12 Chemistry Laboratory). If an unsatisfactory

† May include two credits of graded Ch 401 if taken over two terms. C OLLEGE OF L IBERAL A RTS AND S CIENCES 99

grade is received in an upper-division mended that additional physics courses be page 39 for more information. Students course offered in the Department of taken in preparation for eventually adding should also apply directly to the depart- Chemistry, a student will be allowed to a physics endorsement to the license. ment. Contact our office or check the Web retake the course to improve their grade Courses should be taken for differentiat- site, www.chem.pdx.edu for application only once. ed grades, except those offered only on a forms and other information. A student will be certified by the American pass/no pass basis. A positive departmen- Chemical Society and is eligible to become a tal recommendation for admission to the Degree requirements member of the society after graduation, if the fifth-year teacher-education program will student is following Option I, and if the depend on at least a C- in all chemistry University master’s degree requirements are 400-level chemistry electives include Ch and physics courses, as well as a combined listed on page 69; requirements related to the Environmental Sciences and Resources 411, Ch 490 (or Ch 350), and a lab course 2.25 GPA for these courses. that includes at least 30 clock hours (includ- Doctoral Program are given on page 124. ing Ch 401 and 406). Specific departmental requirements are list- Requirements for a minor. To earn a ed below and in the graduate handbook. minor in chemistry a student must com- Graduate programs Master of Arts or Master of Science. plete the courses outlined below; at least The Department of Chemistry offers grad- Prior to initial course registration in the 10 credits of these must be taken in resi- uate work leading to the following M.A./M.S. program, the student must take dence at PSU. degrees: Master of Arts or Master of entrance examinations in those areas of chemistry represented in the student’s pre- Credits Science; Master of Arts in Teaching or Ch 221, 222, 223 General Chemistry...... 12 vious coursework. Any three of these Master of Science in Teaching (Science); examinations must be passed by the end of Ch 227, 228, 229 General Chemistry Laboratory ....3 and Ph.D. in environmental sciences and Ch 320, 321 Quantitative Analysis...... 6 the first three academic terms of residence. Ch 334, 335, 336, 337, 338 Organic Chemistry or resources/chemistry. The candidate must complete a mini- Ch 327, 328, 331, 332 Elements of Organic The M.S. program is designed for the mum of 45 credits in approved graduate Chemistry...... 12-16 student who wishes to pursue a career as a And one of the following: courses. Of these, 6 credits of coursework Ch 416 or 440 Physical Chemistry professional chemist or a scientist in other must be outside of the major area of inter- or Ch 350 or 490† Biochemistry...... 4 allied disciplines. The program involves est but within the Department of Total 37-42 work in advanced courses with training in Chemistry. All students participate in a Courses taken under the undifferentiat- research techniques. An integral part of one-term course entitled Seminar ed grading option (pass/no pass) are not the program is the individual research Preparation as well as present to the acceptable toward fulfilling department project and thesis. department one seminar on an acceptable minor requirements (except for Ch 227- The M.A. program is designed for the topic. For the M.A., if the student has not 229). student who wishes to obtain an successfully completed two academic years advanced degree in chemistry, but for of German, Russian, or French at the SECONDARY EDUCATION PROGRAM whom the time commitment of a tradi- undergraduate level, the student must Adviser: G. Shusterman tional research degree (M.S.) is not feasi- show competence by examination. Students who plan to obtain a teaching ble due to (typically) employment obliga- Each candidate for the M.S. degree in license with an endorsement to teach tions. The M.A. program involves chemistry must complete a thesis. The chemistry at the high school level should advanced coursework, a literature project, thesis, an experimental or theoretical complete a baccalaureate degree with a and a seminar presentation. research project resulting in an original major in chemistry (preferred) or in gener- The M.A.T./M.S.T. is offered to provide contribution to chemical knowledge, must al studies/science. The degree program scientific training for teachers in secondary be defended in an oral examination. The should include the following courses: schools. The program is composed of examination is not restricted to the thesis material alone but may cover any aspect of Credits courses intended to increase the sophisti- chemistry or related fields. Ch 221, 222, 223 General Chemistry...... 12 cation of the student in chemical princi- Master of Arts in Teaching or Master of Ch 227, 228, 229 General Chemistry Laboratory ....3 ples and to acquaint the student with cur- Ch 320, 321 Quantitative Analysis...... 6 Science in Teaching. The College of rent techniques in teaching methods. Ch 334, 335, 336, 337, 338 Organic Chemistry or Liberal Arts and Sciences offers the Ch 327, 328, 331, 332 Elements of Organic The program leading to the Ph.D. in M.A.T/M.S.T. degrees in Chemistry...... 12-16 environmental sciences and resources/ Ch 416 or 440 Physical Chemistry Science/Chemistry. In consultation with chemistry combines basic training in a or Ch 350 or 490 Biochemistry...... 4 the graduate adviser, the student should particular chemical discipline with courses Subtotal 37-41 establish the degree program before the Ph 201, 202, 203 or and seminars relating to environmental completion of 15 credits of coursework. 211, 212, 213 General Physics ...... 9-12 topics. Students complete the program Ph 204, 205, 206, or The program must include a minimum of prepared to pursue a career in chemistry 214, 215, 216 Physics Laboratory ...... 3 45 credits in approved graduate courses, or a career more directly related to envi- Subtotal 12-15 to include a minimum of 24 credits in the ronmental science or environmental prob- Chemistry or Physics elective ...... 3-4 area of concentration. At least 9 credits, lems. The program is part of the Total 52-60 but no more than 15 credits, must be in Environmental Sciences and Resources Those majoring in general studies/sci- education courses. In order to fulfill Doctoral Program in the College of Liberal ence are advised to strengthen their prepa- requirements for the degree, the student Arts and Sciences. For more information, ration for teaching by taking additional must satisfactorily complete the degree see page 124. chemistry and physics courses as their program and pass both a final written degree programs permit. Consult with the examination and a final oral examination. secondary education adviser for suitable Admission requirements Doctor of Philosophy in environmental courses. Chemistry teachers in many Admission to the department is based on sciences and resources. In addition to the schools also teach physics, so it is recom- general admission to the University. See program requirements listed on page 124,

† Ch 490 requires the Ch 334, 335, 336 Organic Chemistry sequence as a prerequisite. 100 P ORTLAND S TATE U NIVERSITY

the candidate must pass entrance examina- †Ch 227, 228, 229 Ch 338 tions as in the M.A./M.S. program and the General Chemistry Laboratory (1, 1, 1) Organic Chemistry Laboratory II departmental comprehensive examination. Laboratory work to accompany General Chemistry (nonmajors) (2) (Ch 221, 222, 223). Concurrent enrollment in the Part two of the laboratory work to accompany The candidate must satisfy a seminar the sequence Ch 334, 335, 336. One 4-hour requirement as in the M.A./M.S. program. appropriate lecture course is recommended. One 3-hour laboratory. Pass/no pass only. laboratory period. Not open to chemistry Additional requirements are delineated in majors. Recommended prerequisites: Ch 337. Ch 250 the graduate handbook. Nutrition (4) Concurrent enrollment in the lecture course is Nutritive value of foods from the standpoint of recommended. newer scientific investigations; nutritional Ch 339 Courses requirements for normal human beings; selec- Organic Chemistry Laboratory II tion of an optimal diet for health; present-day (chem majors) (3) All courses in chemistry will be taught with the problems in nutrition; recent trends in Part two of the laboratory work to accompany assumption that the student has successfully com- American dietary habits. the sequence Ch 334, 335, 336. More extensive pleted all recommended prerequisites. Ch 284, 285, 286 laboratory course than Ch 338; required for Courses with an asterisk (*) are not offered every year. General Chemistry chemistry and biochemistry majors. Two 4-hour Workshop I, II, III (1, 1, 1) laboratory periods. Recommended prerequisites: Students registering for labs must attend the first Optional peer-led problem-solving sessions Ch 337. Concurrent enrollment in the lecture lab meeting. † designed to promote the success of students in course is recommended. Ch 104, 105, 106 Ch 221, 222, 223 general chemistry sequence. Ch 350 Introductory Chemistry I, II, III (4, 4, 4) Corequisite: corresponding lecture course Biochemistry (4) A survey of chemistry for students in nursing, in Ch 221, 222, 223. Pass/no pass only. Biochemistry for students having a limited back- allied health fields such as dental hygiene, in ground in physical chemistry. Recommended forestry, and in the liberal arts. This course is not Ch 320 prerequisites: Ch 229 and 332 or 336. intended for science or engineering majors. Must Quantitative Analysis (4) be taken in sequence. Prerequisite for Ch 104: Fundamental principles of quantitative analyti- *Ch 355 two years of high school algebra or Mth 95. cal chemistry. Recommended prerequisites: Biochemistry of Women (3) Ch 223 and 229. Structure, synthesis, mode of action, and effects of †Ch 107, 108, 109 Introductory Chemistry Laboratory Ch 321 female sex hormones. Relationships between I, II, III (1, 1, 1) Quantitative Analysis Laboratory (2) developmental, mature functional, and Laboratory work to accompany Ch 104, 105, Basic quantitative analytical laboratory work menopausal phases of woman’s life and hormonal 106 respectively. Concurrent enrollment in the including volumetric and instrumental meth- balance. Effect of female hormones upon glucose appropriate lecture course is required. Ch 107, ods. Recommended prerequisites: Ch 320 or utilization, fat metabolism, bone metabolism, 108; one 2-hour laboratory period. Pass/no pass concurrent enrollment. energy balance, and mental function. Biochemistry only. Ch 109: one 3-hour laboratory period. Ch 327, 328 of pregnancy and lactation. Prerequisite: one year *Ch 160 Elements of Organic Chemistry of college chemistry or biology. Physical Science (4) Laboratories I, II (2, 2) †Ch 360 An integrated survey of fundamental principles of Laboratory work to accompany the sequence of Origins of Life on Earth (4) physics and chemistry. The course is designed for Ch 331, 332. One 4-hour laboratory period. Scientific description of the chemical events students majoring in fields other than chemistry, Recommended prerequisites for Ch 328: leading to life on the Earth. Current and past physics or geology who wish a broad view of the Ch 327. Concurrent enrollment in Ch 331 or theories of how life arose and experiments that principles of several physical sciences needed. 332 respectively is recommended. support these ideas will be presented. Cultural Elementary algebra is used in this course. ‡Ch 331, 332 and societal issues surrounding the origins of Elements of Organic Chemistry I, II (4, 4) *Ch 167 life will also be discussed. Recommended pre- Physical Science Laboratory (1) Chemistry of the carbon compounds, the requisites: one college-level course in biology, Optional lab work to accompany Ch 160. aliphatics, aromatics, and derivatives. The corre- chemistry, geology, or physics. Enrollment in the laboratory requires concur- sponding laboratory courses are Ch 327, 328. *Ch 371 rent or prior enrollment in the lecture. One 2- Recommended prerequisites for Ch 331: Environmental Chemistry (4) hour laboratory. Ch 223; concurrent enrollment in Ch 327 is Current environmental problems. Stratospheric recommended. Recommended prerequisites for *Ch 170 ozone, greenhouse effect, photochemical smog, Ch 332: Ch 331; concurrent enrollment in particulates, acid rain, and trace metals, water Fundamentals of Ch 328 is recommended. Environmental Chemistry (4) resources, pollution, and treatment; oil spills; A course designed to increase the scientific ‡Ch 334, 335, 336 solid waste disposal; hazardous chemicals. knowledge of the non-science major. The inter- Organic Chemistry I, II, III (4, 4, 4) Recommended prerequisites: one term of col- action between science and society, the nature A comprehensive study of the chemistry of the lege chemistry. of matter and chemical reactions. Energy, radia- compounds of carbon. Meets chemistry and *Ch 375 tion, and nuclear power. biochemistry major requirements. The corre- Environmental Chemistry Laboratory (1) sponding laboratory courses are Ch 337, 339 Optional laboratory work to accompany Ch 199 for chemistry and biochemistry majors, and Ch Special Studies (Credit to be arranged.) Environmental Chemistry (Ch 371). Concurrent † 337, 338 for non-chemistry majors. enrollment in Ch 371 is required. One 2-hour Ch 221, 222, 223 Recommended prerequisites: Ch 223. General Chemistry (4, 4, 4) laboratory. Concurrent enrollment in the laboratory course Fundamental basis of chemistry for science, is recommended. Ch 384, 385, 386 engineering and health professional students Organic Chemistry (such as predental, premedical, premedical Ch 337 Workshop I, II, III (1, 1, 1) technology and veterinary students). Organic Chemistry Laboratory I (2) Optional peer-led problem-solving sessions Concurrent enrollment in Ch 227 for Ch 221, Part one of the laboratory work to accompany designed to promote the success of students in Ch 228 for Ch 222, and Ch 229 for Ch 223 is the sequence of Ch 334, 335, 336. One 4-hour Ch 334, 335, 336 organic chemistry sequence. recommended. Recommended prerequisite for laboratory period. Concurrent enrollment in the Corequisite: corresponding lecture course Ch Ch 221: Mth 111 or concurrent enrollment. lecture course is recommended. 334, 335, 336. Pass/no pass only. High school chemistry or equivalent is recom- Ch 399 Special Studies mended. Recommended prerequisite for Ch (Credit to be arranged.) 222: Ch 221; for Ch 223: Ch 222.

† A maximum of 16 credits will be allowed for first-year chemistry. Students will be allowed credit for only one first-term, one second-term, and one third-term course. First- year chemistry courses are Ch 104, 105, 106; and Ch 221, 222, 223. Cannot be used to satisfy requirements toward either the chemistry minor or major. ‡ Ch 331, 332 duplicate to some extent Ch 334, 335, 336. No more than 12 credits will be allowed in organic chemistry lecture. C OLLEGE OF L IBERAL A RTS AND S CIENCES 101

Ch 401/501 Ch 426/526 materials chemistry. Topics include nonmolecular Research (Credit to be arranged.) Instrumental Analysis (4) inorganic solids (semiconductors, superconduc- Consent of instructor and chair of department. Theory and application of modern instrumental tors, sols, and gels), thin polymeric films, magnet- Credit will only be awarded after filing in the methods, including UV-visible, fluorescence, ic and photonic materials. Equal emphasis is department office a well-written, detailed report atomic absorption and emission, infrared, nuclear placed on synthesis and physical characterization. approved by the instructor and the department magnetic resonance, and mass spectrometry; Recommended prerequisites: Ch 338 or 339. chair. Ch 501 pass/no pass only. potentiometry and voltammetry; gas and liquid ‡Ch 460/560 Ch 404/504 chromatography, and capillary electrophoresis. Prebiotic Chemistry (4) Cooperative Education/Internship Ch 427/527 Reaction pathways for the abiological production (Credit to be arranged.) Instrumental Analysis Laboratory (2) of molecules involved in biological information Ch 405/505 Laboratory work to accompany Ch 426/526. flow. Recommended prerequisite: completion or Reading and Conference One 4-hour laboratory period. concurrent enrollment in Ch 492/592. (Credit to be arranged.) *Ch 430/530, 431/531 ‡Ch 470/570 Consent of instructor and department chair. Ch Advanced Organic Chemistry (4,4) 505 pass/no pass only. NMR Spectroscopy (4) Advanced treatment of general organic reactions Nuclear magnetic resonance spectroscopy theo- Ch 406 and structure; emphasis on bonding, stereo- ry and practice. Basic quantum theory of mag- Chemical Preparations chemistry, the correlation of structure and reac- netic moments, the semi-classical vector model (Credit to be arranged.) tivity, scope and mechanisms of organic reac- of spins, and the product operator formalism Methods of synthesis of compounds in the fields tions classified by reaction type. Recommended will be applied using a variety of NMR spectro- of inorganic, organic, or biochemistry. Maximum: prerequisites: Ch 336, 442/542, or 417/517. scopic techniques. Recommended prerequisite: 6 credits. Recommended prerequisites: consent Ch 436/536 Ch 417 or 442. of instructor and chair of department. Spectrometric Analysis (3) ‡Ch 471/571 Ch 407/507 Ultraviolet, infrared, nuclear magnetic reso- Biological NMR Spectroscopy (4) Seminar (Credit to be arranged.) nance and mass spectrometry in the analysis of Nuclear magnetic resonance spectroscopy molecular structure. Recommended prerequi- Consent of instructor. Ch 507 pass/no pass only. (NMR) of biological systems. The basic theory sites: Ch 336 and 339. Ch 410/510 of NMR, its application to complex biological Selected Topics (Credit to be arranged.) Ch 437/537 molecules and complexes. Recommended pre- Consent of instructor and chair of department. Spectrometric Analysis Laboratory (1) requisite: Ch 470/570. Ch 411/511 Use of infrared spectrometers and nuclear magnetic resonance spectrometers. One 3-hour lab- Ch 490/590 Chemical Bonding (4) Biochemistry: Structure and Function (4) oratory period. Recommended prerequisites: Ch Atomic orbitals, ionic bonding, valence bond First term of a three-term course for students 436/536 or concurrent enrollment. theory, molecular orbital theory, crystal field preparing for professional biochemical work. theory, and introduction to coordination theory. *Ch 438/538 Structures of biological molecules and assem- Recommended prerequisites: Ch 223, Ph 203, Advanced Spectrometric Techniques (3) blies, including proteins, nucleic acids, and Mth 253, and Ch 417 or Ch 442. Use of the mass spectrometer in analysis of lipids, and how these structures give rise to their organic molecules. Discussions of high resolu- biological functions. Recommended prerequisite: *Ch 412/512 tion infrared and nuclear magnetic resonance Advanced Inorganic Chemistry (4) Ch 336. Recommended pre- or corequisites: Ch spectroscopy and their applications to molecu- Ligand field theory, coordination chemistry, 416 or 440/540, Ch 320/321, and Bi 253. lar structure. Recommended prerequisites: Ch transition metals, organometallic chemistry, 436/536 and Ch 437/537. Requires concurrent Ch 491/591 acids and bases, nonaqueous solvents, and enrollment in Ch 439/539. Biochemistry: Enzymology descriptive chemistry of the elements. and Metabolism (4) Recommended prerequisites: Ch 223, Ph 203, *Ch 439/539 Second term of a three-term course for students Mth 251 and Ch 417 or 442. Advanced Spectrometric Laboratory (1) preparing for professional biochemical work. Laboratory work to accompany Ch 438/538. Basic principles of enzyme catalysis and mecha- Ch 416/516, 417/517 One 3-hour laboratory period. Requires concur- Physical Chemistry nism, the chemistry and energetics of the pri- rent enrollment in Ch 438/538. mary metabolic pathways responsible for life, for the Biosciences I, II (4, 4) ‡ Intended primarily for students in the biological Ch 440/540, 441/541, 442/542 including glycolysis/glyconeogenesis, citric acid sciences and allied medical health fields. The Physical Chemistry (4, 4, 4) cycle, lipid and amino acid metabolism, oxida- emphasis is on the application of modern physical The study of thermodynamics, phase and chem- tive phosphorylation, and photosynthesis. chemistry to problems of biological interest. Ch ical equilibria, solutions, electrochemistry, reac- Recommended prerequisite: Ch 490/590. tion rates and mechanisms, quantum mechanics, 416 includes the study of heat, work, energy, Ch 492/592 entropy, vapor pressure, chemical equilibrium, and spectroscopy, electron transport, molecular mod- Biochemistry: Nucleic Acids and Biological transport phenomena. Ch 417 covers chemical eling and statistical mechanics. Recommended Information Flow (4) and enzyme kinetics, quantum chemistry, photo- prerequisites: Ch 320, Ph 213, and Mth 253. Third term of a three-term course for students chemistry, and spectroscopy. Courses must be ‡Ch 443/543 preparing for professional biochemical work. taken in sequence. Recommended prerequisite: Computational Chemistry (3) Structure and function of nucleotides and Ch 320, 321, a year of general physics with calcu- The study of programming methods, statistical nucleic acids. Biochemical detail of DNA repli- lus, and two terms of calculus. Recommended analysis of experimental data, and numerical cation, RNA transcription, and protein transla- prerequisites: Ch 223 and Ch 229. methods of common importance in physical tion. Recommended prerequisites: Ch 490/590 chemistry. Concurrent enrollment in Ch and 491/591. *Ch 418/518 440/540 recommended. Advanced Chemistry Laboratory (4) Ch 493/593 Advanced techniques and their use in the †Ch 444/544, 445/545 Biochemistry Laboratory (3) preparation of compounds. One lecture; two 3- Physical Chemistry Laboratory (2, 2) Introduction to general techniques of biochem- Laboratory work to accompany Ch 441/541, hour laboratory periods. Recommended prereq- istry including purification and characterization 442/542. One 4-hour laboratory period. uisites: Ch 338 or 339. of enzymes. One 4-hour laboratory period, plus Recommended prerequisites: Ch 321 and con- one hour of lecture. Recommended prerequisite: *Ch 424/524 current enrollment in Ch 441/541, 442/542 Ch 491/591 or concurrent enrollment. Laboratory work to accompany Ch 424/524. respectively. Two 3-hour lab periods. Requires concurrent *Ch 494/594, 495/595 †Ch 451/551 Biochemistry Laboratory (2, 2) enrollment in Ch 424/524. Materials Chemistry Laboratory (3) Advanced laboratory projects carried out on an A suite of laboratory experiments in modern

† Alternate years. ‡ Carries graduate credit only for nonchemistry degrees. 102 P ORTLAND S TATE U NIVERSITY

individual and group basis. Two 3-hour laboratory *Ch 623 *Ch 664 periods. Recommended prerequisite: Ch 493/593. Advanced Instrumental Analysis (3) Quantum Chemistry (3) Ch 503 Application of instruments to chemical research Principles of quantum mechanics with applica- Thesis (Credit to be arranged.) and analysis with emphasis on modern spectro- tions to chemical systems. Prerequisite: Ch Pass/no pass only. metric techniques. One lecture; two 3-hour lab- 442/542. oratories. Prerequisite: Ch 426/526. Ch 601 *Ch 665 Research (Credit to be arranged.) *Ch 633 Statistical Thermodynamics (3) Pass/no pass only. Organic Synthesis (3) Foundations of the subject with application to Organic reactions, mechanisms and stereochem- the equilibrium thermodynamics of gases, liq- Ch 603 istry with application to multi-step synthesis. uids, and solids. Prerequisite: Ch 664. Thesis (Credit to be arranged.) Recommended prerequisite: Ch 431/531. Pass/no pass only. *Ch 666 *Ch 634 Solution Thermodynamics (3) Ch 604 Advanced Topics in Organic Chemistry (3) Partial molar quantities, activities, stability theo- Cooperative Education/internship (Credit to be arranged.) Current topics such as stereochemistry, natural rems, thermodynamics of surfaces. Prerequisite: products, pericyclic reactions, carbonium ions, Ch 663. Ch 605 Reading and Conference heterocyclic and polycyclic compounds, organic *Ch 670 (Credit to be arranged.) photochemistry. As subject matter varies, course Atmospheric Chemistry (3) Pass/no pass only. may be repeated with consent of instructor. Physical chemistry of the earth’s atmosphere, Recommended prerequisite: Ch 431/531. Ch 607 including global chemical budgets, atmospheric Seminar (Credit to be arranged.) *Ch 635 thermodynamics, photo-chemical reactions in Pass/no pass only. Physical Organic Chemistry (3) the lower and upper atmosphere, chemical Modern concepts of physical-organic chemistry properties of aerosols, and global climate Ch 610 and their use in the study of mechanisms of change. Prerequisite: Ch 442/542. Selected Topics (Credit to be arranged.) organic reactions and reactivities of organic com- *Ch 693 *Ch 615 pounds. Recommended prerequisite: Ch 431/531. Selected Topics in Inorganic Chemistry (3) Enzyme Structure and Function (3) Current topics in inorganic chemistry such as *Ch 660 Chemical and physical properties of enzymes; advances in oxidation, solution chemistry, and Selected Topics in Physical Chemistry (3) energetics, kinetics, and mechanism of enzymat- fluorine chemistry. As subject matter varies, Current topics in physical chemistry such as ic reactions. Prerequisite: Ch 492/592. course may be repeated with consent of instruc- irreversible thermodynamics, advanced topics in CH 694 tor. Prerequisite: Ch 411/511. spectroscopy, group theory, and kinetics. As Nucleic Acid Structure and Function (4) subject matter varies, course may be repeated Comprehensive examination of nucleic acid *Ch 620 with consent of instructor. Prerequisite: consent Selected Topics in Analytical Chemistry (3) structure-function relationships at the molecular of instructor. Current topics in analytical chemistry such as level. Geometry of DNA and RNA will be pre- chromatographic theory and methods, electro- *Ch 661 sented, along with the impact this has on gene analytical methods, electrochemical kinetics and Photochemistry (3) expression. DNA structural thermodynamics and analytical applications of spectroscopy. As sub- An introduction to the chemistry of the interac- RNA-directed catalysis will also be covered. ject matter varies, course may be repeated with tion of light with matter. Absorption and emis- Prerequisites: completion of a full year of under- consent of instructor. Prerequisites: graduate sion of light, photochemical and photophysical graduate-level biochemistry (Ch 490, 491, 492). standing and consent of instructor. processes, photochemical kinetics and mecha- *Ch 695 nisms. Reactivity of excited states of molecules Advances in Biochemistry (3) *Ch 621 and atoms. Prerequisite: Ch 441/541. Advanced Analytical Theory (3) Current topics in biochemistry such as neuro- Modern methods of analysis and their applica- *Ch 662 biochemistry, membrane structure, differentiation to the analytical chemistry of elements. Chemical Kinetics (3) tion, metabolic regulation, bioenergetics, nucle- Prerequisites: Ch 425/525 and 442/542. Chemical kinetics in the gas phase and in solu- ic acids. As subject matter varies, course may be tion, catalysis, and absolute rate theory. repeated with consent of instructor. *Ch 622 Prerequisite: Ch 442/542. Prerequisite: Ch 492/592. Trace Metal Analysis (3) Analytical methods for detecting and studying *Ch 663 *Ch 696 the chemistry of trace metals and ions, including Chemical Thermodynamics (3) Molecular Structure and Spectra (3) optical, electrochemical, X-ray, neutron activa- The laws of thermodynamics and their applica- Quantum theory applied to molecular structure tion, mass spectrometric and gas chromatograph- tions. Prerequisite: Ch 442/542. and to the interpretation of rotational, vibra- ic techniques. Use in studies of complexation, tional, electronic and magnetic-resonance spec- precipitation, redox and reaction rates of trace tra. Prerequisite: Ch 442/542. metals. Prerequisites: Ch 320, 321, 426/526. C OLLEGE OF L IBERAL A RTS AND S CIENCES 103

Chicano/Latino Studies

217 Cramer Hall Span 301, 302 Third-Year Spanish ...... 8 day life,” from traditional folklore to newly 503-725-8504 or 503-725-3956 Upper-division electives from the following (or invented customs and rituals. Popular culture is other adviser-approved electives) including at examined to reveal how Latino groups www.chla.pdx.edu least 4 credits at the 400-level ...... 12 ChLa 330 U.S. Latino Popular Culture (4) (Mexicans, Cubans, Dominicans, Puerto Ricans, Certificate in Chicano/Latino Studies ChLa 375 Southwestern Borderlands (4) etc.), reinvent their culture, heritage, and ethnic ChLa 380 Latinos, the Economy, and Politics (4) identity in the United States, and how Latinos Admission requirements ChLa 399 Special Studies (8) in the process are changing American popular ChLa 405 Reading and Conference (4) culture and national identity. Students will Admission to the department is based on ChLa 407 Seminar (4) become familiar with theories of popular cul- general admission to the University. See ChLa 408 Workshop (4) ture and get hands-on experience investigating a page 39 for more information. ChLa 410 Selected Topics (8) Latino popular culture form. ChLa 411 Chicano/Latino History (4) ChLa 375 Certificate requirements ChLa 414 Chicano/Latino Literature (4) Southwestern Borderlands (4) Chicano/Latino studies is the interdiscipli- ChLa 450 Latinos in the U.S. Education System (4) Social, economic, political organization, and nary study of social, cultural, political, Total 36 representation of the United States/Mexico bor- economic, and historical forces that have derlands. While conflict characterizes the history of the interactions among border actors, the shaped the development of the people of contemporary period reveals growing interde- Mexico and other Latin American coun- Courses pendence and economic integration. Explores tries in the United States over the past 300 ChLa 201 cultural and social formations of Anglo- years. Emphasis is on the experience of Introduction to Chicano/Latino I (4) Americans and Mexican Americans in a dynam- the Chicano and other Latinos as residents An introductory history of Latinos in the United ic contact zone, as well as the continuities and and citizens in the United States and not States. Beginning with Spanish colonization and discontinuities in popular and academic repre- in their countries of origin or descent. moving to the recent migration of Latin and sentations of the border experience. The Chicano/Latino experience predates South Americans in the 1970s, 1980s, and early ChLa 380 1990s. Special attention will be given to particu- Latinos in the Economy and Politics (4) from the mid-19th century when territories lar events that shaped and influenced the Latino belonging to Mexico were occupied by the Offers an overview of economic and political experience, such as the Mexican-American War, issues facing Latino communities in the United United States. The Chicano and other Repatriation, Bracero Program, World War II, States, with an emphasis on labor market expe- Latinos living in the United States have, War on Poverty, the Chicano Movement, and rience, the causes of poverty, and the role of over the years, developed a rich and exten- U.S. foreign policy in Latin America. political and civic organizations in shaping sive literature. They have been involved in ChLa 301 Latino ethnic identity. all aspects of American life and have made Chicano/Latino Communities (4) CHLA 390 major contributions in all areas of society. Contemporary sociological studies and theory Latinos in the Pacific Northwest (4) In comparison with long-established, recog- used to understand and explain the status of Introduction to past and present experiences of nized academic fields, Chicano/Latino stud- Chicanos and Latinos in the U.S. Topics will Mexicans and other Latin American-origin pop- ies is still developing its critical perspectives include family, gender relations, immigration, ulations in the U.S. Pacific Northwest. Attention work and employment, inter- and intra-ethnic to current population growth, including sources and the formulation and application of new and racial relations in the community. approaches and methodologies. of migration and settlement patterns. Explores ChLa 302 the present social, economic, and political status Graduates with a certificate in Survey of Chicano/Latino Literature (4) of Latinos in this region of the country. Chicano/Latino studies will have augment- A representative overview of Chicano/Latino lit- Prerequisite: ChLa 201. erature covering poetry, theater, novel, short ed their major field of study by broaden- ChLa 399 ing their scope of knowledge. They will story, and essay. The course will include literary Special Studies (Credit to be arranged.) techniques, modes of expression, trends in have gained important insight into a very ChLa 401 different culture within U.S. borders. This Chicano and Latino creativity, critical approach- Research (Credit to be arranged.) es, and will expose students to available biblio- Consent of instructor. increased awareness and insight will lead graphic resources in the field. to successful interaction on many levels of ChLa 405 ChLa 303 Reading and Conference society. Graduates also will be better pre- Chicana/Latina Experience (4) pared to enter the work force with its rap- (Credit to be arranged.) The social, political, and literary experience of Consent of instructor. idly changing demographics. women in the Chicano and Latino communi- In addition to meeting the general PSU ties. The women’s perspective and position in ChLa 407 requirements for a degree in any field, stu- historical events, community organizing, and Seminar (Credit to be arranged.) Consent of instructor. dents pursuing a certificate in Chicano/ social issues will be explored through literature, Latino studies must complete 36 credits to art, music, and social science research. ChLa 408 Workshop (Credit to be arranged.) be distributed as follows: ChLa 330 Latino Popular Culture (4) Consent of instructor. Credits Explores a wide scope of Latino popular cul- ChLa 410 ChLa 201 Introduction to Chicano/ Latino Studies I...... 4 ture: highly produced entertainment (television, Selected Topics (Credit to be arranged.) ChLa 301 Chicano/Latino Communities...... 4 radio, film, magazines); commercial and non- ChLa 302 Survey of Chicano/Latino Literature ...... 4 commercial musical and artistic expression; ChLa 303 Chicana/Latina Experience ...... 4 popular celebrations; and the culture of “every- 104 P ORTLAND S TATE U NIVERSITY

ChLa 411 ChLa 414 ChLa 450 Chicano/Latino History Seminar (4) Chicano/Latino Literature (4) Latinos in the Educational System (4) This course will take an in-depth look at the his- Examination of the works created by some of the Surveys historical and contemporary social sci- tory of Chicano/Latino experience in this country leading Chicano/Latino novelists, poets, and short ence research on the factors influencing the examining such issues as the Treaty of fiction writers from the 1960s to present day. The educational status of Latinos in the United Guadalupe-Hidalgo and its affect on Latinos. course will look at the impact of their work and States. A brief history of the Latino schooling Additional topics will include issues dealing with how it impacts how Latinos view themselves and experience serves as an introduction to current why the Puerto Rican and Cuban experience has their place in American society. Recommended issues such as bilingual education, school segre- been different than for other Latinos in this prerequisite: ChLa 203 or ChLa 302. gation, and higher education access. Special country. Recommended prerequisite: ChLa 201. attention is given to educational inequalities among Latinos and to the relationship between schooling and limited class mobility. Prerequisite: upper-division standing.

Communication† 23 Neuberger Hall Degree requirements Courses taken under the undifferentiated 503-725-5384 grading system (pass/no pass) will not be www.comm.pdx.edu All classes in the major or minor must be counted. A minimum grade of “C” is taken for a letter grade and only classes required for courses to be counted toward B.A., B.S. graded C or better will be counted toward the minor. Adviser-approved film courses Minor the major or minor. taken in Communication will also be cred- M.A., M.S. Requirements for major in communica- ited toward the major. tion studies: In addition to meeting the general University requirements, the stu- Undergraduate dent must complete a minimum of 56 Graduate program credits in communication courses. programs The Department of Communication offers ‡ Credits The Department of Communication Sp 100 Introduction to Speech Communication.....4 graduate work leading to the degrees of offers programs leading to degrees at both Sp 220 Public Speaking...... 4 Master of Arts and Master of Science in the undergraduate and graduate levels. Wr 222 or Wr 333 ...... 4 communication studies. The courses offered in communication Sp 311 Communication Inquiry...... 4 Sp 416 Theories of Communication...... 4 studies are based on the premise that an Of the required total of 56 credits in com- Admission requirements educated individual must be able to think munication, note the following restrictions: critically and analytically, comprehend ◆ Admission to the program occurs once a At least 24 must be in upper-division year. All materials are due by March 1 to political, social, cultural, institutional, communication studies courses. international, and mediated contexts, lis- ◆ be considered for fall term admission. No more than 12 credits may be Applicants must also apply separately to ten effectively, and be rhetorically sensitive counted toward the major from cours- Portland State University (see PSU website and adaptive to communicative encounters es numbered Sp 401 through Sp 409. with persons of diverse abilities, back- Requirements for minor in communica- for information and details). grounds, and situations: interpersonal, tion studies: To earn a minor in commu- For admission to graduate study, the stu- small group, organizational, political, nication studies, a student must complete dent’s background and preparation should international, media, policy, and public. 28 credits with a minimum of 16 credits at reflect an ability to pursue graduate work in The effective communicator has an under- the upper-division level. Total for Sp 404 communication studies. It is not required standing of the complexity and dynamic and Sp 409 may not exceed 8 credits. A that the applicant have an undergraduate nature of the communication process, as minimum of 12 credits must be taken in degree in communication; students with well as a sense of responsibility for the residence at PSU. undergraduate backgrounds in related dis- substance and consequences of commu- Requirements for minor in film studies: ciplines are encouraged to apply. Should nicative interaction. Students have the Students may elect to pursue a minor in film the student’s preparation be deemed inade- opportunity to apply communication skills studies, jointly offered by Communication, quate in certain areas, the student will be and concepts directly through internships English, and Theater Arts and should con- required to overcome those deficiencies in the community and other practical sult the Department adviser for a complete through formal coursework and/or directed communication activities, both in the list of courses that apply to the minor from readings. All such work is separate from classroom and in the community. offerings in Communication, English, and work toward the master’s degree. Theater Arts. A minimum of 20 adviser- Application Process. Prospective stu- Admission requirements approved credits in film studies is required. dents should check the Department web- At least 16 of these credits must be taken at site prior to applying to the program, Admission to the department is based on Portland State University from any of the March 1. Applicants submit a letter of general admission to the University. See three participating departments, and 16 introduction, a statement of purpose as to page 39 for more information. credits must be upper-division.

† Communication and Speech and Hearing Sciences are now two separate departments. ‡ The Department of Communication was formerly the Speech Communication Department. C OLLEGE OF L IBERAL A RTS AND S CIENCES 105

why they want to pursue an advanced 3. Core Coursework. Students are required Sp 215 degree in communication, official tran- to complete core coursework in communi- Introduction to Intercultural Communication (4) scripts, TOEFL and other relevant testing cation. Students may take relevant courses Designed to give a theoretical understanding of scores, three letters of recommendation, outside the department in support of their the process and role of communication (both writing samples, application forms, etc. core coursework. Courses taken outside mass and interpersonal) when faced with cul- Whenever possible the three letters of rec- the department must be approved by stu- tural differences and plurality. Provides a back- ommendation should come from individu- dent’s program adviser in order to count ground of classical theories in intercultural als closely acquainted with the applicant’s toward the requirements of the degree. communication, and in interdisciplinary areas academic career. For a list of requirements 4. Program Options. Complete one of the (cultural studies, gender studies, cultural contact the department and see the anthropology, political science, and internation- following: al development) where culture and communica- department’s website, www.comm.pdx.edu. a. Complete Thesis. Students interested All students are admitted to the program tion have been theorized. Discussions will focus in a research academic career, or who on the changing cultural terrain in the United on conditional status. Regular status and anticipate advanced graduate work leading States and upon internationalization and global- retention in the graduate program requires toward a Ph.D., may prefer to elect the ization of mass or popular culture as it impacts the satisfactory completion of 12 graduate thesis option. Each student who elects the other parts of the world. credits with a minimum grade of 3.00 or thesis option will complete a thesis and Sp 218 “B” in each course and evidence of satis- pass a final oral examination on the thesis. Interpersonal Communication (4) factory progress toward the degree. Study of communication concepts, processes, Prior to beginning work on the thesis, stu- and practices in interpersonal contexts with dents must demonstrate proficiency in rel- application of principles and concepts to actual Degree and program evant theories and research methods. interpersonal communication situations. requirements b. Graduate Communication Project. Includes situational management and behavioral All students must meet both University and Students who elect the graduate commu- repertoire development, verbal/nonverbal code features structuring conversation and relation- Department requirements to successfully nication project option will complete a communication project undertaken with ships, characteristics of functional relational sys- complete the program. We offer a Master of tems, intercultural/inter-ethnic factors. Arts and a Master of Science. The M.A. an applied focus. The project will focus on application of acquired knowledge and Sp 220 requires foreign language proficiency, while Public Speaking (4) the M.S. does not. All students must com- problem solving to actual communication Research, writing, delivery, and listening skills for plete a total of 45 grauate credits, of which situations, grounded in in-depth knowl- oral presentation in a variety of settings, includ- 39 are taken in coursework, plus an addi- edge of relevant theories, concepts, prac- ing multicultural. Equal consideration given to tional 6 credits toward the student’s thesis tices, and appropriate research competen- speech preparation and delivery with critical or project. Students electing the thesis cies review. Completion of the communi- thinking, argument forms, and audience analysis option will take Sp 503, Thesis, while stu- cation project may take place in 6 credits emphasized. Issues of speech anxiety addressed. dents electing the communication project of Sp 506 Special Project. Sp 510 Sp 227 will take Sp 506, Communication Project. Communication Consultation may be sub- Nonverbal Communication (4) Students entering this program are expect- The study of nonverbal communication as relat- stituted for 4 credits of Sp 506. ed to verbal communication. Course emphasis ed to develop an understanding and appre- c. Coursework Option. This is available on theories and typologies of nonverbal behav- ciation of the theoretical, conceptual, and only in particular situations after review by ior. Examination of the influence of such factors methodological breadth of the discipline graduate faculty. as para-language, body movement, eye behavior, and to develop expertise in the pursuit of touch space, time, and physical and social envi- particular interests in the study of commu- ronments. Course requirements include comple- nication. Students engage in research using Courses tion and report of a personal research project. critical cultural, qualitative, or quantitative Sp 230 research methods. Each student will design Courses with an asterisk (*) are not offered every year. Listening (4) a program of study in conjunction with Sp 100 Listening as an integral part of the communica- their adviser. Introduction to Communication (4) tion process. The contextual nature of compe- Overview of major topic areas in communica- Each student’s program must be based tent and incompetent listening behavior is pre- tion, including models of communication, sented. Topics include: knowing when to use upon the following courses. social uses of language, communication codes- emphatic listening instead of sympathetic listen- 1. Theory, History, and Methods. Complete verbal/nonverbal, listening and communication ing, refraining from using biased listening when a, b, and c. in interpersonal, group, intercultural, public, comprehensive listening would be appropriate. a. Sp 511 Introduction to Graduate and mass media contexts. Application of theory Opportunity to observe, assess and evaluate Studies (must be taken the fall term of the through skills development and community competent and incompetent listening behavior first year of graduate studies) focused assessments. in an extensive skill-building project. b. Sp 516 Theories of Communication Sp 199 Sp 311 Special Studies (Credit to be arranged.) (unless previously taken as Sp 416) Communication Inquiry (4) Sp 212 Introduction to the assumptions and methods of c. At least two courses in research meth- Mass Communication and Society (4) inquiry in the study of human communication. ods: Quantitative Methods of A survey of the development of print, broad- Students will learn to design and conduct practical Communication Research, Qualitative cast, film, and new communication technology research projects and improve their ability to Methods of Communication Research or as social, cultural, and economic forces in understand, evaluate, and use reports of research Critical Methods of Media Inquiry. American society. Examination of news media and scholarship encountered in future coursework 2. Areas of Emphasis. All graduate stu- and their relationship to American political and in everyday life. Prerequisite: Wr 222 or 333. dents are expected to develop a theoretical institutions. Discussion of advertising as an eco- Sp 312 competency in at least two areas of nomic and popular cultural force. Survey of Media Literacy (4) major trends in media research. Class research emphasis, to be designed in consultation Focuses on building critical skills for evaluating project examines content of contemporary com- mass media, going beyond the ways that mes- with the student’s adviser. mercial media. 106 P ORTLAND S TATE U NIVERSITY

sages represent the world to the ways that mes- Sp 324 Sp 405/505 sages and the institutions that produce them Critical Thinking and Argumentation (4) Reading and Conference actually constitute the social world. Primary A study of the relationship among evidence, rea- (Credit to be arranged.) issues include cultural domination and empow- soning, and argument. Course examines formal Consent of instructor. erment; public opinion and the legitimizing role reasoning as well as practical argument in its Sp 406/506 of the media; mass culture and ideology; cultur- actual forms and uses in everyday life. Primary Special Projects (Credit to be arranged.) al opposition; the political-economy of news emphasis upon students’ ability to analyze evi- Consent of instructor. media; and the general role of media in political dence, forms of reasoning, and arguments that Sp 407/507 socialization. Extensive in-class and small-group structure public issues of the day. Strongly rec- Seminar (Credit to be arranged.) media analysis. ommended for all communications majors. Sp 408/508 Sp 313 *Sp 329 Workshop (Credit to be arranged.) Communication in Groups (4) Oral Presentation and Performance (4) Sp 409/509 Focuses on communication processes in small, The oral interpretation of the literature of prose Practicum (Credit to be arranged.) decision-making groups. Students examine the and poetry. Concerned with the study of mean- Sp 410/510 relation between actual communicative behav- ing in selected pieces of literature, and the devel- Selected Topics (Credit to be arranged.) iors of group members and group structure, opment of vocal skills for the effective communi- *Sp 412/512 functions, and outcomes. Topics include leader- cation of meaning to others. Projects in public Empirical Theories ship emergence and enactment, quality of prob- presentation and program development. of Mass Communication (4) lem solving strategies utilized, the impact of Sp 337 Surveys social scientific theories of mass com- socio-cultural and institutional features on small Communication and Gender (4) munication. Prerequisite: Sp 212. Stat 243, Sp group communicative practices. Theoretical Study and practice of the skills involved in com- 314, or Psy 342 recommended. application in the critical analysis of various petent communication (primarily comprehensive Sp 415/515 group settings and effective communication in listening and reading, and speaking and writing) Problems of Intercultural Communication (4) ongoing group projects. in order to separate myths, assumptions and Builds upon the theories and issues discussed in Sp 314 notions from the facts, realities and truths about the introductory course by including contempo- Persuasion (4) communication and about women and men. rary and classical literature on multicultural and A consideration of concepts, principles, and Examination of communication and gender topics intercultural communication. Identifies and ana- theories related to persuasion, and a considera- will include: the role of anger in communicating lyzes politically constructed categories of race, tion of the role of persuasive communication in about gender issues; the impact of the type of age, class, gender in society against the back- public discourse. Opportunity for practical information on discussions about gender; gender drop of debates on multiculturalism in the application of principles in student projects. Sp difference as a “catch all” explanation for gender United States. Examines these categorizations of 100 or Sp 220 recommended. problems; the facts of differences being confused race, class, etc. in their historical, social, and Sp 317 with attitudes about differences; perception of cultural context, and how those have influenced Communicating About Violence and women and men as speaking different languages mass-mediated and interpersonal communica- Children (4) and communicator behaviors as choices. tion. Uses mass media (television, radio, daily Examination of theory and practice for the Sp 340 print media, music) texts to provide examples of improvement of communication with children Interviewing (4) how we understand “difference” and “otherness” (primarily grades K-6), regarding issues of child A study of principles for effective interviewing in our daily lives. Prerequisites: junior/senior abuse (emotional, physical, sexual, and domestic with emphasis upon information-gathering, in- standing or instructor permission. violence). Professional and interpersonal con- depth interviewing. Examine interview struc- Sp 416/516 texts are addressed. Multiple communication tures, preparation of interview schedules, ques- Theories of Communication (4) issues in relationship to children and violence tion phrasing, approaches to interviewer-inter- Examines the major lines of theoretical develop- include: cultural values and beliefs, stereotypes, viewee relationship. Specific interview contexts ment in the study of human communication, as media representations, language use, nonverbal will vary among employment, performance well as examining their diverse and alternative communication, power, control and conflict. appraisal, helping, and focus group, and will be assumptive bases for theory construction and Sp 318 examined from both interviewer and intervie- critical analysis. Course offered multiple times Family Communication (4) wee perspectives. Prerequisite: upper-division each year. Prerequisites: senior-level standing. Focuses on the study of families from a commu- standing. Sp 218 recommended. *Sp 417/517 nication perspective; that is, how families cre- Sp 389 Communication and Conflict (4) ate, maintain and reinforce patterns of interac- Ethics of Human Communication (4) Examines assumptions underlying the selection of tion through daily living, story-telling and other Applies important ethical theories to communi- communicative behaviors in conflict situations, habitual forms of communication. Course cation settings and problems, including aspects and the assessment of choices for expected or applies theoretical frameworks such as family of interpersonal, group, organization, public, desired consequences. Interpersonal, group, orga- systems theory, social construction theory and Internet and mass communication, showing nizational, intercultural and international settings dialectical theory to issues of courtship and how ethics relate to all communication events. are examined. Examination of traditional and relational development, the changes in the life Reveals how communication can either validate nontraditional approaches to conflict manage- of families, and family roles. or undermine the basic humanity, dignity and ment. Required development of case study apply- *Sp 320 value of others in the communication setting. ing concepts of the course, and class presentation. Advanced Public Presentation (4) Prerequisite: junior standing, open to those out- Sp 218, 313, 314, or 324 recommended. Designed for students who have basic experi- side of communication. *Sp 418/518 ence in choosing, researching, organizing, and Sp 399 Advanced Interpersonal Communication (4) presenting speeches, and who wish to augment Special Studies (Credit to be arranged.) Theory course in which students analyze cur- their skills in being a more dynamic and effec- Sp 401/501 rent concepts and theories related to inter-per- tive public speaker. The course requirements Research (Credit to be Arranged.) sonal communication, comparing and contrast- will include several speeches presented in class, Consent of instructor. Communication ing various models and their relative adequacy one speech which must be presented in a differ- Laboratory. in representing the complexity of communica- ent setting, practice in impromptu speech mak- Sp 404/504 tion processes. The impact on actual commu- ing, as well as sharpening skills in audience- Cooperative Education/Internship (Credit nicative practices is examined. The influence of centeredness. Prerequisite: Sp 220. to be Arranged.) particular historical perspectives and contemporary issues and trends on interpersonal communication is analyzed through evaluation of C OLLEGE OF L IBERAL A RTS AND S CIENCES 107

empirical data and general cultural texts. as well as discussions of specific cases of cultur- when classifying acts of violence will provide Research project required. al and institutional communication, spoken, insight into the notion of a “public violent Sp 419 written and produced, in various industrial and mind.” Students will also examine messages in Gossip and Shop Talk: Interpersonal developing societies. Prerequisite: upper-divi- violent entertainment, news reports, Internet, Challenges in the Workplace (4) sion standing or graduate standing. and other media. This course is the same as WS Designed for students in professions where Sp 430/530 457; course may only be taken once for credit. communication competencies are central to Advanced Speaking and Listening Skills (4) Sp 503 their positions, for those interested in develop- Advanced work in the theory and practice of effec- Thesis (Credit to be arranged.) ing as communication professionals or for those tive speaking and listening, employee and client Sp 506 interested in learning about the seemingly relations, and competency assessment. Addresses Project (Credit to be arranged.) intangible factors which contribute to the casu- characteristics that differentiate effective from inef- Sp 511 ally referred to “people problem” in the work- fective communication. Develop and implement a Introduction to Graduate Studies (4) place. Assessment of positive and negative inter- model for communication skill building through Introduction to the development and scope of pretations of gossip; techniques to improve behavior modification. Recommended prerequi- the communication discipline, including a criti- communication climates. Recommended pre- site: senior or graduate standing. cal examination of the lines of inquiry and requisite: upper-division standing. *Sp 436/536 methods of investigation that shape the disci- Sp 420/520 Communication and Cognition (4) pline. Emphasis is placed on those elements of Political Communication (4) Exploration of human communication from a scholarly inquiry that enable students to An analysis of the relationship of communica- cognitive perspective. Prerequisite: graduate become competent consumers of current tion to the exercise of politics and political standing or Sp 416 (or equivalent) and consent research and contribute to their ability to con- power. Topics may include the ethics and prac- of instructor. duct original research in communication. tices of electoral politics, political ideologies, *Sp 437/537 *Sp 513 political advertising, propaganda, public opin- Urban Communication (4) Seminar: Communication in Institutional ion formation, the role of mass media as a Course utilizes a cultural, contextual approach Contexts (4) source and form of political communication, to the study of urban communication struc- Various configurations and features of institu- speech writing, public policy writing and analy- tures, processes and practices. Macro and micro tional life are examined. The impact of culture, sis, political news writing, and political cam- features are examined with the goal of under- politics, media on organizational communicative paigning. The focus is on how communication standing the role of communication in structur- structures and processes, communication con- strategies and media can be used to organize ing social life in urban environments. Relevant sultation, institutional-community interface are consent or dissent to ruling parties, representa- theories on urban life and multiple dimensions among the topics covered. Current research is tives, and ideas. Sp 212 recommended. of verbal and nonverbal communication codes examined. Students conduct an organizational Sp 422/522 are examined as they apply in urban contexts. research project. Prerequisite: graduate standing Critical Theories in Mass Communication (4) Theoretical and empirical approaches recognize or instructor permission. Repeatable for credit. Surveys critical and institutional theories of mass urban centers as dynamic multicultural environ- *SP 514 communication. Primary focus is analysis of the ments. Research project required. Prerequisites: Seminar: Topics in Communication, relationship between media and communication senior-level or graduate standing. Culture, and Community (4) Examination and analysis of human symbolic institutions and the state and other social institu- *Sp 447/547 tions. Prerequisite: upper-division standing. Communication and Aging (4) activity as the management of meaning, with Sp 423/523 Focuses on the intersecting areas of communi- the capacity to shape and influence thought, Organizational Communication (4) cation and gerontology. Ages of communicators action, and world view. Particular attention Application of communication theory to the as variables affecting the process and outcome given to assumptions regarding intent, effects, study of human interaction in the organizational of interaction. Students examine communica- meaning, understanding, and interpretation, context. Examination of the relationships tion and aging through interaction (intraperson- and their implications for studying communica- between structural variables in the organization al, interpersonal, intercultural) and through tion from modernist and post-modernist per- and informal communication channels, includ- context (organizational, family, medical.) spectives. Specific topics vary with instructor. ing analysis of leadership style, decision-mak- Student projects include interviews with elderly May be repeated for graduate credit. ing, conflict management, and computer-medi- subjects and case studies. *Sp 521 ated communication. Course requirements Quantitative Methods in Communication Sp 452/552 Research (4) include completion and report of a personal Gender and Race in the Media (4) An examination of the methods of quantitative research project. Prerequisite: upper-division Primarily examines the representations of gender empirical research in communication. Emphasis standing. Sp 218 and Sp 313 recommended. and race, including age, class and sexual orienta- is upon selected research designs, data collection *Sp 426/526 tion in various media (mainstream and alterna- and analysis, data input for computer analysis The Rhetorical Tradition (4) tive), and will examine theoretical and method- with statistical packages, results interpretation, Survey of the major contributors, themes, and ological approaches which may be used to inter- and writing reports of completed research. theory development in the 2500 year rhetorical pret these representations. In addition, considers Prerequisite: at least one course in statistics. tradition examining public discourse in the the potential impact that media institutions have management of human affairs. Among the peri- on people’s lives, political decisions and social *Sp 525 ods examined will be Classical, Enlightenment, relations. The overall aim is for students to Seminar: International Communication and Culture (4) contemporary 20th century, and post-modernist. understand how their own cultural identities Special attention given to the significance of ear- affect their media consumption and social posi- Study and analysis of the international dimensions lier treatments of rhetoric to contemporary cir- tioning. This course is the same as WS 452; of communication. Focus is on understanding the cumstances. Prerequisite: Sp 314 or Sp 324. course may only be taken once for credit. cultural and power contexts and differences among and between peoples and institutions that *Sp 427/527 Sp 457/557 establish the boundaries in the exchange of mean- Issues in International Communication (4) The Language of Violence (4) ings, values, and ideas. Emphasis is given to ques- A study of historical and contemporary theories Examination of violent language as a reflection tions of cultural, economic and political sovereign- and practices in the conduct of trans-border of culture. Students will identify violent atti- ty in the pursuit of national, regional, and person- communication. Topics may include interna- tudes, themes, contradictions, metaphors, etc. al identity and development. tional communication issues of law, diplomacy, implicit and explicit in our language. Verbal conflict, the Cold War, international organiza- abuse and verbal aggression, violent words and *Sp 528 Seminar: Communication in Relational Contexts (4) tions, mass media, information, advertising and metaphors in everyday speech, and the use of news flows, and social-economic development, descriptive language to evaluative language Advanced work in interpersonal communication theories, and concepts such as family, aging, and 108 P ORTLAND S TATE U NIVERSITY

conflict. Critique of current research in light of *Sp 533 Seminar: their implications for the conduct of rhetorical such considerations as cultural constraints, shifts Organizational Communication (4) criticism. Selected approaches to criticism in relational definitions and configurations. Examines the implications of evolving perspec- examined, along with exemplars for analysis. Research project. Prerequisite: Sp 518, graduate tives in organizational theory, as well as cultural Special attention given to critical invention, and standing or permission of instructor. factors which may influence communication to the social positioning of the critic. Students *Sp 531 processes in the organizational context. will select and examine a specific example of Qualitative Methods in Communication Different approaches to assessing organizational contemporary rhetoric. Prerequisite: Sp 511. Research (4) communication processes are considered with *SP 556 An examination of naturalistic empirical com- relevance to enhancing organizational effective- Seminar: Topics in Language, Meaning, munication research and the assumptive bases. ness and facilitating organizational transition and Interpretation (4) Particular attention given to descriptive, inter- and change. Course requirements include com- Exploration of cognitive, linguistic, and interpretive, and critical approaches for analysis, and pletion and report of a research project. pretive approaches of emerging interest in the to specific methods of participant observation, *Sp 541 study of human communication. Specific topics interviewing, and textual analysis. Critical Methods of Rhetorical Criticism (4) vary with instructor. May be repeated for gradu- examination of selected research as models for An examination of philosophical and conceptu- ate credit. Prerequisite: graduate standing. original student research. Prerequisite: Sp 511. al bases of contemporary rhetorical theory and

Economics 241 Cramer Hall Admission requirements 2.00 grade point average in work complet- 503-725-3915 ed in this department. www.econ.pdx.edu As soon as students decide to become eco- All courses used to satisfy the depart- nomics majors, they should consult the mental major requirements, whether taken B.A., B.S. department secretary for referral to the Minor in Economics in the department or elsewhere, must be appropriate adviser. Economics majors who graded C- or above. Minor in International Economics anticipate that they may do graduate work Minor in Political Economy Requirements for minor in economics. Secondary Education Program— in economics should consult their adviser To earn a minor in economics a student Social Science to develop a proper background program. must complete 28 credits (12 credits of M.A., M.S. Admission to the department is based on which must be taken in residence at PSU), M.A.T. and M.S.T. general admission to the University. See to include the following: (General Social Science) “Admissions requirements” on page 39 for Credits Ph.D. in Systems Science-Economics more information. Ec 201, 202 Principles of Economics ...... 8 Ph.D.—Participating department in Urban † Upper-division economics electives (No more Studies Doctoral Program than 8 credits of Ec 410 and 300-level courses Degree requirements other than Ec 370, 375, and 376 will be accepted The program in economics is designed to Requirements for major. In addition to for this minor. No omnibus courses other than 399 meet four major objectives: to provide a meeting the general University degree and 410 will be accepted) ...... 20 basic knowledge of economic analysis for requirements, the major in economics Total 28 the student intending to do undergraduate must meet the following departmental Courses taken under the undifferentiated work in preparation for a professional requirements: grading option (pass/no pass) are not career in business or government; to serve acceptable toward fulfilling department Credits as the core of a liberal arts program for Ec 201, 202 Principles of Economics ...... 8 minor requirements. students planning to enter business or Ec 375 Macroeconomic Theory ...... 4 Requirements for minor in international industry directly upon graduation; to pro- Ec 376 Microeconomic Theory ...... 4 economics. To earn a minor in international vide courses preparing students for gradu- Ec 370, 456, 457, 460 (any one course) ...... 4 economics a student must complete 28 cred- A minimum total of 24 credits of 300 and 400-level ate work in economics; and to present coursework, including Ec 370, 456, 457, and 460 its (12 credits of which must be taken in res- courses that offer insight into the econom- when not used to satisfy the 4-credit requirement idence at PSU), to include the following: ic problems of the day. immediately above. At least 12 of these credits Credits must be in courses numbered above 410. Ec 370 will be treated as a 400-level course, and Ec 101 Ec 201, 202 Principles of Economics ...... 8 may be counted as if it were a 300-level course, if Ec 440 International Trade Theory and Policy ...... 4 Undergraduate the student earns a B or better)...... 24 Ec 441 International Monetary Theory and Policy .4 Total in economics 44 Upper-division economics electives chosen from: 12 Mth 241 Calculus for Management Ec 442 The Multinational Enterprise programs and Social Science or in the World Economy The major in economics is required to Mth 251 Calculus I ...... 4 Ec 445 Comparative Economic Systems Stat 243, 244 Introduction Ec 446 Economic Systems of East Asia take 42 credits in economics courses, plus to Probability and Statistics ...... 8 Ec 447 Economics of Transition specified courses in mathematics and sta- Stat 366 Introduction to Experimental Design ...... 4 Ec 450 Third-World Economic Development tistics. Many majors concentrate their elec- Total in other fields 16 Total 28 tives so that they in effect establish a Total 60 Courses taken under the undifferentiated minor in business administration, engi- Majors must take a minimum of 16 cred- grading option (pass/no pass) are not neering, mathematics, or one of the other its of coursework in residence from this acceptable toward filling department fields in the social sciences. department and must maintain at least a minor requirements.

† Additional prerequisites may be required. C OLLEGE OF L IBERAL A RTS AND S CIENCES 109

Requirements for minor in political Portland State University, including theory, concerning transferred credits should con- economy. To earn a minor in political statistics, and econometrics, or present tact the departmental office for advising. economy a student must complete 28 cred- equivalent competence. Doctor of Philosophy in systems sci- its (12 credits of which must be taken in 3. Have a cumulative GPA of 3.50 in all ence—economics. The Department of residence at PSU), to include the following: graduate credit earned at accredited insti- Economics participates in the Systems Credits tutions. Science Ph.D. Program. Students interested Ec 201, 202 Principles of Economics ...... 8 in seeking a Ph.D. in systems science—eco- Ec 460 History of Economic Thought ...... 4 Degree requirements nomics should contact the Department of Economics electives chosen from:...... 16 Economics for further information. Elective Ec 101 Contemporary Economic Issues Master of Arts or Master of Science. Ec 338 The Political Economy of Latin America fields include: international economics, Students must complete an eight-course urban-regional economics, mathematical Ec 345 Marxist Political Economy core requirement, a research project, and Ec 348 The Globalization Debate economics, and economic development. Ec 410 Political Economy of Japanese three major elective courses. The research Applicants must be admitted simultaneous- Development project will normally be undertaken in the ly to the economics graduate program and Ec 410 Women and Development student’s second year of study, after com- the Systems Science Ph.D. Program. Ec 411 Cultural Economics pletion of course requirements. Ec 417 Women in the Economy Ec 419 The Economics of Race and Ethnicity Credits Ec 445 Comparative Economic Systems Core economics courses...... 32 Courses Ec 446 Institutional Economics Ec 560 History of Economic Thought (4) Ec 447 Economics of Transition Ec 576 Advanced Microeconomics (4) Courses with an asterisk (*) are not offered every year. Ec 570 Econometrics (4) Ec 450 Third-World Economic Development Economics does not allow credit for Ec 201, 202 Ec 451 Small Businesses in Developing Areas Ec 575 Advanced Macroeconomics (4) Ec 571 Advanced Econometrics (4) after credit has been earned in an upper-division Total 28 Ec 590 Applications of Advanced economics class for which Ec 201, 202 is a recom- Courses taken under the undifferentiated Macroeconomic Theory (4) mended prerequisite. grading option (pass/no pass) are not Ec 591 Applications of Advanced *Ec 101 acceptable toward fulfilling department Microeconomic Theory (4) Contemporary Economic Issues (4) Ec 595 Applied Advanced Econometrics (4) Introduction to economists’ approaches to some minor requirements. Economics electives...... 12 of the most pressing, current political and eco- SECONDARY EDUCATION PROGRAM Economics research...... 8 nomic issues. Topics will vary depending upon Ec 596 Research Project I (4) Adviser: M. King the instructor, but are likely to include the Ec 597 Research Project II (4) sources of economic development and growth, (See General Studies: Social Science on Total 52 what constitutes a desirable standard of living page 141) In order to complete the research project, and quality of life, analyses of poverty and each student must submit a written paper inequality, economic pressures on the family, and strategies for environmental sustainability. on a subject to be approved and supervised by two faculty members specialized in the Ec 201 Graduate programs Principles of Economics (4) The Department of Economics offers grad- field and methodology. (Note that field A study of the market system, involving the uate work leading to the Master of Arts and requirements have been eliminated.) essentials of demand and supply analysis; com- Master of Science degrees. The department Courses outside of economics may be petition and monopoly; labor public policy also participates in the Urban Studies used to meet the elective requirements, toward business; the distribution of income; Doctoral Degree Program. Specialized theo- subject to approval by a faculty adviser. A international trade and commercial policy; comparative advantage, tariffs, and quotas. retical and applied courses in economics, working knowledge of mathematics and when combined with urban studies general statistical methods is required for all stu- Ec 202 dents. This requirement may be fulfilled Principles of Economics (4) seminars, partially fulfill the requirements A study of factors affecting the level of national for the Ph.D in Urban Studies with an by examination or by the successful com- income: the essentials of money and banking; the emphasis in economics. The Department of pletion of courses in mathematics and sta- role of government expenditure and taxation in Economics participates in the Systems tistics approved by the department. achieving economic stability, growth, and devel- Science Ph.D. Program. Candidates for the Differential and integral calculus and lin- opment; international monetary issues including Ph.D. in Systems Science-Economics are ear algebra are highly recommended. exchange rates and the balance of payments. encouraged to enroll in advanced courses Conditionally admitted students must Ec 314 in economics, and may elect economics as fulfill all conditions within the first two Private and Public Investment Analysis (4) Examines the tools required to analyze expendi- a major or minor field of study within that terms of their program unless special exemption is granted by the department tures that yield benefits over time—invest- program. For information relating to the ments. The use of accounting documents and a Ph.D. programs, see pages 68 and 344. graduate committee. focus on the time value of money allows stu- In addition to the general requirements for dents to analyze choices in a variety of security, advancement to candidacy, the student must loan, and equipment investment decisions. Admission requirements complete 12 credits in residence work for Master of Arts or Master of Science. *Ec 315 graduate credit in economics with a GPA of Admission to the master’s program in the Economics of Sports (4) at least 3.00 and be recommended by the Department of Economics requires, in Investigates the application of economic theory graduate committee of the department. to the particular arena of sports. Emphasis is addition to the University admissions Any transferred graduate credits that sat- placed on the theories of labor, industrial organ- requirements: isfy University requirements may be ization, and quantitative methods and their 1. A minimum of a 3.00 GPA in overall applied toward major electives. Under no application to such topics as player compensa- coursework and a minimum of a 3.00 GPA circumstances can the core requirements tion and movement, stadium financing, team in economics coursework. be waived or substituted for with course- relocation, and racial discrimination. 2. Completion of the core undergraduate work from other PSU departments or from Ec 316 courses in the Economics program at other institutions. Students with questions Introduction to Health Care Economics (4) Provides an introduction to basic economic 110 P ORTLAND S TATE U NIVERSITY

concepts that are most relevant to the study of Trade Organization, environmental, third world wages; occupational segregation by gender; eco- the health care system. Examines the efficiency development and labor concerns. Applies differ- nomic differences among women due to ethnic- and equity implications of providing health care ent economic theories to explain and analyze ity, generation, and class; and policy issues with under the traditional fee-for-service system ver- globalization in the context of the evolutionary particular importance for women’s economic sit- sus providing health care under the relatively dynamics of economic development. uation. Recommended prerequisite: Ec 201. new systems of health care delivery such as Ec 375 *Ec 419/519 health maintenance organizations (HMOs), pre- Macroeconomic Theory (4) Economics of Race and Ethnicity (4) ferred provider organizations (PPOs), etc. Social accounting practices and problems. Survey of the economic history of ethnic groups Compares the American health care system to Factors influencing the levels of output, in the United States, various economic theoretical the systems employed in other developed coun- employment, and prices. Comparison of perspectives advanced to account for past and tries. Special attention will be paid to the deliv- Keynesian and pre-Keynesian thought. current experience of people of color in the U.S. ery of health care in Oregon. Fundamentals of the theory of business cycles, economy, and examination of selected economic Ec 332 economic growth, inflation. The role of govern- policy issues. Recommended prerequisite: Ec 201. Economics of Environmental Issues (4) ment in dealing with these and related prob- *Ec 420/520 Examines several local, national and global lems. Recommended prerequisite: Ec 202. Money And Banking (4) environmental issues. Students will be intro- Ec 376 Functional and empirical definitions of money duced to some basic economic concepts and Microeconomic Theory (4) and interest rates. Characteristics and role of bank tools fundamental to understanding the social, Theories of consumer behavior and demand, and non-bank financial institutions in determining economic and environmental impacts of current production and cost, the firm and market the level of money and interest rates. History of and proposed environmental policies. organization and functional income distribu- the Federal Reserve System. Instruments of mone- Ec 338 tion. Recommended prerequisite: Ec 201. tary control by the Federal Reserve. Alternative The Political Economy of Ec 399 models of monetary influence on the economy. Latin American Development (4) Special Studies (Credit to be arranged.) Recommended: Ec 201, 202. Provides students an opportunity to analyze the Ec 401/501 *Ec 425/525 political and economic complexities of develop- Research (Credit to be arranged.) Economics of Industrial Organization (4) ment in Latin America. Studies the social, politi- Consent of instructor. Study based upon the application of microeco- cal, and economic institutions that have shaped nomic theory to the analysis of firms, markets, the development process in Latin America; Ec 403 Honors Thesis (Credit to be arranged.) and industries. Search for economic explana- reviews competing theoretical frameworks; and Consent of instructor. tions for the structure of markets and for the discusses current issues such as the foreign behavior of the firms which trade in them. Ec 404/504 debt, privatization, trade liberalization, and Seeks also to explain the internal organization recurrent financial crises. Cooperative Education/internship (Credit to be arranged.) of firms and to assess the efficiency of the mar- EC 339 Ec 405/505 ket in determining organization. Recommended: Political Economy of Reading and Conference Ec 201; Ec 376 recommended. Japanese Development (4) (Credit to be arranged.) *Ec 426/526 Key topics in the economic development of Consent of instructor. Economics of Regulation (4) Japan in modern times. Investigation of politi- Ec 407/507 Study of government regulation designed to con- cal, social, and historical factors that enabled trol—or at least to influence—the performance of Japan to achieve its “miraculous” development Seminar (Credit to be arranged.) Consent of instructor. the market in specific ways. Historical and eco- since 1867 through the post-WWII era. nomic analyses of three main forms of regulation: Examination of aspects of Japan’s experience Ec 409 Practicum (Credit to be arranged.) direct regulation of monopoly and competition, that can be applicable to development issues of and social regulation to protect the environment other countries. By prior arrangement with the department, economics majors may receive a maximum of 3 and the individual. Recommended: Ec 201. Ec 340 Ec 431/531 International Economics (4) credits in their total undergraduate program for economics research done in the community in Urban Economics (4) Examines trade and financial relations among Functions of the urban economy: the market countries with an emphasis on policy perspec- conjunction with guided reading and regular consultations with the practicum instructor. sector and the public sector. Economic analysis tives. Outlines international policy options and of issues such as land use, environmental quali- the principles that govern world trade and Recommended prerequisites: Ec 201, 202, and consent of instructor. ty, transportation, housing, income distribution, financial arrangements. Regional and interna- and the organization and financing of urban tional trade organizations and currency arrange- Ec 410/510 public services. Recommended: Ec 201, 202. Selected Topics (Credit to be arranged.) ments will be discussed. Credit is not given for This course is the same as USP 431/531; course both Ec 340 and Ec 440 or Ec 441. Ec 411/511 may only be taken once for credit. Cultural Economics (4) *Ec 345 Ec 432/532 Marxist Political Economy (4) Focus is on a general theory of economic development and growth, in the conceptual frame- Environmental Economics (4) An inquiry into the contribution to social and An examination of the alternative and some- economic thought advanced by Karl Marx. work of culture and its evolution. The economic process fed by the dynamics of technological times conflicting evaluation and decision-mak- Based on reading and interpreting primary ing criteria of economics and physical sciences sources. Considers the legacy of Marx’s ideas on change is analyzed in cultural and social terms in the tradition of institutional and/or evolu- as they pertain to the material environment. An the course of history in the 20th century, and evaluation of policy alternatives. Recommended: tionary economics. This framework is relevant the potential influence in the 21st century. Ec 201, 202. and will be applied to current issues such as: Ec 348 globalization, trade, jobs and the environment, Ec 433/533 The Globalization Debate: sustainable development, corporate power, cul- Natural Resource Economics (4) Concept, History, and Theory (4) tural lags and social justice. An examination of the economic concepts and Works to clarify the meaning and conception of theories for analyzing natural resource use and globalization. Analyzes its roots from a histori- Ec 417/517 related environmental pollution, including the cal and evolutionary perspective dating from the Women in the Economy (4) economics of sustainability. Discussion of nineteenth century, on to the present and future Different economic theoretical perspectives are renewable and non-renewable natural resource prospects. Applies an interdisciplinary method- presented to account for women’s particular issues in the Pacific Northwest and policy alter- ology to present both the pros and cons of the economic roles currently and historically. natives. Recommended: Ec 201. globalization debate dealing with the World Emphasis on women’s responsibility for child rearing and housework; women’s relatively low C OLLEGE OF L IBERAL A RTS AND S CIENCES 111

Ec 434/534 Ec 442/542 Ec 450/550 Business Environmental Management The Multinational Enterprise Third-World Economic Development (4) Economics (4) in the World Economy (4) Examines problems of post-colonial legacy: Examines the economic costs and benefits that The study of the multinational (transnational) underdevelopment and persistent poverty. affect the decisions of business firms to develop enterprise as a form of direct foreign invest- Rapid population growth, uneven development, integrated environmental management systems. ment. Analysis of theories of direct investment; capital flight, dual economy, brain drain. Analysis of policy options to foster business envi- the impact of the multinational enterprise on Industrialization strategies, foreign trade, educa- ronmental management for public goods. Case the national and international economy and the tion and human capital, population slowdown, studies of selected firms. Recommended: Ec 201. relationship of such firms to the concept of the microcredit institutions, role of women. Ec 435/535 nation-state. Recommended: Ec 201, 202. Recommended prerequisites: Ec 201, 202. Public Spending and Debt Policy (4) Ec 443/543 *Ec 451/551 Analysis of the role of the state in a competitive Global Environmental Economics (4) Small Businesses in Developing Areas (4) economy. Development of decision rules for state An examination of economic forces and theories Examines role of small businesses in promoting economic action. Includes a detailed study of the to understand the causes of global environmental economic development in low income areas in principles of voting, public budgeting including problems and evaluate policy options. Primary Asia, Latin America, and Africa. cost benefit analysis and PPBS, the theory of fis- emphasis is on developing countries and coun- Entrepreneurship as motor of economic growth cal federalism and the theory and principles of tries in transition, though linkages with devel- and social transformation. Appraisal of institu- public debts. Recommended: Ec 201, 202. oped countries also considered. Topics include tions as constraints and advantages. Ec 436/536 poverty, population, economic development and Consideration of complex political environments Taxation and Income Policies (4) the environment, global warming, biodiversity affecting small business. Survival strategies of Principles and problems of government financ- protection, sustainability, and pollution control. entrepreneurs. Recommended: Ec 201, 202. ing. Critical analysis of alternative taxes as sources of public revenue with emphasis on *Ec 444/544 Ec 453/553 Economics of Green Power (4) theories of incidence and economic effect. Theory of Economic Growth (4) The economic feasibility and rationale of pro- Recommended: Ec 201, 202. Introduction to the theory of economic growth. ducing electricity using several alternative envi- This course will emphasize the theoretical basis Ec 437/537 ronmentally friendly technologies. The econom- and the models developed to measure growth Public Utility Economics (4) ic and environmental costs and benefits of and change in modern industrial societies. Examines the rationale, economic principles, and employing these technologies are identified and Recommended: Ec 201, 202. institutions of historic economic regulation. compared to the dominant technologies (coal, †Ec 456/556 Contemporary theory of the firm and microeco- oil, hydropower). Alternative policies that pro- nomic pricing are analyzed. Technological American Economic History: the First vide incentives for the adoption of green tech- changes suggest that to achieve economic effi- Century (4) nologies are examined. Recommended: Ec 201. ciency it may no longer be necessary or appro- The economic background of the War of priate to subject energy and telecommunications Ec 445/545 Independence and the seeds of the Civil War. firms to traditional utility regulation. There is Comparative Economic Systems (4) Industrialization, urbanization, and development academic enthusiasm for displacing economic Introduces the evolutionary-institutional of the frontier. Rise of big business and organized regulation with competition. Deregulation and method of analysis, incorporating history, the labor. Laissez-faire, federalism, and the gradual restructuring are explored with emphasis on legacy of ideas, and the dynamics of change emergence of the national government in eco- contemporary issues in Oregon, the Pacific over time. Using this method, we shall examine nomic policy. Changes in foreign trade and in Northwest, and the nation. In particular, difficul- economic systems of Ancient Rome, Medieval the international position of the U.S. ties in transformation to the marketplace will be Feudalism, the Laissez-Faire Market Economy, Recommended: Ec 201, 202. examined. Expert guest lecturers from the utility Fascist Command Economy, and others. †Ec 457/557 and regulatory communities will be scheduled, Recommended: Ec 201, 202. American Economic History: the 20th and contemporary scholarly literature will be Ec 446/546 Century (4) reviewed. Recommended: Ec 201, 202. Institutional Economics (4) Economic impact of U.S. involvement in World Ec 440/540 Considers the contributions of seminal thinkers War I. Postwar structural changes. Waning of International Trade Theory and Policy (4) to what is regarded as an alternate or heterodox laissez-faire. Causes of the Great Depression. Theories of international trade. Analysis of the school in economic science. Contribution of Economic policies of Hoover and Roosevelt normative aspects of trade including the gains Thornstein Veblen, John R. Commons, Wesley administrations. The New Deal reforms. World from trade and the effect of trade on economic Mitchell, Simon Kuznets, Clarence Ayres, War II and emergence of the administered sys- welfare. Examination of international trade poli- Gunnar Myrdal, and John Kenneth Galbraith, as tem. Evolution of the mixed economy and cy and issues of economic integration, econom- well as more contemporary thinkers will be growing role of the government. The industrial- ic growth, and current trade problems. explored. Institutional theory will be compared military complex. Social imbalance. Recommended: Ec 201, 202; Ec 376 recom- and contrasted with neoclassical economics, Recommended: Ec 201, 202. mended. Ec 340 and Ec 440 cannot both count and shown as a viable theory posing a formida- Ec 460/560 toward a degree or major requirements. ble challenge to the dominant paradigm of History of Economic Thought (4) Ec 441/541 orthodoxy. Neo-institutionalist challenges will Selections from the economic writings of various International Monetary also be considered. thinkers from antiquity through the Reformation. Theory and Policy (4) Ec 447/547 A survey of the work of the most important eco- Balance of payments theory including balance Economics of Transition (4) nomic theorists of the 18th, 19th, and 20th cen- of payments accounting and foreign exchange Examines the formation of the Soviet-type eco- turies including Adam Smith, Ricardo, Marx, market; theoretical models of fixed and flexible nomic system in the 1920s and 30s and its dis- Marshall, Veblen, and Keynes. Readings include exchange rate systems using both Neoclassical semination after World War II to Eastern original writings and interpretations by later and Keynesian approaches. Historical evolution Europe, China, and other selected countries. economists. Scholars will be studied in terms of of the international monetary system. Current Emphasis is placed on the history of ideas and their historical context and the contemporary international monetary policies and problems. the historical setting which gave rise to the relevance of the theories and policy recommen- Recommended: Ec 201, 202; Ec 375 Soviet model. Includes the examination of the dations. Recommended: Ec 201, 202. recommended. Ec 340 and Ec 440 cannot both internal contradictions of the model, the Ec 465/565 count toward a degree or major requirements. “unwinding” of planned socialism, and the Labor Economics and Industrial Relations (4) prospects for the move toward mixed market After a survey of the history of American labor economies. Recommended: Ec 201, 202. market institutions including unions, this course investigates the big questions in labor economic

† Also offered as Hst 438/538. 112 P ORTLAND S TATE U NIVERSITY

theory including the sources of unemployment, Ec 570 Ec 591 wage determination, and the reasons demo- Econometrics (4) Applications of Advanced Microeconomic graphic groups fare differently in the labor mar- Covers the theory and application of statistical Theory (4) ket. Also considered are appropriate policies for regression, hypothesis testing, and simulation of Applies theories of consumer and producer current developments in the labor market, such econometric models. Emphases are placed on behavior to a variety of real world problems. as increasing wage inequality, globalization, and model construction and efficient use of eco- Different sub-disciplines of microeconomics will the widespread use of new technologies. nomic data. Problems of multicolinearity, het- be covered, which may include two or three of Recommended: Ec 201. eroscedasticity, autocorrelation, and distributed the following: information economics, environmental economics, economics of regulation, EC 469/569 lags are discussed. Some familiarity with calcu- Introduction to Econometrics (4) lus, matrix algebra, and computer applications industrial organization, law and economics, nat- General survey of empirical techniques useful are assumed. Recommended: Ec 370. ural resource economics, labor economics, for economic analysis. Focus on the applications Ec 571 regional economics, urban economics, and the of mathematical tools and regression analysis in Advanced Econometrics (4) economics of contracting. For each sub-disci- economics. Quantitative topics will be intro- Advanced econometrics topics including sys- pline covered, the most important economic duced systematically with hands-on case studies tems of linear equations, panel data, nonlinear model will be discussed and a review of major and examples related to the fields of economics, models, nonparametric estimation and predic- research studies and techniques will be under- public policy, and urban studies. This course tion, and applications in consumption and pro- taken. Recommended: Ec 576. will not be counted as credit for economics duction models. Data resources available to the Ec 595 graduate students, but may be taken by graduate practicing economist will be covered. Applied Advanced Econometrics (4) students in other programs. Prerequisites: Ec Recommended: Ec 570. Covers advanced topics related to methodologi- 201, 202, Mth 251, Stat 243 and 244. Ec 575 cal issues in econometrics, with emphases on Ec 472/572 Advanced Macroeconomics (4) computation, simulation, and non-linear meth- Time Series Analysis and Forecasts (4) Theories of national income, employment and ods in econometrics. Nonlinear econometric Time series analysis, emphasizing model identi- price levels with special emphasis on recent models including Box-Cox variable transforma- fication, estimation, and forecasting. Non-sta- developments in analytical techniques and tion, autoregressive time series analysis, and tionary time series analysis includes unit root empirical findings. Recommended: Ec 375. qualitative choice models. Simulation-based and cointegration tests. Techniques of moving econometrics covers topics of Monte Carlo Ec 576 experiments and bootstrapping methods. average, differencing, and autocorrelation Advanced Microeconomics (4) Recommended: Ec 570, 571. adjustment are introduced. Diagnostic checking Theory of consumer behavior and of the firm. following the model evaluation provides the Market and multimarket equilibrium and stabil- Ec 596, 597 base model for forecasting. Recommended: Ec ity. Varieties of imperfect competition. Research Project I, II (4, 4) 370 for 472, 570 for 572. Recommended: Ec 376. Intended for graduate students to complete the Ec 480/580 field project requirement. Course activities Ec 583 include: independent reading on researchable Mathematical Economics (4) Impact Assessment (4) field-related topics; individual development of a Mathematics for economists. Applications of dif- Empirical techniques employed in measuring research project, i.e., selection of a subject and ferential calculus and matrix algebra to econom- the impacts associated with land use change. plan of study; and periodic reporting of individual ics. Topics include consumer theory, production Topics: goals achievement matrix approaches to research projects progress. Recommended: Ec 595. functions, and applied general equilibrium impact assessment; trade-offs between commu- models. Recommended: Ec 201, 202. nity and regional welfare; distance and times in *Ec 675 Ec 485/585 urban analysis; estimating the social profitability Advanced Macroeconomics II (4) Cost-benefit Analysis (4) of land development; cost-benefit analysis Extended analysis of macroeconomic theory Identification and estimation of direct and indi- applied to freeway location techniques for valu- covering static, deterministic models through rect inputs and outputs. Valuation of commodi- ation of nonpriced resources; measuring munic- recent dynamic and stochastic macro modeling. ties and of factors. Present social value and time ipal revenue and expenditure impacts; gravity Analytic tools in both theoretic and empirical discounting. Uncertainty. Recommended: Ec 376. models and transport demand estimation; eco- models are illustrated in the study of inflation, Ec 486/586 nomic base analysis for employment and popu- unemployment, growth and government policy. Project Evaluation (4) lation impact assessment; and estimating air and Recommended: Ec 575. Cost and benefit evaluation. Choice of projects. noise pollution associated with land develop- *Ec 676 Case studies related to water resources, trans- ment. Recommended: Ec 376. Advanced Microeconomics II (4) portation, and industrial projects. Ec 590 Extended analysis of microeconomic theory Recommended: Ec 376. Applications of Advanced Macroeconomic covering individual and social choice issues. Ec 487/587 Theory (4) Selected topics of interest and significance Economic Planning (4) Coverage includes current topics of interest in include but are not limited to: rational choice Aspects of the economic planning process macroeconomics. The focus is on the applica- behavior of consumers and producers, theory of including target setting, tests of feasibility, con- tions of neoclassical and Keynesian theories of the market, partial and general equilibrium sistency, optimality, and plan implementation. macroeconomic theory to a variety of real world analysis, welfare economics, and economics of Recommended: Ec 376. problems. The various sub-disciplines of macro- inflation. Recommended: Ec 576. Ec 503 economics that may be covered include: financial Thesis (Credit to be arranged.) economics, monetary economics, economic Ec 522 growth models, labor economics, public finance, Economics of Sustainability: Theory and international economics, and radical macroeco- Practice (4) nomic thought. Recommended: Ec 575. Economic concepts and theories for analyzing sustainable development, including the emerging field of ecological economics. Roles and practices of the business, government and nonprofit sectors in fostering sustainability. C OLLEGE OF L IBERAL A RTS AND S CIENCES 113

English

405 Neuberger Hall Degree requirements Eng 441‡ Advanced Topics In Renaissance Culture 503-725-3521 Eng 450‡ Advanced Topics in Eighteenth Century Requirements for major. In addition to Literature www.english.pdx.edu/ ‡ meeting the general University degree Eng 458 Advanced Topics in Romanticism Eng 460‡, 461‡ American Literature: Beginnings B.A.—English requirements, the English major will meet to 1865 B.A., B.S.—General Studies: Arts and the following requirements for the B. A. Eng 464 American Literature: 1865-1955 Letters degree: Eng 467, 468 American Literature and Culture Minor in English Lower-division courses Credits Eng 475, 476 Advanced Topics in Victorian Literature Minor in Film Studies Two courses selected from the following: ...... 8 Eng 477, 478 American Poetry Minor in Writing Eng 201 Shakespeare Eng 480 Modern British Literature Secondary Education Program Eng 202 Shakespeare Eng 485 Contemporary Drama M.A. Eng 204 Survey of English Literature Eng 486 Contemporary American Novel M.A.T. Eng 205 Survey of English Literature Eng 487 Contemporary American Short Story Eng 253 Survey of American Literature M.A./M.S. in Writing Eng 488 Contemporary American Poetry Eng 254 Survey of American Literature Also see: Eng 306, 308, 405, 407, 447, 448, 410 Eng 256 Introduction to African for pre-1800’s American Literature Eng 260 Introduction to Women’s Literature Writing, Rhetoric, Composition, and Linguistics Undergraduate (Group D) Wr 200 Writing about Literature One upper-division writing course ...... 4 † programs Total lower-division credits 8 Elective...... 4 The study of English has long been consid- Upper-division courses Eng 325 Grammar for Writers Theory (Group A) Eng 413 Teaching and Tutoring Writing ered one of the best ways to obtain a liberal Eng 414 Contemporary Composition Theories education. Courses are designed to develop Eng 300...... 4 Elective in advanced criticism and practice...... 4 Eng 415 Research Methods in Composition students’ critical capabilities, to deepen Eng 491, 492 Literary Criticism Eng 425 Practical Grammar their understanding of diverse cultural Eng 494 Topics in Critical Theory and Methods Eng 490 Rhetoric Eng (appropriate adviser-approved course Literatures of Ethnicity, Gender, Class, and Culture issues, and to improve their abilities to ana- offered under omnibus number) (Group B) lyze and produce complex texts. The Ling 390 Introduction to Language Electives ...... 8 Wr 312 Intermediate Fiction Writing department prepares its majors for careers Eng 305 Topics in Film Wr 313 Intermediate Poetry Writing in writing and teaching, as well as for a Eng 308 Cultural Studies in Literature Wr 319 Planning and Producing Publications variety of professions in which high levels Eng 309 American Indian Literature Wr 323 Writing as Critical Inquiry Eng 310 Literature and the Environment of literacy and critical thought are required. Wr 324 Advanced Writing about Literature Eng 351, 352, 353 African American Literature Wr 327 Technical Report Writing Various concentrations in literature and Eng 387 Women’s Literature Wr 328 News Editing writing allow students flexible ways to Eng 420 Caribbean Literature Wr 330 Desktop Publishing I combine interests in the literary arts with Eng 421, 422 African Fiction Wr 333 Advanced Composition Eng 443, 444 British Women Writers personal and professional goals. Wr 412 Advanced Fiction Writing Eng 445, 446 American Women Writers Community-based learning courses Wr 413 Advanced Poetry Writing Eng 449 Advanced Topics in Cultural Studies Wr 420 Writing: Process and Response encourage students to integrate their aca- Eng 467, 468 American Literature and Culture demic skills with experience in the metro- Wr 425 Advanced Technical Writing Period Studies in British and American Literature Wr 427 Technical Editing politan area. Indeed, the breadth of (Group C) (to include at least 8 credits at the Wr 428 Advanced News Writing knowledge and the communication skills 400 level) Eng 301‡ Topics: Shakespeare Wr 430 Desktop Publishing II that English majors typically acquire make Eng 311‡ Tragedy Wr 460 Introduction to Book Publishing them attractive to many potential employ- Eng 313 The American Short Story Wr 461 Book Editing ers and prepare them for graduate work Eng 312‡ Comedy Wr 462 Book Design and Production leading to professions such as law. Eng 314‡ The Epic Wr 463 Book Marketing and Promotion ‡ Wr 464 Bookselling For those who wish to teach, the English Eng 317 Greek Mythology Eng 318‡ Bible as Literature Wr 470 Intellectual Property and Copyright Department prepares majors for graduate Eng 319‡ Northern European Myth Wr (appropriate adviser-approved, upper-division course) work leading to teaching certification or for Eng 320‡ 321 The English Novel entry into graduate master’s or doctoral pro- Eng 340‡ Medieval Literature Electives (Group E) Eng 341‡ Renaissance Literature Electives in theory, literature, writing, and grams in English. PSU graduates in English rhetoric.§ May include up to four adviser- Eng 342‡ Restoration and 18th Century approved, lower-division credits) ...... 16 have gone on to succeed in advanced degree Literature programs at many major universities. Eng 343‡ Romanticism Total upper-division credits 52 Eng 344 Victorian Literature Total 60 Eng 345 Modern British Literature English majors will be expected to Admission requirements ‡ Eng 360 American Literature to 1865 choose their courses in consultation with Eng 363 American Literature 1865-1965 Admission to the department is based on their advisers. For upper-division course- general admission to the University. See Eng 364, 365, 366 American Fiction Eng 367 Topics: American Literature and Culture work in the several groups, consult the page 39 for more information. Eng 384, 385 Contemporary Literature following lists of acceptable courses: Eng 411‡, 412 English Drama Alternate courses. The following cours- ‡ Eng 426 Advance Topics in Medieval Literature es, depending on their content, may fulfill Eng 430‡ Sixteenth Century Literature Eng 440‡ Advanced Topics in Seventeenth major requirements in Groups A, B, C, Century Literature and D. Students should consult specific

† Adviser-approved lower and upper-division credits may be substituted for some or all of these lower-division credits. ‡ Indicates pre-1800 courses. § Courses to be selected from any upper-division English course (with the exception of Eng 474) or from any writing course listed under Group D. 114 P ORTLAND S TATE U NIVERSITY

offerings each term and meet with their Group I: Foundation courses Credits adviser to have them approved: Three courses chosen from the following: ...... 12 Graduate programs Eng 305 Topics in Film For creative: in English Eng 306 Topics in Literature and Popular Culture Wr 212 Introduction to Fiction Writing Eng 308 Cultural Studies in Literature Wr 213 Introduction to Poetry Writing The Department of English offers graduate Eng 399 Special Studies Wr 312 Intermediate Fiction Writing work leading to the Master of Arts and the Wr 313 Intermediate Poetry Writing Eng 407 Seminar Master of Arts in Teaching degrees. Eng 410 Special Topics Wr 412 Advanced Fiction Writing Eng 447 Major Forces in Literature For technical: Eng 448 Major Figures in Literature Wr 227 Introduction to Technical Writing Admission requirements Eng 449 Advanced Topics in Cultural Studies Wr 327 Technical Report Writing Wr 427 Technical Editing ◆ Application deadline February 1. Eng 494 Topics in Critical Theory and Methods ◆ Wr 399 Special Studies For nonfiction: Applications received after this date Wr 410 Special Topics Wr 214 Beginning Nonfiction may not be reviewed. ◆ English majors in upper-division English Wr 228 Introduction to News Writing ◆ Applicants will be asked to submit: Wr 328 News Editing ◆ courses are expected to be able to write Wr 428 Advanced News Writing Three letters of academic recommen- a library research paper when required. For book publishing: dation The department recommends that Wr 460 Introduction to Book Publishing ◆ Statement of purpose of study majors without prior training in research Wr 461 Book Editing ◆ Two recent samples of written work to paper writing enroll in Wr 222. Wr 462 Book Design and Production include an analytical essay ◆ Wr 463 Book Marketing Upperdivision credits may not include Wr 464 Bookselling Students accepted to the master’s pro- Wr 472 or Eng 474. gram normally hold the B.A. in English, ◆ Group II: Electives Any course used to satisfy departmen- Four adviser-approved courses chosen from the fol- with a minimum GPA of 3.25 in all tal major requirements, whether taken lowing...... 16 English courses. in the department or elsewhere, must Eng 425 Practical Grammar Applicants whose bachelor’s degree is not be taken under the differentiated grad- Wr 330 Desktop Publishing I in English may still be considered for admis- ing option and must have been Wr 404 Internship and Cooperative Education sion if they have taken 20-30 credit hours in Wr 410 Special Topics in Writing. Topics vary, assigned a grade of C or above. including: Legal Writing, Writing for British and American literature and in writ- ◆ No more than 12 credits of course- Presentations, Publications Project Management, ing (to include British and American litera- Information Technology for Writers, Multimedia work taken for the Professional Production ture survey courses, as well as upper-divi- Writing Minor may be applied to the Wr 416 Screenwriting sion coursework in literature and writing), English major. Wr 425 Advanced Technical Writing with a 3.25 GPA, and submit an analytical ◆ A minimum of 24 credits in English Wr 426 Document Design essay from one of their literature courses. and/or writing at PSU is required. Wr 429 Writing Computer Documentation Those who do not meet either of these Wr 430 Desktop Publishing II Requirements for minor. To earn a One writing intensive course requirements may be considered for condi- minor in English a student must complete Any adviser-approved, upper-division expository tional admission. They will need to pro- 28 adviser-approved credits (12 credits of writing, creative writing, or technical/profession- vide satisfactory evidence of preparedness which must be taken in residence at PSU). al writing course. to undertake advanced work. In addition One course from another department approved ◆ Twelve credits must be literature for inclusion in the technical/professional writing to the list above, they will need to submit: courses. minor (see list in English Department) ◆ 3.25 GPA in four or five graduate ◆ Sixteen credits must be at the upperdi- Total 28 English courses vision level. ◆ Explanation of undergraduate record SECONDARY EDUCATION PROGRAM ◆ No more than 8 credits total and no and purpose of study Students who complete a major in English more than 4 credits in each of the fol- ◆ Two samples of written work from and wish to teach English in secondary lowing may be applied to the English recent English courses schools must be accepted into the program minor: Eng 199, 399, 401, 405, 408, Students whose native language is not in the Graduate School of Education and 409, Wr 199, 399, and/or 405. English must score at least 600 on the complete specific requirements in both ◆ With the exception of upperdivision TOEFL examination. English and education. creative writing courses, any course At the time of entering, the time of com- used to satisfy departmental minor pleting student teaching, and the time of Degree requirements requirements must be taken under the completing the secondary teaching pro- differentiated grading option and must University master’s degree requirements gram, the student must hold a minimum have been assigned a grade of C or are listed on page 69. Department require- 3.00 GPA in English and writing courses. above. Upperdivision creative writing ments are described in detail in the Those who do not meet this GPA require- courses assigned a grade of pass may Department of English brochure, M.A. in ment may request that their adviser initi- apply to the minor. English, which is available upon request. ate proceedings for a special evaluation by Master of Arts. Note: The following courses will not For the M.A., the depart- the Department of English teacher educa- count as part of the English minor: Wr ment requires a minimum of 32 graduate tion committee. 115 Introduction to College Writing; Wr credits in English, including Eng 596 Students must consult with an English 121 English Composition; Wr 211 Writing Problems and Methods of Literary Study, education adviser to learn the require- Practice; Wr 222 Writing Research Papers; Eng 507 Seminar, and 8 credits of pre- ments for the initial teaching license. and Wr 323 English Composition 1800 British or American literature. The remainder of the student’s program may, Requirements for minor in writing. To earn a minor in writing, a student must with the approval of the adviser, include complete 28 credits (12 credits of which coursework in fields related to English. A must be taken in residence at PSU), to minimum of 45 graduate credits is include the following: required for the M.A. in English. C OLLEGE OF L IBERAL A RTS AND S CIENCES 115

In every case, the student’s program program in English. Before advancement to ◆ One-page personal introduction, includ- must be approved by the departmental candidacy, the student is expected to fulfill ing background as a writer, statement of adviser and the coordinator of graduate the foreign language requirement. goals, and proposed plan of study. studies. The student will have a choice of ◆ Typed or word-processed three tracks: Degree Requirements: manuscript(s) in the applicant’s pri- I. The three-area, non-thesis option, mary genre(s) or form(s). Previously emphasizing general coverage of literary University M.A.T. degree requirements are published, single-authored work will material. listed on page 68. The department requires be accepted in the form in which it II. The thesis option, permitting more a minimum of 28 credits in English at the was originally published. specialized research. graduate level. The distribution of these In creative writing: 15 pages of poetry, III. The portfolio option, emphasizing credits is determined by the student in 30 pages of fiction, double-spaced as in reflection, revision, and scholarly writing. conference with the adviser. Eight of the manuscript form. Manuscripts should Students pursuing option I must select credits will come from the following list: demonstrate mastery of basic craft and for their final written examinations three Eng 507, 517, 532, 533, 595, 596. unmistakable literary promise. areas chosen from the list below. One of A written examination is required, based In nonfiction writing: 30 pages of news these areas must be in British literature. upon two areas in the disciplines and a features, magazine articles, or creative Students who write theses also take a third area in Curriculum and Instruction in nonfiction, double-spaced as in manu- three-hour general examination testing the Graduate School of Education. script form. Manuscripts should demon- their overall knowledge of English and Successful completion of the written exam- strate mastery of basic craft and promise American literature. The examination areas ination makes the candidate eligible for the of success in nonfiction writing. In professional/technical writing: 15- are as follows: final oral presentation. The student’s program must present a minimum of 12 grad- 30 pages from customary genres, British Literature: Beginnings to 1500; including (but not limited to) descrip- 1500-1660 (excluding Milton); 1660-1780 uate credits in education. The student also submits to the department for its approval tions, specifications, computer docu- (including all of Milton); 1780-1830 mentation, proposals, memoranda, for- (Romantics); 1830-1910 two substantial papers written in regular graduate coursework in English at PSU. mal reports, newsletters, on-line docu- (Victorian/Edwardian); 1910-present. mentation, Web pages. Manuscripts American Literature: 1607-1798 The M.A.T. is considered a terminal degree, but it does not allow one to teach at should demonstrate mastery of basic (Colonial/Puritan); 1798-1890 (19th craft and promise of success in profes- Century); 1890-1940; 1940-present. the secondary or middle level school in Oregon. An Initial Teaching License is need- sional/technical writing. Other areas: Literary criticism; rhetoric In book publishing: 15-30 pages of ed, and it is earned through the Graduate and composition; women’s literature; eth- written work demonstrating promise of nic literatures; post-colonial literature; cul- Teacher Education Program (GTEP) at PSU. success in the publications industry. tural studies; genre studies If the applicant already has a Basic Teaching Genres are open. Work that has been (poetry/drama/prose fiction); or, by peti- License, he or she can apply the education previously published may be included in tion, other special topics. credits to the standard license. the published form (i.e., offprints, etc.) Successful completion of the written The student who seeks the standard license must present academic credit that While there is no conditional admission examination makes the student eligible for to this program, applications not fulfilling will satisfy the PSU licensing program as the final oral examination. the requirements stated above may be well as the minimum state department For students in the thesis option, the reconsidered after the student has met cer- thesis defense will form part of this oral norm for the field; the student must specif- tain conditions (e.g., additional preliminary examination. Students in the three-areas ically determine with the aid of the adviser coursework) as specified by the coordinator (non-thesis) option must submit to their whether the program is satisfactory. Final of graduate studies or his/her designee. examination committee two substantial approval of the program must be agreed papers written in regular graduate course- upon by both the Department of English Degree requirements work in English at PSU. and the Graduate School of Education. University master’s degree requirements For more details regarding the portfolio are listed on page 69. option, please request the portfolio hand- Graduate programs For the M.A. and the M.S., the department out from the English department. requires a minimum of 32 graduate credits in writing in writing. The remainder of the student’s program may, with the approval of the The Department of English offers graduate Master of Arts adviser, include coursework in fields related work leading to the Master of Arts in writing to writing. A minimum of 48 graduate cred- in Teaching and the Master of Science in writing degrees. its is required for the M.A./M.S. in writing. The M.S. differs from the M.A. in that stu- Admission Admission requirements dents completing the M.S. are not required Requirements: M.A.T. Students accepted into the master’s program to demonstrate proficiency in a language must provide satisfactory evidence of pre- other than English. The M.S. option applies To be considered for admission to graduate paredness to undertake advanced work, to to the professional/technical strand. study, the student is expected to hold the include a B.A. or B.S. degree from an accred- In every case, the student’s program B.A. degree in English or its equivalent with ited college or university and the following. must be approved by the departmental a minimum GPA of 3.00 in all undergradu- ◆ Departmental application form. adviser and the coordinator of graduate ate English coursework. Following review of ◆ One transcript from each post-second- studies or his/her designee. The student the academic record by the department, the ary institution attended. will have a choice of three tracks: I, cre- student may be asked to give special demon- ◆ 3.25 GPA in undergraduate work. ative writing; II, nonfiction writing; and stration of a capacity to pursue a graduate ◆ Three letters of recommendation. III, professional/technical writing. For stu- 116 P ORTLAND S TATE U NIVERSITY

dents pursuing tracks I and II, the thesis approval, may be a single, substantive Eng 199 may count for a maximum of 8 credits work. The student will take final written Special Studies (Credit to be arranged.) and oral exams in defense of the final proj- Eng 201, 202 upon proper registration. Shakespeare (4, 4) ect. Note that core courses include Creative writing. Students typically will Study of the important plays: Eng 201, the early complete 24 core credits (6 courses), 16 Management 550, Organizational plays: Eng 202, the later plays. elective credits (4 courses), and 8 thesis Management, which is offered through the School of Business Administration. Eng 204, 205 credits (2 courses). Core courses include Survey of English Literature (4, 4) workshops, craft-seminars, and literature Electives include seminars and workshops From Beowulf to 1900: Eng 204, Beowulf to courses in the Department of English. on a variety of topics. Writers are encour- Milton; Eng 205, Enlightenment through Writers are encouraged to supplement aged to supplement their core courses in Victorian period. their core courses in creative writing with creative writing with electives from creative Eng 253, 254 electives from within professional/technical writing, nonfiction writing, or literature. Survey of American Literature (4, 4) writing, nonfiction writing, or literature. Adviser-approved courses from outside the American literature from its beginnings to the Adviser-approved courses from outside the department may also count as electives. present. department may also count as electives. Book publishing. Students typically will *Eng 256 Credits taken while completing the cre- complete 20 core credits (5 courses), 16 Introduction to African ative thesis must be distributed over two elective credits (4 courses) in writing, and American Literature (4) or more terms. A creative thesis will be 12 elective credits (3 courses) that may An overview of African American fiction, poetry, supervised by one of the creative writers involve coursework in another discipline. drama and expository prose. in the department. After completing their The final project will be in addition to *Eng 260 workshops, students should draw up a completing the coursework and will typi- Introduction to Women’s Literature (4) thesis proposal in collaboration with one cally be a portfolio of work demonstrating Introduction to the texts and contexts of of these faculty members. The length of a competence at a professional level, but women’s literature. creative thesis will depend upon its genre with adviser approval, may be a single, Eng 300 and format. The student will take final substantive work. The student will take Critical Approaches to Literature (4) written and oral exams in defense of the final written and oral exams in defense of Study of analytical and evaluative methods creative writing thesis. the final project. Work included in a port- through application of critical theories to literary Nonfiction writing. Students typically will folio will reflect assignments made in a works. Recommended for, but not restricted to, complete 24 core credits (6 courses), 16 elec- particular course and appropriate to it, English majors. Recommended prerequisite: tive credits (4 courses), and 8 thesis credits (2 i.e., samples of editorial work, query let- upper-division standing and 8 credits in literature. courses). Core courses include workshops, ters for fiction and nonfiction books, book Eng 301 craft-seminars, and literature courses in the marketing plans, book design proposals, Topics: Shakespeare (4) Department of English. Writers are encour- research and writing on issues in contem- Study of Shakespeare’s works focusing on topics aged to supplement their core courses with porary American publishing. such as genre (tragedy, comedy, etc.), period electives from within creative writing, profes- (Elizabethan/Jacobean) or cultural context. Some familiarity with Shakespeare and/or the sional/technical writing, or literature. Adviser- Courses Renaissance is expected. Course may be repeat- approved courses from outside the depart- ed for credit with different topics. ment may also count as electives. Credits Courses with an asterisk (*) are not offered every year. Eng 304 taken while completing the nonfiction thesis *Eng 100 Critical Theory of Cinema (4) must be distributed over two or more terms. Introduction to Literature (4) Outlines the central elements of cinema criti- A nonfiction thesis will be supervised by one Introduction to the study of short stories, plays, cism, including interpretive theories and of the nonfiction writers in the department. poems, and essays. Includes representative approaches. Begins with an outline of critical After completing the workshops, a student approaches for studying literature and writing approaches, including critical history. Moves to about it. Recommended especially for students should draw up a thesis proposal in collabo- contemporary criticism, including feminist, with no previous college-level coursework in lit- structuralist, sociological, and psychoanalytic ration with an appropriate faculty member erature. Credit for Eng 100 will not be allowed who has expertise in the genre of the stu- analyses. Includes discussion of film as a if student has previously taken more than one cultural commodity. dent’s choice. The length of the thesis will literature course. No prerequisites. depend upon its genre and format; with Eng 305 Eng 104 Topics in Film (4) adviser approval, a student can substitute a Introduction to Fiction (4) Study of film as text, including genre, auteur, for- Reading, analysis, and appreciation of signifi- series of shorter works in place of a book- malist, historical, and cultural perspectives. Topics cant works of fiction, especially short stories, length thesis. As with the creative writing may include: film noir, the western, famous direc- with emphasis on the fiction writer’s craft. emphasis, the student’s work must be of pub- tors, and critical approaches to cinema. Eng 105 lishable quality in a professional context. The Eng 306 student will take final written and oral exams Introduction to Drama (4) Reading, analysis, and appreciation of signifi- Topics in Literature and Popular Culture (4) in defense of the nonfiction thesis. cant works of drama, from classical times to the Study of a variety of expressive forms in relation to Professional and technical writing. present. popular culture. Such topics as Detective Fiction, Students typically will complete 16 core Film, American Humor, and Frontier Literature. Eng 106 credits (4 courses), 16 elective credits (4 Introduction to Poetry (4) *Eng 307 courses), and 16 credits (4 courses) in a Reading, analysis, and appreciation of signifi- Science Fiction (4) specialization that may involve coursework cant poems, how they are written and how they Study of recent science fiction, both novels and in another discipline (e.g., Management, speak to human concerns. shorter fiction by American, European and Marketing, Information Systems). Students *Eng 107, 108 other writers. will be required to submit a final project in World Literature (4, 4) Eng 308 addition to completing their coursework. Narrative prose, drama, and poetry. Complete Cultural Studies in Literature (4) This project typically will be a portfolio of books are included so that the student may Study of a variety of cultural and historical their work demonstrating competence at a become familiar with some of the masterpieces issues as they appear in literary texts. Such top- professional level, but with adviser in world literature. ics as Literature of the Holocaust, the Literature C OLLEGE OF L IBERAL A RTS AND S CIENCES 117

of Aging, and the Immigrant Experiences in ENG 330 Eng 371 American Literature. Jewish and Israeli Literature (4) The Novel (4) Introduction to modern Jewish literature in its Eng 309 The novel as a literary form, exemplified by American Indian Literature (4) diasporic and national contexts. Emphasis on the works written in languages other than English. An introductory survey of traditional and recent transition from sacred to secular literature; reflec- Eng 384, 385 literature by American Indian people. Poetry, tion of historical and social realities; development Contemporary Literature (4, 4) legends, myths, oratory, short stories, and nov- of literatures in Europe and the Middle East. Prose, poetry, and drama from contemporary els, as well as background (historical and politi- Eng 340 world literatures. cal) materials. Medieval Literature (4) Eng 387 Selected works of medieval literature; introduc- Eng 310 Women’s Literature (4) Literature and the Environment (4) tion to the themes, genres, history, and cultures A close study of writing by women from the A survey of literature treating nature, the envi- of the Middle Ages. medieval period to the present including poetry, ronment, and issues such as eco-feminism, bio- Eng 341 drama, fiction and non-fiction. centrism, and Native American spirituality. Renaissance Literature (4) Eng 399 Selected works of sixteenth- and early seven- Eng 311 Special Studies (Credit to be arranged.) Tragedy (4) teenth-century literature (c. 1500-1660); intro- Eng 401/501 A study of the nature of tragedy in world litera- duction to the themes, genres, history and cul- Research (Credit to be arranged.) ture. tures of the Renaissance. Eng 404/504 Eng 342 Cooperative Education/Internship (Credit Eng 312 to be arranged.) Comedy and Satire (4) Restoration and Eighteenth Century Literature (4) Eng 405/505 Study of drama and other literature that Selected works from the long eighteenth centu- Reading and Conference (Credit to be expresses comic social judgment, either to sati- ry (1660-1800); introduction to themes, genres, arranged.) rize or to celebrate. history and culture of the eighteenth century. Consent of instructor. Eng 313 Eng 407 The American Short Story (4) Eng 343 Romanticism (4) Seminar (Credit to be arranged.) A survey of the American short story, from its Consent of instructor. beginnings in the 19th century to the present. Selected works of Romantic literature; introduction to themes, genres, history, and culture of Eng 408/508 *Eng 314 Romanticism. Workshop (Credit to be arranged.) The Epic (4) Eng 344 Eng 409/509 Reading in epic literature in the Western tradi- Practicum (Credit to be arranged.) tion and world literature, beginning with the Victorian Literature (4) Selected works of Victorian literature; introduc- Eng 410/510 Iliad and Odyssey. Selected Topics (Credit to be arranged.) tion to themes, genres, history and culture of Eng 315 the Victorian Era. *Eng 411/511, 412/512 The Shorter Poem (4) English Drama (4, 4) Shorter poems in world literature. Primary Eng 345 Development of English drama from the begin- attention will be given to poems in the English Modern British Literature (4) nings to Shaw. Eng 411/511, from liturgical language, but the classics of other languages Selected works of twentieth-century British lit- drama through the Renaissance; Eng 412/512, will be read in translation as appropriate to trac- erature; introduction to themes, genres, history, from the Restoration to Shaw. Recommended: ing of forms and themes. and culture of modernism. 12 credits in literature. Eng 316 *Eng 351, 352, 353 Eng 413/513 The Short Story (4) African American Literature (4, 4, 4) Teaching and Tutoring Writing (4) A survey of the short story as it developed from A study of African American literature from its Examines current practices of tutoring and the tale, the legend, and the anecdote to its mod- oral and folk beginnings to the present. teaching writing in all subject areas. Focuses on ern form. Although fiction from many literatures Prerequisites: Eng 256 or BSt 221 and upper- the process theory of writing to foster thinking will be studied, all works will be read in English. division standing. and learning in subject areas and the problems and issues surrounding individual composing. Eng 317 Eng 360 Greek Mythology (4) American Literature to 1865 (4) Recommended: at least junior standing. Greek mythology as recorded by Homer, Overview of genres, themes, and styles in the liter- Eng 414/514 Hesiod, Ovid, and various of the Greek play- atures of Early America and of the Early Republic. Contemporary Composition Theories (4) wrights and philosophers. Special attention is Eng 363 Examines theories of composition as they con- given to the Greek legacy of ideas, themes, fig- American Literature 1865-1965 (4) flict and converge to form our prevailing theo- ures, and images. Historical study of selected figures and move- ries of writing. Focuses on contemporary theo- ments in American literature from 1865 to 1965. ries of composing written discourse. Eng 318 Recommended: at least senior standing. The Bible As Literature (4) Eng 364, 365, 366 A study of the various kinds of literature con- American Fiction (4, 4, 4) *Eng 415/515 tained in the Bible. An analysis of the ways in American narrative, short story, and novel, with Research Methods in Composition (4) which the Biblical expression reflects the cultur- emphasis upon the major novelists of the 19th Examines current methodologies used in the al and historical milieu of the Hebraic-Christian and early 20th centuries. field of composition and asks students to design experience. and implement a research project which will add Eng 367 to the cumulative knowledge of the discipline. It American Literature and Culture (4) *Eng 319 serves as the foundation course in design and Studies of various American literatures within Northern European Mythology (4) implementation of qualitative research. the context of American history and culture A study of Nordic (Germanic) and Celtic myths, Recommended: at least senior standing. their literary development, and fusion with from colonial period to the present. Topics: Christian themes in Arthurian romance and Slavery & Captivity Narratives, Sermons and *Eng 420/520 Beowulf. Histories, Boarding School Stories, Pacific Caribbean Literature (4) A selection of poetry and fiction from the Eng 320, 321 Northwest Literature, American Folklore, Diaries and Journals. May be repeated with dif- English and French speaking Caribbean (in English Novel (4, 4) translation where necessary). Recommended: The English novel, from its beginnings to the ferent topics: maximum of 8 hours. Prerequisite: 12 credits in literature. One previous African American literature course present. and 12 additional literature credits. 118 P ORTLAND S TATE U NIVERSITY

*Eng 421/521, 422/522 Eng 446/546 Department website and/or an adviser. May be African Fiction (4, 4) American Women Writers: 20th Century (4) repeated with different topics: maximum of 8 Readings in African fiction in regional, cultural, Study of American women writers, with atten- hours to be applied to master’s degree. generational, and gender contexts. tion to themes, styles, and characteristic con- Prerequisite: 12 credits in literature. Recommended prerequisites: One previous cerns, in the light of feminist criticism and Eng 464/564 African American literature course and 12 addi- scholarship. Recommended prerequisite: 12 American Literature: 20th Century (4) tional literature credits. credits in literature. Eng 260 recommended. Study of themes, genres, history, and culture in Eng 425/525 Eng 447/547 20th century American literature: Topics: Cold Practical Grammar (4) Major Forces in Literature (4) War literature, the 1930’s, new immigrant fic- Designed to enable students to understand, and A study of literary forms, theories, and move- tion, literature of exile, suburban representa- therefore consciously to make effective, the ments: i.e., The Comic Novel, Literature and tions. For offerings for a particular term, consult structures of their written sentences. The course Theology, Southern American Women Writers. the University schedule, the English examines grammatical categories, structures, Recommended prerequisite: 12 credits in Department website and/or an adviser. May be and terminology; relationships between gram- literature. repeated with different topics: maximum of 8 matical structures and punctuation; and pre- Eng 448/548 hours to be applied to master’s degree. scriptive grammars for written texts. Major Figures in Literature (4) Prerequisite: 12 credits in literature. Recommended: successful completion of 12 Concentrated study of the canon of one or more Eng 467/567 credits of English or writing. major writers: for example, Chaucer, The Advanced Topics: American Literature and Eng 426/526 Brontes, James Joyce, Hemingway and Culture (4) Advanced Topics in Medieval Literature (4) Fitzgerald. Recommended prerequisite: 12 cred- Interdisciplinary thematic studies of American Specialized studies in Medieval English litera- its in literature. literature and culture. Topics: America in love ture (c. 800-1500). Topics courses are designed Eng 449/549 and war, slavery, literature of the West, to follow a two-quarter sequence: (1) Anglo- Advanced Topics in Cultural Studies (4) Northwest writers and culture. For offerings for Saxon works, and the exegetical reading model; Interdisciplinary study of modern culture and a particular term, consult the University sched- some later Middle English and continental ver- media. The courses offered under this number ule, the English Department website and/or an nacular and Latin medieval works are included use a range of theoretical approaches to analyze adviser. May be repeated with different topics: and (2) later medieval works (1200-1500), the role of cultural texts, their production and maximum of 8 credits to be applied to master’s focusing primarily on the Middle English ver- reception. Specific topics include: Major degree. Prerequisite: 12 credits in literature. nacular tradition. Students will have some Figures/Concepts in Social Theory; Politics of Eng 469/569 opportunity to learn to read Old and Middle Consumer Culture; Globalization and American Asian-American Literature and Culture (4) English. Prerequisite: 12 credits in literature. Culture; and Culture, Gender, Race, Sexuality. Readings in Asian-American literature and cul- Eng 430/530 Recommended for graduate students and under- ture in generational, national, international, and Sixteenth Century Literature (4) graduates with at least junior standing. May be gendered contexts. Topics will include gender Specialized studies in Renaissance English litera- repeated with different topics; maximum of 8 and sexuality in Asian-American literature and ture. Topics include individual writers and liter- hours may be applied to the master’s degree. film; transnational Asian-American narrative; ary groups; sixteenth-century poetry and prose; Eng 450/550 Asian North American literature. the English sonnet; the Renaissance epic and Advanced Topics in Eighteenth Century Eng 474/574 pastoral traditions; Elizabethan drama, verse Literature (4) Teaching High School Literature (4) narrative, satire, and invective; humanism; the Specialized studies in British poetry and prose Emphasizes methods and materials for the rise of the professional writer; literature and the from 1660-1800. Topics include survey of eigh- teacher of literature. Recommended prerequi- visual arts. Prerequisite: 12 credits in literature. teenth-century literature; individual writers and site: admission to the School of Education. May Eng 440/540 literary groups; prose and verse satire; epistolary not be used to satisfy any requirements for the Advanced Topics in Seventeenth Century fiction; drama. Prerequisite: 12 credits in literature. B.A. or M.A. in English. Literature (4) Eng 458/558 Eng 475/575 Specialized studies in seventeenth-century liter- Advanced Topics in Romanticism (4) Advanced Topics in Victorian Literature (4) ature. Topics include cavalier and metaphysical Specialized studies in literature of the Romantic Specialized studies of Victorian literature in the poetry; revenge tragedy; prose forms of the movement in Britain and continental Europe. context of the history, ideas, and culture of the early seventeenth century; popular genres of the Topics include individual writers and literary period. Topics include individual writers and English civil war; women writers; and restora- groups; poetry and poetic theory; gothic fiction; literary movements such as Dickens; pre- tion drama. Prerequisite: 12 credits in literature. romanticism and the novel; autobiographical Raphaelitism; literature of the industrial period. Eng 441/541 and confessional literature; aesthetic ideologies; Prerequisite: 12 credits in literature. Advanced Topics in Renaissance Culture (4) women and romanticism; revolutionary and Eng 477/577, 478/578 Advanced topics in early modern (1500-1700) imperialist aspects of romanticism; the impact American Poetry (4, 4) cultural studies, focusing on issues of religion, of romanticism on later literary movements Tradition and innovation in American poetry social class, ethnicity, gender, and sexuality and (such as symbolism and modernism). from the beginnings to the mid-20th century. studying both literary and non-literary texts. Prerequisite: 12 credits in literature. Recommended prerequisite: 12 credits in Prerequisite: 12 credits in literature. Eng 460/560 literature. *Eng 443/543, 444/544 Topics: American Literature to 1800 (4, 4) Eng 480/580 British Women Writers (4, 4) Advanced historical study of major figures and Advanced Topics in Twentieth Century Study of the works of British women writers movements in American literature to 1865. British Literature (4) with attention to themes, styles, and character- Recommended prerequisite: 12 credits in Specialized studies in twentieth-century British istic concerns in the light of feminist criticism literature. literature. Topics include individual writers and and scholarship. Recommended prerequisite: 12 Eng 461/561 literary groups; poetry, prose, and fiction; theories credits in literature. Eng 260 recommended. Topics: American Literature to 1900 (4) of modernism; technology, politics, propaganda, Eng 445/545 Study of themes, genres, history, and culture in and the arts; literature and twentieth-century phi- American Women Writers: 19th Century (4) 19th century American literature: Topics: senti- losophy. Prerequisite: 12 credits in literature. Study of American women writers, with atten- mental literature, immigrant literature, post- *Eng 484/584 tion to themes, styles, and characteristic con- Civil War literature, imperial adventures, Modern Drama (4) cerns, in the light of feminist criticism and minority literatures in 19th century American Examines major European, English, and American scholarship. Recommended prerequisite: 12 literature. For offerings for a particular term, plays in the period 1880-1940. Recommended credits in literature. Eng 260 recommended. consult the University schedule, the English prerequisite: 12 credits in literature. C OLLEGE OF L IBERAL A RTS AND S CIENCES 119

*Eng 485/585 *Eng 532, 533, 534 Wr 213 Contemporary Drama (4) Old English (4, 4, 4) Introductory Poetry Writing (4) Examines major developments in world drama 532: An introduction to the history and gram- Introduces the beginning writer of poetry to since World War II. Recommended: 12 credits mar of Old English. 533: Old English transla- basic techniques for developing a sense of lan- in literature. tion, poetry, and prose. 534: Special attention to guage, meter, sound, imagery, and structure. Eng 486/586 Beowulf in Old English. Recommended prereq- Includes discussion of professional examples and Contemporary American Novel (4) uisite: Eng 532 is prerequisite for Eng 533 or student work. Recommended: Freshman Inquiry. American novel since 1965, with emphasis 534. Graduate only or consent of instructor. WR 214 upon traditions, themes and trends. Eng 595 Beginning Non-fiction Writing (4) Recommended: 12 credits in literature. Contemporary Critical Theory (4) Wr 222 Eng 487/587 Literary criticism in theory and practice in the Writing Research Papers (4) Contemporary American Short Story (4) 20th century. Graduate only or consent of An elective course. The techniques for compiling The American short story from mid-20th centu- instructor. and writing research papers. Attention to available ry to the present. Recommended: 12 credits in Eng 596 reference materials, use of library, taking notes, literature. Problems and Methods of Literary Study (5) critical evaluation of evidence, and conventions for documenting academic papers. Practice in Eng 488/588 Bibliography and the methods of literary study Contemporary American Poetry (4) as an introduction to graduate work: three organizing and writing a long expository essay Study of significant trends in contemporary hours lecture and at least two additional hours based on use of library resources. Recommended: American poetry and poetics. Recommended: of library research. Required for M.A. candi- Wr 121 or Freshman Inquiry. May not be used to 12 credits in literature. dates in English. fulfill English major requirements. Eng 490/590 Wr 227 Rhetoric (4) Writing Introductory Technical Writing (4) An examination of classical and modern tradi- Practical experience in forms of technical com- Wr 115 munication, emphasizing basic organization and tions in rhetoric with attention to central con- Introduction to College Writing (4) cepts and perspectives on writing. Prerequisites: presentation of technical information. Focuses A writing course for first-year students to help on strategies for analyzing the audience and its 12 credits in English, philosophy, speech, prepare them for Freshman Inquiry or Wr 121. and/or writing. information needs. Recommended: Wr 121 or Introduces college-level writing and reading, Freshman Inquiry. Eng 491/591, 492/592 along with general study skills. Provides prac- Literary Criticism (4, 4) Wr 228 tice at formal and informal writing, responding News Writing (4) Study of the history, principles, and practice of to a variety of readings, learning textual conven- An introductory course in news reporting and literary criticism from Plato into the 20th centu- tions, and building confidence. ry. Recommended: 12 credits in literature. writing. Focus on identifying newsworthiness, Wr 121 writing leads, constructing news stories, inter- Eng 493/593 College Writing (4) viewing, and attributing quotes. Students learn Advanced Topics in Feminist A writing course for lower-division students, in to gather local news, writing some stories in a Literary Theory (4) which they develop critical thinking abilities by computer lab on deadline. Recommended: Wr Provides in-depth study of specific critical reading and writing, increase their rhetorical 121 or Freshman Inquiry. schools within the larger arena of feminist theo- strategies, practice writing processes, and learn Wr 300 ry. Possible topics will include post colonialism textual conventions. Includes formal and infor- and feminism; feminism and the body; histori- Topics in Rhetoric mal writing, responding to a variety of readings, and Composition Practice (4) cal perspectives on feminism. Prerequisite: 12 sharing writing with other students, and revising credits in literature or literary theory. Study of a variety of issues in the practice of individual pieces for a final portfolio of work. rhetoric and composition. Includes such topics Eng 494/594 Wr 199 as writing and critical reasoning, visual rhetoric, Topics in Critical Theory and Methods (4) Special Studies (Credit to be arranged.) and writing in the disciplines. May be repeated A course in critical theories and techniques, to May be repeated for a maximum of 12 credits. for credit. complement offerings in literary history and textual analysis. This course will focus on the Wr 200 Wr 312 Writing About Literature (4) critical or methodological topic selected by the Intermediate Fiction Writing (4) Introduction to various approaches for writing instructor. Recommended for advanced students Continues the study of fictional techniques intro- about literature. Focuses on ways of responding in literature and theory. Recommended: 12 duced in Wr 212. Includes such advanced to literature, ways of explicating literature, ways credits in literature. instruction as variations on the classic plot, com- of analyzing literature through writing, and plex points of view, conventions of genre, and Eng 503 ways of integrating formal research into a writ- development of ideas for future use. Emphasizes Thesis (Credit to be arranged.) ten analysis of literature. Special attention will discussion of student work. Recommended: B or Eng 507 be paid to the writing process, including multi- above in Wr 212. May be repeated once for cred- Seminar (Credit to be arranged.) ple drafting and revision. it. Consent of instructor required. Variable topics. Graduate only or consent of instructor. At least one Eng 507 seminar is *Wr 211 Wr 313 Writing Practice (4) required of M.A. candidates in English. Intermediate Poetry Writing (4) Writing Practice is a writing elective. Students Continues the study of poetry writing techniques *Eng 517 proceed at their own pace through an individu- introduced in Wr 213. Includes additional instruc- Middle English (4) alized writing program that emphasizes the tion in poetic forms, variations on traditional Introduction to Middle English language writing process and revision. Class time is spent forms, and experimental forms. Emphasizes dis- through study of (largely non-Chaucerian) 12th writing and in conference. Recommended: Wr cussion of student work. Recommended: B or to 15th century literature in the original. 121 or Freshman Inquiry. above in Wr 213. May be repeated once for credit. Graduate only or consent of instructor. Wr 212 Consent of instructor required. Eng 518 Introductory Fiction Writing (4) Wr 323 College Composition Teaching (2) Introduces the beginning fiction writer to basic Writing as Critical Inquiry (4) Introduces and develops the theoretical and techniques of developing character, point of A writing course for upper-division students, practical expertise of the graduate teaching view, plot, and story idea in fiction. Includes which offers sophisticated approaches to writing assistant in the area of college composition discussion of student work. Recommended: and reading. Students enhance critical thinking teaching. Recommended prerequisite: appoint- Freshman Inquiry. abilities by reading and writing challenging ment to teaching assistantship in English material, refine their rhetorical strategies, prac- Department. 120 P ORTLAND S TATE U NIVERSITY

tice writing processes with special attention to Wr 410/510 Wr 428/528 revision and style, and write and read in a vari- Selected Topics in Writing (Credit to be Advanced News Writing (4) ety of genres. Includes formal and informal arranged.) Building on the journalism skills learned in writing, sharing writing with other students, Wr 412/512 News Writing and News Editing, students use and preparing a final portfolio of work. Advanced Fiction Writing (4) the city of Portland as their laboratory, covering Recommended: satisfactory completion of Wr Further refines technical skills by demanding and writing breaking stories from community 121 or Freshman Inquiry. longer and more ambitious works of fiction by information sources like the police, courts, and the advanced writer. Students will have an Wr 324 city council. Students are also introduced to Advanced Writing About Literature (4) opportunity to do research and can expect to reporting on a regular basis from news beats of Covers advanced issues in reading and interpret- confront a variety of technical problems emerg- their choosing. Recommended: Wr 328. ing literary texts, applied critical approaches, ing from class discussion. Recommended: Wr *Wr 429/529 and the conventions of writing about literature, 312. Consent of instructor required. Writing Computer Documentation (4) including documentation. Emphasizes writing Wr 413 Develop skills in writing computer documenta- and research processes, includes peer work- Advanced Poetry Writing (4) tion, primarily user manuals and system specifi- shops. Prerequisite: upper-division standing. Further refines technical skills by demanding cations. Focuses on analyzing informational more ambitious works of poetry by the Wr 327 needs of the audience, and defining and Technical Report Writing (4) advanced writer. Students will have an opportu- explaining computer terms and concepts for Strategies for presenting technical information nity to do research and can expect to confront a non-technical and semi-technical audiences. from the technician, management, and lay per- variety of technical problems emerging from Recommended: Wr 327, ISQA 111 or CS 105 son’s perspectives; rhetorical theory and tech- class discussion. The exploration of various or equivalent, word processing skills. niques for adapting technical prose to nontech- techniques, schools, and poetic voices will be Wr 430/530 nical audiences; and techniques for emphasizing encouraged. Recommended: Wr 313. Consent Desktop Publishing II (4) and de-emphasizing information. of instructor required. Builds from the foundation in Desktop Recommended: Wr 323. Wr 416/516 Publishing I to explore further the skills needed Screenwriting (4) Wr 328 to produce publications in the computer age. News Editing (4) Students will be introduced to the process of Topics include typography, page layout, photog- Preparation of news and feature stories for pub- conceiving, structuring, writing, rewriting, and raphy, and informational graphics, with a spe- lication. Emphasis is on line editing, copy edit- marketing a screenplay for the contemporary cial emphasis on hands-on project production ing, editorial troubleshooting, headline writing, American marketplace. “Screenplay paradigms” of a 12-page newsletter or magazine. and layout. Prerequisites: Wr 228. will be discussed, and a variety of movies will WR 435/535 be analyzed. May be repeated for credit. *Wr 329 Grammar for Writers (4) Planning and Producing Publications (4) Wr 420/520 Study of grammar that focuses on writing that Managing the publishing needs of businesses, Writing: Process and Response (4) reads well aloud. Topics include: editing written governmental agencies, and nonprofit institu- Provides opportunities for students to write in work for rhythm, meter, emphasis, and balance; tions. Includes choosing technologies, budget- various genres. Includes language attitudes, writ- translating prose or poetry; and writing speech- ing, selecting materials, scheduling, and distri- ing process, and reader response. Recommended: es, letters, and other forms of communication. bution. Recommended: Wr 327. one upper-division writing course. May be repeat- Provides background for students in upper-divi- ed for a maximum of 8 credits. sion and graduate programs that require writing Wr 330 and editing skills. Prerequisite: senior or gradu- Desktop Publishing I (4) Wr 425/525 ate status. Integrates writing, design, and visual communi- Advanced Technical Writing (4) cation with computer technology, with empha- Emphasis on a problem-solving approach to Wr 460/560 sis on preparing students to produce a variety of adapting technical documents to audiences and Introduction to Book Publishing (4) shorter products combining writing and design organizations. The course includes strategies of Provides a detailed overview of the publishing elements. organization for complex technical documents, process, organized around the division of labor, such as proposals and professional articles; strate- including introductions to contemporary Wr 333 gies for discussing tables and figures; and the use American publishing, issues of intellectual com- Advanced Composition (4) of metaphor to communicate technical informa- merce, copyright law, publishing contracts, Essay writing with particular attention to stu- tion to lay audiences. Recommended: Wr 327. book editing, book design and production, dent’s area of specialization. Advanced practice May be repeated for a maximum of 8 credits. book marketings and distribution, and book- in essay writing. Recommended: Freshman selling. Based on work in mock publishing Inquiry or two writing courses. *Wr 426/526 Document Design (4) companies, students prepare portfolios of writ- Wr 394 Document planning, creation, and revision, ten documents, i.e., book proposals, editorial Writing Careers for English Majors (4) including discussion of the use and abuse of lan- guidelines, design and production standards, A community based learning course for English guage in business, government, insurance, and and marketing plans. Guest speakers from the majors who want to use their English major to law. Students will consider general strategies for publishing industry and field trips provide shape a viable career. Students hold an intern- document production; analyze different docu- exposure to the industry. Prerequisite: Wr 323. ship/serve the community and practice public ment styles; address questions of target audience; relations/other professional writing. Wr 461/561 evaluate documents for readability and efficiency; Book Editing (4) Prerequisite: upper-division standing. and study the Plain English Movement and its Provides a comprehensive course in professional Wr 399 legislative and legal implications. book editing, including editorial management, Special Studies (Credit to be arranged.) Wr 427/527 acquisitions editing, substantive/developmental Wr 404/504 Technical Editing (4) editing, and copyediting. Issues specific to both Cooperative Education/Internship (Credit Gives technical writers practice in technical fiction and nonfiction books will be covered. to be arranged.) editing by exposing them to samples of a variety Prerequisite: Wr 323. Wr 405/505 of documents from the files of organizations in Writing and Conference (Credit to be Wr 462/562 arranged.) Consent of instructor. the surrounding community. As a community- Book Design and Production (4) based learning course, it requires students to Wr 407/507 Comprehensive course in professional book Writing Seminar (Credit to be arranged.) interact with community partners in collabora- design and production. Issues specific to the Consent of instructor. tive student teams. May be repeated for a maxi- design of fiction and nonfiction books in a vari- mum of 8 credits. ety of genres and markets will be covered, including the applications of both old and new C OLLEGE OF L IBERAL A RTS AND S CIENCES 121

technologies in design and production. Wr 472/572 and response to the chosen form in a workshop Prerequisite: Wr 323. Teaching High School Composition (4) atmosphere. May be repeated for credit. Wr 463/563 Emphasizes methods and materials for the Wr 553 Book Marketing and Promotion (4) teacher of writing. Recommended prerequisite: Writing About Places (4) Comprehensive course in professional book mar- admission to the School of Education. May not Examines theories, methodologies, and issues keting and promotion. Issues specific to the probe used to satisfy any requirement for the B.A. involved with writing about place. Topics motion of fiction and nonfiction books in a variety or M.A. in English. include strategies for writing about place ranging of genres and markets will be covered. Students Wr 513 from travel writing to nature writing, from tradi- will do market research, interview authors, pro- Fiction Writing (4) tional journalistic approaches to creative nonfic- duce marketing plans, write press releases, write An intensive course for writers who are currently tion. Following an introduction to appropriate advertising copy, and develop related marketing embarked on a project involving the writing of fic- theories and methodologies and examination of materials for actual books in progress at the teach- tion, whether short story, novella, or novel. professional models, this course centers on writing press. Prerequisite: Wr 323. Recommended prerequisites: Wr 212, 312, 412 or ing and response to the chosen form in a work- Wr 464/564 their equivalents. Consent of instructor required. shop atmosphere. May be repeated for credit. Bookselling (4) Wr 514 Wr 554 Comprehensive course in professional book- Poetry Writing (4) Writing About Events (4) selling. Issues specific to the wholesale and Traditional workshop format in which students Examines theories, methodologies, and issues retail sale of books in a variety of genres and write, revise, and respond to the poems of oth- involved with writing about events. Topics markets will be covered. Changes in the indus- ers. May be repeated for credit. include strategies for writing about history and try and their impact on literary culture will be Wr 515 strategies for relating current events through addressed. Students learn how bookstores, book Poetry Writing II (4) various forms of journalism. This course focuses wholesalers, and book distributors are organ- Advanced poetry writing at the graduate level. on writing to foster inquiry into topical issues ized and function in the marketplace. The Builds on Wr 514, assumes students will submit in nonfiction. Following an introduction to nature of the book as both intellectual artifact their work for publication. Traditional workshop appropriate theories and methodologies, the and commodity will be discussed, with special format in which students write, revise, and course centers on writing and response to the emphasis on the impact of new delivery tech- respond to the poems of others. May be repeated chosen form in a workshop atmosphere. May be nologies. Prerequisite: Wr 323. for credit. Recommended prerequisite: Wr 514. repeated for credit. Wr 470/570 Wr 552 Wr 555 Intellectual Property and Copyright (4) Writing About Lives (4) Writing About Ideas (4) Outlines the opportunities and pitfalls faced by Examines theories, methodologies, and issues of Focuses on writing to foster inquiry into topical the writer (or editor, graphic designer, or artist) composing personal narrative throughout the life issues in nonfiction, whether scientific, philo- in the legal and ethical spheres. Copyright law, span. Forms may include: biography, autobiogra- sophical, or ethical. Following an introduction U.S. First Amendment law, defamation, right of phy, memoir, the personal essay, and the record- to appropriate theories and methodologies, the privacy, trademark, and trade secret law. Will ing and transcribing of oral narrative. Following course centers on writing and response to the discuss the importance of the Internet in an introduction to appropriate theories and chosen form in a workshop atmosphere. May be rethinking many copyright and intellectual methodologies, the course focuses on writing repeated for credit. property rules. 122 P ORTLAND S TATE U NIVERSITY

Environmental Programs

218 Science Building II program requirements for foundation including courses from the social sciences 725-4982 courses (49-50 credits), and supporting and humanities. www.esr.pdx.edu/ elective courses in science, social science, Requirements for minor. To obtain a and humanities (16 credits). minor in environmental studies a student B.A., B.S. in Environmental Sciences B.A., B.S. in Environmental Studies All courses used to satisfy the must complete at least 28 credits (at least 12 Minor in Environmental Studies Environmental Science major require- of which must be taken in residence at PSU). Minor in Sustainability ments, whether taken in the program or in At least 4 credits each in biological science, M.S., M.E.M., M.S.T. other departments, must be graded C- or physical sciences (physics, chemistry, geolo- Ph.D. above. Program requirements are listed gy), economics, and Mth 241 or 251 are below. Students must complete the foun- expected before admission to the minor. dation courses listed below. All foundation Credits Undergraduate courses should be completed before a stu- ESR 222 Applied Environmental Studies: dent enrolls in the upper-division Policy Considerations...... 4 ESR 320, 321 Analysis program sequence (ESR 320, 321, 322). Of the 16 of Environmental Systems I, II...... 8 The Environmental Science Program credits of 400-level courses required in the ESR 322 Environmental Risk Assessment...... 4 allows students to develop the skills and core, a maximum of 4 credits may be Upper-division environmental policy/ taken as ESR 404 Internship. management courses...... 4 interdisciplinary understanding needed to Upper-division environmental sciences courses...... 8 Foundation Courses Credits deal with environmental systems and Total 28 human impact on those systems. Students Bi 251, 252, 253 Principles of Biology...... 15 Ch 221, 222, 227, 228 General Chemistry...... 10 Environmental policy/management cours- should consult with a program adviser to Ec 201 Microeconomics or Ec 332 ...... 4 es (minimum 4 credits) include selected assure proper course planning. G 201, 204 or 202, 205 Geology or Ph 201, 214 upper-division courses from programs in The B.A./B.S. degrees in environmental Physics or Geog 210 Physical Geography ...... 4-5 economics, geography, history, philosophy, science rest on an interdisciplinary cur- Mth 251, 252 Calculus I, II ...... 8 Stat 243, 244 Introduction to Probability and political science, sociology, and urban stud- riculum that develops understanding and Statistics...... 8 ies and planning. Environmental sciences expertise in environmental science by Total 49-50 courses (minimum 8 credits) include building on a foundation in mathematics, Core Courses Credits selected upper-division courses from pro- natural sciences, and economics comple- ESR 220 Introduction to Environmental Systems....4 grams in biology, chemistry, geography, mented by related courses in environmen- ESR 221 Applied Environmental Studies: geology, physics, and public health. A list tal policy and management. Students com- Problem Solving ...... 4 of approved courses is available from the ESR 222 Applied Environmental Studies: Policy plete field experiences by working on Considerations...... 4 Environmental Programs Office. projects in the University, metropolitan ESR 320, 321 Analysis of Courses taken under the undifferentiated community, and region. Environmental Systems I, II ...... 8 grading option (pass/no pass) will not be The Environmental Science Program ESR 323, 324 Environmental Systems Laboratory I, II...... 4 accepted toward fulfilling minor require- cooperates with several departments and ESR 322 Environmental Risk Assessment...... 4 ments. Courses with omnibus numbers centers, including the departments of ESR 325 Environmental Risk Assessment Lab...... 2 401, 404, 405, 406, and 407 are not Anthropology, Biology, Chemistry, Civil ESR 407 Environmental Seminar...... 1 allowed for the minor. Additional courses Engineering, Economics, Geography, ESR 420-499 Advanced Environmental Topics ...... 16 may be required as prerequisites. Geology, History, Mathematics, Physics, Total 47 Requirements for major in Environmental Political Science, Sociology; the Center for Connected learning electives. Students Studies. Environmental Programs, the Science Education; and the School of must complete 16 credits of supporting Department of Geography and the Center Business Administration and the College courses selected from an approved list of for Science Education have collaborated to of Urban and Public Affairs. courses available on the program website propose a new degree that will be called www.esr.pdx.edu. These courses are intend- “Environmental Studies”. The degree pre- ed to broaden the student’s background Admission requirements pares the students for more sophisticated and include courses from allied sciences upper division courses at the interface Admission to the department is based on (e.g. biology, geology and geography), between science and policy by requiring general admission to the University. See courses that focus on the development of them to take some prerequisite courses in page 39 for more information. skills and techniques (e.g. GIS and remote natural sciences (biology, chemistry and sensing) useful in environmental science, physical geography) and some prerequisite Degree requirements and courses that address the interactions courses in the social sciences (geography, of humans and the natural environment Requirements for major in Environmental economics and environmental policy). (e.g. economics, English, history, philoso- Science. In addition to satisfying general A summary of the requirements are list- phy, political science, sociology, and urban University requirements (45 credits), a stu- ed below: studies and planning). In selecting these dent majoring in environmental science ◆ 27 - 29 credits in natural sciences in the courses, students are strongly encouraged must complete at least 47 credits of envi- subjects of ecology, chemistry, environ- to broaden their studies beyond science by ronmental science courses and must meet mental systems, and physical geography C OLLEGE OF L IBERAL A RTS AND S CIENCES 123

◆ 24 credits in social sciences and Topical Areas: Students must take 4 courses from fy the Environmental Studies major one area of Topical Areas...... 16 humanities in the subjects of resource These “Topical Area” lists will be reviewed and requirements, whether taken in the pro- management, economics, environmen- modified by the degree oversight committee gram or in other departments, must be tal policy and regulations, and others (consisting of a member from each department) graded C- or above. ◆ on an annual basis. The intent of these lists is to 20 credits from a list of “skills” that help students and their advisor select an appro- *Any course taken to meet the core con- includes quantitative analysis, visuali- priate set of courses to meet the student’s edu- tent requirement cannot be used to meet zation of spatial data, field methods, cational goals. the topical area requirement. and others Environmental Systems Requirements for minor in sustainabili- ◆ Sci 335, 336: Water in the environment* ty. 16 credits in identified topical areas Sci 331, 332: Atmospheric interactions This minor requires a multidisciplinary that include environmental systems, Sci 345, 346: Old growth forest ecology/management study of the environmental, social, and urban issues, resource management, ESR 420: Ecological Toxiology economic dimensions of sustainability. To nature/society interactions, and envi- ESR 424: Wetland Ecology and Regulations obtain a minor in sustainability a student ronmental education ESR 426: Ecology of Streams and Rivers must complete at least 29 credits (at least There is a minimum of 87 credits ESR 427: Watershed Biogeochemistry 15 of which must be taken in residence at ESR 428: Urban Ecology required for this major. ESR 429: Environmental Impact Assessment PSU), to including the following: Core Courses: Credits ESR 445: Old-growth Forest Ecology Credits Natural Sciences Core Courses ESR 475: Limnology and Aquatic Ecology UnSt 224 Environmental Sustainability ...... 4 Ecology – 8 credits in one of the ESR 479: Fate and Transport of Toxics in the ESR 222 Regulations/Policy and Sustainability...... 4 following sequences ...... 8 Environment Upper-division credits to include at least a total of Bi 101, 102, 103: General Biology (with labs) or Bi Geog 311: Climatology four courses from the following three categories. 251, 252, 253: Principles of Biology or Sci 341, Geog 313: Biogeography Students must choose at least one course from each category...... 15-16 342: Biology Concepts and Applications or Geog 322: Alpine Environments ESR 355, 356: Understanding Environmental Economics/Business Urban Issues Sustainability or equivalent Econ 332 Environmental Economics (4) Geog 332: Urban Geography Chemistry – 6 to 8 credits Econ 444 Economics of Green Power (4) (two quarters or one semester) ...... 6 to 8 Geog 432: Urban Landscapes ESR 434 Natural Resource Economics (4) Chem104 and 105, Chem 160: Physical Sciences Geog 442: Sustainable Cities and Chem 170: Fundamentals of Environmental ESR 434 Business Environmental Management Geog 447: Urban Streams Economics (4) Chemistry or Sci 335and Sci336: Water in the Geog 448: The Urban Forest Environment or equivalent ESR 443 Global Environmental Economics (4) ESR 428: Urban Ecology Environment Science ...... 8 USP 490 Green Economics and Sustainable USP 313: Urban Planning: Environmental Issues ESR 220: Introduction to Environmental Systems Development (3) USP 431: Urban Economics and ESR 221: Applied Environmental Studies: Social Issues USP 456: Urban Transportation Problem Solving Arch 367 Fundamental Physical Geography...... 4 Resource Management of Environmental Design (4) Geog 210: Physical Geography Sci 321, 322: Energy and society Hist 339 Environment and History (4) Senior Seminar Geog 445: Resource Management Topics Geog 346 World Population and Food Supply (4) ESR 407: Environmental Seminar...... 1 Geog 446: Water Resource Management Geog 345 Resource Management (4) Total 27-29 ESR 433: Natural Resource Economics Geog 347 Environmental Issues and Action (4) Social Sciences and Humanities Core Courses ESR 434: Business Environmental Management PS 319 Politics of the Environment (4) Economics Human Geography/Management...... 8 Sci 321 Energy and Society I (4) ESR 443: Global Environmental Economics Geog 230: Environment and Society: Global Sci 322 Energy and Society II (4) Perspectives and Geog 345: Resource Management USP 431: Urban Economics Soc 341 Population Trends and Policy (4) Environmental Economics ...... 4 Nature/Society Interactions Soc 465 Environmental Sociology (4) Ec 332: Economics of Environmental Issues Geog 348: Cultural Ecology USP 313 Urban Planning: Environmental Issues (4) or equivalent Geog 346: World Population & Food Supply USP 419 Population and Society (4) Environmental Policy/Regulations ...... 4 Geog 349: Mountain Geography USP 425 Community ESR 222: Applied Environmental Studies: Geog 430: Cultural Geography and the Built Environment (4) Policy Considerations Geog 462: Sense of Place Environmental Systems 8 credits from the following list of courses: ...... 8 USP 419: Population and Society ESR 355 Understanding the Environment (4) Soc 200: Introduction to Sociology, PS 319: Politics Soc 320: Globalization ESR 356 Understanding Environmental of the Environment, Phl 310: Environmental Conservation (4) Ethics , Hst 339: The Environment and History, Soc 341: Population Trends and Policy Geog 347: Environmental Issues and Action, or Soc 465: Environmental Sociology ESR 420 Ecological Toxicology (4) Eng 308: Literature and the Environment Sci 352: Science and Policy of Climate Change ESR 424 Wetland Ecology and Regulations (4) ESR 426 Ecology of Stream and Rivers (4) Total 24 Sci 363: Ethics in Science ESR 428 Urban Ecology (4) Skills: Students must take a total of 20 credits of Anth 414: Culture and Ecology skill courses, including the following: Ec 432: Environmental Economics ESR 445 Old-Growth Forest Ecology (4) Quantitative/Qualitative Analysis – Ec 433: Natural Resource Economics Sci 331 Atmospheric Interactions I (4) 4 credits from this list:...... 4 Ec 444: Economics of Green Power Sci 332 Atmospheric Interactions II (4) Stat 243: Introduction to Probability and Hst 440, 441: American Environmental History Sci 335 Water and the Environment I (4) Statistics I, Sci 314: Environmental Statistics, PS 319: Politics of the Environment Sci 336 Water and the Environment II (4) Geog 397: Visualization of Spatial Data, Geog Sci 352 Science and Policy of Climate Change (4) 497: Spatial Quantitative Analysis Environmental Education In addition, students must choose an appropriate Visualizing Spatial Data...... 8 Geog 462: Sense of Place capstone: Geog 380: Maps and Geographic Information and ESR 470: Environmental Education UnSt 421 Sustainable Community Service Learning Geog 488: Geographic Information Systems I: ESR 406: Special Projects (in Environmental Capstone (A list of acceptable capstone courses Introduction Education) will be prepared for each year.) ...... 6 Field Methods – 4 credits from this list: ...... 4 Ed 420: Introduction to Education and Society Total 29-30 Bi 473: Field Sampling or Geog 420: Field Sci 311, 312: Teaching Everyday Science Methods in Physical Geography Note: Students earning the minor in sus- Total for Major: 87 - 89 4 credits from one of the following:...... 4 tainability may not also earn the sustain- Geog 495: Maps, Models and GIS, Wr 327: Courses taken under the undifferentiated able urban development minor offered by Technical Writing, Eng 449: Critical Analysis of grading option (pass/no pass) will not be Texts, Geog 480: Remote Sensing, Geog 485: the Toulan School of Urban Studies and Map Design and Production accepted toward fulfilling major require- Planning unless the courses presented for ments. Additional courses may be required Total 20 the minors differ by at least 12 credits. as prerequisites. All courses used to satis- 124 P ORTLAND S TATE U NIVERSITY

2. Three letters of evaluation from per- sentative of the Office of Graduate Studies. Graduate programs sons qualified to assess the applicant’s The major adviser must be a member of The Environmental Sciences and Resources promise as a graduate student. the graduate faculty affiliated with ESR (ESR) graduate program provides a curricu- 3. Evidence of undergraduate or graduate master’s programs. The graduate committee lum that will develop scientists and man- course work in biology, chemistry, eco- must be approved by the ESR Director. agers able to analyze and understand envi- nomics, geology, physics, and mathematics To encourage the development of inter- ronmental systems, predict environmental (including differential and integral calcu- disciplinary graduate study programs, change and participate in the management lus) equivalent to the foundation course guidelines for course selection are flexible. of the environment. Each student conducts requirements for undergraduate students Students must complete at least 45 gradu- research and completes a thesis or project; in environmental studies. ate credits. The program of study consists each student develops depth in a specific Prospective students should contact the of the following minimum credit academic area; and each student develops program for a statement of current admis- requirements. breadth through a set of core courses that sion policy. A high GPA and acceptable Credits include concepts in physical sciences, life GRE scores do not guarantee admission to Core courses (selected from program list) ...... 12 sciences, and social sciences. ESR partici- master’s programs in Environmental ESR 507 Seminar (three terms)...... 3 Advanced statistical analysis (selected from pro- pates in the joint campus program in envi- Sciences and Resources, because admis- gram list) ...... 4 ronmental sciences, studies, and policy in sion is contingent on the availability of Area of concentration ...... 12 collaboration with Oregon State University program resources and the identification Elective and supporting courses ...... 8 and the University of Oregon. Students may of an appropriate adviser for each student. Thesis/project...... 6 take appropriate courses at the other partic- Doctor of Philosophy in Environmental Total 45 ipating campuses. Sciences and Resources. Applicants for Core courses. One core course is Doctor of Philosophy in Environmental admission to the ESR Doctoral Program required in each of the following three cat- Sciences and Resources. The normally will be expected to have complet- egories: physical environmental processes, Environmental Sciences and Resources ed an undergraduate degree with a major in ecological processes, and environmental (ESR) Doctoral Program provides an biology, chemistry, civil engineering, envi- management. Lists of approved core cours- opportunity for the student interested in ronmental science, geology, or physics. The es are available from the ESR office or studies of environmental sciences and ESR Program director will therefore require online at http://www.esr.pdx.edu. resources to engage in relevant research an evaluation of the applicant’s academic Quantitative analysis. A course in while acquiring advanced academic train- record by the department or program in research methods, experimental design, or ing in either the Environmental Sciences which the applicant intends to obtain statistical analysis, is required to ensure and Resources Program or one of the advanced academic training. Admission to students have sufficient skills for environ- cooperating departments—biology, chem- the program requires that the department mental research. istry, civil engineering, economics, geogra- or program find the applicant prepared to Areas of concentration (tracks). Sets of phy, geology, or physics. One of the goals undertake study at the doctoral level. courses that constitute an area of concen- of the program is to provide a broadly Questions about specific procedures of tration have been established within the based understanding of the fields of envi- evaluation should be directed to the depart- ESR graduate program to give focus to ronmental science coupled with scientific ment or program through which the appli- study and research. Areas of concentration training in one or more specialty areas. cant seeks admission to the program. for M.S. students consist of at least 15 Students are encouraged to engage in Applicants may also obtain, upon request, a credits of graduate coursework (courses research programs which cross the bound- list of faculty research interests in which numbered 500 and above) in areas which aries between disciplines. The student will dissertation research can be pursued. the student’s adviser and graduate commit- follow a program of study and research Advising. Prior to initial registration tee recommend to support planned thesis approved by the ESR Coordinating each admitted student should obtain infor- research work. Areas of concentration for Committee. The graduating student will mation from the appropriate department M.E.M. students consist of at least 15 be awarded a degree in environmental sci- on the following subjects: credits approved by the student’s adviser ences and resources. 1. Scheduling of diagnostic examinations and graduate committee in one of the The following procedures are designed to (if any). areas described below. Lists of approved assure both the student and the faculty 2. Advising procedures prior to selection courses are available from the ESR office. that the student is qualified to pursue both of research adviser. ◆ Air Resources—coursework in the the program itself and a successful career 3. Procedure for selection of research chemistry and physics of the atmos- in environmental sciences or resources. adviser. phere, including trace gas chemistry, the movement of air masses, climatol- Degree requirements ogy and topics related to air pollutants. Admission requirements ◆ Water Resources—coursework con- Master of Science and Master of University master’s degree requirements cerning the distribution, quantity, and Environmental Management. In addition are listed on page 69. Specific degree pro- quality of surface and ground water, to the instructions for admission to the gram requirements are listed below. including course work in hydrology, graduate program as they appear on page Master of Science and Master of water quality chemistry, and aquatic 60, ESR master’s programs require the fol- Environmental Management. The gradu- ecology. lowing information from each applicant. ate study program is developed through ◆ Land Resources—coursework on the 1. Satisfactory scores on the Graduate discussions involving the graduate student, analysis of lands and landscapes based Record Examination (GRE) aptitude test. A the student’s adviser, and the student’s on soils, underlying geology, and ter- satisfactory score on the Test of English as graduate committee. The M.S. or M.E.M restrial vegetation, including course a Foreign Language (TOEFL) is required graduate committee consists of at least work in geographic information sys- for international students. three members including the major advis- tems and terrestrial ecosystem ecology. er, and, for the M.S. committee, a repre- C OLLEGE OF L IBERAL A RTS AND S CIENCES 125

Elective courses. Elective courses are to Advanced statistical analysis Advancement to candidacy. As soon as (selected from program list) ...... 4 be defined in the student’s program of Graduate level science courses selected from biolo- the student has successfully completed the study, and agreed upon by the student’s gy, chemistry, geology, and physics (selected cours- course and comprehensive examination adviser and graduate committee. Courses es in geography and public health may be substi- requirements and has had the dissertation tuted with the approval of the adviser and pro- may be selected to provide additional gram director.) ...... 12 prospectus approved, the student is rec- background, to explore new areas, and to Select one of the following options (required ommended for advancement to candidacy add depth to a scholastic program. courses for these options will be arranged for the degree of Doctor of Philosophy. between the adviser and student.): Thesis or project. A central purpose of Environmental Education Research Option This recommendation is approved by the the M.S. and M.E.M. degree is to teach or dean of Graduate Studies. students the process of problem solving Environmental Education Curriculum Financial support. There are a limited and research. A minimum of 6 credits is Development Option number of teaching assistantships and required. Students working toward the Total 45 research assistantships available. The stu- M.S. degree will be required to complete Students seeking degrees in the curricu- dent should contact the appropriate original research leading to a thesis, that lum development option may elect to sub- department or program about the avail- complies with standards established by the stitute courses required to obtain the con- ability of these positions. Office of Graduate Studies and Research. tinuing secondary teaching license. Withdrawal. Any student who ceases to Students working toward the M.E.M. Approval of the ESR program director, the be enrolled for more than one academic degree will be required to complete a proj- Graduate School of Education, and the term without formal leave of absence will ect in lieu of a thesis. M.E.M. students will director of educational licensing is be assumed to have withdrawn from the take in this order: 1 unit of ESR 509 required. degree program and will be formally Practicum at the beginning of their pro- Doctor of Philosophy in Environmental dropped from it. Students who fail to gram, 4 units of ESR 503, and 1 unit of Sciences and Resources. In addition to the make satisfactory progress toward the ESR 509 Practicum in their final term. requirements listed on page 126, each stu- degree may be dropped from the program. This project is expected to be the product dent must complete the following: The student can be readmitted only by of original work in an agency, organiza- Course requirements Credits formal application, subject to all current tion, or firm involved in environmental ESR 620, 621, 622 ...... 9 admission requirements. In addition, com- management activities. The project plan, ESR 607 (six terms) ...... 6 pletion of the degree will be subject to the approach, and project report must be 15 student’s meeting all current degree Departmental Dissertation (minimum) ...... 27 approved by the advisory committee in a requirements. manner parallel to that for thesis research. Total (minimum) 42 Leave of absence. Under special circum- In addition to the above general require- The project report must be presented at a stances, requests for a leave of absence ments, each student will be required to public seminar to be followed by an oral may be approved. complete that coursework necessary to defense of the work conducted by the stu- indicate competence at the graduate level dent’s graduate committee. of the appropriate program or depart- Master of Science in Teaching. The ment(s). These courses will be recom- Courses College of Liberal Arts and Sciences offers mended by the student’s dissertation com- Courses with an asterisk (*) are not offered every year. the M.S.T. degree in science/environmental mittee and approved by the ESR ESR 101 science. The M.S.T. program in Environmental Sciences I (4) Coordinating Committee. science/environmental science is offered Introduction to the study of the environment ◆ Other requirements. Prior to jointly by the Environmental Sciences and and sustainability with a focus on natural advancement to candidacy, a student Resources program and the Center for processes. Topics will include physical processes must have taken advisory committee- and concepts related to air, water, and land as Science Education. In consultation with approved courses in Statistics and well as ecological processes and concepts the graduate adviser, the student should Computer Programming Language. including ecosystems, communities, biodiversi- establish the degree program before the ◆ Comprehensive examination. These ty, population dynamics, agriculture, and con- completion of 15 credits of coursework. examinations are administered by the servation ecology. One two-hour laboratory. The The program must include a minimum of laboratory projects will focus on urban streams, student’s major department or pro- 45 credits in approved graduate courses, ecosystems of the Portland metropolitan region, gram. The student should contact that to include a minimum of 24 credits in the and environmental impacts of land use. department for information. area of concentration. At least 9 credits, ESR 102 ◆ Dissertation. The student must sub- but no more than 15 credits, must be in Environmental Science II (4) mit a prospectus outlining a proposed education courses. In order to fulfill Introduction to the analytical study of the interac- research project suitable for the doctor- requirements for the degree, the student tion between humans and the environment. This al dissertation in environmental sci- term will focus on issues of environmental degra- must satisfactorily complete the degree ences and resources. This is done dation. Topics will include human population programs and pass both a final written under the guidance of the student’s growth, pollution of the air and water, energy examination and a final oral examination. major adviser and is approved by the resource use, and social and economic basis for To encourage the development of interdis- dissertation committee and the ESR sustainability. One 2-hour laboratory. The labora- ciplinary graduate study programs, guide- tory projects will focus on impact of population Coordinating Committee. The research lines for course selection are flexible. growth, pollution, and resource conservation. for the dissertation is conducted under Students must complete at least 45 graduate the guidance of the student’s disserta- ESR 199 credits. The program of study consists of the Special Studies (Credit to be arranged.) tion committee. After the dissertation following minimum credit requirements. ESR 220 is complete and after advancement to Introduction to Environmental Systems (4) Required courses Credits candidacy (see below), a final oral Core courses (selected from program list) ...... 12 Introduction to the structure and function of ter- ESR 507 Seminar (three terms)...... 3 examination will be conducted, open restrial, aquatic, and atmospheric systems, ESR 570 Environmental Education...... 3 to the public, within the subject area of including the human actions that affect them. the dissertation. Includes a lab section that introduces basic quan- 126 P ORTLAND S TATE U NIVERSITY

titative techniques for collecting and analyzing ESR 355 ESR 427/527 data from environmental systems; 2 lecture peri- Understanding Environmental Watershed Biogeochemistry (4) ods, one 3-hour lab. Recommended prerequisite: Sustainability I (4) Study of the chemistry of watershed-based ESR 150 (may be taken concurrently). Emphasizing sustainability, study of the scientific ecosystems, emphasizing physical and biological and ecological principles that govern human inter- ESR 221 processes. Mechanisms of atmospheric input; Applied Environmental Studies: Problem actions with the physical and biological systems of rock weathering and soil development; physical Solving (4) the earth. Topics will include ecosystem proper- and biological controls on the storage and flux Environmental sampling, Sampling design, and ties, earth system properties, human population of minerals, carbon, and nutrients in terrestrial measurement. Recommended prerequisites: dynamics, and the roles of technological and ethi- ecosystems; and impacts of management on ESR 220; Stat 243. cal decisions. Not intended for science majors. biogeochemical processes in watershed-based ecosystems. Recommended prerequisites: ESR 222 ESR 356 Applied Environmental Studies: Policy Understanding Environmental Bi 253, Ch 223, ESR 320, Mth 252. Considerations (4) Sustainability II (4) ESR 428/528 Introduction to environmental laws and the reg- Introduction to the concepts and principles nec- Urban Ecology (4) ulations promulgated under them. Includes an essary to understand the complex relationship Study of ecological processes in urban environ- examination of the genesis of these laws (e.g., between humans and environmental sustain- ments. Emphasis on responses of flora and NEPA, Clean Air and Water Acts, RCRA, ability. Topics will include energy and pollution fauna to changes in climate, hydrology, geomor- Endangered Species Act) and their history of as well as biodiversity and land use. Not intend- phology, geochemistry, soils and available habi- compliance and violation. Recommended pre- ed for science majors. tat in urban areas. Includes issues of species requisite: ESR 220 and 221. ESR 399 conservation, ecosystem management and sus- ESR 223 Special Studies (Credit to be arranged.) tainability in urban systems. Recommended Applied Environmental Studies: Project (4) ESR 401 prerequisite: an undergraduate biology course Project work involving work with an environmen- Research (Credit to be arranged.) or permission of instructor. tal agency, industry, service, or research organiza- Consent of instructor and program director. ESR 429/529 tion. Recommended prerequisite: ESR 222. ESR 404 Environmental Impact Assessment (4) ESR 320 Cooperative Education/Internship Environmental assessments and impact assess- Analysis of Environmental Systems I (4) (Credit to be arranged.) ment techniques; regulatory and technical Structure and function of environmental sys- ESR 405 requirements of impact assessment. The tems, with an emphasis on physical processes Reading and Conference National Environmental Policy Act, its imple- (Credit to be arranged.) and environmental system dynamics. Includes a mentation, implications and uses. laboratory section using quantitative techniques ESR 407 ESR 433/533 Environmental Seminar (1) for conceptualizing and analyzing environmen- Natural Resource Economics (4) Weekly seminar series involving student-led dis- tal processes; 3 hours lecture, one 3-hour lab. An examination of the economic concepts and cussion of topical environmental issues. May be Recommended prerequisites: Mth 241 or 251, theories for analyzing natural resource use and repeated for up to 3 credits. and four credits each in biology, chemistry, and related environmental pollution, including the physics or geology. ESR 410 economics of sustainability. Discussion of Selected Topics (Credit to be arranged.) renewable and nonrenewable natural resource ESR 321 Consent of instructor. Analysis of Environmental Systems II (4) issues in the Pacific Northwest and policy alter- Introduction to the structure and function of ESR 420/520 natives. Recommended prerequisite: Ec 201. environmental systems with an emphasis on Ecological Toxicology (4) This course is the same as Ec 433/533; course ecological processes and human impacts. Effects of environmental contaminants at the may be taken only once for credit. Includes a laboratory focusing on the use of individual, population, and ecosystem level. ESR 434/534 quantitative techniques for whole system analy- Topics will include toxicity test methods, envi- Business Environmental Management sis; 3 hours lecture, one 3-hour lab. ronmental fate of contaminants, and the physio- Economics (4) Recommended prerequisite: ESR 320. logical and ecological effects of selected heavy Examines the economic costs and benefits that metals, chlorinated organics, and pesticides. affect the decisions of business firms to develop ESR 322 Environmental Risk Assessment (4) ESR 424/524 integrated environmental management systems. Overview of risk assessment applied to environ- Wetland Ecology (4) Analysis of policy options to foster business mental problems, including the impact assess- Structure and function of wetland ecosystems, environmental management for public goods. ment process, application of cost-benefit analysis, with an emphasis on the diversity of regional Case studies of selected firms. Recommended hazard identification, risk characterization, risk wetland systems. Topics also include wetland prerequisite: Ec 201. This course is the same as assessment, and risk management. Recommended soils, plants, and hydrologic setting and require- Ec 434/534; course may be taken only once for prerequisites: Ec 201, ESR 201, ESR 321. ments for wetland delineation. credit. ESR 323 ESR 425/525 ESR 443/543 Environmental Systems Laboratory I (2) Watershed Hydrology (4) Global Environmental Economics (4) Laboratory work to accompany Environmental Study of the movement and storage of water in An examination of the economic forces and theo- Systems I (ESR 320). One 4-hour laboratory peri- watersheds, emphasizing physical processes. ries to understand the causes of global environ- od. Requires concurrent enrollment in ESR 320. Includes systems analysis of watersheds, precip- mental problems, and to evaluate policy options itation, snowmelt, infiltration, evapotranspira- to remedy serious problems. Analyses of the eco- ESR 324 tion, groundwater flow, streamflow generation, nomic effects of global environmental agreements Environmental Systems Laboratory II (2) open channel flow, hydrograph analysis and an and the environmental effects of trade and global Laboratory work to accompany Environmental introduction to watershed hydrologic modeling. commerce in developed and developing coun- Systems II (ESR 321). One 4-hour laboratory peri- Recommended prerequisites: Mth 252, Ph 201, tries. This course is the same as Ec 443/543; od. Requires concurrent enrollment in ESR 321. Stat 244; ESR 320. course may be taken only once for credit. ESR 325 ESR 445/545 Environmental Risk Assessment Lab (2) ESR 426/526 Ecology of Streams and Rivers (4) Old-growth Forest Ecology (4) Provides an overview of the main techniques Evaluation of streams and rivers from an ecosys- Exploration of the ecological characteristics of used for environmental risk assessment. tem perspective, including stream development, west-side old-growth forests, including their Emphasis is on laboratory acute and chronic biological communities, ecological processes, outstanding biodiversity. Landscape level toxicity tests and field biological stream assess- and methods of assessment as applied to evalu- aspects of forest ecosystems, including the role ment. Recommended prerequisites: ESR 321, ation of common environmental problems. of fire; plus the use of basic forestry measure- 322, 324. C OLLEGE OF L IBERAL A RTS AND S CIENCES 127

ments to contrast old-growth, second-growth, ESR 501 ESR 566/666 and plantation stands of trees. Emphasizing Research (Credit to be arranged.) Environmental Data Analysis (4) field study, this eight-day course is based at an Consent of instructor and program director. Same as CE 566/666. Course may only be taken off-campus location for easy access to forest ESR 503 once for credit. ecosystems. Field site costs in addition to Thesis (Credit to be arranged.) ESR 570 tuition. Recommended prerequisite: upper-divi- All aspects of research and thesis writing for Environmental Education (3) sion or graduate standing required and an master’s students. Overview of the purpose and scope of environ- undergraduate sequence in biology. ESR 504 mental education. Provides an educational ESR 450 Cooperative Education/Internship framework and examples of the variety of sites Case Studies in Environmental Problem (Credit to be arranged.) where environmental education is practiced. Solving (6) ESR 505 Specific examples of teaching strategies, materi- Evaluation of selected cases of environmental Reading and Conference (Credit to be als, and methods will be presented. Students problems, including field studies and project arranged.) will be expected to carry out a site-based project work with government and private agencies. ESR 506 utilizing some of the materials developed in Recommended prerequisites: ESR 320, 321, 322. Special Projects (Credit to be arranged.) class. ESR 471/571 ESR 507 Atmospheric Physics (4) Seminar (1) The Environmental Sciences and Resources Cycles of trace gases in the Earth’s atmosphere Weekly seminar series on topical environmental Doctoral Program consists of graduate courses and their role in the environment. Emission, issues. May be repeated for up to 3 credits. available through the Departments of Biology, dispersal, and removal of natural and man- ESR 509 Chemistry, Civil Engineering, Geology, and made trace constituents in the atmosphere that Practicum (Credit to be arranged.) Physics that are approved by the student’s determine the Earth’s climate and stratospheric ESR 510 advisory committee. ozone layer. Prerequisites: one year each of cal- Selected Topics (Credit to be arranged.) ESR 601 culus and calculus-based physics. Consent of instructor. Research (Credit to be arranged.) Recommended: introductory course in differen- ESR 549 Research that is not normally part of the thesis. tial equations. This course is the same as Ph Applied Environmental Statistics (4) ESR 603 471/571, may only be taken once for credit. Analysis of environmental data (mostly observa- Dissertation (Credit to be arranged.) ESR 473/573 tional data) and the presentation of data and All aspects of thesis including thesis research Phytoplankton Ecology (4) results using graphics. Statistical estimation and and writing the dissertation. Examination of photosynthesis, nutrient uptake, testing (including nonparametric procedures), ESR 604 regulation and cell growth processes in the con- analysis of variance, linear models, tree-based Cooperative Education/Internship text of algal growth in natural waters. models, nonparametric regression models, and (Credit to be arranged.) Recommended prerequisites: Bi 251; ESR 321 Bayesian decision making. ESR 605 or Bi 357. ESR 567 Reading and Conference (Credit to be arranged.) ESR 475/575 Multivariate Analysis Limnology and Aquatic Ecology (4) of Environmental Data (4) Scholarly examination of literature including Kinds, origins, and ecological features and Biological and environmental data are usually discussion between student and professor. dynamics of freshwater environments. complex, consisting of many observations and ESR 607 Recommended prerequisite: Ch 223. variables. This course provides an overview of Seminar (1) Environmental Sciences Seminar. Consent of ESR 477/577 the main techniques of multivariate data analy- Limnology Laboratory (2) sis that are relevant and useful in ecology and instructor. Pass/no pass only. Techniques in field and laboratory analysis of environmental sciences. Emphasis is on ordina- ESR 610 freshwater systems. Recommended pre- or tion and cluster analysis. Prerequisite: one col- Selected Topics (Credit to be arranged.) corequisite: ESR 475/575. lege-level statistics course. ESR 478/578 Aquatic Vascular Plants (4) Classification, biology, ecology, and management of aquatic vascular plants. Course will focus on freshwater systems and include a laboratory featuring field identification and laboratory experimentation. Recommended prerequisite: Bi 357. ESR 479/579 Fate and Transport of Toxics in the Environment (4) Chemical, physical, and biological principles that govern the behavior of toxic materials such as heavy metals and synthetic organic compounds in the environment. Course emphasizes practical ways to represent chemical processes in models of pollutant behavior. Topics include: adsorption of pollutants on soils and sediments; transport across sediment-water and air-water interfaces; bioamplification of pollutants; multiphase fugacity models of organics; case studies of contaminated surface water, sediment and groundwater. Recommended prerequisite: senior or graduate standing. This course is the same as CE 479/579; course may be taken only once for credit. 128 P ORTLAND S TATE U NIVERSITY

Foreign Languages and Literatures

393 Neuberger Hall Foreign Languages and Literatures for Credits 725-3522 placement advising. Language, literature, and culture ...... 32 (in Fr and Span this must include two courses www.fll.pdx.edu Credit by examination. Credit by exam from the 341-342-343 sequence and at least 8 may be granted for first-year and second- 400-level credits.) B.A.––Concentration in Chinese, French, 400-level courses in the major language ...... 8 German, Japanese, Russian, or Spanish year language sequences only. A student may be awarded credit by exam for a maximum (excluding 401-410) Minor––Concentration in Arabic, Chinese, Adviser-approved electives...... 8 French, German, Japanese, Russian, of one language sequence (12-15 credits). Linguistics ...... 4 Turkish, or Spanish Credit by exam is awarded only for those (FL 390, Ling 390, or a linguistics course in the Certificate in Teaching Japanese as a languages taught by the department. Credit major language) Foreign Language received by examination is graded P/NP only. Total 52 Secondary Education Program Students of French, German, or Spanish ◆ Before being admitted to 400-level M.A.––Foreign Language: French, may receive credit for first- or second-year courses, students will be expected to German, Japanese, or Spanish by taking a CLEP exam (administered by demonstrate proficiency at a level M.A.––Foreign Literature and Language: primary languages––French, Testing Services). The amount of credit determined by the individual language awarded will depend on the score program. German, Spanish; secondary lan- ◆ guages––Chinese, French, German, received. Students of Arabic, Chinese, No more than 8 credits of courses Japanese, Russian, or Spanish Danish, Finnish, Greek, Hebrew, Italian, numbered 404 (Cooperative M.A.T.––French, German, Spanish Japanese, Korean, Latin, Norwegian, Education) may be counted toward M.A.T. with Initial License—French, Persian (Farsi), Portuguese, Russian, the major. German, Japanese, Spanish Swahili, Swedish, or Turkish should con- ◆ 20 of the required 52 credits must be The Department of Foreign Languages and tact the department for individual testing. taken in residence at PSU (excludes Literatures offers undergraduate major and Restrictions. The language sequences credit by exam but includes study minor programs in Chinese, French, 101, 102, 103 (or 150, 151) and 201, abroad credit from PSU approved German, Japanese, Russian, and Spanish; 202, 203 must be taken in order. Students programs). minor programs in the above languages who have received credit for any one of ◆ All courses used to satisfy major and in Arabic, Turkish, and Classical these may not subsequently receive credit requirements must be passed with a Studies; and instruction in the above lan- for any of the lower numbered courses. grade of C or higher. (C- and P are not guages, as well as in Danish, Finnish, This restriction also applies to transfer acceptable.) Students majoring in a Ancient Greek, Modern Greek, Hebrew, credits and credits earned by examination. foreign language must maintain a mini- Italian, Korean, Latin, Norwegian, Persian Native speakers (defined as students mum GPA of 2.50 on all courses used (Farsi), Portuguese, Swahili and Swedish. whose formal secondary education was to satisfy the major requirements. Other languages may be offered from time completed in the foreign language) may Requirements for minor in a foreign to time. not register for first- through fourth-year language. The Department of Foreign language courses in their native language, Languages and Literatures offers under- nor may they receive credit by exam for graduate minors in Arabic, Chinese, Undergraduate their native language. French, German, Japanese, Russian, Spanish, and Turkish. An undergraduate programs Degree requirements foreign language minor must complete 20 upper-division credits (numbered 300 or Admission requirements Requirements for major in foreign lan- above) in language, literature, or culture, guages. The Department of Foreign and at least 12 of which are in the target Students majoring in Chinese, French, Languages and Literatures offers under- language, and 4 credits in general linguis- German, Japanese, Russian, or Spanish are graduate majors in Chinese, French, tics (FL 390, Ling 390, or a linguistics required to demonstrate proficiency at a German, Japanese, Russian, and Spanish. course in the target language). An undergraduate foreign language major level determined by the individual lan- Credits guage program before being admitted to must complete 32 upper-division credits Language, literature and culture ...... 20 400-level courses. (numbered 300 or higher) in language, lit- Linguistics ...... 4 Placement. Students with prior experi- erature and culture, an additional 8 credits Total 24 ence in French, German, or Spanish are in 400-level language and literature cours- ◆ No more than 4 credits of courses required to take an on-line placement es (excluding 401-410), 8 credits in advis- numbered 404 (Cooperative examination. You may access the test er-approved electives, and 4 credits in lin- Education) may be counted toward the under “Advising” at www.fll.pdx.edu. guistics (Ling 390, FL 390, or a linguistics minor. Students of Arabic, Chinese, Danish, course in the target language). French and ◆ Twelve of the required 24 credits must Finnish, Greek, Hebrew, Italian, Japanese, Spanish majors must include a minimum be taken in residence at PSU (excludes Korean, Latin, Norwegian, Persian (Farsi), of two courses from the 341, 342, 343 credit by exam but includes study Portuguese, Russian, Swahili, Swedish, or sequence and a minimum of 16 400-level abroad credit from PSU approved Turkish may contact the Department of credits in their total program. programs). C OLLEGE OF L IBERAL A RTS AND S CIENCES 129

◆ All courses used to satisfy the depart- to study Japanese while taking other mental minor requirements, must be courses in the certificate program. Graduate programs graded C or higher. (C- and P are not On the graduate level, the Department of acceptable). Students minoring in a Course requirements Foreign Languages and Literatures offers foreign language must maintain a min- degree programs leading to the M.A. in imum GPA of 2.50 on all courses used To qualify for the TJFL certificate, the student must complete 16 credits in theoreti- Foreign Language with a major in French, to satisfy the minor requirements. German, Japanese, or Spanish; the M.A.T. Requirements for minor in Classical cal and applied linguistics (through the departments of Foreign Languages and in French, German, or Spanish; the M.A.T. Studies. An undergraduate minor in clas- with Initial License in French, German, sical studies consists of 36 credits of Latin Literatures or Applied Linguistics), 16 credits in Japanese-area studies (literature, Japanese, or Spanish and the M.A. in and Ancient Greek (two years of Latin and Foreign Literature and Language, with a one of Greek or two years of Greek and history, anthropology, etc.), and 8 credits in TJFL Methods (Jpn 477, 478). concentration in two foreign literatures one of Latin) and 12 credits of area classes and linguistics. selected from the list below. Credits Linguistics ...... 16 Deutsche Sommerschule am Pazifik. Language...... 36 Graduate credits earned in German Two years of Latin and one of Ancient Greek or Area Studies ...... 16 Two years of Ancient Greek and one of Latin TJFL Methods ...... 8 through the Deutsche Sommerschule am Area Classes...... 12 Total 40 Pazifik can be accepted as in-residence ArH 452 Ancient Art: Aegean and Greek All courses used to satisfy certificate course credit at Portland State University only if ArH 453 Ancient Art: Etruscan and Roman requirements must be graded C or above. taken after formal admission to the M.A. Eng 317 Greek Mythology in Foreign Language program in German, Grk 330 Ancient Greek Literature in Translation SECONDARY EDUCATION PROGRAM to the M.A. in Foreign Literature and Grk 331 Plato as Literature Advisers: French, S. Walton; German, W. Fischer; Language, or to the M.A.T. or the M.A.T. Grk 332 Greek Religion Japanese, S. Watanabe; Russian, M. Hickey; Grk 333 Women in Ancient Greece Spanish, D. Ostlund with Initial License in German. Graduate Grk 334 Greek Ethical Thought credit earned at the DSaP prior to admis- Students who wish to teach a foreign lan- Grk 335 Sophocles and Euripides sion to either program is normally limited guage in Oregon secondary schools must Hst 315 Greek History to 15 credits, in accordance with the Hst 316 Roman History be admitted into the Graduate Teacher University’s transfer regulations. Lat 330 Roman Culture Education Program (GTEP) in Portland An M.A. degree in German earned solely Lat 341 Roman Literature in Translation State’s Graduate School of Education and by attendance at the Sommerschule normal- Phl 414 Plato complete the requirements for an Oregon Phl 415 Aristotle ly entails four summers’ work plus thesis. Teaching License. Admission to GTEP as a TA 471 Ancient Greek Theater and Drama Master of Arts in Foreign Language. The foreign-language specialist requires a bach- Total 48 M.A. in Foreign Language is a graduate elor’s degree in a foreign language taught ◆ Twelve of the required 48 credits must degree with a major in French, German, in Oregon schools and the recommenda- be taken in residence at PSU. Japanese, or Spanish language and litera- tion of the Department of Foreign ◆ All courses used to satisfy minor ture. It is available with a thesis and a Languages and Literatures. For other crite- requirements must be graded C or non-thesis option. The thesis option is ria, please refer to the Graduate School of higher. Students minoring in classical generally recommended for students who Education section of this Bulletin. studies must maintain a minimum intend eventually to obtain a doctorate. In order to be recommended by the GPA of 2.50 on all courses used to sat- The non-thesis option is often appropriate department, the applicant must have: isfy the minor requirements. for those who intend to use their M.A. 1. Applied for admission to the Graduate coursework as direct preparation for sec- Teacher Education Program in the Graduate ondary-school language teaching or anoth- School of Education (see page 226). er career. Students should consult with Certificates 2. Completed a B.A. or B.S. which Certificate in Teaching Japanese as a their adviser to determine the best option. includes coursework equivalent to the 52 Master of Arts in Foreign Literature Foreign Language (TJFL). This program is credits required for a major in one foreign and Language. The M.A. in Foreign designed to familiarize participants with language at Portland State University. Literature and Language is a graduate principles of instructional methods in 3. Have maintained a 3.00 GPA in the degree with concentration in a primary teaching Japanese to speakers of languages last 40 of the above 52 credits earned. language, a secondary language, and in whose orthography is not kanji-based. It is 4. Obtained an Oral Proficiency Rating of linguistics. The primary language may be designed to fit into the programs of majors Advanced High or higher on the ACTFL French, German, or Spanish; the second- in a wide variety of fields, including scale in French, German, or Spanish, or a ary language may be Chinese, French, Japanese, education, linguistics, and the rating of Intermediate High or higher in German, Japanese, Russian, or Spanish. social sciences. Candidates may enroll as Japanese or Russian. Master of Arts in Teaching. The M.A.T. post-baccalaureate students or while com- The Department of Foreign Languages degree program, while designed especially pleting undergraduate degree requirements and Literatures highly recommends that for those who wish to strengthen their in another field. applicants earn upper-division credits in preparation to teach French, German, or their chosen language beyond the mini- Spanish in secondary schools and two-year mum of 52 required; that they spend time Admission requirements colleges, is open to anyone wishing to pur- in a relevant program abroad; and that 1. Admission to Portland State University. sue graduate work in these languages. their coursework include as many of the 2. Japanese proficiency at the ACTFL Master of Arts in Teaching with Initial following as possible: Phonetics, General “Intermediate High” level. License. The M.A.T. in Foreign Languages Linguistics, Applied Linguistics, Culture Students whose proficiency is lower may with Initial License is available in French, and Civilization, Practicum, and Methods be provisionally admitted; they will need German, Japanese, or Spanish. It is designed of Teaching Foreign Languages. 130 P ORTLAND S TATE U NIVERSITY

for students who are already teaching in the Credits In addition to the required coursework, Oregon secondary school system. Thesis option the candidate will have to: 560 Principles of Scholarly Research...... 4 ◆ Submit two research papers to the 551, 552, 553 (Poetry, Drama, Prose—any two) .....8 graduate committee, one dealing with Admission requirements FL 598 (Methods) ...... 4 the primary, the other with the sec- Master of Arts in Foreign Language. 503 Thesis ...... 6-9 Additional adviser-approved coursework...... 20-23 ondary area. These may be written Applicants for admission must meet the either in the primary or secondary lan- University admissions requirements (page Total 45 Non-thesis option guages, respectively, or in English. 60) as well as the following departmental ◆ Be rated in oral and written proficien- requirements: 560 Principles of Scholarly Research...... 4 551, 552, 553 (Poetry, Drama, Prose—any two) .....8 cy in the secondary language only. 1. A Bachelor of Arts degree or its equiv- FL 598 (Methods) ...... 4 Minimum proficiency level for French, alent in the major language, with a mini- 501 Research, or other adviser-approved credits 6-9 German, and Spanish: Advanced. For mum GPA of 3.00 in all coursework. Additional adviser-approved coursework...... 20-23 Chinese, Japanese, and Russian: 2. Oral and written proficiency: Total 45 Intermediate High. Advanced High on the ACTFL scale in Note: The student’s program may include, with ◆ adviser’s approval, a maximum of 12 credits in 501 Pass a final comprehensive written and French, German, and Spanish; Advanced and/or 505 and a maximum of 9 credits in 508 oral examination over coursework Low in Japanese. and/or 509 combined. See Credit Distribution and taken in the primary and secondary Master of Arts in Foreign Literature Limitations for Master’s Degrees, page 63. In addition to the required coursework, areas and over the research papers. and Language. Applicants for admission Master of Arts in Teaching. A candidate must meet the University admissions the candidate will have to: ◆ Demonstrate reading competence in a for the M.A.T. in foreign languages must requirements (page 60), as well as the fol- complete a minimum of 45 graduate cred- lowing departmental requirements: second foreign language. ◆ its, of which 30 must be taken in resi- 1. In the primary language: Thesis option: Submit a thesis, written in either the foreign language or in dence after admissions to the degree pro- a. Bachelor of Arts in the language with a gram to include: 3.00 GPA in the literature courses, or its English, and pass a final examination in Credits equivalent as determined by the accordance with University requirements. ◆ Non-thesis option: Submit two research Principles of Scholarly Research 560...... 4 Department; Two of the following: 551, 552, 553 b. Oral and written proficiency: papers in different adviser-approved sub- (Poetry, Drama, Prose) ...... 8 Advanced High on ACTFL scale. ject areas, written either in the foreign FL 598 (Methods) ...... 4 2. In the secondary language: language or in English, and pass a final Adviser-approved education courses ...... 9-15 Other adviser-approved courses ...... 14-20 Demonstration of third-year proficiency. written and oral examination. Total 45 Master of Arts in Teaching. Applicants Master of Arts in Foreign Literature In addition to the required coursework, for admission must meet the University and Language. A minimum of 60 credits, the candidate will have to: admissions requirements (page 60), as of which 40 must be earned in residence, ◆ Demonstrate reading competence in a well as the following departmental distributed among the following areas: second foreign language. requirements: Primary language Credits ◆ Submit two research papers: one in 1. A Bachelor of Arts degree or its equiv- Principles of Scholarly Research 560...... 4 Eight credits chosen from courses numbered 551, the area of language or language peda- alent in the major language, with a mini- 552, 553 ...... 8 gogy, the other in literature. mum GPA of 3.00 in all coursework. Other adviser-approved 500-level courses ...... 16 ◆ Complete a comprehensive written 2. Oral and written proficiency: Sub-total 28 and oral examination. Advanced High on the ACTFL scale. Secondary language Credits Master of Arts in Teaching with Initial Master of Arts in Teaching with Initial Phonetics 325 ...... 4 License. To qualify for the M.A.T. in for- License. Enrollment in this program is Advanced Language 511 and 512 or Span 514 ...... 8 eign languages with initial license, students limited to practicing educators in the fields Eight graduate credits chosen from: 500 -level literature (not including Literature in must complete the following, of which 35 of French, German, Japanese, or Spanish Translation) and/or Linguistics 594, 595, and/or credits must be taken in residence after (those already teaching in Oregon second- Stylistics 584 ...... 8 admission to the degree program: ary schools, but who are not yet licensed). Sub-total 20 Applicants for admission must meet the Note: If upper-division courses in phonetics and/or Credits fourth-year language have been successfully com- CI 548 Advanced Secondary Methods: University admissions requirements (page pleted at the undergraduate level (with a GPA of Subject Field in Secondary School ...... 3 60) as well as the following departmental 3.00 or above), they can be waived, reducing the or requirements: total credits required by a maximum of 12. FL 598 Foreign Language Methods ...... 4 Linguistics and methods Credits CI 548 Advanced Secondary Methods: 1. A Bachelor of Arts degree or its equiv- Reading and Composition in Secondary Schools....3 12 graduate credits chosen from: CI 512 Teaching and Learning...... 3 alent in the major language, with a mini- FL 593 Language Proficiency mum GPA of 3.00 in all coursework. Testing and Teaching CI 511 Classroom Management ...... 3 2. Oral and written proficiency: FL 598 Methods of Teaching Foreign Languages SPED 518 Survey of Exceptional Learners ...... 3 CI 509 Practicum: Supervised Teaching in Fr 594 French Linguistics Advanced High on the ACTFL scale. Foreign Language (concurrent with FL 509)...... 3 Fr 597 Applied French Linguistics FL 509 Practicum: Supervised Teaching in Ger 594 German Linguistics Foreign Language (concurrent with CI 509) ...... 4 Degree requirements Ger 597 Applied German Linguistics Plus a minimum of 28 graduate credits in Master of Arts in Foreign Language. A Span 594 Spanish Linguistics subject area related to the target language or Span 597 Applied Spanish Linguistics other adviser-approved graduate credits...... 28 candidate for the Master of Arts in a Other adviser-approved courses Total 50-51 Foreign Language must complete a mini- Sub-total 12 In addition to the required coursework, mum of 45 graduate credits, of which 30 Total 60 the candidate will have to: must be taken in residence after admission ◆ Demonstrate reading competence in a to the degree program. The 45 credits are second foreign language. to be distributed as follows: C OLLEGE OF L IBERAL A RTS AND S CIENCES 131

◆ Submit two research papers: one in Cervantes, Goethe. Recommended prerequisite: Ar 304, 305, 306 the area of language or language peda- Sophomore Inquiry or 12 credits of literature. Common Spoken Arabic (2, 2, 2) gogy, the other in literature. Conducted in English. Practical panArab language used in business, ◆ Complete a comprehensive written *FL 449/549 social, and intellectual gatherings in lieu of limited local dialects, or the Fus-ha (classical elo- and oral examination. Major Topics in World Literature and Culture (4) quent literary Arabic of the intellectuals), under- Study of the treatment of topics in one or more of standable by any Arab, and usable anywhere in the cultures of the world. Such topics as Europe the Arab world. Prerequisite: Ar 103. Does not Courses as self and other, Don Juan, exile, the quest, out- satisfy B.A. requirement in foreign language. laws and bandits, ghosts, fairies and gods. Courses with an asterisk (*) are not offered every year. *Ar 311 Recommended prerequisite: Sophomore Inquiry Business and Media Arabic (4) All upper-division courses are taught in the target or 12 credits of literature. Conducted in English. Reading and translating newspaper materials and language, unless otherwise noted. *FL 493/593 business-related texts; viewing of selected Arabic Language Proficiency Testing videos and TV programs; conducting conversations Foreign Languages and Teaching (4) in Arabic dealing with issues presented in course FL 199 Application of proficiency standards in testing materials to enhance listening comprehension, Special Studies (Credit to be arranged.) and teaching at the novice and intermediate lev- writing, and speaking skills. Prerequisite: Ar 301. FL 299 els. Introduction to ILR/ACTFL/ETS/FSI guide- Ar 399 Special Studies (Credit to be arranged.) lines and compatible testing methods. Special Studies (Credit to be arranged.) *FL 331 Discussion of pragmatic issues: testing technique Ar 401 Women in the Middle East (4) and test validity; use of teaching materials; logis- Research (Credit to be arranged.) Explore the role and status of women in the tics. Recommended prerequisite: three years of a Ar 404 contemporary Middle East with respect to insti- foreign language. Conducted in English. Cooperative Education/Internship (Credit tutions such as the family, law, education, work FL 498/598 to be arranged.) and politics–areas which intersect and overlap Methods of Teaching Foreign Languages (4) Ar 409 with broader cultural questions about women Study and analysis of various pedagogical theo- Practicum (Credit to be arranged.) and their place in tradition, modernity, nation- ries as applied to the learning and teaching of Ar 410 building, Islam and the West. This course is the foreign languages. Special emphasis on dis- Selected Topics (Credit to be arranged.) same as Intl 331 and WS 331; course may only course and content analysis. Recommended for *Ar 411 be taken once for credit. prospective language teachers. Recommended Topics in Modern Arabic Prose (4) *FL 335 prerequisite: three years of a foreign language. Reading advanced Arabic essays and short sto- Icelandic Sagas (4) Conducted in English. ries by prominent authors presenting various Explores the sagas and the cultural milieu in genres of Arabic literature. Analysis and critique FL 560 writing. Prerequisite: Ar 301. which they were created. Conducted in English. Principles of Scholarly Research (4) Recommended prerequisite: Sophomore Inquiry. A theoretical and practical introduction to research *Ar 412 *FL 390 methods and literary theory. Investigation of bibli- Topics in Classical-modern Arabic Poetry (4) Languages of the World (4) ographic materials, primary texts, secondary litera- Reading light poetry by master poets from early Overview of the world’s languages and language ture, and major forms of literary criticism. To be Arabia, Abbasid, Andalusian, Mahjar, and mod- families. Presentation of specific languages, taken in first year of graduate study. ern times. Prerequisite: Ar 301. basic phonemic and structural analyses to illus- *Ar 417 trate linguistic terms and concepts. Folk Literature of the Arabs (4) FL 399 Arabic Topics include selected epics, folktales, Special Studies (Credit to be arranged.) Ar 101, 102, 103 proverbs, and jokes. Analysis of texts in their FL 401/501 First-year Standard Arabic (4, 4, 4) socio-cultural context. Viewing critical cultural Research (Credit to be arranged.) Introduction to modern literary Arabic. Emphasis videos. Recommended prerequisite: Sophomore FL 403/503 on basic grammar, syntax, writing, translation, Inquiry or 4 credits of upper-division literature. Thesis (Credit to be arranged.) listening comprehension, and oral communica- Conducted in English. FL 404/504 tion. For non-native speakers of Arabic only. *Ar 418 Cooperative Education/Internship (Credit Ar 199 Folk Poetry of the Arabs (4) to be arranged.) Special Studies (Credit to be arranged.) Topics include muwashshahat, modern lyrics, FL 405/505 Ar 201, 202, 203 folk songs, and improvised sung poetry-Zajal. Reading and Conference (Credit to be Second-year Standard Arabic (4, 4, 4) arranged.) Analysis of texts in the socio-cultural context. Continued work in modern literary Arabic with FL 407/507 Viewing critical cultural videos. Recommended Seminar (Credit to be arranged.) emphasis on basic grammar and syntax, reading prerequisite: Sophomore Inquiry or 4 credits of prose texts, writing compositions, translation, FL 408/508 upper-division literature. Conducted in English. Workshop (Credit to be arranged.) listening comprehension, and oral communica- *Ar 441 FL 409/509 tion. Prerequisite: Ar 103. For non-native Major Arabic Works in Translation (4) Practicum (Credit to be arranged.) speakers of Arabic only. Study of selected masterpieces of Arabic litera- FL 410/510 Ar 299 ture in English translation: short stories, Selected Topics (Credit to be arranged.) Special Studies (Credit to be arranged.) women’s essays, poetry, folk literature, and *FL 447/547 Ar 301, 302, 303 introduction to Arab culture. Viewing critical Major Forces in World Literature (4) Third-year Standard Arabic (4, 4, 4) films and videos. Lectures and discussions in A study of literary forms, theories, and move- Modern literary Arabic prose, reading, transla- English. Recommended prerequisite: 4 credits ments, such as Classical Drama, Medieval tion, grammar, syntax, and Arabic composition of upper-division literature. Course may be Romance, Existentialism, Structuralism, The writing. Ar 302 intermediate Arabic prose, read- repeated for credit if content varies. Absurd, Nativism, and Roots. Recommended ing, translation, complex syntax, and Arabic prerequisite: Sophomore Inquiry or 12 credits composition writing. Ar 303 advanced interme- of literature. Conducted in English. diate Arabic prose, reading essays by prominent Chinese *FL 448/548 Arab authors and thinkers. Continued work on Chn 101, 102, 103 Major Figures in World Literature (4) complex syntax and composition writing. First-year Chinese (5, 5, 5) Concentrated study of the canon of one or more Prerequisite: Ar 203. For non-native speakers of An introduction to Mandarin: listening, speak- major writers: for example, Dostoevsky, Arabic only. ing, reading, and writing. Characters and spo- 132 P ORTLAND S TATE U NIVERSITY

ken language presented concurrently through- Chn 409/509 Recommended prerequisite: Sophomore out the year. Practicum (Credit to be arranged.) Inquiry. Conducted in English. Chn 199 Chn 410/510 *Dane 346 Special Studies (Credit to be arranged.) Selected Topics (Credit to be arranged.) 20th Century Danish Women Writers (4) Chn 201, 202, 203 *Chn 411/511, 412/512 Examination of works of 20th century Danish Second-year Chinese (5, 5, 5) Advanced Chinese (4, 4) women writers with attention to themes, styles, Continued work in Mandarin, with emphasis Development of facility with complex patterns and characteristics in light of the literary trends on mastering all basic grammatical structures, in conversation, reading and writing. Topics of their times and feminist criticism. Readings, developing conversation skills, and building such as Rural China, The Philosophers, lectures, and discussions in English. Documentary Chinese, The Structure of vocabulary in characters with correct pronunci- *Dane 347 ation. Recommended prerequisite: Chn 103. Chinese. Recommended prerequisites: Chn 303; Major Works in Danish Literature (4) Chn 304, 311, 312. Chn 299 Four centuries of Danish masterpieces with Special Studies (Credit to be arranged.) *Chn 413/513 attention to themes, styles and characteristics in Chn 301, 302, 303 Advanced Classical Chinese (4) light of the literary trends of their times. Third-year Chinese (4, 4, 4) Readings from classical works of various genres Conducted in English. Recommended prerequi- Intermediate conversation, reading, writing, and historical periods, designed to solidify the site: Sophomore Inquiry. structures introduced in Chn 311 and 312, vocabulary building, and grammar. Introduction Dane 361 to literary and expository texts. Recommended build further vocabulary and introduce the fun- Danish Films from Dreyer to Dogmer (4) prerequisite: Chn 203. damentals of classical Chinese literary history. Examines a number of Danish films produced Recommended prerequisite: third-year course- from 1928 to the present. Explores Denmark’s *Chn 304 work in Chinese, preferably including Chn 311 Chinese Newspaper Readings (4) position in the context of the world film indus- and 312. Practical introduction to the reading and accu- try as well as the Dogme movement. Readings, rate understanding of Chinese newspapers and *Chn 420/520, 421/521 lecture, and discussion in English. Readings in Chinese Literature (4, 4) related specialized styles of writing. Dane 399 Recommended as a complement to third-year Reading, analysis, and discussion of representa- Special Studies (Credit to be arranged.) Chinese. Recommended prerequisite: Chn 203. tive literary texts. Chn 420 focuses on pre-modern topics such as “Traditional Chinese Fiction” *Chn 306 and “Chinese Classical Masterpieces,” while Farsi Business Chinese (4) Chn 421 addresses primarily twentieth-century See Persian on page 136. Practice in oral and written Chinese at the topics such as “Chinese Nativist Literature” or upper-intermediate level, with emphasis on “Chinese Urban Literature.” Recommended pre- business vocabulary and procedures. requisites: Chn 303; Chn 304, 311, 312. *Finnish Recommended as a complement to third-year *Finn 101, 102, 103 Chinese. Recommended prerequisites: Chn 203; *Chn 490/590 First-year Finnish (4, 4, 4) Chn 303, 304. History of the Chinese Language (4) Beginning Finnish. Emphasis on communica- History of the Chinese language and language tion skills: listening, speaking, reading, writing. *Chn 311, 312 family, with emphasis on the development of Introductory Classical Chinese (4, 4) the current standard language. Evolution of Finn 199 Readings in the traditional literary language, Special Studies (Credit to be arranged.) phonology, morphology, and syntax in spoken designed to provide familiarity with essential *Finn 201, 202, 203 Chinese, development of the Chinese writing particles and structures, build vocabulary, and Second-year Finnish (4, 4, 4) system, history of Chinese lexicography, and introduce works from all genres and periods. Intensive review of basics introduced in first-year current language policy. Conducted in English. Recommended as a complement to third-year courses and further development of communica- Recommended prerequisite: at least one course Chinese; preparation for advanced work in tion skills. Recommended prerequisite: Finn 103. in linguistics (Ling 290 or above), or proficien- either modern or classical Chinese. cy in Chinese equivalent to Chn 203. Finn 299 Recommended prerequisite: Chn 203. Special Studies (Credit to be arranged.) *Chn 341 Topics in Chinese Literature and Thought: Danish French Service and Retreat (4) Dane 101, 102, 103 Interdisciplinary readings from the core of the Fr 101, 102, 103 First-year Danish (4, 4, 4) First-year French (4, 4, 4) written tradition, including history, poetry, clas- Beginning Danish. Emphasis on communication An introduction to elementary French. sical anecdotes and essays, related to the central skills: listening, speaking, reading, writing. issues facing the Chinese elite throughout histo- Emphasis on listening comprehension and oral Dane 199 practice, including the elements of grammar, ry: whether, how, and under what conditions to Special Studies (Credit to be arranged.) serve the state. Conducted in English. vocabulary building, and elementary readings. Dane 201, 202, 203 Fr 105 *Chn 342, 343 Second-year Danish (4, 4, 4) French Film (1) Chinese Vernacular Literature (4, 4) Intensive review of basics introduced in first-year 342 emphasizes traditional poetry and fiction Initiation to French culture and listening skills courses and further development of communica- through short lectures in English and feature- from 700 BC to the late nineteenth century; 343 tion skills. Recommended prerequisite: Dane 103. emphasizes influential works of the twentieth length film screenings in French (with English Dane 299 century, from semi-traditional to avant-garde. subtitles). Cannot be taken simultaneously with Special Studies (Credit to be arranged.) Fr 305. Conducted in English. Dane 316 Chn 399 *Fr 150, 151 Readings in Danish (2) First-year French (Intensive) (6, 6) Special Studies (Credit to be arranged.) A variable-content course designed to give A two-term course covering the content of Fr Chn 404/504 advanced students of Danish experience reading 101, 102, 103. Cooperative Education/Internship (Credit a variety of content areas. Taken in conjunction to be arranged.) with regularly scheduled corequisite FLL cours- Fr 199 Special Studies (Credit to be arranged.) Chn 405/505 es taught in English. Recommended prerequisite: Dane 203. Fr 201, 202, 203 Reading and Conference (Credit to be Second-year French (4, 4, 4) arranged.) *Dane 345 Intensive review of basic materials introduced in Chn 408/508 Hans Christian Andersen (4) First-Year French and further development of Workshop (Credit to be arranged.) Studies the works of Hans Christian Andersen, communication skills. Recommended prerequi- paying particular attention to the tales. site: Fr 103. C OLLEGE OF L IBERAL A RTS AND S CIENCES 133

Fr 299 Fr 408/508 tion: such topics as Classical drama, Realism, Special Studies (Credit to be arranged.) Workshop (Credit to be arranged.) contemporary novel, Flaubert, and Camus. Fr 301, 302, 303 Fr 409/509 Readings, lectures, and discussions in English. Third-year French (4, 4, 4) Practicum (Credit to be arranged.) Recommended prerequisite: 4 credits of upper- Development of speaking, listening, reading and Fr 410/510 division literature. writing skills and a review of grammar through Selected Topics (Credit to be arranged.) *Fr 442/542 study of appropriate texts, conversation, activi- Fr 411/511, 412/512 Medieval Works in Translation (4) ties, and written assignments. Recommended Advanced French (4, 4) Study of texts from the French middle ages. prerequisite: Fr 203. Special problems of French grammar; selected Readings, lectures, and discussions in English. Fr 305 writing and reading assignments and discus- Recommended prerequisite: 4 credits of upper- Topics in French Film (4) sion. Recommended prerequisite: Fr 303. division literature. Focus on conversation and writing skills *Fr 414/514 *Fr 490/590 through the viewing and discussion of films. Advanced French Grammar (4) History of the French Language (4) Topics may include: the history of French and A systematic approach to the study of French Study of the development of the French lan- Francophone cinema; the history of France grammar and syntax for majors and prospective guage in terms of phonological, morphological, through film. Recommended prerequisite: Fr teachers. Recommended prerequisite: Fr 303. and syntactical changes. Recommended prereq- 203 and 4 hours of 300-level French. *Fr 415/515 uisite: Fr 303. *Fr 325 Business French (4) *Fr 494/594 French Phonetics and Phonology (4) Advanced work in the language of business and French Linguistics (4) Introduction to the sounds of French: their economics. Recommended prerequisite: Fr 303. Introduction to the basic concepts of linguistics place and manner of articulation (phonetics) as Fr 417/517 and their application to the French language. well as how they pattern with respect to each Translation (4) Emphasis on practical analysis of the sound and other and as influenced by morphological and Special problems of translating between French the grammatical systems. Brief survey of the his- syntactic factors (phonology). Recommended and English based on a variety of texts, both lit- torical development, followed by an analysis of prerequisite: Fr 203. erary and non-literary. Recommended prerequi- the phonetics, phonemics, morphology, and syn- *Fr 330 site: Fr 303. tax of modern French. Conducted in English. Topics in Culture and Civilization (4) *Fr 419/519 Recommended prerequisites: Fr 303, 325. The development of French life, thought, and Medieval French Literature (4) *Fr 497/597 arts of different periods, from the Middle Ages Selected works of Old French literature (reading Applied French Linguistics (4) to the 20th century: for example, Pre- in modern French translation). Recommended A practical application of linguistics to modern Revolution, Revolution through 19th century, prerequisites: at least 8 credits from Fr 341, French. Emphasis on a contrastive analysis of and contemporary. Recommended prerequisite: 342, 343. the structures of French and English. Fr 203. 4 hours of 300-level French. *Fr 420/520 Recommended prerequisites: Fr 303 and 4 Fr 335 Renaissance French Literature (4) credits of linguistics. 19th Century France (4) Selected works of literature representative of the Fr 503 French politics, society and their reflections in French Renaissance. Recommended prerequi- Thesis (Credit to be arranged.) literature from the Revolution to the 3rd sites: at least 8 credits from Fr 341, 342, 343. *Fr 551 Republic (1871-). Main themes: ancien regime, French Poetry (4) Revolution, French political instability, rise of *Fr 421/521 Seventeenth-century French Literature (4) Study of French poetry. Analysis of form and the bourgeoisie, growth of working class, reflec- content. tion of these themes in major literary works. Readings from major classical writers from the Conducted in English. Recommended prerequi- era of Louis XIV. Recommended prerequisites: *Fr 552 French Drama (4) site: Hst 103 or UnSt 226. at least 8 credits from Fr 341, 342, or 343. *Fr 423/523 Critical study of representative works of French Fr 340 drama. Fundamentals of French Literary Studies (4) Eighteenth-century French Literature (4) An introduction to the study of French litera- Reading, analysis and critique of the major *Fr 553 French Prose (4) ture. Lectures and discussion on French works written in the Age of Enlightenment. Study of representative works of French fiction prosody, genres, fundamentals of literary analy- Recommended prerequisites: at least 8 credits according to genre, period, theme, or authors. sis, and criticism. To be taken concurrently from Fr 341, 342, or 343. with, or prior to, Fr 341, 342, 343. *Fr 427/527, 428/528 *Fr 584 Recommended prerequisite: Fr 203. Nineteenth-century French Literature (4, 4) French Stylistics (4) Selected works of prose, poetry, and drama A study of vocabulary, sentence structure, Fr 341, 342, 343 metaphor, and other elements that characterize Introduction to French Literature (4, 4, 4) from the 19th century writers. Recommended the style of a writer, a period, or a movement. French literature from the Middle Ages to the prerequisites: at least 8 credits from Fr 341, present. Poetry, theater, and prose readings from 342, or 343. representative authors. Recommended prerequi- *Fr 433/533, 434/534 Twentieth-century French Literature (4, 4) German site: Fr 203 and Fr 301 or 302. Ger 101, 102, 103 Readings in poetry, drama, and prose. Fr 399 First-year German (4, 4, 4) Recommended prerequisites: at least 8 credits Special Studies (Credit to be arranged.) Beginning German. Emphasis on communica- from Fr 341, 342, or 343. Fr 401/501 tion skills: listening, speaking, reading, writing. Research (Credit to be arranged.) *Fr 435/535 *Ger 150, 151 Francophone Literature First-year German (Intensive) (6, 6) Fr 404/504 of the 20th Century (4) A two-term course covering the content of Ger Cooperative Education/Internship Readings in 20th century literature of French 102, 102, 103. (Credit to be arranged.) expression from outside metropolitan France: Fr 405/505 i.e., Africa, Quebec, and the Caribbean. Ger 199 Reading and Conference Recommended prerequisite: at least 8 credits Special Studies (Credit to be arranged.) (Credit to be arranged.) from Fr 341, 341, or 343. Ger 201, 202, 203 Second-year German (4, 4, 4) Fr 407/507 *Fr 441/541 Intensive review of basics introduced in first year Major Works In Translation (4) Seminar (Credit to be arranged.) courses and further development of communica- Study of texts representative of major French tion skills. Recommended prerequisite: Ger 103. authors, periods, themes or genres in transla- 134 P ORTLAND S TATE U NIVERSITY

Ger 299 *Ger 415/515 *Ger 497/597 Special Studies (Credit to be arranged.) Business German (4) Applied German Linguistics (4) Ger 301 Advanced work in the language of business and A practical application of linguistic method to Listening and Speaking (4) economics. Recommended prerequisite: Ger 302. modern German. Emphasis on contrastive analy- Continued intensive practice in listening and *Ger 421/521 sis of German and English. Recommended pre- speaking German. May be taken concurrently with German Short Prose (4) requisites: Ger 302 and 4 credits in linguistics. Ger 302. Recommended prerequisite: Ger 203. Study of the German Novelle and other shorter Ger 503 Ger 302 Reading and Writing (4) prose of the 19th and 20th centuries. Thesis (Credit to be arranged.) Continued intensive practice in reading and writ- Recommended prerequisites: at least 8 credits *Ger 551 ing German. May be taken concurrently with Ger from Ger 340, 341, or 342. German Poetry (4) 301. Recommended prerequisite: Ger 203. *Ger 422/522 Study of German lyric poetry. Analysis of form *Ger 320 18th Century German Literature (4) and content. German for the Business and Professional Study of the poetry, drama, and prose of the *Ger 552 German Drama (4) World (4) German Enlightenment and the Sturm und Critical study of representative works of Intensive practice in scholarly, technical, and Drang. Recommended prerequisites: at least 8 German drama. business language. Recommended prerequisite: credits from Ger 340, 341, or 342. *Ger 553 Ger 203. *Ger 427/527 German Prose (4) *Ger 325 The Age of Goethe (4) Study of representative works of German prose German Phonetics and Phonology (4) Study of German poetry, drama, and prose from fiction. Introduction to the sounds of German: their the Sturm und Drang and classicism to the begin- *Ger 554 place and manner of articulation (phonetics) as ning of romanticism. Recommended prerequi- Middle High German (4) well as how they pattern with respect to each sites: at least 8 credits from Ger 340, 341, or 342. Linguistic and literary study of representative other and as influenced by morphological and *Ger 428/528 Middle High German texts. Conducted in syntactic factors (phonology). Conducted in German Romanticism (4) English, readings in German. Recommended English. Recommended prerequisite: Ger 203. Study of the literature, art, and aesthetic theo- prerequisite: Ger 302. *Ger 330 ries of late 18th and 19th century Germany. *Ger 584 Topics in Culture and Civilization (4) Recommended prerequisites: at least 8 credits German Stylistics (4) Study of the historical development of life, from Ger 340, 341, or 342. A study of the stylistic aspects of fictional and thought, and the arts in German-speaking lands *Ger 429/529 nonfictional writings within the context of the in times and places such as the Middle Ages, German Realism and Naturalism (4) cultural and philosophical history of modern 19th-century Vienna, 20th-century Berlin, the Study of the poetry, drama, and prose of the Germany. Weimar period, or in fields such as film. second half of the 19th century. Recommended Recommended prerequisite: Ger 203. prerequisites: at least 8 credits from Ger 340, *Ger 340 341, or 342. Greek Fundamentals of German *Ger 433/533, 434/534 Grk 101, 102, 103 Literary Studies (4) German Literature of the 20th Century (4, 4) First-year Ancient Greek (4, 4, 4) An introduction to the study of German literature. Readings in modern poetry, drama, and prose. An introduction to ancient Greek. The course Lectures and discussion on German prosody, gen- Ger 433/533: from the turn of the century to will provide a survey of ancient Greek grammar res, fundamentals of literary analysis and criti- the end of World War II; Ger 434/534: from the and syntax, as well as vocabulary building and cism. Recommended prerequisite: Ger 203. post-war years to the present. Recommended elementary readings. Ger 341, 342, prerequisites: at least 8 credits from Ger 340, Grk 201, 202, 203 Introduction to German Literature (4, 4) 341, or 342. Second-year Ancient Greek (4, 4, 4) Readings from representative German authors Course provides a review of grammar in the *Ger 441/541 from the Middle Ages to the present. Major Works in Translation (4) context of selected readings from archaic and Recommended prerequisites: Ger 203. Study of selections from masterpieces of classical authors. Recommended prerequisite: Ger 399 German literature in translation, such as Grk 103. Special Studies (Credit to be arranged.) Goethe, the Weimar period, German Intellectual *Grk 330 Ger 401/501 History, Ancient Myth in German Literature. Ancient Greek Literature in Translation (4) Research (Credit to be arranged.) Readings, lectures, and discussions in English. Course provides a survey of ancient Greek liter- Ger 404/504 Recommended prerequisite: 4 credits of upper- ature from the eighth century B.C. through the Cooperative Education/Internship division literature. classical period. The course will cover epic, his- (Credit to be arranged.) torical, dramatic, and philosophical texts. *Ger 442/542 Ger 405/505 Conducted in English. Reading and Conference Medieval Works In Translation (4) (Credit to be arranged.) Study of texts from the German Middle Ages. *Grk 331 Plato as Literature (4) Ger 407/507 Readings, lectures, and discussions in English. Seminar (Credit to be arranged.) Recommended prerequisite: 4 credits of upper- Course in translation provides an introduction to the dialogues of Plato in their cultural con- Ger 408/508 division literature. text. Special attention will be given to the sig- Workshop (Credit to be arranged.) *Ger 490/590 nificance of Plato’s use of the dialogue form, the Ger 409/509 History of the German Language (4) Practicum (Credit to be arranged.) A general historical survey showing the devel- role of characters in the dialogue, and his ethi- Ger 410/510 opment of German grammar, word formation, cal and political philosophy. Conducted in Selected Topics (Credit to be arranged.) vocabulary, and syntax with reference to the his- English. Ger 411/511, 412/512 tory of other Germanic languages. Conducted in *Grk 332 Advanced German (4, 4) English. Recommended prerequisite: Ger 302. Greek Religion (4) Provides a survey of Greek religious beliefs, rit- Special features of German; selected writing and *Ger 494/594 reading assignments, discussion. Recommended German Linguistics (4) uals, and practices in pre-Christian antiquity prerequisite: Ger 302. Introduction to the basic concepts in linguistics through a study of the literary, inscriptional, *Ger 414/514 and their application to German. Review of artistic, and archaeological evidence. Conducted Advanced German Grammar (4) sound system; focus on morphology and syn- in English. Structural review of German morphology and tax. Conducted in English. Recommended pre- syntax. Recommended prerequisite: Ger 302. requisite: Ger 302. C OLLEGE OF L IBERAL A RTS AND S CIENCES 135

*Grk 333 communication skills. Recommended prerequi- place and manner of articulation (phonetics) as Women in Ancient Greece (4) site: It 103. well as how they pattern with respect to each Course on the role of women in ancient Greece as It 299 other and as influenced by morphological and daughters, wives, concubines, mothers, heiresses, Special Studies (Credit to be arranged.) syntactic factors (phonology). Recommended writers, priestesses, and participants in religious It 301, 302 prerequisite: Jpn 203. rituals and festivals. Conducted in English. Third-year Italian (4, 4) Jpn 341, 342 *Grk 334 Composition and conversation at the intermedi- Topics in Japanese Literature Greek Ethical Thought (4) ate level. Recommended prerequisite: It 203. (In Translation) (4,4) A survey of the development of Greek ethical It 399 Introductory survey of Japanese literature from thinking from the archaic period through the Special Studies (Credit to be arranged.) its beginnings to the present, including such Hellenistic period, including the role of ethics It 404 works as The Man’yoshu, The Tale of Genji, in Greek religion, Platonic dialogues, Aristotle’s Cooperative Education/Internship (Credit plays by Zeami and Chikamatsu, Basho’s haiku, Nicomachean Ethics and Epicurean and Stoic to be arranged.) and masterpieces of modern fiction. Jpn 341 philosophy. Conducted in English. It 409 focuses on classical and medieval literature; Jpn *Grk 335 Practicum (Credit to be arranged.) 342 focuses on Tokugawa and modern litera- Sophocles and Euripides (4) It 410 ture. Conducted in English. Recommended pre- Course on two of the most important tragedians Selected Topics (Credit to be arranged.) requisite: 8 credits of literature. of ancient Greece, covering all of the extant Jpn 361 works of Sophocles and the most important Japanese Japanese Literature Through Film (4) works of Euripides in their cultural context. Jpn 101, 102, 103 Readings of masterpieces of Japanese literature Conducted in English. First-year Japanese (5, 5, 5) and viewing of feature films based on them. An introduction to the Japanese language with Viewings are followed by discussion of the Hebrew emphasis on listening comprehension, speak- social, historical, and artistic significance of the ing, grammatical patterns, the syllabaries, and works. Readings and discussions are in English, *Heb 101, 102, 103 and films have English subtitles. First-year Modern Hebrew (4, 4, 4) characters in elementary reading and writing. Introduction to modern Hebrew; emphasis on *Jpn 150, 151 Jpn 399 Special Studies (Credit to be arranged.) basic grammar, syntax, noun and verb forma- First-year Japanese (Intensive) (7, 8) Jpn 404/504 tion, listening and reading comprehension, A two-term course covering the content of Jpn 101,102,103. Cooperative Education/Internship translation, writing, and speaking. For non- (Credit to be arranged.) native speakers of Hebrew only. Jpn 199 Jpn 405/505 Heb 199 Special Studies (Credit to be arranged.) Reading and Conference Special Studies (Credit to be arranged.) Jpn 201, 202, 203 (Credit to be arranged.) *Heb 201, 202, 203 Second-year Japanese (5, 5, 5) Jpn 407/507 Second-year Modern Hebrew (4, 4, 4) Continued work in the Japanese language with Seminar (Credit to be arranged.) Continued study of grammar and syntax, read- emphasis on listening comprehension, speak- Jpn 408/508 ing intermediate literary texts, translation, con- ing, grammatical patterns, the syllabaries, and Workshop (Credit to be arranged.) versation, writing, and speaking. Recommended characters in elementary reading and writing. Jpn 409/509 prerequisite: Heb 103. For non-native speakers Recommended prerequisite: Jpn 103. Practicum (Credit to be arranged.) of Hebrew only. Jpn 299 Jpn 410/510 Selected Topics (Credit to be arranged.) Heb 299 Special Studies (Credit to be arranged.) Special Studies (Credit to be arranged.) Jpn 301, 302 Jpn 411/511, 412/512 Third-year Japanese: Advanced Japanese: *Heb 301, 302 Speaking and Listening (4, 4) Modern Hebrew Readings (4, 4) Speaking and Listening (4, 4) Development of oral communication skills with 301 emphasizes essays, short stories, and select- Continued work in the Japanese language with complex patterns in informal and formal situa- ed poems. 302 emphasizes modern media emphasis on listening and speaking skills in a tions. Recommended prerequisites: Jpn 302, 305. Hebrew. Translation and writing. Recommended variety of contexts. Students enrolled in this prerequisite: Heb 203. For non-native speakers course are encouraged to sign up for Jpn 304, Jpn 414/514 of Hebrew only. 305 concurrently. Either sequence (Jpn 301, Advanced Japanese Grammar (4) 302 or Jpn 304, 305) satisfies the International A systematic approach to the study of Japanese Heb 399 Studies requirement for third-year Japanese. grammar for advanced students and majors, Special Studies (Credit to be arranged.) Recommended prerequisite: Jpn 203. and for teachers. Recommended prerequisite: Heb 401 Research (Credit to be arranged.) Jpn 304, 305 Jpn 302 or 315. Heb 404 Third-year Japanese: Jpn 416/516, 417/517 Cooperative Education/Internship (Credit Reading and Writing (4, 4) Advanced Japanese: to be arranged.) Continued work in the Japanese language with Reading and Writing (2, 2) Heb 410 emphasis on reading and writing skills in differ- Development of facility with complex patterns Selected Topics (Credit to be arranged.) ent kinds of texts. Students enrolled in this in reading and writing using semi-authentic and course are encouraged to sign up for Jpn 301, authentic materials. Recommended corequisites: 302 concurrently. Either sequence (301, 302 or Jpn 411/51, 412/512. Recommended Italian 304, 305) satisfies the International Studies prerequisites: Jpn 302 and 305. It 101, 102, 103 requirement for third-year Japanese. First-year Italian (4, 4, 4) *Jpn 420/520, 421/521 Recommended prerequisite: Jpn 203. Readings in Japanese Literature (4, 4) An introduction to elementary Italian. Emphasis Reading, analysis, translation, and discussion of on listening comprehension and oral practice, Jpn 314, 315 Beginning Japanese Grammar/Intermediate representative literary texts. Jpn 420/520 will the elements of grammar, vocabulary building, Japanese Grammar (2, 2) focus on pre-modern literature, Jpn 421/521 on and elementary readings. A systematic approach to the study of Japanese literature from the Meiji Period to the present. It 199 grammar for transfer students, majors, and Conducted primarily in Japanese. Special Studies (Credit to be arranged.) teachers. Recommended prerequisites: Jpn 302, 305. It 201, 202, 203 *Jpn 325 Second-year Italian (4, 4, 4) Jpn 422/522 Japanese Phonetics and Phonology (4) Traditional Japanese Drama (4) Intensive review of basic materials introduced in Introduction to the sounds of Japanese: their An introduction to the classical forms of nô first-year program and further development of 136 P ORTLAND S TATE U NIVERSITY

kyôgen, bunraku and kabuki. Students read Per 199 plays and view videos of plays in performance, Latin Special Studies (Credit to be arranged.) analyzing them in their historical, social, and Lat 101, 102, 103 Per 201, 202, 203 First-year Latin (4, 4, 4) performance contexts. Students have the option Second-year Persian (4, 4, 4) An introduction to elementary Latin. Emphasis of performing short dances of plays in a class Graded readings in the modern literary lan- on the elements of grammar, vocabulary build- recital. Conducted in English. guage. Conversation and prose composition. ing, and elementary readings. Recommended prerequisite: Per 103. Jpn 477/577, 478/578 Teaching Japanese Lat 199 Per 299 As a Foreign Language (4, 4) Special Studies (Credit to be arranged.) Special Studies (Credit to be arranged.) Principles of instructional methods in teaching Lat 201, 202, 203 *Per 301, 302 Japanese to speakers of languages whose Second-year Latin (4, 4, 4) Third-year Persian (4, 4) orthography is not Kanji-based. Readings in Intensive review of basic materials introduced in Reading in literature, composition, expository language pedagogy, particularly the pedagogy of first-year program and further development of writing, and conversation. Recommended pre- non-Indo-European languages. Students are reading skills. Recommended prerequisite: requisite: Per 203. Lat 103. required to teach and observe classes in an *Per 330 approved Japanese program. Recommended Lat 299 Persian Culture and Civilization (4) prerequisites: Ling 390, Jpn 303. Special Studies (Credit to be arranged.) A multimedia survey of major aspects of 2500 *Lat 301, 302, 303 years of Persian civilization including traditions, *Jpn 494/594 Third-year Latin (2, 2, 2) Japanese Sociolinguistics (4) art, music, architecture, handicrafts, literature, Survey of classical Latin syntax; extensive prac- Study of the key concepts that characterize cities, and sports. Reflects Persian culture from tice in prose composition; close study of poetic Japanese language and culture, along with the glories of Iran’s past to contemporary scenes techniques. Recommended prerequisite: Lat 203. empirical analysis of Japanese communication of rural life. Taught in English. style. Recommended prerequisite: Jpn 302. *Lat 330 *Per 341 Roman Culture (4) Persian Literature in Translation (4) *Jpn 551 A survey of daily life in ancient Rome, including Japanese Language and Literature (4) Selected texts from classical and modern Persian Roman families, religious practices, entertain- In-depth study of a single genre (drama, poetry, poetry and prose including epic, lyric, and mys- ment, political life, arts and architecture. or prose). Genre and approach (historical sur- tic traditions placed in historical contexts. Conducted in English. vey, period-specific) will vary from year to year. Covers the most important genres such as the *Lat 331 Qasida, the Ghazal, the Ruba’I and the Masnavi. *Jpn 552 Early Medieval Civilization (4) Japanese Language and Linguistics (4) Taught in English. A survey of early medieval civilization concen- Comparative study of intellectual approaches to Per 399 trating on daily life, the church, the state, and Japanese language and its analysis, including Special Studies (Credit to be arranged.) arts and letters. Conducted in English. native (kokugo) theories, American structural- Per 401 ism, modern linguistics, and critical theory. *Lat 341 Research (Credit to be arranged.) Emphasis will vary from year to year. Roman Literature in Translation (4) Per 404 A survey of Roman literature from the Republic Cooperative Education/Internship through the Empire, including readings in (Credit to be arranged.) Korean Virgil, Plautus, Ovid, Cicero, and Catullus. Per 409 Kor 101, 102, 103 Conducted in English. Practicum (Credit to be arranged.) First-year Korean (5, 5, 5) Lat 399 Per 410 An introduction to the Korean language with Special Studies (Credit to be arranged.) Selected Topics (Credit to be arranged.) emphasis on listening comprehension, speak- Lat 401 ing, elementary reading and writing, and gram- Research (Credit to be arranged.) Portuguese matical patterns. Lat 404 *Port 101, 102, 103 Kor 199 Cooperative Education/Internship First-year Portuguese (4, 4, 4) Special Studies (Credit to be arranged.) (Credit to be arranged.) An introduction to elementary Portuguese. Kor 201, 202, 203 Lat 407 Emphasis on listening comprehension and oral Second-year Korean (5, 5, 5) Seminar (Credit to be arranged.) practice, the elements of grammar, vocabulary Continued work in the Korean language with Lat 410 building, elementary readings. Selected Topics (Credit to be arranged.) emphasis on listening comprehension, speak- Port 199 ing, reading and writing, and grammatical pat- Special Studies (Credit to be arranged.) terns. Recommended prerequisite: Kor 103. Norwegian *Port 201, 202, 203 Kor 299 Norw 101, 102, 103 Second-year Portuguese (4, 4, 4) Special Studies (Credit to be arranged.) First-year Norwegian (4, 4, 4) Intensive review of basic materials introduced in *Kor 301, 302 Beginning Norwegian. Emphasis on communica- first-year program and further development of Third-year Korean (4, 4) tion skills: listening, speaking, reading, writing. communication skills. Recommended prerequi- Continued work in the Korean language in a Norw 199 site: Port 103. widening variety of contexts. 301 emphasizes Special Studies (Credit to be arranged.) Port 299 listening and speaking skills; 302 reading, writ- Norw 201, 202, 203 Special Studies (Credit to be arranged.) ing, and vocabulary development. Second-year Norwegian (4, 4, 4) *Port 301, 302 Recommended prerequisite: Kor 203. Intensive review of basics introduced in first-year Third Year Portuguese (4,4) Kor 399 courses and further development of communica- Continued work on the Portuguese language. Special Studies (Credit to be arranged.) tion skills. Recommended prerequisite: Norw 103. Port 301 emphasizes listening comprehension Kor 404 Norw 299 and speaking, 302 grammatical patterns, read- Cooperative Education/Internship (Credit Special Studies (Credit to be arranged.) ing, and writing. May be taken concurrently. to be arranged.) Recommended prerequisite: Port 203. Kor 409 Port 399 Persian Special Studies (Credit to be arranged.) Practicum (Credit to be arranged.) *Per 101, 102, 103 Kor 410 First-year Persian (4, 4, 4) Port 404 Cooperative Education/Internship Selected Topics (Credit to be arranged.) Introduction to spoken and written Persian. (Credit to be arranged.) Grammar, reading, and simple conversation. C OLLEGE OF L IBERAL A RTS AND S CIENCES 137

Port 409 Rus 409/509 Span 150, 151 Practicum (Credit to be arranged.) Practicum (Credit to be arranged.) First-year Spanish (Intensive) (6, 6) Rus 410/510 A two-term course covering the content of Span Russian Selected Topics (Credit to be arranged.) 101, 102, 103. Rus 411/511, 412/512, 413/513 Span 199 Rus 101, 102, 103 Advanced Russian (4, 4, 4) Special Studies (Credit to be arranged.) First-year Russian (4, 4, 4) Special problems of Russian grammar; selected Span 201, 202, 203 An introduction to elementary Russian. writing and reading assignments and discus- Second-year Spanish (4, 4, 4) Emphasis on listening comprehension and oral sion. For non-native speakers of Russian only. Intensive review of basic materials introduced in practice, the elements of grammar, vocabulary Recommended prerequisite: Rus 303. first-year program and further development of building, and elementary readings. *Rus 416 communication skills. Recommended prerequi- *Rus 150, 151 Readings in Russian (2) site: Span 103. First-year Russian (Intensive) (6, 6) A variable-content course designed to give Span 299 Two-term course covering the content of Rus advanced students of Russian experience read- Special Studies (Credit to be arranged.) 101, 102, 103. ing in a variety of content areas. Rus 416 is to Span 301, 302 Rus 199 be taken in conjunction with regularly sched- Third-year Spanish (4, 4) Special Studies (Credit to be arranged.) uled corequisite courses. Students taking a Continued work on the Spanish language. Span Rus 201, 202, 203 corequisite course will do part of the required 301 emphasizes listening comprehension and Second-year Russian (4, 4, 4) reading for that course in Russian. speaking, 302 grammatical patterns, reading, Intensive review of basic materials introduced in Recommended prerequisite: Rus 342. and writing. May be taken concurrently. first-year program and further development of Recommended prerequisite: Span 203. communication skills. Recommended prerequi- *Rus 427/527 Topics in Russian Literature of the 19th Span 325 site: Rus 103. Century (4) Spanish Phonetics and Phonology (4) Rus 299 Representative literature of the major Russian Introduction to the sounds of Spanish: their Special Studies (Credit to be arranged.) writers of the nineteenth century. Such topics as place and manner of articulation (phonetics) as Rus 301, 302, 303 Golden Age, or the 19th Century Short Story. well as how they pattern with respect to each Third-year Russian (4, 4, 4) Recommended prerequisite: Rus 303. other and as influenced by morphological and Focus on acquisition of vocabulary, practical syntactic factors (phonology). Recommended Rus 433/533 application. Intensive practice in speaking lis- Topics in Russian Literature of the 20th prerequisites: Span 301 and 302. tening, reading and writing. Recommended pre- Century (4) *Span 330 requisite: Rus 203. Representative literature of major Russian writers Peninsular Culture and Civilization (4) *Rus 325 of the twentieth century. Such topics as Soviet Historical development of life, thought, and the Russian Phonetics and Phonology (4) Satire, The Thaw, Glasnost. Recommended pre- arts in Spain. Recommended prerequisites: Span Introduction to the sounds of Russian: their requisite: Rus 303. May be repeated for credit 301 and 302. place and manner of articulation (phonetics) as when topic differs. *Span 331 well as how they pattern with respect to each *Rus 441/541 Latin American Culture and Civilization (4) other and as influenced by morphological and Russian Literature in Translation: Historical development of life, thought, and the syntactic factors (phonology). Conducted in Nineteenth Century (4) arts in Latin America. Recommended prerequi- English. Recommended prerequisite: Rus 203. Major works of nineteenth-century Russian liter- sites: Span 301 and 302. *Rus 330 ature. Readings, lectures, and discussion in Span 341, 342, 343 Russian Culture and Civilization (4) English. Recommended prerequisite: Sophomore Introduction to Hispanic Literature (4, 4, 4) A multimedia survey of major developments in Inquiry or 4 credits of upper-division literature. 341: Spanish literature from the Middle Ages to Russian art, architecture, music, dance, theater, *Rus 442/542 the Golden Age. 342: Spanish literature from cinema and literature. The class focuses on ways Russian Literature in Translation: the 18th century to the present. 343: Latin major works relate to the artistic atmosphere of Twentieth Century (4) American literature from the end of the 19th their times and on how subsequent generations Major works of twentieth-century Russian litera- century to the present. Readings from represen- have reinterpreted and reused them. Taught in ture. Readings, lectures, and discussions in tative texts. Recommended prerequisites: Span English. English. Recommended prerequisite: Sophomore 301 and 302. *Rus 331 Inquiry or 4 credits of upper-division literature. Span 399 Russian Film (4) *Rus 494/594 Special Studies (Credit to be arranged.) Surveys cinematic narratives significant to Russian Linguistics (4) Span 401/501 Russian culture, with a focus on issues of gen- Introduction to the basic concepts of linguistics Research (Credit to be arranged.) der and/or national identity. Taught in English. and their application to Russian. Analysis of the Span 404/504 Cooperative Education/internship (Credit to be arranged.) Rus 341, 342 phonetics, phonemics, syntax and morphology of modern Russian. Recommended prerequisite: Span 405/505 Introduction to Russian Literature (4, 4) Reading and Conference Study of selected short stories of the 19th cen- Rus 303. (Credit to be arranged.) tury. For non-native speakers only. *Rus 497/597 Span 407/507 Recommended prerequisite: Rus 203. Applied Russian Linguistics (4) Seminar (Credit to be arranged.) Rus 399 A practical application of linguistics to modern Span 408/508 Special Studies (Credit to be arranged.) Russian. Emphasis on a contrastive analysis of Workshop (Credit to be arranged.) Rus 401/501 the structures of Russian and English. Span 409/509 Research (Credit to be arranged.) Recommended prerequisite: Rus 303. Practicum (Credit to be arranged.) Span 410/510 Rus 404/504 Selected Topics (Credit to be arranged.) Cooperative Education/Internship (Credit to be arranged.) Spanish Span 411/511 Span 101, 102, 103 Advanced Spanish (4) Rus 405/505 First-year Spanish (4, 4, 4) Reading and Conference Intensive training in composition, translation, (Credit to be arranged.) An introduction to elementary Spanish. and conversation. May be taken concurrently Rus 407/507 Emphasis on listening comprehension and oral with Span 414/514. Recommended prerequisite: Seminar (Credit to be arranged.) practice, the elements of grammar, vocabulary Span 301 and 302. Rus 408/508 building, and elementary readings. Workshop (Credit to be arranged.) 138 P ORTLAND S TATE U NIVERSITY

Span 414/514 *Span 436/536 Advanced Spanish Grammar (4) Major Topics: Latin American Multiple *Swedish A thorough study of grammar and syntax for Genres (4) *Swed 101, 102, 103 majors and prospective teachers. May be taken Study, analysis, and critique of works in multi- First-year Swedish (4, 4, 4) concurrently with Span 411/511. Recommended ple genres on such topics as Transvestism, Beginning Swedish. Emphasis on communica- prerequisites: Span 301 and 302. Feminism, Sickness & Literature, Prose & tion skills: listening, speaking, reading, writing. Poetry of Borges, and Pre-Colombian Literature. *Span 421/521 Swed 199 Major Topics: Peninsular Prose (4) Course may be repeated for credit when topics Special Studies (Credit to be arranged.) vary. Recommended prerequisites: at least 8 Study, analysis, and critique of major prose *Swed 201, 202, 203 works of Spain by authors such as Fernando de credits of Span 341, 342, or 343. Second-year Swedish (4, 4, 4) Rojas, Cervantes, Galdós, Unamuno, and *Span 490/590 Intensive review of basics introduced in first-year Goytisolo. Recommended prerequisites: 8 cred- History of the Spanish Language (4) courses and further development of communica- its of Span 341, 342, or 343. Study of the development of the Spanish lan- tion skills. Recommended prerequisite: Swed 103. guage in terms of phonological, morphological, *Span 422/522 Swed 299 Major Topics: Peninsular Drama (4) and syntactical changes. Recommended prereq- Special Studies (Credit to be arranged.) Study, analysis, and critique of major dramatic uisite: Span 301, 302, 325. works of Spain by authors such as Lope de *Span 494/594 Vega, Tirso de Molina, Calderón de la Baraca, Spanish Linguistics (4) Turkish Zorrilla, García Lorca, and Buero Vallejo. Introduction to the basic concepts of linguistics Tur 101, 102, 103 Recommended prerequisites: 8 credits of Span and their application to the Spanish language. First-year Turkish (4, 4, 4) 341, 342, or 343. Emphasis on practical analysis of the sound sys- Introduction to Turkish. Emphasis on elements of grammar, vocabulary building, and conversa- *Span 423/523 tem and the grammatical system. Brief survey of Major Topics: Peninsular Poetry (4) the historical development, followed by an tion. Elementary reading. Study, analysis, and critique of the poetry of analysis of the phonetics, phonemics, morphol- Tur 199 Spain by authors such as Berceo, Góngora, ogy, and syntax of modern Spanish. Must be Special Studies (Credit to be arranged.) Quevedo, Machado, Jiménez, and Cernuda. taken in sequence. Recommended prerequisite: Tur 201, 202, 203 Recommended prerequisites: 8 credits of Span Span 301, 302, and 4 credits of linguistics. Second-year Turkish (4, 4, 4) 341, 342, or 343. *Span 497/597 Intense review of materials introduced in first- year course and further development of com- *Span 427/527 Applied Spanish Linguistics (4) Major Topics: Latin American Prose (4) A practical application of linguistics to modern municative skill and reading comprehension. Study, analysis, and critique of major prose Spanish. Emphasis on a contrastive analysis of Elementary writing. Recommended prerequisite: works of Latin America by authors such as the structure of Spanish and English. Tur 103. García Márquez, Fuentes, Paz, Vargas Llosa, Recommended prerequisites: Span 301, 302, Tur 299 Mastretta, and Borges. Recommended prerequi- and 4 credits of linguistics. Special Studies (Credit to be arranged.) site: 8 credits of Span 341, 342, or 343. Span 503 *Tur 301, 302, 303 Third-year Turkish (4, 4, 4) *Span 428/528 Thesis (Credit to be arranged.) Major Topics: Latin American Drama (4) *Span 551 Composition, conversation, readings in litera- Study, analysis, and critique of major dramatic Hispanic Poetry (4) ture, and grammar review. Recommended pre- works of Latin America by authors such as Critical study of the lyric poetry of Latin requisite: Tur 203. Gámbaro, Benedetti, Usigli, Díaz, and de la America and/or Spain. Tur 330 Topics in Turkish Culture and Literature (4) Parra. Recommended prerequisite: 8 credits of *Span 552 Span 341, 342, or 343. Hispanic Drama (4) Development of Turkish life, thought, and arts *Span 429/529 Critical study of representative works of Latin from the late-Ottoman to contemporary period. Major Topics: Latin American Poetry (4) American and/or Spanish drama. Topics may include Westernization, emergence Study, analysis, and critique of major prose of journalism, influence of the French revolu- *Span 553 tion, national literature, urbanization, “guest works of Latin America, by authors such as Hispanic Prose (4) workers” in Europe, feminist revival, Marxism, Darío, Huidobro, Vallejo, Neruda, Guillén, and Critical study of representative works of the Islamism, and popular culture. Conducted in Mistral. Recommended prerequisite: 8 credits of prose of Latin America and/or Spain. Span 341, 342, or 343. English. This course may be taken twice for credit with different topics. *Span 441/541 Major Works in Translation (4) Swahili Tur 341 Study of selections from masterpieces in transla- Swah 101, 102, 103 Turkish Literature in Translation (4) tion by authors such as Cervantes, Neruda, First Year Swahili (4, 4, 4) Study of texts representative of major Turkish Borges, Lispector, and García Márquez. Introduction to elementary Swahili. Emphasis authors, themes or genres from the modern Readings, lectures, and discussions in English. on listening comprehension, and oral practice, period in translation. Examples are modern Recommended prerequisite: 4 credits of upper- the elements of grammar, vocabulary building, drama, realism, autobiography, contemporary division literature. and elementary readings. novel. Conducted in English. *Span 434/534 Swah 201, 202, 203 Tur 399 Major Topics: Peninsular Multiple Genres (4) Second Year Swahili (4, 4, 4) Special Studies (Credit to be arranged.) Study, analysis, and critique of works in multi- Intensive review of basic materials introduced in Tur 401 ple genres on such topics as Medieval first year program and further development of Research (Credit to be arranged.) Literature, the Celestina, Women Writers, communication skills. Recommended prerequi- Tur 404 Literature of the Franco Years, the Poetry & site: Swah 103. Cooperative Education/Internship Drama of García Lorca, and the Generation of (Credit to be arranged.) ’98. Course may be repeated for credit when Tur 410 topics vary. Recommended prerequisites: at least Selected Topics (Credit to be arranged.) 8 credits of Span 341, 342, or 343. C OLLEGE OF L IBERAL A RTS AND S CIENCES 139

General Studies/ Liberal Studies

491E Neuberger Hall cations, conflict resolution, English, foreign Courses used to satisfy the major 503-725-3822 languages and literatures, music, philoso- requirements, whether taken at PSU or phy, and theater arts. elsewhere, must be graded C- or above. A B.A., B.S. Arts and Letters, Science, Social Science The science academic distribution area maximum of 12 credits may be graded P. and Liberal Studies consists of courses taken in biology, chem- Students majoring in Liberal Studies and M.A.T., M.S.T. (Science, Social Science) istry, environmental studies, geology, also in a second major must meet the gen- mathematics/statistics, physics, and sci- eral education requirement and the upper- Programs which are of an interdisciplinary ence education. division requirement in the academic dis- nature and which do not conveniently fit The social science academic distribution tribution areas for the second major. within the normal department areas are listed area consists of courses taken in adminis- under General Studies and Liberal Studies. tration of justice (AJ 220 and 330 only), Students interested in General Studies anthropology, black studies (except Bst will complete their major requirements by Education 221, 351, 352, 353, 421, 424, 425, 426, taking a concentration of courses in the 427), chicano/latino studies (ChLa 201, programs arts and letters or science or social science 301, 303, 375, 380, 399, 450 only), child academic areas. Students interested in all The professional education program for and family studies, economics, geography, three categories (arts and letters, science, teacher licensure is to be completed after history, international studies, native and social science) major in Liberal the student has a bachelor’s degree. It is American studies, political science, psy- Studies by taking upper division courses highly recommended that students major in chology, sociology, urban studies and plan- across all three categories. the subject they want to teach, or complete ning, and women’s studies. Outside of the requirement that General as part of their bachelor’s degree a set of In addition to meeting all of the nonma- Studies and Liberal Studies students take courses appropriate for the subject to be jor and general education baccalaureate Wr 323 or a Writing Intensive Course taught and the level at which the student degree requirements, a student in one of (WIC), there are no specific courses wants to teach. Students who already have the above majors must complete 52 credits required for the General Studies and a bachelor’s degree should see an adviser in one of the following areas: arts and let- Liberal Studies majors. To take full advan- before taking additional courses. Additional ters or science or social science. A mini- tage of the opportunities afforded these information about undergraduate prepara- mum of 32 of the 52 credits must be majors, students should plan a program tion for the Graduate Teacher Education upper-division with at least 8 upper-divi- which includes a coherent set of courses Program (GTEP) and endorsement areas sion credits in each of two departments. In providing an in-depth study in the area of may be found under the preprofessional addition to 52 credits, all students must special interest as well as providing listing on page 177. take Wr 323 or a Writing Intensive course enhancement of problem-solving and for a total of 56 credits. Elementary communication skills. Adviser: K. DeVoll Credits Upper-division credits from one department Students who want to be elementary in the major academic area ...... 8 teachers choose from a wide range of Undergraduate Upper-division credits from a second department in the major academic area ...... 8 majors to complete their undergraduate program Additional upper-division credits from any degrees. Some traditional choices include department(s) in the major academic area ...... 16 an interdisciplinary major (such as arts Advisers: K. DeVoll, M. Leonard, L. Marsh, Additional credits in the major academic area ....20 F. McClurken-Talley WR 323 or WIC course...... 4 and letters, science, social sciences, or liberal studies); specific disciplinary majors Total 56 such as English or History (especially Admission requirements Courses used to satisfy the major those wishing to teach at the upper ele- requirements, whether taken at PSU or Admission to the department is based on mentary level); or Child and Family elsewhere, must be graded C- or above. A general admission to the University. See Studies In addition to meeting with the page 39 for more information. maximum of 12 credits may be graded P. Requirements for major in liberal stud- departmental adviser, students should meet with the elementary education advis- ies. A student majoring in liberal studies Degree requirements er to help plan your degree. must complete the general University The Elementary Education Minor is a Requirements for major in arts and let- requirements (except general education recommended option as it will fulfill pre- ters, science, or social science. The arts requirements), either Wr 323 or an requisites for the Graduate School of and letters academic distribution area approved Writing Intensive Course, and Education. The following list represents consists of courses taken in applied lin- the following requirements for the liberal the breadth of subjects which are impor- guistics, architecture, art, black studies studies major: tant for teaching. While students are not (BSt 221, 351, 352, 353, 421, 424, 425, Credits 426, 427 only), chicano/latino studies Upper-division credits from the arts and letters necessarily expected to take all these (ChLa 302, 330, 411, 414 only) communi- (except Wr 323), science and/or social science aca- courses, a solid foundation in these areas demic distribution area(s) ...... 81-85† is essential teacher preparation.

† 4 credits WR 323, or an approved Writing Intensive Course which can be included in the 81 upper division requirements. 140 P ORTLAND S TATE U NIVERSITY

†ART 312 Art in the Elementary School Integrated Science Students must complete a minimum of 8 Ed 199 – Teaching as a Career Advisers: M. Cummings credits in each of the following areas to Ed 420 – Introduction to Education and Society The integrated science endorsement is receive a departmental recommendation to SpEd 199 or 410 – Careers in Special Education valid for teaching all science except biolo- the GTEP: history, geography, economics, Science: gy, chemistry, or physics, and, thus, is the and political science. Bi 101/104, 102/105, 103/106 - General Biology endorsement for teaching science in mid- with labs Courses are to be taken for differentiated Bi 399 - Biology for Elementary Educators dle and intermediate schools. Additional grades. Students must have at least a 3.00 G 201/204, 202/205, 203/206 - Geology with labs science courses beyond the requirements GPA in the recommended courses and G 355 - Geology for Elementary Educators for a major in general studies in science are must earn at least a C- in each course. G 399 – Earth System: Life Science for required for the integrated science endorse- Elementary Educators Equivalent courses sometimes are accept- G 410 - Earth/Space Science for Middle School ment. Courses pertaining to Earth/Space, ed in substitution for certain of those †Mth 211, 212, & 213 – Fundamentals of Life, and Physical Science Content specified, upon prior approval of the social Elementary Mathematics Standards are required. Guidelines for a studies secondary adviser. Sci 201 - Natural Science Inquiry course of study for the integrated science Sci 311, 312 - Teaching Everyday Science endorsement include the following. Sci—selected upper division topics Credits Social Science: Graduate programs Earth/Space Content Area:...... 20 Anth 103 - Introduction to Social/Cultural 8 credits of lower division geology Anthropology with labs/field studies. Bst 203, 204 - Introduction to Afro-American Admission requirements 12 credits upper division earth science courses History distributed among geology, paleontology, geo- Standard Teaching License. The College of Econ 201 morphology, oceanography, hydrology, weather Geography - two courses from the following: 210, and climate, planetary science, astronomy. Liberal Arts and Sciences offers graduate 230, 332, 346, 348, 350 Life Science Content Area: ...... 15 work leading to the Standard Secondary Hst 201 & 202 - U.S. History or Hst 101, 102, 103 – Biology 251, 252, 253 with labs. Teaching License. Appropriately prepared Western Civilization Physical Science Content Area: ...... 15 PS 101, 102 - US Government, US Politics students may complete the requirements 200-level General Physics with labs or PS 200, 203 - Intro. to Politics, Intro. to State & General Chemistry with labs. for the Standard Secondary License and for Local Politics Upper Division electives in Earth/Space, Life Science, a Master of Arts in Teaching or a Master of Psy 200, 204 - General Psychology and/or Physical Science Content areas: ...... 20 credits † Science in Teaching at the same time. The Psy 311 – Human Development May be completed in one department. Minimum requirements for the Standard Secondary Soc 200 - Introduction to Sociology and SOC 337 - of 20 UD electives with science (chemistry, Minorities physics, geology, biology, environmental science) Teaching License include previous comple- WS101 - Introduction to Women’s Studies or math prerequisites. tion of the requirements for a bachelor’s Mathematics and Statistics Language Arts: degree and for a basic secondary license; Content Area: ...... 12 English and American literature - 8 credits Statistics: Stat 243 Introduction to Probability admission as a graduate student (see page Non-American Literature – 4 and Statistics I (4). 60); 45 credits of upper-division or gradu- Ling 233 – Language and Mind Eight credits from Math 111, 112, Introductory ate work subsequent to receipt of the bach- †Lib 428 – Children’s Literature College Mathematics I, II (4,4), Math 251 Calculus †Mus 381 – Music Fundamentals I (4), Math 211, 212, 213, Foundations of elor’s degree; completion of a standard Speech Communication 100, 215, 220, or SpHr 262 Elementary Mathematic I, II, III (4, 4, 4) endorsement or two basic endorsements Writing courses - A strong preparation in writing is Psy 311, Human Development ...... 4 other than combined endorsements; 15 invaluable in teacher preparation. Course work Total Credits: 86 credits (of the 45 credits) to be approved could include Wr 121, 222, 323 education courses; 15 credits for the PE/Health: Basic Social Studies PHE 250 or 365, Our Community Health, or Health Adviser: K. DeVoll endorsement(s) to be at the graduate level; Programs for Children and Youth and two years of successful teaching expe- Students who major in social science (or Courses in the recommended program rience in Oregon schools while holding a in anthropology, economics, geography, are to be taken for differentiated grades; basic teaching license. See page 226 for the history, political science, psychology, or exceptions are to be approved by the required education courses. sociology) and wish to teach social studies adviser. Students must have at least a 3.00 Standard Social Studies Endorsement. in secondary schools are recommended to GPA in the recommended program and The requirements for the Standard Social include the following courses in their earn at least a C- in each course of the rec- Studies Endorsement include at least 24 undergraduate program: ommended program. upper-division or graduate level credits in Courses having multicultural and multi- Social Studies Endorsement Credits social science in addition to those required Ec 201, 202 Principles of Economics ...... 8 for the Basic Secondary Teaching License ethnic content or approach should be Geog 210 Physical Geography ...... 4 included in the preprofessional program. Hst 101, 102 Western Civilization...... 8 and the Basic Social Studies Endorsement. Hst 201, 202 History of the United States...... 8 At least 15 of these credits must be at the Middle/High School PS 101, 102 United States Government...... 8 graduate level. Combined undergraduate Please see the teacher preparation informa- PS 204 Comparative Politics ...... 4 and graduate preparation should include at tion on page 177 for an overview on under- Psy 200 or 204, Psy 311 Human Development...... 8 least 36 credits in one of the following: Anth 101, 102, 103 Introductory Anthropology; or graduate preparation to become a middle or BSt 302 African American Experience in the 20th anthropology, economics, geography, histo- high school teacher and the teaching Century, BSt 424 African American/African Culture ry, political science, or sociology. No speci- in Cinema; or Soc 200 General Sociology; or WS endorsement areas. These two endorsement 101 Introduction to Women’s Studies, fied courses are required for the standard areas, Integrated Science and Social Studies, WS 342 History of Feminism ...... 8 endorsement. Each student’s program is are listed here and could be included in a BSt 412 Oregon African American History, or Soc tailored to meet the needs of the individual 337 Minorities, or Sp 115 Introduction to general studies degree. Please see the speci- Intercultural Communication...... 4 and the requirements of the standard fied adviser for more information. Sp 100, 220, 324, 329, or SpHr 262 ...... 4 endorsement and the standard license. Ed 420 Introduction to Education and Society...... 4 Other standard endorsements. See the Concentration in Economics, Geography, appropriate department for the require- History, or Political Science...... 12

† Indicates courses that fulfill prerequisites to certain courses in the professional program in the Graduate School of Education and that must be completed before the deadline date for application to the Graduate School of Education. C OLLEGE OF L IBERAL A RTS AND S CIENCES 141

ments for other standard endorsements. political science, and sociology), and at must satisfactorily complete the course of Master of Arts in Teaching or Master of least 9 but not more than 15 credits in study and pass both written and final oral Science in Teaching. The College offers education courses. Of the minimum 30 examinations in both the social science the degrees of Master of Arts in Teaching credits in social sciences, 12 credits must fields of study as well as in education. and Master of Science in Teaching with a be earned in each of two fields of concen- Science. In consultation with the gradu- major in English (M.A.T. only), social sci- tration; a maximum of 12 combined cred- ate adviser, the student should establish ence, mathematics, science, science/biolo- its may be in courses numbered 501 and the degree program before the completion gy, science/chemistry, and science/geology. 505. Students electing the thesis option of 15 credits of course-work. The program must take a minimum of 6 and a maxi- must include a minimum of 45 credits in Degree requirements mum of 9 credits of 503. With consent of approved graduate courses, to include a the adviser, the two fields may be within a minimum of 24 credits in the science area Master of Arts in Teaching or Master of single social science department. (biology, chemistry, geology, mathematical Science in Teaching. University master’s Students may elect a thesis or nonthesis sciences, and physics). At least 9, but not degree requirements are listed on page 69. (two research papers or equivalent) pro- more than 15 credits, must be in educa- Major requirements are: gram. The adviser, in cooperation with an tion courses. In order to fulfill require- Social Science. The student’s program appropriate faculty member, will establish ments for the degree, the student must sat- must include a minimum of 45 credits in standards for thesis and research paper isfactorily complete the degree program approved graduate credits, to include a requirements for students working in and pass both a final written and a final minimum of 30 credits in the social sci- more than one department. All students, oral examination. ence area (economics, geography, history, whether in a thesis or nonthesis program,

Geography 424 Cramer Hall graphic reproduction and display, statisti- Degree requirements 725-3916 cal analysis, field study in Pacific www.geog.pdx.edu/ Northwest mountains and deserts, and Requirements for major. In addition to regional studies. Geography is the lead meeting the general University degree B.A., B.S. requirements, the major in geography Minor department on campus for training in GIS remote sensing and spatial analysis. must complete at least 60 credits in geog- Secondary Education Program-Social raphy courses, including 12 credits in Science Through sharing of staff, the Department M.A., M.S. of Geography is affiliated with the each of the following areas: geographic M.A.T. and M.S.T. (General Social Science) International Studies program, the skills, physical geography, regional geogra- Ph.D.—Environmental Sciences and Geology Department, and the PSU Center phy, and human geography—as detailed Resources: Geography for Population Research and Census, below. Of the courses presented for the Environmental Sciences and Resources, major, 12 credits are in required courses and other departments on campus. (Geog 210, 230, and 380) and a minimum Undergraduate The Department of Geography informs of 16 credits must be at the 400-level. majors about internships in public agen- Geog 230 may be counted for human or programs cies and businesses in such fields as plan- regional geography, but not for both. Geog Geography is concerned with the earth’s ning, environmental management, GIS, or 497, or Stat 243 and Stat 244, or equiva- thin film of life—the biosphere—and with cartography. Students may earn up to 12 lent is required for the B.S. degree. the location of things: what accounts for credits of practicum credit while they gain Credits the great clusters of population and for the insights into applications of the knowledge Physical Geography:...... 12 Geog 210 Physical Geography (4) required empty areas, the forests and the cutover, they are gaining in the University. Student Geog 310 Climate and Water Resources (4) the cities, villages, and roads. assistantships are also available, providing Geog 311 Climatology (4) The geography program leads the stu- part-time employment. Geog 312 Climatic Variability (4) dent to an appreciation and understanding Majors in geography may obtain infor- Geog 313 Biogeography (4) of the human environment on world, mation on the Geography Honors Option Geog 320 Geomorphic Processes (4) in the departmental office. Geog 322 Alpine Environments (4) regional, and local scales; and provides Geog 340 Global Water Issues & Sustainability (4) background and requisite training for Geog 407 Seminar in Physical Geography(4) careers in resource, planning, environmen- Admission requirements Geog 413 Biogeography of the tal, or education fields. Geography majors Pacific Northwest (4) Admission to the department is based on are involved with activities such as urban Geog 414 Hydrology (4) general admission to the University. See Geog 415 Soils and Land Use (4) natural resources management, spatial/GIS page 39 for more information. Geog 418 Advanced Topics in Biogeography (4) analysis, urban planning, map design, Geographic Skills:...... 12 142 P ORTLAND S TATE U NIVERSITY

Geog 380 Maps and Geographic and 16 credits of which must be upper- language must present a score of at least Information (5) required Geog 407 Seminar in Research Skills (4) division), to include the following: 550 (paper-based) or 213 (computer- Geog 420 Field Methods in Physical Geography (4) Credits based) in the Test of English as a Foreign Geog 425 Field Methods in Human Geography (4) Geog 210 Physical Geography ...... 4 Language (TOEFL) with their application Geog 475 Digital Compilation and Geog 230 Environment and Society: for admission. Database Design (4) Global Perspectives ...... 4 Geog 480 Visual Image Analysis (4) Geog 380 Maps and Geographic Information...... 5 Geog 481 Satellite Image Processing (4) Geography electives (upper-division) ...... 16 Degree requirements Geog 482 Satellite Image Classification Total (minimum) 29 University master’s degree requirements and Change Detection (4) All courses used to satisfy the depart- Geog 485 Map Design and Production (4) are listed on page 69. Specific departmen- Geog 488 Geographic Information Systems I: mental minor requirements must be grad- tal requirements are listed below. Introduction (4) ed C- or above. Master of Arts or Master of Science. Geog 489 Building a GIS Database with GPS (4) Geog 490 GIS Programming (4) SECONDARY EDUCATION PROGRAM The student will plan a program of study Geog 492 Geographic Information Systems II: Adviser: See department chair with an adviser and other members of the Advanced GIS (4) supervisory committee during the first Geog 494 GIS for Water Resources (See General Studies: Social Science page 141) term of residence. Geog 495 Maps and Models (4) The program of study must include a Geog 496 Visualization of Spatial Data (4) Geog 497 Spatial Quantitative Analysis (4) minimum of 30 graduate credits in geog- Regional Geography:...... 12 Graduate programs raphy for the thesis option or 36 for the Geog 230 Environment and Society: nonthesis option, including the following: Global Perspectives (4) required The Department of Geography offers the Geog 521 and Geog 522. All graduate stu- Geog 350 Geography of World Affairs (4) degrees of Master of Arts, Master of dents are encouraged to attend the depart- Geog 351 Pacific Northwest (4) ment’s colloquia. Geog 352 The Himalaya and Tibet (4) Science, Master of Arts in Teaching, and Geog 353 Pacific Rim (4) Master of Science in Teaching (General Students seeking the M.A. degree must Geog 354 Europe (4) Social Science). The department also partic- demonstrate their competence in the use Geog 356 Russia and Its Neighbors (4) ipates in the Environmental Sciences and of a foreign language for geographic Geog 360 Latin America (4) Resources Ph.D. program, see page 126. research; those preparing for an M.S. Geog 363 Africa (4) Areas of primary concentration are urban degree must show proficiency in advanced Geog 364 The Middle East (4) skills in geography or an equivalent Geog 366 Historical Geography of geography, physical geography, resource North America (4) management, culture, environment and research technique (8 credits). Geog 368 United States and Canada (4) society, GIS, and cartography. The M.A. Students in the M.A. program must com- Geog 407 Seminar in Regional Geography (4) and M.S. degrees are in part designed to plete a thesis. Those in the M.S. program Geog 450 Geography of Portland (4) meet the needs of students preparing for may choose between thesis and nonthesis Geog 453 Japan (4) Human Geography: ...... 12 careers in research or administration in options. The thesis option is appropriate Geog 230 Environment and Society: government and industry, urban and for students intending to pursue Ph.D. Global Perspectives (4) required regional planning, and in secondary educa- studies, whereas the nonthesis option is Geog 331 Economic Geography (4) tion and community college teaching. The designed for students who are preparing Geog 332 Urban Geography (4) M.A. and M.S. degrees also provide a pre- for careers in such areas as government Geog 345 Resource Management (4) service or private industry. Candidates Geog 346 World Population and Food Supply (4) doctoral program in geography for stu- Geog 347 Environmental Issues and Actions (4) dents planning to take advanced work who elect to write a thesis take a mini- Geog 348 Cultural Ecology (4) leading to professional careers in university mum of 45 credits including 6 credits in Geog 349 Mountain Geography (4) teaching, research, or public service. Geography Thesis. The thesis option Geog 407 Seminar in Human Geography (4) Students are encouraged to follow a pro- requires the presentation of the student’s Geog 430 Cultural Geography (4) gram that combines breadth of knowledge independent research into a topic Geog 432 Urban Landscapes (4) approved by the student’s graduate com- Geog 442 Sustainable Cities (4) with depth in one field of interest. Geog 445 Resource Management Topics (4) mittee. It normally involves field work and Geog 446 Water Resource Management (4) Admission requirements is an original contribution to knowledge in Geog 447 Urban Streams (4) the field of geography. A final oral exami- Geog 448 The Urban Forest (4) For admission to graduate study for the nation by the student’s committee includes Geog 462 Sense of Place (4) M.A. and M.S. degrees, a student normally defense of the thesis. Geography Electives ...... 12 should have completed the minimum Candidates electing the nonthesis option Total credits in geography (minimum) 60 preparation for an undergraduate major in take a minimum of 54 credits. Two 2-cred- Course taken under the undifferentiated geography with a 3.00 grade point average it sections of 501 Research are undertaken grading option (pass/no pass) will not be in all work. Students with majors in other to rewrite, edit, and revise two papers, at accepted toward fulfilling department fields are encouraged to apply. Normally least one of which must evolve from grad- major requirements. Geog 230 may be such students are admitted on a condition- uate coursework in geography at PSU. A taken for either human geography or al basis, with the student required to take final oral presentation of one of the papers regional geography, but not both. courses to remedy deficiencies. is required for completion of the degree. All courses used to satisfy the depart- In addition to the general University Master of Arts in Teaching or Master of mental major requirements must be grad- admission requirements for advanced Science in Teaching. For information on ed C- or above. degrees the student must provide the the Master of Arts in Teaching and the Requirements for a minor. To earn a Graduate Record Examination (G.R.E.) Master of Science in Teaching (General minor in geography a student must com- scores and letters of recommendation from Studies; Social Science), see page 141. plete a minimum of 28 credits in geography three faculty members of colleges previously (at least 12 credits of which must be taken attended. in residence at Portland State University, Students for whom English is a second C OLLEGE OF L IBERAL A RTS AND S CIENCES 143

course is to improve student understanding of global water cycle, human use and modifica- Courses how multiple factors such as soil properties, natu- tions of global water systems, effects of climate Courses with an asterisk (*) are not offered every year. ral selection, climate change, and human activities change on global freshwater, water policy in shape the geography of organisms at local to glob- international rivers, and sustainable water Geog 199 Special Studies (Credit to be arranged.) al scales. Recommended prerequisite: Geog 210. resource management. Focuses on case studies in major international rivers. Geog 210 Geog 314 Physical Geography (4) Severe Weather (4) Geog 345 An introduction to the physical elements of geog- Examination of severe and hazardous weather Resource Management (4) raphy and the environment in which people live. processes such as hurricanes, tornadoes, and Survey of natural resources, their occurrence, The focus is on natural processes that create phys- thunderstorms. Evaluation of the human-environ- and their management. Primary focus will be on ical diversity on the earth. Major topics are weath- ment interaction of severe weather and the poten- the United States, with case studies from other er and climate, vegetation and soils, landforms, tial consequences of global climate change on the countries and regions. Recommended prerequi- ecosystems, their distribution and significance. intensity and location of severe weather phenom- site: upper-division standing. Geog 230 ena. Recommended prerequisite: Geog 210. Geog 346 Environment and Society: Global Geog 320 World Population and Food Supply (4) Perspectives (4) Geomorphic Processes (4) An introduction to the dynamics of the current An introduction to the ways in which humans, Study of landform processes at the earth’s sur- national and international problems associated acting through social constraints and structures, face including the work of water, wind, and ice with rapid population growth, unemployment, have lived in and modified their environment. in erosion, transportation, and deposition on major population migrations, shortages of food The spatial patterns produced from human land and sea. The significance of geomorphic and other critical commodities, and the present activities (such as population growth, trans- processes to human activities is included. A and potential adjustments to these situations. portation systems, urban structure, economic one- to two-day weekend field trip is required. Recommended prerequisite: upper-division development, resource use and management, Three lectures; one 3-hour lab. This course is standing. and the evolution of political patterns) are con- the same as Geology 374; course may be taken Geog 347 sidered in a global context. Case studies from only once for credit. Recommended prerequi- Environmental Issues and Action (4) several world regions illustrate the processes by sites: Geog 210 and Mth 111. Examines environmentalism as a phenomenon which humans modify their world to create dis- Geog 321 reflecting cultural appraisals of nature and soci- tinctive cultural landscapes. Mt. Hood (4) ety’s relationship to it. Explores the history and Geog 240 Examines the physical and cultural systems that ideology of the environmental movement, and Geography of Wine (4) shape Mt. Hood and investigates some of the investigates the contemporary structure, con- Core geographic concepts and themes through issues that arise when a mostly wild mountain cerns, effects, critiques, and directions of envi- the framework of the geography of wine. abuts an urban area. Class involves lecture, dis- ronmentalism. Recommended prerequisite: Exploration of the physical and cultural dimen- cussion, research, and field trips. upper-division standing. sion of grape-growing and wine-making, rang- Geog 322 Geog 348 ing from historical geography to climate and cli- Alpine Environments (4) Cultural Ecology (4) mate change and cultural geography. Examines the geoecology of high elevation envi- Introduction to geographic perspectives on cul- *Geog 310 ronments in tropical, mid-latitude, and high tural ecology. Investigates cultural adaptation Climate and Water Resources (4) altitude regions with a special emphasis on the and environmental change from an ecological An inquiry-based examination of the principal alpine environment of the Pacific Northwest. perspective, focusing on biomes and cultural controls on climate and hydrology, with empha- The primary objective is to promote under- adaptations within them. Particular attention to sis on processes and interactions; students will standing of the features and processes found in traditional societies and the impacts of develop- do fieldwork, data analysis, and laboratory alpine areas including their susceptibility to ment. Recommended prerequisite: upper-divi- work. Recommended prerequisite: Natural human alteration. Topics include an examina- sion standing. Science Inquiry. Also listed as Sci 333; course tion of high elevation weather and climate, geo- Geog 349 may be taken only once for credit. morphology, soils, and vegetation. Mountain Geography (4) Geog 311 Recommended prerequisite: Geog 210. Investigates mountain environments as distinc- Climatology (4) *Geog 331 tive biophysical and cultural realms. Surveys the A study of the physical processes which com- Economic Geography (4) human occupation and use of mountainous prise the climatic system, from the global scale An introduction to theories and methods of loca- areas of Eurasia, Africa, the Pacific, and the to the local scale. Particular attention is given to tional analysis of economic activities within agri- Americas, and explores highland-lowland inter- the nature of climatic variability, its causes, and culture, manufacturing and selected services. The actions in selected cases. Topics include cultural its implications for human activity. course focuses on North America and includes adaptation, mountain resource management and Recommended prerequisite: Geog 210. geographic distributions, areal interaction among policy, and developments and its impacts in *Geog 312 urban and regional economies, the processes of highland environments. Climate Variability (4) regional economic development, and internation- Geog 350 Examines the role of climate variability in the al economic linkages. Recommended prerequi- Geography of World Affairs (4) Pacific Northwest, including the nature of natu- site: upper-division standing. Examines the major world trouble spots in light ral and human-induced variability and the Geog 332 of long-standing political-geographical rivalries, effects on water resources of the region. Urban Geography (4) including ethnic group rivalries, economic dis- Students will learn by gathering data, analyzing Introduction to the geographical factors affecting parities, and conflicting historical claims. the data, and reporting on their results. Reading the development of the modern city. Topics Particular emphasis will be placed on political and discussion will accompany the data/labora- include urban systems and the location of cities; organization of territory, nationalism, boundary tory portions of the course. Includes laboratory residential, commercial, and industrial structure; conflicts, colonialism, and, where relevant, met- and/or fieldwork. Recommended prerequisite: social and physical characteristics of cities; the ropolitan political fragmentation. Recommended Natural Science Inquiry. Also listed as Sci 334; built environment; the urban economy; and prerequisite: upper-division standing. course may be taken only once for credit. planning the urban environment. Recommended Geog 351 Geog 313 prerequisite: upper-division standing. Pacific Northwest (4) Biogeography (4) GEOG 340 Study of the Pacific Northwest as a region of the This course examines current and historical distri- Global Water Issues and Sustainability (4) United States. Overview of the region and its butions of organisms as explained by environ- Examines the availability and quality of fresh- relationship to other parts of the world will be mental and biological factors. The goal of the water resources around the world. Includes the followed by an analysis of the physical environ- 144 P ORTLAND S TATE U NIVERSITY

ment, natural resources, agriculture, manufac- on the variability of the physical landscape, Geog 407/507 turing, transportation, population, and urban including geomorphology, vegetation, and cli- Seminar (Credit to be arranged.) development. Special attention will be paid to mate and on the patterns and implications of Geog 409/509 theoretical developments in contemporary cultural diversity. Examines links between natu- Practicum (Credit to be arranged.) regional geography issues. Recommended pre- ral resources, economic development, and envi- Geog 409 Pass/no pass only. Consent of instructor. requisite: upper-division standing. ronmental management on location, national Geog 410/510 Geog 352 and regional scales. Case studies from various Selected Topics (Credit to be arranged.) The Himalaya and Tibet (4) countries and regions will be used. *Geog 413/513 Survey of the physical and cultural landscapes of *Geog 364 Biogeography of Pacific Northwest (4) the Himalaya-Hindukush and the Tibetan The Middle East (4) This course examines the regional biogeography Plateau. It investigates not only the places and A survey of the physical and cultural landscapes of current and historical plant and animal distri- peoples within it but also ideas about it and their of southwestern Asia and North Africa, empha- butions. Course topics include the abiotic con- influence on its history and present situation. sizing the interaction of environmental factors straints to species distributions, ecological Geog 353 and dynamic economic and political forces in processes (succession and disturbance), and Pacific Rim (4) the region as a whole. Problems common to the biogeographic theory and management. The Provides a comprehensive look at the events nations of the region are examined, including course includes two mandatory all day field and people shaping the last 150 years of Asia- the difficulties of political cohesion, urbaniza- trips. Recommended prerequisites: Geog 210, Pacific history and relates them to Pacific Basin tion, and ecological impacts of tradition and 313 or Bio 357. relationships today. Reveals how, from the 19th contemporary land-use practices. Recommended Geog 414/514 century onward, modern nations have emerged prerequisite: upper-division standing. Hydrology (4) from the rich and varied cultures and society of *Geog 366 A detailed analysis of the physical processes of the Pacific Asia. Particular emphasis is placed on Historical Geography of North America (4) hydrologic cycle, emphasizing an applied political and economic geography of East Asia Survey of the evolving geography of North approach for the purposes of resource manage- in relation to contemporary American and America during the last four centuries; the for- ment and environmental analysis: precipitation, Japanese interests in the region. Recommended mation and growth of regions from the initial runoff processes, evapotranspiration, soil water, prerequisite: upper-division standing. period of European exploration and colonization flooding and floodplain utilization, and tech- Geog 354 to the present. Topic include the acquisition of niques of hydrologic data analysis. Recommended Europe (4) geographical knowledge; cultural transfer and prerequisites: Geog 210 and Stat 243 and 244. Focuses on the changing economic and political acculturation; westward expansion; resource *Geog 415/515 geography of Europe, post World War II, and exploitation; regional and national integration; Soils and Land Use (4) the adjustments to changing world conditions. and landscape change. Recommended prerequi- The origin, development and distribution of Analysis of the geographic conditions of indi- site: upper-division standing. soils and the significance of soil to man. vidual countries. Examines their population, Geog 368 Examines the importance of soil to landforms, urban and rural settlements, physical geography, United States and Canada (4) vegetation, and ecological development. Major agriculture, and industry. Recommended pre- Survey of the contemporary regional geography emphasis is given to land use potentials and requisite: upper-division standing. of the United States and Canada including limitations on various kinds of soils with focus Geog 355 physical environments, cultural landscapes, and on urban and agricultural settings. There are Landscapes of Spain (4) economic activities. Topics will include the two half-day field trips. Recommended prereq- Study of the landscapes of Spain, both the phys- development of distinctive regions; the chang- uisite: Geog 210. ical and the cultural, and the search for unity in ing spatial relationships between the location of *Geog 418/518 a nation long characterized by diversity. resources and population; urban/rural dispari- Advanced Topics in Biogeography (4) Overview of the climate and topography, the his- ties; and national and regional roles in the glob- Seminar course examines new developments in torical development of regional distinctions, and al economy. Recommended prerequisite: upper- biogeography and their relationship to estab- the cultural and political conditions that shape division standing. lished biogeographic theory. Each offering will the nation in the 21st century. Recommended Geog 380 investigate one or more advanced topics in bio- prerequisite: upper-division standing. Maps and Geographic Information (5) geography such as vegetation dynamics (plant *Geog 356 Examines maps as communicative tools, analyti- succession and disturbance), island biogeo- Russia and Its Neighbors (4) cal devices, and cultural artifacts. Fundamental graphic theory, biodiversity, and ecotones, eco- An exploration of the USSR by topic and region. concepts such as scale, projection, coordinate clines, and edges. May be repeated with differ- The course looks at the nature and significance systems, are reviewed and applied to higher ent topics. Recommended prerequisites: of the country’s huge size and diversified physi- level measurement and analytical methods with Geog 313, Bi 357, or graduate standing. cal environment; examines the origins and thematic and topographic maps. The data *Geog 420/520 implications of its multinational character; and requirements and information content of maps Field Methods in Physical Geography (4) analyses patterns of agricultural production and are considered with respect to emerging digital Introduces students to field methods in physical industry, with consideration of the distinctive geo-spatial technology. geography. The goal is to familiarize the student institutions that have shaped them. Geog 399 with field techniques including research and Geog 360 Special Studies (Credit to be arranged.) sampling design, field measurements and map- Latin America (4) Geog 401/501 ping, data analysis and report writing and the Analysis of changing landscapes and lifeways in Research (Credit to be arranged.) use of field equipment. Field and lab exercises Latin America. The focus is on physical, cultural, Consent of instructor. will focus on the examination of natural pat- and economic forces that have interacted to cre- Geog 403/503 terns and processes and those resulting from ate a distinctive world region. Particular attention Thesis (Credit to be arranged) human activity. Techniques involving vegetation is given to the impact of large scale issues such as Consent of instructor. sampling, soil description, microclimatic condi- global climate change, trade, the environment, tions, and geomorphologic processes will be Geog 404/504 covered. Recommended prerequisite: eight and the debt crisis on the lands and lives of Cooperative Education/Internship everyday people in the region. Recommended (Credit to be arranged.) hours of upper-division physical geography or prerequisite: upper-division standing. Geog 404 Pass/no pass only. Consent of instructor. graduate standing. *Geog 363 Geog 405/505 Geog 425/525 Africa (4) Reading and Conference (Credit to be Field Methods in Human Geography (4) A survey course on the physical and human arranged.) Field observation, description, and analysis in geography of the continent of Africa, focusing Consent of instructor. human geography. Students explore landscapes C OLLEGE OF L IBERAL A RTS AND S CIENCES 145

in Portland metropolitan region through a series Geog 447/547 Geog 480/580 of exercises including sampling techniques, field Urban Streams (4) Visual Image Analysis (4) mapping, and photography supplemented by Investigates issues associated with human Visual interpretation and measurement from data collection from census records, tax records, dimensions of streams in the urban environ- remotely sensed imagery used for mapping and historic maps and photographs, and published ment. Topics include the role of streams in the spatial data development. Analysis of air photo accounts about places. Recommended prerequi- built environment, human modifications of pattern recognition and scale distortions. sites: 8 credits of upper-division or regional stream systems and their consequences (e.g., Examination of various satellite imaging plat- geography or graduate standing. disappearing streams, channelization), and local forms and product characteristics. Prerequisite: *Geog 430/530 community responses to restore and protect Geog 380. Cultural Geography (4) urban streams. Case studies are drawn from Geog 481/581 Explores cultural geography as a subfield of the national and international streams as well as Satellite Image Processing (4) discipline. Examines the major organizing con- local streams in the Portland metropolitan area. Interpretation and measurement from digital cepts of cultural geography—cultural ecology, Recommended prerequisite: Geog 345 or satellite imagery used for interpretation of the region, landscape, symbolism. Focus is on how Geog 347 or Geog 432/532. earth’s surface. Analysis will be largely based on these concepts are used in cultural geography, Geog 448/548 the application of computer technology to the evolution of research in each area, how the The Urban Forest (4) imagery. The emphasis will be on natural land- use and application of the concepts have Examination of issues related to trees in the forms and vegetative cover. Recommended pre- changed over time, current theoretical develop- urban environment. Topics will include the val- requisite: Geog 480/580. ments, and how this subfield of geography fits ues and roles of urban trees, species identifica- Geog 482/582 into the discipline. Includes field work project. tion, site selection, spatial structure of the urban Satellite Image Classification and Change Recommended prerequisite: Geog 230. forest, management and regulation of urban Detection (4) Geog 432/532 trees, and techniques for evaluating the health Satellite image classification methods are used Urban Landscapes (4) of the urban forest and public and governmen- for thematic information extraction and digital Analysis of the contemporary built environment tal efforts to promote urban trees. change detection methods for measuring land of metropolitan areas; social, cultural, political, Recommended prerequisite: one or more of use/land cover change. Image classification and economic forces that have given cities their Geog 313, 413/513, 415/515, 432/532, Bi 357. transforms digital satellite images to land cover form and image; historical processes of urban *Geog 450 types. Includes computer exercises in classifica- development; and messages and meanings of Geography of Portland (4) tion and change detection using leading satellite our surroundings. Focuses on common urban Analysis of the geography of Portland. Lectures image processing software packages. landscapes as well as designed spaces. In indi- and guided field work. Students will work on Recommended prerequisite: Geog 480/580. vidual and group projects, students analyze the group projects on specific topics involving Geog 485/585 interrelationships of land use, residential densi- research, data collection and analysis with oral Map Design and Production (4) ty, street patterns, homes and yards, and open and written presentations. Recommended pre- Introduction to the planning and execution of a spaces in the Portland metropolitan area. requisite: 12 credits of geography. map, with special emphasis on the arrangement Recommended prerequisite: Geog 332. *Geog 453/553 of its graphic elements. Students will use carto- Geog 442/542 Japan (4) graphic and illustration software in the compila- Sustainable Cities (4) The course focuses on the major geographical tion, design and production of maps. Examines efforts to create sustainable cities in factors underlying Japan’s rise to industrial and Prerequisite: Geog 380. the United States, drawing on ideas from around economic greatness in the present day. The Geog 488/588 the world. Explores complexities of balancing main emphasis is upon the rise and develop- Geographic Information Systems I: social justice with environmental health and eco- ment of cities and industry, the agricultural Introduction (4) nomic vitality. Topics include urban ecology and characteristics of Japan, and its contemporary Use of computers in Geographic Information green city initiatives, new ideas in designing the trade relationship with the Pacific Northwest. Systems (GIS) and mapping. Includes theory of built environment, growth management and Recommended prerequisite: Geog 353. data bases related to geographic information land use planning, community-based efforts to Geog 462/562 management and practical aspects of database improve quality of life, and challenges of global- Sense of Place (4) design. Students will use a variety of programs ization for local economies. Includes fieldwork Places are created by people, infused with mean- for mapping and spatial analysis of geographic project, half-day field trips, and community- ing, and tied to personal experience. This course information. Each student completes a series of based learning option. Recommended prerequi- explores meaning in landscapes and identity in lab exercises demonstrating a variety of sites: Geog 332 or 432; USP 311 or 313. places, regions, and localities. It looks at places approaches to the analysis and display of spatial Geog 445/545 through three frameworks: place description and data. Students enrolling in this class also must Resource Management Topics (4) depiction (in media images, popular narratives, register for a computer lab section. Also listed Focuses on advanced topics in administration and scholarly writings, photography, and art); the as USP 591. Prerequisite: Geog 380 or equiva- management of natural resources. Reviews histori- meanings and messages of places; and our per- lent experience. cal issues and today’s struggles for a sustainable sonal experience and connections to places. Geog 489/589 approach in the development of natural resource Topics include: the distinctiveness of places, Building a GIS Database with GPS (4) policy. Emphasis will vary, e.g. water resources, bioregional influences, personal memory and Develops knowledge and skills necessary to use energy resources, public lands. Recommended place, creating meaning in places, global-local the global positioning systems (GPS) to collect, prerequisite: upper-division standing. tensions, territoriality, and contested places. process, and use geographic data. GPS theory Geog 446/546 Geog 475/575 and techniques through field survey experi- Water Resource Management (4) Digital Compilation and Database Design (4) ences. Collect and integrate spatial and non- Analysis of the distribution, use and management Class in applied geographic information systems spatial data within an integrated geographic of water resources, emphasizing the systems of featuring the project development of new digital information system (GIS) framework. water rights, legislation, and regulations which geo-spatial data. Students learn to digitize exist- Prerequisite: Geog 488/588. govern water resources. Issues of water developing map documents, design information data- Geog 490/590 ment and water quality are examined. Focus is bases to be used with these data, and employ a GIS Programming (4) on U.S. water resource, with case studies from standardized documentation format to describe Introduction to GIS programming languages for other countries and regions. Examples are drawn the database. Prerequisites: Geog 488/588, prior customizing applications and streamlining spa- from local, regional, and international water or concurrent enrollment in Geog 492/592. tial analysis. Topics include GIS software envi- resource management schemes. Recommended ronment, programming syntax and styles, inter- prerequisite: upper-division standing. face customization, GIS routines and functions, 146 P ORTLAND S TATE U NIVERSITY

and basic algorithms. Programming lab includ- Geog 495/595 Geog 521 ed. Prerequisite: Geog 488/588. Maps, Models, and GIS (4) Geographic Thought (4) Geog 492/592 Analysis and display of spatial data, emphasizing Geography as a professional field. The first half Geographic Information Systems II: environmental questions within the framework of of the course deals with the history of geo- Advanced GIS (4) the raster data model. Topics include an intro- graphic thought and literature. The second half Analysis and applications of geographic infor- duction to general systems theory, the nature of focuses on the role of geography among the arts mation systems concepts and technology to models, cartographic model development, model and sciences and on more recent developments land planning and management issues. The implementation procedures, map algebra, vector- in the field. Required of all graduate students in multipurpose land information systems concept to-raster data conversion, guidelines for symbol geography. is used as an organizing device for spatial regis- usage, and the incorporation of digital remote Geog 522 tration of data layers to achieve data sharing sensing data into map models. Prerequisite: Research Design (4) and compatibility among functions. User needs Geog 380; Geog 485/585 recommended. A guided program for preparing graduate assessment and systems design provides the Geog 496/596 research papers and theses in geography. basis for systems procurement, implementation, Visualization of Spatial Data (4) Attention is given to formulating topics, devel- and use. Students enrolling in this class also The use of graphics as a fundamental descriptive oping hypotheses, determining researchability, must register for a computer lab section. Also and explanatory tool for visualizing data in geog- acquiring and analyzing data, developing con- listed as USP 592. Prerequisite: Geog 488/588 raphy and other disciplines. Topics include clusions, and organizing and writing reports. or USP 591. graphic types, their design and meaning, visuali- Required of all graduate students in geography. Geog 494/594 zation of spatial data surfaces, catographic coun- Geog 601 GIS for Water Resources (4) terparts to descriptive statistics, data classification Research (Credit to be arranged.) Applications of Geographic Information Systems techniques, data transformations, index numbers, Geog 603 (GIS) in hydrology and water resource manage- and spatial graphics software. Recommended: 12 Thesis (Credit to be arranged.) ment. Topics include hydrologic networks, hours of coursework in geography. Geog 605 watershed characterization by GIS, river chan- Geog 497/597 Reading and Conference nel modeling with GIS, GIS modeling and visu- Spatial Quantitative Analysis (4) (Credit to be arranged.) alization of hydrographic data, time-series water Introduction to the principles of inferential spa- Geog 607 resource data representation and analysis in tial statistics. Topics include point pattern Seminar (Credit to be arranged.) GIS, and issues in the applications of GIS for analysis, spatial autocorrelation, spatial interpo- watershed management. Recommended prereq- lation, and multivariate spatial data analysis. uisites: Geog 380, 414, and 488. Prerequisite: Geog 496/596; Stat 243 and 244 recommended. C OLLEGE OF L IBERAL A RTS AND S CIENCES 147

Geology

17A Cramer Hall G 424 Geographic Information Systems Admission requirements in Natural Sciences (4) 725-3022 G 425 Field GIS (4) www.geol.pdx.edu/ Admission to the department is based on general admission to the University. See G 440 Volcanology (4) B.A., B.S. G 442 Igneous Petrogenesis (4) page 39 for more information. G 443 Groundwater Geology (4) Minor in Geology G 445 Geochemistry (4) Minor in Computer Applications Degree requirements G 446 Meteorites (4) Minor in Environmental Geology G 447 Environmental Sediment Transport (4) Minor in Space and Planetary Science Requirements for Bachelor of Science. In G 448 Chemical Hydrogeology (4) Secondary Education Program addition to meeting the general University G 458 Astrobiology (4) M.A., M.S. degree requirements, the major must meet G 459 Quaternary Climate (4) M.A.T. and M.S.T. (Science/Geology) the following departmental requirements: G 460 Soil Geomorphology (4) Ph.D.—Environmental Sciences and Credits G 461 Environmental Geology (4) Resources: Geology G 201, 202 Geology ...... 6 G 466 Glaciology (4) G 204, 205 Geology Laboratory or G 470 Engineering Geology (4) 207 Computer Based Geology Laboratory...... 2-3 G 485 Field Methods in Geosciences (4) G 312 Mineralogy ...... 5 Eight credits from the following courses:...... 8 G 314 Petrology ...... 5 Undergraduate G 344 Geology and the National Parks (4) G 318 Processes in the Surface Environment...... 5 G 345 Life in the Universe (4) G 322 Global Biogeochemical Cycles...... 5 programs G 351 Introduction to Oceanography (4) G 324 Computer Applications The Department of Geology offers pro- and Information Technology ...... 5 G 352 Minerals in World Affairs (4) G 326 Numerical Modeling of Earth Systems ...... 5 G 430 Life of the Past (4) grams leading to the bachelor’s degree in G 485 Field Methods in Geosciences ...... 4 G 452 Geology of the Oregon Country (4) geology, as well as studies in numerical Total in geology 42-43 G 454 Cascade Volcanoes (3 credits maximum) (1) modeling, geochemistry, geomicrobiology, At least 24 credits of electives must be chosen from G 456 Astrogeology (4) hydrogeology, engineering geology, plane- upper-division geology courses (excluding G 301, G 457 Volcanoes and Earthquakes (4) G 344, G 345, G 351, G 355, G 374, G 430, G 450, tary geology, and environmental geology. G 452, G 453, G 454, G 352, G 453, G 456, and G Total in geology (minimum) 49 The programs serve both majors in geol- 457). This may include up to 8 credits of upper-divi- Upper-division credits selected from geography, sion mathematics, science, or engineering courses urban studies and planning, or economics preap- ogy and nonmajors: those who may wish approved by the undergraduate adviser. Students proved by the undergraduate adviser ...... 12 may use up to 4 credits from an approved summer to broaden their science background; field camp course...... 24 Mathematics to include Mth 251...... 4 Statistics to include Stat 243; those preparing to teach general or earth Subtotal 66-67 sciences or geology in elementary or sec- Stat 244 recommended ...... 4 Mathematics through calculus to include One year of college chemistry plus labs ...... 13-16 Mth 251, 252, 261, 254...... 16 ondary schools; and those preparing for a One year of 100- or 200-level biology master’s or a doctoral degree. One year of 200-level chemistry with labs or Ph 121 and 122, or Ec 201, 202...... 8-15 or equivalent with labs ...... 13-16 Postbaccalaureate students (with a bache- Ph 201, 202, 203 plus labs; or Subtotal 41-51 lor’s degree, not in geology) who wish to Ph 211, 212, 213 plus labs; or Ph 211, Ph 212 Total 90-100 become professional geologists may complete plus labs and EAS 211 Statics...... 14-15 Courses taken under the undifferentiated this curriculum while doing both undergrad- Subtotal 43-47 grading option (pass/no pass) are not uate and graduate work in geology. Total 109-114 acceptable toward fulfilling departmental Geologists are employed by government Courses taken under the undifferentiated major requirements. agencies at federal, state, county, and city grading option (pass/no pass) are not Requirements for minor in geology. To levels; by independent consulting firms to acceptable toward fulfilling departmental earn a minor in geology, a student must work with engineers, architects and plan- major requirements. complete a minimum of 29 credits (at least ners; in the construction, mining, and Requirements for Bachelor of Arts. In 14 credits of which must be taken in resi- petroleum industries; and as teachers in addition to meeting the general University dence at PSU), to include the following: degree requirements, the major must meet elementary and high schools and at the Credits college level. the following departmental requirements: G 200 Field Studies ...... 1 Geologists who have graduated from Credits G 201, 202 Geology ...... 6 PSU are employed, for example, in mitiga- G 201, 202 Geology ...... 6 G 204, 205 Geology Laboratory or G 204, 205 Geology Laboratory or 207 Computer Based Geology Laboratory...... 2-3 tion of environmental problems, assess- 207 Computer Based Geology Laboratory...... 2-3 Twenty upper-division credits in geology ...... 20 ment of ground and surface water G 200 Field Studies ...... 1 Total (minimum) 29 resources, development of and exploration G 312 Mineralogy ...... 5 Requirements for minor in environmen- G 324 Computer Applications and Information for mineral and fuel resources, manage- tal geology. To earn a minor in environment of mineral and fuel resources on pri- Technology ...... 5 Two of the following courses ...... 10 mental geology, a student must complete a vate and public lands, urban planning, G 314 Petrology (5) minimum of 29 credits (at least 14 credits GIS, evaluation of the effects of forest G 318 Processes in Surface Environment (5) of which must be taken in residence at roads and quarries on watershed health, G 322 Global Biogeochemical Cycles (5) Twelve credits selected PSU) to include the following: management of their own companies, and from the following courses...... 12 Credits instruction at all educational levels. G 333 Evolutionary Concepts (4) G 200 Field Studies ...... 1 Students majoring in geology should G 355 Geosciences for Elementary Educators (4) G 201, 202 Geology ...... 6 or plan to complete the required mathemat- G 450 Middle School Earth/Space Science (4) G 204, 205 Geology Laboratory or 207 Computer Based Geology Laboratory...... 2-3 ics, chemistry, and physics courses as early G 374 Geomorphic Processes (4) in their program as possible. G 420 Applied Geophysics (4) 148 P ORTLAND S TATE U NIVERSITY

G 460 Soil Geomorphology or Ph 366, 367 Complexity G 461 Environmental Geology...... 4 and the Universe I and II (8) Admission requirements Sixteen upper-division credits chosen from: ...... 16 Ph 476 Observational Astronomy (2) Master of Arts and Master of Science. To G 312 Mineralogy (5) Four credits selected from the following:...... 4 G 318 Processes in the Surface Environment (5) G404 Cooperative Education/Internship be admitted to the graduate degree pro- G 322 Global Biogeochemical Cycles (5) G405 Reading and Conference gram, the student must have a baccalaure- G 324 Computer Applications and Information Total 28 ate degree in geology or its equivalent, as Technology (5) determined by the departmental graduate G 424 Geographic Information Systems Pass/No Pass: Upper-division courses must for the Natural Sciences (4) be taken for a letter grade to count toward committee. It is required that the General G 434 Structural Geology (4) fulfilling department minor requirements Graduate Record Examination be taken G 435 Stratigraphy (4) with the exceptions of G404 and G405 before admission. G 440 Volcanology (4) which are offered only for pass/no pass. Master of Arts in Teaching or Master of G 443 Groundwater Geology (4) Science in Teaching. The College of G 447 Environmental Sediment Transport (4) SECONDARY EDUCATION PROGRAM Liberal Arts and Sciences offers the G 448 Chemical Hydrogeology (4) Adviser: M.L. Cummings G 452 Geology of the Oregon Country (4) M.A.T./M.S.T. degrees in Science/Geology. G 459 Quaternary Climate (4) Students preparing for careers in K-12 To be admitted to the M.A.T./M.S.T. pro- G 460 Soil Geomorphology (4) teaching upon completion of a Graduate gram in Science/Geology, a student must G 461 Environmental Geology (4) Teacher Education Program (GTEP) may hold a bachelor’s degree in geology, or in G 470 Engineering Geology (4) qualify to teach geology and general sci- the physical or life sciences—including the Total 29 ence in middle and high schools by com- equivalent of a minor in geology. Students Requirements for minor in computer pleting a B.A. or B.S. in geology or the must take the general Graduate Record applications. To earn a minor in computer requirements listed on page 140 for inte- Examination and submit scores before applications with an emphasis in geosciences, grated science. admission for advising purposes. a student must complete 30 credits (at It is recommended that students who least 24 credits of which must be taken in want to teach science in grades 5-9 major residence at PSU) to include the following: in geology and include a year-long intro- Degree requirements Credits ductory course in biology and a course in Master of Arts and Master of Science. 100- or 200-level computer science course ...... 4 meteorology, astronomy, and oceanogra- University master’s degree requirements G 324 Computer Applications and Information phy; or major in general studies in science are given on page 69. Specific departmen- Technology ...... 5 tal requirements for the M.S./M.A. are: G 326 Numerical Modeling of Earth Systems ...... 5 and complete the integrated science pro- Three adviser-approved courses in advanced com- gram on page 140. 1. Completion of a minimum of 45 cred- puter applications, with at least 4 credits outside Science courses are to be taken for differ- its in approved graduate courses. of geology. These courses may come from any unit a. Students must take G 523 Statistics and in the University but may not include 405 read- entiated grades, except for those offered ing/conference courses ...... 12 only on a pass/no pass basis. Students must Data Analysis in the Geosciences unless A one-term adviser-approved, upper-division have at least a 2.75 GPA in science courses already taken as G 423 as an undergraduate. research project or practicum ...... 4 and must earn at least a C in each course. b. Students must take at least 8 credits in Total 30 geology courses numbered 610 or higher. Students are encouraged to contact c. Students must take at least another 12 Michael L. Cummings, undergraduate Graduate programs credits (16 credits if G 423 Computer adviser, for help in designing a program Application in Geology was completed as leading to a minor in environmental geolo- The Department of Geology offers programs an undergraduate) in the field of geology gy, geology, space and planetary sciences, leading to a graduate certificate, the Master from 510 or higher level courses. or computer applications. Upper-division of Arts or Master of Science in geology, an d. A maximum of 9 credits will be allowed courses taken under the undifferentiated option in geohydrology, the Master of Arts for courses numbered 501 Research, 504 grading option (pass/no pass) are not in Teaching or Master of Science in Cooperative Education/Internship, 505 acceptable toward fulfilling department Teaching (Science), and to the Ph.D. degree Reading and Conference, or 506 Special minor requirements. in environmental sciences and resources. Problems. These courses are offered for Requirements for minor in space and The M.A./M.S. program is designed to P/NP credit only. planetary science. To earn a minor in train geology students beyond the bac- e. Students must complete at least 6 cred- space and planetary science, a student must calaureate degree for professional employ- its of G 503 Thesis (P/NP only); up to 9 complete a minimum of 28 credits (at least ment or for advanced graduate work. The credits can count for the degree. 16 credits of which must be taken in resi- M.A.T./M.S.T. program is offered for 2. The department will evaluate a stu- dence at PSU), to include the following: teachers in secondary schools and com- dent’s record for deficiencies at the time of Credits munity colleges. admission and develop a list of courses Eight credits selected from the following: ...... 8 The department is an active participant that must be completed for a grade of B or G 201/204, 202/205/207 Geology, Geology in the Environmental Sciences and Laboratory, Computer Based Geology Laboratory better in each course within a length of (8-9 credits) Resources Doctoral Program. Specialized time specified in the admission letter. or Ph 121, 122 or Ph 261, 262 General Astronomy studies in hydrogeology, geomicrobiology, 3. Completion of field camp (could have (8 credits). environmental geology, engineering geolo- Sixteen credits of electives selected from the fol- been taken as an undergraduate) or lowing (may include other elective courses pre- gy, geomechanics, glaciology, and applied equivalent field experience as approved by approved by the undergraduate adviser.): ...... 16 stratigraphy, along with multidisciplinary the field camp director. Chem 360 Origins of Life on Earth (4) environmental sciences courses and semi- 4. Presentation of a thesis. G345 Life in the Universe (4) nars, will partially fulfill the requirements G374 Geomorphic Processes (4) 5. Completion of a final oral examination G456 Astrogeology (4) for the Ph.D. in environmental sciences (thesis defense) taken before the end of the G446 Meteorites (4) and resources. For information relative to sixth week of the final term in residence. G458 Astrobiology (4) the Ph.D. program in environmental sci- Specific departmental requirements for ences and resources/geology, see page 124. the M.A./M.S. geology-geohydrology C OLLEGE OF L IBERAL A RTS AND S CIENCES 149

option are the same as above, or with a mountains, Portland area, Eastern Oregon, etc. and evolution of Earth and its biogeochemical nonthesis option, are: Lecture, field trip, and completion of workbook cycles; survey of the microbial and chemical 1. Completion of a minimum of 45 cred- or research paper required. Maximum of one reactions that occur within the atmosphere, lith- its in approved graduate courses of which credit in each field studies area. Prerequisite: osphere, hydrosphere and the biosphere; study 36 must be for differentiated grades (A-F). Previous or concurrent enrollment in the corre- of the mechanistic understanding of biogeo- sponding lower-division geology course. chemical interactions to a large-scale, synthetic a. Students must take G 523 Statistics and G 201, 202 view of global biogeochemical cycles. Three Data Analysis in the Geosciences unless Geology (3, 3) 65-minute lectures and one 2-hour laboratory. already taken as G 423 as an undergraduate. Study of Earth’s materials, structures, and the Prerequisite: one year of chemistry. b. Students must take at least 8 credits in processes that have changed the Earth’s surface G 324 geology courses numbered G 610 or higher. throughout geologic time, in the light of the Computer Applications and Information c. Students must take at least another 12 unifying plate tectonics model. Requires con- Technology (5) credits (16 credits if G 423 Computer current enrollment in G 204 for G 201, and Application of digital computers to problems in Application in Geology was completed as G 205 or G207 for G 202. Classes will meet the geology through familiarization with software an undergraduate) in the field of geology requirements for science with an integrated lab- and hardware for collecting, processing, analyzing, and presenting data. Topics covered include from G 510 or higher level courses. oratory experience G 204, 205 use of databases, spreadsheets, programming, d. Student must complete 3 credits in analysis of data collected along a traverse, over a G 501 Research Geology Laboratory (1, 1) Laboratory work to accompany G 201 and 202, map area, and multivariate data. Applications to e. A maximum of 3 additional credits will respectively, involving basic geologic principles stratigraphic sections, chart recordings, sample be allowed for courses numbered G 501 and processes emphasizing rocks, minerals, locations, mapping, trend surfaces, and cluster- Research, G 504 Cooperative topographic and geologic maps. One 2-hour ing. Three lectures and two 2-hour laboratories. Education/Internship, G 505 Reading and laboratory period. Concurrent enrollment in Prerequisite: Mth 251 or concurrent enrollment. Conference, and G 506 Special Problems G 201, 202, respectively, is required. G 326 or similarly numbered courses in other G 207 Numerical Modeling of Earth Systems (5) departments. These courses are offered for Computer Based Geology Laboratory (2) Application of modeling software to chemical, P/NP credit only. Laboratory work to accompany G202 involving biological and physical global systems. Introduction to numerical methods, such as 2. The department will evaluate a stu- the application of Microsoft Excel, Microsoft Access, and ArcView GIS to solve geoscience finite-elements and finite-differences, for solving dent’s record for deficiencies at the time of systems of equations that describe geological admission and develop a list of courses problems. One 3-hour laboratory period. Concurrent enrollment in G 202 is required. processes. Three lectures and two 2-hour labo- that must be completed for a grade of B or ratories. Prerequisite: Mth 252 or concurrent better in each course within a length of G 301 enrollment. Geology for Engineers (3) time specified in the admission letter. A study of the origin, interior, and crustal mate- *G 333 3. Completion of field camp (could have rials of the Earth: the natural processes which Evolutionary Concepts (4) been taken as an undergraduate) or have built it up, deformed, and torn down the Designed to provide background in evolution- equivalent field experience as approved by crust throughout geologic time: the environmen- ary concepts and to address current issues in the field camp director. tal interrelationships between man and geologic evolution as they are perceived and are being 4. Presentation of a research project. processes and resources stressing application to investigated by scientists in biology and geology. engineering. For majors in civil engineering. This is a combined lecture and discussion class 5. Completion of a final oral examination and will include occasional guest lecturers pre- on the subject area and the research project. G 312 senting their research and views on various top- Mineralogy (5) Master of Arts in Teaching or Master of ics in evolution. Science in Teaching. Description, classification, and genesis of miner- In consultation with G 344 the graduate adviser, the student should als. Introduction to optical mineralogy. Two 75-minute lectures; two 2-hour laboratory peri- Geology and the National Parks (4) establish the degree program before the ods. Prerequisite: one year of general chemistry. Covers the geology that one finds in our nation- completion of 16 credits of coursework. al park system. Parks will be grouped by similar G 314 geology. Basic concepts of geology will first be The program must include a minimum of Petrology (5) covered in each group and then each park of 45 credits in approved graduate courses, Origin, classification, and distribution of igneous, the group discussed. Prerequisite: upper-divi- to include a minimum of 30 credits in metamorphic, and sedimentary rocks. sion standing. geology and related sciences, and 6 credits Composition of the Earth’s crust and mantle. in G 506. At least 9 credits must be in Emphasis on rock type assemblages and their G 345 education courses. In order to fulfill genesis occurring at major plate tectonic environ- Life in the Universe (4) Focus on issues surrounding the origin and evo- requirements for the degree, the student ments as represented by active/passive continental margins, rift zones, ocean basins and trenches, lution of life on Earth, the environmental condi- must satisfactorily complete the degree tions required for life elsewhere, and the poten- program and pass both a final written ocean islands, continent-continent collision belts, and stable cratons. Two 75-minute lectures; two tial for life on other planets and satellites in our examination and a final oral examination. 2-hour laboratory periods. Prerequisite: G 312. solar system. Additional topics include the discovery, occurrence and habitability of extrasolar G 318 planets, and the philosophical and societal Processes in the Surface Environment (5) implications of searching for life beyond Earth. Courses Physical processes occurring in the upper crust Prerequisite: upper-division standing. Two lec- including tectonic provenances, weathering, Courses with an asterisk (*) are not offered every year. tures, one 2-hour laboratory. mass transport, fluid-sediment transport, depo- G 199 sitional environments, stratigraphic sequences, G 351 Special Studies (Credit to be arranged.) and intrastratal diagenesis. Two 75-minute lec- Introduction to Oceanography (4) G 200 tures; two 2-hour laboratory periods. A survey course designed to give students a Field Studies (1) Prerequisite: G 312. broad general background. Emphasis is on Participation in field trip exercises to enhance interrelationships of oceanography and other G 322 sciences. Useful for general studies, teachers the understanding of materials and processes Global Biogeochemical Cycles (5) and environmental science majors. Prerequisite: taught in corresponding lower division geology A survey course in biogeochemistry from an upper-division standing. courses. Field studies areas include: coast, earth history perspective. Study of the origin 150 P ORTLAND S TATE U NIVERSITY

G 352 G 424/524 covered include the basic physics of image and Minerals in World Affairs (4) Geographical Information Systems for the spectrum formation, sample preparation, instru- The geologic origin and occurrence of metals, Natural Sciences (4) ment operation, and data analysis. Two hours fuels, and industrial minerals and rocks; their Spatial data are input, analyzed, and displayed. lecture and two hours of by-arrangement labo- geographic distribution and relative abundance Techniques covered include: data management, ratory. Prerequisite: introductory course or lack among nations; the rules and principles projections and reference datum, digitizing, sequence in geology, biology, chemistry, physics, which influence their past, present, and future raster and vector operations, spatial statistics. or environmental science. Class projects apply data management and exploration, development, and use. Prerequisite: *G 439/539 Upper-division standing. analysis techniques to the natural sciences. Powder X-ray Diffraction (2) G 355 Weekly professional quality lab reports are Identifies and quantifies minerals using powder Geosciences for Elementary Educators (4) required. GIS tutorial followed by a gateway X-ray diffraction (XRD), includes the nature and An integrated survey of concepts from geology, exam is used to demonstrate mastery of intro- production of X-rays, basic X-ray crystallogra- astronomy, and climatology for students interest- ductory material. Prerequisite: Upper-division phy, the principles and applications of X-ray ed in elementary education. Course is designed standing in a physical or life science or mathe- diffraction, as well as certification for use of the around suggested content in the Oregon Content matics program. X-ray diffractometer. Also includes an inde- Standards. Prerequisite: upper-division standing. G 425/525 pendent project to identify or quantify *G 374 Field GIS (4) unknown minerals using the XRD. Prerequisite: Geomorphic Processes (4) Acquisition, storage, and display of field-based G 312 or one year of general chemistry. data for the natural sciences. Geospatial data gen- A study of landform processes at the earth’s sur- *G 440/540 face including the work of water, wind, and ice in erated using field-based technologies (i.e. GPS) Volcanology (4) erosion, transportation, and deposition on land are converted into appropriate database struc- Classification of volcanic rocks and volcanic and sea. The significance of geomorphic processes tures (i.e. GIS) for analysis and reporting. Project stratigraphic units; eruptive mechanisms; modes to human activities is included. A one to two-day design and implementation are developed in of volcanic deposition; recognition, mapping, weekend field trip is required. Three lectures and cooperation with the instructor. Integrated labo- and correlation of volcanic units; and strati- one 3-hour laboratory. Prerequisite: G 202 or ratory/field experience. Recommended prerequi- graphic syntheses of volcanic terranes. Two equivalent. No credit allowed if taken after G 318. sites: Stat 243 or G 324, 8 to 15 credits of lab- 75-minute lectures, one 2-hour laboratory. Field May not be used as an elective for the B.S. in based 200-level introductory courses in geology, trip is required. Prerequisite: G 314. geology. This course is the same as GEOG 320; biology, physics, chemistry, or environmental sciences. Upper-division standing. *G 442/542 course may be taken only once for credit. Igneous Petrogenesis (4) G 399 G 430/530 Investigation into the origin and evolution of Special Studies (Credit to be arranged.) Life of the Past (4) magmas and igneous rock suites using geochem- G 401/501 Origin and development of plants, animals and ical and petrographic methods, differentiation of Research (Credit to be arranged.) man on earth, as interpreted from the study of the Earth through time, global element cycles Prerequisite: G 405. fossils and the sedimentary rocks in which they driven by igneous processes. Two lectures; two occur. Includes integrated laboratory and field 2-hour laboratory periods. Prerequisite: G 314. G 403 experience. Prerequisite: upper-division stand- Thesis (4) ing. Two lectures, one 2-hour laboratory (aca- G 443/543 Prerequisite: Successful completion of G 401 demic year) or field studies (summer). Ground Water Geology (4) (Research) for 4 credits and Departmental Study of the physical and chemical properties of approval. Graded A-F. *G 434 underground water; the physical properties of Structural Geology (4) aquifers and their control and effect on the con- G 404/504 Study of origin, interpretation, and mapping of Cooperative Education/Internship tained waters; water movement and the conser- (Credit to be arranged.) major and minor geologic structures. Two lec- vation and utilization of existing ground water tures; two 2-hour laboratories; and required G 405/505 bodies as well as development of new water Reading and Conference field study. Prerequisite: G 318. bodies and rejuvenation of depleted and starved (Credit to be arranged.) *G 435 aquifers. Prerequisites: one year of calculus, G 407/507 Stratigraphy (4) general physics, general chemistry. Principles and techniques of recognition, interpre- Seminar (Credit to be arranged.) *G 444/544 G 410/510 tation, and correlation of stratified rock units used Well Dynamics (4) Selected Topics (Credit to be arranged.) to establish time histories of tectonic, volcanic, Study of the interactions of water wells and an Consent of instructor. and sufficial processes, and environment of depo- aquifer system, including all types of aquifer sys- *G 420/520 sition. Two lectures, two 2-hour laboratories, and tems and pump tests to analyze those systems, Applied Geophysics (4) required field study. Prerequisite: G 318. well drilling and design, pump selection, and Principles of geophysical measurement and inter- *G 437/537 groundwater explorations. Prerequisite: G 443. Analytical Methods (4) pretation; seismology, gravimetry, isostasy, geo- *G 445/545 magnetism, terrestrial electricity. Includes a sur- Fundamentals, applications, and use of analyti- Geochemistry (4) vey of geophysical exploration techniques. Three cal methods in the analysis of earth materials. A survey of geochemistry. Emphasis on distribu- lectures, one 2-hour lab. Prerequisites: one year Analytical methods will include optical and X- tion of elements in the Earth, nuclear geochem- of general physics, one year of calculus. ray methods and introduction to microthermo- istry and thermodynamics of geologic systems. G 423/523 metric analysis, differential thermal analysis, Prerequisite: G 314. Statistics and Data Analysis in the and granulometry. Two lectures; two 2-hour laboratory periods. Prerequisite: G 312, one year of *G 446/546 Geosciences (4) Meteorites (4) Application of digital computers to problems in general physics, radiation safety certification (acceptable as a corequisite). A course examining meteorites and the informa- geology. Topics covered are analysis of data col- tion they provide about the birth and evolution lected along a traverse, over a map area, and G 438/538 of the solar system. Topics include asteroids and multivariate data. Applications to stratigraphic Scanning Electron Microscopy for the asteroidal heat sources, the solar nebula, early Biogeosciences (4) sections, chart recordings, sample locations, solar system chronology, pre-solar grains, abiot- Course provides student with a theoretical mapping, trend surfaces, and clustering. Two ic synthesis of organic matter, differentiation, understanding of various scanning analytical lectures and two 2-hour laboratory. Prerequisite: impacts and collisional processes, and mete- electron microscopy techniques and hands-on one year of calculus. orites from Mars. Three lectures. Prerequisites: experience using such techniques to character- G 201, one year of chemistry. ize geological and biological materials. Topics C OLLEGE OF L IBERAL A RTS AND S CIENCES 151

*G 447/547 investigations and astronomical observations *G 466/566 Environmental Sediment Transport (4) (summer) or 2-hour laboratory (academic year). Glaciology (4) Study of sediment transport, bedforms, and Prerequisite: upper-division standing. The physics of glacier ice and its mathematical depositional environment, with focus on quan- *G 457 description, and the processes that cause glaciers titative methods of predicting rates of sediment Volcanoes and Earthquakes (4) and ice sheets to change over time. Intended for yield, transport, and deposition in terrestrial A study of volcanoes and earthquakes as they students with interests in glaciers, geophysical and marine environments. Prerequisites: affect humans and the development of land- fluid flows, or who wish to build their quantita- ESR 220 or G 202 and Mth 251. scapes. A field trip is required. Prerequisite: an tive and computational skills. Includes computa- G 448/548 introductory science course. tional laboratory exercises. Prerequisites: one year of calculus and one year of physics. Chemical Hydrogeology (4) G 458/558 The study of low temperature aqueous ground- Astrobiology (4) *G 470/570 water geochemistry with emphasis on factors Astrobiology focuses on issues surrounding the Engineering Geology (4) which change chemical composition of ground- origin and evolution of life on Earth, the envi- Applications of geological information to engi- water and factors which influence the transport ronmental conditions required for life else- neering problems: soil mechanics, rock mechan- of both inorganic and organic contaminants. where, and the potential for life on other plan- ics, construction materials, groundwater and Topics will include geochemistry of equilibrium ets and satellites in our solar system. Additional construction, instrumentation, exploration, ter- reactions, mineral solubility, complexing, oxida- topics include the discovery, occurrence, and rain models, landslide analysis. Three hours of tion-reduction reactions, surface reactions and habitability of extrasolar planets, and the philo- lecture and two hours of lab per week. Labs vadose zone processes. Prerequisites: one year of sophical and societal implications of searching stress quantitative analysis. One day field trip chemistry. Two lectures, one 2-hour laboratory. for life beyond earth. Prerequisites: G 322 or explores landslides of the Portland area. G 450/550 upper-division standing in life, environmental, Prerequisites: G 202, Ph 203. Middle School Earth/Space Sciences (4) or physical science. *G 475/575 Examines the Earth and Space science content *G 459/559 Introduction to Seismology and Site area and classroom and developmentally appro- Quaternary Climate (4) Evaluation (4) priate field experiences for middle school stu- Study of the causes and consequences of climate Earthquakes and exploration seismology, the dents. Emphasis on developing hands-on and change through the Quaternary. Topics include: origin and occurrence of earthquakes, nature technology-based activities centered on the an overview of climate system dynamics; the and propagation of seismic waves in the earth, Earth and Space sciences. Materials are devel- geologic record of Quaternary climate and its earthquakes as a hazard to life and property. oped within the context of standards-based profound glacial to interglacial cycles; the use of Uses of reflection and refraction exploration education models. Prerequisites: 24 credits of that record to develop conceptual models of seismology, borehole velocity measurements, mathematics and/or science courses. paleoclimate interactions among land, ocean, seismic remote sensing, and direct measurement G 452/552 atmosphere, and biosphere; and geologic techniques. Earthquake hazard assessment Geology of the Oregon Country (4) changes during the Cenozoic (the last 65 million including liquefaction, ground failure, and site Origin and geologic history of landscape fea- years) that set the stage for the Quaternary. amplification. Techniques for evaluating the tures in Oregon and the Pacific Northwest. Two Includes computer laboratory exercises using susceptibility, potential, and severity of the haz- lectures, one 2-hour laboratory (academic year) paleoclimate data. Prerequisite: upper-division ards and other science and engineering applica- or field studies (summer). Prerequisites: upper- standing in a physical or life science program. tions. Prerequisite: senior/ graduate standing. division standing and one of the following: This course is the same as CE 443/543; course *G 460/560 may be taken only once for credit. G 201, 202, 344, 351, 352, 430, 457. Soil Geomorphology (4) G 453 Effects of climate, vegetation, parent material, *G 477/577 Geology of the Pacific Northwest (4) topography, and time on the development, Earthquake Accommodation and Design (4) Survey of the topographic and geologic features weathering, classification, and chemistry of Effects of earthquake shaking in the design of of the Pacific Northwest, emphasizing geologic soils. Two 75-minute lectures and one 2-hour buildings, pipelines, bridges, and dams. and mining history and focusing on the close laboratory. Prerequisites: G 201, 202, Ch 200- Incorporating the earthquake hazard assessment relationship between the Pacific Northwest as level (1 year). for a project in the design process. The goal of this course is to allow geologists, geotechnical the leading edge of a moving continental plate, *G 461/561 the geologic/paleobiologic (fossil) record of this engineers, structural engineers, and architects to Environmental Geology (4) see how their particular tasks are impacted by the area, and the implications of recent tectonic Study of natural hazards and related land use activity; the Mt. St. Helens eruption, earth- earthquake effects. Types of analysis used to eval- planning (flooding, landslides, earthquakes, vol- uate earthquake design requirements in the sever- quakes, floods, and threats of major seismic sea canic, coastal) waste disposal and pollution in waves or tsunami. Prerequisite: upper-division al disciplines including geology, geotechnical the geological environment, water supply, min- engineering, structural engineering, and architec- standing. (Notes: Course available only through eral and energy resources, environmental law Independent Study.) ture. Prerequisite: G 475/575 or CE 443/543. related to geology, medical geology, climatic This course is the same as CE 448/548; course G 454/554 change. Two 75-minute lectures and one 2-hour may be taken only once for credit. Cascade Volcanoes (1) laboratory. Prerequisites: general chemistry Field course in the study of one or more Cascade (1 year), G 201, 202. *G 481/581 Field Geology (4) volcanoes-origin and development of volcano, *G 465/565 eruptive mechanism, deposits, rock types, and Geologic mapping in sedimentary and volcanic Glacial Geomorphology (4) rocks or metamorphic and plutonic rocks dur- hazards. Course may be repeated for different vol- The investigation of the importance of glaciers cano studies. Offered summers. Prerequisites: ing a summer field camp. A charge will be to landscape modification and global environ- made for the expenses of the field camp. upper-division standing and one prior course from mental change via an understanding of their the following: G 201, 202. May be used to meet Approximately 64 hours of field work in the formation, structure, mass and energy summer. Prerequisites: G 485. requirements for the B.A. in geology. May not be exchange, and movement. Erosion and deposi- used to meet requirements for the B.S. in geology. tion processes will also be examined. This class *G 484/584 G 456/556 adopts the process perspective whereby under- Field Geophysics (4) Astrogeology (4) standing the physical processes provides signifi- Applications of geophysical techniques to solv- Geology and astronomy are combined to cant insight into the relative importance of the ing a field problem. Methods applied may explore the evolution of the Universe and the controlling mechanisms of change. Field trip is include gravity, resistivity, refraction ground Solar System. Comparative geologic evolution of required. Prerequisites: introductory geology, penetrating radar, and magnetics. Includes at the planets is emphasized. A significant compo- physical geography, or geomorphology course. least one weekend in the field and production nent of the course is hands-on geologic field of a final report with data and conclusions. Prerequisites: Ph 203 or 213, Mth 253. 152 P ORTLAND S TATE U NIVERSITY

G 485 *G 571/671 G 607 Field Methods in Geosciences (4) Advanced Engineering Geology (4) Seminar (Credit to be arranged.) Principles of geologic mapping, and data collec- Strength and stability of earth materials, G 610 tion using optical surveying instruments, Global resources, and land use, exploration and instru- Selected Topics (Credit to be arranged.) Positioning System, and aerial photographs, mentation, professional practices. Prerequisite: *G 612 preparation of reports and maps. Two lectures G 470. Topics in Igneous Petrology (4) and one 4-hour laboratory. One-week field *G 592/692 Topics in the origin and formation of igneous exercise at end of term. Prerequisite: G 324. Methods in Quaternary Stratigraphy (4) rock masses; their derivation, evolution, chem- *G 491/591 Analysis of the methods used and their applica- istry, structure, and modes of emplacement. Physical Processes in Geology (4) tions in physical stratigraphy including seismic, Advanced techniques in analysis and examina- Application of mechanics to physical processes sequence, geochemical, paleomagnetic, well log, tion. May be repeated if topics are different. in geology, such as igneous intrusion, rock fold- and topics in Quaternary process stratigraphy. Two lectures and one 2-hour laboratory. ing, debris flow, lava flow, groundwater, and Prerequisite: G 434. Prerequisite: G 542. glaciation. Prerequisites: Mth 254, Ph 203. *G 595/695 *G 618 G 492/592 Topics in Geomechanics (4) Clay Mineralogy (4) Topics in Geodynamics (4) Topics chosen from finite strain, rock fracture, Clay structure and classification, clay mineral Special topics concerning the dynamics that and rock folding. May be repeated if topics are analyses including X-ray identification and dif- govern earth processes such as fluid flows and different. Prerequisites: G 491/591, Mth 254, ferential thermal analysis, mixed-layer clays, plate motions, and related physical properties of Ph 203. clay-water systems, clay mineral-organic reac- Earth materials. Representative topics include G 601 tions, engineering properties related to clay ice sheet dynamics, glacier dynamics, and ther- Research (Credit to be arranged.) materials, geological occurrence of clays. Major modynamic modes of earth systems. May be emphasis on engineering problems related to G 603 clays and the field occurrence of clays. repeated for credit if topics are different. Two Thesis (Credit to be arranged.) lectures and one 2-hour laboratory. Prerequisite: radiation safety certification. G 604 Prerequisites: Mth 254, Ph 213, and G 326. *G 619 Cooperative Education/Internship Topics in Geochemistry (4) G 502/602 (Credit to be arranged.) Independent Study (Credit to be arranged.) Topics in the application of geochemistry to Pass/no pass only. G 605 solve geological problems. Advanced techniques Reading and Conference in analysis and examination. Two lectures and G 503 (Credit to be arranged.) Thesis (Credit to be arranged.) one 2-hour laboratory. May be repeated if topics Pass/no pass only. G 606 are different. Prerequisite: G 545. Special Problems/Projects G 506 (Credit to be arranged.) Special Problems (Credit to be arranged.)

History

441 Cramer Hall interpret their own experience and to the past is a goal of all history courses. 725-3917 shape their own values by engaging in dia- The combined expertise of faculty in the www.history.pdx.edu logues with the past. The study of history Department of History encompasses a also nurtures the ability to view the world diversity of fields ranging from Oregon B.A., B.S. Minor in History and Philosophy of Science from multiple perspectives, including inter- and the Pacific Northwest to world history. Secondary Education Program— disciplinary ones. Finally, history provides The department offers lower-division sur- Social Science the foundation for informed participation veys in Western civilization and U.S. histo- M.A. in both the local and the global community ry, but the gateway course for the major is M.A.T. and M.S.T. (General Social by teaching how to apply critical thinking Hst 300 Historical Imagination, which Science) skills to solving problems. The study of provides an introduction to the disci- history offers excellent training for a variety pline—both the theory and practice—of of occupations, from teaching to law, gov- history. Advising is critical, since majors Undergraduate ernment, business, and the arts. are encouraged to develop their own the- The Department of History encourages matic, chronological, or geographical focus program active engagement in historical inquiry, through their choice of upper-division Students of history, through investigation whether at the introductory survey level, elective courses. Upper-division offerings of the past, gain skills and perspectives that in seminars, or in community-based learn- include a wide range of subject areas, from foster a better understanding of the world ing. Active engagement requires students the ancient Near East to American family and their place in it. The study of history to learn how to master basic knowledge, history. Seminars (Hst 407) on specialized contributes to the goals of a liberal arts ask historical questions, access and evalu- topics—such as medieval Spain or education by enabling students to gain a ate information, and communicate what Japanese nationalism—provide the oppor- deep appreciation of the diversity of they have learned in both written and oral tunity for majors to write a substantial human experience over time. Through the forms. Helping students master the use of research paper and to participate in inten- study of history, students learn how to a variety of sources and tools to unlock sive reading and discussion of topics. Hst C OLLEGE OF L IBERAL A RTS AND S CIENCES 153

495 Comparative World History—a the- out, and formally present independent Phl 471 Topics in Philosophy of Science (with different topics, may be repeated for credit) matic course—is required for the major to research on a topic of their choosing, Sci 359 Biopolitics ensure that students develop the ability to under the guidance of a faculty adviser. Sci 361 Science: Power-Knowledge frame what they know in a world histori- Students who successfully complete an Cross-disciplinary courses depending on student’s cal context and to apply comparative approved thesis and its associated 16 cred- major, chosen in consultation with the adviser using the following criteria ...... 12 analysis to important historical topics. it-hour honors curriculum will be formally Students with majors in the social science or arts In line with the University’s mission as an designated history honors graduates and and letters areas, as well as students with majors in urban, public institution, the Department receive notice of this distinction on their business administration or liberal studies, must take 12 credits in one department in the science area. of History supports partnerships with the diplomas. Students who wish to purse the Students with majors in the science area, as well Oregon Historical Society and the Center honors in history option must apply to do as students with majors in computer science, health science, or one of the engineering pro- for Columbia River History and offers so after having completed a minimum 24 grams, must take 12 credits in one department training in public history. All faculty con- credit hours in the major and before they in the social science or arts and letters areas. sider both teaching and research, along have attained senior standing. The history These requirements are for coursework beyond that used to fulfill the distribution requirements with community service, to be part of their honors option requires a 3.50 GPA in his- for the B.A. or B.S. degree, for University Studies, responsibilities as members of the tory prior to admission to the program. or for the major. Department of History. The creation of The honors in history program includes Students should take note of any prerequisites knowledge, as well as its dissemination an undergraduate thesis which students established by the respective departments. through teaching and publication, is a vital produce in their junior and senior years. Total 32 For advising concerning the minor, consult the part of the department’s mission. Following successful admission to the pro- History Department office. gram, during the junior year the student Admission requirements develops a thesis topic in a reading and SECONDARY EDUCATION PROGRAM conference course (Hst 405) directed by a Students interested in the Secondary Admission to the department is based on faculty member who has agreed to super- Education Program in Social Science dis- general admission to the University. See vise the student’s honors thesis. In the sen- cover that historical study establishes a con- page 39 for more information. ior year, the first term is devoted to text for each of the human sciences: psy- research (Hst 401), the second term to chology, anthropology, sociology, econom- Degree requirements writing (Hst 403), and the third to presen- ics, geography, and political science. (See Requirements for major. In addition to tation and revision of the thesis (Hst 403). General Studies: Social Science page 141). meeting the general University degree Requirements for minor. To earn a requirements, the major in history must minor in history a student must complete meet the departmental requirements listed: 32 credits, including the following: Graduate programs Credits Credits Lower-division history electives (maximum) ...... 12 Hst 300 Historical Imagination...... 4 Hst 300 Historical Imagination...... 4 Hst 407 Seminar ...... 4 Admission requirements Hst 495 Comparative World History ...... 4 Hst 407 Seminar ...... 8 Master of Arts. History Electives ...... 20 The Department of Hst 495 Comparative World History ...... 4 History offers a Master of Arts degree. The Upper-division electives in history. Selected in Total 32 consultation with major adviser; geographic, ◆ degree program is designed to develop his- thematic, or period-based...... 32-44 All courses are to be taken for differentiated grades and the history minor torians with special competence by sys- Total 60 must earn at least a C- in each course tematic training in the content, methods, ◆ All courses are to be taken for differen- presented to meet minor requirements. and interpretation of history. Although tiated grades and the history major ◆ A maximum of 12 credits from lower- each degree program will vary, as will the must earn at least a C- in each course division history courses can be applied individual’s purpose for pursuing graduate presented to meet major requirements. to the minor requirements. work, the same level of scholarly compe- ◆ Of the electives students apply to the ◆ A minimum of 16 credits in history in tence and intellectual attainment is expect- history major requirements, at least residence at Portland State University ed of all students. two courses must examine a non- is required. To be considered for admission to the European and non-U.S. subject, and at Requirements for minor in history and graduate study, applicants normally should least two courses must examine either have the minimum preparation undertak- philosophy of science. The interdisciplinary Europe or the United States. minor in history and philosophy of science en by an undergraduate major in history ◆ A maximum of 12 lower-division cred- requires 32 credits distributed as follows: and should demonstrate good research its in history may be applied to the and writing skills. Most students admitted major requirements. Credits to the program have maintained a GPA of ◆ Two core courses A minimum of 32 credits in history Hst 387 History of Modern Science ...... 4 at least 3.50 in upper-division history must be taken in residence at Portland Phl 470 Philosophy of Science...... 4 courses. Non-history majors or students State University. Three elective courses chosen from...... 12 with a lower history GPA may be consid- ◆ With the approval of their major advis- Anth 325 Culture, Health, and Healing ered for admission to the graduate pro- er, history majors may apply to their Bi 343 Genes and Society gram on a qualified basis. In addition to Hst 427 Topics in History of Science (with major requirements two upper-division different topics, may be repeated for credit) the University application for graduate courses (maximum of 8 credits) taken Hst 440-441 American Environmental History I-II studies, students are required to submit outside of history. This is provided to Hst 446 Topics in the History of American their score on the Aptitude section of the Professions (with different topics, may be repeated encourage students to design interdis- for credit) Graduate Record Examination, two letters ciplinary history majors. Hst 460 Topics in European Intellectual History of recommendation from faculty or other History honors option. The honors pro- (with different topics, may be repeated for credit) individuals who can evaluate their prepa- gram in history affords outstanding history Phl 301-302 History of Philosophy I-II ration for graduate studies, a statement of majors the opportunity to propose, carry Phl 306 Science and Pseudoscience purpose describing their objectives in 154 P ORTLAND S TATE U NIVERSITY

graduate study, and two examples of their credit hours for the first field, and a mini- 3. one public history seminar; writing, preferably history research papers. mum of 8 credit hours for the second 4. one public history internship; and Foreign students must comply with the field. Examples of the definition of fields, 5. two public history lab courses. University requirement of a minimum and guidelines for the examinations, are World History. A specialization in world grade of 550 in the Test of English as a available from the Department Office. history is available through the depart- Foreign Language (TOEFL). Applications Graduate students should demonstrate ment’s world history M.A. track. Students for fall-term admission are due by proficiency in a foreign language germane pursuing the world history track fulfill all February 15. to their thesis field no later than the point the requirements for a Master of Arts in Master of Arts in Teaching or Master of at which they have completed 32 credits History, choosing world history as their Science in Teaching. For information on of graduate study. Per university policy, primary field. In addition, the world histo- the Master of Arts in Teaching or the proficiency may be demonstrated by suc- ry track requires two regional concentra- Master of Science in Teaching (General cessfully completing language coursework tions as the secondary field. The field Social Science), see page 141. equivalent to PSU’s 203-level course, or by requirements for the world history track passing an examination administered for thus include: Degree requirements this purpose by the Department of Foreign 1. Hst 595 Comparative World History Languages and Literatures. Some fields of 12 cr [an appropriate advisor-approved University master’s degree requirements research–including, but not limited to, course can replace 4 cr of 595] are listed on page 69. Specific departmen- Asian or Middle Eastern history–may 2. Two regional concentrations (mini- tal requirements are listed below. require language preparation beyond the mum 8 cr in each) 16 cr Master of Arts. A minimum of 48 cred- formal University requirements. Students Regular M.A. students can still choose its of approved graduate-level courses are interested in these areas are urged to con- world history as a secondary field and ful- required for the M.A. in history. Of these sult their advisers about expectations for fill this requirement in the standard way 48 credits students must complete a mini- study of languages prior to or soon after by taking 8 credits of Hst 595. mum of 36 credits in history, to include admission to the program. Master of Arts in Teaching or Master of two seminars (Hst 507) and 8 credits of The Master of Arts in history culminates Science in Teaching. For information on thesis writing (Hst 503). With the in the preparation and defense of a thesis the Master of Arts in Teaching and the approval of their thesis adviser, students based upon primary source research that Master of Science in Teaching (General can apply to their M.A. program a maxi- follows from a program planned in consul- Social Science), see page 141. mum of 12 credits from graduate courses tation with the student’s adviser. A thesis taken outside of history. Students are nor- proposal is submitted to the two field mally admitted for the fall term and are examiners, one of whom also serves as the strongly advised to complete Hst 500 Courses thesis adviser. Once it is accepted, a copy of Courses with an asterisk (*) are not offered every year. (Introduction to the Master’s Program in the proposal is filed in the Department Hst 101, 102, 103 History) in the first term of study. While Office. Guidelines for the thesis proposal History of Western Civilizations (4, 4, 4) Hst 500 is strongly recommended for all are available from the thesis adviser or the Survey of the origins and development of entering graduate students, it is required Department Office. Upon completion of the Western civilizations from antiquity to the pres- for those who have not completed an thesis, each student must successfully ent. Hst 101: Antiquity to Renaissance; Hst 102: undergraduate course in historiography Late Medieval to Enlightenment; Hst 103: defend it in an oral examination before a Enlightenment to present. (Hst 300 or equivalent). committee comprising the thesis adviser, In addition to coursework, students are the other field examiner, a third reader from Hst 199 required to complete, prior to the thesis, Special Studies (Credit to be arranged.) the History Department, and a representa- Hst 201, 202 the following qualifying requirements: tive from outside the Department appointed ◆ Passing two written field examinations History of the United States (4, 4) ◆ by the Office of Graduate Studies. General survey of United States history. Hst 201: Fulfilling the University’s foreign lan- Public History. Students wishing to pur- colonial era to the Civil War (circa 1600-1860); guage requirement for the M.A. degree sue a career in public history are urged to Hst 202: Reconstruction of the South to present. ◆ Successfully submitting a thesis proposal consider the department’s public history Hst 300 Students should ordinarily complete M.A. track. Public history students take The Historical Imagination (4) these requirements no later than the point field courses, seminars, internships, and The how and why of the historian’s craft: (1) an at which they have completed 32 credits laboratory courses that cover a broad range introduction to the basics of research and writ- of graduate study. of public history sub-fields, including: ing; (2) an examination of historical writing, its relationship to the time and place of its origin, The two written examinations are archival management, oral history, museol- administered by two regular (tenured or and the emergence of the ideas, consciousness, ogy, cultural resource management, site and canons of scholarship which shaped it. This tenure-track) members of the department. interpretation, publication, and historic One field examiner ordinarily serves as the course serves as an introduction to the study of preservation. Coursework includes a bal- history at the upper-division level and is recom- main thesis adviser, and the other examin- ance of classroom and practical offerings. mended for students beginning their junior year. er also serves on the thesis committee. The Students choosing the public history track Hst 312 two fields must be mutually distinct, and as their primary field are required to have a African History Before 1800 (4) are defined geographically (e.g. Pacific second field defined geographically. In An upper-division course designed to survey the Northwest, Mexico) and/or thematically addition to fulfilling all other requirements history of the African continent from earliest (women’s history, environmental for a Master of Arts in history, students are times to the period of the Atlantic slave trade. history)–there may also be a chronological also required to complete the following: Using a lecture/discussion format, the course will examine the impact of trade, technology, and delimitation (e.g., medieval Europe)–by 1. Hst 596; agreement between the student and the ecology on the transformation of African societies 2. a public product (e.g., exhibit, Web site, before 1800. This course is the same as BSt 305; respective examiners. Coursework for the public program, audio, or video document) M.A. must include courses which relate to may be taken only once for credit. Recommended as part of the required master’s thesis; prerequisite: upper-division standing. the two fields: namely, a minimum of 12 C OLLEGE OF L IBERAL A RTS AND S CIENCES 155

Hst 313 National Security State under Truman and Hst 339 African History Since 1800 (4) Eisenhower; the Anti-Communist Crusade of the The Environment and History (4) An upper-division course designed to survey 1950s. Hst 329: 1960 to the Present, John F. Introduction to the theme of the environment in the history of the African continent from 1800 Kennedy and the New Frontier; Civil Rights, the study of history and the history of environ- to the present, with emphasis on the era of the Lyndon Johnson, and the Great Society; the mental ideas, from the 16th century to the pres- Atlantic slave trade, colonial period, independ- Vietnam War; the New Left and Counterculture; ent, with special focus on the impact of ence, and post independence. Recommended Richard Nixon and Watergate; Jimmy Carter, science, philosophy, literature, and history on prerequisite: Hst 312 or upper-division stand- Ronald Reagan, and the Rise of Populist our understanding of the environment. ing. This course is the same as BSt 306; course Conservatism; George Bush, Bill Clinton, and Designed as an introductory course for students may be taken only once for credit. the Global Economy. Recommended prerequi- of all majors. Recommended prerequisite: Hst 314 site: upper-division standing. upper-division standing. Ancient Near East and Egypt (4) Hst 330 Hst 340 Covers the Stone Age to the death of Alexander Native Americans Women and Gender in America to 1848 (4) the Great in 323 BC, from Afghanistan to Egypt. of Eastern North America (4) Surveys the history of women in the middle Topics include the agricultural revolution, Examines the origins of the Eastern Woodlands North American continent to 1848. It highlights Gilgamesh, the Bible, the Persians, societies, surveys their culture around the time the experiences of and relationships among Afrocentrism, and Zoroastrianism. of European colonization, and considers how women of diverse origins, especially Native Recommended prerequisite: Hst 101 or upper- that culture changed in response to the arrival women, African women, and European women. division standing. of Europeans to the North American continent. Key themes include family, kinship, and sex-gen- Hst 315 Traces the development of the major Indian der systems; colonialism and slavery; religious Greek History (4) nations of the region and explores how those life; politics and the law; nation-building and the A survey of the social, political, economic, and nations responded to the Indian policy of the rise of modern citizenship. Recommended pre- cultural history of the Greeks and their neigh- United States in the 19th and 20th centuries. requisite: upper-division standing. bors. From earliest beginnings until the death of Recommended prerequisite: upper-division Hst 341 Alexander. Recommended prerequisite: Hst 101 standing. Women and Gender in the United States or Sophomore Inquiry (Greek Civilization). Hst 331 1848-1920 (4) Hst 316 Native Americans of Western Explores the diverse experiences of women in Roman History (4) North America (4) the United States between 1848 and 1920. Key A study of the social, political, economic, and Explores the history of peoples native to themes include slavery, emancipation, and cultural history of the Mediterranean region Western North America in the American Reconstruction; colonialism and resistance; between 753 BCE and the fall of Rome. Southwest and Pacific Coast regions, and in women’s rights and social reform; education and Recommended prerequisite: Hst 101 or British Columbia. Covers the period from pre- wage labor; immigration/migration; and Sophomore Inquiry (Greek Civilization). contact to the present and considers the Victorianism and sexual modernism. responses from native nations to the re-peopling Recommended prerequisite: upper-division Hst 320 of the West as well as examining U.S. and standing. East Asian Civilizations (4) Canadian Indian policy. Recommended prereq- Foundations of East Asian civilizations from per- Hst 342 uisite: upper-division standing. spective of China as dominant civilization in East Women and Gender in the U.S. 1920 to the Asia. Interaction between Chinese influence and Hst 336 Present (4) indigenous traditions in Japan, Korea, and Lewis and Clark and the American West (4) Surveys women’s lives and gender change in Vietnam. Attention to major philosophical and The importance of the Lewis and Clark expedi- recent U.S. history. Among our themes will be religious traditions, such as Confucianism and tion for the history of the American West. women in politics, the work force, and social Buddhism; origins and structure of political insti- Special emphasis on the prologue to the expedi- movements as well as changes in family life, tutions; family life and social organization; and lit- tion and its environmental, political, economic, gender identities, and sexuality. Women’s roles erary traditions. Chronological coverage to about scientific, social, and intellectual legacies. in globalization, the media, and popular culture 1800. Recommended: upper-division standing. Covers the period from the end of the American will figure throughout. Recommended prerequi- Revolution to 1840. Recommended prerequisite: upper-division standing. Hst 321 site: upper-division standing. Modern East Asia (4) Hst 343 History of East Asia from around 1800, begin- *Hst 337 American Family History (4) ning with the Opium Wars in China and the History of American Cities (4) History of the American family from the colo- Meiji Restoration in Japan, through postwar Traces the evolution of urban centers from the nial period to the present. The course will draw state and society in Japan and the People’s colonial period to the present. Focuses on the upon textual sources and oral histories in exam- Republic of China. Some attention to Korea, developing system of cities, on growth within ining changes in families from the colonial peri- Vietnam, and Taiwan. Emphasis on concepts of cities, and on the expansion of public responsi- od through the nineteenth and twentieth cen- imperialism, Westernization, modernization, bility for the welfare of urban residents. turies. Recommended prerequisite: Hst 201 or and revolution. Recommended prerequisite: Particular attention is given to the industrial 202, or Sophomore Inquiry (American Studies). upper-division standing. and modern eras. Recommended prerequisite: Recommended prerequisite: upper-division upper-division standing. standing. Hst 327, 328, 329 The U.S. in the 20th Century (4, 4, 4) Hst 338 Hst 344 Hst 327: 1890-1932, Populism and the Crisis of Oregon History (4) Culture, Religion, Politics: Jews and Judaism in America Since World War Two (4) the 1890s; the Purity Crusade; Corporate and Explores the political and social history of the Surveys significant religious, cultural, and polit- Anticorporate Progressivism; Theodore area most of us call home: Oregon Country, ical developments in American Jewry since the Roosevelt and Woodrow Wilson; the Open Door Oregon Territory, and the state of Oregon. end of World War Two. Topics include the Policy and World War I; the League of Nations Through lectures, readings, film, and discussion impact of the war and the Holocaust; liberalism, and the Red Scare; the New Era and Insurgents we will examine the connections between the radicalism, and neoconservatism; suburbia; the of the 1920s; the Cultural Conflicts of the local, national, and international as they pertain counterculture; the fading of immigrant memo- 1920s; Herbert Hoover, the Great Depression, to this place. Topics considered include Oregon ry; Jewish feminism; the orthodox revival; rela- and the Election of 1932. Hst 328: 1932-1960, as Indian Country, Black Exclusion laws, the nat- tions with African-Americans and other minori- Franklin D. Roosevelt and the New Deal ural resource economy, the Tom McCall era, and ty groups; and the relationship between Managerial State; Anti-New Dealers and the Rajneeshees as new pioneers. Recommended American Jewry and the State of Israel. Noninterventionist Movement; World War II prerequisite: upper-division standing. Recommended: upper-division standing. and the New Order; the Cold War and the 156 P ORTLAND S TATE U NIVERSITY

*Hst 345 Hst 352 Enlightenment, 1515-1778. Recommended pre- Colonial America, 1607-1756 (4) European Women’s History to 1700 (4) requisite: upper-division standing. Survey of British North America from the plant- An upper-division course designed to survey *Hst 360 ing of the English colonies to the eve of the the history of women and the changing social The French Revolution and Napoleon (4) Seven Years’ War. Topics include relations construction of gender in Europe from c. 1000 A survey of the history of France during the between Europeans and Native Americans, to c. 1700. Explores the impact of social, intel- Revolution and Napoleonic era, 1778-1815. women’s status and roles, religious ferment, lectual, economic, and political changes, as well Recommended prerequisite: upper-division constitutional development, and the colonial as significant events such as the Black Death standing. economy. Recommended prerequisite: upper- and recurring religious change. Recommended division standing. prerequisite: upper-division standing. *Hst 365, 366 Latin America (4, 4) *Hst 346 *Hst 354 A survey from pre-Columbian times to the pres- The American Revolution, 1756-1800 (4) Early Medieval Europe: 300-1100 (4) ent. Hst 365: Period of discovery and conquest, Survey of the American Revolution from its ori- A survey of political, cultural, intellectual, reli- colonial institutions, the age of reform. Hst 366: gins to the Early Republic. Topics include the gious, social, and economic aspects of this 800- Independence and rise of the new nations, the pre-Revolutionary crises, the War of year period, including among other topics the recent period. Recommended prerequisite: Hst Independence, the Confederation, and the fram- decline of Roman power in Western Europe, the 101, 102, or Sophomore Inquiry (Latin America). ing of the Constitution. Recommended prereq- spread of Christianity, the rise of the Franks, uisite: upper-division standing. the Carolingian Empire, the growth of feudal *Hst 385, 386 The Middle East in Modern Times (4, 4) ties, and the gradual creation of a high-level civ- *Hst 347 A survey of social, cultural, and political trends in ilization. Recommended prerequisite: upper- Antebellum America, 1800-1850 (4) the Middle East from 1300 to the present. division standing. Survey of the history of the United States from Hst 385: the Ottomans, Safavid Iran, the Age of 1800 to 1850. Topics include the War of 1812, *Hst 355 later Islamic empires, Middle East Reforms, impe- U.S. territorial expansion, Jacksonian democra- Late Medieval Europe, 1100-1450 (4) rialism in the 18th and 19th centuries. Hst 386: cy, Indian removal, reform movements, the An examination of the late Middle Ages through Middle Eastern industrial society, mass culture and transportation revolution, and the development primary sources with an emphasis on cultural, nation states in the 20th century. Recommended of the market economy. Recommended prereq- social, political, and intellectual transformations. prerequisite: upper-division standing. uisite: upper-division standing. Subjects to be treated include the twelfth-century cultural “renaissance,” the emergence of the Hst 387 *Hst 348 History of Modern Science (4) European state and papal monarchy, the rise of Slavery, the American Civil War, and Examines the interplay between science as a sys- religious dissent and anti-Semitism, the transfor- Reconstruction, 1850-1877 (4) tem of knowledge and science as the institutions mation of medieval spirituality, the Crusades, Survey of the history of slavery in the United by which that knowledge is produced. Through European expansion and external encounters, States. Topics include the political, social, and reading, lectures, independent research, and dis- growth of cities and the university, the debate economic circumstances that helped bring on the cussion, the course explores how the science has between faith and reason, the Black Death, and American Civil war, as well as the military history affected and been affected by political, social, and late medieval decline. Recommended prerequi- of the war, the consequences of the conflict, and cultural developments. Primary focus is Europe site: upper-division standing. the reconstruction of the Union. Recommended and America from the 16th century to the pres- prerequisite: upper-division standing. *Hst 356 ent, but global perspectives will also be consid- Hst 349 Renaissance and Reformation Europe, ered. Recommended: upper-division standing. United States Indian Policy (4) 1400-1600 (4) Surveys the cultural, social, intellectual and Hst 399 Examines the history of the United States gov- Special Studies (Credit to be arranged.) ernment’s policy toward the Indian nations of political aspects of the European Renaissance Hst 401/501 North America. In particular, considers the and Reformation. Emphasis placed on learning to read and analyze contemporary source mate- Research (Credit to be arranged.) Indian policies of the European imperial powers, Consent of instructor. the federal government’s creation and implemen- rials, and examination of the growth of urban tation of Indian policy, the conflicts and rela- culture and civic humanism in Italy, the redis- Hst 404/504 tionships between tribal nations and the state covery of classical literature and philosophy, Public History Internship (4) and federal governments, the origin of the court life and mores, the rise and institutional- Intensive, on-the-job internships with public Indian sovereignty movement, and the construc- ization of religious reform, the institutional agencies, private businesses, non-profit firms, tion of tribal sovereignty by the state and federal transformations of Church and State, and and other groups in public history work. Each courts of the United States. Recommended pre- European exploration and exploitation of the internship is by special arrangement and terms. requisite: upper-division standing. Atlantic. Recommended prerequisite: upper- Recommended prerequisite: Hst 496/596, or division standing. consent of instructor. Hst 350 English History from 1066 to 1660 (4) Hst 357 Hst 405/505 Designed to survey the history of England from Europe from Reformation to Revolutions (4) Reading and Conference (Credit to be arranged.) the conquest in 1066 through the English Civil Major developments in European social, politi- Consent of instructor. Directed reading for hon- Wars and the ensuing period when England was cal, economic, cultural, and intellectual history th th ors students and history majors. without its monarchy in the mid-seventeenth from the late 16 through the mid-19 cen- century. Using a lecture/discussion format, turies. Recommended prerequisite: Hst 102 or Hst 407/507 explores significant events and developments in upper-division standing. Seminar (Credit to be arranged.) the governance, society, economy, and religion Hst 358 Study and application of the techniques of his- of England during this period. Recommended Europe’s Long 20th Century (4) torical research and writing. Prerequisite: Hst prerequisite: upper-division standing. Major events (World Wars I and II), socio-polit- 300 or consent of instructor. Hst 351 ical movements (communism, fascism, Nazism), Hst 409/509 English History from 1660 to the Present (4) people, and themes in European history from Public History Seminar th Designed to survey the history of England from the mid-19 century to the present. (Credit to be arranged.) the restoration of the monarchy in 1660 to the Recommended prerequisite: Hst 103 or upper- Engages students in advanced investigation of present time. Using a lecture/discussion format, division standing. special topics in public history work, including archives, oral history, project design, history on explores significant events and developments in *Hst 359 the governance, society, economy, and religion Early Modern France (4) the Web, and others. Seminars will feature tech- of England during this period. Recommended A survey of the history of France during the nical readings, group work, peer evaluation, prerequisite: upper-division standing. Reformation, the Age of Absolutism, and the and written projects. Required for graduate students taking the public history track option. C OLLEGE OF L IBERAL A RTS AND S CIENCES 157

Hst 410/510 topics.) Recommended prerequisite: upper-divi- class, and ethnicity in Colonial America; Selected Topics (Credit to be arranged) sion standing, Hst 320 or 321. American Enlightenment and Revolution; *Hst 412/512 *Hst 422/522 Cultural Nationalism in the New Republic; Topics in African/Caribbean History and Topics in Postwar Japanese History, Industrial Ethic and Pastoralism; Jacksonian Culture (4) 1945-present (4) Democracy and the Cult of the Self-Made Man; An in-depth exploration of selected topics in Selected themes in postwar Japanese history, Manifest Destiny and Native Americans; Slavery African and/or Caribbean cultural history. Special including the Occupation reforms (1945-52) and African American Culture; Protestant attention will be given to thematic issues of and Japan’s place in the Cold War system, the Evangelicalism, Social Reform, Abolitionism, and broad application to the understanding of cultur- so-called “economic miracle,” the development Feminism. Hst 431/531: 1860-1945, Cultural al interaction, continuity, and change. of a mass consumer culture, and U.S.-Japan Civil War and Reconstruction; Age of Recommended prerequisite: upper-division relations. (Maximum number of credits is 12; Incorporation, Labor Reform, and Utopian standing. This course is the same as BSt 450/550; 4 credits each for three courses with different Thought; Populism and the Crisis of the 1890s; course may be taken only once for credit. topics.) Recommended prerequisite: upper-divi- Progressive Purity Reform and Intellectual Hst 413/513 sion standing, Hst 321. Ferment; Two Cultures of the 1920s; Depression Topics in Women, Gender, and Realism and Radicalism; World War II and the Transnationalism (4) *Hst 423/523 Topics in Chinese Social History (4) Judeo-Christian Consensus. Hst 432/532: Anti- Discussion-based course explores historical This course will examine institutions and Communist, Nationalist, and Anticorporate work that frames women’s experiences and themes—relating to the family, urban and rural Insurgence in the 1950s; Antiwar, Racial, resistance to enslavement, colonialization, and life, education and the like—in Chinese social Counterculture, and Feminist Ferment in the highly exploitative paid work in world-wide history. The subject matter will vary from term Protest Era; New Age and Postmodernist labor markets as “transnational” phenomenon. to term. (Maximum number of credits is 12; Thought; Populist Conservatism and Traditional Course participants will examine several case 4 credits each for three courses with different Values, 1980-present. Recommended prerequi- studies of women in transnationalist discourse topics.) Recommended prerequisite: Hst 320. sites: Hst 430/530: Hst 201; Hst 431/531: Hst and politics as they intersect with U.S. history. 202, 327, 328; Hst 432/532: Hst 202, 328, 329. Central themes in these case studies are ques- *Hst 424/524 *Hst 433/533, 434/534 tions of identity within and beyond the nation- Topics in Chinese Thought and Religion (4) Study of selected topics in intellectual and cul- Colonial American and U.S. Social and state as well as feminist cultural/political inter- Intellectual History (4, 4) tural history related to Confucianism, Buddhism, ventions around issues of race, nation, and sex. Hst 433/533: 1600-1860. 434/534: 1860-pres- Daoism, and other philosophical and religious Recommended prerequisite: upper-division ent. Each term will examine three or four constructs. The subject matter will vary from standing. aspects of American social and intellectual his- term to term. (Maximum number of credits is tory—such as race, class, religion and philoso- *Hst 415/515 12; 4 credits each for three courses with different Topics in Greek History (4) phy, ideology and politics, community, region, topics.) Recommended prerequisite: Hst 320. An advanced look at specific topics in Greek histo- or labor. Recommended prerequisite: Hst 433: ry from the Bronze Age to the death of Cleopatra. Hst 425/525 Hst 201, Sophomore Inquiry (American Topics will include social, political, economic, Modern China (4) Studies), or consent of instructor; Hst 434: Hst intellectual, and religious history. The subject mat- History of China from decline of imperial system 201, Sophomore Inquiry (American Studies). ter will vary from term to term. (Maximum num- through century of revolution that culminated in founding of People’s Republic of China in 1949. *Hst 435/535, 436/536, 437/537 ber of credits is 12; 4 credits each for three courses American Diplomatic History (4, 4, 4) Post-1949 focus on critical periods and issues in with different topics.) Recommended prerequisite: The history of American involvement in world state-society relations, economic and political Hst 315, Sophomore Inquiry (Greek Civilization) affairs from colonial times to the present. Hst reform, and cultural changes, including global or upper-division standing. 435/535: Emphasis on America as the object of posture and relations with the West. European diplomacy; winning and maintaining *Hst 416/516 Recommended prerequisite: Hst 320 or 321. Topics in Roman History (4) independence, continental expansion, and civil An advanced look at specific topics in Roman Hst 427/527 war. Hst 436/536: American intervention in history from the Etruscans to the Dark Ages. Topics in the History of Science (4) East Asia and the Caribbean, Imperialism, and Topics will include social, political, economic, An in-depth investigation of a selected theme in World War. Hst 437/537: a second World War, and intellectual history. The subject matter will the history of science and its cultural, social, or Cold War, containment, Korea, Vietnam, and vary from term to term. (Maximum number of political relations. The subject matter will vary American globalism. Recommended prerequi- credits is 12; 4 credits each for three courses from term to term; topics include: science and site: upper-division standing. with different topics.) Recommended prerequi- religion, science under Nazism, science and † Modernism, Darwinism and social Darwinism, Hst 438/538 site: Hst 316 or upper-division standing. American Economic History: the First Scientific Revolution, and changing physical *Hst 420/520 Century (4) Topics in Early Modern Japanese History (4) world pictures. Some previous study in history The economic background of the War of Selected themes in Tokugawa (1600-1850) his- is recommended; a background in science is Independence and the seeds of the Civil War. tory, including rural life and urbanization, mer- welcome, but not required or expected. Industrialization, urbanization, and develop- chants and commerce, political thought and (Maximum number of credits is 12; 4 credits ment of the frontier. Rise of big business and institutions, women and family life, neo- each for three courses with different topics.) organized labor. Laissez faire, federalism, and Confucianism, religious beliefs and practices, Recommended prerequisite: upper-division the gradual emergence of the national govern- popular culture, arts, and literature. (Maximum standing. ment in economic policy. Changes in foreign number of credits is 12; 4 credits each for three Hst 429/529 trade and in the international position of the courses with different topics.) Recommended Topics in U.S. Cultural History (4) U.S. Recommended prerequisites: Ec 201, 202. Explorations of particular topics in modern U.S. prerequisites: upper-division standing, Hst 320. †Hst 439/539 cultural history such as the 1920s Ku Klux *Hst 421/521 American Economic History: Topics in Modern Japanese History (4) Klan, American Countercultures from 1945 to the 20th Century (4) 1960, and Populist Insurgence. Recommended Selected themes in modern Japanese history, Economic impact of U.S. involvement in World prerequisite: Hst 327, 328, or 329. including the construction of the nation-state, War I. Postwar structural changes. Waning of modernization, Japan’s drive to great power sta- *Hst 430/530, 431/531, 432/532 laissez faire. Causes of the Great Depression. tus, Japan’s emergence as an imperialist power, U.S. Cultural History (4, 4, 4) Economic policies of Hoover and Roosevelt state-society relations, and modernity outside The relation of cultural attitudes, values, and administrations. The New Deal reforms. World Europe. (Maximum number of credits is 12; belief to the American historical experience. Hst War II and emergence of the administered sys- 4 credits each for three courses with different 430/530: 1600-1860, European legacy and tem. Evolution of the mixed economy and Native Americans; Puritanism and mission; race, growing role of the government. The industrial-

† Also offered as Ec 456/556, 457/557. 158 P ORTLAND S TATE U NIVERSITY

military complex and the social imbalance. Covers the period 1787-1860 and focuses prima- *Hst 455/555 Recommended prerequisites: Ec 201, 202. rily on the Marshall and Taney eras. Prerequisite: Topics in Renaissance History (4) Identifies and examines those special aspects of *Hst 440/540, 441/541 upper-division standing. Recommended prereq- American Environmental History (4, 4) uisite: Hst 201. Hst 448/548: Examines the U.S. Western European civilization that mature Hst 440/540: A survey of North American his- Supreme Court’s decisions in the period between roughly between 1300 and 1550 and that begin tory to 1900 from an environmental perspective 1860 and 1932. In particular, the Court’s emas- to set it apart from the medieval era. Not a sur- with special reference to the development of culation of the Reconstruction Amendments and vey of life during a period of time but a study of environmental thought, interdisciplinary topics its role in the development of modern American selected phenomena. Topics include the revival in environmental history, and the history of eco- industrial capitalism. Prerequisite: upper-division of antique (above all Latin and Greek) letters and logical thinking. Hst 441/541: A survey of standing. Recommended prerequisite: Hst 202. attitudes, types of Humanism, new education North American history since 1900 from an Hst 449/549: Examines the civil liberties and ideals, secular outlook, the functions of Renaissance patrons, political theory and the environmental perspective with special refer- civil rights decisions of the U.S. Supreme Court growth of the “early modern state,” ence to conservation and environmentalism, in the 20th century. Recommended prerequisite: Neoplatonism, and the spread of the Renaissance interdisciplinary topics in environmental histo- upper-division standing. ry, political action, and contemporary environ- from Italy to Northern Europe. (Maximum num- *Hst 450/550 ber of credits is 12; 4 credits each for three mental thought. Recommended prerequisite: Medieval England (4) upper-division standing. courses with different topics.) Recommended Examines political, religious, social, and eco- prerequisite: upper-division standing. *Hst 442/542 nomic aspects of the history of England from Race, Class and Gender Hst 456/556 approximately 800 to the end of the 14th cen- Religious Change in Sixteenth Century in the American West (4) tury. Recommended prerequisite: upper-division Examines the trans-Mississippi West as a cultur- Europe (4) standing or permission of instructor. al meeting ground and explores the racial, class, Examines the causes, characteristics, and conse- and gender implications of new migrations to Hst 451/551 quences of the revolutionary changes in the region. Particular attention will be placed on Early Modern England (4) European Christianity that occurred during the the arid West and human responses to land- Examines political, religious, social, and econom- 16th century: changes that are generally labeled scape. Recommended prerequisite: Hst 201, ic aspects of the history of England from the “The Reformation.” Recommended prerequisite: 202 or upper-division standing. 15th through the 17th centuries. Recommended upper-division standing. prerequisite: upper-division standing. Hst 443/543 Hst 457/557 The American West: A Political and Hst 452/552 Topics in Early Modern Europe (4) Economic History (4) Topics in the History Examines selected topics in the social, cultural, Focuses on the major political and economic of European Women (4) political and/or economic history of Europe in changes in the trans-Mississippi West, from the Examines selected aspects of the history of the early modern period (roughly 1515-1815). 17th century to the late 20th century, with spe- European women, focusing on one or more spe- Topics will vary, but may include European cial attention to the increasing power and influ- cific regions, topics, and/or time frames. financial history, the crisis of the seventeenth ence of the federal government and corporate Possible topics include aspects of the history of century, popular revolt, the royal state, and institutions after 1870. Recommended prerequi- women and religion, women and work, women other topics. May be taken a second time for site: upper-division standing. accessing power, and gender and religious iden- credit (maximum 8 credits) with a different Hst 444/544 tity. Course may be taken more than once with topic. Recommended: upper-division standing. History of the Pacific Northwest (4) permission of instructor. Recommended prereq- *Hst 458/558 The social, cultural, economic, and political uisite: upper-division standing. Modern Germany (4) aspects of the development of civilization in *Hst 453/553 Examines aspects of the development of German Oregon and Washington. The history of the region The Medieval City: Communities political, social, and cultural life during the 19th is related to national and international contexts. of Conflict and Consensus (4) and 20th centuries. Recommended prerequisites: Recommended prerequisite: Hst 201, 202. Emphasizes the social and cultural history of Hst 103, 358. For 558: graduate standing. *Hst 445/545 the medieval city from ca. 300-1500. Hst 459/559 History of Portland (4) Proceeding chronologically and thematically, Topics in Modern European History (4) The historical growth of Portland and its metro- explores how contemporaries imagined cities Examines a selected theme related to the history politan region, with major attention given to the and urban life; the formation of civic conscious- of modern Europe from (primarily) the 19th 20th century. Emphasis is placed upon the ness and identity in feudal Europe; the com- through the 20th centuries. Topics will vary, process of urbanization and the consequences mercial revolution and its cultural conse- whether focusing internationally or on a single of the past decisions and actions as they relate quences; family and domestic life; the experi- European nation, but will include the definition to recent developments. Recommended prereq- ence of marginalized elements; the construction, of Europe; dictatorship and sovereignty; nation- uisite: upper-division standing. regulation, and function of urban space; and the alism and identity; society and the state; the Hst 446/546 role of spectacle, ceremony, and ritual, all as experience of modern violence; trials and jus- Topics in the History of American means to assess how the urban community tice; world wars; comparative fascism; social Professions (4) mediated conflict and sought elusive consensus. and political transition, and war and society. Historical analysis of the roots and development Recommended prerequisites: Hst 101, 354, or Recommended: Hst 103 or 358; upper division of the intellectual, economic, social, and politi- 355 or upper-division standing. standing for 459; graduate standing for 559. cal power and authority of representative pro- Hst 454/554 fessions in America and the West. Topics May be taken a second time for credit (maxi- Topics in Medieval History (4) mum 8 credits) with a different topic. include: Foundations of American Medicine; Examines selected topics in the social, cultural, American Medicine in the Twentieth Century; and /or religious history of the European Middle *Hst 460/560 Topics in European Intellectual History (4) American Lawyering; American Technology. Ages, spanning the period from roughly 300- Examines a selected theme in the development Course may be repeated for credit with different 1450 C.E. Topics will vary, but may include the of European thought in its social context; for- topic. Recommended prerequisite: upper-divi- study of sanctity and society, religious dissent mat includes lecture and the analysis and dis- sion standing. and reformation of the church, holy war and cussion of primary texts. May be taken a second crusade, regional and national political histories, *Hst 447/547, 448/548, 449/549 time for credit (maximum 8 credits) with a dif- American Constitutional History cross-cultural studies, and other subjects. ferent topic. Recommended prerequisites: I, II, III (4, 4, 4) (Maximum number of credits is 12; 4 credits upper-division standing for 460, graduate Hst 447/547: Examines the intellectual origins, each for three courses with different topics.) standing for 560. creation, and ratification of the American Recommended prerequisites: Hst 101, 354, or Constitution and the early efforts of the U.S. 355 or upper-division standing. Supreme Court to construe that document. C OLLEGE OF L IBERAL A RTS AND S CIENCES 159

Hst 461/561 *Hst 475/575 *Hst 488/588 Topics in Jewish History (4) History of Russia: Origins to Modern Arabia (4) Examines select aspects of Jewish history, focus- Peter The Great, 800-1700 (4) A survey of the history of the Arabian Peninsula ing on one or more specific regions, periods, Kievan Rus’, the “Mongol Yoke,” Muscovy, and in the 19th and 20th centuries. Emphasis will be events, or concerns. Possible topics include: the beginnings of empire. Analysis of primary on socio-economic and governmental institu- medieval and early modern Jewish history, sources and historiographical debates. Emphasis tional change with discussion of changing cul- ancient Israelite or rabbinic history and culture, on political, social, and cultural aspects. tural values. The role of the British and Ottoman Sephardic Jewry, history of Russian Jewry, and Recommended prerequisite: upper-division empires, Islamic reformism, oil, and the emer- gender and Jewish history. Course may be taken standing. gence of nation states (Saudi Arabia, Yemen, more than once with permission of instructor. *Hst 476/576 Oman, and the Gulf States). Recommended pre- Recommended: upper division standing. History of Russia: Imperial, 1700-1917 (4) requisite: upper-division standing. *Hst 462 This course traces the Romanov dynasty and its Hst 495/595 Amazon Rain Forest (4) subjects until its fall. Analysis of primary Comparative World History (4) Examines different ways in which the Amazon sources and historiographical debates. Emphasis Comparative examination of important themes has been perceived through time. This course is on political, cultural, and social aspects, espe- in world history. Both the themes and regional the same as Intl 462; course may only be taken cially on the successive attempts at reform, and focus vary each term, and themes may be once for credit. Recommended prerequisite: intellectual self-definition of the nation and its drawn from any time period. Maximum number upper-division standing. classes. Recommended prerequisite: upper-divi- of credits is 12: 4 credits each for three courses *Hst 463 sion standing. with different topics. Graduate credit requires a Modern Brazil (4) *Hst 477/577 substantial research paper. Recommended pre- Examines such topics as slavery, abolition, mes- History of Russia: Soviet Union and its requisite: upper-division standing. sianism, banditry, the Amazon, race, military rule, Fall, 1917-Present (4) Hst 496/596 and democratization in the making of modern Russian Revolution, the Civil War, NEP, Introduction to Public History (4) Brazil. This course is the same as Intl 463; course Stalinism, Khrushchev, Brezhnev, Gorbachev, An introduction to the field of public history with may only be taken once for credit. Recommended and the dissolution of the Soviet Union. special emphasis on the research methods, proce- prerequisite: upper-division standing. Analysis of primary sources and historiographi- dures, and work in the practice of public history, cal debates. Emphasis on political, social, and Hst 464/564 from archival management to historic preserva- Indians of the Pacific Northwest (4) cultural aspects. Recommended prerequisite: tion and museum studies. Taught in cooperation Explores the history of peoples native to the upper-division standing. with the professional staff of the Oregon Pacific Northwest with a special emphasis on *Hst 478/578, 479/579 Historical Society. This course is a prerequisite for natural resource allocation and the relationships Russian Cultural and Intellectual Hst 404/504, Public History Internships. between federal, state, and tribal governments History (4, 4) Analysis of primary sources. Hst 478/578: 19th *Hst 497/597 in the 19th and 20th centuries. Recommended Film and History (4) century intelligentsia. Hst 479/579: 20th centu- prerequisite: Hst 201, 202 or Hst 338U. The study of selected topics of modern history ry mass culture—films, novels, sport, and through the viewing and analysis of important *Hst 465/565 music. Recommended prerequisite: upper-divi- documentaries and feature films. Emphasis is on Twentieth Century Latin America (4) sion standing. Recent political, social, and economic develop- the application of techniques of historical source ments with emphasis on the period since World HST 484/584 criticism to the varied information preserved and War II. Recommended prerequisite: Hst 365, Topics in Middle Eastern History (4) transmitted in cinematographic form. The subject 366, or Sophomore Inquiry (Latin America). Explores such transnational topics in the history matter will vary from term to term. (Maximum of the Middle East as Islam and modernity, the number of credits is 12; 4 credits each for three HST 467/567 Middle East and the world economy, the Middle Readings in Native American History (4) courses with different topics.) Recommended East and orientalism. May be repeated up to prerequisite: upper-division standing. Surveys the historiography of Native American three times for credit. Recommended: upper- history, with a special emphasis on ethno-his- division standing. Hst 500 torical theory and methods, disease and depop- Introduction to the Master’s Program in ulation, contact and encounter, spirituality and *Hst 485/585, 486/586 History (4) missions, federal Indian policy, gender and The Ottoman World and Modern An introduction to the professional study of his- Turkey (4, 4) social roles, environmental context, and frontier tory and to the writing of the master’s thesis. Study of social, cultural, and governmental pat- theory. Recommended: one of the following: Intended for new or recently entering graduate terns in Ottoman and Turkish society, from Hst 330, Hst 331, Hst 464/564. students in history. Hungary to the Red Sea, from the 13th century *Hst 468/568, 469/569, 470/570 to the present. Hst 485/585: A study of social, Hst 503 Thesis (Credit to be arranged.) History of Mexico (4, 4, 4) cultural, and governmental patterns in Ottoman Hst 468/568: A study of Mexico’s beginnings society, from the rise to world empire in the Hst 509 Practicum (Credit to be arranged.) from pre-Columbian times through the colonial Balkans and Middle East of the 13th through period. The origins of Mexican culture, society, 16th centuries, to the Age of Doubt and Tulip Hst 511 Public History Lab (3) economy, and political institutions will be exam- Period of the 17th and 18th centuries. Lab courses will vary from six to eight weeks ined in the context of Hispanic and indigenous Hst 486/586: A study of 19th and 20th century and focus on a specific sub-field in Public contributions. Hst 469/569: A study of Mexico’s modern Turkey and revolutionary History. Working professionals will instruct stu- history from the revolutions for independence Westernization in the Middle East. dents in the latest techniques used in public until 1876. Emphasis will be placed upon the Recommended: upper-division standing. development of constitutional government, the history work. Lab courses are required for grad- era of reform, foreign interventions, and the *Hst 487/587 uate students taking the public history track in Palestine and Israel (4) restoration of the republic. Hst 470/570: the M.A. in history. Prerequisite: Hst 496/596. A critical review of the 19th and 20th century Mexico’s emergence as a modern nation during social, cultural, economic and political factors the Porfirian dictatorship. The 20th century rev- behind the formation of two modern Middle olutionary upheaval and consolidation. Eastern nations, Palestine and Israel. Recom- Recommended prerequisite: Hst 365 or 366. mended prerequisite: upper-division standing. 160 P ORTLAND S TATE U NIVERSITY

International Studies

224 East Hall Regional Focus ...... 24 appropriate foreign language either by At least 24 upper-division credits from adviser- completing the second year of the language 725-3455 approved, area-specific courses appropriate to www.intl.pdx.edu/ISP the student’s regional focus; plus three years♦ of in the final term or by passing a depart- language study (or equivalent proficiency) mentally administered proficiency exam at B.A. appropriate to the regional focus: Africa, Asia, Minor Europe, Latin America, or the Middle East. the same level; and (2) complete 31 credits Certificate in Canadian Studies or (8 of which must be taken in residence at Certificate in European Studies Thematic/Regional Focus ...... 24 PSU and 11 credits of which must be Certificate in Latin American Studies At least 12 upper-division credits in adviser- upper-division) to include the following: Certificate in Middle East Studies approved, area-specific coursework, and 12 Credits upper-division credits in adviser-approved inter- International Studies ...... 15 The International Studies program offers a disciplinary coursework related to a theme of international significance approved by an advis- Intl 101 Introduction to B.A. degree based on an interdisciplinary er; plus three years◊ of language study (or equiv- International Studies ...... 4 curriculum that provides both a global alent proficiency) appropriate to area-specific Intl 395 Colloquium (one credit in each perspective and a comprehensive view of a coursework. of three terms)...... 3 Intl 396 The United States and the World...... 4 selected geographic region of the world. Total: (plus from 0 to 42 depending 77 on language study) Intl 407 Seminar...... 4 This degree affords an excellent founda- All courses used to satisfy the depart- Connected/Regional Learning (adviser-approved tion for careers in which an understanding area-specific or thematic courses) ...... 16 mental major requirements, whether taken of international economic, political, social, Total 31 in the department or elsewhere, must be and cultural affairs is of importance; it also Courses taken under the undifferentiated graded C or above. provides a solid foundation for graduate grading option (pass/no pass) will not be Courses taken under the undifferentiated work in the field. accepted toward fulfilling department grading option (pass/no pass) will not be minor requirements. accepted toward fulfilling department Admission requirements major requirements. Admission to the department is based on The approved elective courses which may Certificates general admission to the University. See be used to complete the above curriculum page 39 for more information. are determined according to the geograph- The University awards certificates for lan- ic region of study that a student selects. guage and area specialization to students Degree requirements Academic Adviser: Ari Douangpanya, who have completed, or are completing, the 503-725-3455 requirements for a bachelor’s degree in any Requirements for major. In addition to the Currently, five regions of concentration other field. Certificates are currently avail- general University requirements for a degree are available: able in Canadian Studies, European Studies, found on page 11, majors must complete an Africa: Kofi Agorsah, adviser, Latin American Studies, and Middle East individualized curriculum in their areas of 503-725-5080 Studies. The specific courses needed for a geographic concentration, to include: Asia: Patricia Wetzel, adviser, certificate in each area differ; interested stu- Credits 503-725-5277 dents should consult the International International Studies...... 29 Europe: Martha W. Hickey, adviser, Studies Program in 224 East Hall. Intl 101 Introduction to International Studies ....4 Language and area studies certificate pro- † 503-725-8728 Intl 2xx Introduction to Regional Studies ...... 4 Latin America: Stephen Frenkel, grams focus on the study of a group of Intl 395 Colloquium (one credit in each of three adviser, 503-725-5085 countries or a geographical area having terms)...... 3 common linguistic and/or cultural charac- ‡Intl 396 The United States and the World...... 4 Middle East: John Damis, adviser, Intl 407 Seminar...... 4 503-725-3111 teristics. The course of study is designed ‡ Intl 471 Understanding the International General Advising: Kimberly Brown to broaden the student’s understanding of Experience...... 4 (Applied Linguistics), 503-725-8194; Birol a particular world area. §Intl 499 Senior International Experience ...... 6 Students must take 24 credits (two Yesilada (Political Science), 503-725-3257 Connected Learning ...... 24 years) of one adviser-approved language Canada: Claudine Fisher, adviser At least 24 upper-division credits from adviser- appropriate to the geographic area of con- approved courses selected from departments and 503-725-5298 centration (or demonstrate equivalent pro- programs in the College of Liberal Arts and Information on recommended courses is Sciences, the School of Business Administration, ficiency in that language); and they must the Graduate School of Education, the School of available from advisers. Majors should meet successfully complete 28 credits of speci- Fine and Performing Arts, and the College of regularly with advisers beginning no later Urban and Public Affairs. Lists of appropriate fied area courses. Connected Learning courses are available online than the first term of their sophomore year. Education Abroad. (www.intl.pdx.edu/ISP/forms) and by email: Students in both the Requirements for minor. To earn a International Studies and certificate pro- [email protected] minor in international studies a student and grams are encouraged to consider overseas must: (1) demonstrate competence in an study opportunities available through the

† Students may not double count Intl 2xx (for the major and University Studies); a mentor section is required. ‡ Students may substitute Ec 340, Hst 436/437, PS 345, 454 or Soc 320 for Intl 396 with approval of adviser; Ling 471 for Intl 471 with approval of adviser. Substitutions for, or waivers of, all other Intl courses must be approved by the program director as well as the adviser. § The INTL 499 Senior International Experience requirement may be fulfilled by taking an UnSt 421 Capstone from the INTL list of approved courses having a significant international component. ♦ Demonstration of three years’ foreign-language equivalency may be through examination; three years’ coursework includes a departmentally administered proficiency examination. C OLLEGE OF L IBERAL A RTS AND S CIENCES 161

Office of International Education Services, *Intl 331 *Intl 461/561 101 East Hall. However, a study abroad Women in the Middle East (4) Politics of Economic Reform in experience is not required. Aims to explore the role and status of women in Modern Turkey (4) the contemporary Middle East with respect to Course examines the politics of planned eco- institutions such as the family, law, education, nomic growth under the Republican Peoples work, and politics–areas which intersect and Party, transition to the import-substituting Courses overlap with broader cultural questions about growth model during the post-WWII era, prob- *Courses with an asterisk may not be offered every year. women and their place in tradition, modernity, lems associated with economic stagnation in the Intl 101 nation-building, Islam, and the West. This 1970s, and transformation of the Turkish econo- Introduction to International Studies (4) course is the same as FL 331 and WS 331, may my during the 1980s and 1990s. The last two A survey of the main concepts, analytical tools, only be taken once for credit. decades provide important insight into how pol- fields of study, global problems, and cross-cultural Intl 395 itics and economics (domestic as well as interna- perspectives that comprise international studies. Colloquium (1) tional) converge in shaping Turkey’s economic In-depth interdisciplinary or topical Lectures by PSU and visiting scholars on major growth strategies. This course is the same as PS 461/561; may only be taken once for credit. study of one of the regional foci in the world issues. International Studies degree program. Intl 396 Intl 462 Please be sure to register for a correspon- The United States and the World (4) Amazon Rain Forest (4) Interdisciplinary study and analysis of the role of Examines different ways in which the Amazon ding mentored inquiry section: has been perceived through time. This course is Intl 211 the United States in world affairs with emphasis on the twentieth and twenty-first century, rela- the same as Hst 462; course may only be taken Introduction to African Studies (4) once for credit. Intl 216 tions between the U.S. and the Third World, the Introduction to Asian Studies (4) era of the Cold War, American globalism, diplo- *Intl 463 Intl 226 matic, economic, and geopolitical issues. Modern Brazil (4) Introduction to European Studies (4) Intl 399 Examines such topics as slavery, abolition, mes- Intl 240 Special Studies (Credit to be arranged.) sianism, banditry, the Amazon, race, military Introduction to Latin American Studies (4) rule, and democratization in the making of mod- Intl 401 Intl 247 ern Brazil. This course is the same as Hst 463; Research (Credit to be arranged.) Introduction to Middle Eastern Studies (4) course may only be taken once for credit. Intl 404 *Intl 317 Intl 471 Topics in Asian Thought (4) Cooperative Education/Internship (Credit to be arranged.) Understanding the Study of the religious and ethical traditions of Intl 405 International Experience (4) Asia including, but not limited to, Buddhism, Examination of communication-based dimen- Confucianism, Hinduism, and Islam, their Reading and Conference (Credit to be arranged.) sions of an international or intercultural experi- social and cultural importance, and their ties to ence, including teaching English to speakers of political thought and history. Intl 407 Seminar (4) other languages. Development of strategies and Intl 321 Reading and discussion about an interdisciplinary activities required to meet the challenges of Globalization and Identity: Humanities (4) topic in international affairs. Restricted to seniors teaching, working, or doing research in an Examines how U.S. and Asian societies define with an International Studies major or minor. international/ intercultural setting. Prerequisite: the meaning of globalization vis-á-vis them- upper-division or postbac academic standing. selves and each other using source materials Intl 410 All linguistics students must register for Ling from the humanities. Selected Topics (Credit to be arranged.) 471/571 which includes a zero-credit lab, how- Intl 452 ever, this course is also offered as BSt 471. Intl 322 The European Union (4) Globalization and Identity: Social Science (4) Course may only be taken once for credit. Focuses on how the EU has evolved since its Examines how U.S. and Asian societies define † beginnings in the 1950s, on its present-day Intl 499 the meaning of globalization vis-á-vis them- Senior International Experience (6) organization and functions, and on how the selves and each other using source materials A service learning and/or community-based member countries interact in making EU policies from the social sciences. learning experience in an international or inter- for jointly regulating their internal economies cultural setting, in a group-supervised, team- Intl 323 and societies as well as how the EU members centered format, within either a study-abroad Tradition and Innovation: Humanities (4) also try to manage their relations with the rest of program or a local project (or both) with an Examines how U.S. and Asian societies employ the world. This course is the same as PS 452; appropriate international agency, business, com- the meanings of “tradition” and “innovation” to course may only be taken once for credit. define themselves and view each other. Looks at munity, or non-profit organization. tradition and innovation in both societies through *Intl 460/560 Political Development in Modern Turkey (4) plays, film and Asian and American literature. Designed to provide students with an in-depth Intl 324 study of political development literature with a Tradition and Innovation: Social Science (4) focus on modern Turkey. Examines how a mod- Examines how U.S. and Asian societies employ ern Turkish republic emerged from the ashes of the meanings of “tradition” and “innovation” to the Ottoman Empire and evaluates stages of define themselves and view each other. Looks at political development during the first, second, tradition and innovation in both societies and third republic. Finally, assesses the implica- through historical, economic, and political sci- tions of Turkey’s new geopolitics (post Cold ence perspectives. War) on Turkish political and economic development from a global perspective. This course is the same as PS 460/560; may only be taken once for credit.

† The INTL 499 Senior International Experience requirement may be fulfilled by taking an UnSt 421 Capstone from the INTL list of approved courses having a significant international component. 162 P ORTLAND S TATE U NIVERSITY

Mathematics and Statistics

334 Neuberger Hall office of that decision. Mathematics majors In addition to the specific required 503-725-3621 are encouraged to participate in the activi- courses listed above, the following options www.mth.pdx.edu/ ties of the department and to meet on a are intended to help the student plan a regular and continuing basis with a program of study with a specific goal or B.A., B.S. in Mathematics career in mind. Minor in Mathematics departmental adviser. Minor in Mathematics for Middle School Option I—Applied Mathematics. Teachers Degree requirements Recommended electives: Mth 322, 421, Teacher Licensing Requirements 422, 424, 425, 430, 451, 452, 470 M.A., M.S. in Mathematics Requirements for major. The degree pro- Option II—Graduate School M.S. in Statistics gram requires a basic core of courses, but Preparation. Recommended electives: Mth M.A.T., M.S.T. in Mathematics it also has the flexibility that allows stu- 411, 412, 434, 435, 436, 441, 442. Ph.D. in Mathematical Sciences dents to pursue special areas of interest in Option III—Statistics. Recommended Ph.D. in Mathematics Education mathematics. The program is designed to electives: Mth 322, 467, 468; Stat 461, Ph.D. in Systems Science— provide a foundation for more advanced 462, 463, 464, 465, 466. Mathematics work and/or a basis for employment in Option IV—High School Teaching. government, industry, or secondary educa- Recommended electives: Mth 338, 346, tion. A joint degree in mathematics with 356, 481, 482, 486, 488; Psy 311; Ed 420. Undergraduate computer science, business administration, See Teaching Licensing Requirements below. programs economics, physics, or some other area Option V—Actuarial Science. may give a student better opportunities for Recommended electives: CS 161; Mth The mathematical sciences have long pro- employment upon graduation. 451, 452, 467, 468; Stat 461, 462, 463, vided the necessary languages of the phys- The department attempts to offer as many 464, 465, 466; SySc 520, 521, 522. ical sciences, but are now also recognized courses as possible after 4 p.m. on a rotating Requirements for minor in as important components of study for stu- schedule so that a degree may be pursued mathematics. A student must complete the dents in computer science, social sciences, by either day or evening enrollment. following program (3 upper-division cours- business administration, education, and In addition to meeting the general es must be taken in residence at PSU): the biological sciences. Mathematics and University degree requirements, the major Credits statistics are also disciplines in themselves in mathematics must complete the follow- Mth 251, 252, 253 Calculus I, II, III ...... 12 and may be studied purely for the excite- ing requirements: Mth 254 Calculus IV ...... 4 Mth 311 Advanced Calculus or Mth 344 Group ment and discovery it brings to those who Credits Theory...... 4 study it. To meet these needs the depart- Mth 251, 252, 253 Calculus I, II, III ...... 12 ‡Four approved elective courses ...... 12-16 Mth 254 Calculus IV ...... 4 ment offers an array of courses in pure Total 32-36 Mth 256 Differential Equations ...... 4 and applied mathematics and statistics. Mth 261 Introduction to Linear Algebra ...... 4 Only grades of C-, P, or above count Students, prospective students, and all Mth 311, 312 Advanced Calculus...... 8 toward satisfying the department minor persons having an interest in the depart- Mth 344 Group Theory...... 4 requirements. No more than three courses ment are welcome at the office and are One of the following: ...... 3-4 with a grade of P may be counted toward encouraged to visit the Web site. The Web Mth 345 Ring and Field Theory these requirements. site provides information about the Mth 346 Number Theory Mth 338 Modern College Geometry Requirements for minor in mathematics department’s faculty, programs, courses, Mth 444 Advanced Linear/Multilinear Algebra for middle school teachers. This mathe- other services, and its current activities. †One approved two-term 400-level Mth or matics minor is intended for those who Stat sequence...... 6-7 plan to enter a Graduate Teacher †Two additional approved 400-level Mth or Admission requirements Stat courses ...... 6-8 Education Program and be licensed in † middle school mathematics (grades 5-9). A In order to help students plan their pro- Two additional approved Mth or Stat courses ..6-8 Mth 271, CS 161 or CS 208...... 3-4 student must complete the following programs the Mathematics and Statistics gram (12 credits must be upper-division; 9 Department provides placement assistance Total 60-67 All courses used to satisfy the departmental of these 12 upper-division credits must be and the opportunity to meet with an taken in residence at PSU): adviser. All students are urged to avail major requirements, whether taken in the Credits themselves of these services, especially department or elsewhere, must be graded C-, P, or above, but no more than 4 courses Mth 211, 212, 213 Foundations of Elementary those students who are enrolling in their Mathematics I, II, III ...... 12 first mathematics or statistics course. graded P will count toward these require- Mth 490 Computing in Mathematics for Middle ments. Transfer students majoring in mathe- School Teachers...... 3 Students interested in majoring in math- Mth 491 Experimental Probability for Middle ematics are urged to meet with a depart- matics are required to take a minimum of 15 School Teachers...... 3 ment adviser. Students who have decided credits of PSU upper-division mathematics Mth 492 Problem Solving for Middle School or statistics courses in residence. Teachers...... 3 to major in mathematics should inform Mth 493 Geometry for Middle School Teachers .....3 both the department and the registrar’s

† Approved electives are Mth 313, 322, 324, 338, 343, 345, 346, 356, 411, 412, 413, 420, 421, 422, 423, 424, 425, 427, 428, 430, 431, 432, 433, 434, 435, 436, 440, 441, 442, 443, 444, 445, 449, 451, 452, 453, 457, 458, 461, 462, 467, 468, 470, 471, 472, 481, 482, 483, 484, 485, 486, 487, 488; Stat 451, 452, 461, 462, 463, 464, 465, 466, 571, 573, 576, 577, 578. Check with the department for the list of approved Mth or Stat sequences and for additional courses, including omnibus-numbered courses, which may be approved as electives. ‡ Approved electives are Mth 256, 261, 311, 312, 344, plus any course approved as an elective for major credit. C OLLEGE OF L IBERAL A RTS AND S CIENCES 163

Mth 494 Arithmetic and Algebraic Structures for status in master’s programs are expected to Middle School Teachers ...... 3 Degree requirements Mth 495 Historical Topics in Mathematics for have completed courses in linear algebra, Middle School Teachers ...... 3 abstract algebra, and analysis, and, for the University master’s degree requirements Mth 496 Concepts of Calculus for Middle School M.A./M.S. programs, differential equations. are listed on page 69. Specific departmen- Teachers...... 3 The M.A./M.S. programs are designed for tal requirements are listed below. Approved elective course (see an adviser)...... 2-4 the student who wishes to prepare for Master of Arts or Master of Science in Total 35-37 community college teaching, industrial mathematics. Candidates must complete Only grades of C-, P, or above count work in mathematics, or further advanced an approved 45-credit program which toward satisfying the department minor work toward a Ph.D. in mathematics. The includes at least 30 credits in mathematics requirements. No more than three courses M.A.T./M.S.T. programs offer advanced or statistics. These 30 credits must include with a grade of P may be counted toward training and specialized courses for sec- courses distributed as follows: two 9-credit these requirements. ondary school teachers of mathematics. sequences at the 600 level and either the Doctor of Philosophy in mathematical 3-credit Mth 501 Mathematical Literature sciences. Applicants will be expected to and Problems or the 3-credit Stat 501 Licensure have the equivalent of a bachelor’s degree Statistical Literature and Problems. In Teacher licensing requirements. To in mathematics or statistics containing an addition, the student must pass written receive a teaching license from PSU, after adequate background in computer science. examinations. completing a baccalaureate degree a stu- Applicants with degrees in related disci- Master of Science in statistics. dent must complete the Graduate Teacher plines will be considered provided the Candidates must complete an approved Education Program (GTEP) through the applicant demonstrates a strong mathe- 45-credit program which includes at least Graduate School of Education. matical proficiency. Applicants must follow 33 credits in courses with the Stat prefix. Only grades of C-, P, or above count the University admissions instructions for These 33 credits must include courses dis- toward satisfying the mathematics require- graduate applicants. In addition the GREs tributed as follows: one 9-credit sequence ments for teacher licensing. are required, both the general test and the at the 600 level, two 9-credit sequences at Secondary education. Students planning subject test in mathematics. the 500 level, 3 credits of Stat 570, Topics to earn a secondary teaching license in The Ph.D. in mathematical sciences at in Statistical Consulting, and 3 credits of mathematics must obtain a recommenda- Portland State University differs significant- Stat 501, Statistical Literature and tion for admission to the GTEP from the ly from the traditional model of Ph.D. edu- Problems. In addition, the student must Mathematics and Statistics Department. cation in mathematical sciences. While pass written examinations. The student’s program should include most mathematics is at the core, the program Master of Science in Teaching or of the courses required for the major and aims to develop professionals who have Master of Arts in Teaching. The Master of those listed in Option IV above. versatility, who are conversant in other Science in Teaching or the Master of Arts Middle school education. Students fields, and who can communicate effective- in Teaching of mathematics are designed planning to earn a middle school teaching ly with people in other professional cul- for individuals interested in strengthening license with an emphasis in mathematics tures. The broad-based training will pre- their understanding of mathematics to should complete the courses Mth 211, pare candidates for industry, government, enrich the teaching of mathematics. The 212, 213, 490/590, 491/591, 492/592, and higher education. The program pre- program prepares teachers in subjects such 493/593, 494/594, 495/595, and 496/596. pares the candidate to be well grounded in as geometry, algebra, analysis/calculus, his- Information about the Graduate Certificate his or her field, yet conversant with several tory of mathematics, probability, statistics, Program in Mathematics for Middle School subfields by dedicating approximately 25 discrete mathematics, and use of technolo- Teachers can be found in the Graduate percent of the credit hour requirements to gy in the classroom. The program is Studies section, see page 67. professional development, cross-discipli- intended for individuals with a mathemat- Elementary education. Students plan- nary experiences, and allied area course- ics degree or a strong background in ning to earn an elementary teaching work. Students take a concentration of mathematics. license must complete Mth 211, 212 allied area courses, outside the department, An M.S.T./M.A.T. candidate must com- before admission to GTEP. in one or more of mathematics and statis- plete an approved program of 45 graduate tics many natural partner disciplines, credits and complete an approved mathe- including, computer science, engineering, matics curriculum project. The program Graduate programs physics, biology, economics, finance, urban may also lead to the Standard Teaching studies and planning, medicine, or public Certificate/License. University require- The Department of Mathematics and health. The courses are chosen with the ments for a Standard Teaching Statistics offers work leading to the assistance of the allied area adviser to form Certificate/License are listed on page 226. degrees of Master of Arts, Master of a coherent area of study directly relevant to Doctor of Philosophy in mathematical Science, Master of Arts in Teaching, Master the student’s goals. sciences. Candidates entering with a bach- of Science in Teaching, the Ph.D. in Doctor of Philosophy in mathematics elor’s degree must complete an approved Mathematics Education, and the Ph.D. in education. Candidates in this program program of 99 credit hours distributed as Systems Science–Mathematics. must currently have (or complete during follows: coursework (63 credits), a doctor- their program) a master’s degree in mathe- al seminar (9 credits), and dissertation Admission requirements matics equivalent to the M.S./M.A. degree or research (27 credits). Coursework must include: 45 credits of mathematics and sta- Master of Arts or Master of Science in the M.S.T./M.A.T. degree at Portland State tistics courses, of which at least 10 courses mathematics, Master of Science in statis- University. Applications must be received at are at the 600 level, and 15 credits of allied tics, Master of Science in Teaching or least two terms prior to the term of admis- area courses at the 500 and 600 level. Master of Arts in Teaching. In addition to sion. For more complete information on the Students entering with a master’s degree meeting the University admission require- program, write the Department of must complete a minimum of 72 credit ments, students seeking regular admission Mathematics and Statistics at Portland State. 164 P ORTLAND S TATE U NIVERSITY

hours beyond a master’s degree distributed specific requirements for this degree, con- Mth 199 as follows: a minimum of 18 credits of tact the Department of Mathematics and Special Studies (Credit to be arranged.) approved courses in mathematics and statis- Statistics, and for general information Mth 211, 212, 213 Foundations Of Elementary Mathematics I, tics at the 600 level, a minimum of 15 cred- related to the Systems Science Ph.D. II, III (4, 4, 4) its in an allied area at the 500 and 600 level, degree, see page 73. A constructivist approach to fundamental ideas 9 credits of doctoral seminar, and 27 credits of mathematics. Courses must be taken in of dissertation research. Candidates must sequence. Prerequisite: second year high school pass comprehensive examinations in mathe- Courses algebra or equivalent. matics and an allied area. Students are also Mth 241 required to demonstrate competency in a Courses with an asterisk (*) are not offered every year. Calculus for Management and foreign language approved by the student’s A course can be used as a prerequisite for a Social Sciences (4) advisory committee. subsequent mathematics course only if it has An introduction to differential and integral calculus, this course is intuitive in approach and Doctor of Philosophy in mathematics been satisfactorily completed. Satisfactory com- emphasizes applications. While intended as a ter- education. The Department of pletion of a course means receiving a C-, P, or above in that course. When courses are minal course, the interested student may follow it Mathematics and Statistics offers a Ph.D. required to be taken in sequence each course is by the more extensive and rigorous calculus in Mathematics Education. The main regarded as a prerequisite for the next. sequence Mth 251, 252, 253, 254. Students may objective of this program is to develop not receive credit for this course if they already Mth 70 educators with an understanding of math- Elementary Algebra (4) have credit for Mth 251. Prerequisite: Mth 111. ematics and its teaching and learning, and This is a basic course covering first-year high Mth 251, 252, 253 with the capabilities for research and pro- school algebra. Credit for enrollment (eligibility) Calculus I, II, III (4, 4, 4) fessional practice in the field. This pro- but not toward graduation; satisfies no Differential and integral calculus of functions of gram provides a balance between mathe- University or general education requirements. a single variable, analytic geometry, infinite matics and mathematics education to help Taught through the School of Extended Studies. series, and applications. Courses must be taken in sequence. Recommended: Mth 112. in the development of mathematics educa- Mth 95 tors who may become: (1) Faculty mem- Intermediate Algebra (4) Mth 254 Topics include problem solving, linear equations, Calculus IV (4) bers in mathematics education in mathe- An introduction to differential and integral cal- matics departments or schools of educa- systems of equations, polynomials and factoring techniques, rational expressions, radicals and culus of functions of several variables and appli- tion in universities, four-year colleges, or exponents, quadratic equations. Credit for enroll- cations. Prerequisites: Mth 252, 261. community colleges; (2) Curriculum spe- ment (eligibility) but not toward graduation; sat- Mth 256 cialists in mathematics, supervisors of isfies no University or general education require- Applied Differential Equations I (4) mathematics at the middle school level or ments. Taught through the School of Extended Solution techniques in ordinary differential equa- secondary school level, or mathematics Studies. Recommended prerequisite: Mth 70. tions; applications. Prerequisites: Mth 252, 261. specialists in state or local departments of Mth 105 Mth 261 education; (3) Private sector specialists in Excursions in Mathematics (4) Introduction to Linear Algebra (4) mathematics education. Exploration of a variety of modern mathemati- Introduction to rudimentary set theory, the algebra Candidates must complete an approved cal topics. Topics may include the mathematics of sets, systems of linear equations, linear transfor- program of 84 credit hours which consists of voting systems, graphs and networks, sym- mations, matrix algebra, vector spaces, and deter- of three major components: coursework, a metry in art and nature, population growth, minants. Recommended prerequisite: Mth 112. fractals, probability. Intended for students with- Mth 271 research practicum experience, and disser- out a strong algebra/calculus background, but tation research. Coursework must include Mathematical Computing (4) with a desire to explore some interesting mathe- Machine representation of the real number field 18 credit hours mathematics education matics. Recommended prerequisite: second-year and its consequences. Elements of error analy- research courses (Mth 690-695); 18 credit high school algebra or equivalent. sis. Introduction to the design, analysis, and sta- hours of other 500-600 level mathematics Mth 111, 112 bility of algorithms. Well/ill-conditioned prob- courses; and 18 hours of graduate course- Introductory College Mathematics I, II (4, 4) lems. Programming, graphics, numeric and work in supporting areas outside of mathe- An integrated treatment of topics from algebra symbolic computations in MATLAB (a high matics (such as curriculum and instruc- and trigonometry. These courses serve as addi- level programming environment). Examples and tion, psychology, educational policy, sci- tional preparation for students with insufficient applications in mathematics, science, and engi- ence, computer science, philosophy, sociol- background who desire to take Mth 251, 252, neering. Prerequisite: Mth 253, 261. ogy, anthropology, etc.). Candidates must 253. Neither Mth 111 nor 112 can be taken for Mth 301, 302, 303 credit if a grade of C-, P, or above has already pass comprehensive examinations in math- Elements of Modern Mathematics been received for a course which requires either I, II, III (4, 4, 4) ematics and mathematics education. In of them as a prerequisite. Courses must be Topics selected from arithmetic, algebra, geometry, addition, candidates will be strongly taken in sequence. Recommended prerequisite: calculus, probability, and statistics. A cultural encouraged to demonstrate competency in Mth 111: second year high school algebra or approach to mathematics in which technical profi- reading research in mathematics education equivalent. Mth 112: Mth 111. ciency is not the primary objective. Recommended in at least one language other than English. Mth 191, 192, 193 for liberal arts students. Prerequisite: Mth 111. Doctor of Philosophy in systems sci- Mathematics Tutoring (3, 3, 3) Mth 311 ence—mathematics. The Department of Training in one-to-one and small-group tutoring Advanced Calculus (4) Mathematics and Statistics participates in over a wide range of mathematical topics. Mth Properties of the real numbers, introduction to the Systems Science Doctoral Program 191: tutoring in arithmetic and other non-univer- metric spaces, Euclidean spaces, functions of a offering a Ph.D. in systems science-mathe- sity courses. Mth 192: tutoring in freshman-level real variable, limits, continuity, the extreme and mathematics. Mth 193: tutoring in sophomore- matics. Specialized studies in applied and intermediate value theorems, sequences. junior- and senior-level mathematics. Required Prerequisite: Mth 253, 261. theoretical mathematics, when combined field work consists of providing tutoring service Mth 312, 313 with core area courses and electives, will in the community or University. Recommended Advanced Multivariate Calculus (4, 4) partially fulfill the requirements for the prerequisite: consent of instructor. Differential and integral calculus of functions of Ph.D. in systems science-mathematics. For several variables, the inverse and implicit func- C OLLEGE OF L IBERAL A RTS AND S CIENCES 165

tion theorems, infinite and power series, differ- Mth 411/511, 412/512, 413/513 techniques and properties of point-set topology, ential forms, line and surface integrals, Green’s, Introduction to Real Analysis I, especially connectedness, compactness, and Stokes’, and Gauss’ theorems. Courses must be II, III (3, 3, 3) separation. Additional topics. Courses must be taken in sequence. Prerequisite: Mth 311. Sequences and series of functions; Lebesgue taken in sequence. Prerequisite: Mth 311. measure and integration; the Stone-Weierstrass Mth 322 Mth 440/540 Applied Differential Equations II (4) and Baire category theorems; Fourier Series; ele- Boolean Algebra (4) Introduction to equations of mathematical ments of functional analysis. Courses must be Axiomatic treatment of Boolean algebras, finite physics, boundary value problems, separation of taken in sequence. Prerequisite: Mth 312. Boolean algebras, representation theorems. variables, power series techniques, Fourier series, Mth 420/520 Introduction to partially ordered sets and lat- and applications. Prerequisites: Mth 254, 256. Introduction to Complexity Theory (3) tices. Transfinite induction, Zorn’s lemma. An introduction to theoretical computer sci- Mth 324 Applications to logic and switching circuits. Vector Analysis (4) ence. Includes a study of models of computa- Prerequisite: Mth 344. tion, complexity classes, Cook’s theorem, poly- Modern vector methods with applications for Mth 441/541, 442/542, 443/543 students of mathematics, physics, and engineer- nomial and nonpolynomial classes, discrete Introduction to Abstract Algebra I, II, III ing. Prerequisite: Mth 254. problems. Prerequisite: Mth 344. (3, 3, 3) Mth 338 Mth 421/521, 422/522, 423/523 Groups and rings with homomorphism theo- Modern College Geometry (4) Theory of Ordinary Differential Equations rems, vector spaces, modules, algebraic theory I, II, III (3, 3, 3) Topics in Euclidean and non-Euclidean geome- of fields and Galois theory, lattices, algebras. Vector fields and phase flows in the plane. try. Prerequisites: Mth 252, 261 . Prerequisite: Mth 344. Courses must be taken Geometric and algebraic properties of linear sys- in sequence. Mth 343 tems. Existence, uniqueness, and continuity Mth 444/544, 445/545 Applied Linear Algebra (4) theorems for systems. Additional topics. Topics in matrix algebra, determinants, systems Advanced Linear/Multilinear Courses must be taken in sequence. Algebra I, II (3, 3) of linear equations, eigenvalues, eigenvectors, Prerequisite: Mth 312. and linear transformations. Selected applications A second course in linear algebra. Products, from science, engineering, computer science, Mth 424/524, 425/525 quotients, and duals of vector spaces. Elementary Differential Geometry and and business. Prerequisites: Mth 252, 261. Multilinear maps, tensor products, exterior alge- Tensor Analysis I, II (3, 3) bra. Minimal and characteristic polynomials, Mth 344 Differential geometry of curves and surfaces; canonical forms. Finite dimensional spectral the- Introduction to Group Theory and elementary Riemannian geometry; tensors and ory. With departmental approval, this sequence Applications (4) their algebra; elements of tensor analysis; appli- may be repeated for credit. Courses must be Groups, homomorphisms, factor groups. cations from mechanics and field theory. taken in sequence. Prerequisite: Mth 344. Selected applications from geometry, combina- Courses must be taken in sequence. Mth 449/549 torics, computer science, chemistry. Prerequisite: Either Mth 256 or 421. Prerequisites: Mth 252, 261. Topics in Advanced Number Theory (3) Mth 427/527, 428/528 A study of advanced topics selected from the Mth 345 Partial Differential Equations I, II. (3, 3) areas of algebraic or analytic theory. With Introduction to Ring and Field Theory (4) Solution techniques, qualitative analysis and departmental approval, this course may be Topics in rings, integral domains, fields, ordered applications: separation of variables, eigenfunc- repeated for credit. Prerequisite: Mth 346. fields, polynomial rings. The development of tion expansion, Sturm-Liouville problems, the real number system. Prerequisite: Mth 344. Mth 451/551, 452/552, 453/553 Green’s functions, Fourier transform solutions, Numerical Calculus I, II, III (3, 3, 3) Mth 346 finite difference and finite element methods. Computer arithmetic. Solution of nonlinear Number Theory (4) Courses must be taken in sequence. equations. Interpolation. Numerical integration A presentation of the properties of numbers as Prerequisites: Mth 256, Mth 253/254. Prior and differentiation. Solution of linear equation found in the theory of divisibility, congruence, knowledge of PDEs (Mth 322) is recommended, systems. Eigenvalue problem, least square, diophantine equations, continued fractions, and but not required. chebyshev, trigonometric and rational function algebraic numbers. Prerequisites: Mth 252, 261. Mth 430/530 approximation. Numerical solution of differen- Mth 356 Topics in Mathematical Modeling (3) tial equations. Prerequisites: knowledge of FOR- Discrete Mathematics (4) Basic introduction to mathematical model TRAN or PASCAL, Mth 253, 261 for Mth Topics in discrete mathematics, including propo- building starting with prototype, model purpose 451/551, Mth 451/551 for Mth 452/552, Mth sitional logic, sets, relations, inverse functions, definition, and model validation. Models will be 322 for Mth 453/553. divisibility, induction, recurrences, inclusion- chosen from life, the physical and social sci- exclusion, permutations, combinations, graphs, Mth 457/557, 458/558 ences. Applications chosen from differential The Mathematical Theory of Games (3,3) graph coloring, and applications. Prerequisite: equations, linear programming, group theory, Introduction to mathematical game theory and Mth 253. Recommended: Mth 261. probability or other fields. Prerequisites: game theoretic analysis. Topics include: combi- Mth 399 Consent of instructor and either Mth 256 or natorial and strategic games, Perfect Special Studies (Credit to be arranged.) 421/521. With approval, this course may be Competition, Zermelo’s Algorithm, Payoffs, Mth 401/501 repeated for credit. cooperative and non-cooperative games, bar- Research (Credit to be arranged.) Mth 431/531, 432/532, 433/533 gaining, mixed strategies, Nash Equilibrium, Consent of instructor. Topics in Geometry I, II, III (3, 3, 3) repeated games and finite automata, common Mth 404/504 Topics selected from projective geometry, non- knowledge and incomplete information, the Cooperative Education/Internship Euclidean geometry, algebraic geometry, convex- prisoner’s dilemma. Selected applications to eco- (Credit to be arranged.) ity, differential geometry, foundations of geome- nomics, biology, computer science, and political Mth 405/505 try, combinatorial topology. With departmental science. Prerequisite: Mth 261 and/or Stat 243. Reading and Conference approval, this sequence may be repeated for (Credit to be arranged.) Mth 461/561, 462/562 credit. Prerequisite: Mth 311, 338, or 344. Graph Theory I, II (3, 3) Consent of instructor. Mth 434/534, 435/535, 436/536 Topics in graph theory, including connectivity, Mth 407/507 Set Theory and Topology I, II, III (3, 3, 3) matchings, graph algorithms, network flows, Seminar (Credit to be arranged.) Cardinal and ordinal numbers. The axiom of graph matrices, isomorphisms, Eulerian and Consent of instructor. choice and equivalent formulations. Hamiltonian graphs, spanning trees, decompo- Mth 410/510 Introduction to general topology with the sitions, shortest paths, the matrix-tree theorem, Selected Topics (Credit to be arranged.) notions of interior, closure, topological space, colorings of graphs, planarity and embeddings, Consent of instructor. continuity, and homeomorphism. Construction Kuratowski’s theorem, matroids, and selected 166 P ORTLAND S TATE U NIVERSITY

applications. Courses must be taken in mathematics. With departmental approval, this Mth 495/595 sequence. Prerequisites: Mth 261, 356. course may be repeated for credit. Prerequisite: Historical Topics in Mathematics for Middle School Teachers (3) Mth 467/567, 468/568 at least two upper-division courses approved for Applied Probability I, II (3, 3) major credit. A survey of the historical development of topics in mathematics from ancient to modern times, Finite probability, Markov chains, queuing theo- Mth 487/587 ry, renewal theory, optimization under uncer- Topics in Combinatorial Analysis (3, 2-3) with special emphasis on topics in arithmetic, tainty. Courses must be taken in sequence. Selected topics from: permutations and combi- algebra and informal geometry. Not approved for Prerequisite: Mth 254 or Stat 461/561. nations, partitions, generating functions, inclu- major credit. Available for graduate credit toward the graduate certificate program in middle school Mth 470/570, 471/571, 472/572 sion and exclusion principles, recurrence relations, Polya’s theory of counting, elementary mathematics. Prerequisites: Mth 493/593, Complex Analysis and Boundary Value 494/594. Problems I, II, III (3, 3, 3) theory of graphs and trees, block designs. With Fundamental concepts of complex variables, departmental approval may be repeated for Mth 496/596 partial differential equations and boundary credit. Prerequisite: at least two upper-division Concepts of Calculus for Middle School value problems using Fourier series. courses approved for major credit. Teachers (3) Prerequisites: Mth 254 and either 256 or 421. An introduction to the limit concept and its Mth 488/588 role in defining the derivative, the integral and Mth 480/580 Topics in Technology for Mathematics Teachers (3, 1-3) infinite series. Applications to middle school Systems Analysis: Calculus of Variations (3) mathematics. Not approved for major credit. Basic problems of the calculus of variations. Hands-on experience in the study of the role of computer software and calculators in the teach- Available for graduate credit toward the gradu- Euler equations. Lagrange conditions. Lagrange ate certificate program in middle school math- multipliers. Lagrange equations. Hamilton’s ing and learning of mathematics. With departmental approval may be repeated for credit. ematics. Prerequisites: at least two middle equations. Application to mechanical and electri- school courses. cal systems. Prerequisite: Mth 256 or 422/522. Prerequisite: at least two upper-division courses approved for major credit. Mth 503 Mth 481/581 Thesis (Credit to be arranged.) Topics in Probability for Mathematics Mth 490/590 Teachers (3, 2-3) Computing in Mathematics for Middle Mth 601 Research (Credit to be arranged.) Introduction to probability as a modeling tech- School Teachers (3) nique in mathematics and methods of teaching A study of the role of computing in mathemat- Mth 603 Thesis (Credit to be arranged.) probability. Use of probability in decision making ics with emphasis on the use of modern tech- and inference. Simulation of experiments. nology. Not approved for major credit. Available Mth 604 for graduate credit toward the graduate certifi- Cooperative Education/Internship Methods of enumeration. Laws of probability. (Credit to be arranged.) Special probability distributions. Computer-assist- cate program in middle school mathematics. Prerequisites: Mth 111, 212. Mth 605 ed analysis. With departmental approval may be Reading and Conference repeated for credit. Prerequisite: at least two Mth 491/591 (Credit to be arranged.) upper-division courses approved for major credit. Experimental Probability and Statistics for Mth 607 Mth 482/582 Middle School Teachers (3) Seminar (Credit to be arranged.) A study of probability and statistics through Topics in Statistics for Mathematics Mth 610 Teachers (3, 2-3) laboratory experiments, simulations, and appli- Selected Topics (Credit to be arranged.) cations. Not approved for major credit. Introduction to methods of statistical analysis and Mth 611, 612, 613 methods for teaching statistics. Descriptive statis- Available for graduate credit toward the gradu- Theory of Functions of a Real Variable I, II, tics, organization of data, sampling techniques, ate certificate program in middle school mathe- III (3, 3, 3) sampling distributions, methods of statistical matics. Prerequisites: Mth 111, 212. Lebesgue measure and outer measure, measura- inference, estimation, hypothesis testing, regres- Mth 492/592 ble functions and the Lebesgue integral, conversion, and correlation. Computer-assisted analysis. Problem Solving for gence theorems, product measures, and Fubini’s With departmental approval may be repeated for Middle School Teachers (3) theorem. Lp spaces, derivates, derivative, finite credit. Prerequisite: at least two upper-division Examination and application of problem-solving variation and absolutely continuous functions. courses approved for major credit. techniques and strategies. Problems are drawn Courses must be taken in sequence. Mth 483/583 from various areas of mathematics. Not Recommended prerequisite: Mth 412/512. approved for major credit. Available for gradu- Topics in Geometry for Mathematics Mth 614, 615, 616 Teachers (3, 2-3) ate credit toward the graduate certificate pro- Modern Analysis I, II, III (3, 3, 3) Selected topics in geometry for mathematics gram in middle school mathematics. Topics from nonlinear analysis, harmonic analy- teachers. With departmental approval may be Prerequisites: Mth 111, 212. sis, analytic functions, ordered vector spaces, repeated for credit. Prerequisite: at least two Mth 493/593 analysis on Lie groups, and operator theory. upper-division courses approved for major credit. Geometry for Middle School Teachers (3) Recommended prerequisite: Mth 412/512. Selected topics from informal geometry, both Mth 484/584 Mth 617, 618, 619 Topics in Algebra for Mathematics two- and three-dimensional. Not approved for Functional Analysis I, II, III (3, 3, 3) Teachers (3, 2-3) major credit. Available for graduate credit toward Hilbert and Banach spaces, the Hahn-Banach, Selected topics in algebra for mathematics teach- the graduate certificate program in middle school open mapping, and closed graph theorems. ers. With departmental approval may be repeat- mathematics. Prerequisites: Mth 111, 212. Compact, self-adjoint, normal, and Fredholm ed for credit. Prerequisite: at least two upper- Mth 494/594 operators. Locally convex spaces, weak topolo- division courses approved for major credit. Arithmetic and Algebraic Structures for gies, duality. Banach- and C* -algebras, spectral Mth 485/585 Middle School Teachers (3) theory. Courses must be taken in sequence. Topics in Analysis for Mathematics The study of the real number system and its Recommended prerequisite: Mth 412/512. Teachers (3, 2-3) subsystems will lead to the introduction of more general algebraic structures and their Mth 621, 622, 623 Selected topics in analysis for mathematics teach- Advanced Differential ers. With departmental approval may be repeated applications. Not approved for major credit. Equations I, II, III (3, 3, 3) for credit. Prerequisite: at least two upper-divi- Available for graduate credit toward the gradu- Advanced theory of dynamial systems and partial sion courses approved for major credit. ate certificate program in middle school mathe- differential equations including the basics of par- Mth 486/586 matics. Prerequisites: Mth 111, 212. tial differential equations, boundary value prob- Topics in The History lems for elliptic equations, the Cauchy problem, of Mathematics (3, 2-3) and parabolic equations. Topics selected from Selected topics in the historical development of Hamiltonian systems, waves and shocks, varia- C OLLEGE OF L IBERAL A RTS AND S CIENCES 167

tional methods, control theory. Recommended orems. Birth and death processes and Markov Stat 199 prerequisite: Mth 423/523 or 472/572. processes. Mathematical statistics, hypothesis Special Studies (Credit to be arranged.) Mth 624, 625, 626 testing, and sequential analysis. Selected applica- Stat 243, 244 Advanced Differential Geometry tions. Courses must be taken in sequence. Introduction to Probability and Statistics I, II, III (3, 3, 3) Recommended prerequisite: Mth 411/511, I, II (4, 4) Topics selected from differentiable manifolds, Stat 463/563. A basic course in statistical analysis including presentation of data probability, probability dis- differential forms, DeRham cohomology, Lie Mth 690 groups, fibre bundles, the Riemannian metric, Introduction to Research in Mathematics tributions, sampling distributions, estimation, affine and Riemannian connections, parallel Education (3) tests of significance, experimental design and translations, holonomy, geodesics, curvature, Topics in the history of mathematics education analysis of variance, regression and correlation, isometric embeddings and hypersurfaces, the including an examination of the current nonparametric statistics, selected topics, appli- Second Fundamental Form, complete research trends in mathematics education. cations, and use of statistical computer pack- Riemannian manifolds and the Hopf-Rinow the- ages. A broad nontechnical survey designed pri- Mth 691 marily for non-math students who need to uti- orem, spaces of constant curvature, variations of Curriculum in Mathematics Education (3) lize the subject in their own fields. Not arc length, and the Morse Index theorem. An analysis of curriculum development and approved for major credit. Courses must be Recommended prerequisite: Mth 425/525. assessment efforts in mathematics education taken in sequence. Prerequisite: second year both past and present. Mth 634, 635, 636 high school algebra or equivalent, or satisfacto- Algebraic Topology I, II, III (3, 3, 3) Mth 692 ry score on the placement exam. Topics from singular and simplicial homology Research Methodology and Design (3) and cohomology theories, fundamental group An examination of quantitative and qualitative Stat 366 Introduction to Experimental Design (4) and covering spaces, CW complexes and ele- research methodologies and their applications to Nonparametric statistics, multiple regression, ments of homotopy theory, algebraic theory of the design of research in mathematics education. manifolds, introduction to differential topology topics in experimental design analysis of vari- Mth 693 and vector bundles, applications. Courses must ance, factorial designs, analysis of covariance, Research on the Learning of Mathematics (3) other designs. Prerequisite: Stat 244. be taken in sequence. Recommended prerequi- An analysis of the mathematics education sites: Mth 435/535 and 444/544. research on the learning of mathematics, includ- Stat 399 Special Studies (Credit to be arranged.) Mth 637, 638, 639 ing topics from K-16 mathematics. Geometric Topology I, II, III (3, 3, 3) Stat 401/501 Mth 694 Topics from geometric and piecewise linear Research (Credit to be arranged.) Research on the Teaching of Mathematics (3) Consent of instructor. topology, knots and 3-manifolds and gauge the- An analysis of the research on the teaching of ories, geometric structures and geometrization mathematics, including issues from levels K-16. Stat 404/504 of manifolds, applications to differential topolo- Cooperative Education/Internship gy, vector bundles and to mathematical physics. Mth 695 (Credit to be arranged.) Recommended prerequisite: Mth 436/536. Topics in Research in Mathematics Stat 405/505 Education (3) Reading and Conference Mth 641, 642, 643 A special topics seminar devoted to exploring (Credit to be arranged.) Modern Algebra I, II, III (3, 3, 3) particular issues in more depth. Consent of instructor. Topics from groups, semigroups, rings, fields, algebras, and homological algebra. The following in-service courses have limited Stat 407/507 Recommended prerequisite: Mth 443/543 or application toward advanced degrees. Seminar (Credit to be arranged.) both 442/542 and 445/545. Consent of instructor. Mth 651, 652, 653 Mth 801 Stat 410/510 Advanced Numerical Analysis Research (Credit to be arranged.) Selected Topics (Credit to be arranged.) I, II, III (3, 3, 3) Mth 802 Consent of instructor. An advanced study of numerical methods with Independent Study (Credit to be arranged.) Stat 451/551, 452/552 emphasis on theory, economy of computation, Mth 804 Applied Statistics for Engineers and and the solution of pathological problems. Cooperative Education/Internship Scientists I, II (4, 3) Topics will typically be chosen from: evaluation (Credit to be arranged.) An introduction to techniques of applied proba- of functions, roots of equations, quadrature, Mth 805 bility, statistics, and data analysis. Stat 451/551: ordinary and partial differential equations, inte- Reading and Conference sample spaces, probability and counting meas- (Credit to be arranged.) gral equations, eigenvalues, construction of ures, discrete and continuous probability mod- approximating functions, orthonomalizing Mth 806 els, sampling theory, and computer applications. Special Problems/Projects Stat 452/552: point and interval estimation, codes, and treatment of singularities. Courses (Credit to be arranged.) must be taken in sequence. Recommended pre- hypothesis testing, regression, correlation, Mth 807 experimental design, analysis of variance, multi- requisite: Mth 453/553. Seminar (Credit to be arranged.) Mth 661, 662, 663 variable experiments, nonparametrics, statistical Mth 808 quality control, and computer applications. Algebraic Graph Theory I, II, III (3, 3, 3) Workshop (Credit to be arranged.) Prerequisite: Mth 253. Topics selected from algebraic and spectral graph Mth 809 theory, including automorphism groups, transi- Practicum (Credit to be arranged.) Stat 461/561, 462/562, 463/563 tivity, primitivity, homomorphisms, generalized Mth 810 Introduction to Mathematical Statistics I, polygons, designs, projective planes, cores, frac- Selected Topics (Credit to be arranged.) II, III (3, 3, 3) tional colorings and cliques, spectral decomposi- Theory of probability, distributions of random tion, eigenvalue interlacing, strongly-regular and STATISTICS variables, central limit theorem, sampling distri- distance-regular graphs, line graphs, root sys- Stat 105 butions, point and interval estimation, tests of tems, graph laplacians, graph polynomials, and Elementary Data Analysis (4) hypotheses, analysis of variance. Courses must graph-theoretic link invariants. Courses must be A course in exploration of data analysis and be taken in sequence. Prerequisite: Mth 256. taken in sequence. Prerequisite Mth 462/562. basic statistical topics. May include descriptive Stat 464/564 Mth 667, 668, 669 statistics, graphical and tabular summaries, Applied Regression Analysis (3) Stochastic Processes and Probability computer software, confidence intervals, corre- Basic concepts of regression analysis, matrix Theory I, II, III (3, 3, 3) lation and regression. Recommended: second- approach to linear regression selecting the Sets, spaces, and measures. Probability distribu- year high school algebra or equivalent. “best” regression equation, and multiple regres- tions. Random variables. Dependence. Limit the- sion. Computational algorithms and computer 168 P ORTLAND S TATE U NIVERSITY

software regression packages. Applications in valued data generated on individual experimen- including accelerated failure time models, the science, engineering, and business. tal units. Applies the methods of vector analysis Kaplan-Meier estimate of survival, Cox propor- Prerequisites: Mth 343 and either Stat 451/551 and matrix algebra to statistical problems of esti- tionate hazards model, the extended Cox or 461/561. mation and hypothesis testing, based primarily model, and frailty models. Software package on the multivariate normal distribution. such as S-PLUS is used. Recommended prereq- Stat 465/565, 466/566 uisite: Stat 452/552. Experimental Design: Computing to be an integral part of the course. Theory and Methods (3, 3) Calculations will be done using a software pack- Stat 601 A theoretical and applied treatment of experi- age such as SAS or SPSS. Recommended prereq- Research (Credit to be arranged.) mental design; analysis of variance, fixed effect uisites: Stat 244, Mth 254 and 343. Stat 603 models, random effects models, checking model Stat 573 Dissertation (Credit to be arranged.) adequacy; block designs, Latin squares, related Computer Intensive Methods in Statistics (3) Stat 604 designs; incomplete designs; factorial designs, Resampling methods in statistics using empirical Cooperative Education/Internship confounding two-level designs, split-plot data, programming with statistical software, (Credit to be arranged.) designs; fractional factorial designs; nested review materials (sampling distributions, hypoth- Stat 605 designs; relation to regression analysis; analysis esis testing, confidence interval construction, and Reading and Conference (Credit to be arranged.) of covariance. All sections will illustrate real design of experiments), resampling version of world applications with computer usage. review materials, and applications. Recommended Stat 607 Seminar (Credit to be arranged.) Prerequisite: Stat 464/564. prerequisites: Stat 452/552 or 466/566. Stat 610 Stat 470/570 Stat 576 Selected Topics (Credit to be arranged.) Statistical Consulting (1) Sampling Theory and Methods (3) Stat 661, 662, 663 Introduction to techniques and methods of sta- Introduction to the theory and methodology of Advanced Mathematical Statistics I, II, III tistical consulting. Faculty supervised consult- random sampling. Includes stratified, cluster, (3, 3, 3) ing sessions with clients on appropriate projects systematic, and multi-stage sampling. Theory of estimation; tests of statistical hypothe- brought to the Statistics Consulting Laboratory. Applications include sampling design and ses. Single and multi-parameter cases. Data and/or statistical problems, from within analysis, as well as sample weighting and sam- Robustness. Classical notions, including lower and outside the University, are provided by pling with unequal probabilities. Recommended bound theory, sufficiency, and maximum likeli- clients and interdisciplinary guest lecturers. prerequisite: Stat 451/551 hood estimation. The Neyman-Pearson construc- Introduction to and proficiency with various Stat 577 tion, likelihood ratio tests, robust analogues. statistical computing packages as data analytic Categorical Data Analysis (4) Recommended prerequisites: Mth 511, Stat 563. tools. A community-based learning course. Topics include cross-tabulation statistics for Stat 664, 665, 666 Stat 503 matched samples, and methods to assess con- Theory of Linear Models I, II, III (3, 3, 3) Thesis (Credit to be arranged.) founding and interaction via stratified tables. Multivariate normal distribution; moments and Stat 543 Students explore logistic regression in some characteristic functions; noncentral Chi-square Survey of Statistical Methods (4) detail, and relate results back to those found and noncentral F distributions; distribution of An introductory, discipline-neutral course in with stratified analyses. Topics for logistic regres- quadratic forms; estimation and distribution of statistical analysis to prepare graduate students sion will include: parameter interpretation, sta- estimators; principles of maximum likelihood for research methods courses in other depart- tistical adjustment, variable selection techniques, and least squares; confidence regions and tests ments. Topics include descriptive statistics, con- and model fit assessment. Statistical software is of hypotheses; regression models; Wishart dis- fidence intervals, hypothesis tests, regression used. Recommended prerequisite: Stat 452/552. tribution; Hotelling’s T2 statistic. Courses must and correlation, analysis of variance, chi- Stat 578 be taken in sequence. Recommended prerequi- squared tests, and use of statistical software. Survival Analysis (3) site: Stat 463/563. Stat 571 Time-to-event data subject to random and/or Applied Multivariate Statistical Analysis (3) deliberate censoring. Specialized models and Introduction to techniques and methods of mul- procedures that accommodate censoring are tivariate statistical analysis. Deals with vector- presented. Parametric models and methods,

Philosophy

471 Neuberger Hall grasp and critically analyze concepts and another? Is there such a thing as one per- 503-725-3524 assumptions made about reality, humanity, son being a better human being than www.philosophy.pdx.edu knowledge, truth, value, and society, and another? If so, in what does this consist? Is to evaluate claims about them. happiness the ultimate value? If not, what B.A., B.S. Minor More specifically, philosophy is con- other values are there? Minor in History and Philosphy of Science cerned with such questions as these: How What is truth? Is it a human creation or For the requirements for this interdisci- do value judgments differ from other judg- is it there to be discovered? Are there real- plinary minor, see History ments? Are values relative? If so, relative to ly such things as electrons, or is talk about what? Is beauty in the eye of the beholder? electrons merely a convenient device for Is there such a thing as knowledge of right making predictions? What is explanation Undergraduate and wrong, good and bad, ugly and beauti- in science? ful? If so, how do we get it? What is it for a What is the will? Do we have freedom of program situation to be unjust? What is it to have a will? What is the relation between a per- The objective of the philosophy program right to something or to do something? son’s body and mind? is to help the student develop an ability to What makes one society better than C OLLEGE OF L IBERAL A RTS AND S CIENCES 169

Credits Phl 306 Admission requirements Phl 201 Introduction to Philosophy...... 4 Science and Pseudoscience (4) Admission to the department is based on Phl 301, 302 History of Philosophy ...... 8 An examination of basic issues in philosophy of general admission to the University. See Phl 308 Elementary Ethics ...... 4 science through an analysis of creation science, page 39 for more information. Philosophy electives (to include a minimum of 8 faith healing, UFO abduction stories, and other credits in upper-division courses)...... 12 pseudosciences. Some of the questions Total 28 addressed: What distinguishes science from Degree requirements A maximum of 4 credits of philosophy pseudoscience? How are theories tested? When Requirements for major. In addition to taken under the undifferentiated grading is evidence reliable? Must we invoke the super- meeting the general University degree option (pass/no pass) are acceptable toward natural to explain certain aspects of reality? requirements, the philosophy major must fulfilling department minor requirements. Phl 308 take a minimum of 56 credits in philoso- Elementary Ethics (4) General introduction to ethical theory. Attention phy courses. Specific requirements are as will be given to such questions as whether there follows: Courses are objective moral distinctions, what makes right Credits Courses with an asterisk (*) are not offered every year. acts right and wrong acts wrong, and how we Phl 201 Introduction to Philosophy...... 4 know (if we do) that actions are right or wrong. Phl 300 Philosophical Methods and Concepts ...... 4 Note: There are no sequences among the lower divi- Among the theories to be considered are rela- Phl 301, 302 History of Philosophy ...... 8 sion courses. Any of Phl 201-212 make a good tivism, egoism, utilitarianism, and Kantianism. Phl 308 Elementary Ethics ...... 4 starting course in philosophy. Phl 324 Introduction to Formal Logic...... 4 Phl 199 Phl 309 Two courses taken from the following Special Studies (Credit to be arranged.) Business Ethics (4) Study of the ethical aspects of practices and (historical figures): ...... 8 Phl 201 Phl 414, 415, 416, 417, 419, 420, 425, 451 Introduction to Philosophy (4) organizational structures in the business world. Four courses taken from the following (thematic Course begins with a review of some traditional courses):...... 16 General introduction to philosophy. While different instructors will use different materials— theories of ethics. The bulk of the course is Phl 423, 424, 432, 433, 445, 446, 470, 471, 474 devoted to specific contemporary topics, for Philosophy electives...... 8 typically classical texts—attention will be given to what makes a question a philosophical ques- example: the moral status of corporations; the Total 56 tion and the nature and methods of philosophi- concept of work place rights; responsibility in A maximum of 8 credits of philosophy cal inquiry. advertising; environmental constraints on busi- taken under the undifferentiated grading ness; affirmative action in hiring; the social roles option (pass/no pass) are acceptable Phl 210 of profit and private property; role of work in Philosophy of Religion (4) the life of the individual. toward fulfilling department major Examination of philosophical questions involved requirements. in the study of religion, e.g., the meaning of Phl 310 Philosophy Department’s Honors “God,” or “gods;” the traditional arguments for Environmental Ethics (4) Option. The Philosophy Department’s the existence of a god; the meaning of faith and Critical study of issues raised by the attempt to the question of its connection to reason; the formulate an adequate environmental ethic. Some Honors Option is designed to challenge of these issues deal with how our treatment of and enrich the educational experience of problem of evil (of reconciling a god’s alleged perfection with the existence of evil). Note: this the environment affects other human beings, i.e., outstanding philosophy majors and, with a future generations. Others have to do with how successful completion, recognize and is not a class in comparative religion or the history of religion. non-human beings are to be treated. Do animals honor their achievements. Application have rights? Do species have rights? Do our prop- process: students must apply to be admit- Phl 212 er moral concerns extend to such things as trees, Philosophy in Literature (4) ted. To apply, fill out an application form rivers, and possibly the planet itself? A number of An introduction to traditional philosophical current problems will be considered, such as (available at NH 471) and submit it issues as they appear in literature, especially in together with a DARS report and a writing population control, limits to growth, global fiction. The specific philosophical problems and warming, and endangered species. sample to the honors option coordinator. the literary works will vary from term to term The requirements to qualify for depart- and from instructor to instructor. Phl 311 The Morality of Punishment (4) mental honors include: at least junior Phl 300 The focus is on the nature and proper aims of standing; completion of at least 20 credits Philosophical Methods and Concepts (4) punishment; moral considerations that bear on of Philosophy including at least one 400- A survey of the major strategies of proof and dis- the justice and wisdom of punishment. level course; minimum GPA of 3.50 in proof central to philosophical reasoning, and of Consideration will be given to the main theories philosophy courses; writing sample. the fundamental concepts and distinctions of punishment: retributionism, utilitarianism, Requirements for receiving departmental employed in current philosophical discourse. paternalism, and the view that punishment Aims at providing students who have a serious should be replaced by therapy. honors include: completion of Honors interest in thinking philosophically with the con- Seminar (Phl 485) and Honors Thesis ceptual tools found to be useful for this purpose. *Phl 312 (Phl 403) with receipt of A- or above in Not recommended as a first course in philosophy. Feminist Philosophy (4) Critically examines traditional schools of philo- both courses; minimum GPA of 3.5 in phi- Phl 301, 302 losophy courses at graduation; at least 60 sophical thinking from a feminist perspective. History of Philosophy (4, 4) Recommended prerequisite: one philosophy credits in philosophy. For further details Study of Western philosophy during the ancient course other than Phl 306, 324. on requirements, expectations, and proce- period (classical Greek through Hellenistic dures, please contact department office or times) and the early-modern period (17th cen- Phl 313 tury to Kant). Life and Death Issues (4) honors option coordinator. Study of moral problems dealing with life and Requirements for minor. To earn a Phl 303 death issues including abortion, euthanasia, the minor in philosophy a student must com- Critical Thinking (4) death penalty, starvation, and nuclear war. plete 28 credits (8 credits of which must Designed to improve reasoning and skills of critical assessment of information. Instruction Phl 314 be taken in residence at PSU), to include focuses on practical methods that are applied to Computer Ethics (4) the following: case studies from public media such as editori- Examines the moral principles and judgments als, essays, propaganda, advertisements, and relevant for computer-related practices. Topics newspaper reports of scientific studies. include: ethical aspects of new information 170 P ORTLAND S TATE U NIVERSITY

technologies; are technologies value-laden; *Phl 327 *Phl 417/517 potential abuses and their social consequences; Introduction to Quantitative Literacy (4) The Empiricists (4) freedom, privacy, and control; security, reliabili- The goal is to learn to think intelligently and Study of the British philosophers, Locke, ty, and professional responsibilities—risks, con- critically about important uses of quantitative Berkeley and Hume, who hold that all of the trol, and regulations; piracy and ownership; data by means of discussion of the following ingredients of thought enter the mind by way of ethics of hacking; ethics of virtual environment; topics: samples, measures, scales, relationships, experience and that only what has a definite and international aspects of new technologies. risks, predictions, graphs, averages, percent- relation to experience can be thought. Among Phl 315 ages, distributions, random effects, and esti- the particular topics considered will be material Existentialism (4) mates. Intended for students who do not nor- substance, spirit, abstract ideas, causation, Introduction to a number of philosophers and mally take classes that involve quantitative mat- induction, and skepticism. Recommended pre- literary figures gathered together under the ters; its mathematical content is kept at an requisite: 8 credits in philosophy. name “existentialism.” Authors include absolute minimum. *Phl 419/519 Dostoyevsky, Kierkegaard, Nietzsche, Rilke, *Phl 332 Kant (4) Kafka, Ortega y Gasset, Jaspers, Heidegger, Intentionality, Phenomenology, and Study of Kant’s Philosophy primarily as repre- Sartre and Camus. Topics include conscious- Existentialism (4) sented in the Critiques of Pure Reason, Practical ness, (in)authenticity, alienation, death, anxiety, Examination of the Kantian roots of what Reason, Judgment. Readings from some of these freedom, time, nihilism, historical meaning and becomes known as “intentionality” (i.e., that or related works. Possible topics for considera- religion. Recommended: one philosophy course. our conscious acts are directed toward objects, tion: necessary connection, the analytic-synthet- intending them) and subsequent theories of Phl 316 ic distinction, conceptions of science and meta- Social and Political Philosophy (4) intentionality (e.g., Husserl, Heidegger, Frege, physics, relation between metaphysics and The main philosophical theories of the nature and Searle). Recommended prerequisite: 8 cred- morality. Recommended prerequisite: 8 credits and principles of a just society. Social and polit- its in philosophy. in philosophy. ical order, freedom, justice, and happiness are Phl 399 *Phl 420/520 declared to be the principal ends of any society. Special Studies (Credit to be arranged.) Wittgenstein (4) Philosophical theories describe, explore, Phl 401 Study of some of the major works of Wittgenstein explain, and frequently attempt to justify specif- Research (Credit to be arranged.) with emphasis on the later work, especially the ic social or political arrangements in order to Consent of instructor. Philosophical Investigations. Attention will be attain these goals. Phl 403 given to Wittgenstein’s contributions to philo- Phl 317 Honors Thesis (Credit to be arranged.) sophical method, as well as to his treatment of Philosophy of Art (4) Consent of instructor. issues concerning language, meaning, intention, Philosophical issues concerning the creation, Phl 404/504 understanding, necessity, and the nature of interpretation, and consumption of art. Includes Cooperative Education/Internship human persons as language users. Recommended an overview of the major philosophical theories (Credit to be arranged.) prerequisite: 12 credits in philosophy. about the nature of art, an examination of the Phl 405/505 Phl 421/521 relationship between art and ethics, art and psy- Reading and Conference Nineteenth Century Philosophy (4) chology, art and pornography, and relativism of (Credit to be arranged.) Study of Western philosophy from Kant to the aesthetic value judgments. Consent of instructor. Twentieth century. Recommended prerequisite: Phl 319 Phl 407/507 8 credits in philosophy. Introduction to Asian Philosophy (4) Seminar (Credit to be arranged.) *Phl 422 A study of different systems of eastern philoso- Consent of instructor. American Philosophy (4) phy through the main classical texts drawn Phl 410/510 Surveys important perspectives, ideas, and theo- from Buddhism, Taoism, and Confucianism. Selected Topics (Credit to be arranged.) ries in the writings of major American philoso- Topics include: the nature of reality, the self, *Phl 414/514 phers. Focuses on four main topics: the pragmat- causality, language, knowledge, and ethics. Plato (4) ic philosophy of John Dewey; pragmatism more Phl 321 Study of selected dialogues of Plato with generally, as developed in the work of Charles Practical Epistemology (4) attention to such topics as his theory of forms, Peirce, William James, and George Herbert Considers criteria for knowledge-claims based moral philosophy, political philosophy, and to Mean; classical American philosophy more gen- on different sources, such as: memory, percep- the individual topics of the dialogues, as, for erally still, as articulated in the writings of Josiah tion, eyewitness testimony, expert testimony, and example, knowledge, being, virtue, piety, love, Royce and George Santayana (in addition to medical and scientific experts. friendship, the state, the nature of philosophy. Peirce, James, Dewey, and Mead); and the larger Recommended prerequisite: 8 credits in phi- intellectual and cultural context of this philoso- Phl 324 phy, as found in both earlier writers, (e.g., puri- Introduction to Formal Logic I (4) losophy. tans, American enlightenment figures, and tran- A course in basic formal logic. Major topics *Phl 415/515 scendentalists) and later, contemporary authors include the method of deduction for showing Aristotle (4) rooted in the pragmatic tradition. propositional arguments valid and the method Study of some of the works of Aristotle, such as of counter-example for showing such arguments his Physics, Metaphysics, Ethics, Politics, parts of *Phl 423/523 invalid. Truth table methods, tests for consisten- the Organon Rhetoric. Among topics for atten- Metaphysics (4) cy, and syllogistic arguments are optional topics. tion are substance, essence, categories, cause, the Philosophical examination of traditional meta- good man, practical reason. Recommended pre- physical issues (such as relation of body and *Phl 325 mind, free will and determinism) and of the Introduction to Formal Logic II, requisite: 8 credits in philosophy. Predicate Logic (4) *Phl 416/516 more influential ontologies (idealism, material- Continuation of Phl 324 Introduction to Formal The Rationalists: Descartes, ism, dualism). Introduction also to contempo- Logic. Primary emphasis will be on formal Leibniz, Spinoza (4) rary controversies over the feasibility of meta- methods for dealing with arguments involving Study, with comparisons, of selected works of physics as a rational discipline (logical posi- the terms “all” and “some.” Major topics include philosophers who maintained that knowledge tivism and its critics). Recommended prerequi- the method of deduction for showing predicate comes primarily from reason. Likely readings: site: 8 credits in philosophy. logic arguments valid, and the method of count- for Descartes, Meditations, or Rules, or *Phl 424/524 er-example for showing such arguments invalid. Discourse on Method; for Spinoza, Ethics; for Epistemology (4) Recommended prerequisite: Phl 324. Leibniz, a selection from among his many col- Philosophical examination of some of the main lected works and fragments. Recommended issues in the theory of knowledge (such as our prerequisite: 8 credits in philosophy. knowledge of the external world, of the minds C OLLEGE OF L IBERAL A RTS AND S CIENCES 171

of others, of logical and mathematical truths, allow students to take course more than once, such as (but not limited to) explanation, etc.). Recommended prerequisite: 8 credits in with departmental approval, to apply toward causation, realism, geometry, and relativism. philosophy. major requirements. Recommended prerequisite: Topics vary per course which will allow students Phl 425/525 Phl 308 or 445, or consent of instructor. to take course more than once, with departmen- Analytic Philosophy (4) Phl 450 tal approval, to apply toward major require- Examination of the analytic philosophical tradi- Ethics and International Justice (4) ments. Recommended prerequisites: 8 credits in tion from Frege and Russell through early Examination of moral principles and judgments philosophy and upper-division standing. Wittgenstein and the Positivists to Quine. relevant for appraising the key tools of foreign *Phl 474/574 Recommended prerequisites: 8 credits in philos- policy. Included are issues of military, humanitar- Philosophy of Logic (4) ophy and upper-division standing. ian, and covert intervention, economic sanctions, Topics: validity, sentence-proposition, connec- *Phl 432/532 development assistance, human rights, democra- tives, quantifiers, truth, paradoxes, logical Philosophy of Mind (4) cy, and transitional justice. Recommended pre- necessity and possibility. Optional topics: meta- A study of the nature of mental states. Main requisite: 8 credit hours in philosophy. logic, the construction of formal systems of logic and formal proofs of certain of their prop- topics are dualism and various forms of materi- Phl 451/551 alism, behaviorism, mind-body identity theo- Classical Figures (4) erties, e.g., consistency and completeness. ries, and functionalism; and the nature and con- Intensive study of some classical figures such as Recommended prerequisite: Phl 325. tent of propositional attitudes (e.g., belief, Descartes, Spinoza, Leibniz, Nietzsche, Hegel. Phl 481/581, 482/582, 483/583 desire, meaning). Recommended prerequisite: Course may be repeated for credit. Biomedical Ethics (4, 4, 4) 8 credits in philosophy. Recommended: junior level standing. A three-term sequence that provides a practical bioethics education in clinical health care, bio- *Phl 433/533 Phl 455 medical and behavioral research, and public Philosophy of Language (4) Morality and Health Care (4) policy. Phl 481/581: introduction to the con- A study of the nature of language, and of prob- Examination of issues in health care such as cepts, methods, and literature of health care and lems of meaning, reference, and truth. euthanasia, abortion, allocation of trans- biomedical research ethics, designed to familiar- Recommended prerequisite: 8 credits in plantable organs, rationing health care, treat- ize participants with the basic definitions and philosophy. ment of impaired newborns. Recommended arguments in the major topics of clinical and prerequisite: 8 credits in philosophy. *Phl 445/545 research ethics. Phl 482/582 and Phl 483/583: Advanced Ethics (4) *Phl 470/570 concepts and skills developed in 481/581 will A course in moral epistemology or “meta-ethics” Philosophy of Science (4) be intensively examined; students take responsi- dealing with such matters as the distinction and History and philosophy of the scientific bility for several aspects of teaching. Courses connections between fact and value, “is” and method. Topics include an overview of the must be taken in sequence. Recommended pre- “ought,” and description and evaluation. major models of the scientific method (induc- requisite: Phl 481/581: an acquaintance with Recommended prerequisite: 8 credits in tivism, falsificationism, Kuhnian paradigms, health care services is recommended. philosophy etc.) and issues pertaining to the accuracy of *Phl 485 Phl 446/546 these models and their rationality such as theo- Honors Seminar (4) Topics in Ethics (4) ry-ladenness of observation, testing-holism, and Selected topics within areas of the instructor’s Considers an array of important issues in con- the incommensurability of theory change. research. Students will be expected to produce temporary moral philosophy, including (but not Recommended prerequisites: 8 credits in substantial written material on the topic, to be limited to) the relation between applied and the- philosophy and upper-division standing. shared and critiqued. Recommended particular- oretical ethics, the foundations of moral respon- Phl 471/571 ly for students considering graduate work in sibility and blaming, the role of virtues in the Topics in Philosophy of Science (4) philosophy. Recommended prerequisites: 20 moral life, and the role of outcomes in moral An in-depth analysis of some specific metaphysi- credits in philosophy with a GPA in philosophy evaluation. Topics vary per course which will cal issue pertaining to scientific epistemology courses of at least 3.5. 172 P ORTLAND S TATE U NIVERSITY

Physics

128 Science Building II medical physics, and finance are particular- Choose 30 credits from the following list Ph 451, 471, 490, 492; Bi 251, 252, 253, 357, 475, 503-725-3812 ly popular fields, now. Environmental pro- 476; G 443, 444, 484; Ch 426, 427; CE 371. grams, electrical engineering, nuclear engi- www.physics.pdx.edu/ Total 107-127 neering, and computer science are common Courses taken under the undifferentiated B.A., B.S. graduate school tracks. Medicine and law Minor grading option (pass/no pass) are not are also fields that welcome students with Secondary Education Program acceptable toward fulfilling department physics degrees. Many physicists are entre- M.A., M.S. major requirements except for those major preneurs who start their own companies. Ph.D.—Environmental Sciences and courses offered on a pass/no pass basis only. Resources: Physics Requirements for minor. To earn a Admission requirements minor in physics a student must complete Admission to the department is based on 27 credits (9 credits of which must be Undergraduate general admission to the University. See taken in residence at PSU, and 12 to 15 programs page 39 for more information. credits of which must be upper-division), to include the following: Physics is the branch of knowledge that Degree requirements Credits attempts to explain all of the phenomena Ph 201, 202, 203 General Physics or we observe or infer on earth and in the Requirements for major. It is important Ph 211, 212, 213 General Physics that students planning to major in physics (with Calculus) ...... 9-12 universe. Its study has made possible a Ph 214, 215, 216 Lab for Ph 201, 202, 203 or modern understanding of the origin of the contact the Department of Physics prior to Ph 211, 212, 213...... 3 universe as well as the behavior of biologi- the start of their work in order that a Upper-division physics electives...... 12-15 cal materials and chemical processes. coherent program can be planned with Total 27 their assigned adviser. Scientists trained in this field can engage A maximum of one-third of the courses Students planning to transfer to PSU from in such diverse areas as solid state devices, taken under the undifferentiated grading community colleges or other universities are particle physics, energy and the environ- option (pass/no pass) is acceptable toward strongly advised to contact the Department fulfilling department minor requirements. ment, biotechnology, and space travel. of Physics well ahead of their proposed date Additional courses may be required as The study of physics does not involve the of transfer so that a smooth transition, which prerequisites. following of a specific recipe or set of rules; avoids course duplication and untimely rather it entails developing an attitude or delays, can be accomplished. Students need SECONDARY EDUCATION PROGRAM way of looking at phenomena and asking Adviser: Jon Abramson to choose between the standard option and questions. Physicists seek to understand the environmental physics option. Students who plan to obtain a teaching how the physical universe works, no matter In addition to meeting the general license with an endorsement to teach what the scale of observation—from quarks University degree requirements, the stu- physics at the high school level should to quasars, from the time it takes the proton dent must meet the following minimal complete a baccalaureate degree which to spin, to the age of the cosmos. The departmental course requirements: includes at least 40 credit hours in answers to these questions are summarized physics. An acceptable course of study into statements called laws. We live in the Credits Ph 201, 202, 203 General Physics, Ph 211, 212, 213, should include: age of physical law. Awareness of the beau- or Ph 201, 202, 203 or 211, 212, 213 ty, harmony, and interplay of the laws of Ph 221, 222, 223 General Physics General Physics physics greatly enhances our view and (with Calculus) ...... 9-12 Ph 214, 215, 216 Physics Laboratory Ph 214, 215, 216 Lab for Ph 201, 202, 203 Ph 311, 312 Modern Physics appreciation of our environment. or Ph 211, 212, 213 or Ph 221, 222, 223...... 3 Ph 314, 315, 316 Experimental Physics As an undergraduate, you will take a Ph 311, 312 Introduction to Modern Physics ...... 8 Ph 322 Computational Physics group of core courses that will give you a Ph 314, 315 Experimental Physics I ...... 8 Ph 464 Optics or Ph 426 Thermodynamics general background in the subject. You will Ph 322 Computational Physics ...... 4 Ph 424 Classical Mechanics I...... 3 Other courses that may qualify should be study force and motion, heat, optics, elec- Upper-division electives...... 12 discussed with the secondary education tricity, magnetism, atomic and nuclear Sub-total in physics (minimum) 47-50 adviser. physics, quantum mechanics, and the physi- Mth 251, 252, 253, 254 Calculus ...... 16 Courses are to be taken for differentiated cal properties of materials, learning both the Mth 256 Applied Differential Equations...... 4 grades. A positive recommendation to the theoretical and the experimental aspects. Mth 261 Applied Linear Algebra...... 4 Graduate Teacher Education Program will Physicists are employed by almost all One year of general chemistry: Ch 221, 222, 223, 227, 228, 229 ...... 15 depend on at least a C grade in all physics industries, particularly by the technical courses, as well as a cumulative 2.75 GPA. Sub-total 39 industries and by government laboratories. Select one of following two options: Roughly half of all students with a bache- Standard option...... 13-16 lor’s degree in physics go on to graduate Ph 316 Methods of Experimental Physics I (4) Graduate programs work. In addition to a traditional graduate Ph 425 Classical Mechanics II (3) or curriculum in physics or astronomy, they Ph 432 Electricity and Magnetism II (4) The department participates in the Two courses in a related area of science can enter programs in optics, applied or technology Environmental Sciences and Resources physics, engineering physics, and educa- (biology, geology, additional chemistry, Doctoral Program. The Department offers tion. Biophysics, material science, atmos- computer science, electrical circuitry) (6-8) work leading to the degrees of Master of Environmental physics option...... 30 pheric physics, environmental science, Arts and Master of Science. The M.A. and C OLLEGE OF L IBERAL A RTS AND S CIENCES 173

M.S. programs are designed to further the seminar, will partially fulfill the require- Ph 214, 215, 216 development of the student as a profes- ments for the Ph.D. in environmental sci- Lab for Ph 201, 202, 203 or Ph 211, 212, 213 or Ph 221, 222, 223 (1, 1, 1) sional physicist. Specific programs ences and resources. For information on Introductory laboratory for students in General designed to meet the needs of the individ- the Ph.D. program, see page 124. Physics (with Calculus). One 3-hour laboratory ual student are planned in consultation period. Corequisites: Ph 201, 202, 203 or con- with the graduate advisers. current enrollment in Ph 211, 212, 213 or con- The department offers graduate courses in Courses current enrollment in Ph 221, 222, 223. the fields of classical mechanics, relativity, Courses with an asterisk (*) are not offered every year. Ph 221, 222, 223 hydrodynamics, quantum mechanics, elec- Some lecture courses may be challenged by examination. General Physics (with Calculus) (3, 3, 3) tromagnetism, statistical mechanics, atomic Ph 101, 102 Introductory physics for students majoring in and molecular physics, nuclear physics, Essentials of Physics (4, 4) engineering. The student will explore topics in physics of condensed matter, and bio- An elementary introduction to the basic princi- physics including statics, dynamics, electromag- physics. Current research areas in theoretical ples of physics, their interpretation and applica- netism, thermodynamics, and optics using the tion. Designed to accommodate all liberal arts methods of calculus. Recommended prerequi- and experimental physics are: statistical sites: for Ph 221, Mth 251; for Ph 222, Ph 221 physics, surface physics (scanning tunneling students. Concurrent enrollment in Ph 104, 105 is encouraged. Recommended prerequisite: high and Ph 214; for Ph 223, Ph 222 and Ph 215. microscopy, near-field optical microscopy, school algebra. Corequisites: for Ph 221, Ph 224; for Ph 222, Mossbauer spectroscopy), and membrane Ph 215; for Ph 223, Ph 216. Ph 104, 105 biophysics (transport in biological and artifi- Experimental Investigations for Non-sci- Ph 261, 262 cial membranes), low temperature physics ence Majors (2, 2) General Astronomy (4, 4) (heat transfer, phase transitions), atoms and Discovery labs for essential laws of physics. Introductory historical, descriptive, and interpre- molecules at high temperatures and pres- Investigate gravity, force, acceleration, momen- tive study of astronomy. Emphasis is on the basic sures, electron microscopy (atmospheric tum, heat, work, energy, electricity, light, and scientific methods as they apply to astronomical aerosols, membrane domains, electrodeposi- radioactivity. Make simple electrical circuits and problems. Detailed examination of the earth, fol- tion), and global change science. an electrical motor. Improve computer literacy lowed by a survey of the other members of the by working with graphic models of radioactive solar system. Survey of the stars, their types, decay. One two-hour discussion and laboratory grouping, and motions. Models for the evolution Degree requirements period. Concurrent enrollment in Ph 101, 102 of the Universe and the possibility of life else- University master’s degree requirements is encouraged. Recommended prerequisite: high where. The nature of light, the types of informa- school algebra. tion it carries, and the types of devices used to are listed on page 69. Specific departmen- detect it. Includes laboratory and/or fieldwork. tal requirements are listed below. *Ph 121, 122 Master of Arts or Master of Science. General Astronomy (4, 4) Ph 299 An introductory historical, descriptive, and Special Studies (Credit to be arranged.) The program must be approved by the interpretative study of astronomy. Emphasis on Ph 311, 312 student’s adviser and must include a mini- the basic scientific methods as they apply to Introduction to Modern Physics (4, 4) mum of 45 graduate credits in science, astronomical problems. Detailed examination of The revolution in the concepts of physics in the including not fewer than 30 credits in the earth, followed by a survey of the other 20th century. Radioactivity, quanta, black-body physics. These 30 credits in physics must members of the solar system. Survey of the radiation, relativity. Bohr’s theory of the atom. be in 500- or 600-level courses, distrib- stars, their types, grouping, and motions. Introduction to quantum mechanics. Atomic, uted as follows: Models for the evolution of the Universe and molecular spectroscopy, periodic table. the possibility of life elsewhere. The nature of Introduction to nuclear and solid state physics, Credits and elementary particles. Recommended pre- Seminar (Current Literature)...... 3 light, the types of information it carries, and the requisites: Ph 203, or Ph 213 and Mth 252. One of the following three options: types of devices used to detect it. Need not be 1. Thesis ...... 6 taken in sequence. *Ph 313 2. Cooperative Education/Internship...... 6 Ph 199 Ideas in Modern Physics (4) 3. Project...... 3 Special Studies (Credit to be arranged.) Fundamental ideas of the modern physics of Of the additional credits required in Ph 201, 202, 203 this century. Topics include the development of physics, at least 12 must be in courses General Physics (4, 4, 4) relativity, quantum mechanics, nuclear and par- with numbers above 610 or the graduate- Introductory physics for science majors. The ticle physics, and cosmology. Recommended prerequisite: one college-level science course. level sequence in quantum mechanics (Ph student will explore topics in physics including Newtonian mechanics, electricity, and magnet- 511, 618, 619) Ph 314, 315 ism, thermal physics, optics, and modern Experimental Physics I (4, 4) The student must also pass a qualifying physics. Recommended prerequisites: for Experiments in electrical measurements, digital examination and a final oral examination Ph 201, Mth 112; for Ph 202, Ph 201 and logic circuits with applications to experimental in Thesis, Cooperative Ph 214; for Ph 203, Ph 202 and Ph 215. control and computer interfacing, and analog Education/Internship, or Project. Typically, Corequisites: for Ph 201, Ph 214; for Ph 202, circuits. Two 3-hour lab periods. Ph 314 a thesis involves research (either experi- Ph 215; for Ph 203, Ph 216. requires concurrent enrollment in Ph 321. mental or theoretical), Cooperative Ph 211, 212, 213 Ph 316 Education/Internship involves relevant stu- General Physics (with Calculus) (4, 4, 4) Experimental Physics I (4) dent experiences obtained in industry or Introductory physics for students majoring in sci- Students will perform several experiments illus- government, and a project involves review ence and engineering. The student will explore trating quantum and relativistic effects. The of the literature in a certain area of topics in physics including statics, dynamics, emphasis will be on computer-assisted experi- electromagnetism, thermodynamics, and optics physics. In all cases, a written report, a mentation and data analysis. Experiments will using the methods of calculus. Recommended include instrumentation and counting in presentation, and oral exam are necessary. prerequisites: for Ph 211, Mth 251; for Ph 212, nuclear physics, measurement of band gap in Doctor of Philosophy in environmental Ph 211 and Ph 214; for Ph 213, Ph 212 and semiconductors, measurement of ratio of elec- sciences. Specialized studies in the basic Ph 215. Corequisites: for Ph 211, Ph 214; for tron charge to electron mass, speed of light, principles and techniques of the disci- Ph 212, Ph 215; for Ph 213, Ph 216. Frank-Hertz experiment and electron spin reso- pline, when combined with a multidisci- nance. Two 3-hour laboratory periods. plinary environmental science course and Recommended prerequisite: Ph 311. 174 P ORTLAND S TATE U NIVERSITY

Ph 319 physics. Computer simulations and desktop Ph 405/505 Solid State Physics experiments involving fractals, chaos, and com- Reading and Conference for Engineering Students (4) plex systems. Includes laboratory and/or field- (Credit to be arranged.) Survey of solid state physics including topics work. Recommended prerequisite: general Consent of instructor. necessary for understanding crystalline solids physics or Natural Science Inquiry. Ph 406/506 and their electron transport processes. Topics Ph 367 Special Projects (Credit to be arranged.) include crystal lattices, x-ray diffraction, con- Complexity and the Universe II (4) Consent of instructor. cepts of quantum physics, the Schrodinger equa- Continuation of Sci 318/Ph 366. Emphasizes Ph 407/507 tion, electron tunneling, physical statistics, the scientific cosmology with a focus on under- Seminar (Credit to be arranged.) free electron theory of metals, periodic poten- standing how insights gained from physics and Consent of instructor. tials, semiconductors, and superconductors. astronomy affect your view of the universe and Recommended prerequisite: Ph 213 or 223. Ph 410/510 your place in it. Students participate actively in Selected Topics (Credit to be arranged.) *Ph 321 seeing how some of the information was gath- Consent of instructor. Current Electricity (4) ered, to help critically analyze what to believe Ph 411/511 Electric potential and current; Kirchoff’s Laws about the history and arrangement of the uni- and equivalent circuits. Transient and A.C. Introduction to Quantum Mechanics (4) verse and what it means to them. Includes labo- An introduction to the formulation and applica- behavior of circuit elements. Theory of opera- ratory and/or fieldwork. Recommended prereq- tion of diodes and transistors. Recommended tion of wave mechanics; the Schr?dinger equation uisite: astronomy, general physics, or Natural and its application to time-independent problems prerequisites: Ph 203 or 213; concurrent enroll- Science Inquiry. ment in Ph 314. (both one- and three-dimensional problems); *Ph 371 identical particles; approximation methods Ph 322 Fractals, Chaos, Complexity, and Other including mainly time-independent perturbations. Computational Physics (4) Current Topics in Physics (4) Brief exploration of the potential applications of Formulation and numerical solution of physics Introductory survey to current concepts in frac- quantum mechanics to engineering: quantum problems. Use of computers and graphical dis- tals in the natural world, chaos, complexity, nano-structures and quantum computers. plays to enhance intuition and supplement ana- and other related topics in physics. Computer Recommended prerequisites: Ph 318 or 311, lytical procedures. Approaches to complex simulations and the use of microcomputers, Mth 256. This course is the same as ECE 598; physical situations, especially those involving desktop experiments are an essential part of the course may only be taken once for credit. dissipative, nonlinear and stochastic phenome- course. Recommended prerequisite: one year of na. Recommended prerequisite: Working general physics. *Ph 413/513 knowledge of at least one computer language. Introduction to Solid State Physics (4) Ph 375 Experimental and theoretical survey of the lattice *Ph 331 The Earth’s Atmosphere: Global Change and electronic properties of solids with particular Physics of Music (4) and Human Life (4) emphasis on the properties of electrons in met- A series of lectures and laboratories illustrating An introduction to the global environment and als. Recommended prerequisite: Ph 411 or 312. the basic principles of acoustics and their appli- how human activities are causing climatic † cation to string, wind, brass, and percussion/ changes, ozone depletion, and deforestation. Ph 415/515 instruments. Some of the laboratory exercises Emphasizes the interrelationship between envi- Experimental Optics (3) are adaptable for use in primary and secondary ronmental processes. Deals with the qualitative Advanced experiments in physical optics. One school classes. Recommended prerequisite: one aspects of how the earth’s climate works, how it 4-hour laboratory period. Recommended pre- year of music, or one year of a physical science. can be altered by burning of fossil fuels (emis- requisite: Ph 203 or Ph 213. *Ph 353 sions of carbon dioxide) and by the increasing Ph 424 Radiation in the Environment (4) concentrations of other “greenhouse gases”; how Classical Mechanics I (3) Types of radiation and their interaction with mat- the ozone layer can be depleted by man-made The Newtonian formulation of mechanics. ter, including organic tissue; methods of detec- chemicals, and what is being done, or can be Kinematics and dynamics of particles in inertial tion and shielding; evaluation of dosage and risk done to avert the undesirable consequences of and accelerated reference frames. Conservation assessment; methods of energy generation based these global changes. principles. Central forces, gravitation, and celes- tial mechanics. Free and forced vibrations. on nuclear energy; nuclear waste and disposal Ph 378 problems. Recommended prerequisites: Ph 203, Science Through Science Fiction (4) Recommended prerequisites: Ph 203 or 213; Bi 253, Ch 223, or equivalent. Calculus, previ- This class uses science fiction literature to examine Mth 256 previously or concurrently. ously or concurrently, is recommended. a wide variety of topics in science. Recommended †Ph 425/525 Classical Mechanics II (3) *Ph 363 prerequisites: astronomy, general physics, or Color Photography (3) Natural Science Inquiry. Also listed as Sci 355; Advanced formulation of mechanics. Lagrange’s Principles of color photography, including the course may be taken only once for credit. and Hamilton’s equations. The inertial tensor, free rotations, and rigid body dynamics. Theory physics of color and scientific explanations of *Ph 381 the formation of color images on light-sensitive Physical Metallurgy for Engineers (3) of small oscillations, coupled oscillations and materials. Traces uses and the history of color Crystal structure of metals and their relation- normal modes. Recommended prerequisites: photography. Recommended prerequisite: one ships to properties. Phase diagrams of alloys, Ph 424 and Mth 256. college-level science or photography course. heat treatment, mechanical properties, and cor- Ph 426/526 rosion. Methods of fabrication of metals. Two Thermodynamics *Ph 365 and Statistical Mechanics (4) Fractals, Chaos, and Complexity (4) lectures; one 3-hour laboratory period. Concepts of temperature, work, and heat; first Introduction to the basic physical ideas behind Recommended prerequisites: EAS 213, Ph 213 and second laws of thermodynamics and appli- fractals in nature, chaos, complexity, and other or 223, Ch 223. cations; thermodynamic potentials; heat current concepts in physics, with emphasis on Ph 399 engines, Carnot cycle, and ideal gases; entropy fractals and chaos. Computer simulations and Special Studies (Credit to be arranged.) and its statistical interpretation; kinetic theory desktop experiments involving fractals, chaos, Ph 401/501 of gases; classical and quantum statistics; intro- and complex systems. Recommended prerequi- Research (Credit to be arranged.) duction to statistical mechanical ensembles. site: astronomy, general physics, or Natural Consent of instructor. Recommended prerequisites: Ph 203 or 213, Science Inquiry. Ph 404/504 Mth 254, and Ph 311. Ph 366 Cooperative Education/Internship Complexity and the Universe I (4) (Credit to be arranged.) Introduction to the basic physical ideas behind complexity and other current concepts in

† Does not carry graduate credit for M.A., M.S. in physics. C OLLEGE OF L IBERAL A RTS AND S CIENCES 175

†Ph 431/531, 432/532 dispersal and removal of natural and man-made structures of metals and alloys; defects in struc- Electricity and Magnetism (4, 4) trace constituents in the atmosphere that deter- ture and the importance of them in determining Advanced study of electricity and magnetism mine the earth’s climate and the stratospheric the properties of metals; phase diagrams of alloy covering field and potential of charge arrays, ozone layer. Mass Balance Models for quantita- systems and examples of important systems; electrostatic field energy, images, multipoles, tive analysis of atmospheric composition and diffusion and phase transformations, emphasiz- Laplace’s equation, Biot-Savart and Ampere’s trends. Climate change and perturbations of ing the solid state; plasticity and fracture of laws, magnetic field energy, vector potential, stratospheric ozone in modern times. Lays a crystals; and corrosion. Recommended prereq- displacement current, dielectrics and their foundation for the understanding of the com- uisites: Ph 203, Ch 223. microscopic models, electromagnetic wave plex issues of climatic change and its many *Ph 484/584, 485/585, 486/586 equations, boundary conditions, energy radia- linkages and feedbacks. Questions regarding Physical Metallurgy Laboratory (1, 1, 1) tion, magnetic materials and their microscopic environmental policy and action are examined Experimental studies of the structure of metals models. Recommended prerequisites: Ph 312 in the light of current model results, their pre- by light microscope, X-ray diffraction, and and Mth 256. dictions and uncertainties. Recommended pre- microhardness techniques. Heat treatment of requisites: one year each of calculus and calcu- *Ph 434/534 metals and studies of the resulting structural Methods of Mathematical Physics (4) lus-based physics, introductory course in differ- changes. Corequisite: concurrent enrollment in A survey of methods of applied mathematics ential equations. Ph 481, 482, 483. used in modern physics, to include: vectors, *Ph 472/572 *Ph 490/590, 491/591 matrices, operators, and eigenvalues; perturba- Introduction to Nonlinear Dynamics and Cellular and Molecular Biophysics (4, 4) tion theory and series expansion; variation and Chaos (4) An introduction to the physical ideas and meth- optimization; numerical methods; transforms; Introduction to basic theoretical and experi- ods in the studies of biological phenomena, and special functions. Recommended prerequi- mental tools to study chaos and nonlinear organization, structure, and function at the cel- sites: Ph 312 and Mth 256. behavior. Desktop experiments and computer lular and molecular level. Atomic and molecular simulations of chaotic systems. Recommended structures, energy and interacting forces relating *Ph 440/540, 441/541 prerequisites: one year of general physics. Physics of Solid State Devices (4, 4) to cellular and molecular biophysics will be dis- This is a survey intended to provide the founda- †Ph 475/575 cussed. Recommended prerequisites: Ph 203, tion necessary for understanding of function, Stellar Astronomy Online for Educators (4) Bi 253, and Ch 223. Calculus, previously or technology and design of solid state devices, Class will access online materials in stellar astron- concurrently, is recommended. rather than their application. Topics will include: omy education to help current and prospective Ph 503 introduction to and application of concepts of science teachers update their knowledge of recent Thesis (Credit to be arranged.) quantum physics to solids, effect of periodicity developments in astronomy. Recommended pre- Ph 601 in solids on electron energy states, electron sta- requisite: one year of general physics. Research (Credit to be arranged.) tistics, metals, insulators, semiconductors and †Ph 476/576 Ph 603 superconductors, thermionic and field assisted Observational Astronomy (2) Dissertation (Credit to be arranged.) electron emission, electron scattering and mobil- Emphasis on hands-on activities and the observa- Ph 604 ity of charge carriers, intrinsic and extrinsic tion of our own night sky. Observation of plan- Cooperative Education/Internship semiconductors, quantitative treatment of p-n ets, sun, moon, globular clusters, galaxies, and (Credit to be arranged.) junction, diffusion and recombination of excess black holes. Observational techniques including Ph 605 carriers, quantitative treatment of electron injec- the use of telescopes, binoculars, and photogra- Reading and Conference tion, majority and minority components of the phy will be covered. Observational field trip to (Credit to be arranged.) junction current, breakdown, quantitative treat- an observatory at a dark sky site. Recommended Ph 606 ments of bipolar junction transistor, field effect prerequisite: one year of general physics. Special Problems/Projects (Credit to be arranged.) transistor and tunnel diodes, physics of metal- *Ph 477/577 semiconductor and metal-insulator-semiconduc- Air Pollution (4) Ph 607 tor junctions and devices, superconductivity and Air pollution meteorology needed to understand Seminar (Credit to be arranged.) superconducting devices, DC and AC Josephson air pollution, atmospheric dispersion models, Ph 610 effects, Josephson junctions, superconductive K-theory, box models and receptor models. Use Selected Topics (Credit to be arranged.) quantum interference devices. Recommended of simple computer models. This course is a *Ph 611, 612 prerequisite: Ph 312 or 318. foundation for the quantitative understanding Physics of Solids and Liquids (4, 4) of air pollution: At any point in the environ- The theory of mechanical, thermal, electrical, Ph 451/551, 452/552 magnetic, and optical properties of solids and Electron Microscopy (4, 4) ment (receptor), how much pollution is caused liquids. Recommended prerequisite: Ph 413. Electron optics theory, specimen preparation by a known source? If there are many sources, and experimental work with transmission and how much pollution does each source con- Ph 618, 619 scanning electron microscopes, Microchemical tribute at a receptor? Recommended prerequi- Quantum Mechanics (4, 4) analysis with an energy dispersive spectrometer. sites: Ph 213 or 223, one year of calculus, intro- A detailed discussion of the approximation Specimens from all the sciences. Two lectures, ductory course in differential equations. methods for solving the time-independent Schrödinger equation; scattering theory in terms one 3-hour laboratory period. Recommended *Ph 478/578 prerequisites: one year of general physics and Applications of Air Pollution Modeling (4) of stationary unbound states; time-dependent one year of any other science. Students work in teams to solve an air pollution theory including the perturbation method; the problem using dispersion and receptor model- two-level problem and its application to laser Ph 464/564 operation. Dirac’s formulation using bra and Applied Optics (4) ing techniques. It teaches the complementary ket; different time-evolution pictures; concept of An overview of optics and such principal appli- nature of receptor and dispersion modeling. density matrices; Berry’s phase; quantum theory cation as fiberoptics; chemical, biological, and Teaches the advantages and disadvantages of the of angular momentum; Feynman’s path integral physical sensors; optical information processing, two approaches to air pollution modeling when formulation; introduction to relativistic quan- acousto-optics; lasers and detectors. either approach is applicable. Students use tum mechanics; issues on the fundamental Recommended prerequisites: Ph 203 or 213 or established computer models and become profi- aspects of quantum mechanics including Bell’s 223, Mth 254. This course is the same as ECE cient in their use. Recommended prerequisite: theorem, the EPR paradox, hidden-variable the- 594; course may only be taken once for credit. Ph 477/577. ory; and Schrödinger’s cat problem. Ph 471/571 *Ph 481/581, 482/582, 483/583 Recommended prerequisites: Ph 411/511, 425. Atmospheric Physics (4) Physical Metallurgy (2, 2, 2) Cycles of trace gases in the earth’s atmosphere Introduction to principles of physical metallur- and their role in the environment. Emission, gy. Includes the atomic and crystalographic

† Does not carry graduate credit for M.A., M.S. in physics. 176 P ORTLAND S TATE U NIVERSITY

*Ph 624, 625 Prerequisites: Ph 431. This course is the same dynamics; ensembles in classical and quantum Classical Mechanics (4, 4) as ECE 635, 636, 637; course may only be systems; transport phenomena. Recommended Advanced treatment of analytical mechanics of taken once for credit. prerequisite: Ph 619 or 625. particles, systems of particles, and rigid bodies. *Ph 641, 642 Ph 679 Methods of Lagrange, Hamilton, and Jacobi. The Physics of Atoms and Molecules (4, 4) Advanced Atmospheric Physics (4) Symmetry and conservation laws. Radiation from atoms and molecules, Raman Advanced course to provide a working knowl- Recommended prerequisite: Ph 425. effect. Structure of one and many electron edge of base models for studying global change *Ph 626 atoms, Zeeman effect, Stark effect, Lamb shift, including the greenhouse effect, global warm- Hydrodynamics (4) hyperfine structure, line intensity. Quantum ing, stratospheric ozone depletion from man- The theory of fluids and continuous media. mechanics of diatomic and polyatomic mole- made chemicals, tropospheric chemistry of HO Equations of continuity, Euler’s equation, flow cules. Symmetry. Molecular electronic transi- and O3 and transport modeling. Recommended fields, and applications. Recommended prereq- tions. Valence and resonance. Recommended prerequisites: Ph 578. uisite: Ph 625. prerequisite: Ph 411. *Ph 631, 632, 633 *Ph 664, 665, 666 Electromagnetic Fields and Interactions (4, Statistical Mechanics (4, 4, 4) 4, 4) Foundations of statistical mechanics and kinetic Classical description of the electromagnetic theory; statistical interpretation of thermo- field: classical electron theory and plasmas.

Preprofessional Programs

Portland State offers courses which meet apply to undergraduate and graduate major offered at Portland State, as long as the preprofessional requirements of profes- health sciences programs offered at other he or she completes both Portland State’s sional schools within the Oregon State institutions. There are two types of pre- graduation requirements and those of the System of Higher Education and, in most professional health sciences programs at receiving professional institutions. cases, the requirements of out-of-state pro- Portland State – 1) transfer programs, and Professional health sciences programs that fessional schools as well. The program 2) bachelor’s degree programs. require or recommend that applicants earn schedules in this section are typical and Transfer programs are those in which a bachelor’s degree before matriculating will vary in individual cases. The majority students complete a set of prerequisite include the following: of preprofessional programs are based on courses at Portland State and then transfer Allopathic and Osteopathic Medicine the graduation requirements of other insti- to undergraduate professional health sci- Chiropractic Medicine tutions. Students choosing to continue at ences programs at other institutions to Dentistry PSU, rather than pursue a preprofessional complete their bachelor’s degrees. The stu- Naturopathic Medicine transfer program should meet with a facul- dents’ focus at Portland State is on fulfill- Occupational Therapy ty adviser to determine PSU graduation ing the receiving institutions’ admissions Optometry requirements. All preprofessional students requirements. Transfer programs include Pharmacy should check with a faculty adviser to the following: Physical Therapy keep current on all recent changes and Clinical Laboratory Science Physician Assistant remaining requirements. Dental Hygiene Podiatric Medicine Nursing Veterinary Medicine Radiation Therapy A typical pre-professional health sciences Pre-Professional Bachelor’s degree programs are those program, whether it is a transfer or a bach- designed to prepare students for masters elor’s degree program, includes but is not Health Sciences and doctoral programs in the health sci- limited to coursework in mathematics, Programs ences that require or recommend comple- biology, chemistry, physics, English compo- 503-725-3822, 491E Neuberger Hall tion of a bachelor’s degree prior to entry. sition, and sometimes social science. Advisers: M. Leonard, L. Marsh However, pre-professional Bachelor’s However, coursework varies, depending on degree programs at Portland State are not the admissions requirements of the institu- Professional advisers in the College of majors. Thus, students must a) select a tions granting the professional degrees. It is Liberal Arts & Sciences Advising Center major and fulfill Portland State’s gradua- essential that a student’s academic program administer programs designed to support tion requirements, and b) fulfill the pre- be planned with a College of Liberal Arts students’ efforts to prepare for and apply requisite coursework required by the pro- & Sciences health sciences adviser. to professional health sciences programs. fessional graduate programs to which they College of Liberal Arts & Sciences health Pre-professional health sciences programs plan to apply. Majors commonly selected sciences advisers work closely with students at Portland State University are not by pre-professional health sciences stu- to facilitate their ability to plan coursework majors. Rather, they are programs in dents include biology, chemistry, health and activities strategically; to integrate per- which students take advantage of advising, studies, science, social science and psy- sonal, academic, and career goals; to devel- coursework and resources all designed to chology. However, a student can select any op the ability to evaluate options and make support and guide students’ efforts to C OLLEGE OF L IBERAL A RTS AND S CIENCES 177

decisions; and to be aware of the available teachers choose from a wide range of Exceptional Learner (please see the resources across campus that can support majors to complete their undergraduate Elementary Education Minor on page 139). their efforts to gain admission to profession- degrees. Some traditional choices include Middle, junior, and high school educa- al health sciences programs. Advisers also an interdisciplinary major (such as arts tors: In addition to a strong liberal arts provide students with guidance on selecting and letters, science, social sciences, or lib- education, all students should complete a major, preparing for graduate admissions eral studies); specific disciplinary majors the requirements for their major in the tests such as the MCAT and GRE, organiz- such as English or History (especially endorsement area of their choice. Required: ing letters of recommendation, and writing those wishing to teach at the upper ele- Psy 311 Human Development; the personal statement for admissions mentary level); or Child and Family Recommended: ED 420 Introduction to applications. Studies In addition to meeting with the Education and Society, CI 432 Computer departmental adviser, students should Applications for the Classroom. meet with the elementary education advis- Agriculture er by visiting the College of Liberal Arts and Sciences Advising Center, 491E Forestry 503-725-3851 Neuberger Hall, (503)725-3822. Adviser: A. Yeakley 503-725-3851 Middle school education: Prospective mid- Freshman Year Credits Adviser: A. Yeakley FW S dle school teachers who have a preference Freshman Year Credits Bi 251, 252, 253 Principles of Biology 5 5 5 for teaching multiple subjects (as in elemen- FW S Ch 104, 105, 106 Introductory Chemistry 4 4 4 Ch 107, 108, 109 Introductory tary education) should follow advice from Bi 251, 252, 253 Principles of Biology 5 5 5 Chemistry Laboratory 1 1 1 the College of Liberal Arts and Sciences Ch 104, 105, 106 Introductory Chemistry 4 4 4 Mth 111, 1\12 Introductory College Ch 107, 108, 109 Introductory Mathematics 4 4 - (503-725-3822). Those who prefer to get a Chemistry Laboratory or 1 1 1 Mth 241 Calculus for Management content area specialization that may also for Forest Products or Forest Engineering: and Social Sciences or Mth 251 Ch 106 Introductory Chemistry Calculus I - - 4 apply to teaching at the high school should Wr 121 English Composition Ch 109 Introductory Chemistry Lab III (any term) 3 - - contact the pre-education academic adviser Ch 221, 222 General Chemistry PHE 295 Health and Fitness for Life in the academic department of choice. Ch 227, 228 General Chemistry Laboratory (any term) - 3 - Arts and letters or social science High school education: Prospective high Mth 251, 252, 253 Calculus 4 4 4 electives (any term) - 3 - Wr 121 English Composition school teachers should contact the pre- (any term) 3 - - education academic adviser within their PHE 295 Health and Fitness for Life (any term) - 3 - major department. Academic majors and Electives - - 3 K-12 Teacher their respective secondary endorsements Preparation are as follows: biology (biology and general science); physical education (physical Portland State University educates prospec- education); history, anthropology, sociolo- Law tive K-12 teachers in the Graduate School gy, philosophy, political science, geogra- For Liberal Arts and Sciences students: of Education. Teacher licensing is part of phy, and economics (social studies); health R. Kevin Hill, Philosophy, 503-725-3594 the Master of Education degree and is (health); mathematics (mathematics); achieved through the Graduate Teacher For Urban and Public Affairs students: English (English language arts); art (art); R.W. Lockwood, Administration of Education Program (GTEP) in the foreign languages and literatures (foreign Department of Curriculum and Instruction Justice, 503-725-4014; R. Lawrence, language); music (music); chemistry Political Science, 503-725-3921. (note: programs in bilingual education, (chemistry); physics (physics); business ESL, special education, library/media, and economics (business); drama (drama); Law schools in the United States, unlike counseling, adult education, and adminis- speech (speech). Note: A current adviser medical, dental, and other professional tration are also available in the Graduate list is available from the GTEP admissions schools, generally do not require specific School of Education and may be contacted secretary, 602 School of Education prelaw majors or particular courses of by calling 503-725-4619.) Building, and on the GTEP website. study in preparation for law school. They Undergraduates at Portland State do recommend that the prospective law University may prepare for competitive Graduate Teacher Education Program student acquire a broad liberal education admissions by consulting with appropri- advising: Students considering application providing a sound basic understanding ate advisers, by achieving high academic to the PSU GTEP should make an appoint- and appreciation of arts and letters, sci- standards in the recommended and ment to attend an advising session for ence, and social science. required courses for specialization and in prospective applicants by calling 503-725- All three Oregon law schools, Lewis & courses in liberal arts, and by document- 4619 or stop by the information desk on Clark, Willamette, and the University of ing successful experience with children in the second floor of the School of Oregon, and the major law schools in the public schools. Passing scores on Education Building. other states, now require that applicants teacher exams mandated by the Oregon Preparatory coursework for admission have a bachelor’s degree. Teachers Standards and Practices Early childhood and elementary educa- Valuable information about prelaw study Commission (TSPC) are also required for tors: Required: Art 312 Art in the and law school admissions is contained in entry into the GTEP. Elementary School; Lib 428/528 Children’s the Pre-Law Handbook, available at book- PRE-EDUCATION Literature, K-5; Mth 211, 212 and 213 stores, from Educational Testing Service, UNDERGRADUATE ADVISING Foundations of Elementary Mathematics; Box 944, Princeton, NJ 08540, and in the annual Law School Admission Test/Law 503-725-3822, 491E Neuberger Hall Music 381 Music Fundamentals; Psy 311 Adviser: K. DeVoll Human Development; Recommended: Ed School Data Assembly Service Information 420 Introduction to Education and Society; Book, available in the Department of Early childhood and elementary educa- Political Science and in the Counseling tion: Students who want to be elementary CI 432 Computer Applications for the Classroom; SPED 418 Survey of the and Testing Services offices. 178 P ORTLAND S TATE U NIVERSITY

Prelaw students are free to select their seek to understand the political, social, jects, and is in no sense a test of knowl- own undergraduate programs (there is no economic, and cultural institutions within edge about law. There is no standard “prelaw” major as such), but they are which the legal system functions. As illus- “passing score” on the test, for each law advised to choose broad cultural fields in trative of specific subjects (with PSU school makes its own evaluation of an which they have keen intellectual interests, course numbers) which may be helpful applicant’s admissibility, using the LSAT such as economics, history, literature, math- toward that end, the following are suggest- score, GPA (grade point average) and such ematics, philosophy, political science, sci- ed with a reminder that they are not pre- other factors as it deems relevant. ence, or sociology, to suggest only some requisites for law school admission: intro- Competition for admission to law examples. Business administration and ductory economics (Ec 201, 202); ethics schools is very keen; thus high grade point administration of justice, when strongly (Phl 202, 445, 446, 447); U.S. history averages and high LSAT scores are very supplemented with work in arts and letters, (Hst 201, 202); legal history, constitutional desirable. Many law schools use the LSAT science or social science, are also suitable. history (Hst 410, 407); political theory (PS score and the GPA in computing a total Students are cautioned not to have a large 381, 482); constitutional interpretation, numerical score which constitutes one number of ungraded or pass/no pass cred- constitutional law, the judicial process (PS important factor in determining admissi- its. Law schools also advise against concen- 321, 422, 423, 407); administration of bility. In such a computation a higher tration in courses given primarily as voca- justice (AJ 420, 440, 460); psychology score on the LSAT can help to offset a tional training. Whatever the undergraduate (Psy 204); general sociology (Soc 200). In lower GPA or vice versa. Although the program, prelaw students should develop addition, many law schools recommend LSAT may be repeated, that is generally as fully as possible the ability to read with taking a course in accounting principles. advisable only if there is strong reason to understanding, to think logically, and to Completion of the Law School believe that the test score was due to fac- express themselves clearly and cogently in Admission Test (LSAT), administered tors other than basic aptitude, such as ill- written and oral work. The importance of nationally by the Educational Testing ness or extreme nervousness. When the analytical skills in dealing with concepts, Service, is required by nearly all law LSAT is repeated, law schools customarily abstract ideas, and complex fact situations, schools. It is given at Portland State five average the test scores. Information con- and of communications skills, cannot be times each year, but should be taken at the cerning the exact test dates is available overemphasized, for lawyers must be able earliest possible date in the student’s sen- from Counseling and Testing Services and to research, analyze, and communicate. ior year. The test measures writing ability the law advisers, Departments of Political And since law is a part of the larger and general aptitude for legal studies. It Science and Administration of Justice. social order, the prelaw student should does not test knowledge of specific sub-

Psychology

317 Cramer Hall cine, or the ministry who seek a working In addition to meeting the general 503-725-3923 knowledge of psychological principles. University degree requirements, the stu- www.psy.pdx.edu/ dent must meet the following requirements for major: B.A., B.S. Admission requirements Credits Minor Admission to the department is based on M.A., M.S. Psy 200, 204...... 8 general admission to the University. See Psy 321 ...... 4 Ph.D. in Systems Science—Psychology page 39 for more information. Upper-division psychology courses (300- and 400- Ph.D.—Participating department in Urban level), including 16 credits from courses listed as Studies Doctoral Program 410 to 498, and excluding courses numbered 399 Degree requirements and 401 to 409, inclusive...... 36 Sub-total in psychology 48 Requirements for major. The major in Stat 243...... 4 Undergraduate psychology requires a minimum of 48 Stat 244...... 4 credits in the field. Students must com- Total 56 programs plete the required courses in statistics Psy 201, 202, and 203 are the equivalent The program in psychology has been before taking any 400-level course or any of Psy 200 and 204; therefore, credit will planned with the idea that all students, course with statistics as a prerequisite. not be given for 200 and 204 if a student regardless of major, will have to solve sig- All students majoring in psychology, has been given credit for 201, 202, and 203. nificant psychological problems in their especially those that are considering grad- All majors are encouraged to begin their relations with others, at home and at uate work in psychology, are encouraged work in statistics as soon as possible in work, in their personal decisions, and in to plan their program with an adviser from preparation for Psy 321, which is a prereq- their efforts to understand the problems the Department of Psychology no later uisite for many of the upper-division and processes of society. The program than the beginning of their first term of courses. Besides taking courses in a range serves students intending to do profession- junior standing. of subjects in psychology, majors are also al work in the field; liberal arts majors It is recommended that freshmen not encouraged to take courses in human cul- who are interested in psychology as part of enroll in psychology courses unless they a liberal arts education; and students of ture and society, human biology, and phi- have a B average (3.00 GPA) or above in losophy of science. other social sciences or in a professional high school. field such as business, education, medi- C OLLEGE OF L IBERAL A RTS AND S CIENCES 179

All courses submitted to satisfy the Organizational, and Applied Social/ Doctor of Philosophy in applied psy- requirements for a major in psychology, Community Psychology. The aim is to pre- chology. Candidates for the Ph.D. in including the mandatory math courses, pare graduates for research and service applied psychology must earn a minimum must be passed with a grade of C- or roles in a variety of settings such as gov- of 108 credits in approved graduate cours- above. Courses taken under the undiffer- ernment agencies, businesses, educational es. Candidates will undertake a program of entiated grading option (pass/no pass) will systems, and hospitals. It should be noted study determined in consultation with an not be accepted toward fulfilling depart- that the graduate program in psychology advisory committee. The doctoral program ment major requirements. does not offer graduate degrees in clinical is equivalent to the two-year master’s pro- Students considering graduate work in or counseling psychology. gram described above plus additional psychology should be especially well pre- required courses: pared in mathematics and should take the Admissions Comprehensive examination. The com- sequence in experimental psychology (Psy prehensive exam is comprised of exams in 454, 455). They should consider partici- requirements the major area, the minor area, and pating in research with a faculty member. Applications may be made to either the research methods. They are encouraged to develop breadth doctoral (Ph.D. in Applied Psychology) or Dissertation. The student must submit by pursuing interests in diverse fields out- the terminal master’s degree (M.A. or M.S. and defend the dissertation at an oral side psychology before beginning the in Psychology) programs. Those admitted examination. greater specialization of graduate work. to the master’s program may later apply for In addition to requirements for major in admission to the doctoral program, condi- psychology, a student considering graduate tional upon demonstrated competence at Courses work in psychology should take the fol- the master’s level. Applicants to either pro- lowing recommended courses: Mth 241; gram are expected to have had preparation Courses with an asterisk (*) are not offered every year. Bi 101, 102, 103, (104, 105, 106); Psy in experimental psychology and methods Note: Nonmajors can satisfy the 200-level psycholo- 427, Psy 454, and Psy 455. of data collection and analysis, in addition gy prerequisites for upper-division psychology cours- Requirements for minor. es by taking either Psy 200 or 204. Majors must To earn a to content areas in psychology. Admissions take both Psy 200 and 204. Psy 201, 202, and 203, minor in psychology a student must com- granted to applicants who do not meet are the equivalent of Psy 200 and 204; therefore, plete 28 credits (8 credits of which must these requirements may be conditional credit will not be given for 200 and 204 if a student be taken in residence at PSU), to include upon completing remedial coursework. has been given credit for 201, 202, and 203. the following: Applicants should provide the following Psy 200 Credits documents: Graduate Record Examination Psychology as a Natural Science (4) Psy 200, Psy 204...... 8 scores (i.e., GRE scores for verbal, quanti- Covers the scientific foundations of human 20 credits in 300 or 400-level psychology courses tative, and analytic abilities); three letters behavior in areas such as physiological and bio- (excluding 399)...... 20 logical psychology, cognitive, moral, and emo- of recommendation from individuals Total 28 tional development, sensation and perception, knowledgeable about the applicant’s abili- consciousness, learning, thinking and memory. All courses submitted to satisfy the ties (preferably from faculty members at Also focuses on issues in experimental design requirements for a minor in psychology colleges or universities attended); tran- and teaches students how to critically evaluate must be passed with a grade of C- or scripts; and a 500 to 1000-word statement psychological research. above. Courses taken under the undiffer- of academic and personal goals. The psy- Psy 204 entiated grading option (pass/no pass) will chology subject test of the GRE is not Psychology as a Social Science (4) not be accepted toward fulfilling depart- required. Completed applications should Explores human individuality and the social ment minor requirements. be received by January 15 for admission context of behavior. Topics include intelligence, the following academic year. personality, motivation, social psychology, cop- SECONDARY EDUCATION PROGRAM ing with stress, and psychological disorders. Adviser: C. Smith Describes theories and research findings in the (See General Studies: Social Science, page 141) Degree requirements context of social issues and introduces students Master of Arts or Master of Science. to challenges of psychological measurement. Candidates for the master’s degree must Recommended as a first psychology course for Graduate programs earn a minimum of 56 credits in approved both majors and nonmajors. graduate courses, including thesis. Psy 207 The Department of Psychology offers work Proficiency in a foreign language is Introduction to Applied Psychology (4) leading to the degrees of Master of Arts and required for the Master of Arts degree, but A survey of selected applications of concepts and methodologies from the different areas of psy- Master of Science. The department also not for the Master of Science degree. offers a Ph.D. in Applied Psychology. In chology such as experimental, industrial/organi- Students’ individual programs are deter- zational, social, and developmental. addition, the Department of Psychology mined in consultation with their advisers. Recommended prerequisites: Psy 200, 204. participates in the Urban Studies Ph.D. pro- The required coursework for the master’s Psy 299 gram. For information relating to the Ph.D. program is as follow: Special Studies (Credit to be Arranged.) program in urban studies, see page 344. Credits Prerequisite: Psy 204. Graduate training in psychology at Psy 521/621, 522/622...... 10 Psy 300U Portland State University provides a sound Psy 514/614, 515/615, 516/616, 517/617 Personal Decision Making (4) basis in traditional areas of psychology, (Three from this list) ...... 12 Electives ...... 22 How to make wiser decisions. Ways to think while emphasizing applications of psycho- Practicum/Research ...... 4 more creatively and more logically in making logical theory and research to problems of Thesis ...... 8 both everyday choices and major life decisions. contemporary society. Total 56 Instruction and hands-on experience. The program focus is on applied psy- Psy 310U chology with an emphasis on three areas: Thesis. The student must submit and Psychology of Women (4) Applied Developmental, Industrial/ defend the thesis at an oral examination. Review and evaluate assumptions underlying psychological research on women. Survey the 180 P ORTLAND S TATE U NIVERSITY

research in areas such as the development of sex results in relation to current theory. Psy 399 differences, acquisition of gender roles and Recommended prerequisite: 4 credits in Special Studies (Credit to be arranged.) maintenance of gender stereotypes. Explore the 200-level psychology. Psy 401/501 pertinence of these findings to topical areas Psy 347 Research (Credit to be arranged.) such as women’s work roles, women and mental Perception (4) Consent of instructor. health, and the women’s movement. Recom- Introduction to the principles and theories of Psy 404/504 Cooperative mended prerequisite: 4 credits in psychology. visual and auditory perception. Topics include Education/Internship Psy 311U sensory pathways, color perception, perceptual (Credit to be arranged.) Human Development (4) illusions, and the role of knowledge and cogni- Psy 405/505 Development of the individual across the life- tive factors in perception. Recommended pre- Reading and Conference span, from conception to death. Surveys the requisite: Psy 200. (Credit to be arranged.) biological bases and social contexts of develop- Psy 348 Consent of instructor. mental processes (e.g., cognitive, social, emo- Cognition (4) Psy 407/507 tional development). Implications of research Processes by which we form representations of Seminar (Credit to be arranged.) for education, parenting/family relations, and reality, and strategies we use for manipulating Consent of instructor. social policy. Recommended prerequisites: those representations in order to explore possi- Psy 409/509 Psy 200 and 204, or appropriate Sophomore ble actions and outcomes. Includes topics in Practicum (Credit to be arranged.) Inquiry course. perception, attention, memory, imagery, lan- Supervised psychological practice including Psy 317 guage, comprehension, problem solving, cre- observing, studying, and participating in the Personal and Social Adjustment (4) ative thinking, judgment, reasoning, and deci- activities of private settings or community serv- Traces the course of normal adjustment with sion making. Recommended prerequisite: ice agencies such as: schools, mental health special interest in those factors which are 4 credits in 200-level psychology. clinics, correctional agencies, and day care cen- instrumental in shaping human behavior. Psy 350 ters. Supervision may include guided reading, Concepts such as emotional maturity, psycho- Counseling (4) daily journals, and evaluative reports. logical stress, and maladjustment are consid- A survey of counseling and interviewing proce- Psy 410/510 ered. Recommended prerequisite: 4 credits in dures, contributions of psychological theory to Selected Topics (Credit to be arranged.) 200-level psychology. counseling techniques. Recommended prerequi- *Psy 427/527 Psy 321 site: 4 credits in 200-level psychology. History and Systems of Psychology (4) Research Methods in Psychology (4) *Psy 357 A survey of the history of psychology and of Study of methods for evaluating the quality of Comparative Psychology (4) past and current theoretical approaches in psy- psychological measurements, including various A study of the behavioral differences and simi- chology. Study of the historical roots of current concepts of reliability and validity, and item larities within the phylogenetic scale. Emphasis theories in perception, learning, motivation, analysis techniques; common sources of invalid- on the examination of the evolution of the personality and other fields. Recommended pre- ity in the interpretation of psychological data; behavior of individuals and species, paying par- requisites: Stat 243 and 244, at least 18 credits strategies of selecting and analyzing observa- ticular attention to the basic concepts of psy- in psychology, including Psy 321. tions which minimize these sources of invalidi- chology, such as sensation, perception, learning, *Psy 430/530 ty. Recommended prerequisites: Stat 243, 244, and social processes. The role of animals in the- Applied Social Psychology (4) and 4 credits in psychology. ories and as models for human behavior. Explores current and potential applications of Psy 340 Recommended prerequisite: 4 credits in 200- social psychological theories and research meth- Principles of Behavior Analysis (4) level psychology. ods, with a focus on work conducted in field A course in the concepts of behavior analysis. *Psy 360 settings. As a final project, each student exam- Includes presentation of respondent and oper- Industrial/Organizational Psychology (4) ines an applied area of their own choosing (pre- ant conditioning, extinction, response differenti- The scientific study of human behavior in work vious projects have focused on normative role ation, schedules of reinforcement, shaping, settings, covering the adjustments people make transitions, responses to natural disasters, politi- escape and avoidance behavior, stimulus dis- to the places they go, the people they meet, and cal attitudes, conflict resolution, and intergroup crimination, punishment and similar concepts. the things they do in their occupational activi- relations). Recommended prerequisites: The course is intended to provide the student ties of all types. Recommended prerequisite: Stat 243 and 244, Psy 321, 342, or 343. with a thorough introduction to a developing Psy 200 or 204. Psy 431U technology of behavior. Psy 361 Psychology of Men and Masculinities (4) Psy 342, 343 I, II Industrial Psychology (4) Reviews various social and personality theories Social Psychology (4, 4) Overview of the scientific study of people in that describe the psychology of men and the Analysis of the psychological and sociological work settings, including job analysis, the meas- diverse forms and expressions of masculinity processes in social interaction and in various urement of individual differences for hiring and across cultures. Applies these theories to a wide forms of group behavior. Particular attention to promoting workers, the assessment of employee range of issues in men’s lives, including emo- social cognition, roles, and to group origins, performance through performance appraisal tions, health, work and family roles, sexuality, functions, ideology, membership, and leader- systems, and employee training. Course con- relationships, and violence. Prerequisites: four ship. Recommended prerequisites: Soc 200, or tains a substantial component focused on appli- credits in psychology. Psy 200 or 204, for 342; Soc 342 or Psy 342 for cation through a community-based learning or *Psy 432 343. Credit will not be given for both Soc 342 class project. Personality (4) and Psy 342, or both Soc 343 and Psy 343. Psy 362 Personality structure and theory. Recommended Psy 345 Organizational Psychology (4) prerequisite: Stat 243 and 244, eight credits in Motivation (4) Overview of the scientific study of people in psychology, including Psy 321. A course on the causes for acquiring, choosing, work settings, including work motivation, lead- *Psy 433 or persisting in specific actions within specific ership, organizational change and development, Introduction to Psychological Testing (4) circumstances. Students review the conditions, group processes, work and family issues, stress, Covers theoretical and practical issues related to principles, and theories of motivation. job attitudes, and occupational health psycholo- psychological tests used in educational, organi- Recommended prerequisite: Psy 200 or 204. gy. Course contains a substantial component zational, and clinical settings. Testing areas cov- Psy 346 focused on applications such as community- ered include intelligence, personality, values, Learning (4) based learning or class projects. interests, moral development, aptitudes and Conditions, principles, and theories of learning. psychological disorders. Students will learn how Assessment of experimental methods and to evaluate the quality of a psychological test C OLLEGE OF L IBERAL A RTS AND S CIENCES 181

and how to make informed choices about *Psy 447/547 Psy 461/561 whether a test is appropriate for a particular set- Personnel Psychology (4) Psychology Of Adolescence And Early ting. Recommended prerequisites: Psy 321 and How individual differences affect work behavior Maturity (4) Stat 243 and 244. and task performance and how psychologists Development of the individual from puberty to early adulthood. Theory and research pertaining Psy 434/534 measure and predict such differences. Covers Introduction to Psychopathology (4) the development, administration, and utility of to adolescent development. Recommended pre- Course content will survey the development of modern instruments for selection and appraisal. requisites: Stat 243 and 244, Psy 311 and 321. modern ideas of mental illness, the origins of Data combination strategies and decision mak- Psy 462/562 mental illnesses, the diagnostic system and the ing in personnel systems are discussed. Psychology of Adult Development and clinical syndromes, and methods of treatment of Recommended prerequisites: Stat 243 and 244, Aging (4) neuropsychiatric disorder. This course does not Psy 321 and 360 or 361. Development of the individual from early adult- produce diagnosticians of mental illness but is a *Psy 448/548 hood through old age. Theory and research preparation for the clinical study of diagnosis. Psychology of Work Motivation (4) focusing on adult development from a life-span Recommended prerequisites: Psy 200, 204, Examination of the role that motivation plays in perspective. Recommended prerequisites: Stat 243 and 244, and at least 6 additional initiating, guiding, and maintaining work Stat 243 and 244, Psy 311 and 321 plus one of credits in psychology, including Psy 321. behaviors. Discussion of job attitudes, emotion- the following: Psy 459, 460, or 461. *Psy 436/536 al intelligence, personality factors, socialization *Psy 464/564 Performance Appraisal and Feedback (4) and culture, effects of participation, careers, job Developmental Psychopathology (4) Applications of psychological concepts to the enrichment, re-engineering, and power and pol- Study of the origins and course of individual development of performance appraisal systems in itics. Recommended prerequisite: Psy 321. patterns of behavioral adaptation and maladap- organizations. Topics include job analysis, cogni- *Psy 449 tion. Application of developmental principles to tive processes in performance appraisal, types of Survey of Human Factors (4) an understanding of social, emotional, and con- rating scales, rater training methods, technical An introduction to systems analysis concepts. duct disorders of children and their outcome in aspects of developing a performance appraisal An examination of the role of man and his adult life. Recommended prerequisites: Stat 243 system, performance feedback, individuals’ reac- interrelationships with complex man-machine and 244, Psy 321 and 434 plus 8 credits in tions to performance feedback factors related to systems. Topics include: man-machine systems, courses numbered Psy 459-461. the perceived accuracy of performance feedback. visual and auditory presentation of information, *Psy 465/565 Recommended prerequisites: Stat 243 and 244, design of controls, layout of work places, effects Applied Developmental Psychology (4) Psy 321 and 360 or 361. of environment on human performance, and the Theory, methods, and research in selected areas *Psy 440/540 physical limits of human performance. of applied developmental psychology. Group Process (4) Recommended prerequisites: eight credits in Recommended prerequisites: Stat 243 and 244, A course on the psychology of small groups. psychology; Stat 243, 244, and Psy 321. Psy 311 and 321 and consent of instructor. Topics will include but not be limited to: inter- *Psy 451/551 *Psy 467/567 personal attraction, stages of group develop- Physiological Psychology (4) Work and Family (4) ment, group structure, coalition formation, per- Anatomical and physiological properties of the An examination of the effects of work on family, sonal power, leadership, group decision making nervous system in relation to fundamental con- and family on work, in contemporary society. and problem solving, intergroup relations and cepts in psychology. The emphasis is on an Includes study of dual-career and dual-work the principles of negotiation. Recommended overall view of neurophysiological properties families, effects of maternal employment on prerequisite: Stat 243 and 244, Psy 321, gradu- relevant to psychological functions: sensation, children, impact of child care and elder care on ate standing or consent of instructor. perception, attention, learning, motivation, the workplace, and parental leave and other *Psy 444/544 emotion, activation, and motor responses. workplace supports for families. Implications of Job Analysis (4) Recommended prerequisites: Stat 243 and 244, research for social policy. Recommended prereq- Methods (e.g., interviews, surveys) used to collect Psy 321 plus either Psy 345, 346, 347, or 348. uisites: Stat 243 and 244, Psy 311 and 321. information about jobs for use in human resource Psy 454, 455 *Psy 468/568 functions such as personnel recruitment and Experimental Psychology (5, 4) Social Development (4) selection, training, performance appraisal, and Principles of experimental design, evaluation of Development of individual’s social relationships compensation. Such information is also used to research methods, formulation and testing of from infancy to adolescence. Theory and research develop job descriptions and specifications. hypotheses using research procedures, use of pertaining to social development from an interac- Course contains a community-based learning statistical software for analyzing the research tional perspective. Recommended prerequisites: component. Students participate in a full job data, writing a research manuscript using APA Stat 243 and 244, Psy 311 and 321 and one of analysis including data collection, analysis, and form. Recommended prerequisites: at least the following: Psy 459, 460, 461, or 462. interpretation. Recommended prerequisites: 12 credits in psychology including Psy 321 and *Psy 471/571 Stat 243 and 244; Psy 321 and 360 or 361; or at least one of the following: Stat 243 and 244. Health Psychology (4) comparable Business Administration courses. Psy 459U Study of the social and psychological influences *Psy 445/545 Infant Development (4) on how people stay well, why some people Employee Development (4) Development of the individual from conception become ill, and how persons respond to illness. Covers the application of psychological princi- to age two. Theory and research pertaining to Particular attention to the stress process. ples to employee training and development. infant development. Recommended prerequi- Recommended prerequisites: Stat 243 and 244, Topics include organization, job, and person sites: Stat 243 and 244; Psy 311 and Psy 321. plus 12 credits in psychology, including Psy 321; analysis; program design; the application of Psy 460/560 Soc 200 may be substituted for 4 of these credits learning principles to enhance training effective- Child Psychology (4) and PHE 223 may be substituted for 4 of these ness; evaluation of training programs; and Development of the individual from conception credits. employee training and development methodolo- through childhood. Theory and research pertain- *Psy 478/578 gy. A heavy emphasis is placed on current psy- ing to child development. Recommended prereq- Leadership and Group Effectiveness (4) chological research. This course may include a uisite: Stat 243 and 244, Psy 311 and 321. Study of leadership in small groups with an community-based learning component. emphasis on interpersonal influence processes. Recommended prerequisites: Stat 243 and 244; Leadership is viewed as statements or actions Psy 321 and 360 or 361. intended to influence a group’s efforts toward goal setting and achievement. Includes discussion of leadership training/development, and self-awareness of style. Recommended prerequisite: Psy 321. 182 P ORTLAND S TATE U NIVERSITY

*Psy 479U *Psy 487/587 Psy 516/616 Women and Organizational Psychology (4) Life-span Development (4) Advanced Industrial/Organizational Examines the relationship between gender and Theories and methodology for the study of Psychology (4) work in different kinds of organizations across processes and change in life-span developmen- Theory, methods, and selected topics in indus- the economy. Focus is on the ways that gender tal perspective. Practical implications of differ- trial/organizational psychology. influences such experiences as stress, hiring and ent perspectives for theories and research Psy 517/617 career development, leadership opportunity, regarding human development. Recommended Advanced Applied group interactions and organizational relation- prerequisites: Stat 243 and 244, Psy 311 and Experimental Psychology (4) ships, and the ways the greater understanding 321 plus 8 credits in courses numbered Theory, methods, and selected topics in of gender/work interactions can influence indi- Psy 459, 460, 461, or 462. advanced applied experimental psychology. vidual experience and result in strategies for Psy 492/592 Psy 518/618 change. Recommended prerequisites: Stat 243 Decision Psychology (4) Ethics and Professional Issues in Applied and 244, Psy 310 and 321. Normative and descriptive models for structur- Research and Practice (4) Psy 480/580, 481/581, 482/582 ing decision problems, evaluating consequences Examines ethical issues of importance to Community Psychology (4, 4, 4) of alternative courses of action, thinking about applied psychologists with special attention to Applications of basic psychological knowledge probability and causation, and choosing among the use of human subjects in psychological and methods to community problems. Course alternatives. Recommended prerequisites: research. Addresses ethical issues in professional includes identification of the psychological Stat 243 and 244, Psy 321 and 348. relationships and in the teaching of psychology. aspects of human problems in the community, Psy 493/593 *Psy 519 the use of psychological procedures for evaluat- Decision Making Laboratory (4) Field Experimental Methods (4) ing the individual and the individual’s psycho- Practice in the use of judgment techniques and Problems of designing an experimental investi- logical environment, and the search for tech- decision software to structure decision prob- gation of psychological phenomena in a natura- niques for promoting psychological change lems, evaluate alternative courses of action, per- listic field setting. Course requirements include under these conditions. Field projects will form sensitivity analyses, and prepare presenta- the design of a realistic research proposal. include contact with community resources in tions. Wherever possible, practice will be on Extensive use is made of instructor experience the fields of health, education, and welfare such current decision problems in field settings. with field experimental studies in the field of as poverty projects, mental health clinics, etc. Recommended prerequisites: Psy 491/591, mental health. Prerequisite: graduate status in Completion of Psy 480 is prerequisite for enroll- 492/592. psychology or urban studies. ment in Psy 481, and completion of Psy 481 is Psy 495/595 *Psy 520 prerequisite for enrollment in Psy 482; all three Psychological Test Construction (4) Methods of Psychological Assessment (4) must be taken during the same academic year. Problems and methods in the construction of Formulation of problems that can be answered Psy 480, 481, 482 is a true sequence in which tests for the measurement of psychological vari- by tests. Reliability, validity, and standardization work in each succeeding course depends on ables. The issues of reliability, validity, item of measurement, test fairness; methods of iden- work done in the preceding one. This includes analysis, standardization will be studied. tifying assessment tools (tests, etc.) appropriate practicum experience which culminates over a Students learn about the development of a psy- to specific testing or assessment problems are 9-month period covered by the three courses in chological scale by participation in all facets of also considered. Prerequisite: Stat 243. sequence. Recommended prerequisite: Stat 243 actual test construction. Recommended prereq- and 244, Psy 321 and consent of instructor. Psy 521/621 uisites: Stat 243 and 244, Psy 321 plus 12 addi- Univariate Quantitative Methods (5) Psy 484/584 tional credits of psychology. Survey of topics in univariate quantitative meth- Principles of Behavior Modification (4) *Psy 497/597 ods, including: graphical displays, descriptive A survey of recent developments in the applica- Applied Survey Research (4) statistics, statistical inference, group compar- tion of behavior theory to problems of psycho- Provides theoretical framework for and experi- isons, analysis of variance for between group logical adjustment. The course includes treat- ence in design, execution, and interpretation of and factorial designs, correlation, regression, and ment of the behavioral concept of “abnormal,” social surveys including sampling procedures, analysis of association for categorical variables. and the development of a technology of behav- questionnaire design, interviewing techniques, ior therapy. The course is intended for advanced Psy 522/622 coding and computer analysis, and report writ- Multiple Regression and Multivariate students in psychology, social work, special ing. Recommended prerequisites: Stat 243 and Quantitative Methods (5) education, speech pathology, and nursing. 244, Psy 321. Exploration of statistical methods with several Recommended prerequisites: Stat 243 and 244; variables, including: simultaneous and hierar- Psy 321, 340 or 346, 434. *Psy 498/598 Field Observation Methods (4) chical regression, discriminant analysis, multi- Psy 485/585 Applied experience in the major methodological variate analysis of variance, analysis of covari- Self-modification of Behavior (4) techniques of field observation, as well as the ance, and logistic regression. SPSS will be used The technology of self-change developed within key problems of validity and reliability as they for conducting analyses and students will gain the framework of behavior modification theory, arise while developing a behavioral observation experience in writing journal quality results and including relevant ethical and theoretical issues, system. Recommended prerequisites: Stat 243 discussion sections. specific techniques of change and the applica- and 244, Psy 321, plus 12 upper-division cred- Psy 523/623 tion of these techniques within a systematic its in psychology. Factor Analysis and Covariance Structure program development model. Recommended Modeling (5) prerequisites: Stat 243 and 244, Psy 321, 340, Psy 503 Thesis (Credit to be arranged.) Introduction to factor analysis and covariance 346 or 484. structure modeling, topics include common fac- Psy 514/614 *Psy 486/586 Advanced Applied Social Psychology (4) tor analysis, principal components analysis, con- Human Performance Theory, methods, and selected topics in firmatory factor analysis, mediator models, mod- and Mental Workload (4) advanced applied social psychology. erator models, model modification, research Introduction to mathematical and conceptual issues in building and confirming models. theories of how the human performs simple and Psy 515/615 Psy 524/624 complicated tasks. Topics include signal detec- Advanced Applied Developmental Psychology (4) Research Design in Applied Psychology (4) tion theory, information theory, reaction time, Process of exploring how key social/community, attention, effort. Measures and theories of men- Theory, methods, and selected topics in advanced applied developmental psychology. organizational, and developmental concepts tal workload will be discussed as well as what shape the conceptualization and design of leads to cognitive overload and how it can be research in applied psychology. Students con- altered. Recommended prerequisites: Psy 321, ceptualize and construct three alternative study Stat 243 and 244, and 12 credits of psychology. C OLLEGE OF L IBERAL A RTS AND S CIENCES 183

designs employing the relevant concepts. work setting for the purpose of enhancing individ- ment, including the family, schools, and day Explore basic design issues such as control, cau- ual development and improving organizational care. Involves data gathering, analysis, and/or sation, confounding, contrasts, and threats to performance. Issues in consultant-client relation- reporting results of research conducted in a validity; measurement; and the use of key con- ships, specific change methods, and system ramifi- field setting. Emphasis on applied issues related cepts such as organizational context, social cations of guided change using the action research to research design, data collection, data analysis, interactions, dynamics, levels of analysis, and model are integrated throughout the course. and scientific writing. systems in psychological theory and research. Psy 537/637 Psy 562/662 *Psy 528/628 Qualitative Research Methods Research in Applied Social/Community Seminar in Applied Developmental in Psychology (4) Psychology (4) Psychology (4) Introduction to qualitative research methods in Conducted in collaboration with an approved Theory and research in selected topics in psychology. Covers epistemology, research design, faculty research mentor. Research areas may applied developmental psychology. data collection techniques, narrative analysis, include social relationships and health behav- *Psy 529/629 computer-aided analysis of text, qualitative iors; social relationships and subjective well- Psychological Issues in Later Life (4) research ethics, and writing/reporting of research. being; community-based interventions; self-help Methodological, theoretical and empirical issues Includes field research project in the community. groups; social psychological perspectives on in research on psychology and aging. Topics Psy 546/646 social movements; gender issues; family vio- include cognitive processes, family and caregiv- Personnel Selection (4) lence; and prevention. Involves data gathering, ing relationships, environmental issues and psy- Technical and theoretical issues involved in analysis, and/or reporting results of research chological predictors of successful aging. selecting the appropriate worker to fit a job. conducted in a field setting. Emphasis on Emphasis is on encouraging students to develop Includes current research and theory in test applied issues related to research design, data their own research project in the field of psy- development, test validation, selection methods, collection, data analysis, and scientific writing. chology of aging. Prerequisite: admission to a and criterion development. Heavy emphasis on Psy 563/663 graduate program or Graduate Certificate in psychological measurement (e.g., reliability and Research in I/O Psychology (4) Gerontology program. validity) and the legal issues involved in hiring Conducted in collaboration with an approved *Psy 532/632 and promoting employees. Prerequisite: admis- faculty research mentor. Research areas may Clinical Interviewing (4) sion to the psychology graduate program. include: personnel psychology; work motivation Introduction to principles and techniques of *Psy 554/654 and leadership; training and development; orga- interviewing. Focus on clinical applications in Social Psychology of Mental Health (4) nizational development and change; organiza- organizational settings. Participants in this seminar will explore these tional behavior; and occupational health psychology. Involves data gathering, analysis, *Psy 533/633 questions: What are appropriate definitions of Contemporary Social Psychology (4) mental health and mental illness? How is psycho- and/or reporting results of research conducted Current knowledge of social psychology present- logical health related to subjective well-being? in a field setting. Emphasis on applied issues ed with an emphasis on what the field can con- How do social structural, social role, interperson- related to research design, data collection, data tribute to understanding contemporary social al, and personality factors affect psychological analysis, and scientific writing. problems and issues. Major topics will include health? How is mental health affected by the Psy 589/689 the nature of social interaction, the relationship stress process? Prerequisite: graduate status. Adult Socialization (4) of attitude and behavior, and group processes. Psy 561/661 This course examines the acquisition of social Areas of application will include social helping Research in Applied Developmental roles in adulthood. Two themes prevail: stages networks and the relationships of social psychol- Psychology (4) of socialization; and levels of transmission of ogy to law, health, and the environment. Conducted in collaboration with an approved social norms (cultural, organizational, and inter- Prerequisite: admission to a graduate program in faculty research mentor. Research areas may personal). Prerequisite: graduate status. psychology, systems science, or urban affairs. include prosocial, social, cognitive, and motiva- Psy 594 *Psy 535/635 tional development, attachment, peer groups, Mathematical Models in Psychology (4) Psychological Consulting in Organizations (4) parenting, teaching, early literacy, identity, Introduction to the use of probability theory Psychologically-based theories and techniques aging, coping, self-system processes, and the and elementary functions in models for psycho- aimed at the planned change of organizational social and cross-cultural contexts of develop- logical processes: applications include decision analysis, psychophysics, and descriptive and theoretical applications of Markov chains in the study of learning and interpersonal interactions. Psy 601 Research (Credit to be arranged.) Consent of instructor. Psy 604 Internship (Credit to be arranged.) Psy 605 Reading and Conference (Credit to be arranged.) Consent of instructor. Psy 607 Seminar (Credit to be arranged.) Consent of instructor. Psy 610 Selected Topics (Credit to be arranged.) 184 P ORTLAND S TATE U NIVERSITY

Science Education 218 Science Building II ence inquiry through an active research Sci 310-349 Science 503-725-4243 program. Graduate students work with fac- Cornerstone www.cse.pdx.edu/ ulty advisers to develop and carry out sci- These courses have embedded laboratory ence education research investigations. The Minor in History and Philosophy of and/or field activities. The courses are program must include a minimum of 45 Science. For the requirements for this designed for students who are not majoring in credits in approved graduate courses, to interdisciplinary minor, see History. science and are seeking to meet the new labo- include a minimum of 24 credits in the ratory-based science course requirements for The mission of the Center for Science area of concentration and at least 9, but no the PSU Bachelor of Science degree. These Education (CSE) is to enhance science more than 15, education credits. As part of courses will simultaneously meet course clus- teaching and learning through innovative their degree requirements for the M.S.T. in ter requirements in the University Studies education, research, and community out- general science, students will take: reach programs. The center provides Program. The Science Cornerstone courses are CSE-MST Requirements Credits interdisciplinary and thematic in nature. They undergraduate general education courses Science in the sciences for all majors, a Master of Prefix: BI, CHEM, ESR, PHYS, GEOL, approved engage students in experiential explorations of Science Teaching program, and profession- GEOG and By Arrangement SCI...... 16 timely topics in science. Students participate al development opportunities for existing SCI 510: Research Based Learning I and II in knowledge-making activities using appro- (Fall and Winter of first year) ...... 8 science educators. The center also sup- Thesis priate scientific methodologies to construct a ports community partnerships that involve SCI 503 ...... 6 functional understanding of how knowledge is citizens and community institutions in Education made in the subject area of the course. The activities that employ the inquiry practices SCI 507: Seminar ...... 3 prerequisite course for Science Cornerstone of science. Through its programs, the cen- Education Electives from CSE...... 8 courses is Sci 201 Natural Science Inquiry or ter aims to help students and teachers Electives ...... 4 consent of the instructor. raise their capacity to participate in the Total 45 Sci 311, 312 community as informed citizens. Students complete a project or thesis Teaching Everyday Science (4, 4) The Center’s community programs pro- contingent on adviser’s approval. In order Two-term sequence designed to immerse potential mathematics and science teachers in labora- vide science education outreach services to to fulfill degree requirements, the student must satisfactorily complete the degree tory and thinking experiences that they can use teachers and students at the kindergarten as a foundation for their own understanding of through high school level. It is the admin- programs and pass their thesis defense or, if completing a project, give a final presen- the physical sciences and related mathematics istrative home of the Intel North-West and curriculum development in future teaching Science Exposition and the Robert Noyce tation and submit a final written paper, as experiences. In addition to experiences in the Scholarship Program. In addition, many specified by their adviser. laboratory, environmental impact issues will be CSE faculty partner with local schools, investigated. Includes laboratory and/or field- non-profits, and government agencies as work. Recommended prerequisite: Natural part of their organization’s professional Courses Science Inquiry. development program. Courses with an asterisk (*) are not offered every year. Sci 313 The Science in the Liberal Arts Curriculum Environmental Mathematical Modeling (4) An introduction to differential and integral cal- contains three distinct types of courses: culus, this course is intuitive in approach and Undergraduate Natural Science Inquiry (NSI), Science emphasizes applications, especially with respect Cornerstone (SC), and the Context of to environmental issues. The interested student program Science in Society (CSS). All the courses are may follow it with a more extensive and rigor- The center’s undergraduate science course designed as 4-credit hour courses for an ous calculus sequence. Includes laboratory offerings are designed to introduce scien- academic calendar in the quarter system. and/or fieldwork. Recommended prerequisites: Natural Science Inquiry, Mth 111. tific methods to students of all majors. Sci 201 Natural Science Inquiry (4) Many of these courses are integrated into Sci 314 This is the University Studies Sophomore Environmental Statistics (4) the University Studies curriculum and sat- Inquiry course that serves as the gateway to the Explores a selection of mathematical topics in isfy the laboratory-based science course Science in the Liberal Arts curriculum. The the context of environmental issues, using real requirements for the PSU Bachelor of course aims to introduce students to the knowl- data. Topics will include statistics, data display, Science degree for nonmajors. edge-making strategies of science. The curricu- data analysis, probability, and probability distri- lum is taught using small group and class proj- butions. Includes laboratory and/or fieldwork. ects that engage students in various science Recommended prerequisites: Natural Science Graduate program inquiry activities. Students gain experience in Inquiry, Mth 95. gathering and understanding scientific informa- Sci 315, 316 The College of Liberal Arts and Sciences tion, data management, interpretation and pres- General Astronomy (4, 4) offers the Master of Science in Teaching: entation, making and defending knowledge Introductory historical, descriptive, and inter- Science degree (M.S.T.) in science/general claims, working collaboratively, writing techni- pretive study of astronomy. Emphasis is on the cally, and communicating scientific results. science. The goal of this program is to basic scientific methods as they apply to astro- advance the use and understanding of sci- nomical problems. Detailed examination of the earth, followed by a survey of the other mem- C OLLEGE OF L IBERAL A RTS AND S CIENCES 185

bers of the solar system. Survey of the stars, laboratory and fieldwork. Recommended prereq- covered through guided controversies and guest their types, grouping, and motions. Models for uisite: Natural Science Inquiry. speakers. Prerequisite: one ecology or environ- the evolution of the Universe and the possibility Sci 325 mental science course. of life elsewhere. The nature of light, the types Science of a Hydrogen Economy (4) Sci 341, 342 of information it carries, and the types of Hydrogen is considered as an ideal energy Biology Concepts and Applications (4, 4) devices used to detect it. Includes laboratory source. Explores various methods of hydrogen Two-term course focusing on four main topics: and/or fieldwork. Recommended prerequisite: production, storage, delivery, and uses. Includes classical Mendelian and current molecular genet- Natural Science Inquiry. Taught by a faculty discussion of hydrogen’s image as an abundant, ics, evolution and predator/prey interactions, member from the Department of Physics. clean, high energy output, easily obtainable, growth and metabolism, and biomes and biodi- Sci 317 safe energy source. Considers safety issues and versity. In each topic area students will partici- Fractals, Chaos, and Complexity (4) codes/standards from various related agencies pate in laboratory and or field components, dis- Introduction to the physics of fractals in nature, and organizations that would have been neces- cussion, and Internet exercises. Includes labora- chaos, and complexity. Computer simulations sary to have avoided such historical mishaps as tory and/or fieldwork. Recommended prerequi- and desktop experiments involving fractals, those involving the Hindenberg and the space site: Natural Science Inquiry. chaos, and complex systems. Recommended pre- shuttle Challenger. Recommended prerequisite: Sci 343, 344 requisite: Natural Science Inquiry. Taught by a Natural Science Inquiry. Columbia Basin Plant Communities (4, 4) faculty member from the Department of Physics. Sci 331, 332 In this two-term course students will explore the Sci 318 AI: Urban Air Pollution (4, 4) relationships found in alpine, desert, forest, and Complexity and the Universe I (4) Interaction of the atmosphere with other earth grassland plant communities. They will gain an Introduction to the physics of complexity and systems, chemical cycling, and the effect of understanding of how these plant communities other current concepts in physics. Computer humans on the atmosphere will be explored. interact with their environment and why they simulations and desktop experiments involving The physical and chemical properties and inter- exhibit certain characteristics and processes. fractals, chaos, and complex systems. Includes actions of the atmosphere will be investigated Includes laboratory and fieldwork. Recommended laboratory and/or fieldwork. Recommended pre- through laboratory investigations, fieldwork, prerequisite: Natural Science Inquiry. requisite: Natural Science Inquiry. Taught by a and computer modeling. Topics will include Sci 345, 346 faculty member from the Department of Physics. urban air quality, global climate change, and the Old Growth Forest Ecology Sci 319 “management” of the atmosphere. Includes lab- and Management (4, 4) Complexity and the Universe II (4) oratory and/or fieldwork. Recommended pre- Explores the ecological characteristics of old- Continuation of Sci 318/Ph 366. Emphasizes requisite: Natural Science Inquiry. growth forests, including the outstanding biodi- scientific cosmology with a focus on under- Sci 333 versity that exists at multiple levels, as well as standing how insights gained from physics and Climate and Water Resources (4) the management paradigms that have impacted astronomy affect your view of the universe and An inquiry-based examination of the principal these systems in the Pacific Northwest (U.S. and your place in it. Students participate actively in controls on climate and hydrology, with empha- Canada), including ethical, social, economic, seeing how some of the information was gath- sis on processes and interactions; students will and political aspects of forest management. ered, help critically analyze what to believe do fieldwork, data analysis, and laboratory Sci 345 includes laboratory and local fieldwork about the history and arrangement of the uni- work. Recommended prerequisite: Natural plus projects involving: analysis of environmen- verse and what it means to them. Includes labo- Science Inquiry. Also listed as Geog 310; course tal impact statement alternatives, evaluation of ratory and/or fieldwork. Recommended prereq- may be taken only once for credit. management issues, and advisory statements for uisite: Natural Science Inquiry. Taught by a fac- Sci 334 governmental activities. Sci 346 involves more ulty member from the Department of Physics. Climate Variability (4) extensive fieldwork, data analysis, and presenta- Sci 320 Examines the role of climate variability in the tions. Recommended prerequisite: Natural Rates of Change (4) Pacific Northwest, including the nature of natu- Science Inquiry. Explores rates of change in a laboratory-style ral and human-induced variability and the Sci 347, 348 format. Analyzes the relationships between effects on water resources of the region. Science, Gender, and Social Context (4, 4) quantities and rates using hand-drawn and Students will learn by gathering data, analyzing Two-term course explores the strengths and lim- computer-generated graphic representations. the data, and reporting on their results. Reading itations of science to describe and predict Provides resources for pre-service teachers. and discussion will accompany the data/labora- nature through laboratory and field investiga- Sci 321, 322 tory portions of the course. Includes laboratory tions. These activities will illustrate the transi- Energy and Society (4, 4) and/or fieldwork. Recommended prerequisite: tion from a reductionist view of our natural Study of the generation and usage of energy, Natural Science Inquiry. Also listed as Geog environment to a systems-oriented view. It will including the technical, economic, social, and 312; course may be taken only once for credit. place this historical shift in understanding and political issues related to energy production and Sci 335, 336 scientific practice in the contexts of gender, end uses. Examination of energy resources, Water in the Environment (4, 4) race, and class using selected case studies in methods of producing and converting various Studies of the unique properties of water in all environmental management. Includes laboratory forms of energy, energy conservation, and envi- of its roles, including a study of the water cycle, and/or fieldwork. Recommended prerequisite: ronmental and economic implications of energy water resources, treatment of municipal water, Natural Science Inquiry. production and energy policies. Includes labo- and wastewater treatment. Special attention will ratory and possibly fieldwork. Recommended be placed on natural waters as a resource, Sci 350-379 Context of prerequisite: Natural Science Inquiry. including natural and introduced constituents Science in Society Sci 323, 324 and the movements of natural waters. Includes Materials for the 21st Century (4, 4) laboratory and fieldwork. Recommended pre- These courses address the promises and limitations of Study of the structure and function, in particular requisite: Natural Science Inquiry. the scientific enterprise in the framework of “real the correlation between structure and function, Sci 338 world” social, economic, political, and ethical issues. of inorganic, organic, and biological materials, Investigating Forest Ecosystems (4) Courses also address the historical and cultural role especially those related to economically and Fundamental concepts of terrestrial ecology in of science and technology, providing a link between laboratory science and contemporary society. Some technologically important processes, such as the context of present unresolved forest man- CSS courses introduce risk-benefit analyses and deci- electronics, optics, energy, sensors, and synthetic agement issues. Participants will learn an appro- sion-making methodologies. The prerequisite course biomaterials. This course is designed with the priate set of field skills in soil and vegetation for Context of Science in Society courses is Sci 201 non-science major in mind and will continually monitoring and engage in a short-term research Natural Science Inquiry or consent of the instructor. focus on how materials affect our lives as citi- project at a local site. Socio-political context of zens, consumers, and family members. Includes Pacific Northwest forest management will be 186 P ORTLAND S TATE U NIVERSITY

Sci 351 Mexican-based agencies. Spanish language skills human development, as well as biochemistry. Northwest Wetlands: Conservation, not required. Current social, cultural and political topics relat- Restoration, and Mitigation (4) Sci 359 ed to the science and policy of women’s health Focus on science and public policy issues in Biopolitics (4) are also discussed. This course is the same as WS wetland conservation, restoration, and mitiga- Designed to introduce the ethical, social, and 365; may only be taken once for credit. tion, especially in Oregon and the Pacific political implications of knowledge and tech- Sci 399 Northwest. Recommended prerequisite: Natural nologies attending advances in reproductive Special Studies (Credit to be arranged.) Science Inquiry or consent of instructor. medicine and molecular genetics, including: in Sci 401/501 Sci 352 vitro fertilization, fetal surgery, and somatic cell Research (Credit to be arranged.) Science and Policy of Climate Change (4) gene therapy. Particular attention is paid to the Sci 402/502 Evaluates the scientific data and the policy manner in which such advances are likely to Independent Study (Credit to be arranged.) statements concerning the potential for human affect women’s lives. Recommended prerequi- Sci 404/504 impact of climate, and in particular the ques- site: Natural Science Inquiry. Cooperative Education/Internship tions of the existence and impacts of global Sci 361 (Credit to be arranged.) warming. The interaction between scientific Science: Power-Knowledge (4) Sci 405/505 analysis and policy analysis will be explored, Systematically examines orthodox portrayals of Reading and Conference and students will consider the roles that citi- science in comparison to recent anthropologi- (Credit to be arranged.) zens, scientists, and policy make in developing cal, feminist, and poststructuralist accounts in Sci 407/507 local, regional, and global responses to climate an attempt to formulate a fresh understanding Seminar (Credit to be arranged.) change. Recommended prerequisite: Natural of the public’s science literacy as a critical com- Sci 409/509 Science Inquiry. ponent of democratic political practice and civic Practicum (Credit to be arranged.) Sci 353 responsibility. Recommended prerequisite: Sci 410/510 Radiation in the Environment (4) Natural Science Inquiry. Selected Topics (Credit to be arranged.) Examines various sources of radiation and the Sci 503 Sci 363 Thesis (Credit to be arranged.) hazards they represent. Students will consider Ethics in Science (4) Sci 808, 810 the interaction of radiation with matter, espe- Explores what it means for the institution of sci- cially living tissue, and an examination of “safe” Professional Development Courses ence as well as for individual scientists to be CSE offers a number of credit-based profession- dosage estimates and health risks. The science ethical and to attend to questions of social, and policy of nuclear power generation and the al development opportunities for existing sci- political, and moral value in their doing of science teachers. These courses are taught by CSE problems of nuclear waste disposal will be con- ence. It will address the question of how scien- sidered. Recommended prerequisite: Natural faculty and community partners and cover a tists are to deal with the consequences of their wide range of environmental and science educa- Science Inquiry. Also listed as Ph 353; course research. Recommended prerequisite: Natural may be taken only once for credit. tion topics. Credits earned through these cours- Science Inquiry. es do not fulfill graduate program credit SCI 354 Sci 365 requirements. For more information about these Science and Politics of Columbia River The Science of Women’s Bodies (4) Decisions (4) courses, contact the Center for Science The female human body is studied from a multi- Exploration of case studies of relationships Education at 503-725-4243. disciplinary perspective including anatomy, phys- between science and politics in making deci- iology, genetics, cell biology, endocrinology and sions about controversial Columbia River management issues. Students will identify a particular issue and its related stakeholders, define objectives, collect as well as analyze scientific data and political positions, and participate in role-playing decisions as stakeholder groups and as management committees. Prerequisite: Natural Science Inquiry. Sci 355 Science Through Science Fiction (4) This class uses science fiction literature to examine a wide variety of topics in science. Recommended prerequisite: Natural Science Inquiry. Also listed as Ph 378; course may be taken only once for credit. Sci 356 Concepts of Global Environmental Sustainability (4) Environmental sustainability explored through a variety of international case studies. Focus on role of cultural, economic and political conditions—e.g., global trade agreements, global environmental agreements, and aid and development structures—in shaping decision-making around environmental sustainability. Sci 357 Sustainability in the United States-Mexico Border Region (4) Explores environmental and economic sustainability issues at the United States-Mexico border. Dialogue with United States and Mexican border residents; tours of immigration facilities and multinational factories; homestays with working class families; and service with C OLLEGE OF L IBERAL A RTS AND S CIENCES 187

Sociology

217 Cramer Hall in electives in the field) and the mathemat- receive a Ph.D. with emphasis in the areas 503-725-3926 ics course in statistical methods. of social organization, social psychology, www.clas.pdx.edu/sociology/ Credits and social change with a systems approach. Soc 200 Introduction to Sociology...... 4 B.A., B.S. Soc 301 Foundations of Sociology I...... 4 Minor Soc 302 Foundations of Sociology II...... 4 Admissions Secondary Education Program—Social Soc 310 U.S. Society ...... 4 requirements Soc 320 Globalization...... 4 Science Master of Arts or Master of Science. M.A., M.S. Soc 397 Social Research Methods ...... 5 Soc 398 Sociology Research Project...... 4 Students must be admitted to the master’s M.A.T. and M.S.T. (General Social Sociology electives, including at least program by the department and by the Science) 12 credits in 400-level courses...... 20 University. Admission ordinarily is granted Ph.D. in Systems Science—Sociology Subtotal 49 only to those students beginning the pro- Ph.D.—Participating department in Stat 243 Introduction to Probability and Statistics ...... 4 gram in the Fall term. Students are expect- Urban Studies Doctoral Program ed to move through the core courses as a Total 53 cohort and work together with the faculty Up to 10 credits of electives taken under in a team environment. the undifferentiated grading option Undergraduate In addition to the general University (pass/no pass) in 200- or 300-level sociolo- admission requirements for advanced gy courses can be applied toward fulfilling programs degrees, the applicant for a sociology mas- departmental major requirements. ter’s degree program must have the follow- Sociology is the study of society and Differentiated grades of C or above are human interaction. Sociologists examine ing materials sent to the department: required for all other sociology courses and ◆ groups of as small as two or as large as bil- Three letters of recommendation from for Stat 243. A student must pass Soc 301 persons familiar with the applicant’s lions. From the smallest friendship or fam- and Soc 302 with a grade of C or better ily group to the great global web of human academic performance. before taking other required courses as a ◆ A complete set of transcripts of college activity, sociologists analyze and interpret sociology major. our world. and university work. Requirements for minor. To earn a ◆ Graduate Record Examination scores Sociologists use many theoretical minor in sociology a student must com- approaches, data, and research techniques. (Aptitude sections). plete 28 credits (16 credits of which must ◆ A letter of application describing his Information comes from many sources be taken in residence at PSU, and 16 cred- including surveys, historical documents, or her sociological interests. its of which must be upper-division), to Applicants are normally expected to have census data, intensive interviews, and par- include the following: ticipant observation. This information is a bachelor’s degree in Sociology. Students Credits analyzed and used to explain phenomena with other undergraduate majors may be Soc 200 Introduction to Sociology...... 4 accepted, however, if they have completed such as power relations, beliefs and value Upper-division sociology credits, 12 credits of systems, organizations, and the larger which must be numbered 411 through 499, courses in sociological theory, research structure of society. inclusive ...... 24 methods, and statistics, or their equivalents. Sociology provides valuable tools for Total 28 Doctor of Philosophy. Admission to doc- thought and a strong foundation for Up to 10 credits taken under the undif- toral programs is independent of admission to any master’s program within the careers in many fields including education, ferentiated grading option (pass/no pass) department. For further details contact the business, journalism, government, and can be applied toward fulfilling depart- respective program directly. social service. A major in sociology pre- mental minor requirements. pares students for graduate programs lead- SECONDARY EDUCATION PROGRAM ing to careers in research, public service, Adviser: M. Toth Degree requirements and higher education. Sociological knowl- (See General Studies: Social Science page University master’s degree requirements edge helps create informed and thoughtful 141) are listed on page 69. Specific departmen- citizens. tal requirements are listed below. Master of Arts or Master of Science. Admission requirements Graduate programs The candidate must complete a minimum The department offers graduate work lead- of 55 graduate credits, including 26 cred- Admission to the department is based on ing to the degrees of Master of Arts and its in core sociology courses, 20 credits of general admission to the University. See Master of Science in sociology, and for stu- electives (12 of which may be in depart- page 39 for more information. dents pursuing graduate work in educa- ments other than sociology), and 9 credits tion, the degrees of Master of Arts in of thesis. Elective courses outside sociolo- Degree requirements Teaching and Master of Science in gy must be approved by the student’s Requirements for major. In addition to Teaching (General Social Science). adviser. The student must pass an oral meeting the general University degree The Department of Sociology participates defense of the thesis. requirements, the sociology major is in the Systems Science Doctoral Program, Students working for the Master of Arts required to take a minimum of 49 credits offering a Ph.D. in Systems Science- degree must satisfy the language in sociology courses (including 20 credits Sociology. The Systems Science-Sociology requirement. Doctoral Program allows students to 188 P ORTLAND S TATE U NIVERSITY

Core Credits religion, education, and the family are explored. ways that these structures facilitate equality and Soc 590 Social Research Strategies ...... 4 Attention given to comparison with other democracy. Prerequisite: Soc 200. Soc 591 Theoretical Perspectives ...... 4 industrialized countries as well as to selected Soc 370 Soc 592 Qualitative Methods...... 4 social issues and controversies. Recommended Sociology of Deviancy (4) Soc 593 Quantitative Methods ...... 4 prerequisites: Soc 200, 301, 302. Soc 594 Theory Construction and Research...... 4 Introduction and analysis of deviant behavior. Soc 595 Research Practicum ...... 4 Soc 320 Delineation of the sociological and social psy- Soc 513 Thesis Workshop Globalization (4) chological factors which give rise to deviant (course must be taken twice)...... 2 Exploration of issues and approaches in socio- roles. Recommended prerequisites: Soc 200. Thesis logical thinking relative to world systems. Soc 376 Soc 503 Thesis (completed over three terms)...... 9 World systems are treated not only as world Social Change (4) orders made up of political and economic Electives Deals with the technological and ideological fac- Two 500-level sociology course...... 8 exchanges, but also as cultural orders and insti- tors which govern the evolution and transfor- Sociology or other department† ...... 12 tutionalized structures transcending national mation of society, with special emphasis on the Master of Arts in Teaching or Master of geographic boundaries. Attention given to the operation of such factors since 1800. international, national, regional, and local ways Recommended prerequisites: Soc 200. Science in Teaching. For information on that people attempt to deal with the instabilities Soc 397 the Master of Arts in Teaching and the accompanying globalization. Recommended Master of Science in Teaching (General Social Research Methods (5) prerequisites: Soc 200, 301, 302. Study of the structuring of sociological inquiry, Studies; Social Science), see page 141. Soc 337 conceptualization and measurement, operational- Doctor of Philosophy. For more informa- Minorities (4) ization, computers in social research, analysis of tion relative to the Ph.D. program in Description and analysis of problems involving bivariate and multivariate relations, the logic of Systems Science-Sociology, see page 73. In specific minorities, with major emphasis on sampling and inference. Course includes lecture addition, the Department of Sociology is American society. Although racial and ethnic (4 hours per week) and an introductory research one of five departments offering courses in groups are usually emphasized, the term laboratory (2 hours per week). Recommended “minorities” is broadly defined to include such prerequisites: Stat 243, Soc 200, 301, 302. areas of specialization available within the subordinate-status groups as women, the aged, Urban Studies Doctoral Program. Courses Soc 398 and religious and cultural minorities. Sociology Research Project (4) in sociological theory and methods, and a Soc 339 Development and execution of a research project pattern of sociology courses relevant to the Marriage and Intimacy (4) integrating some aspect of sociological theory study of urban life, when combined with The sociological and social psychological with social science research methodology. urban studies seminars, may serve as one of dimensions of courtship, marriage, and the fam- Students work in teams to identify a research the fields of specialization for the Ph.D. in ily. Perspectives on the effects of social environ- problem, design and conduct research bearing on urban studies. For information relative to ment and transitions in the structure and func- this problem, and write a research report. Soc 397 the Ph.D. in urban studies, see page 344. tions of intimacy, courtship, marriage, and the and 398 are to be taken as a two-term sequence. family. The influence of society and community Soc 399 upon intimate relationships. Special Studies (Credit to be arranged.) Soc 341 Soc 401/501 Courses Population Trends and Policy (4) Research (Credit to be arranged.) Courses with an asterisk (*) are not offered every year. Introduction to the general field of population Consent of instructor. Soc 199 analysis; a review of the development of popu- Special Studies (Credit to be arranged.) Soc 404/504 lation theories, techniques of measurement and Cooperative Education/Internship Recommended prerequisite: consent of instruc- analysis of the basic demographic variables, (Credit to be arranged.) tor. Maximum: 8 credits. their interrelationships, and population Soc 405/505 Soc 200 changes. Recommended prerequisites: Soc 200. Reading and Conference Introduction to Sociology (4) Soc 342, 343 (Credit to be arranged.) Sociological concepts and perspectives concern- Social Psychology (4, 4) Consent of instructor. ing human groups; includes attention to social- Analysis of the psychological and sociological Soc 407/507 ization, culture, institutions, stratification, and processes in personality formation and in various Seminar (Credit to be arranged.) societies. Consideration of fundamental con- forms of group behavior. Particular attention to Consent of instructor. cepts and research methodology. social cognition, roles, and to group origins, func- Soc 410/510 Soc 299 tions, ideology, membership, and leadership. Selected Topics (Credit to be arranged.) Special Studies (Credit to be arranged.) Recommended prerequisites: Soc 200 or Psy 200, Maximum: 12 credits. Consent of instructor. Soc 301 204. Soc 342 is prerequisite for Soc 343. Credit Soc 414/514 Foundations of Sociology I (4) will not be given for both Soc 342 and Psy 342, Alcohol and Other Drugs (4) Examination and comparison of modes of soci- or for both Soc 343 and Psy 343. Sociological analysis of the behavior and belief ological thinking, from the emergence of a dis- Soc 344 patterns relative to alcohol and other drugs in tinctive sociological perspective through socio- Gender and Sexualities (4) American society, with lesser attention to other logical theory of the mid-twentieth century. Examines the ways in which social construc- societies. Prevention and intervention strategies Recommended: Soc 200. tions of gender both influence and are influ- are briefly reviewed. Recommended prerequi- Soc 302 enced by the cultural organization of and indi- sites: Soc 200. Foundations of Sociology II (4) vidual expressions of sexuality. The course Soc 418/518 Developments in American sociological theory explores the intersections among sexuality, cul- Criminology and Delinquency (4) from mid-twentieth century to today. Considers ture, gender, and the body and examines a vari- Social and legal meaning of crime and delin- impact of social change and social movements ety of sexualities and emphasizes the multifac- quency explored. Historical and contemporary on theory, including neo-Marxism, feminism, eted nature of power, privilege, and oppression. theories of causes of law breaking reviewed. post-modernism and current new directions. Soc 350 Social and cultural factors promoting and Prerequisite: Soc 300. The United States in Comparative inhibiting law breaking by juveniles and adults are examined. Attention given to strategies of Soc 310 Perspective (4) U.S. Society (4) Comparative analysis of how institutions such prevention and control. Recommended prereq- Examination of the social structure, culture, and as schools, families, and firms shape the choices uisites: Soc 200. demography of the United States. Sociological and life chances of individuals in the United approaches to such institutions as the economy, States, Japan, and Europe with emphasis on the

† Elective courses outside sociology must be approved by the student’s adviser C OLLEGE OF L IBERAL A RTS AND S CIENCES 189

Soc 419/519 movements. Examination of the effects of cir- traditional and folk beliefs; and a consideration Sociology of Mental Illness (4) cumstances, strategies, and alliances on the out- of benefits and limitations considering the An overview of sociological perspectives on comes of social movements, including their growing popularity. Not a course about how to mental health and illness. Informs understand- impact on politics and society. Recommended practice any form of alternative medicine. ing of mental health and illness by challenging prerequisite: Soc 200. Recommended: Soc 200. [NEW] dominant views of mental illness, examining Soc 441/541 Soc 465/565 how social relationships play a role in mental Population and Society (4) Environmental Sociology (4) illness, questioning the goals and implications Survey and analysis of population dynamics Survey and analysis of the types of social forces of mental health policy and presenting research (births, deaths, migration) and society. which frame the nature of environmental prob- on how mental health services are organized Examination of demographic concepts, theories, lems concerning natural resource use and distri- and provided. Prerequisite: Soc 200. data and measurements, and research. Role of bution as they emerge in public consciousness Soc 420/520 population processes on social life and public within the United States and globally. Urbanization and Community (4) policies are highlighted, including population Examination of the social forces which lead to the Analytical approach to the meaning of commu- aging, economic development and the environ- consideration and implementation of mechanisms nity in the modern world. The determinants, ment, urbanization, health and health care, race to solve these issues once they have emerged. social consequences of, and responses to the and ethnicity, and government/social/business *Soc 468 processes of urbanization are considered. planning. Prerequisite: Soc 200. This course is Political Sociology (4) Theories of the city emphasizing ecological, the same as USP 419/519; course may be taken Analysis of consensus and dissensus in communi- sociocultural, and critical explanations for only once for credit. ty and society. Examination of public opinion, growth and change in urban regions are exam- Soc 444/544 authority, influence, and the processes by which ined. Patterns of social and structural organiza- Race, Ethnicity, and Nationality (4) elites are formed and acquire legitimacy and pop- tion of the metropolis and the cognitive and Analysis of the emergence, persistence and ular support. Social bases of democracy and total- behavioral aspects of urban life are explored. meaning of definitions of racial, ethnic and itarianism. Recommended prerequisite: Soc 200. Recommended prerequisite: Soc 200. national statuses in selected areas of the modern Soc 469/569 Soc 423/523 world. Consideration of the consequences of Sociology of Aging (4) Stratification (4) changing definitions for intergroup and global A study of social determinants of the human life Survey and analysis of stratification theories and relations. Recommended prerequisite: Soc 200. course, including biological and demographic empirical research. Analysis of class, race, eth- *Soc 457/557 conditions, age status patterns, age grading, rites nicity, gender, and sexual orientation, consider- Complex Organizations (4) of passage, socialization, generational phenome- ing economic, social, political, and cultural Examination of complex organizations both as na, and youth and old age movements. dimensions of power. Recommended prerequi- formal structures and as cultural systems. Recommended prerequisite: Soc 200. site: Soc 200. Analysis of the relations between organizations *Soc 472/572 Soc 424/524 and individuals of inter-organizational dynamics Contemporary Sociological Theory (4) Groups, Interaction and Identity (4) and of the rationalization of modern societies. Study of various frames of reference in contem- Analysis of the formation and functioning of Recommended prerequisite: Soc 200. porary sociological theory. Specific topics vary intergroup and intragroup relations. Attention Soc 459/559 with instructor. Recommended prerequisites: to group organization and interaction, perform- Sociology of Health and Medicine (4) Soc 200, 301, 302; senior standing. ance, cooperation, conflict, and group member- The application of sociology to the field of *Soc 480/580 ship and individual identity. Recommended pre- health and medicine. Attention given to a con- requisites: Soc 200, Soc or Psy 342. Sociology of Religion (4) sideration of the broader questions of health in Analysis of the nature of the sacred; attitudes Soc 425/525 modern society, including the role of the med- toward the sacred in contrast to the secular. Sociology of Women (4) ical practitioner in modern society, social factors Comparison of the social organization of sect Analysis of the social position of women in the and disease and responses to illness. The social and church in their relation to the larger society. U.S. in institutional areas such as family, repro- organization of medicine is examined within the Survey of recent empirical studies of religiosity duction, politics, work, and education. context of the larger medical care system. and religious practices in America. New trends Consideration and evaluation of feminist theo- Recommended prerequisite: Soc 200. in American religion. Recommended prerequi- ries concerning social condition, behaviors, and Soc 460/560 site: Soc 200. characteristics of women. Recommended pre- Youth Subcultures (4) requisite: Soc 200. *Soc 483/583 Youth as crisis and in crisis. Focus on method- Sociology of the Middle East (4) Soc 426/526 ology, ethnomethodology, and field experience; This course will examine the sociological devel- Women and Mental Illness (4) students will create ethnographs. Examination opment of the modern Middle East. It will espe- Social and historical evolution of images and of the science of semiotics to understand sub- cially focus on causes and consequences of rapid explanations of madness in women. cultural style as language. Prerequisite: Soc 200. social change, including revolutions, coups, and Contemporary distributions, diagnoses, and treat- Soc 461/561 insurgent movements. It will examine the role of ments of mental illness in diverse groups of Sociology of the Family (4) Islam and tribalism in these movements. women are examined. Focus on psychiatric disor- Sociological analysis of the structure and func- Recommended prerequisite: Soc 200. der and gender-based discourse. Recommended tions of the family institution and its relation- *Soc 497/597 prerequisite: Soc 200. Also listed as WS 426; ship to external systems such as the economy course may be taken only once for credit. Applied Survey Research (4) and polity. Changing and diverse forms of fami- Provides theoretical framework for and experi- Soc 430/530 ly organization in urban society. Analysis of role ence in design, execution, and interpretation of Hate Crimes (4) relations in the family. Recommended prerequi- social surveys including sampling procedures, Hate crimes as a social issue. Central themes: site: Soc 200. questionnaire design, interviewing techniques, the role that gender plays in the commission Soc 462/562 coding and computer analysis, and report writ- and awareness of hate crimes and the main- Sociology of Integrative Medicine (4) ing. Recommended prerequisites: Stat 243 and streaming of bias crimes and the ideology An examination of common systems and prac- Soc 397, 398 or equivalent. behind them. Includes analysis of propaganda tices understood as complementary and alterna- Soc 498/598 and coded language in the popular media and tive medicine (CAM) including prevalence, pat- the Internet, analysis of the grass-roots response Globalization Seminar (4) terns of use, trends, consumer health beliefs in the popular media, and evaluation of their Analysis of the ways in which economic pat- and motivations, and integration with main- effectiveness. Prerequisite: Soc 200. terns that reach across national boundaries stream allopathic medicine; philosophical, his- affect the security of communities and their Soc 436/536 torical and political dimensions; theories of standards of living. Topics include how different Social Movements (4) health and illness; evidence-based research vs. Formation, dynamics, and outcomes of social economic classes fare in the rapid reshuffling of 190 P ORTLAND S TATE U NIVERSITY

national economies that globalization entails; U.S. health policy, privatization of medical ethical issues and researcher responsibility in the role of international institutions in shaping industries, and comparative health care systems. qualitative research. Recommended prerequisite: economic globalization; the experience and Recommended prerequisite: Soc 459/559 or graduate status. responses of workers as a group; and the role of consent of instructor. Soc 593 states in facilitating or resisting the adverse Soc 586/686 Quantitative Methods (4) impacts of globalization. Prerequisite: Soc 320. Topics in Health and Inequality (4) The application of quantitative methodology to Soc 503 Seminar focusing on the impact of race, class, sociological problems. Topics include: science Thesis (Credit to be arranged.) and/or gender on health and health care. Topics and logical empiricism; measurement of associa- Pass/no pass option. may include medicalization of women’s bodies, tion; procedures of statistical inference; multi- Soc 513 the social consequences of disparities, and cur- variate and log linear analysis; computer applica- Thesis Workshop (1) rent public policy debates about reducing dispar- tion for social research. Recommended prerequi- Workshop for all sociology graduate students ities. Recommended prerequisite: Soc 459/559. sites: Stat 243, Soc 397, 398, graduate status. who are currently enrolled in Soc 503 for four Soc 587/687 Soc 594 credits or more. Discussion and review of stu- Comparative Health and Welfare Systems (4) Theory Construction and Research (4) dents’ progress and problems. Recommended Explores the sociology of health and inequality Examination of the craft of sociological research prerequisite: graduate status in sociology. by comparing domestic and international social in conjunction with thesis work. The role of Corequisite: Soc 503. Pass/no pass only. institutions and health care systems. theory in research, evaluating published work, *Soc 576 Prerequisite: Soc 586/686. biases in data sources and the process of thesis writing. Recommended prerequisites: Soc 590, Theories of Social Change (4) Soc 590 A critical examination of the major theories of Social Research Strategies (4) 591; graduate status. social change. Analysis of the components of Consideration of the nature of sociological Soc 595 change; cause, agents, targets, channels, and knowledge; elements of social research design; Research Practicum (4) strategies. Consideration of the relationship methods of observation and data collection; Overview of the process of linking sociological between change and power, influence, planning reliability and validity of information; tech- data and ideas to broader communities of inter- and control, modernization, development, and niques of data analysis. Recommended prereq- est. Exercises in preparation of research grants world systems approaches. Recommended pre- uisite: graduate status. and experience in working in a team research environment. Recommended prerequisites: requisite: graduate status. Soc 591 *Soc 577 Theoretical Perspectives in Sociology (4) Soc 590, 591; graduate status. Topics in Contemporary Theory (4) Analysis of the major contemporary theories in Soc 695 Exploration of theoretical approaches and issues sociology. Attention to the problems of order Advanced Methods in Sociology (4) of emerging interest in sociology, such as con- and change, and power and inequality, as well Introduces a range of advanced quantitative ceptualization of social systems, conflict, the as to the micro/macro problem in sociological methods commonly found in published problems of relativity, and ideology. Specific theory. Recommended prerequisite: Soc 470 research in sociology. Particular attention will be topics vary with instructor. Recommended pre- and graduate status. paid to the techniques commonly used to address the most common shortcomings of requisite: Soc 301, 302 and graduate status. Soc 592 Soc 585/685 Qualitative Methods (4) sociological data, including estimation of multi- Medical Sociology (4) Strategies for acquisition and analysis of data variate models with categorical dependent vari- Seminar in medical sociology. Topics include using such approaches as participant observa- ables (i.e. logistic regression) and to nonpara- how social stratification affects health outcomes, tion, content analysis, field and case studies. metric methods for analyzing data. environmental hazards, social construction of Attention to the special problems of validity and Prerequisites: Soc 585/685, Soc 593 and medical knowledge, health care occupations, reliability in such research. Consideration of Stat 543 or equivalent. C OLLEGE OF L IBERAL A RTS AND S CIENCES 191

Speech and Hearing Sciences 85 Neuberger Hall requirements, the speech and hearing sci- Admission requirements 503-725-3533 ences major must meet the minimum www.sphr.pdx.edu departmental requirements as follows: In addition to the University requirements Credits for admission to graduate programs (page B.A., B.S. SpHr 262 Voice and Diction (4) 69), candidates for the master’s degree M.A., M.S. SpHr 370 Phonetics and Acoustics (4) program in speech-language pathology The Department of Speech and Hearing SpHr 371 Anatomy and Physiology must have a background of undergraduate Sciences offers courses and clinical experi- of Speech and Hearing (4) courses in speech and hearing sciences SpHr 372 Speech and Language Development ences designed to meet the needs of indi- in Children (4) and related disciplines. These pre-requi- viduals pursuing careers in speech-lan- SpHr 380 Language Disorders in Children (4) sites can be met by completing a bachelor’s guage pathology and audiology. Advanced SpHr 394 Guided Observation (1) degree in speech and hearing sciences at degree holders in these fields provide serv- SpHr 461/561 Neurology of Speech and Hearing (4) Portland State University or elsewhere. SpHr 464/564 Speech Disorders in Children (4) Individuals with bachelor’s degrees in ices to people with speech, language or SpHr 487/587 Basic Audiology (4) hearing problems in settings such as hos- SpHr 488/588 Advanced Audiology (4) other disciplines may obtain prerequisite pitals, elementary and secondary schools, SpHr 489/589 Aural Rehabilitation (4) courses by enrolling in the department for community clinics, senior care centers, SpHr 495/595 Organic Communication Disorders (4) a year of postbaccalaureate studies. SpHr 496/596 Introduction For students pursuing this option, the and private practices. The department to Clinical Management (4) offers a pre-professional, undergraduate following courses must be taken to qualify Requirements also include 8 credits of for admission to the master’s degree program in speech-language pathology American Sign Language and audiology as well as a master’s degree program: SpHr 370 Phonetics and Acoustics program in speech-language pathology. SpHr 371 Anatomy and Physiology The master’s degree program is accredited of Speech and Hearing by the Council on Academic Accreditation Graduate program SpHr 372 Speech and Language Development in Children of the American Speech-Language-Hearing The department offers a program leading SpHr 380 Language Disorders in Children Association (ASHA). The department also to the Master of Arts and Master of Science SpHr 464/564 Speech Disorders in Children offers a program leading to the Oregon degrees with specialization in speech-lan- SpHr 487/587 Basic Audiology Education Initial License in guage pathology. Graduates of the program SpHr 488/588 Advanced Audiology Communication Disorders. meet the American Speech-Language- SpHr 495/595 Organic Communication Disorders SpHr 496/596 Introduction to Clinical Hearing Association’s requirements for Management clinical certification, and are eligible for The courses listed below are not required Undergraduate licensure as speech-language pathologists for admittance into the graduate program, by the state of Oregon. but are required for a master’s degree in programs The graduate curriculum includes courses speech and hearing sciences and may be The undergraduate program leads to a aimed at providing students with a solid taken by postbaccalaureate students: understanding of the nature of speech and Stat 243, 244 Introduction to Probability and B.S. or B.A. in speech and hearing sci- Statistics, or Stat 543 ences. The program is primarily designed language disorders as well as the assessment SpHr 489/589 Aural Rehabilitation to prepare the student for graduate work and treatment of those disorders. A second SpHr 461/561 Neurology of Speech and Hearing in speech-language pathology and audiol- major component of the program consists of All students applying for admission to ogy. It includes courses in normative, supervised clinical practicum in which stu- the master’s degree program should have developmental, and pathological aspects dents work directly with individuals who successfully completed one or more cours- of speech, hearing, and language, and have communication disorders. This type of es in each of the following areas: biological offers clinical practicum opportunities. activity enables students to apply knowledge sciences, physical sciences, mathematics, Courses in the undergraduate program gained in the classroom and acquire requisite and social/behavioral sciences. may also be taken by students earning professional skills. Students obtain their first Students may apply for admission to the College of Liberal Arts and Sciences practical experience through speech and lan- master’s degree program while in the degrees who are not pursuing careers in guage clinics on campus; extensive addition- process of completing their bachelor’s speech-language pathology and audiology. al experience is obtained through a broad degree or postbaccalaureate year. range of off-campus placements, including Completion of the prerequisite courses does hospitals, schools, and community clinics. not guarantee admission into the program. Admission requirements Students are provided with research Application procedure. Candidates Admission to the department is based on opportunities in laboratories on campus as applying for admission to the graduate general admission to the University. See well as through liaisons with institutions program in Speech and Hearing Sciences page 39 for more information. such as Oregon Health & Science must submit application packets to the University and the VA Medical Center. department and the Admissions Office as Degree requirements outlined on page 69. Specific requirements of the department include: Requirements for major. In addition to meeting the general University degree 192 P ORTLAND S TATE U NIVERSITY

1. Recommendation forms completed by experiences listed below. The decision as three individuals closely acquainted with to which of these options to pursue is to Courses the applicant’s academic or employment be made in conjunction with the student’s Courses with an asterisk (*) are not offered every year. background. academic adviser. SpHr 199 2. Official transcripts from all colleges a. Comprehensive Examinations—The stu- Special Studies (Credit to be arranged.) and universities attended. dent must pass written comprehensive SpHr 262 3. Official scores of the Graduate Record examinations. These are normally taken Voice and Diction (4) Examination. during the spring term of the student’s sec- Study and practice of principles of voice production and articulation of speech sound, with 4. A written narrative outlining the can- ond year of graduate study. Specific details attention to elementary speech physiology and didate’s academic background and profes- of the administration and scoring of the phonetics. Intended for students who desire to sional goals. exams will follow current departmental develop more effective speech and for meeting The recommendation forms and details guidelines. Students will register for 3 special needs of teachers, radio and television of the application material can be obtained credits of SpHr 501 Research: speakers, public speakers, and others who from the departmental office or Web site: Comprehensive Examination during the require special competence in speaking. www.sphr.pdx.edu. term in which they write the examination. Emphasis on both theory and practice. Two Conditional status. Students are admit- b. Master’s thesis—Students opting to com- hours per week of laboratory work required. ted to the program with conditional status. plete a thesis will follow the University SpHr 365 To be given regular status and to be guidelines for theses outlined on page 70. Survey of Speech, Language, and Hearing Disorders (4) retained in the graduate program, students The student must pass a final oral exami- Designed as an overview of speech, language, must complete 12 graduate credit hours of nation before a committee consisting of at and hearing in children and adults. Topics to coursework in speech and hearing sciences least two faculty members from the include: cleft palate, stuttering, hearing impair- with a minimum GPA of 3.00. The granti- Department of Speech and Hearing ment, and multi-cultural differences. ng of regular status also requires the attain- Sciences and one faculty from another Recommended for general speech students. ment of at least a B- in two consecutive or department appointed by the Office of SpHr 370 concurrent clinical practica (4 credits each) Graduate Studies. Students pursuing this Phonetics and Acoustics (4) in speech-language pathology. option are required to register for a mini- A study of sounds used in speech, their acoustic mum of 6 to 9 credits of SpHr 503 Thesis. properties, and their transcription utilizing the Degree requirements c. Master’s project—The student will com- IPA; description of sounds, their symbolic plete a project related to his or her aca- nature, their production, and physical and psychological problems involved in their percep- University master’s degree requirements demic discipline. The student will comply are listed on page 69. Specific departmen- tion. The acoustical bases of speech and hearing with current departmental guidelines on will also be addressed. tal requirements are as follows: the selection of the topic and format of the SpHr 371 1. Students must meet the academic and project. The project will be completed practicum requirements for the Certificate Anatomy and Physiology of Speech and under the direction of a faculty member of Hearing (4) of Clinical Competence of the American the Department of Speech and Hearing A study of the anatomical and physiological Speech-Language-Hearing Association. Sciences. In addition to the project direc- bases of speech, language, and hearing. 2. Students must complete a minimum of tor, at least one other faculty member from SpHr 372 50 credit hours at the graduate level, includ- the department must serve on the project Speech and Language Development in ing the following core courses: SpHr 540, committee. Students pursuing this option Children (4) 550 (2 terms), 551, 553, 554, 559, 560, are required to register for 6 to 9 credits of Provides students with a foundation of knowledge regarding basic processes of language 563, 565, 566, 570, 581, 582, 583, 584 SpHr 506 Special Project. and 585. A grade of B- or above must be acquisition. In addition to the study of normal obtained for each core course. language development from a theoretical, devel- 3. Introductory courses in statistics. Stat opmental, and clinical perspective, related areas Oregon Education of study include cognition, social interactions, 243, 244 Introduction to Probability and play, and literacy. Bilingual and multicultural Statistics, or Stat 543, or equivalent Licensure issues are also addressed. coursework can fulfill this requirement. Students enrolled in the masters degree SpHr 380 The statistics courses do not count toward Language Disorders in Children (4) the minimum credits for the master’s program have the option of completing the An overview of developmental language disor- degree and can be taken prior to entry requirements for the Oregon Education ders in children. Disorders will be presented in into the graduate program. The statistics Initial License in Communication terms of etiology, incidence, and characteristics. requirement cannot be satisfied by com- Disorders. The initial license is required for Assessment issues and treatment principles will pleting SpHr 560. employment as a Speech-Language be discussed. Prerequisite: SpHr 372. 4. Students must complete three consec- Pathologist in Oregon schools. The follow- *SpHr 389 utive terms of full-time study during their ing undergraduate and graduate courses are Sign Language: Theory and Practice (4) first year in the graduate program. required for the initial license: SpHr 370, Basic mastery of American Sign Language (ASL) 371, 372, 380, 461/561, 464/564, and the manual alphabet. Discussion of ASL 5. Clinical practicum. Students must com- rules and grammatical structures. Study of cul- plete a minimum of 400 clock hours of 487/587, 488/588, 489/589, 495/595, 496/596, 498/598, 550, 551, 566, 581, tural, social, vocational, and other related issues supervised clinical experience in the prac- associated with deafness. Comparison of a vari- tice of speech-language pathology. These 582, 583, 584, 585, 591, 592, and 4 cred- ety of sign language systems and overview of include 25 hours of observation. In order to its of American Sign Language. the controversies between total communication receive credit for clinical hours completed and oralism. Includes ASL practice in class and in a clinical course, the student must obtain lab assignments. Recommended prerequisite: a grade of B- or above in the course. upper-division standing. 6. Culminating Experience. Students must complete one of the culminating C OLLEGE OF L IBERAL A RTS AND S CIENCES 193

SpHr 394 SpHr 487/587 SpHr 498/598 Guided Observation (1) Basic Audiology (4) Speech-Language Practicum (4) Designed to acquaint students with the clinical Introductory course in audiology emphasizing Supervised clinical work with speech and/or lan- process in speech, language, and audiology basic acoustics and psychoacoustics, anatomy guage disordered children and adults enrolled for cases. Students will observe phases of clinical and physiology of the ear, hearing measurement, assessment and intervention in the PSU Speech operation including diagnostic management, and types and causes of hearing impairment. and Hearing Clinic and/or associated clinical pro- parent conferencing, and material preparation. SpHr 488/588 grams; group discussion of clients, clinical tech- SpHr 399 Advanced Audiology (4) niques and clinical principles. Recommended Special Studies (Credit to be arranged.) Introduction to the audiological test battery. prerequisites: SpHr 380, 464/564, 494/594, SpHr 401/501 Topics include bone-conduction, masking, 496/596 (with grade B- or better). Research (Credit to be arranged.) speech audiometry, and objective tests. Auditory SpHr 503 Consent of instructor. Speech Communication pathologies and their audiometric correlates are Thesis (Credit to be arranged.) Laboratory. also covered. Recommended prerequisite: SpHr 540 SpHr 404/504 SpHr 487/587. Multicultural Topics in Cooperative Education/Internship SpHr 489/589 Communication Disorders (2) (Credit to be arranged.) Aural Rehabilitation (4) Introduces topics of communication disorders SpHr 405/505 Theoretical course covering the role of speech- within the framework of culture and identity. Reading and Conference reading (lip reading) and auditory training as it Explores cultural attitudes and beliefs about (Credit to be arranged.) relates to speech, language, and communica- communication and disabilities, cultural differ- Consent of instructor. tion. Historical perspectives and philosophies ences, cultural identity, second and bilingual SpHr 406/506 considered, communication systems, speech language acquisition, and introduces assessment Special Projects (Credit to be arranged.) acoustics and perception, amplification and and intervention strategies for non-mainstream Consent of instructor. hearing aids, speech reading, and auditory populations. May not be repeated for credit. SpHr 407/507 training. Multicultural issues will be included. SpHr 550 Seminar (Credit to be arranged.) Recommended prerequisite: SpHr 488/588. Advanced Speech Disorders Practicum (4) Consent of instructor. *SpHr 490/590 Students will participate in the evaluation and Audiological Rehabilitation Clinic (2) treatment of children and adults with disorders SpHr 408/508 of speech under the supervision of faculty. Workshop (Credit to be arranged.) Supervised clinical practicum in the diagnosis Prerequisites: SpHr 495, 498/598. SpHr 409/509 and rehabilitation of children and adults with Practicum (Credit to be arranged.) hearing disabilities; staff seminars in case dispo- SpHr 551 Students must show proof of professional liabil- sitions. Maximum: 18 credits. Recommended Advanced Child Language ity insurance. prerequisite: SpHr 489/589, 498/598. Disorders Clinic (4) This on-campus practicum provides students SpHr 495/595 SpHr 410/510 with an opportunity to apply methods covered Selected Topics (Credit to be arranged.) Organic Communication Disorders (4) Introduction to speech and language disorders in SpHr 584 to a practicum experience. SpHr 461/561 Students will evaluate language skills and Neurology of Speech and Hearing (4) with emphasis on voice disorders, stuttering disorders and neurogenic disorders; cleft palate design and deliver language intervention under A course specifically designed for speech and faculty supervision to preschool and school-age hearing majors to provide a study in-depth of and cerebral palsy will complete the survey. Recommended prerequisite: SpHr 371. children with speech/language delays/disorders. the neurology of the speech and hearing mecha- Various models of language intervention will be nisms with special attention given to the major SpHr 495L stressed. This is a prerequisite for SpHr 591. deviations affecting verbal communication. Directed Clinical Assistant Lab (2) Prerequisite: SpHr 498/598, 580. Corequisite: SpHr 464 Designed to acquaint preprofessional students SpHr 584 or permission of instructor. Speech Disorders in Children (4) with the direct management of speech, language, SpHr 553 Discussion of normal speech development and and hearing cases in cooperation with advanced clinicians and under the direction of a qualified Counseling in Communication Disorders (2) how it can differ in individuals with speech dis- Designed for speech-language pathology and orders. Exploration of assessment, diagnosis, clinical supervisor. Students enrolled in this course will participate in all phases of clinical audiology majors to receive an introduction into and treatment for speech disorders in children. the major theories of counseling techniques and Introduction to linguistic and cultural factors operation, inclusive of: scheduling, diagnostic management, parent conferencing, report writ- how they can implement these techniques related to speech development and disorders, throughout their careers. and to special populations with high incidence ing, material preparation, etc. Recommended of speech disorders. Prerequisites: SpHr 370, corequisites: SpHr 370, 372, 380, 464. SpHr 554 SpHr 372. Advanced Speech Sound Disorders: SpHr 496/596 Theories and Application (4) Introduction to Clinical Management (4) SpHr 470/570 Development and disorder of speech sound Provides an introduction to management of per- Audiometric Practicum (2) production, with particular emphasis on chil- sons with communication disorders in terms of Supervised clinical practice designed for Speech dren. Phonological and phonetic theories used assessment and treatment of persons with and Hearing Science majors. Practical training in understanding speech and speech sound dis- speech, language, and hearing disorders. in basic pure-tone and speech audiometry, orders. Various means of assessing and provid- Administration and interpretation of standard- including audiometric screening of children and ing intervention for speech sound disorders. ized tests, interviewing, and case-history taking adults. Prerequisite: SpHr 488/588. Information specific to special topic areas, such will be covered. Methods, materials, and tech- *†SpHr 486/586 as childhood apraxia of speech, cleft palate, niques in the treatment of communication dis- Urban Language Clinic (2) childhood dysarthria, and oral motor approach- orders will be addressed. Terminology and basic This on-campus practicum provides students an es to intervention. techniques of modifying speech, language, and opportunity to participate in a speech and lan- *SpHr 555 guage enrichment classroom program for chil- hearing disorders, with specific application to clinical management, will be given, with special Hearing Aids I (4) dren. This practicum experience emphasizes Introduction to amplification for the hearing development and use of speech and language consideration of program design and delivery. Theoretical considerations and practical applica- impaired. Topics include: types of hearing aids units and pragmatic techniques with children and their components, electroacoustic charac- from various cultural backgrounds. This is a tions of behavior modification theory as applied to children and adults with speech, language, teristics of hearing aids, coupler and real-ear prerequisite for SpHr 591. Recommended pre- measurement, output limitation, programming requisite: SpHr 498/598. and hearing problems. Recommended prerequisites or corequisites: SpHr 464/564, 465/565. and earmolds. Prerequisite: SpHr 488/588.

† SpHr 486/586, and 498/598 require 25 hours of confirmed clinical observation as part of the courses listed as prerequisites. 194 P ORTLAND S TATE U NIVERSITY

*SpHr 556 adult populations to be addressed. Prerequisite: with primary and secondary aging. Audiologic Hearing Aids II (4) SpHr 563. assessment of the prebycusic patient, as well as Advanced topics in amplification for the hearing SpHr 566 intervention procedures are emphasized. impaired. Topics include: hearing aid evalua- Motor Speech Disorders (4) Psychosocial forces associated with hearing tion, prescription of electroacoustic characteris- Advanced seminar in diagnosis and treatment of impairment during the aging years are exam- tics, fitting procedures, and post-fitting counsel- the dysarthrias and apraxia of speech. ined. Prerequisite: SpHr 488/588. ing. Prerequisite: SpHr 555. Prerequisites: SpHr 495, 563, 565. *SpHr 577 *SpHr 557 *SpHr 567 Medical Audiology I (4) Hearing Aids Laboratory (2) Craniofacial Disorders and Speech (3) Evaluation of practical application of differential Provides practical experience in hearing aid Acquaints students with clinical management of auditory tests used in the assessment of various testing, repair and modification. cleft palate and other craniofacial anomalies, hearing disorders. Focus on procedures, applica- *SpHr 558 particularly the role of speech-language pathol- tions, and implications of various auditory meas- Computer Applications in Communication ogist. Students gain exposure to analysis of ures forming test batteries which assist in the Disorders (2) articulation and resonance disorders of persons detection of conduction, cochlear, and retro- Provides students with basic information on with velopharyngeal incompetence. cochlear lesions. Class demonstrations and super- using computerized resources in diagnosis, Prerequisite: SpHr 495/595. vised experiences. Prerequisites: SpHr 487/587, treatment, and data management. Internet 488/588. *SpHr 569 information resources will also be explored. Advanced Audiology Practicum (2) *SpHr 578 SpHr 559 Supervised clinical practicum in the PSU Speech Medical Audiology II (2) Augmentative and Alternative and Hearing Clinic. Students provide assessment Continues examination of medical audiology Communication (2) of hearing and hearing aid evaluation and fit- from SpHr 577. Specific topics to be addressed Introductory course in augmentative and alter- tings for children and adults. Prerequisites: include otacoustic emissions, central auditory native communication (AAC) with a focus on SpHr 488/588, 577, or concurrent. assessment. Class demonstrations and super- manual and technological communication meth- vised experiences. Prerequisite: SpHr 577. ods. Includes strategies for appropriate assess- *SpHr 571 Advanced Hearing Science I (4) *SpHr 579 ment of speech, language, cognitive, and motor Psychoacoustics and the fundamentals of Medical Audiology III (2) skills, and addresses partner support require- acoustics. Topics include simple harmonic Continues examination of medical aspects of ments for AAC use. Students gain knowledge motion, simple and complex sounds, decibel audiology from SpHr 577 and 578. Specific and skills for treating children, adolescents, and scales, and impedance. Also covered are psy- topics to be addressed include central auditory adults with moderate to severe congenital or chophysical measurement, auditory sensitivity, processing and tinnitus. Evaluation and man- acquired disorders in speech and language. pitch and loudness perception, masking, audi- agement of both pathological conditions will be SpHr 560 tory nonlinearities, and binaural hearing. included. Prerequisite: SpHr 578 Research Methods in Speech-Language Prerequisite: SpHr 487/587. *SpHr 580 Pathology and Audiology (4) Vestibular Disorders and Evaluation (4) Introduction to research methods in communi- *SpHr 572 Advanced Hearing Science II (4) An in-depth examination of anatomy and physi- cation disorders, including clinical efficacy stud- ology of the vestibular system. Observation and ies. Students become familiar with the scientific Anatomy and physiology of the auditory system, including transmission properties of the experience with evaluation protocols including method, issues in hypothesis tests, approaches electronystagmography and posturography. to literature review, data collection, reduction, middle ear, cochlear mechanics and transduc- and analysis. Background in statistics is helpful. tion, and processing of auditory information SpHr 581 Questions of current interest in the fields of from cochlea to cortex. The course begins with Stuttering (4) speech, language, and hearing are presented. an introduction to basic electricity, including Study of stuttering theories, research, methods of Students are encouraged to focus on one as a Ohm’s Law, series and parallel circuits, alternat- diagnosis, and treatment for stuttering and other thesis topic and develop a mini-prospectus for a ing and direct currents. Prerequisite: SpHr 571. disorders of fluency. Prerequisite: 495/595. thesis through class assignments. Computer *SpHr 573 SpHr 582 applications in research also outlined. Industrial Audiology (2) Voice Disorders (4) Prerequisites: Stat 243, 244 or equivalent. This course focuses on the role of audiology in Deviations of voice found in children and hearing conservation in industry. Includes effects adults. Study of normal and abnormal function *SpHr 562 Instrumentation in Speech Sciences (4) of noise on the auditory system, noise measure- of the voice mechanism. Attention to detection, Designed for speech-language pathology majors ment, and medical-legal aspects of noise expo- referral, and differential diagnosis of voice prob- to enable exploration of current instrumentation sure. Prerequisites: SpHr 487/587, 488/588, 572. lems. Demonstrations of typical voice problems; in the speech sciences. Provides exposure to *SpHr 574 demonstrations in examination and treatment recording equipment, flexible and rigid Objective Auditory Measures (4) procedures; review of recent literature and endoscopy, spirometry digital speech analysis as Introduction to clinical measurement of auditory research. Prerequisite: SpHr 495/595. well as to a variety of computer applications for evoked potentials. Normative and pathological SpHr 583 use in evaluation and therapeutic settings. aspects of electrocochleography and brainstem Language Development and Disorders in Prerequisites: SpHr 380, 464/564, 495/595, 560. responses. Also covers advanced acoustic immit- Children (4) tance, including physical principles and diagnos- Provides students with a basis of knowledge of SpHr 563 current research related to language acquisition Adult Language Disorders (4) tic applications. Prerequisite: SpHr 488/588. in children, from both a theoretical and devel- *SpHr 575 Serves as an introduction to neurogenic com- opmental perspective. Normal language munication disorders. Topics include aphasia, Pediatric Audiology (2) This course covers the embryology of the ear, processes will be used as a framework for the dementia, right-hemisphere disorders, and brain study of language differences and disorders in injury. Causes, symptoms, and multicultural the development of hearing, the etiology and pathology of hearing loss in children, and the the acquisition of language. Areas of study will issues in assessment and treatment will be dis- include specific language and learning disor- cussed. Prerequisite: SpHr 495/595. assessment of hearing in children. It also covers amplification for hearing impaired children, and ders, and language delays secondary to mental SpHr 565 retardation, autism, brain lesions/pathology, and Dysphagia (4) management of children with hearing losses. Prerequisite: SpHr 488/588. hearing impairments. Related areas of develop- Designed to provide in-depth study of anatomy ment, including cognition, play, learning, and and physiology of swallow mechanism. *SpHr 576 literacy acquisition will be discussed. Issues of Assessment and treatment of dysphagia and Geriatric Audiology (2) bilingualism and multicultural issues will also feeding disorders in neonatal through older The study of hearing in aging. Physiological be addressed. changes in the hearing mechanism associated C OLLEGE OF L IBERAL A RTS AND S CIENCES 195

SpHr 584 children, aged six through adolescence. Formal, records; handling both incoming and outgoing Assessment and Treatment of Language informal, dynamic, and curriculum-based referrals; and parent/teacher/staff conferences. Disorders: Birth to Age Five (4) assessment of language difficulties will be cov- Concurrent registration in SpHr 592 required. Outlines causation, prevention, evaluation, and ered. Treatment topics will include service Admission by approved application only, one management procedures for addressing devel- delivery models, including consultation and col- full academic term in advance. opmental language disorders in infants, tod- laboration with other school personnel, and SpHr 592 dlers, and preschool children. Formal and infor- intervention strategies. The relationship of lan- Seminar: Speech-language Pathology mal assessment procedures will be covered. guage and learning disabilities will be in Schools (2) Uses and misuses of standardized tests will be addressed, with a focus on the assessment and Survey of current methods and materials avail- discussed. Models of language disorders will be treatment of language-based disorders of read- able to and appropriate for the public school compared and contrasted. Speech sample analy- ing and writing. Issues of assessment and treat- speech-language pathologist. Specific problems sis procedures will be studied. Pragmatic inter- ment in culturally diverse populations will be encountered in the practicum experience are vention techniques will be stressed. Relations presented. Prerequisites: SpHr 583, 584. utilized as topics of discussion. Prerequisite: between language and phonology and multicul- SpHr 591 SpHr 585. Concurrent registration in SpHr 591 tural issues will also be included. Family-cen- Student Teaching: Speech-language required. tered practice techniques will be emphasized. Pathology (10) Prerequisite: SpHr 498/598, 583. Corequisite: Practicum in speech-language pathology in the SpHr 551. public school setting under the direction of a SpHr 585 supervising speech-language clinician (ASHA Assessment and Treatment of Language CCC-SP). Students participate in the following Disorders in School-aged Children and activities: diagnosis and evaluation; section of Adolescents (4) caseload and scheduling; management of an Provides information on assessment and inter- entire caseload; maintaining appropriate vention of language and learning disorders in

Women’s Studies 469 Neuberger Hall tation as well as gender. Core courses also Admission requirements 503-725-3516 encourage students’ active participation www.ws.pdx.edu/ through discussion, informal as well as Admission to the department is based on formal writing, and collaborative learning general admission to the University. See B.A., B.S. page 39 for more information. Minor in the classroom. Post-baccalaureate Certificate Experiential learning plays an important role in a student’s progress through the Degree requirements Women’s Studies is an interdisciplinary women’s studies curriculum. The program’s program designed to foster students’ per- Requirements for major. In addition to extensive and long-established ties with meeting the general University degree sonal and intellectual development and to organizations in the metro area provide prepare them for socially responsible citi- requirements, the major in women’s stud- wide-ranging opportunities for students to ies must complete a required core program zenship as well as a broad range of careers. apply their classroom knowledge in a com- Women’s studies advisers work closely of 32 credits (24 classroom hours, includ- munity setting. Many students discover a ing a senior seminar, and 8 hours in expe- with each student to craft a course of life’s vocation through these experiences, study appropriate to the student’s academ- riential learning) and an individual pro- and all develop new skills. Guidelines for gram of study (20 credits). For the indi- ic interests and post-graduate goals. women’s studies internships, practica, and An expanding field of scholarship, vidual program, students will design an independent study are flexible in order to emphasis which is based in a discipline or women’s studies is on the cutting edge of meet individual needs. A degree in women’s educational and intellectual innovation. in a theme that crosses disciplines. studies provides the foundation for life- Individualized program. To be devel- Courses offered through many different long learning as well as background and disciplines explore how gender has oped in consultation with the student’s experience for careers in teaching, counsel- adviser. Each student pursuing a women’s shaped culture, language, social, econom- ing and social work, business, law, health ic, and political institutions and what the studies major will select or be assigned an sciences, public administration, public rela- adviser who is knowledgeable in the stu- world looks like, once women’s experi- tions, and research. ence is fully included in our thinking. dent’s area(s) of academic interest. In order Women’s studies students participate in to be considered for the degree, the indi- The women’s studies core curriculum planning the program’s educational, cul- encourages students to develop critical vidual program of study must carry tural, and social events and advise the fac- approval of the adviser. Changes in this thinking skills and an appreciation for the ulty on matters of curriculum and educa- range of theoretical frameworks and individual program must be similarly tional policy. The program also maintains approved. Non-approved individual pro- methodologies present in contemporary a resource library open to all students. feminist scholarship. Courses incorporate grams will not be considered to meet the diversity of women’s experience with major requirements. In designing their attention to race, class, and sexual orien- individual program, students may follow 196 P ORTLAND S TATE U NIVERSITY

either a discipline-based emphasis or a Requirements for post-baccalaureate WS 306 theme-based emphasis. certificate. Global Gender Issues (4) Study of gender issues in an international per- A discipline-based emphasis will consist Credits spective. Courses will focus on a theme that can of five courses (20 credits) in a department Introduction to Women’s Studies ...... 4 WS 301 Gender and Critical Inquiry ...... 4 be studied comparatively, such as gender and or program outside women’s studies. Two public policy, or on a particular country or of these courses are to be courses which WS 315 Feminist Analysis ...... 4 WS 415 Senior Seminar ...... 4 national/ethnic group, such as Filipina women. familiarize students with that discipline’s WS 404 Cooperative Education/Internship This course is repeatable with different topics. materials and approaches. The other three or WS 409 Practicum...... 6 WS 307 courses in the discipline are to be cross-list- Approved electives Women, Activism and Social Change (4) (minimum of 12 upper-division) ...... 16 ed with women’s studies or approved by Women working collectively to create social the student’s women’s studies adviser. Total 38 change; the activism of self-identified feminists A theme-based emphasis will consist of In meeting the 16 elective credits require- as they struggle to resist and transform oppres- five courses which together form a coher- ment, students may take a maximum of 12 sion as well as the activism of women allied ent multi-disciplinary approach to a sub- credits in any one academic area (arts and with other social movements. Examines activists’ strategies, organizations, goals, accom- ject. All of the courses are to be cross-list- letters, science, social science) and 4 credits in lower division courses. plishments, and unmet challenges. Topics may ed with women’s studies or approved by include reproductive rights, feminist labor the student’s women’s studies adviser. Courses taken under the undifferentiated grading option (pass/no pass) are not organizing, queer political movements, or third Courses taken under the undifferentiated world liberation movements. grading option (pass/no pass) are not accept- acceptable toward fulfilling Certificate requirements with the following excep- WS 308 able toward fulfilling major requirements Topics in Gender, Literature, and Popular with the following exceptions: one women’s tions: one women’s studies elective course, Culture (4) studies elective course, WS 404 Cooperative WS 404 Cooperative Education/ Media, popular culture, and literature from a Education/Internship, WS 409 Practicum. Internship, WS 409. feminist perspective which focuses on how gender and other dimensions of power relations are Credits expressed, reproduced, and challenged within Core courses cultural expression. Such topics as lesbian/gay WS 101 Introduction to Women’s Studies ...... 4 Courses literature, gender/difference in television, and WS 301 Gender and Critical Inquiry ...... 4 Courses with an asterisk (*) are not offered every year. women in contemporary film. WS 307 Women, Activism, and Social Change ....4 WS 101 WS 315 Feminist Analysis ...... 4 Introduction to Women’s Studies (4) WS 309 WS 415 Senior Seminar ...... 4 A survey and critical analysis of the essential Disney: Gender, Race, and Empire (4) One of the following courses: issues of feminism and their effects on women’s Explores construction of gender, race, and WS 340, WS 341, WS 342, WS 370, WS 428 ...... 4 lives. Topics include: marriage, family, education, empire in the animated films of Disney. Experiential learning ...... 8 justice and reform, health care, sexuality, political Examines the content of Disney films created WS 404 Internship (3) and economic status. Focuses on present realities within particular historical and cultural contexts WS 409 Practicum (3) in order to understand cultural production in WS 411 Experiential Learning Seminar (2) and future possibilities. An introduction to the interdisciplinary field of women’s studies. relation to intersections of racism, sexism, colo- Individualized program nialism, and imperialism. (to be approved by adviser)...... 20 WS 120 Total 52 Workshop for Returning Women (4) WS 310 Psychology of Women (4) Requirements for minor. A minor in Designed for those who have experienced an interruption in their formal education. Examines Review and evaluate assumptions underlying psy- women’s studies will consist of 28 credits. chological research on women. Survey the Students will be required to take 12 cred- the educational history of American women. Analyzes the ways in which the roles, status, and research in areas such as the development of sex its in the core courses (not including experiences of women affect educational deci- differences, acquisition of gender roles, and main- WS 404, 409, WS 411). The additional 16 sions and performance. Includes the develop- tenance of gender stereotypes. Explore the perti- credits may be fulfilled by either core ment of skills and self-confidence in studying, nence of these findings to topical areas such as courses (including WS 404, 409, WS 411) writing, research, examinations, time manage- women’s work roles, women and mental health, or women’s studies electives including ment, mathematics and science. Credit cannot be and the women’s movement. Recommended pre- courses cross-listed with other depart- used to satisfy certificate requirements. requisite: 3 credits in psychology. ments or approved by the women’s studies WS 199 WS 312 coordinator. Special Studies (Credit to be arranged.) Feminist Philosophy (4) A variable topics course dealing with contempo- Critically examines traditional schools of philo- Credits sophical thinking from a feminist perspective. Twelve credits from the core courses rary and historical issues in feminism. Recent (not including WS 404, 409, WS 411) ...... 12 offerings have included History of Women Artists Recommended prerequisite: one philosophy Additional credit may be fulfilled by either core and History of Women in Science. WS 199 is course from other than Phl 103, 104, 206. courses (including WS 404, 409, WS 411) or also available for students who wish to pursue WS 315 women’s studies electives...... 16 directed independent study. Feminist Analysis (4) Total 28 WS 260 This is an advanced theory and methods course. Courses taken under the undifferentiated Introduction to Women’s Literature (4) An exploration of the interpretive frameworks grading option (pass/no pass) are not Introduction to the texts and contexts of and research strategies utilized in contemporary acceptable toward fulfilling major require- women’s literature. feminist scholarship. Drawing on examples from ments with the following exceptions: one more than one discipline, students will be intro- WS 301 duced to a range of theoretical and methodolog- women’s studies elective course, WS 404 Gender and Critical Inquiry (4) ical approaches, while learning to identify the Cooperative Education/Internship, This is a theory course. Cross-discipline introduc- choices that scholars make in carrying out their tion to feminist frameworks including theoretical WS 409 Practicum. work. Issues under debate within feminist schol- issues and varying approaches to the study of arship as well as the differences between femi- women and gender. Attention to the relationship nist scholars and those working from other between gender and other axes of inequality. frameworks will be examined. Recommended Emphasis on the development of critical thinking prerequisite: WS 301. skills. Recommended prerequisite: WS 101. C OLLEGE OF L IBERAL A RTS AND S CIENCES 197

WS 330 bal communication, and power and conflict in activities will illustrate the transition from a Women of Color in the United States (4) human relationships. Discussion of influence of reductionist view of our natural environment to a A variable topics course focusing on issues mass communication upon shaping and con- systems-oriented view. It will place this historical which affect women of color in the United structing male and female roles. shift in understanding and scientific practice in States, historically and today. WS 340 the contexts of gender, race, and class using WS 331 Women and Gender in America to 1848 (4) selected case studies in environmental manage- Women in the Middle East (4) This course is the same as Hst 340. See page ment. Includes laboratory and/or fieldwork. Aims to explore the role and status of women in 155 for course description. Recommended prerequisite: UnSt 299 Intro to Women’s Studies. This course is the same as Sci the contemporary Middle East with respect to WS 341 institutions such as the family, law, education, Women and Gender in America 347, 348; may only be taken once for credit. work and politics—areas which intersect and 1848-1920 (4) WS 350 overlap with broader cultural questions about This course is the same as Hst 341. See page Introduction to Interpersonal Violence (1) women and their place in tradition, modernity, 155 for course description. Explores the roots of interpersonal violence, the nation-building, Islam and the West. This WS 342 dynamics of domestic violence against women course is the same as FL 331 and Intl 331, may Women and Gender in the U.S. and children and sexual assault, their causes only be taken once for credit. 1920 to the Present (4) and effects, community resources for interven- WS 332 This course is the same as Hst 342. See page tion and prevention. Discusses the social norms Race, Class, Gender, and Sexuality in the 155 for course description. that influence interpersonal violence as well as United States (4) the psychological results of violence. Examines *WS 343 Examines the ways in which race, class, gender, American Family History (4) the big picture of interpersonal violence and and sexuality are conceptualized and represent- History of the American family from the colo- how all forms are interrelated. ed in contemporary U.S. culture and society; nial period to the present. The course will draw WS 351, 352, 353 investigates the institutions, practices, and dis- upon textual sources and oral histories in exam- Children and Interpersonal Violence (1, 1, 1) courses that comprise notions of race, class, ining changes in families in the colonial period, The courses in this sequence will consider the vic- gender, and sexuality in the United States and and the nineteenth and twentieth centuries. timization of children from a variety of perspec- how these social categories shape and are Recommended prerequisite: Hst 201, 202, tives: how they are victimized directly and indi- shaped by one another. Sophomore Inquiry (American Studies), or con- rectly and services available to them. WS 351: WS 337 sent of instructor. Special Issues for the Child Victim of Communication and Gender (4) Interpersonal Violence; WS 352: Children WS 347, 348 An examination of similarities and differences in Science, Gender, and Social Context (4, 4) Affected by Violence; WS 353: Services for the male and female communication styles and pat- Two-term course explores the strengths and limi- Child Victim of Interpersonal Violence. Each class terns. Particular attention given to the implica- tations of science to describe and predict nature will consider child physical, emotional and sexual tions of gender as social construct upon percep- through laboratory and field investigations. These abuse. Recommended prerequisite: WS 350. tion, values, stereotyping, language use, nonver- 198 P ORTLAND S TATE U NIVERSITY

WS 354, 355, 356 in the North American context emphasizing the the behavior, characteristics, attitudes, and Interpersonal Violence and Special contests involving sexuality beginning with the demographic characteristics of women. Populations (1, 1, 1) period of European conquest and ending with Recommended prerequisites: Soc 204, 205. Physical, emotional and sexual abuse crosses all looking at HIV/AIDS and transgender issues. WS 426 age, cultural, religious, ethnic, economic and WS 380 Women and Mental Illness (4) social boundaries. However, the impact of abuse Women and Politics (4) Recommended prerequisites: WS 101. Also list- and the remedies and services available to vic- Analysis of the political role of women in poli- ed as Soc 426/526; may only be taken once for tims/survivors varies widely across different tics. Reviews historical and contemporary analy- credit. social groups. WS 354: Young Adults and ses of women’s participation and status in poli- Dating Violence; WS 355: Battered Women in WS 428 tics. Recommended prerequisites: PS 101, 102 Lesbian History (4) Prison; WS 356: Diversity Awareness and or upper-division standing. Domestic and Sexual Violence. Each class will Surveys the history of lesbian existence in the consider physical, emotional and sexual abuse. WS 399 United States. Begins by asking what “lesbian” Recommended prerequisite: WS 350. Special Studies (Credit to be arranged.) means, identifying the different historical mark- WS 401 ers of female same-sex desire. Using a rich vari- WS 357, 358, 359 Research (Credit to be arranged.) ety of primary and secondary sources, we ana- Interventions for Interpersonal Violence lyze historical attitudes about female same-sex (1, 1, 1) WS 404 Cooperative Education/Internship desire, follow the emergence of lesbian subcul- This course sequence will consider interpersonal (Credit to be arranged.) tures and communities, examine the develop- violence and intervention from a variety of per- WS 405 ment of sexual identities during the twentieth spectives—as an individual and societal issue. Reading and Conference century, and end by considering lesbian issues. WS 357: Interventions to Help Women Caught (Credit to be arranged.) WS 431 in Interpersonal Violence; WS 358: Treatment Consent of instructor. Philosophies and Interpersonal Violence; Women in the Visual Arts (4) WS 359: Holding Perpetrators of Interpersonal WS 407 This course is the same as ArH 431; may only Seminar (Credit to be arranged.) Violence Accountable. Each class will address be taken once for credit. physical, emotional and sexual abuse issues. WS 409 WS 443, 444 Practicum (Credit to be arranged.) Recommended prerequisite: WS 350. British Women Writers (4, 4) WS 410 Study of the works of British women writers WS 360 Selected Topics (Credit to be arranged.) Introduction to Queer Studies (4) with attention to themes, styles, and character- WS 411 istic concerns in the light of feminist criticism An interdisciplinary course that focuses on the Experiential Learning Seminar (1) lives of lesbian, gay, bisexual, and trans people and scholarship. Recommended prerequisite: To be taken simultaneously with WS 404 or 15 credits in literature. WS 260 recommended. in historical and social context. Looks at the WS 409. Students will present material based historical roots and political uses of sexual upon their experiences in practica and intern- WS 445, 446 norms and sexual identities and explores the ships. The seminar provides an opportunity for American Women Writers (4, 4) complex interactions of race, class, gender, and students to reflect on the settings where they Study of American women writers, with atten- desire. Finally, looks at some of the current are working and analyze issues that emerge in tion to themes, styles and characteristic con- political contests around sexuality. applying feminist theory to practice. cerns, in the light of feminist criticism and WS 361 scholarship. Recommended prerequisite: WS 415 15 credits in literature. WS 260 recommended. Sexual Assault (1) Senior Seminar (4) Examines sexual assault from historical, politi- With a focus on analysis, critique, comparison WS 452 cal, and psychological perspectives; the legal and connection, students will work collabora- Gender and Race in the Media (4) and medical systems’ responses to sexual tively as well as independently in this theoreti- This course is the same as Sp 452/552; course assault; and the trauma that results from rape cal, thematically-based course. Students will be may only be taken once for credit. See Department and the options for healing. Recommended pre- responsible for planning and leading discussion of Communication for course description. requisite: WS 350. during some sessions as well as presenting and WS 455 WS 362 responding to work-in-progress. Recommended Gender and Education (4) Women and Trauma (2) prerequisite: WS 315. This course is cross-listed as EPFA 455; may only be taken once for credit. Examines effects of trauma on the brain and WS 417 brain functioning, psychological effects of child- Women in the Economy (4) WS 457 hood trauma, resilience as a factor in coping Different economic theoretical perspectives are The Language of Violence (4) with traumatic experiences, and how to foster presented to account for women’s particular eco- This course is the same as Sp 457/557; course healing in trauma survivors. Recommended pre- nomic roles currently and historically. Emphasis may only be taken once for credit. See Department requisite: WS 350. on women’s responsibility for child rearing and of Communication for course description. WS 363 housework; women’s relatively low wages; occu- WS 467 Moving Beyond Trauma (1) pational segregation by gender; economic differ- Work and Family (4) Examines survival from interpersonal violence, ences among women due to ethnicity, genera- An examination of the effects of work on family, draws on resiliency research to understand what tion, and class; and policy issues with particular and family on work, in contemporary society. fosters healing, explores the role of support sys- importance for women’s economic situation. Includes study of dual-career and dual-work tems, altruism, spirituality, and social activism Recommended prerequisites: Ec 201, 202. families, effects of maternal employment on in overcoming trauma. *WS 424 children, impact of child care and elder care on WS 365 Women and the Law (4) the workplace, and parental leave and other The Science of Women’s Bodies (4) This course is the same as PS 425; may only be workplace supports for families. Implications of This course is the same as Sci 365; may only be taken once for credit. research for social policy. Recommended prerequisites: Psy 311 and 3 credits in courses num- taken once for credit. WS 425 WS 370 Sociology of Women (4) bered Psy 321 or higher. History of Sexualities (4) Cross-societal analysis of the position of women WS 470/570 Looks at the various meanings given to sexual in industrial societies. Analysis of the social Asian American Women’s Studies (4) desires and practices throughout history. Explores position of women and men in areas such as the Interdisciplinary course focusing on the con- sexuality as reproduction, perversion, pleasure, family, politics, work, education, etc. temporary experiences of Asian American and as a site of both social/political regulation and Consideration and evaluation of theories of the women, examining ways in which race, gender, subversive agency. Focuses on change over time biological, psychological, sociological basis for class, sexuality, and national identity shape the C OLLEGE OF L IBERAL A RTS AND S CIENCES 199

experiences of Asian American women. Topics: WS 471/571 WS 479 histories of immigration and western coloniza- Global Feminisms (4) Women and Organizational Psychology (4) tion; family and community structures; repre- Themes and theoretical principles of global fem- Examines the relationship between gender and the sentations and stereotypes in media and popu- inisms, with special emphasis placed on Third social organization of the workplace. Focus is on lar culture; sexuality and sexual identities; World feminist movements. Themes explored gender development as socialization (e.g. hierarch mixed-heritage and bicultural experiences; the include colonialism, globalization, nationalism and leadership, discrimination and harassment, politics of language; violence against Asian and nation-building, representation, global deskilling) from a social psychological perspective. American women; labor force participation; economies, and the politics of race, gender, Strategies for change are considered. Recom- relationship to feminism; and activism and class, sexuality, and nation. Prerequisite: mended prerequisites: Psy 310 and 3 additional resistance. WS 301 or 315 or consent of instructor. credits in courses numbered Psy 330 or higher.

Interdisciplinary Studies

The courses listed below are offered on an Hum 607 Sc 607 irregular basis by various departments. Seminar (Credit to be arranged.) Seminar (Credit to be arranged.) Hum 608 Sc 608 Workshop (Credit to be arranged.) Workshop (Credit to be arranged.) ASc 410/510 Selected Topics (Credit to be arranged.) Hum 609 Sc 609 Practicum (Credit to be arranged.) Practicum (Credit to be arranged.) Hum 199 Special Studies (Credit to be arranged.) Hum 610 Sc 610 Selected Topics (Credit to be arranged.) Selected Topics (Credit to be arranged.) Hum 399 Special Studies (Credit to be arranged.) ISt 199 SSc 601 Special Studies (Credit to be arranged.) Research (Credit to be arranged.) Hum 405 Reading and Conference (Credit to be ISt 399 SSc 602 arranged.) Special Studies (Credit to be arranged.) Independent Study (Credit to be arranged.) Hum 407 For Extended Studies and SSc 603 Seminar (Credit to be arranged.) Summer Session only. Thesis (Credit to be arranged.) Hum 410 ISt 404 SSc 604 Selected Topics (Credit to be arranged.) Cooperative Education/Internship Cooperative Education/Internship (Credit to be arranged.) (Credit to be arranged.) Hum 601 Research (Credit to be arranged.) Sc 601 SSc 605 Research (Credit to be arranged.) Reading and Conference Hum 602 (Credit to be arranged.) Independent Study (Credit to be arranged.) Sc 602 Independent Study (Credit to be arranged.) SSc 606 Hum 603 Special Problems/Projects Thesis (Credit to be arranged.) Sc 603 Thesis (Credit to be arranged.) (Credit to be arranged.) Hum 604 Sc 604 SSc 607 Cooperative Education/Internship Seminar (Credit to be arranged.) (Credit to be arranged.) Cooperative Education/Internship (Credit to be arranged.) SSc 608 Hum 605 Workshop (Credit to be arranged.) Reading And Conference Sc 605 (Credit to be arranged.) Reading and Conference SSc 609 (Credit to be arranged.) Practicum (Credit to be arranged.) Hum 606 Special Problems/Projects Sc 606 SSc 610 (Credit to be arranged.) Special Problems/Projects Selected Topics (Credit to be arranged.) (Credit to be arranged.)

School of Business Administration

SCOTT A. DAWSON, DEAN M. SULLY TAYLOR, ASSOCIATE DEAN MAUREEN O’CONNOR, ASSISTANT DEAN UNDERGRADUATE PROGRAMS OFFICE 240 SCHOOL OF BUSINESS ADMINISTRATION BUILDING, 503-725-3712 GRADUATE PROGRAMS OFFICE 230 SCHOOL OF BUSINESS ADMINISTRATION BUILDING, 503-725-8001 www.sba.pdx.edu

B.A., B.S.—Business Administration estate finance, general management, mar- Minor—Advertising (for graphic design keting, human resource management, sup- majors), Business Administration ply and logistics management, advertising Certificate in International Business and information systems. The internation- Studies Certificate in Food Industry al business studies certificate, food indus- Management—Graduate, Undergraduate try management certificate, the business Postbaccalaureate Certificate in Accounting minor, and advertising minor for graphic M.B.A.—Master of Business Administration design majors are also available. The M.S.—Master of Science in School of Business also offers study abroad Financial Analysis opportunities at the undergraduate and M.I.M.—Master of International graduate levels. Management The School of Business also offers a Ph.D.—Participating school in Weekend Business Program. Tailored for Systems Science Doctoral Program the returning student who is working full- The undergraduate and graduate programs time, the program allows students to com- in business administration are accredited plete their junior and senior years of the by AACSB—Association to Advance business program on Wednesday evenings Collegiate Schools of Business. AACSB sets and Saturdays over six terms. Students standards for business education in terms enrolled in the Weekend Business Program of curricular content, quality of faculty, will complete the full curriculum of stan- and adequacy of facilities. dard business courses required for a bachelor’s degree in business with an option in general management through a combina- Undergraduate tion of class lectures, Web-based instruc- programs tion, video, e-mail, and chat rooms. Admission and major requirements for The undergraduate program in business this program are identical to the tradition- administration adheres to the principle al undergraduate program. that in a free society the business enter- Student advising. Graduate academic prise must be responsibly and efficiently and career advisers are located in 230 SBA managed. The undergraduate degree pro- and undergraduate academic and career gram includes both business and nonbusi- advisers are located in 240 SBA. Current ness courses. The mission of the under- information about admission and degree graduate program is to provide students requirements for students in the School of with a broad understanding of business Business Administration is available there. and to equip them with the dynamic skills Students should make appointments with required to work successfully in a complex the advising center at least once a year to and changing global environment. ensure that requirements are being met. Special emphasis options are available For program option planning and career within the business administration major counseling, students may make an and are designed to prepare students for appointment with SBA career counselors positions in accounting, finance, real or a faculty member of their choice. 202 P ORTLAND S TATE U NIVERSITY

The School of Business Administration Applications for admission are accepted Degree requirements Web site, www.sba.pdx.edu, contains anytime during the term. Students current- announcements concerning policies, ly taking classes at PSU or another institu- Requirements for major. In addition to upcoming activities, scholarships, and other tion must wait until grades post for the cur- meeting the general University require- information vital to all business and pre- rent term before applying for admission. ments, the student in business administra- business students. Information about stu- Application forms and deadline dates are tion must take at least 82 credits in business dent organizations, internships, and career available online at www.sba.pdx.edu. administration courses of which at least 41 opportunities can also be found there. Retention policy. A minimum Portland must be taken at PSU. This total will State University cumulative GPA of 2.50 include the business core (48 credit hours if Admission requirements and a minimum GPA of 2.50 in business taken at Portland State), at least one option administration courses taken at Portland area (20-36 credits, depending on option Students may declare business administra- State University are required to remain in chosen), and enough business electives to tion as their major field of study at any good standing as an admitted business meet the minimum of 82 credits in busi- time after admission to Portland State administration student and for graduation ness. Each student in business must also University. However, students must be with a degree in business administration. take at least 90 credits outside the School of admitted formally to the School of Business In addition, students are expected to Business Administration. A minimum of Administration (SBA) before they are make satisfactory progress toward gradua- 180 credits is required for graduation. allowed to enroll in certain upper-division tion by completing a minimum of 9 cred- Prerequisite policy. Before enrolling in business administration courses or to grad- its during each academic year. any business course students should read uate with a business administration degree. Failure to maintain a 2.50 PSU cumula- the course description and complete any If the number of eligible applicants for tive GPA and a 2.50 PSU business GPA prerequisites that are listed. If a student admission to any business degree program will place a student on probation. The completes a course before completing the exceeds that for which resources are avail- probationary period is defined as three prerequisite and later completes the pre- able, acceptance will be competitive. In the terms in which the student takes classes. requisite, credit for the prerequisite will event selective admission becomes neces- In no instance will the period of probation not count toward 82 credits required in sary, the GPA computed for the required extend beyond three consecutive terms business. The instructor and/or SBA courses for eligibility for program admission beginning with the first term the student is Administration have the authority to will be used. Priority, within reasonable lim- placed on probation. In the first term of administratively drop any student who has its, will be given to resident students. probation the student must show progress not completed the prerequisites. Students The following requirements must be ful- by raising the deficient GPA(s). The stu- must successfully complete the course filled prior to applying for admission to dent will be allowed a second term to raise with a C- or better. the School of Business Administration: the GPA(s) to 2.50. By the end of the third Second Degree Students. You will need 1. Be formally admitted to Portland State term of probation, the deficient GPA(s) to meet the requirements for your major. University. must be at least 2.50. In addition, you should meet with your 2. Have a grade point average (GPA) of at Students who are disqualified must reap- academic advisor in the School of Business least 2.75 for each of the following: ply for admission if they desire to com- to determine if you have met the Bachelor a. all accepted transfer credits plete degree requirements for programs in of Arts or Bachelor of Science require- b. all PSU graded credits the School of Business Administration. ments. You may also want to meet with an c. all PSU graded business credits Disqualified students must wait at least advisor to determine if any of your previ- Students who do not meet the 2.75 GPA one academic term before applying for ous course work counts towards the busi- requirements will be considered for admis- readmission. Students applying for read- ness major requirements. sion only if the GPA for their most recent 28 mission must meet the admission require- Business administration students must graded credit hours at PSU is 3.00 or higher ments in force at the time of reapplication. complete the following courses with a C- and the applicant has a minimum 2.50 Business students are limited to only one or better: cumulative PSU GPA and a minimum 2.50 cumulative GPA for all completed business readmission to the School of Business Credits Core courses courses at PSU. Administration. Academic disqualification. If a student BA 101 Introduction to Business and World 3. Have completed each of the pre-busi- Affairs ...... 4 ness courses with a grade of C- or better. who has been admitted to the School of BA 205 Business Communications Using Technology ...... 4 The pre-business courses are: Business Administration is academically disqualified by the University, that student BA 211 Fundamentals of Financial Accounting...4 BA 101—Introduction to Business and World will automatically lose School of Business BA 213 Decision Making with Accounting Affairs Information...... 4 Administration admitted status. If a student BA 205—Business Communications Using BA 301 Research and Analysis of Business who has lost admitted status desires to Problems...... 4 Technology complete degree requirements for programs BA 302 Organizational Behavior ...... 4 BA 211—Fundamentals of Financial in the School of Business Administration, BA 303 Business Finance ...... 4 Accounting BA 311 Marketing Management...... 4 that student must reapply. At the time of BA 213—Decision Making with Accounting BA 325 Competing with reapplication the student must: (1) be Information Technology...... 4 Information admitted by and in good standing with the BA 339 Operations and Quality Management ....4 †CS 106—Computing Fundamentals II University, (2) have completed 24 credits BA 385 Business Environment...... 4 Ec 201, 202—Principles of Economics BA 495 Business Strategy ...... 4 following disqualification (these credits Stat 243, 244—Introduction to Probability Sub-total 48 must be 300 and 400 level courses), (3) and Statistics I and II (for business majors) Business specialization options have a cumulative GPA of 2.75, and (4) (see descriptions below)...... 20-36 Sp 220—Public Speaking have a business GPA of 2.75. UnSt 101, 102, 103—Freshman Inquiry or Business options Wr 121—College Writing The School of Business Administration offers options for those students seeking

† See Undergraduate Programs Office for course substitutes approved by the SBA faculty. S CHOOL OF B USINESS A DMINISTRATION 203

specialization in a subject area. Each stu- b. from an approved list of courses, some of Global marketing management track dent must select one of these options and which will be within the SBA and some outside Mktg 376 International Business and the SBA. Trade Practices (4) complete the required courses with a C- or Total 24 Mktg 466 International Marketing (4) better. Option requirements are satisfied by Note: Students who wish to do a double option in Upper-division marketing elective(s) ...... 8 general management and human resource man- taking 20 to 36 upper-division credits Total 28 agement cannot apply more than eight common beyond the required business core. The credits to each option. Advertising management courses specified to satisfy the option Human resource management Objective: to provide the knowledge and skills nec- requirements are: essary for students to create and execute advertis- Objective: to provide a conceptual framework, as ing strategy within the broader context of the Accounting well as the necessary knowledge, skills, and abili- marketing function. Objective: to enable students to acquire the neces- ties, that allows students to understand what is sary technical and professional skills for successful required to more effectively manage human Credits careers in public, management, or governmental resources within an organization. Mktg 340 Advertising ...... 4 accounting. Credits Mktg 363 Consumer Behavior and Customer Satisfaction ...... 4 Actg 335 Accounting Information Systems ...... 4 Mgmt 351 Human Resource Management ...... 4 Mktg 441 Media Strategy ...... 4 Actg 360 Management Accounting ...... 4 Mgmt 461 Reward Systems and Performance Mktg 442 Creative Strategy ...... 4 Actg 381, 382 Financial Accounting and Management ...... 4 Mktg 443 Advertising Campaigns or NSAC (4)*.....4 Reporting ...... 8 Mgmt 471 Staffing and Employee Selection ...... 4 Actg 421 Introduction to Taxation ...... 4 Mktg 460 Marketing Research ...... 4 Mgmt 493 Human Resource Policies ...... 4 Actg 430 Governmental and Not-for-Profit...... 1 Upper-division management courses ...... 4 Total 24 Actg 492 Auditing Concepts and Practices ...... 4 * Note: Advertising Management Students may Actg 495 Integrated Accounting Issues...... 4 Total 20 contact the Undergraduate Programs Office at Two upper-division accounting courses to be Note: Students who wish to do a double option in (503) 725-3712 for a referral to the professor in chosen from Actg 422, 460, 476, 485, 490, 493...7 general management and human resource man- charge of the National Student Advertising agement cannot apply more than eight common Competition (NSAC). Total 36 credits to each option. Students electing accounting as an option will also Supply and logistics management be required to take: Phl 308 Elementary Ethics or Information systems Objective: to provide students with an interdiscipli- Phl 309 Business Ethics; PS 101 United States Objective: to prepare students to participate as nary foundation in supply and logistics manage- Government and PS 102 United States Politics; and business professionals in the selection, design, ment in preparation for careers in purchasing, 3 or more credits in anthropology, psychology, or implementation and management of information industrial distribution, logistics, transportation, sociology. systems, and to work effectively with technical per- and operations management. sonnel in support of the organization’s objectives. Finance Credits Objective: to provide undergraduate students with Credits ISQA 429 Transportation and Logistics the educational foundation and exposure to the ISQA 360 Computer Programming for Business Management...... 4 broad field of finance, enabling them to develop Applications ...... 4 ISQA 439 Purchasing and Supply Chain their financial decision making skills so that they ISQA 380 Data Communications...... 4 Management...... 4 can be successful as finance professionals in their ISQA 415 Database Management...... 4 ISQA 479 Integrated Supply and Logistics chosen financial career path. Management...... 4 ISQA 420 Systems Analysis and Design ...... 4 Actg 381 Financial Accounting and Reporting I..4 Three of the following electives as approved by Fin 319 Intermediate Financial Management ....4 Sub Total 16 supply and logistics management faculty (at least Fin 441 Fundamentals of Derivative Securities....4 Information systems electives ...... 8 one must be ISQA from below): Fin 449 Valuation...... 4 ISQA 405 Reading and Conference (credit to be ISQA 430 Transportation (4) Fin 452 Investments ...... 4 arranged: 1-4) ISQA 449 Process Control and Improvement (4) Fin 456 International Financial Management .....4 ISQA 407 Seminar (credit to be arranged: 1-4) ISQA 450 Project Management (4) Fin 465 Finance Topics and Cases ...... 4 ISQA 409 Practicum (credit to be arranged:1-4) ISQA 451 Business Forecasting (4) ISQA 454 Supply and Logistics Negotiations (4) Total 28 ISQA 418 Client-server Application Development (4) ISQA 459 Production Planning and Control (4) Real Estate Finance ISQA 419 Web Application Development (4) ISQA 458 Purchasing and Logistics within the Objective: to provide an understanding of the ISQA 424 LAN Management (4) Food Industry (4) impact of the real estate industry on the local ISQA 426 Introduction to Design Technologies (4) ISQA 469 Productivity Analysis (4) economy and the dynamics that exist between the ISQA 410 Selected Topics (3-4) various components of the industry. A depth of ISQA 428 Principles and Practices knowledge will be developed in financial account- of Information Security (4) Actg 360 Management Accounting (4) ing, financial instruments, real estate law, market ISQA 436 Advanced Database Administration (4) Mgmt 351 Human Resource Management (4) analysis, appraisal, and investment. Other courses approved by faculty. Mktg 452 Business-to-Business Marketing (3) Fin 319 Intermediate Corporate Finance ...... 4 Other electives as approved by Supply and Total 24 Fin 333 Foundations of Real Estate Analysis ...... 3 Logistics faculty. USP 423 Real Estate Development and Finance..4 Marketing Total 21-24 USP 438 Real Estate Law ...... 3 Objective: to provide educational opportunities for Requirements for minor in business Fin 439 Real Estate Valuation I ...... 3 those who are interested in developing expertise in marketing strategy and management, market- administration. The School of Business Fin 440 Real Estate Valuation II ...... 4 ing information and technology, food and con- Administration offers a 24-credit minor to USP 448 Real Estate Market Analysis ...... 3 sumer packaged goods marketing and global mar- Fin/USP 453 Real Estate Finance and keting management. students majoring in other disciplines who Investments ...... 3 wish to add a business background to Credits Total 27 Mktg 363 Consumer Behavior their program of study. The minor empha- General management and Customer Satisfaction ...... 4 sizes an applied approach to the basic Objective: to provide requisite knowledge and skills Mktg 460 Marketing Research...... 4 functional areas of business, including which enable the student to meet the challenges of Mktg 464 Marketing Strategy and Management .4 leadership and managerial responsibilities. accounting and finance, organizational Track required courses:...... 8 management, marketing and advertising, Credits Students must complete eight credits from one of Mgmt 351 Human Resource Management...... 4 the following three tracks: and entrepreneurship. It is well-suited for Mgmt 445 Organizational Design and Change...... 4 Marketing information and technology track the student majoring in the liberal arts and Mgmt 448 Team Processes ...... 4 Mktg 450 Product Innovation sciences, architecture, fine and performing Mgmt 464 Contemporary Leadership Issues...... 4 and Management (4) arts, engineering, urban and public affairs, Electives ...... 8 Mktg 461 E-marketing and Relationship Management or Mktg 462 Customer or pre-health sciences who intends to Of the 8 credits of electives, four credits must be Information (4) taken within the management area at the 400 work as an independent contractor or level. Food and consumer package operate a small firm or practice. goods marketing track The final four credits can be either: Coursework requirements for the minor a. within the management area at the 400 level, Mktg 435 Consumer Package or Goods Marketing (4) in business administration are as follows. Mktg 475 Retailing (4) Please note that courses in the minor 204 P ORTLAND S TATE U NIVERSITY

(except BA 101) may not be used to satisfy Business Administration requirements Business option requirements business major requirements. Choose from: Accounting, Finance, Real Estate Business core Finance, General Management, Human Resource Credits BA 101, 205, 211, 213, 301, 302, 303, 311, 325, 339, Management, Information Systems, Advertising BA 101 Introduction to Business...... 4 385, 495 Management, Marketing, and Supply and Logistics BA 306 Working with Money for Business Minors.4 International business requirements Management. BA 316 Working with Customers for Business Fin 456 International Financial Management Minors...... 4 Mktg 376 International Business Postbaccalaureate BA 326 Working with People for Business Minors.4 Mktg 466 Principles of International Marketing BA 336 Working with Information for Business Accounting Certificate Minors ...... 4 Business option requirements BA 346 Working as an Entrepreneur for Business Choose from: The Postbaccalaureate Accounting Minors...... 4 Accounting, Finance, Real Estate Finance, General Certificate is a program for students who Management, Human Resources, Information Total 24 Systems, Advertising Management, Marketing, and have earned one or more baccalaureate The PSU cumulative GPA and the PSU Supply and Logistics Management. degrees and who wish to complete the business GPA must be 2.00 for a student International Business Studies Certificate students are encouraged to spend one or more summers in coursework to prepare for the Certified to graduate with the minor. overseas management training work experience by Public Accountant (CPA) examination. Requirements for advertising manage- participating in the Portland State University These recommendations include courses in ment minor for graphic design majors. AIESEC exchange program for business and economics students or other overseas internship and accounting directly related to preparation The advertising management minor for exchange programs. Several such programs are for the exam as well as professional prepa- graphic design majors provides critical available through the School of Business Administration. ration for public or industry accounting. In marketing and advertising business skills to addition, courses are recommended in law, students who plan careers in the graphic Requirements outside the School of basic business, and in other related areas design field. The six courses in the minor Business Administration for those whose undergraduate degree is provide exposure to and understanding of Foreign language (two-year proficiency) not in business administration. advertising and marketing principles, Economics courses (two courses) selected from: Students may bring photocopies of their Ec 340, 440, 441, 442, 445, 446, 447, 450, or, with including marketing’s role in business, con- approval, other upper-division economics courses undergraduate transcripts to the sumer behavior, identifying target markets, related to international studies Undergraduate Programs Office (240 SBA) creative and media strategy development, Area studies—four courses from each of two departments selected from: anthropology, geogra- for an evaluation of the prerequisite cours- and promotional campaign planning. phy, history, political science es to the program. Space is limited in the advertising man- The area study courses will be upper-division Application criteria. The following agement minor. Interested students should (except PS 205) and must contribute to the student’s understanding of the area of the foreign requirements must be fulfilled prior to contact the assistant dean for student affairs language being studied. An approved area study applying: for the School of Business Administration. course list for languages offered at PSU is available 1. Have earned a baccalaureate degree in the Undergraduate Programs Office, 240 SBA. Courses in the minor include: Permission to take an area study course not found recognized by the PSU Office of Credits on the approved list can be received from your Admissions, Registration and Records. BA 311 Marketing Management ...... 4 academic advisor. 2. Be formally admitted as a postbac- Mktg 340 Advertising...... 4 calaureate student at PSU. Mktg 363 Consumer Behavior and Food Industry Customer Satisfaction...... 4 3. Have completed the following pre-busi- Mktg 442 Creative Strategy ...... 4 Management Certificate ness courses with a grade of C- or better: Mktg 443 Advertising Campaigns (4) or BA 211 Fundamentals of Financial Accounting National Student Advertising Competition (8)....4-8 The Food Industry Management Certificate BA 213 Decision Making One 400-level Mktg elective ...... 4 provides undergraduate students with an with Accounting Information Total 24 educational foundation in the field of food distribution, marketing, and management. Stat 243, 244 Statistics I and II Certificate requirements include the study (for business majors) Certificates of the overall competitive business market- Ec 201 Principles of Economics (micro) place of the food industry from a cross- Ec 202 Principles of Economics (macro) industry perspective, consumer trends, 4. Have a grade point average (GPA) of at International Business trade relationships, supply and logistics least 2.75 for each of the following: Studies Certificate issues, retailing and distribution, electronic a. all accepted transfer credits b. all PSU graded credits The International Business Studies commerce, and industry practicum. Students are required to gain admission c. all PSU graded business credits Certificate provides undergraduate stu- Students who do not meet the 2.75 GPA dents with an educational foundation in to the School of Business Administration through the regular admission process and requirements will be considered for admis- the field of international business. sion only if the GPA for their most recent Certificate requirements include the study must complete degree requirements specified for a business administration major. 12 graded credit hours at PSU is 3.00 or of cultural, economic, social, and political higher and the applicant has a minimum aspects affecting business operations. In addition, students must complete all certificate requirements specified below: 2.50 cumulative PSU GPA and a minimum Students are required to gain admission 2.50 cumulative GPA for all completed to the School of Business Administration Business core BA 101, 205, 211, 213, 301, 302, 303, 311, 325, 339, business courses at PSU. through the regular admission process and 385, 495 must complete degree requirements speci- Core Food industry management requirements Actg 335 Accounting Information Systems...... 4 fied for a business administration major. Mktg 435 Competing in the Food Industry (4) Actg 360 Management Accounting ...... 4 In addition, students must complete all ISQA 458 Purchasing and Logistics Within the Food Actg 381, 382 Financial Accounting and Reporting8 certificate requirements as specified below. Industry (4) Actg 421 Introduction to Taxation ...... 4 Mktg 475 Retailing (4) Actg 430 Governmental and Not-for-Profit Mktg 409 Food Industry Practicum (4) Accounting ...... 1 4 hours of directed electives, selected with the fac- Actg 492 Auditing Concepts and Practices ...... 4 ulty adviser’s approval. Actg 495 Integrated Accounting Issues...... 4 S CHOOL OF B USINESS A DMINISTRATION 205

Additional credits chosen from: ...... 11-12 required three or four times per year. expected to have a bachelor’s degree in Actg 422 Advanced Taxation Master of Science in Financial Analysis. business or economics. Successful com- Actg 460 Advanced Managerial Accounting pletion of a course sequence in intermedi- Actg 476 International Accounting The Master of Science in financial analysis Actg 485 Business Law (M.S.) is a 49-quarter credit hour program ate accounting and an introductory course Actg 490 Advanced Financial Accounting aimed at individuals who seek graduate- in business finance is also required, and and Reporting level specialization in financial analysis, all students should exhibit proficiency in Actg 493 Advanced Auditing but who do not wish to pursue an M.B.A. computer applications and spreadsheet Total required accounting core 40-41 The M.S. fills the need for business profes- skills. Students with a non-business Other required credits sionals seeking an in-depth level of expert- undergraduate degree, interested in pur- BA 303 Business Finance...... 4 ise in the area of financial analysis as well suing an M.S. in financial analysis will BA 325 Competing with Information Technology..4 as accounting students seeking to sit for need to complete the business courses Total required credits 48-49 the CPA Exam. The curriculum is designed listed on our website. It is recommended that PBAC Students take ACTG 199 to cover debits and credits. to develop forward-thinking professionals One application packet including all doc- At least 30 credits required for the cer- with sharp analytic minds, effective com- umentation must be submitted to the tificate and at least 27 of the credits in munication skills, and the necessary vision Office of Admissions and a second com- accounting must be taken in residence at to apply financial analysis skills in a wide plete packet including official transcripts Portland State University. Candidates must variety of business situations. and a completed application must be sub- achieve at least a grade of C- in each Master of International Management. mitted to the School of Business course presented for the certificate. A PSU M.I.M. degree is for those who Administration, Graduate Programs Office, Entrance and exit GPA requirements are want to be leaders in the international P.O. Box 751, Portland, OR 97207-0751; the same as for the School of Business business arena. The M.I.M. program pro- 503-725-8001 or toll-free 1-800-547- Administration undergraduate program. vides students with international as well as 8887. The School of Business For retention in the program, grade point general business skills, proficiency in a Administration applications can be found averages will be based only on coursework foreign language, and a deep knowledge of by visiting www.mba.pdx.edu. taken in the certificate program. political and economic environments in International applicants also are required Postbaccalaureate students who do not which global business leaders work, all to demonstrate proficiency in English by hold a degree from a university where the gained while working with a culturally taking the Test of English as a Foreign language of instruction is English must diverse group of students from around the Language (TOEFL or IELTS). A TOEFL satisfy the Wr 323 requirement before world. The M.I.M. degree is for those who score of 213 on the computer-based test or completion of a certificate program. want the skills to be successful in the fast- 79 on the Internet-based or a score of 7 paced global business environment and on the IELTS is required for all students have a particular interest in working in the whose first language is not English and Graduate programs Asia Pacific region. who have not received a baccalaureate The School of Business Administration degree from an institution where English The School of Business Administration also participates in the System Science is the only language of instruction. Official offers three programs leading to master’s Doctoral Program and the Oregon TOEFL or IELTS scores must be sent degrees: Executive M.B.A. (OEMBA). directly to the PSU Office of Admissions, Master of Business Administration. Registration and Records. Master of Business Administration is an Application Only those students who have been for- integrated graduate program focused on mally admitted to the M.B.A., M.I.M., leadership development and management requirements M.S., or Systems Science Ph.D. programs innovation. Students master basic techni- Master of Business Administration and may take graduate level courses in the cal skills and a series of management com- Master of Science in Financial Analysis. School of Business Administration. petencies, and apply them to real world To be considered for admission to the Students formally admitted and in good experiences. The curriculum emphasizes M.B.A. or M.S. program, the student must standing in other graduate programs may the pioneering innovative values of the have a baccalaureate degree from an take courses on a space available basis Northwest. It is designed to accommodate accredited institution. A cumulative with the recommendation of their program students with business and non-business undergraduate GPA of 2.75 is expected. adviser or the approval of the associate degrees and is best suited for those who Typically, students with a GPA less than dean of academic affairs in the School of have gained at least two years of industry 2.75 will need to complete 12 graduate Business Administration. experience prior to their admission date. credits with a GPA of 3.00 or higher Master of International Management. In addition, a graduate certificate in food Applicants to the M.B.A. or M.S. in finan- The Master of International Management marketing and logistics is available in con- cial analysis program must take the degree is granted by Portland State junction with the M.B.A. See the Graduate Graduate Management Admission Test University. Therefore, each applicant is Studies section of the Bulletin for more (GMAT) and have test results sent to the required to meet the admission require- information. School of Business Administration’s ments of the M.I.M. program and Portland Online MBA program. The PSU Online Graduate Programs Office. All subscores State University. Except for TOEFL scores, MBA program is designed specifically for and AWA score are evaluated. Scores which are sent directly to PSU from the busy professionals and for students who should indicate a strong aptitude for busi- Educational Testing Center (ETS), appli- live outside of the Portland area. This pro- ness studies. Students must also submit cants will submit one completed applica- gram combines the latest in educational two recommendations, a one-page person- tion packet directly to the M.I.M. program. and distance technologies with occasional al statement, and résumé with their appli- GMAT and GRE scores should be included. on-campus residencies. Most of the cations. In most cases an interview may be The deadline for submitting applications coursework is accessible via the Web. required and the applicant will be notified. and supporting documents for both the Short, intensive weekend residencies are M.S. in financial analysis applicants are full-time and part-time programs is April 30. GMAT should be taken no later than 206 P ORTLAND S TATE U NIVERSITY

March. Applications to the M.I.M. pro- the business courses listed on our Web site. development. The business perspective program will be accepted until these dead- Master of International Management. vides students with an integrated under- lines. However, admission is on a rolling To be admitted to this program the stu- standing of the global and competitive chal- basis beginning in January. Applicants are dent must complete the following: lenges facing business today. The role of encouraged to apply as early as possible. 1. Applicants must have a four year innovation and creativity is emphasized. When the M.I.M. admission committee undergraduate degree from an accredited Foundation: Business Perspective agrees that a candidate has sufficiently institution, or its equivalent, with a grade Mktg 511 Pioneering Innovation (4) demonstrated the abilities necessary to point average (GPA) of 2.75 or better. Fin 514 Economic Environment of the Firm (4) BA 561 Law for Managers (2) successfully complete the M.I.M. program, 2. A minimum GMAT score of 470, or a Mgmt 560 Ethics in Organizations (2) a conditional letter of acceptance will be minimum GRE score of 1500. sent. The total process may take as long as 3. Successful completion of M.I.M. pre- The leadership development component provides students with the necessary back- 12 weeks; therefore, applicants are strong- requisite courses: ground and support to develop into an ly encouraged to apply early. ◆ Managerial and Financial Accounting effective manager and leader. ◆ Micro and Macro Economics Foundation: Leadership Development Admission requirements ◆ Business Finance BA 508 Leadership Development and Assessment (2) ◆ Priority Dates for Fall Admission. Appli- Statistics ISQA 511 Managerial Decision Making (4) cation and all supporting documents: 4. Two to three years of business or pro- BA 531 Executive Briefings (1) International applicants—March 1 fessional experience is preferred, but not Business disciplines. (26 credits) Domestic applicants—April 1 required. GMAT taken by previous February Discipline courses build on the integrated Applications for the part-time MBA are accepted 5. International students (whose native foundation coursework and provide more until August 15 if space is available. language is not English and have not in-depth knowledge and applied skills There may be support materials other received a degree from an accredited U.S. related to accounting, information sys- than transcripts, GMAT score, recommen- institution) must also have: tems, finance, management, marketing, dations, personal statement, and resume ◆ A minimum TOEFL score of 550 and operations. The role of innovation and required for admission in future years; (paper-based test) or 213 (computer- the global environment is fused through- prospective applicants should refer to based test) out these courses. In addition, the student Admission Criteria at www.mba.pdx.edu. ◆ Financial certification will be provided the opportunity to devel- Master of Business Administration. op their managerial competencies. Students may elect to complete the M.B.A. Actg 511 Financial Reporting (4) Degree requirements Actg 512 Managerial Accounting and Control (2) program in either the full-time day, part- University master’s degree requirements are Mktg 544 Marketing Research and Strategy (4) time evening or part-time online format. Mgmt 550 Organizational Management (4) listed on page 69. In addition, the student For the most part, students are expected Fin 561 Financial Management (4) must fulfill School and program require- to progress through the program with ISQA 551 Managing Information Technology (4) ments. Students entering the M.B.A. pro- ISQA 552 Managing Operations and the Value their assigned cohort and follow the program are expected to know introductory Chain (4) posed schedule of classes. Full-time day calculus and be microcomputer literate Integrated applications. (11 credits) students will have to take some elective (familiar with word processing, presenta- Application courses formally address the coursework during the evenings or week- tion, spread sheet, and database software) systematic integration across all of the ends. Students are admitted in fall term no later than the end of the first term of business disciplines. This occurs in case only. There is no admission in the winter, admission. Contact the School of Business studies as well as “real world” business spring, or summer terms. Administration’s Graduate Programs Office projects. In addition the student is provid- One of the fall cohorts is offered in directly (503) 725-8001. For the most cur- ed opportunities to apply their managerial Washington County at the CAPITAL rent program information, see our Web site competencies. Center. A student in this cohort will be at www.mba.pdx.edu. Mgmt 562 Business Strategy Capstone (4) able to complete all core courses (with the BA 509 Leadership Immersion (1) Master of Business Administration. The exception of BA 531) at the center. BA 506 Business Project (6) goal of the M.B.A. program is to develop Electives are offered at the PSU campus. highly effective managers and leaders. This Students may be eligible for waiver of Another fall cohort is the online M.B.A. All requires the program to develop students’ some required courses in the MBA pro- courses can be completed online and will expertise in the technical areas of business, gram. A waiver is based upon the student result in a general M.B.A. Four on-campus develop a student’s managerial competen- holding an undergraduate major in the residencies are required each year. cies, and develop a student’s ability to inte- specific business discipline for which the Master of Science in Financial Analysis. grate this technical expertise with manageri- waiver is sought. Specifically, Actg 511, Students may take courses on a full-time al competencies to become an effective Actg 512, Fin 514, Fin 561, ISQA 511, (12 credits) or part-time (8 credits) sched- leader within organizations. The underlying ISQA 551, ISQA 552, Mktg 544, BA 561 ule. Applicants should have an undergrad- themes within the program are the role of or Mgmt 550 may be considered for waiv- uate degree in business or economics. innovation and creativity to organizations er. A student can waive a maximum of 12 Successful completion of a course sequence and an understanding of the challenges and credit hours from the courses listed above in intermediate accounting and an intro- opportunities of the global environment. only, thus reducing the required number ductory course in business finance is also The coursework within the M.B.A. program of hours in the degree program to 60 cred- required, and all students should exhibit can be grouped into four segments: founda- it hours. proficiency in computer applications and tion skills, business disciplines, integration, Specialization/electives. (16 credits) spreadsheet skills. M.S. students are admit- Each student will select elective course- and specialization/electives. ted fall term only. Students with a non- work to complete the M.B.A. program. A Foundation skills. (19 credits) business undergraduate degree, interested maximum of 8 credits of electives may be The foundation segment has two compo- in pursuing an M.S. will need to complete 400/500 level coursework taken for gradu- nents, business perspective and leadership S CHOOL OF B USINESS A DMINISTRATION 207

ate credit. Electives will be selected from an M.I.M. degree. All students electing this project. The M.I.M. program strives to cre- courses offered by the School of Business option will have a grounding in the con- ate a strong cross-cultural learning com- Administration or may, with the approval temporary world affairs that affect business munity through a cohort structure that of the director of graduate programs, be and in the organizational issues facing firms helps students to build team skills, begin- selected from areas outside business operating in the global arena. ning with a four-day outdoor wilderness administration. Electives are an opportuni- The IB option requires that students take excursion for all students during orienta- ty to develop an area of specialization the 16 credit hours of electives in the tion week. within the M.B.A. program. M.B.A. program from a specified list of Faculty for the M.I.M. program are drawn Management of Innovation and courses, and that the business project be from Portland State University, University Technology (MIT) option completed with an international focus. of Oregon, Oregon State University, and There is no language requirement for other U.S. and foreign universities, as well The MIT option allows students to target M.B.A-IB option students. This option is as selected business executives. Classes are elective credits in the M.B.A. program to currently in transition. Please refer to the held at PSU’s main campus as well as the acquire substantial knowledge in technolo- SBA Web site (www.sba.pdx.edu) for the Oregon eMBA Faculty in downtown gy management. The MIT option brings most current course listings for this option. Portland. together functional areas such as informa- Master of Science in Financial Analysis. Specialization options. To meet the tion systems, operations management, Successful completion of the M.S. in finan- growing corporate demand for specialized product innovation, accounting, market- cial analysis requires 11 credits of busi- skills, the M.I.M. offers specialization ing, and sales within the context of tech- ness, 30 credits of financial analysis, and 8 tracks. Students can acquire in-depth nology firms. The goal is to equip students credits of electives. knowledge in one of three key manage- with knowledge about strategies for man- Credit ment areas: global business and sustain- aging all phases of the development Business...... 11 ability, global marketing, or global supply process, from product innovation through BA 506 Business Project with finance focus (6) chain management. General M.I.M. the implementation and commercialization BA 531 Executive Briefings (1) requirements include 65 core program of the new idea. Mgmt 562 Business Strategy and Policy (4) credits plus the language requirement. The MIT option requires that students Financial analysis core...... 30 Students that specialize must complete 73 take the 16 credits of electives in the M.B.A. Actg 542 Tax Factors in Business Decisions (4)* credits plus the language requirement. program from a specified list of courses, Actg 551 Accounting Information Systems (4)* Furthermore, students that specialize will and that the business project be completed Actg 552 Strategic Cost Management (4) Actg 553 Financial Statement Analysis (4) produce the international business project with an MIT focus. The MIT option is in Actg 560 Professional Ethics in their chosen area of specialization. transition. Please refer to the SBA Web site and Public Interest (2) MIM requirements. In addition to meet- (www.mba.pdx.edu) for the most current Fin 551 Financial Management for Financial Analysts (4) ing the requirements for PSU and the course offerings for this option. Fin 553 Financial Analysis School of Business Administration, we also Alternative technology courses may be used and Business Valuation (4) require applicants to complete the follow- toward the MIT with approval from the director of Fin 555 Applied Econometrics ing prerequisite courses with a C or better: academic programs in Business Administration. for Financial Analysis (4) Managerial and Financial Accounting, Finance option Financial Analysis Electives Micro and Macro Economics, Business Select two of the following courses...... 8 The finance option offered in conjunction Actg 522S Advanced Taxation (4)† Finance, Statistics with the M.B.A. creates an opportunity to Actg 525 Tax Research Methods (4)† These prerequisite courses must be com- develop a specialized skill set within the Actg 527 Corporate Taxation (4) pleted successfully prior to enrolling in the finance area. This option provides students Actg 585S Business Law (4) M.I.M. program. The admissions commit- Actg 592S Auditing Concepts and Practices (4) tee evaluates each student’s application to the skills to understand complex financial Actg 593S Advanced Auditing (4) issues as well as experience in the applica- Fin 545 Hedging and Risk Management (4) determine which courses (if any) are tion of financial tools that facilitate prob- Fin 552S Investments (4) required. Applicants can complete these lem solving. Fin 556S International Financial Management (4) prerequisites at any community college or The finance option requires that students Fin 562 Intermediate Financial Management (4) university, or through the M.I.M. prerequi- Fin 565 Cases in Corporate Financial site program. The M.I.M. prerequisite pro- take the 16 credits of electives in the M.B.A. Management (4) program from a specified list of courses, and Fin 573 Investment Analysis and Portfolio gram is an eight-week program (June- that the business project be completed with Management (4) August), developed for students with limit- Fin 574 Investment Analysis and Portfolio a finance focus. Students must take 8 credits ed (or no) academic business background. Management (2) Exceptions to the above will be consid- of required finance courses and 8 credits of ISQA 551 Managing Information Technology (4) specified finance electives. Students com- ISQA 552 Managing Operations and ered on a case-by-case basis by the Master pleting the finance option course require- the Value Chain (4) of International Management Admissions Mktg 555 Technology Marketing (4) Committee. ments, in addition to the M.B.A. core Other courses including study abroad as requirements, will receive an M.B.A. degree Transfer credits and course waivers. approved by the director of the MSFA Since the Master of International with a finance option. This option is cur- program. rently in transition. Please refer to the SBA Management program is a cohort program, Master of International Management. no transfer credits will be accepted nor will Web site (www.sba.pdx.edu) for the most cur- The M.I.M. program offers a 12-month rent course offerings for this option. there be any course substitutions or waivers. full-time or 24-month part-time format Grading. Students must maintain a International Business Option and an intense learning experience reflec- cumulative GPA of at least 3.00 for all tive of international business today. The graduate credits earned in the Master of The international business (IB) option in M.I.M. degree focuses on Asian business. the M.B.A. program provides an avenue to International Management program. A three-week field study trip to Asia is an Language requirement. The language M.B.A. students who are interested in inter- integral part of the program, as is the national careers but do not wish to pursue component of the M.I.M. is designed to international business consulting capstone prepare participants for the international

† These courses may be replaced with elective coursework based on previous academic preparation. 208 P ORTLAND S TATE U NIVERSITY

business environment of Asia. The goal is and should anticipate approximately four to Actg 381, 382 to create a comfort level in the target lan- five years of full-time study beyond the bac- Financial Accounting and Reporting guage, Chinese or Japanese, such that the calaureate degree in order to satisfy the pro- I and II (4, 4) participant understands business etiquette gram requirements. Comprehensive study of the principles, conventions, and postulates of accounting. The issues of and can function socially. The primary Departmental option: The student revenue recognition and the measurement and skills emphasized are listening, followed undertakes advanced academic prepara- disclosure of financial information are studied in by speaking, reading, and writing. The tion primarily in a single department or detail. Although the courses are taught from the content of the language focuses on busi- school. In the School of Business perspective of the preparer, attention will be paid ness and social situations, concentrating Administration, students concentrate their to the information requirements and expectations on relevant vocabulary. coursework in one department or subject of users of financial statements. International Field study in China and Japan. As a area and take courses from other depart- accounting issues are also covered. Prerequisites: capstone experience, students travel to ments as well. BA 213 for Actg 381; Actg 381 for Actg 382. China and Japan (possibly South Korea) to Core option: The student pursues inter- Actg 399 visit companies, meet with international disciplinary studies with a stronger Special Studies (Credit to be arranged.) business executives, and learn more about emphasis on systems coursework. Actg 401/501 these cultures. This trip allows students For information relating to the Ph.D. Research (Credit to be arranged.) the opportunity to immerse themselves in program in systems science, see page 73. Actg 404/504 the culture and lifestyle of different Asian Internship (Credit to be arranged.) countries, while gathering firsthand infor- Actg 405/505 Reading and Conference mation for their final project. Courses (Credit to be arranged.) Admissions. We have fall admission Consent of instructor. only. Our application deadline is April 30. Accounting Actg 407/507 Please submit all application materials to Seminar (Credit to be arranged.) the M.I.M. Program. Courses with an asterisk (*) are not offered every year. Student-selected problems in business operation Program schedule For information on the accounting option require- and business management to be studied by the ments, see page 203. All 300- and 400-level courses individual and discussed in group meeting Typical full-time require junior-level standing; 400-level courses under direction of academic staff. Term 1: MIM 511, MIM 513, MIM 516, MIM 578, require admission to the School of Business Language Administration; graduate courses require admission Actg 409/509 Term 2: MIM 515, MIM 517, MIM 564, MIM 576, Practicum (Credit to be arranged.) Language to the graduate programs. Students admitted to the Term 3: MIM 558, MIM 519, MIM 568, MIM 576, School of Business Administration will be given reg- Actg 421 Language istration priority for all 300-level courses. Introduction to Taxation (4) Interim: MIM 579 Field Study Trip Introduces students to a broad range of tax con- Term 4: MIM 510, MIM 547, MIM 574, Actg 199 Elective/Specialization, Language Special Studies (Credit to be arranged.) cepts, tax policies, and different types of taxpay- Term 5: MIM 577, MIM 578, Elective/Specialization, Often offered as Debits and Credits, recom- ers. Students should develop an understanding Language mended for accounting majors. of how tax laws affect most business and per- Typical part-time sonal financial decisions. Tax reporting, tax Term 1: MIM 511, MIM 516, MIM 578 Actg 310 planning, and basic tax research skills will be Term 2: MIM 515, MIM 517, MIM 576 Professional Accounting Seminar (2) emphasized. Prerequisite: BA 213. Term 3: MIM 558, MIM 568 Designed to introduce students to a wide range Term 4: MIM 574, Elective/Specialization of accounting careers. Guest speakers from pub- Actg 422/522 Term 5: MIM 577, Elective/Specialization Advanced Taxation (4) Term 6: Break lic accounting firms, private industry, and gov- Term 7: MIM 513, Language ernmental agencies will provide information Expands students’ knowledge of how tax laws Term 8: MIM 564, Language and discuss various career paths within their affect sole proprietors, partnerships, corpora- Term 9: MIM 519, MIM 576, Language organizations. In addition, information on how tions, and other business entities. In addition, Interim: MIM 579 Field Study Trip the tax laws applicable to estates, gifts, trusts, Term 10: MIM 510, MIM 547, Language to find and get the “right” job will be provided. Term 11: MIM 578, Specialization Language Pass/no pass only. Prerequisites: B or better in tax exempt organizations, and foreign persons Term 12: MIM 579 International Business Project both BA 211 and 213 or consent of instructor. are explored. Prerequisites: Actg 421. Specialization (Elective) Courses Actg 335 Actg 430 Global Business and Sustainability: MIM 511, MIM Governmental and 521, MIM 531, MIM 541 Accounting Information Systems (4) Methodology used in manual and computer Not-for-Profit Accounting (1) Global Supply Chain Management: MIM 524, MIM An introduction to governmental and “fund” 534, MIM 544, MIM 558 systems for the accumulation, classification, accounting. Topics include state and local gov- Global Marketing: MIM 515, MIM 535, MIM 545, processing, analysis, and communication of MIM 575 accounting data. Development of the account- ernmental funds and accounting for not-for- Doctor of Philosophy in systems sci- ing techniques used in the handling of large profit hospitals, universities, and health/welfare ence—business administration. The amounts of information; special journals and organizations. Prerequisite: Actg 382. Systems Science Doctoral Program prepares controlling accounts; computer files for storing *Actg 460 students for academic or professional data; computer processing of data. Discussion Advanced Managerial Accounting (4) careers in systems concepts and techniques. of the problems encountered in the systems for Advanced development, analysis, and commu- The School of Business Administration par- different types of organizations. Prerequisites: nication of cost information, focusing on the BA 213, BA 325. use of financial and non-financial information ticipates in the Systems Science Doctoral in decision making and strategic management. Actg 360 Program. Cases and/or simulations will be used extensive- There are two options for study in the sys- Management Accounting (4) Emphasis on the development, analysis, and ly. Prerequisites: Actg 360 and BA 339. (BA 339 tems science program. Both options facili- communication of cost information relevant to not required for students in postbaccalaureate tate the design of curricula which are indi- the following functions: planning, decision mak- certificate in accounting program) vidually tailored to the needs and interests ing, cost control and management, pricing, and *Actg 476/576 of students. Students may earn the M.B.A. performance evaluation. Prerequisite: BA 213. International Accounting (4) and the systems science Ph.D. concurrently International accounting issues crucial for effective interpretation and understanding of inter- S CHOOL OF B USINESS A DMINISTRATION 209

national business. Framework to analyze and prehend, and perform a basic analysis of finan- *Actg 537 understand financial reports used by multina- cial statements. In addition, an introduction to Tax Accounting Problems (3) tional corporations (MNCs). Special managerial corporate social responsibility and environment A study of tax accounting methods, reporting and control problems of MNCs including per- performance reporting will be provided. periods, special elections, and consolidated formance evaluation, transfer pricing, and taxa- Actg 512 returns. Prerequisite: Actg 525. tion. Prerequisites: BA 213 for Actg 476; Managerial Accounting and Control (2) *Actg 539 Actg 511 for Actg 576. Covers traditional managerial accounting issues, Estate and Gift Taxation (3) Actg 485/585 including operational budgeting and cash flow An exploration of the United States system of Business Law (4) analysis. In addition, the course will consider taxing transfers by gift or at death. Incorporates Laws of contracts, negotiable checks, notes, and financial models used in analyzing the econom- a review of the technical structure to enable the drafts, insurance, documents of title, sales of ic viability of new product and services and student to understand the role a particular rule goods, letters of credit, employees and inde- emerging trends in internalizing ecological does or should perform in a transfer tax system. pendent contractors, agency, partnership, cor- ‘externalities.’ Designed to enhance comprehension of both porations, securities, bankruptcy, security inter- *Actg 525 theoretical aspects and estate planning, in addi- ests, mortgages, suretyship and bulk sales. Tax Research Methods (3) tion to the structural framework. Prerequisite: Covers law part of CPA exam. Prerequisite: Methods of researching tax rulings and laws in Actg 525. Fin 226 or BA 385 (Fin 226 or BA 385 not tax accounting; study of the administration and *Actg 542 required for students in postbaccalaureate cer- responsibilities of tax practice. Prerequisite: Tax Factors in Business Decisions (4) tificate in accounting program) or Mgmt 560. Actg 482. Tax implications of common business questions Actg 490 *Actg 527 and transactions, including choices of business Advanced Financial Accounting (3) Corporate Formation and Nonliquidating entity, acquisition and sale of business assets, Emphasizes accounting for business combina- Distribution (Corporate Taxation I) (3) compensation and benefits planning, and U.S. tions. In addition, accounting issues related to Concepts and principles governing the taxation taxation of international trade. Students will be partnerships and foreign currency translation and of corporations and their shareholders including exposed to the common income and estate tax transactions are studied. Prerequisite: Actg 382. the effects of taxes on corporate capital struc- planning strategies of individuals and families Actg 492/592 ture and distributions. Prerequisite: Actg 525. engaged in business. Prerequisite: Actg 512 or Auditing Concepts and Practices (4) admission to the Master’s of Science in financial *Actg 529 analysis program. Auditing standards and procedures observed by Tax Planning (3) Certified Public Accountants in the examination An integrating course that relates business taxa- *Actg 550 of the financial statements of business and other tion, estate planning, employee compensation Advanced Financial Reporting (4) organizations. Audit standards and objectives and tax shelters as they may interact with each Financial reporting for general M.B.A. student. and conceptual framework for collection of evi- other; the format is discussion of case problems Studies of the accounting valuation process, dence and assessment of control risk. Short- and includes client consultation matters. (This accounting income measurement, and financial form audit report and operational auditing. course should be taken after the student com- disclosure. Contemporary issues are examined Prerequisites: Actg 335 and 382. pletes 24 credits in the program.) in the context of factors that shape accounting Actg 493/593 standards and current trends in financial report- *Actg 531 ing. Prerequisite: Actg 511. Advanced Auditing (4) Partnership Taxation (3) Audit objectives and procedures for the collec- Tax treatment of partnership income; problems Actg 551 tion of evidence and the assessment of control associated with the formation, operation, and Accounting Information Systems (4) risk are explored. The effects of attribute and dissolution of partnerships. Sale, withdrawal, Study of accounting information systems for variables sampling as well as the effects of com- retirement of partners; basic adjustments, unre- operations with an emphasis on accounting puters and computer-control procedures on the alized receivables, and substantially appreciated issues. Addresses the information systems issues audit process are examined. In addition, audit, inventory; Subchapter S Corporation compared encountered by internal financial analysts. compilation, and review reports are important to partnerships. Prerequisite: Actg 525. Topics may include database and accounting elements of this course. Prerequisites: Actg 492. information system design, model building, the *Actg 532 Actg 495 use of accounting information for forecasting, Corporate Reorganizations and and other topics associated with the develop- Integrated Accounting Issues (4) Liquidations (Corporate Taxation II) (3) Integrates topics from various accounting areas. ment of information systems to support finan- An examination of the effect of taxes on reorgan- cial analysis. Provides students with opportunities to see the izations and liquidations. (May be taken prior to accounting interactions and tradeoffs that result Corporate Taxation I.)Prerequisite: Actg 525. Actg 552 from realistic business situations. Course will Strategic Cost Management (4) enhance students’ understanding of accounting *Actg 534 Course takes the perspective that managers and its influence on business, as well as the under- Federal and State Tax Procedures (3) should not use information from accounting standing of how business processes affect account- Tax reporting and collection procedures; admin- systems designed to prepare external financial ing results, through a set of comprehensive case istrative and judicial procedures governing tax reports in order to make internal management studies. Prerequisites: Actg 360, 421, 492. controversies, the rights and obligations of the decisions. Provides alternative approaches to taxpayer. Prerequisite: Actg 525. Actg 503 developing and using accounting information. Thesis (Credit to be arranged.) *Actg 535 Special emphasis will be placed on understand- State and Local Taxation (3) ing traditional cost systems, activity-based cost- Actg 511 Examination of issues and taxation other than fed- ing systems, and determining the cost of quality. Financial Accounting (4) eral income tax, including property tax processes, Course will rely heavily on the examination of An introduction to the reporting system used by sales and use taxes, multistate transactions, manu- actual company situations. Prerequisite: Actg businesses to convey financial information to facturers excise tax, and sumptuary and regulatory 512 or admission to the Master’s of Science in parties external to the enterprise. Primary excise taxes. Prerequisite: Actg 525. financial analysis program. emphasis is placed on understanding the financial reports that are the end product of this sys- *Actg 536 Actg 553 tem—what they do and do not tell the user International Taxation (3) Financial Statement Analysis (4) about a business enterprise. The accounting Taxation of United States citizens and business- Sound financial information for making busi- principles, conventions, and concepts underly- es on foreign-source income; topics include the ness decisions is obtained by an understanding ing financial reporting are examined with the forms of multinational operations, foreign tax of accounting data from which the information objective of developing the ability to read, com- credits, and tax treaties. Prerequisite: Actg 525. is derived as well as by the application of tools 210 P ORTLAND S TATE U NIVERSITY

of analysis. Students will gain an increased include: understanding the organization as a market segmentation, marketing strategies in a understanding of the properties and use of system, information assessment, cash manage- global marketplace, use of technology in mar- accounting numbers in the determination and ment, operations and capital budgeting, manu- keting, and marketing mix decisions. forecasting of financial positions, results of facturing cost systems, cost control procedures, Experiential learning approaches for class par- operations, cash flows, the financial disclosure managing inventory, problem solving, and ticipation will be used. Prerequisites: BA 205 process, and its use in comparing business per- measuring the health of the organization. and junior standing. formance. Prerequisite: Fin 551 or 561. Prerequisite: BA 211. †BA 316 Actg 560 BA 301 Working with Customers for Business Professional Ethics and the Public Interest (2) Research and Analysis Minors (4) Introduces students to ethical perspectives that of Business Problems (4) Essential topics in marketing for business provide the philosophical context for the study Development and use of business tools and minors. Students will be introduced to the basic of applied business ethics. Students use practi- techniques as applied to business problems. concepts of marketing and customer satisfac- cal frameworks to address complex ethical and Students will identify business problems, articu- tion. Students will explore primary considera- social issues and explore organizational process- late the issues, research, develop, and evaluate tions of the market environment and marketing es and structures that can shape social perform- solution alternatives relevant to the problem, practices including price, promotion, distribu- ances. The context for this course is financial and present the results orally and in writing. tion, and product in an applied setting. and accounting situations. Students will integrate and reinforce their skills BA 325 Actg 601 in logical and analytical processing, critical Competing with Information Technology (4) Research (Credit to be arranged.) thinking, and communication. Prerequisite: Presents the key steps required to gain a com- BA 205 and junior standing. Actg 607 petitive advantage in the marketplace through Seminar (Credit to be arranged.) BA 302 the use of information technologies. Primary Organizational Behavior (4) focus is to help students understand the infor- Focuses on issues that are relevant to the three mation systems development lifecycle and the Business levels of organizational behavior (i.e., individ- ways that systems can support functional areas Administration ual, group, and organizational). Key topics of a business. Other topics include: communi- include: the nature and dynamics of teams, per- cation technologies to support groups, produc- All 300- and 400-level courses require junior-level sonal values and employee job attitudes, com- tivity software and applications, designing sys- standing; 400-level courses require admission to the munication, conflict resolution, motivation, tems for competitive advantage, and systems School of Business Administration; graduate courses leadership, decision making, employee effective- reengineering. Prerequisites: BA 205 and junior require admission to the graduate programs. ness, and the impact of organizational level standing. Students admitted to the School of Business issues such as policies, structure, design, and Administration will be given registration priority for †BA 326 all 300-level courses, except business minor courses. culture. Techniques used to facilitate learning Working with People for Business Minors (4) may include role plays, cases, presentations, BA 101 Essential topics in management and business organizational simulations, teamwork, and/or communications. Focuses on the management Introduction to Business term research papers. Prerequisite: BA 205 and and World Affairs (4) of business organizations in an applied setting. junior standing. Introduction to the business firm operating in the Key topics include motivating and leading indi- local, national, and global marketplace. BA 303 viduals and groups, working effectively in Emphasizes the integration of the various func- Business Finance (4) teams, and conflict management. In addition, tional areas of business as the firm evolves from its Development and study of a decision frame- students will learn to collect, organize, and entrepreneurial origins to a mature corporation. work for financial management with special present information in a business setting. emphasis on small- and medium-sized business- †BA 336 BA 205 es. Topics include analysis of financial health, Business Communications Working with Information for Business planning for future financial performance, eval- Using Technology (4) Minors (4) uation of investment opportunities, and analy- Provides students with the tools that are needed Discusses the importance of information and its ses of risk. Financing of firm growth and valua- to collect, organize, and present information in support of a business organization. An under- tion will be introduced. An integration of the a business environment. Students will learn standing of the essential relationships among concepts of financial management into a total how to use library and Internet resources to col- information, business process, and information system approach to business decision making lect information. Word processing, spreadsheet, technology. This is a survey course. will be facilitated with the use of cases, as and graphics applications will be used to organ- appropriate. Prerequisite: BA 205, 211, and jun- BA 339 ize and present business information. Students ior standing. Operations and Quality Management (4) will be introduced to business report writing, † Develops an understanding of the various issues developing and delivering a persuasive presen- BA 306 and strategies involved in the operation of a tation, and electronic-mail methods for team- Working with Money for Business Minors (4) service or manufacturing organization. These based communication. Prerequisite: BA 101. Essential topics in accounting and finance for considerations include the support by the opera- business minors. Reading and interpreting BA 211 tion’s organization of corporate strategy through income statements and balance sheets, especial- Fundamentals of Financial Accounting (4) design and operating decisions. Issues such as ly for small businesses. Forecasting to determine Assists students in developing an understanding global supply sources, worldwide business sys- financing requirements. Use of techniques in of financial statements and the tools used by tem influences, continuous improvement, and time value of money to determine present val- external users such as lenders, shareholders, and total quality management will be discussed. ues, loan payments, etc. Sources of business competitors to evaluate the performance of the Prerequisite: BA 205 and junior standing. financing. firm. Balance sheets, income statements, state- †BA 346 ments of cash flows, and industry reports will be BA 311 Working as an Entrepreneur for Business used to introduce topics such as: assessing risk, Marketing Management (4) Minors (4) liquidity, solvency, operating efficiency, and prof- Basic marketing concepts from the perspective Capstone course in the business minor. Provides itability of the firm. Prerequisite: BA 101. of the marketing manager. Key focus is to exam- the student an opportunity to link previous ine the marketing planning and analysis neces- BA 213 coursework in the development of business plans sary to develop sound marketing plans and Decision Making with Accounting and organizations, with specific emphasis on the Information (4) strategies. Specific topics include the role of challenges of small emerging organizations. Designed to aid students in developing effective marketing within the firm, analysis of marketing Project-based course that provides students with decision making skills. Course elements opportunities, selection of target markets and a toolbox of applied skills. Prerequisite: BA 101.

† Courses in the minor may not be used to satisfy major requirements, except for BA 101. S CHOOL OF B USINESS A DMINISTRATION 211

BA 385 BA 561 *Fin 336 Business Environment (4) Law for Managers (2) Principles of Risk and Insurance (3) Study and critical analysis of the role of busi- Examines the legal issues that business organi- A study of the principles and practices of life, ness in its environment with special references zations face. A focus on small and emerging fire, casualty, marine, and social insurance. to the interrelationships of legal, technological, companies will be used. Specifically, contract *Fin 363 economic, political, and social forces with the law, property law (including intellectual proper- Credit Management (3) business enterprise and to the legal and ethical ty), employment law, secured transactions law, Management functions performed by a credit obligations of the business enterprise with its and product liability law will be addressed. department; relation to other functions of the owners, employees, consumers, and society. Course will also consider the issues with regard business enterprise; nature of consumer credit and Prerequisites: BA 205 and junior standing. to choice of business entity. mercantile credit, sources of credit information, BA 407/507 *BA 566 evaluation of credit risks, and credit controls used Seminar (Credit to be arranged.) Competitive and Strategic Analysis (3) in business firms; credit policy determination. Seminars in selected cross-functional and inte- Integrative course that focuses on application of Fin 399 grative business topics. analytical techniques to the processes and out- Special Studies (Credit to be arranged.) BA 495 puts of the firm. Emphasizes the identification, Fin 401/501 Business Strategy (4) analysis, and evaluation of the marketing, finan- Research (Credit to be arranged.) Capstone course for the SBA; should be taken cial, and accounting bases of competition, and Prerequisite: BA 303. in the student’s final term. Students learn to sys- the development of appropriate business strategies. Prerequisites: Mktg 544, Fin 561, Actg 511. Fin 405/505 tematically analyze a firm’s internal and external Reading and Conference environments and to apply concepts and theo- (Credit to be arranged.) ries related to the formulation and implementa- Prerequisite: BA 303. tion of business and corporate level strategies. Finance The influence of other functional areas (market- For information on finance option requirements, see Fin 407/507 Seminar (Credit to be arranged.) ing, finance, accounting, etc.) on strategic Finance. All 300- and 400-level courses require junior-level standing; 400-level courses require Student-selected problems in business operation thinking is emphasized in teaching students the admission to the School of Business Administration; and business management to be studied by the linkage between strategic problems, manage- graduate courses require admission to the graduate individual and discussed in group meeting ment interpretations, solutions, and firm per- programs. Students admitted to the School of under direction of academic staff. Prerequisite: formance outcomes. Prerequisites: BA 301, 302, Business Administration will be given registration priority for all 300-level courses. BA 303. 303, 311, 325, 339, 385 and admission to the School of Business. Priority to graduating sen- Fin 199 Fin 409/509 iors who have applied for graduation. Special Studies (Credit to be arranged.) Practicum (Credit to be arranged.) Fin 218 Field work involving the practice of professional BA 506 Personal Finance (4) activities away from campus. Prerequisite: con- Business Project (2-6) A survey of investments, budgets, real estate sent of instructor. Under the direction of a faculty member, stu- ownership, financial institutions, consumers’ Fin 410/510 dents work in teams to apply M.B.A. knowledge credit, social security, stock market, mutual and skills to actual business problems or situa- Selected Topics (Credit to be arranged.) funds, and estate planning from the individual’s Consent of instructor. tions. Students may register for six credits during point of view. Optional pass/no pass. a single term, or register for three credits during *Fin 411 two consecutive terms. After initially meeting as a *Fin 226 Laws of Real Estate, Personal Property, class at the beginning of the term, students meet Legal Environment of Business (4) Trusts, and Estates (4) periodically with an assigned faculty member to The meaning and nature of law, sources of law, Distinction between real estate and personal monitor progress on the agreed learning contract state and federal court systems, procedures for property, fixtures, landlord tenant, accession, and to discuss a variety of implementation and resolving disputes, business torts, business patents, copyrights, trademarks, concurrent organizational issues. Prerequisite: BA 509 or crimes, antitrust law, labor law, contracts, inter- ownership, deeds, adverse possession, ease- Fin 553 (may be concurrent). national business law, ethical considerations, ments, trusts, REIT, powers of trustees, wills, social and political influences. BA 508 will substitutes, intestacy, probate. Prerequisite: Leadership Development and Assessment (2) Fin 301 Fin 226 or BA 385. First stage for the development of leadership Stock Market (3) Fin 439/539 competencies. Each student will be expected to Analysis of the operation of the stock market. Real Estate Valuation I (3) write a personal development and learning plan Procedures in the buying and selling of securi- Fundamentals of appraising real estate. Land based upon the results of an initial assessment ties. Examination of current regulatory practices. utilization. Analysis of real estate values by of the student’s strengths and weaknesses. Fin 319 approaches followed by governmental and pri- During the term the students will be involved in Intermediate Financial Management (4) vate appraisers. Prerequisite: BA 303, Fin 551 various activities to assess and develop their Second level course in financial management to or Fin 561 or USP 598 or equivalent for 539. interpersonal, communication, strategic leader- provide more depth in the study of asset pric- Fin 440/540 ship, and conceptual competencies. Pass/no ing, capital budgeting, capital structure, divi- Real Estate Valuation II (4) pass course, concurrent enrollment in Mktg 511 dend policy, working capital management, Principles of valuation applied in the context of is required. growth through mergers, and leasing. Emphasis real estate investments. Financial strength analy- BA 509 on the development of problem solving capabil- sis, cash flow estimation, determining the cost Leadership Immersion (1) ities. Prerequisite: BA 303. of capital, various discounted cash flow meth- A business simulation practicum designed to Fin 333 ods. Option valuation and real options assess students’ technical and leadership skills. Foundations of Real Estate Analysis (3) approaches. Relative valuation approaches. This course can only be taken as a pass/no pass Surveys the legal, physical, and economic struc- Applied to the valuation of Real Estate grading option. Prerequisite: Fin 561. ture of the real estate market and the character- Investment Trusts and other real estate development entities. Prerequisites: Fin 333, Fin 319. BA 531 istics of real estate resources. Develops basic Executive Briefings (1) real estate valuation procedures and provides an Fin 441 A weekly series of presentations by local, overview of market analysis and real estate pro- Fundamentals of Derivative Securities (4) regional, national, and/or international business duction, marketing and financing methods. Options, futures, swaps, and other derivative leaders on current business topics. Prerequisites: Ec 201, 202. securities. Principles of pricing; uses in speculation, hedging, and risk management, in both 212 P ORTLAND S TATE U NIVERSITY

securities investment and corporate finance set- Fin/USP 453 Fin 553 tings. Real options and option-like opportuni- Real Estate Finance and Investments (3) Financial Analysis ties in business. Prerequisite: Fin 319. Application of finance and economic principles and Business Valuation (4) Financial analysis of the performance of the Fin 444/544 to analysis of real estate finance and invest- Security Analysis (4) ments. Emphasis on the development of prob- business or parts of the business such as prod- Theory and techniques of analysis of individual lem solving capabilities through the use of com- uct or projects. Tools and techniques of finan- corporate securities. Systematic study of charac- puter application programs. Special attention is cial statement analysis from the perspective of teristics and potential of stocks and bonds to given to risk analysis, alternative mortgage investors and creditors; development of models facilitate investment decisions. Prerequisite: instruments, hedging techniques, and the tax for determining and forecasting the profitability Fin 452/552 or Fin 561. effects of real estate investment. Prerequisites: and financial position of the firm. Business val- BA 303 or USP 423. Prerequisite for graduate uation techniques, emphasizing cash flow pro- Fin 449 students: Fin 551 or Fin 561 or USP 598 or jections. Some issues in costs and risk manage- Valuation (4) equivalent. (Cross listed as USP 499/599). This ment. Theoretical principles and practical Principles of valuation, including valuations course may only be taken once for credit. approaches of valuation of a business or busi- both internal and external to the business entity. ness interest; valuation strategies for specific Financial planning, financial analysis, forecast- Fin 503 Thesis (Credit to be arranged.) purposes such as valuation for mergers, acquisi- ing, and valuation. Students undertake and tions, and corporate restructuring, multibusi- Fin 514 present a formal written valuation. ness valuation, valuation of international busi- Economic Environment of the Firm (4) Prerequisites: Actg 381, Fin 319. nesses. Prerequisite: Fin 551 or 561; competen- Examines the microeconomic foundations of the cy with electronic spreadsheets. *Fin 450 firm and provides a broad overview of the Bank Management (4) financial markets and institution’s framework. Fin 555 Practices, problems and policies of commercial Included is consideration of the components of Applied Econometrics banking as well as other financial institutions the U.S. and international financial system in for Financial Analysis (4) from a financial management perspective. the global economy, the financial institutions Theory and application of empirical methods, Banking regulation, organizational structure, that facilitate the flow of funds, interest rate including model development, experimental financial analysis of commercial banks, asset determination, and how government policy design, and statistical analysis, applied to issues and liability management, and other contempo- affects funds flow and interest rates. Issues of in business, particularly the areas of accounting rary issues affecting commercial banks. demand and supply determination, market and finance. Construction and testing of Prerequisite: BA 303. structure, and resulting economic behavior are hypotheses, analysis of variance, multiple Fin 452/552 also considered. regression, methods for dealing with problems Investments (4) in the distribution of data, time series, forecast- Fin 545 ing, and performance evaluation. Publicly avail- Analytical study of the principles of investment Hedging and Risk Management (4) able data will be obtained and used by students. in stocks, bonds, and other security instru- Futures, options, swaps, and other derivative Prerequisite: Fin 551 or Fin 561. ments. Includes background study of financial instruments, their characteristics, their uses in markets and institutions; analysis of the invest- financial risk management, and their effects in Fin 561 ment characteristics, valuation, and market speculative situations; methodologies for valua- Financial Management (4) price behavior of bonds, stocks, and derivative tion of derivatives. Exotic options, innovations Examines the financial concepts and problem- securities, and the choice of appropriate portfo- in exotic derivatives and in the development solving skills required to evaluate whether man- lios of these securities. Also included is the and use of derivatives in corporate finance and agerial decisions add value to the firm. Students study of information and market efficiency, term investments. The rapid development of deriva- will develop an understanding of the financial structure and the determination of market inter- tives in domestic and international finance. implications of business decisions and a frame- est rates, and security valuation. Prerequisites: Prerequisite: Fin 561 or 551. work with which to evaluate their decisions. An Fin 452: BA 303, Actg 381 is strongly recom- integral part of this approach requires under- mended; Fin 552: Fin 551 or 561. *Fin 550 standing how the different functional areas of a Commercial Bank Management (3) business interrelate and the supporting role that Fin 456/556 Theory and practice of commercial banking finance can provide. Topics considered include International Financial Management (4) from a financial management perspective. cash flow analysis, risk determination, valua- Development and study of a framework for the Banking environment, asset/liability manage- tion, working capital management, and financ- financial decisions of multinational businesses; ment, capital management, and overall balance- ing. Prerequisites: Fin 514, Actg 511. management of working capital, investment and sheet management of commercial banks. financing decisions of a firm in an international Prerequisite: Fin 514 or Fin 561. Fin 562 environment; foreign exchange markets, Intermediate Financial Management (4) exchange risk, and international diversification. Fin 551 Second-level course in financial management to Financial Management Prerequisite: BA 303 for Fin 456; 551 or 561 provide more depth in the study of asset pricing, for Financial Analysts (4) for Fin 556. capital budgeting, capital structure, dividend pol- Gateway course to the Master of Science in icy, working capital management, growth Fin 465 financial analysis. Examines the financial con- through mergers, and leasing. Emphasis is placed Finance Topics and Cases (4) cepts and problem-solving skills required to on the further development of problem solving Case studies of financial problems in business evaluate whether managerial decisions add capabilities. Prerequisite: Fin 551 or 561. including working capital management, capital value to the firm. Students will develop an budgeting, and financing issues. Special topics understanding of the financial implications of Fin 565 covered will be at the discretion of the instruc- business decisions and a framework with which Cases in Corporate tor. Prerequisites: Fin 319 and 449. to evaluate their decisions. An integral part of Financial Management (4) *Fin 485/585 this approach requires understanding how the The study of financial decisions and actions in Life Insurance (3) different functional areas of a business interre- business through the use of case studies. Topics Analysis of various types of life insurance, acci- late and the supporting role that finance pro- generally include forecasting, investment, dent and sickness coverage and contracts. vides. Topics considered include cash flow financing, and management of working capital Premium rates. Family and business need for analysis, risk determination, valuation, working accounts with special topics at the discretion of life insurance. Endowment, annuities, group capital management, and financing. Graduate the instructor. Applying theory, performing pension plans, industrial and government insur- credit cannot be earned for both Fin 561 and analyses, and making judgments are critical in ance. Prerequisite: Fin 336. 551. Prerequisite: admission to the Master of this case course. Prerequisite: Fin 551 or 561. Science in financial analysis program. S CHOOL OF B USINESS A DMINISTRATION 213

Fin 569 ly report to the investment community, will be students to the object-oriented design, imple- Advanced Financial Management (4) an integral aspect of this course. This is the sec- mentation, and testing of event-driven programs. Selected advanced topics in theory and applica- ond course in a required two-class sequence. Topics include class definition, methods, data tion of valuation, capital investment/capital Prerequisites: Fin 561, 552, and 573 for 574. types, control structures, and file-based interac- structure decisions and their interactions, merg- tive input/output. Provides an overview of the ers and acquisitions, and leasing. Prerequisite: industry proven software-development princi- Fin 561. Information Systems ples, and outlines the contribution that business Fin 573 For information on Information Systems option professionals make to the program-development Investment Analysis and Portfolio requirements, see page 203. All 300- and 400-level process. Prerequisites: BA 325, CS 106. Management (4) courses require junior-level standing; 400-level ISQA 380 A study of the application of both portfolio the- courses require admission to the School of Business Data Communications (4) ory and fundamental valuation techniques in Administration; graduate courses require admission Topics include communication between people security investment decisions. Students in this to the graduate programs. Students admitted to the and machines, transmission systems, protocols School of Business Administration will be given reg- course serve as portfolio managers to a real dol- for communication technologies, and digital istration priority for all 300-level courses. lar portfolio, providing security and sector over- communication and networks. Application areas sight to the portfolio. The implications of mod- *ISQA 111 reviewed include data communications, voice Fundamental Computer Concepts (2) ern portfolio theory for portfolio management and electronic mail, Internet, and mobile sys- and in portfolio performance evaluation are The fundamental concepts of Electronic Data tems. Management issues covered include emphasized. This is the first course in a Processing; the impact of EDP on the firm, and cost/benefit analysis, organizational impact, required two-class sequence. Offered fall and the fundamental concepts of computer use international systems, and emerging technolo- spring terms. Prerequisites: Fin 552 (may be including programming and applications. gies. Prerequisites: BA 325, CS 106. taken concurrently), 551, or 561 for 573. Provides a general vocabulary and understanding of the capabilities of the computer in business. ISQA 399 Fin 574 (One hour of lecture and two hours of recitation.) Special Studies (Credit to be arranged.) Portfolio Management: Issues and ISQA 401 ISQA 360 Performance Assessment (2) Research (Credit to be arranged.) This course is a continuation of Fin 573. Computer Programming for Business Applications (4) ISQA 404 Students will continue the responsibility of man- Internship (Credit to be arranged.) aging a real-dollar portfolio that was initiated in Introduction to the fundamental programming Fin 573. In addition, assessing and reporting on theories and concepts necessary to create soft- portfolio performance, and presenting a quarter- ware applications that address the information needs of an organization. Introduces business 214 P ORTLAND S TATE U NIVERSITY

ISQA 405 tion and control of distributed print services; administration, value analysis, and standardiza- Reading and Conference user access management and environment tion. Prerequisite: BA 339 or BA 311. (Credit to be arranged.) automation; and remote workstation manage- ISQA 449 Prerequisite: consent of instructor. ment. Prerequisites: ISQA 380. Process Control and Improvement (4) ISQA 407 ISQA 426 Study of the principles of quality management Seminar (Credit to be arranged.) Introduction to Decision Technologies (4) including statistical quality control, total quality Student-selected problems in information sys- Provides an introduction to the technologies used management, and the quality tools especially as tems, quantitative analysis, or operations and in aiding decision making in organizations. In they apply to supply and logistics processes. materials management to be studied by the addition to the theoretical aspects of decision sup- Prerequisite: BA 339. individual and discussed in group meeting port, the course exposes students to current tech- ISQA 450 under direction of academic staff. nologies. Topics include: human decision making; Project Management (4) ISQA 409 database technologies for decision support; statis- Develops a basic understanding of principles and Practicum (Credit to be arranged.) tical, analytical, and artificial-intelligence models tools of project management. Covering the phas- Field work involving the practice of professional for decision support; data mining; and on-line es and activities of projects, as well as the man- activities away from campus. Prerequisite: con- analytical processing. Prerequisit: ISQA 415. agement tools used to create project plans, man- sent of instructor. ISQA 428 agement, including the impacts of organizational ISQA 410 Principles and Practices of Information strategy, structure and culture on the develop- Selected Topics (Credit to be arranged.) Security (4) ment and execution of projects. Prerequisites: ISQA 415 An introduction to the theories, concepts, and Upper division standing in the SBA. Database Management (4) practices relating to the deployment and man- ISQA 451 Study of data environments, the evolution of agement of information security systems. Topics Business Forecasting (4) database technology, database concepts and include: threat analysis and risk management; Focuses on the use of various forecasting tools uses, data models, database design, and query encryption and security technology; system to aid in making managerial decisions. processing. Emphasis will be placed on the rela- design, implementation, and maintenance; and Examination of the various forecasting models tional model and database management systems the legal, ethical, and social implications of and methods in a core activity. Understanding that support the model. Students will partici- information security. Prerequisites: ISQA 380. the abilities of the forecasting tools will be pate in database design projects. Other topics ISQA 429/529 examined. Students will analyze data using address emerging database trends and opportu- Transportation and Logistics Management (4) many of the tools and assess and evaluate the nities. Prerequisites: BA 325, CS 106. Overview of logistics including transportation, validity of each. Prerequisites: BA 339. ISQA 418 warehouse location and layout, inventory poli- ISQA 454 Client-Server Application Development (4) cies, distribution operations, and information Supply and Logistics Negotiations (4) Provides an introduction to client server appli- systems. Prerequisite: BA 339 or BA 311. An introduction to commercial negotiation. cation development with emphasis on the ISQA 430 Includes applications both within and outside client. Topics include graphical user interface Industrial Transportation and Freight (4) an organization, such as negotiating with peers development, event-driven programming, and Develops an understanding of various modes of and other employees as well as with suppliers rapid application development tools. Students transportation, primarily focused on business of materials and services. Negotiation planning, will participate in the development of projects applications and the movement of freight. tools and tactics, and the conduct of a negotia- using programming languages such as Visual Operational characteristics of the modes are tion are studied. Extensive hands-on negotiation Basic. Prerequisite: ISQA 360. evaluated, freight rate derivation and analyses practice is included. Prerequisite: BA 339. ISQA 419 are understood, and organizational evaluations ISQA 458/558 Web Application Development (4) of transportation strategies are studied. Purchasing and Logistics within Introduces the development of applications in Transportation contract forms are analyzed and the Food Industry (4) Internet environments, focusing on the design transportation risks are evaluated. Prerequisites: Explores the rapid transition of food industry and creation of interactive Web sites that provide BA 339. operations through an in-depth look at food access to databases. Other topics will include *ISQA 435 commodity production, processing, storage, and current issues in the evolution of Web technolo- Business Research Design and Analysis (3) transportation; facility location and transporta- gies, and considerations affecting requirements This course is concerned with the application of tion network design; role of wholesalers and determination and application design in the Web multivariate methods of data analysis in busi- distributors in the food supply chain; food safe- context. Prerequisites: ISQA 360. ness research. Emphasis is on the process of ty; food industry consolidation and globaliza- ISQA 420 business data analysis including research tion; supply chain compression; ECR and Systems Analysis and Design (4) design, implementation, and hypothesis testing. demand forecasting; and e-commerce and the Examines the scope and organization of the sys- Prerequisites: Stat 243, 244. food industry. Prerequisite: BA 339. tems development process, with particular ISQA 436 ISQA 459/559 emphasis on the roles that business professionals Advanced Database Administration (4) Production Planning and Control (4) perform in systems projects. Topics include sys- Advanced study of data environments, data Intermediate and short range production plan- tem requirements, system specification, systems modeling techniques, database design, query ning and scheduling. Topics will include aggre- design, implementation, and project management. processing, and optimization. Emphasis will be gate planning, materials requirement planning, Standard system analysis methods and techniques placed on client-server architecture and data scheduling and just-in-time. Prerequisite: BA 339. will be presented and applied. Prerequisites: environments such as Oracle and SQL Server. *ISQA 461 ISQA 360, ISQA 380, and ISQA 415. Students will participate in database design Operations Research Techniques (3) ISQA 424 projects. Other topics will include industry Introduction of methodology of operations LAN Management (4) trends and opportunities, and database adminis- research. Investigation of construction, solution Hands-on introduction to the administration of tration. Prerequisite: ISQA 415. and application of models useful for decision client/server-based local area networks address- ISQA 439/539 making in business. Prerequisites: upper-divi- ing both conceptual and operational aspects of Purchasing and Supply sion standing, BA 339 and Stat 243, 244. network operating system management and Chain Management (4) *ISQA 462 client operating system configuration. Topics Deals with developing sound policies and pro- Decision Simulation (3) include: design and implementation of network cedures in managing the supply chain. Topics Emphasis given to the use of gaming to reveal directory services and file systems; network include supplier selection and evaluation, com- the complexity of the total organization and of security, backup, and recovery; the implementa- petitive bidding, contract development and the interrelationships of the activities of the S CHOOL OF B USINESS A DMINISTRATION 215

firm. Students compete in a simulated business consider IT for its increasingly central role in Mgmt 407/507 environment and are thus allowed to make use fostering business innovation, including strategic Seminar (Credit to be arranged.) of dynamic analysis. and operational initiatives in such areas as elec- Student-selected problems in business operation *ISQA 463 tronic commerce, global market expansion, sup- and management to be studied by the individ- Mathematical Modeling ply chain management, business process ual and discussed in group meeting under in Decision Making (3) redesign, and knowledge management. Second, direction of academic staff. The incorporation of numerical considerations participants examine information technologies as Mgmt 409/509 and applied mathematics into the modeling innovations in their own right. In considering Practicum (Credit to be arranged.) process is the primary focus of this course. the associated management challenges, particu- Mgmt 410/510 Students will gain practice in creative and lar emphasis is placed on IT innovation as a Selected Topics (Credit to be arranged.) empirical model construction, model analysis knowledge-based process that demands careful Mgmt 441 and model research for practical and realistic management of business and technical partner- Collective Bargaining problems. The emphasis is on the importance of ships within and across firm boundaries. and Labor Negotiations (4) the assumptions in a model and on testing the ISQA 552 Workshop giving students hands-on experience sensitivity and appropriateness of assumptions Managing Operations negotiating individual and group contracts. against empirical data. Prerequisite: ISQA 461. and the Value Chain (4) Students will learn how to manage the employ- ISQA 469/569 Introduces the students to basic operations and ment relationship within a union environment, Productivity Analysis (4) supply chain issues. In addition, issues around studying: the legal environment of unions; The role of operations strategy on the firm’s the use of natural systems and other models of negotiations theory and practice; and grievance cooperative ability and the organization’s pro- managing work will be considered within a per- resolution procedures. Students will devote sig- grams and techniques for measuring and spective of sustainable organizations. nificant time in class to negotiating individual improving productivity and for assuring quality. Prerequisite: Actg 512. and group contracts, and will have ample Prerequisite: BA 339. *ISQA 572 opportunity to receive feedback to improve their skills. Prerequisite: BA 302. ISQA 479 Models for Quality Control (3) Integrated Supply Study of variability. Emphasis on quality Mgmt 445 and Logistics Management (4) improvements through the application of experi- Organizational Design and Change (4) Capstone course using cases and projects to mental design. Topics include accounting for ran- Study of organizations from a macro perspec- integrate the various concepts of supply and domness, systematic identification of sources of tive. Emphasis will be on the implications of logistics management. Prerequisites: ISQA 429, variation, control charts, and statistical process dynamic environments, innovation, and tech- 439, and 3-4 additional credits in supply and control (SPC). Course will use a combination of nology for organizational structure, design, and logistics management option courses. cases, lecture, and computer-aided analyses to processes. Management of change from a multi- provide the students with a foundation in quality level perspective will also be addressed. ISQA 511 control analysis. Prerequisite: ISQA 551. Prerequisite: BA 302. Quantitative Methods For Managers (4) Covers the quantitative methods useful in man- *Mgmt 446 agerial analysis and decision making. Basic and Management Principles of International Management (4) advanced statistical models as well as forecast- Study of the managerial functions and problems ing and management science tools are studied. For information on the management option require- related to international business activity. The ments, see page 203. All 300- and 400-level courses Prerequisite: admission to graduate program. focus of this course is on the management of require junior-level standing; 400-level courses foreign trade, direct investments, and interna- *ISQA 518 require admission to the School of Business tional operations. In addition, the political, eco- Electronic Commerce (3) Administration; graduate courses require admission nomic, and cultural environments of interna- Survey of technologies and technological appli- to the graduate programs. Students admitted to the tional business are examined from the perspec- cations to conduct business electronically today School of Business Administration will be given reg- tive of management. Comparative management and in the future. Students will learn about elec- istration priority for all 300-level courses. is also treated through the study of other man- tronic data interchange, the role of technology in Mgmt 199 agement systems. Prerequisite: BA 302. electronic markets, the Internet, and the organi- Special Studies (Credit to be arranged.) zational impact of these technologies. Internet- Mgmt 351 Mgmt 447/547 based technologies will be presented and used. Human Resource Management (4) The Power of Soul and Spirit in Business (4) Studies the human resource management func- Seminar devoted to exploring what soul and *ISQA 525 spirit means in the context of today’s workplace; Database Design (2) tions performed by the human resource manag- its current relevance to business; strategies for Practical course focusing on the design and use er as well as by the line executive or supervisor. injecting more soul and spirit into working of databases. Students will learn to model data Uses contemporary approaches and problems to environments; and methods for developing sen- needs, design relational databases based on analyze the entire process of performance man- sitivity and appreciation for this dynamic those needs, and methods for querying a data- agement, including human resource approach to being in the business world. Topics base. A Database Management System (DBMS) planning/job design, selection and staffing, to be explored include methods for building will be used. Other topics address emerging training and development, compensation, per- community in the workplace; strategies for database trends. formance appraisal, and employee and labor relations. Also examines legal questions which developing one’s inner life; methods for fueling *ISQA 530 affect human resource management. creativity; approaches to bringing one’s whole System Architectures (3) Prerequisite: BA 302. Preference on the waiting self to work; and examining new methods of Study of cutting-edge hardware and software list will be given to HRM-option students. leadership. Prerequisites: BA 302 for Mgmt 447; architectures and their usage in business envi- Mgmt 550 for Mgmt 547. ronments. Students will learn how managers Mgmt 399 Mgmt 448 identify and adopt new technologies for business Special Studies (Credit to be arranged.) Team Processes (4) systems. Topics include hardware/software con- Mgmt 401/501 Designed to provide the student with a working cepts, needs assessment, decision criteria, and Research (Credit to be arranged.) understanding, and practical skills, related to implementation issues. Prerequisite: ISQA 551. Mgmt 404/504 Internship (Credit to be arranged.) operating effectively in team settings. The influ- ISQA 551 ence of member personality and attributes on Managing Information Technology (4) Mgmt 405/505 Reading and Conference teamwork, motivating team members, develop- Course participants explore information technol- (Credit to be arranged.) ing effective team processes, and constructive ogy (IT) from an innovation-management per- Consent of instructor. conflict management and team communication spective. This has two aspects. First, participants are some of the issues that may be addressed. 216 P ORTLAND S TATE U NIVERSITY

Also focuses on the development and use of a Mgmt 493 tions in creating superior customer value, the variety of teams prevalent in contemporary Human Resource Policies (4) human resource challenges of selecting, train- organizations and some of the challenges faced An in-depth, analytical study of human ing, and motivating service providers, and how in using these teams in an optimal fashion. resources and the tasks of the modern human service systems are structured to smooth Prerequisite: BA 302. resource manager, with an emphasis on the poli- demand and enhance system capacity. The goal Mgmt 461/561 cy making aspect of human resource manage- is to understand how to analyze any service sys- Reward Systems and Performance ment. Studies executive-level decision making tem, whether it resides in a manufacturing, Management (4) within staffing, training, compensation, apprais- service, or non-profit organization, and explore Study of reward system practices that aid in al, and labor relations. Examines emerging issues ways to enhance system effectiveness. motivation, employee development, and pro- in HRM, such as quality of work life, wellness, Mgmt 550 ductivity improvement to meet organization substance abuse, human resource information Organizational Management (4) goals. Shows how job analysis data forms the systems, etc. Prerequisites: Mgmt 351 and two Covers issues in organizational behavior and of the following courses: Mgmt 461, Mgmt 471, information base for both compensation and human resource management that are critical to or Mgmt 491; admission to the School of performance appraisal processes. Includes an organizational effectiveness. Organizations are Business Administration. Preference on the wait- analytic study of traditional and evolving meth- studied from three perspectives: the individual, ing list will be given to HRM-option students. ods of compensation management, and relates the work team, and the organization as a sys- this and performance appraisal processes to the Mgmt 503 tem. Topics include motivation, performance broad performance management framework. Thesis (Credit to be arranged.) assessment, creative problem-solving, compen- Prerequisite: prior completion of Mgmt 351; *Mgmt 540 sation, staffing, employee development, and prior completion of or concurrent registration Business/Government Relations (3) organizational design. Focal emphasis on busi- in Mgmt 550. Preference on waiting list will be The role and importance of the business/gov- ness leadership is examined from a multi-level given to HRM-option students. ernment relations function in business enter- perspective. Prerequisite: Mktg 511. Mgmt 464 prises is examined. Topics covered include: Contemporary Leadership Issues (4) monitoring the governmental system, interest *Mgmt 551 Managing Human Resources (4) Investigation of the ideas of what constitutes groups, lobbying, trade associations, govern- “effective leadership” as organizations enter the mental structure, regulatory process, and access How do managers help their subordinates 21st century. Various aspects of the new leader- to executive/legislative processes. Case analyses achieve great and sustainable performances? In ship paradigm are addressed. Students will and projects may be used in the course. the 21st century, the employment contract has develop an awareness of their personal leader- Prerequisite: Mgmt 560. undergone significant changes, with both the ship profile and capabilities and the issues they Mgmt 544 workforce and the organization being vastly dif- will face as leaders in tomorrow’s organizations. Technology Management (4) ferent from their predecessors. Focuses on the Prerequisites: BA 302. Course takes a systematic approach to manag- daily strategies of generalists as they lead their subordinates to high long-term productivity. *Mgmt 470/570 ing technology and innovation. Addresses issues American Business History (4) of technology and competition, technology Studies all aspects of the employee life cycle A critical examination of the growth of the infrastructure, technology strategy, research and from selection through separation, including American business system, with particular development, the roles of invention, innovation, employee development, reward systems, per- attention to studying the environmental genesis research and development, product develop- formance management, and employee relations. and evolution of significant business organiza- ment, and other critical technology related top- Emphasis on problem solving for practicing tions. The course will also deal with the evolu- ics. Coverage will also be given to issues related managers. Prerequisite: Mgmt 550. tionary changes in business leaders and their to product development as well as IT strategy *Mgmt 554 managerial styles. Prerequisite: BA 302 or 385. and in-depth examination of the current tech- Negotiation and Conflict Resolution (3) nologies of the day. Mgmt 471/571 Examines negotiation as a sometimes rational, Staffing and Employee Selection (4) Mgmt 545 sometimes irrational social process used for The staffing process includes the acquisition, Managing Innovation Performance (4) resolving conflict. Studies the interdependence selection, and placement of employees to Examines the non-technical, human side to the between parties which causes the conflict; achieve the strategic human resource goals of challenges of technological innovation manage- focuses on effective and ineffective negotiating the organization. Topics covered include staffing ment. Course topics include technical profes- tactics between these competing groups. strategies, human resource planning, legal sional performance and productivity, high per- Explores the use of impartial third parties to issues, recruitment methods, selection tech- forming technical teams, managerial effective- facilitate negotiations. Practical applications ness, innovative work cultures, and organiza- niques (e.g., biographical information, inter- include labor management relationships, pur- tional practices and policies that promote tech- viewing, ability tests, work samples, assessment chase agreements, organizational goal setting, nological innovation and new product develop- centers), selection validation, and utility analy- etc. Prerequisite: Mgmt 550. sis. Prerequisite: prior completion of Mgmt 351; ment. Practical applications of course concepts prior completion of or concurrent registration to actual work situations are emphasized. *Mgmt 555 Management of Organizational Change (3) in Mgmt 550. Preference on waiting list will be *Mgmt 546 given to HRM-option students. Principles of International Management (4) A seminar focused on the concepts, theories, and practice of managing organizational change Mgmt 491/591 Covers the major challenges of managing internationally, including political risk assessment, and development. Class discussion will center Training and Development (4) on an examination of the history and assump- Training and development highlights the organi- international strategy, structuring and controlling the multinational enterprise, international tions of organizational development and change, zation’s commitment to its employees. The the action research model and other founda- course looks at training needs analysis; the negotiations, and international human resource management. Course is targeted both toward tions, plus a variety of organization intervention nature, types and methods of training; career techniques. Special issues such as ethics in stages, paths, planning; retraining outdated managers who work abroad as well as those dealing with international business from the client-consultant relationships will be integrated workers; outplacement, evaluation of training into class activities. Prerequisite: Mgmt 550. effectiveness; long-term development programs; home country. and processes of organization development. *Mgmt 549 Mgmt 556 Prerequisite: prior completion of Mgmt 351; Services Management and Operations (3) Organizational Politics (3) prior completion of or concurrent registration Addresses the unique aspects of successful serv- A study of the theoretical and practical aspects in Mgmt 550. Preference on waiting list will be ices management and operations. In particular, of success in organizations. Topics may include given to HRM-option students. the course examines the service concept, how how to acquire, maintain, and use power; how customer focus is achieved, strategic considera- to deal with superiors and subordinates; tech- S CHOOL OF B USINESS A DMINISTRATION 217

niques for more quickly rising on the organiza- principles, processes, terminology, trends, and kers, retailers, and consumers. Topics include tional ladder; misuses of power; developing techniques which shape this constantly chang- ECR, category management, Efficient mentor relationships; power games; and success ing field including the impact of technology on Replenishment, retail trends in buyer behavior, symbols. Prerequisite: Mgmt 550. message delivery. e-commerce, new product introductions, Mgmt 560 Mktg 341 Efficient Promotion, trade relations, industry Ethics in Organizations (2) Public Relations (3) alliances, competitive trends, channel roles and Provides an understanding of the ethical issues Principles of public relations in contemporary conflicts, and globalization. Prerequisite: that managers and organizations face. Topics America, with emphasis on the role of public BA 311 or 339. covered include business ethics, corporate social relations in business. Prerequisite: Mktg 340. *Mktg 436/536 responsibility, public policy process in relation Mktg 363 Global Business Issues (3) to business, and managerial integrity. Consumer Behavior and Customer Globalization is having an increasing impact on Prerequisite: Mktg 511. Satisfaction (4) the nature of competition. Managers need to Mgmt 562 Explores the determinants of consumer and better understand the impact of globalization on Business Strategy Capstone (4) business buying behavior. Applications of the firm and on what managerial skills are An integrative, capstone study of strategy formu- behavioral concepts to marketing strategy are needed to be effective in an increasingly inter- lation and implementation in international and emphasized along with how to measure, retain, national environment. Class is designed to bring domestic business enterprises. Case analysis and and enhance customer satisfaction while devel- renowned business and government leaders into other appropriate methodologies are used to oping long-term relationships. The use of tech- the classroom to discuss their experiences in develop the skills and judgment necessary to pro- nology and databases in understanding the mar- international business. In each class students vide overall direction to the organization. Special ketplace is explored. Prerequisites: BA 311; six relate theory from course materials to the expe- emphasis will be placed on how to successfully credits in psychology, sociology, or anthropolo- riences of these leaders and discuss implications match competitive strategy with effective imple- gy in any combination recommended. for practicing managers. mentation policies. Prerequisites: Fin 551 or 561. Mktg 376 Mktg 441 *Mgmt 565 International Business (4) Media Strategy (4) Case Problems in Organizations and International business concepts and practices Examines the advertising media process as an Management (3) relating to international trade are presented at a outgrowth of marketing and advertising objec- The study of managerial action and process in survey level. Current global issues related to tives. Focuses on strategic issues, quantitative organizations through the use of case studies. international trade and actual international decision making, and media planning and nego- The actual topics will vary during any particular problems are identified along with the basic tiating techniques. This course is data intensive term, but may include: the resource allocation concepts related to international finance, man- and analytical, with attention given to the process, balancing short and long term goals, agement, and marketing practices. Internet, local, and non-traditional mediums, as organizational culture, group dynamics, the well as dominant national measured media. Mktg 399 Prerequisite: Mktg 340. ethics of decision making, and performance Special Studies (Credit to be arranged.) measurement and reward systems. International Mktg 401/501 Mktg 442 situations and problems will be included. Research (Credit to be arranged.) Creative Strategy (4) Prerequisite: Mgmt 550. Course puts into practice the theories, princi- Mktg 404/504 Mgmt 601 Internship (Credit to be arranged.) ples, and techniques of the advertising business Research (Credit to be arranged.) loosely known as “creative.” Course material Mktg 405/505 will focus on the strategy behind advertising Mgmt 607 Reading and Conference Seminar (Credit to be arranged.) (Credit to be arranged.) messages, techniques for writing and designing advertisements, and the unique requirements of Consent of instructor. different types of creative messages. Also Marketing Mktg 407 includes creative considerations for specific Seminar (Credit to be arranged.) For information on marketing option requirements, media including those driven by technology. see page 203. All 300- and 400-level courses Student-selected problems in business operation Prerequisite: Mktg 340. require junior-level standing; 400-level courses and business management to be studied by the individual and discussed in group meeting Mktg 443 require admission to the School of Business Advertising Campaigns (4) under direction of academic staff. Administration; graduate courses require admission Emphasis is on the development of total adver- to the graduate programs. Students admitted to the Mktg 409/509 tising campaign from a marketing perspective. School of Business Administration will be given reg- Practicum (Credit to be arranged.) Integrates elements of the advertising process istration priority for all 300-level courses. Field work involving the practice of professional such as setting objectives, selection of target Mktg 199 activities away from campus. Prerequisite: con- markets, budget development, media selection, Special Studies (Credit to be arranged.) sent of instructor. message creation, production, development of Mktg 338 Mktg 410/510 presentation and recap documents and the stag- Professional Selling (3) Selected Topics (Credit to be arranged.) ing of a major promotional event using both An overview of personal selling as an element of *Mktg 430 traditional and emerging advertising media as the promotion mix. Emphasis is on individual Entrepreneurship (3) available. Prerequisite: Mktg 340, 441, 442. and team selling strategies within a professional The study of entrepreneurship, with emphasis sales environment. Topics include characteris- Mktg 444 on identifying market opportunities and the Advertising Account Management (4) tics of successful salespersons and firms, buyer development of marketing and business plans to Course for college seniors who aspire to a career behavior as part of individual and group pur- meet these opportunities. Prerequisite: BA 311. in advertising agencies as account managers as chase processes, the process and structure of well as students who aspire to a career in adver- sales presentations, and the role of selling as Mktg 435/535 tising media or advertising creative positions part of the marketing effort. Prerequisite: Consumer Package Goods Marketing (4) working with account managers. Course will BA 205. Examines marketing distribution systems used by food and consumer package goods (CPG) cover contemporary topics in account service, Mktg 340 companies. Emphasis on describing CPG indus- client relations, skill building, and career plan- Advertising (4) try value chains and how business environmen- ning. Course format is intended to be highly An introductory course designed to provide an tal factors impact the creation, delivery, and interactive, with numerous guest lectures from overview of marketing communications, plus an capture of customer value by different industry ad executives, case problems, written assign- understanding of fundamental advertising issues participants. Examines the marketing relation- ments, reading assignments, agency visitations, and strategies. Course focuses on concepts, ships between manufacturers, wholesalers, bro- and at least one project. Prerequisite: Mktg 340. 218 P ORTLAND S TATE U NIVERSITY

Mktg 445, 446, 447 Mktg 462/562 Mktg 544 National Student Advertising Competition Customer Information and Relationship Marketing Research and Strategy (4) (2, 4, 2) Management (4) Introduces basic concepts of the marketing A three-term, advanced learning course which Examines the operational, organizational and process from the perspective of the marketing is part of a national competition and is offered behavioral issues that surround customer rela- manager and provides a framework for the analy- in conjunction with the American Advertising tionship management. It explores the marketing sis of marketing management problems. A key Federation. Participants will form a traditional processes and strategies that are needed to dif- focus is to develop the necessary marketing plan- advertising agency and develop a national cam- ferentiate and interact with customers through ning and analytical skills to develop marketing paign for a national brand company. Campaign customized offerings. Database mining tech- strategies. Specific topics include the role of mar- development focuses on research, creative strat- niques are used to analyze and address cus- keting in a competitive environment, impact of egy, the media plan, ad production, integration tomer needs. Prerequisites: BA 311, Mktg 460 technology on marketing strategies and processes, of promotional and interactive components, for 462; Mktg 544 for 562. analysis of marketing opportunities and the com- presentation, and budgeting. Prerequisites: Mktg 464 petitive environment, selection of target markets, Mktg 340, 441 and 442. Marketing Strategy and Management (4) market segmentation, and marketing strategies in Mktg 450 Capstone marketing course that focuses on the the global marketplace. Prerequisite: Mktg 511. Product Innovation and Management (4) development of the marketing plan. The *Mktg 546 Product innovation is at the core of the market- emphasis is on integrating the major areas of Buyer Behavior and Communication (4) ing process. The Internet has changed the rules marketing management including customer Study of determinants and influences on pur- of product development by erasing competitive identification, industry analysis, product and chasing behavior emphasizing contributions barriers and emphasizing rapid development communication strategies, distribution, pricing, from behavioral sciences. Course explores appli- cycles. The class will focus on identifying new and control in an e-business environment. cation of competitive and technological influ- product opportunities, rapid innovation proce- Prerequisite: BA 311, Mktg 460. ences on buyers behavior and marketing strate- dures, the management of the development Mktg 466 gy. Emphasis on marketing communication and process, and alignment with e-marketing strate- Principles of International Marketing (4) promotion. Prerequisite: Mktg 544. gy. Prerequisite: BA 311. Differences between domestic and international *Mktg 547 Mktg 452 marketing are examined. A market-oriented Distribution Strategies (3) Business-to-Business Marketing (3) conceptual foundation relating international Examines the fundamental and emerging trends Management of the marketing activities of channels of distribution, financing, documenta- in distribution activities of business enterprises. enterprises serving business-to-business mar- tion, transportation organizing, and staffing is Course analyzes the competitive advantage(s) kets. The course includes industry and competi- presented. Prerequisites: BA 311, Mktg 376. associated with distribution strategies. Explores tor analysis, the fundamentals of competitive Mktg 467 trends in channel design, the changing role of advantage and the role of product, price, distri- Sales Management (4) participants, channel relationships, and channel bution, and promotion in the creation of com- Survey of the sales management function with communications. Prerequisite: Mktg 544. petitive market strategies. Prerequisite: BA 311. attention to sales force selection, allocation of Mktg 548 Mktg 455 sales effort, motivation and reward of sales force, Product Management and Innovation (3) Technology Marketing (4) sales automation tools, and the integration of sales Examines the role of product innovation and Survey of Internet-based marketing strategies with e-business strategy. Prerequisite: BA 311. management as the core focus of marketing with special focus on the Web in business-to- Mktg 475 strategy. Major topics include new product strat- business and business-to-consumer situations. Retailing (4) egy formulation, product design and develop- The course encompasses the strategic market Focuses on the distribution of goods to con- ment, managing the product line, and organiza- planning and implementation processes as sumers. It emphasizes the dynamic nature of tional considerations in product management. applied to e-business including identifying and the retail environment and how changes in con- Special attention is given to aligning product analyzing e-market opportunities, data ware- sumer demographics, new technology, global- development with e-business strategy. housing/mining, developing e-products, creat- ization, new competitive forms, and the Internet Prerequisite: Mktg 544. ing the customer interface, e-pricing, e-brand- are revolutionizing the retail industry. Topics *Mktg 551 ing, and e-positioning strategies. Additional include: purchasing, category management, Managing Marketing Information (3) emphasis is on creating and leveraging a strate- Web marketing, trade relations, retail opera- Study of the uses and implementation of tools, gic Web presence with portals, partnerships, tions, and promotion. Prerequisite: BA 311. methods, processes, and systems for managing community building, and permission-based marketing information. Emphasis will be placed marketing. Prerequisite: BA 311. Mktg 503 Thesis (Credit to be arranged.) on the determination of information needs for Mktg 460 Mktg 507 marketing decisions, the methods, processes, Marketing Research (4) Seminar (Credit to be arranged.) and systems for effective and efficient manage- Studies the planning, data collection, analysis, Marketing Trends and Developments. Marketing ment of marketing information, as well as the and reporting issues relating to marketing Information Systems. Marketing Models. Export new marketing approaches and tools that utilize research. Key issues include defining informa- Planning for Executives. Sales Force Management. information technology for marketing products tion needs, sampling, using conventional meth- and services. Prerequisite: Mktg 544. Mktg 511 ods and information technology to obtain pri- *Mktg 552 mary and secondary data, instrument design, Pioneering Innovation (4) This foundational MBA course provides stu- eServices Marketing (4) statistical data analysis, interpretation and Focuses on understanding the distinction reporting of data. Prerequisite: BA 311. dents with an understanding of the innovation process and its relationship to creating and between service versus product marketing with Mktg 461/561 managing organizations that can be sustained in an emphasis on assessing, designing, and man- eMarketing (4) the global economy. Included in the course is aging on-line service offerings. eService relation- Examines important marketing issues in a busi- consideration of the external forces and trends ships will be examined within a customer loyal- ness world that is being transformed by wide- that confront the innovation process, coupled ty framework that considers customer value, spread adoption of the Internet and related with an internal assessment of corporate switching costs, and on-line relational bonds as technologies. Topics include customer relation- strengths and weaknesses. Consideration of the key drivers of loyalty. Prerequisite: Mktg 544. ship management, effects of Internet on prod- customer and the customer/firm interface is Mktg 555 uct-related issues (such as branding and new emphasized. Additionally the course will Technology Marketing (4) product development), pricing, distribution, include methods for fostering the creative Designed to introduce students to the special and promotion, security, and privacy concerns. process, both individually and within the firm. issues faced by managers marketing technology Prerequisite: BA 311. Concurrent enrollment in BA 508 is required. products in markets characterized by rapid S CHOOL OF B USINESS A DMINISTRATION 219

change. Topics include identification of market effect of global protocols and conventions on MIM 521 opportunities, market segmentation, position- global corporate sustainable development strate- Evaluating and Measuring the ing, product innovation, customer value cre- gies, and how corporations and industries Sustainability Performance of ation, managing the customer interface, and develop their strategies for sustainable develop- Global Corporations (4) new approaches to distribution. Emphasis will ment. Takes a multiple stakeholder perspective Helps students develop an understanding of be on strategies for marketing technology prod- of organizations and the natural and social envi- how the measurement of a global company’s ucts in an e-business environment. ronments, especially related to systems thinking environmental and social performance con- and innovation. Students learn how to better tributes to business goals and strategies. *Mktg 560 Students examine how different global compa- Research for Marketing Decisions (4) anticipate and manage a global corporation’s nies measure and report on their environmental Designed to study the methods of gathering pri- social and environmental issues. and social performance, and how their different mary and secondary information for business MIM 513 approaches link to their market strategies, decisions. Also designed to study how to Pacific Rim Economies, Trade, and business fundamentals, and management become a good information user. Emphasizes Financial Markets (3) philosophies. the planning, design, and implementation of Survey of current economic trends among the quantitative and qualitative research projects to Pacific Rim economies, focusing on potential MIM 524 obtain information from internal and external problems and opportunities of each country. Global Sourcing and Supply (4) business environments. Considers the evalua- Course also covers the principles of internation- Focuses on purchasing and supply management tion and appropriate use of information, infor- al trade, balance of payments and adjustments, in an international environment. Included will mation sources and research services. impediments to trade flows, financial institu- be such topics as locating and qualifying inter- Prerequisite: ISQA 511, Mktg 544. tions and markets, and national economic poli- national suppliers, and developing contracts cies affecting business in the Pacific Rim and and long term relationships with chosen suppli- *Mktg 565 ers. Other topics for study will be payment Marketing Strategy and Decision Making (3) the United States. processes, including letters of credit and curren- Develops the student’s ability to understand, MIM 515 cy exchange rate fluctuation risk management. analyze, and evaluate marketing situations and Contemporary Global Marketing (4) This course will also contain a segment focused to develop appropriate marketing strategies. The global/international marketing strategies on doing business in specific Pacific Rim coun- Stresses detailed analysis of the competitive and operations of multinational corporations tries. A commodity study will be required. environment, integration of marketing technolo- (MNCs) are studied through assessment of gies, and the design and implementation of international markets, marketing environments, MIM 531 marketing strategies. Integrates a case or project and various aspects of global marketing strate- Product Design and Stewardship for format. Prerequisite: Mktg 544. gies and marketing management. Global Corporations (4) Takes the view that to maximize a global firm’s MIM 516 *Mktg 566 competitive advantage, managers need to know Global Marketing Management (4) Contemporary Pacific Rim and World Affairs (4) how to identify opportunities to initiate changes Examines and provides a framework for study in the firm’s value chains that reduce waste and of the global marketing environment as well as Study of the contemporary political, economic and social issues of significance to the Pacific generate value. Addresses the principles of the management of global marketing enterprises industrial ecology, environmental management and global marketing practices. Encompasses Rim countries, with particular emphasis on the international politics of China, Japan and Korea. systems, product stewardship and life cycle the preparation for global competition, assess- analysis, eco-efficiency and design for the envi- ment of environmental forces, and strategic and Enables students to anticipate the politics of international transactions, understand key issues ronment. Case studies will be used to explore operational planning for marketing in the global the practical challenges and opportunities to environment. Also examines the management of in the transition from the cold-war to post-cold ware period, appreciate the major regional implementation of product design and steward- international, multinational and global market- ship activities. ing enterprises and their marketing activities. organizations and organizing philosophies in Prerequisite: Mktg 544. Asia, understand the relationship between MIM 534 domestic and external politics, and clarify the Global Logistics Management (4) *Mktg 567 Includes studies of inventory and warehouse Sales Force Management (4) motives and interests of major governments. planning and control and the principles of MIM 517 Involves a detailed study of the sales manage- transportation. Managing logistics in an interna- ment function. Issues to be addressed include Accounting for Global Enterprises (4) Study of international accounting issues crucial tional environment will be the primary focus, designing the sales force, setting objectives, with special attention given to air and sea trans- developing strategy, recruiting, evaluating, com- for effective interpretation and understanding of international business. Goal of the course is to portation. Topics such as liner conferences and pensating, and controlling the program. Special air freight will be included. attention is given to integrating the sales force build a framework that can be used to analyze with e-business strategy. Prerequisite: Mktg 544. and understand financial reports used by multi- MIM 535 national corporations (MNCs). Special manage- Global Market Research (4) Mktg 601 A fundamental difference between the practice Research (Credit to be arranged.) rial and control problems of MNCs, including performance evaluation, transfer pricing, and of marketing in domestic markets vs. global Mktg 607 taxation will also be addressed. markets is the greater diversity of global mar- Seminar (Credit to be arranged.) kets and the scope of marketing activities. MIM 519 International Law and Ethics (4) Global marketing managers need to have accu- Master of International Study of the social, political, and legal context rate and useful information about the nature of Management of international business management through international markets to make successful deci- the examination of the variety of means by sions about market selection, positioning and MIM 510 which the values of society and the actions of the development and execution of global mar- Age of Pacific Seminar Series (2) government impact the success or failure of keting programs. Introduces students to the Special topics either under the sponsorship of multinational business transactions. The com- tools and methodology of global market the Age of the Pacific Series or an elective plex regulatory and ethical issues that may research from the perspective of the practicing course addressing contemporary business issues occur in the culturally and historically diverse manager. Emphasis on helping students under- in international business. Pacific Rim markets will also be examined. stand the general kinds of information required MIM 511 to make effective marketing decisions and intro- Global Business and Sustainability (4) ducing the sources and methods used to acquire Examines the meaning of sustainable develop- that information. ment for a profit-making global corporation, the 220 P ORTLAND S TATE U NIVERSITY

MIM 541 parative study of process selection, facilities Planning, and managing marketing strategies Stakeholder Management and Cross-Sector design, operations planning and control, supply and operations are also included. Prerequisites: Partnerships (4) logistics, process benchmarking, technology MIM 515, 516, 523, 547. Studies interactions with key stakeholders to management, international supply chain and MIM 576 achieve specific sustainability goals, e.g., customers, quality management, and perform- Advanced Cross-Cultural reduced energy use, contamination remediation, ance measurement. Communications (4) and community engagement. Using a systems MIM 564 Study of the process of communication, its vari- approach, examines the roles of key stakeholder Global Human Resource Management (4) ous components, and how cultural, sociocultu- groups (e.g., government, non-governmental Examines the management of human resources ral, psychocultural, and environmental influ- organizations (NGOs), competitors, suppliers, in the international firm, including motivating ences affect the outcome, including the role of and customers) in sustainability; the process for and leading employees in multi-cultural con- non-verbal communication. Analysis of success- identifying and engaging key stakeholder texts. Course begins with an analysis of the ful adaptation to new cultures, including devel- groups; the formation and effective management human resource management philosophies and oping a communication competence in a new of cross-sector partnerships, in particular corpo- approaches to industrial and employee relations culture and dealing with conflict. While the rate-government and corporate-non-govern- in representative countries. Integration of principles of cross cultural communication and mental organization partnerships. human resource management systems in inter- adaptation are generic to all cultures, two cul- MIM 544 national firms, including the creation of global tural environments, China and Japan, will be Integrated Global Supply and Logistics corporate culture, HR support for organizational studied in depth, to develop cultural Management (4) learning and approaches to human resource self-awareness. Final course in the specialization in global sup- management transfer across borders, are also MIM 577 ply chain management. Integrates all of the con- studied. Also examines the nature of successful International Business Negotiations (2) cepts contained within the previous three class- cross-cultural teams and principles of leading Examination of the issues and techniques of es. Global supply and logistics planning and change in multinational firms. international negotiations in a variety of busi- strategy development is the primary emphasis. ness settings. Particular emphasis is given to Case course where each week students will be MIM 568 Managing Information establishing and working within international expected to analyze and prepare a supply and Technology Globally (4) partnerships. The course makes extensive use of logistics case in an international setting. Focus on the use of information technology in a actual negotiation simulations. Emphasis on developing analytical and prob- competitive international environment and the lem-solving skills and on generating the quanti- MIM 578 impact information technology has on interna- Global Business Strategy (4) tative information necessary to make superior tional business operations. The vocabulary and managerial decisions. Identify and analyze factors that have accelerated background of information technology issues the globalization of industries, define the con- MIM 545 that cross national boundaries, and the use of cept of a global strategy, and examine the organi- Global Selling (4) information superhighways to obtain critical zational issues that are central to enhancing the Focuses on helping students develop an under- information and maintain business relationships international competitiveness of a business standing of Asian company purchasing practices in other countries will be studied and discussed. enterprise. Address institutional contexts that and buyer behavior, and linking that under- MIM 574 facilitate and impede the formulation and imple- standing to the development of effective selling International Corporate Finance and mentation of global strategies. Explore the inter- skills in a business-to-business environment and Investment (4) dependence and interrelationships in three an understanding of effective sales management Focus on investment and financing decisions of geopolitical areas: the United States, the Pacific strategies and activities. The integration of sales firms operating in more than one nation. Topics Rim with emphasis on Greater China, Japan and automation technology and e-business will be include international risk and value analysis, Korea, and the European Economic Community. discussed. cross border capital budgeting and capital MIM 579 MIM 547 acquisitions, financing mix, working capital Field Study and Project Presentation (5) International Trade Practices (2) management of multinationals, foreign Field study in China and Japan for three weeks. Study of the practices of international trade. exchange risk and exposure management, esti- Lectures at Waseda University in Tokyo, compa- Comprehensive discussion of the practical mating cost of capital international investment, ny visits, and cultural study. A capstone interna- knowledge and skills required for engaging in international capital markets, and sources of tional business project is conducted with a international trade. In-depth examination of financing. Prerequisites: MIM 513, 517. global firm during the last term of the program. both export practices and import practices that MIM 575 includes a practitioner-directed international Marketing in Asia and the Pacific Rim (4) trade practice project. Study of marketing strategies and practices in MIM 558 Asian and other Pacific Rim countries. Markets, Comparative Operations Management (4) marketing environments, and marketing prac- The changing international environment in tices in selected Asian countries are analyzed. manufacturing will be reviewed through: com- Graduate School of Education

RANDY HITZ, DEAN STEVE ISAACSON, ASSOCIATE DEAN 608 SCHOOL OF EDUCATION BUILDING, 503-725-4619 www.pdx.edu/education

Graduate Programs: The school welcomes all students to join Initial and Continuing Licenses in helping us reach our mission: “prepar- Early Childhood Education ing professionals to meet our diverse com- Elementary Education munities’ lifelong educational needs.” The Middle Level Education High School Education—In cooperation faculty and staff are committed to the fol- with appropriate departments lowing guiding principles as we strive to Specialist Programs—Administrative fulfill our mission: Studies (Pp-12); Postsecondary, 1. We create and sustain educational Adult and Continuing Education; environments that serve all students and Educational Media; Counselor address diverse needs. Education (options: School, Community, 2. We encourage and model exemplary Rehabilitation, Couples Marriage and programs and practices across the life span. Family); Literacy Education; 3. We build our programs on the human Special Education M.Ed., M.A., M.S.—Education and cultural richness of the University’s M.A.T., M.S.T.—In cooperation with appro- urban setting. priate departments 4. We model professionalism and devel- Ed.D.—Educational Leadership op collaborative efforts that support our (Options: Administration; Curriculum and mission. Instruction; Postsecondary Education; 5. We challenge assumptions about our Special and Counselor Education) practice and accept the risks inherent in The Graduate School of Education has a following our convictions. wide range of comprehensive programs 6. We develop our programs to promote leading to degrees and licensure. It is social justice, especially for groups that authorized by the Oregon Teacher have been historically disenfranchised. Standards and Practices Commission to 7. We strive to understand the relation- recommend teacher education and special- ships among culture, curriculum, and ist candidates for both initial and continu- practice and the long-term implications for ing licenses. ecological sustainability. All programs are fully accredited by the 8. We model thoughtful inquiry as the National Council for Accreditation of basis for sound decision-making. Teacher Education and by the Oregon Teacher Standards and Practices Goals and Purposes: Commission. Although licensure requirements are incorporated into degree pro- Prepare our candidates to provide grams, changes by the Oregon Teacher leadership in: Standards and Practices Commission dur- Diversity and Inclusiveness: ◆ ing the life of this catalog may alter the to work in diverse settings ◆ requirements. Applicants for licenses must to promote inclusive and therapeutic meet the Commission requirements in force environments at the time of the license application.†

† Because licensure rules are controlled by the Oregon Teacher Standards and Practices Commission, it is possible that licensure requirements may change. All persons expecting to be recommended for initial or continuing licenses should consult with an adviser or contact the Graduate School of Education Licensure Office, 503-725-4758. 222 P ORTLAND S TATE U NIVERSITY

Research-Based Practices and MASTER OF ARTS OR MASTER OF In consultation with the adviser, students Professional Standards SCIENCE IN EDUCATION must complete the requirements for their ◆ to critically analyze and implement The master’s degrees in the Graduate area of specialization (and theme) and select research-based practices School of Education are designed for one of two options to complete the require- ◆ to demonstrate appropriate profession- thoughtful and caring practitioners who ments for the master’s degree (a thesis or a al knowledge, skills, and dispositions have the knowledge, skills, and desire to comprehensive examination). The thesis Impact on Learning and Development critically examine educational practices requires an oral examination in addition to ◆ to ensure all learners and clients succeed while working to improve them in ways the written product. Courses numbered 808 ◆ to use technology to enhance learning that are conceptionally sound, ethically are not allowed. Further information about ◆ to influence policy and provide leader- responsible, and culturally responsive. each of these areas of specialization may be ship for organizations obtained from the Graduate School of Evidence-Driven Decision Making Option I: Educational Policy, Education. For more information please visit ◆ to use evidence to solve problems of Foundations, and Administrative our web site at www.pdx.edu/epfa/. practice and make educational and thera- Studies peutic decisions The Department of Educational Policy, Option II: Curriculum and Instruction Foundations, and Administrative Studies The M.A./M.S. degree in education in cur- (EPFA) offers a department-wide Master of riculum and instruction emphasizes pro- Arts and Master of Science degree with fessional education. It is designed to Graduate programs themes in: educational leadership, postsec- accommodate students in teacher educa- The Graduate School of Education offers ondary, adult, continuing education, and tion and educational specialists. the Doctor of Education, the Master of Leadership in Ecology, Culture, and Requirements for the degree are: Education, Master of Arts, and Master of Learning. 1. A program of study consisting of 45 Science degrees in education. In addition, The purpose of these programs is to pre- graduate-level credits approved by the stu- the school coordinates the M.A.T./M.S.T. pare educational leaders who are able to dent’s graduate adviser and the department degree programs offered throughout the respond positively, creatively, and proac- chair, to include: University. tively to the increasing diversity character- a. A minimum of 24 credits in curricu- izing our metropolitan communities and lum and instruction. Admission requirements to view diversity as a foundation upon b. A core of studies encompassing prepa- which to build excellent educational pro- ration in the areas of teaching and learn- To be admitted to a graduate program in grams for all learners. ing, curriculum, research and evaluation, professional education, the applicant must All students admitted to the 45-credit human relations, and multicultural educa- first satisfy minimum University require- master’s program must complete four tion. The precise nature of this core of ments listed on page 69. The applicant required courses from the Professional studies is specified by the department. must also meet the admission require- Studies Core. Other courses listed may be Degree plans are written in cooperation ments of specific degree, license, or spe- used as part of the specialization, in con- with an assigned adviser. cialist programs that the school is author- sultation with the student’s adviser. Within c. Eighty-five percent of the required ized to offer. Detailed information regard- each specialization students may elect to credits must be 500 level. ing admission requirements for the various develop, with their advisers, a general pro- d. No more than 6 credits may be 800- graduate programs is available from the gram or theme (special emphasis or level courses numbers, if approved by the Graduate School of Education and on our focus). Themes in educational leadership adviser prior to being used for a master’s Web page at www.pdx.edu/education. include: educational administration; edu- program. Courses numbered 808 are not cational policy analysis; leadership studies; allowed. Degree requirements educational foundations; early childhood e. With adviser and department chair University graduate degree requirements administration; educational research and approval, up to 15 credits may be trans- are listed on page 69. Specific Graduate evaluation; and leadership in ecology, cul- ferred in from other institutions. School of Education requirements for ture, and learning. Themes in postsec- f. With adviser and department chair degree, educational specialists, or license ondary, adult, and continuing education approval, up to 15 credits from PSU taken candidates are listed below. Upon success- include: adult learning and development; prior to admission may be included in the ful completion of all University and higher education; student services; and program. Graduate School of Education require- training and development. g. The total credits of (e.) and (f.) cannot ments, the candidate will be awarded the Credits exceed 15. appropriate degree and be recommended, Professional studies core...... 16 (minimum) 2. The student will select one of three Foundations of Education ...... 4 (minimum) options to complete the requirements for upon request, for the appropriate license. †EPFA 551 Social Foundations of Education or EPFA 554 Philosophy of Education the master’s degree: (1) an independent MASTER OF EDUCATION EPFA 555 Gender and Education action research project, (2) a thesis, or (3) The M.Ed. can be earned by students who EPFA 556 Urban Schools and At-Risk Status a written comprehensive examination. The have completed PSU’s Graduate Teacher EPFA 552 History of Education thesis requires an oral examination in Education Program (GTEP). EPFA 553 History of American Education addition to the written product. Additional coursework includes: EPFA 557 Cultural Pluralism and Urban Education Core Classes Research and evaluation...... 4 (minimum) CI 561 Advanced Educational Psychology (3) Credits † EPFA 511 Principles of Educational Research CI 565 Theoretical Models of Curriculum (3) CI 563 Teacher as Researcher ...... 4 and Data Analysis I CI 567 Curriculum and Culture (3) Electives (Approved by the adviser. Organizational systems...... 4 (minimum) CI 580 Theories of Instruction (3) Courses numbered 808 are not allowed.) ...... 6 †EPFA 568 Educational Organization and CI 581 Issues in Education (3) Total required 10 Administration Adult development ...... 4 (minimum) CI 560 Action Research: Proposal (3) †EPFA 520 Developmental Perspectives on Adult Coun 525 Guidance for Classroom Teachers (3) Learning CI 501 Action Research Project (3)

† Required course. G RADUATE S CHOOL OF E DUCATION 223

Option III: Counselor Education Coun 581 Multicultural Perspectives in Couples, marriage, and family counsel- Counseling ...... 3 ing specialization. The couples, marriage, All students who are pursuing a master’s Coun 582 Research and Program Evaluation in degree in counselor education must com- Counseling...... 3 and family counseling specialization pre- plete a 72 credit program. This program Coun 585 Diagnosis and Treatment Planning I ...3 pares individuals to work with couples satisfies University and Graduate School of ‡Coun 594 Occupational Analysis/Vocational and families in mental health centers, Evaluation ...... 3 Education requirements and is part of the community agencies, and other settings in Community counseling specialization. requirements needed prior to taking the which counselors are expected to assist The community counseling specialization NCE examination of the National Board clients presenting with couples, family, or prepares individuals to work as counselors for Certified Counselors (NBCC) or of the relationship issues. Emphasis is placed on in private and public community agencies, Commission on Rehabilitation Counselor teaching counselors systemic assessment community colleges, universities, employ- Certification (CRCC). This program is also and intervention in the counseling ee assistance programs or private practice approved by the Oregon Board of Licensed process. settings. Prior experience in a helping rela- Professional Counselors and Therapists The program of study leading to an M.A. tionship is recommended for individuals and the Teacher Standards and Practices or M.S. in education with the couples, pursuing this specialization. Depending Commission of Oregon. Students should marriage, and family specialization upon one’s choice of setting, the counselor work with their advisers in the process of requires the completion of the following should prepare to offer diagnostic and understanding the licensure requirements 72 credits: intervention services to the populations of both of these credentialing groups. Credits seeking counseling. The primary purpose of the counselor Core coursework ...... 54 The program of study leading to an education program is to educate compe- Coun 572 Systemic Perspectives on Human M.A./M.S. in education with a community Sexuality ...... 3 tent counselors for public and private counseling specialization must include the Coun 573 Contemporary Couples, Marriage, schools, community agencies and rehabili- and Family Systems...... 2 following courses: tation facilities. The program is designed §Coun 574 Family Life Cycle and Transitions ...... 2 to strengthen competencies in the behav- Credits Coun 575 Foundations of Couples, Marriage, Core coursework ...... 54 and Family Counseling ...... 3 ioral sciences and to broaden the students’ Coun 553 Advanced Therapeutic Strategies...... 3 §Coun 577 Family Therapy...... 3 background in human growth and devel- Coun 575 Foundations of Couples, Marriage, §Coun 578 Couples Therapy ...... 3 opment, counseling theories and interven- and Family Counseling ...... 3 §Coun 579 Advanced Systemic Instructions: tions, interpersonal relations, individual Coun 586 Psychopharmacology Couples and Families ...... 2 and Mental Illness...... 3 Total 72 and group processes, career and life-style Coun 587 Foundations of Mental Health Services .3 School counseling specialization. planning, assessment and treatment plan- Coun 588 Diagnosis and Treatment Planning II .....3 The ning, research and program evaluation, Electives ...... 3 school counseling specialization prepares and multicultural aspects of counseling. Total 72 individuals to work as counselors in school Students may pursue one of four areas of Rehabilitation counseling specialization. settings. Emphasis is placed on preparing specialization within the counselor education The rehabilitation counseling specialization school counselors to work with students to program: community counseling, rehabilita- prepares individuals to work in a variety of support them in the process of achieving tion counseling, and school counseling; and settings such as the state/federal rehabilita- academic, career, and personal/social suc- couples, marriage, and family counseling. tion system, public and private rehabilita- cess. The 72 credit program is for individ- Note: Students in all four specializations tion facilities, and supported employment uals who enter the program with two years must complete Coun 541 Introduction to projects, with clients needing vocational and of teaching experience. Students who can- Counseling and one course in psy- psychosocial rehabilitation services. not document two years of teaching expe- chopathology prior to admission or before Emphasis is on the development of effective rience must complete a 6-credit, 200- hour enrollment in the fall term of the first interpersonal counseling skills, vocational effective teaching sequence to obtain licen- sequence of coursework. Additional pre- development, and job placement skills in sure as a school counselor (see “Licensure” requisites are specified for students in the order to assist clients with chronic and on page 225.) school counseling specialization (see severe disabilities in improving the quality Credits “Licensure” on page 225.). Courses num- of their lives via self-sufficiency and eco- Core coursework ...... 54 Coun 527 Counseling Individuals bered 808 are not allowed. nomic independence. with Diverse Needs ...... 3 Credits Students seeking national certification Coun 545 Youth at Risk ...... 3 Core courses from the Commission on Rehabilitation Coun 555 Counseling Children and Youth...... 3 Coun 504 Internship ...... 6 Counselor Certification (CRCC) as rehabil- Coun 576 Parents, Families, and Communities in Schools...... 3 Coun 507 Seminar: Current Issues ...... 3 itation counselors or state certification by Coun 509 Practicum: Group Counseling ...... 1 Coun 589 Action Research in Counseling ...... 3 Coun 509 Practicum: Counseling ...... 6 the Oregon Worker’s Compensation Coun 596 Foundations of School Counseling ...... 3 Coun 531 Foundations of Substance Abuse Department should complete the following Total 72 Counseling...... 3 72-credit program: Coun 543 Interpersonal Relations ...... 3 Credits Option IV: Special Education Coun 551 Theories and Interventions I ...... 3 Core coursework ...... 54 The Graduate School of Education offers Coun 552 Theories and Interventions II ...... 3 Coun 583 Job Placement and Training...... 3 comprehensive programs for the profes- Coun 566 Appraisal Instruments ...... 1 Coun 590 Foundations of Rehabilitation sional preparation of students in special Coun 567 Using Tests in Counseling ...... 3 Counseling...... 3 † Coun 568 Career and Lifestyle Planning ...... 3 Coun 591 Medical Aspects of Disability ...... 3 education. A master’s degree in special Coun 569 Developmental Foundations of Coun 592 Psychosocial Aspects of Disability ...... 3 education may be completed in conjunc- Counseling...... 3 Coun 593 Case Management ...... 3 tion with state licensure in special educa- Coun 570 Legal and Ethical Issues...... 3 Coun 595 Contemporary Issues and Applications in tion or may be completed independently. Coun 571 Group Counseling ...... 3 Rehabilitation Counseling...... 3 Coun 580 Supervision...... 1 For licensing information see “Programs Total 72

† Not required for rehabilitation counseling specialization. ‡ Only required for rehabilitation counseling specialization. § Coun 573 and 575 recommended prior to enrolling in these courses. 224 P ORTLAND S TATE U NIVERSITY

Leading to Licensure: Special Education” Programs...... 3 Specialization...... 24-36 on Special Education Licensure Programs. Electives ...... 4 PreK-12 Administration Students completing a master’s degree In consultation with the adviser, students Required Courses ...... 8 must complete the course requirements and EPFA 658 Social, Historical, Philosophical, and must complete the special education mas- Cultural Foundations of Educational ter’s degree core program. The master’s select one of two options to complete the Administration (4) requirements for the master’s degree (a the- EPFA 659 Theory, Research, and Practice core must total at least 12 credits beyond in Educational Administration (4) initial special education licensure. Courses sis or comprehensive examination). The thesis requires an oral examination in addition Integrative Themes...... 16 numbered 808 are not allowed. The mas- The student, in consultation with the adviser, will ter’s degree without Oregon licensure must to the written product. Courses numbered develop a specialization in one of the following 808 are not allowed. For additional infor- integrative themes. It is possible to use courses total at least 45 credits (which includes the from more than one theme in developing a new master’s core). mation, see www.ceed.pdx.edu/lib_media. integrated theme. Master’s core program. Students must Doctor of Education in Educational District-level Administration. Coursework for the Leadership. The Ed.D. in Educational superintendent license may be used in this take SpEd 590 Applied Behavioral theme. Research in Special Education and SpEd Leadership, offered by the Graduate School School-level Administration. Coursework for the 591 Issues in Special Education prior to of Education, is the school’s highest profes- administrator license may be used in this theme. sional degree. It is designed to help formal Educational Policy. This theme focuses on policy beginning the capstone experience. A stu- development and political processes, building on dent must complete a capstone experience and informal educational leaders develop a solid foundation in educational sociology, his- their capacity to provide leadership that tory, philosophy, research, evaluation, diversity, by choosing either the completion of a and pluralism. special project or a master’s thesis. In addi- makes a positive and significant difference Total 24 tion to the completion of a written prod- in the professional fields and diverse communities they serve. Emphasis is on the Curriculum and Instruction uct, the student must present his/her proj- Required Courses ...... 3 ect/thesis to the faculty. Students are development of excellent professional per- CI 610 Research and Resources in Curriculum required to enroll in 6 credits of Special formance as leaders in education in: public and Instruction (3) Project (SpEd 506) or Thesis (SpEd 503). and private schools; community and four- Integrative Themes for Change...... 30-33 The student, in consultation with the adviser, The master’s core includes: year colleges and universities; community, either will develop an integrative theme to be SpEd 590 Applied Behavioral Research in Special state, and federal educational agencies; and proposed as their specialization credits or select Education...... 3 nonschool settings, where appropriate. an existing specialization, such as reading and language arts, or early childhood education. SpEd 591 Issues in Special Education...... 3 Four specializations are available to stu- SpEd 503 Thesis or SpEd 506 Special Project ...... 6 Examples of integrative themes are: dents: PreK-12 administration specializa- inclusive/multicultural education, mid-level edu- Total 12 cation, mathematics or social studies education, tions; curriculum and instruction; postsec- and teacher education/teachers’ professional Option V: Educational Media/ ondary and adult and continuing educa- development. Librarianship tion; and special and counselor education. Total 33-36 The PSU program in educational media/ Each student is admitted to one of the Postsecondary Education, Adult and four specializations. Students interested in Continuing Education librarianship focuses on the preparation of Required Courses ...... 12 the school library media specialist for pro- sustainability education may request EPFA 607 Advanced Postsecondary Seminar (4) fessional positions in K-12 library media admission through any of the four special- EPFA 520 Developmental Perspectives on Adult centers. The program incorporates all of izations. Learning (4) General requirements. A minimum of EPFA 538 Contemporary Issues the coursework that is part of the educa- in Postsecondary Education (4) tional media/librarianship endorsement 135 credits is required beyond the bac- Integrative Themes...... 12 plus a core of studies representing research calaureate. Students must either satisfy The student, in consultation with the adviser, will degree requirements in place at the time of develop an integrative theme, for example: and evaluation, human relations, and other higher education; adult learning and develop- current topics that apply to the educational admission or, at the student’s option, may ment; student services; or training and develop- media field. Students work closely with an elect to apply requirements adopted after ment. Examples of courses that may be used in a admission. Continuous enrollment is program are: adviser to plan a sequence of courses that EPFA 521 Adult Learning (4) meet program requirements and draw on required. EPFA 522 Motivating Adult Learners (4) their own specific areas of interest. A minimum of 72 credits must be com- EPFA 525 Student Services The program of study leading to an M.A. pleted at Portland State University after in Higher Education (4) admission to the doctoral program, to EPFA 526 Facilitating Student Success in or M.S. in educational media/librarianship Postsecondary Education (4) requires the completion of the following include the leadership core, specialization, EPFA 533 Planning and Budgeting in credits: and dissertation. Early in the program the Postsecondary Education (4) EPFA 537 Policy and Governance in Credits student and adviser jointly develop an Postsecondary Education (4) Lib 509 Initial Practicum ...... 3 individual program of study, approved by EPFA 541 The Community College (4) Lib 530 Literature Promotion Programs K-12 ...... 3 the doctoral program coordinator. Courses Independent Study (variable credit) Lib 534 Administration of the School Library Media Center...... 3 numbered 808 are not allowed. Total 24 Lib 536 Design and Production of Instructional Credits Special Education and Counselor Education Media...... 3 Leadership core Required Courses Lib 541 Reference and Information Systems and Ed 620 Doctoral Studies Proseminar ...... 4 SpEd/Coun 607 Problem-centered Studies in Services ...... 4 Special and Counselor Education: Ed 630 Principles and Practices of Learning...... 4 Lib 542 Collection Development and Evaluation ...3 Seminar I, II, III ...... 18 Ed 640 Organizational Leadership Theory SpEd/Coun 609 Internship†...... 12 Lib 547 Library Media Instructional Programs K-123 and Research in Education...... 4 in College Teaching (3-6) Lib 548 Organization of Library Media Collections4 Ed 650 Educational Policy and Politics ...... 4 and/or in Pre-service Supervision (3-6) Lib 561, 562, or 563 Practicum...... 3 Ed 660 Foundations of Research Paradigms and Lib 573 Advanced Methods and Procedures in Methods...... 4 and/or in School Settings (3-6) School Library/Media Centers ...... 3 Ed 661 Qualitative Research Methods and/or in Community Agencies (3-6) Lib 574 Research Strategies for Library Media in Education ...... 4 Total 30 Specialists...... 3 Ed 662 Quantitative Research Methods Lib 575 Directed Field Expertise...... 3 in Education ...... 4 The cognate field (where required 12- Lib 576 Planning and Evaluation of Library Media 18 credits). Students in postsecondary,

† Minimum of 12 credits. As part of each internship, students/and faculty will attend an internship seminar. G RADUATE S CHOOL OF E DUCATION 225

adult, and continuing education must after admission to the doctoral program. total of 600 hours. The teacher prepara- complete work in a field(s) outside the Candidates must register for a minimum tion program is currently approved by the Graduate School of Education that com- of three consecutive terms of full-time state and is not designated as “low per- plement(s) their degree program. The cog- approved graduate study at PSU (at least 9 forming.” nate might be used for several purposes: credits per term) through coursework, the to gain further knowledge about theories study of practice (i.e., field-based work), Continuing Education and conceptual frameworks developed by credits by arrangement, and/or dissertation Graduate School of those in other fields that have been or credits. Foreign language competency is Education (CE/ED) might be applied to education; to develop not required for the Ed.D. degree. in-depth knowledge of and skill with spe- 503-725-4670 cific inquiry methods; and to gain greater CEED provides credit and noncredit pro- breadth in related fields. The cognate cred- Licensure fessional development for PreK-12 educa- its for the special and counselor education tors, administrators, and support staff; post Testing requirements for program secondary educators and administrators; program are as follows: Students with a completion and Oregon’s test pass rates. M.A./M.S. in special education must take the broad spectrum of human service pro- Federal regulations require that potential fessionals (e.g., counselors, social workers, 12-15 credits of coursework in counselor applicants and the general public are education. Students with an M.A./M.S. in psychologists); and training professionals. informed of the following: Courses and workshops are offered on counselor education must take 12-15 In Oregon, a system of multiple meas- credits of coursework in special education. campus, at a variety of sites throughout the ures is used to determine the status of pro- state, online, and by contract on-site in A list of preferred coursework is available gram completers, who can then be recom- from the Department of Special and school districts and human service agen- mended to the Teacher Standards and cies. Offerings include: off-site master’s Counselor Education. The cognate credits Practices Commission for licensure. One for Prek-12 administration are optional, degrees; administrative licensure programs; component of this system requires the the added elementary endorsement; part- and the C+I specialization does not require educator to pass both a basic skills test a cognate. time GTEP; educational media/librarian- and a battery of subject matter tests. For ship endorsement, licensure and master’s; Electives. Students may include up to basic skills testing the educator may 57 credits as electives. Electives might graduate certificates (graduate training in choose to take the California Basic addictions and in marriage and family include courses taken as part of a master’s Educational Skills Test (CBEST) or the degree program, additional education therapy); and a number of certificate of PRAXIS I: Pre-Professional Skills Test completion programs (e.g., training and courses taken by those coming from fields (PPST). Authorizations in early childhood, other than education, and additional cog- development, instructional technology, e- elementary, and middle level teaching learning, and differentiated instruction). nate work. require passing scores on the Oregon Comprehensive examinations. Tw o Educator Licensure Assessments (ORELA) CE/ED CENTERS comprehensive examinations cover sepa- Multiple Subjects Examination. The rately the leadership core and the special- ORELA includes two subtests that consist Early Childhood Training Center ization. The first, taken when the student of multiple choice and constructed (ECTC)—503-725-4815 has completed the leadership core, is response items, which assess knowledge in ECTC provides a certificate of completion designed to assess a student’s ability to language arts, social science, the arts, in infant toddler mental health, credit and analyze, synthesize, and apply frameworks mathematics, science, health, and physical noncredit courses, conferences, work- from the leadership core to an educational education. Secondary educators must pass shops, on-site consultation, and technical topic of significance. The second, focused PRAXIS II tests in their specific subject assistance to individuals and programs on the specialization, is designed to assess matter. Generally these are two or three serving children age 0-5 and their families. a student’s ability to integrate and apply tests in each subject matter endorsement theoretical concepts and research results The Center for Healthy Inclusive area in some combination of multiple Parenting (CHIP)—503-725-5914 that inform the dissertation topic. Students choice and constructed response formats. write academic papers for each examina- CHIP promotes gender inclusive parenting Because passing of basic skills and sub- models. tion. These papers are presented and ject matter tests is required for program defended to a faculty committee in a pub- completion in Oregon, the state pass rate The Center for Student Success— lic meeting. is 100 percent. Those who do not pass the 503-725-8150 Dissertation. The doctoral dissertation required tests are not considered program The Center provides consultation to represents original and independent completers and are not eligible for Initial school districts on closing the achievement inquiry that is a contribution to knowl- Teaching Licenses. gap and is a collaboration with the edge or is of value for educational prac- Program information for the 2006- Graduate School of Education. tice. Students may elect to employ one of 2007 academic year. The following infor- several different approved inquiry strate- mation was submitted as part of the Title gies, including—but not limited to—tradi- II federal report: Undergraduate tional research designs and methods, The total number of students enrolled ethnographic and descriptive case studies, during 2006-2007 was 747. Ten full-time programs policy analyses, product development and faculty and 56 part-time faculty in profes- Undergraduate students interested in field testing, and program evaluation. A sional education supervised 281 students pursuing a career in teaching should refer minimum of 18 credits is directed toward enrolled in programs of supervised student to the “Education Programs” section in this the dissertation project. teaching for a student/faculty ratio of 4:1. catalog (page 177) for information regard- Residency. As is required for all doctoral The average number of hours per week ing recommended preparatory programs degrees at PSU, candidates for the Ed.D. required in supervised student teaching for elementary and secondary teachers. degree fulfill the residency requirement was 30 over a period of 20 weeks for a 226 P ORTLAND S TATE U NIVERSITY

Graduate Teacher CI 510 Engaging Middle School Learners...... 3 tion that also includes a master’s degree. CI 511 Classroom Management ...... 3 Education Program This full-time program of integrated CI 512 Teaching and Learning ...... 3 coursework and field experiences is com- Programs in early childhood education CI 513 Classroom Instruction and Technology ...... 5 pleted over five terms. Students are (age 3-grade 4), elementary education CI 514 Multicultural and Urban Education ...... 3 licensed to teach in their content area (e.g. (grades 3-8), mid-level education (grades CI 515 The Reflective Practitioner ...... 3 CI 519 Special Secondary Methods ...... 3 math, social studies, English, science, etc.) 5-9), high school education (grades 7-12), CI 521 Reading and Composition at mid-level and/or high school as well as special education, and library/media are in the Content Areas ...... 3 licensed as special educators. Students also offered for students who wish to teach in CI 548 Advanced Secondary Methods: Specialty Areas ...... 3 receive additional instruction in support- the public schools. Successful completion CI 554 Student Teaching I...... 6 ing English language learners. Faculty of these programs culminates in a recom- CI 555 Student Teaching II...... 15 from both the curriculum and instruction mendation to Oregon’s Teacher Standards SpEd 418/518 Survey of Exceptional Learners ...... 3 and the special education programs teach and Practices Commission for the Initial Total 56 in the program. The program reflects the Teaching License. Secondary education at Portland State rapidly changing needs of America’s Admission. The Graduate School of University is available in the following schools where a wide range of diverse Education has a number of general endorsement areas: art, biology, business, learners are found in each classroom. requirements for admission to its pro- chemistry, drama, foreign languages, grams in teacher education including, but health education, integrated science, lan- Early Childhood Education (ECE). The not limited to: guage arts, mathematics, music, physical Graduate School of Education offers gradu- 1. Bachelor’s degree from an accredited education, physics, social studies, and ate-level courses for professionals seeking to institution speech. Initial subject matter endorsement strengthen their understanding and skills in 2. Admission to PSU requirements are outlined in the appropri- the area of early childhood education. This 3. Cumulative 3.00 GPA ate departmental section of this catalog. coursework focus is appropriate for those 4. Psy 311 Human Development (or Advising in subject matter endorsement pursuing a master’s degree in curriculum equivalent) areas is through the appropriate academic and instruction with a specialization in 5. C-BEST (California Basic Educational department. Students completing the sec- ECE. For more information, please see our Skills Test) or PRAXIS-PPST (Pre-profes- ondary education program are eligible to Web site at www.pdx.edu/ci/ci_ece.html. sional Skills Test) teach in grades 7-12 in integrated subjects International Teacher Education 6. ORELA (Oregon Educator Licensure and departmental assignments. Students in Program. The Graduate School of Assessments)—Early Childhood, the following endorsement areas are eligi- Education offers an International Teacher Elementary, and Middle Level ble to teach in grades K-12, provided that Education Program for students who hold 7. PRAXIS Specialty Area Test—Middle they have completed student teaching teaching licenses in other countries and Level and High School and/or practicum in two authorization lev- who are seeking Oregon teaching licenses. 8. Departmental recommendation— els (early childhood/elementary and mid- It is designed to meet the Initial Teaching Middle Level and High School dle-level/high school): Art, music, Licensure requirements set forth by 9. Other prerequisites (Early ESL/bilingual education, physical educa- Oregon’s Teacher Standards and Practices Childhood/Elementary only): Art 312, tion, and special education. Students who Commission. Through an individualized Mus 381, Lib 428, and Mth 211, 212 wish to teach at the middle level (grades planned program, students fulfill all of the (8 credits minimum) 5-9) must complete a practicum, a work requirements stated above for the 10. Proficiency in the use of computers sample, and submit passing scores on the Graduate Teacher Education Program and Ed 420/520 Introduction to Education ORELA and Praxis specialty area examina- through either equivalency, substitution, and Society (or the equivalent) are strong- tions. For more details, visit the office of or current coursework/classroom experi- ly recommended. the Graduate Teacher Education Program. ences. A 6-credit student teaching experi- Specific program admission requirements Dual elementary education/special edu- ence is required, along with a minimum of and application materials are available in cator Licensure with Master’s Degree. 7 credits of coursework taken at PSU. For each department in the Graduate School of The inclusive elementary educators pro- admissions procedures, testing require- Education. gram is a full-time dual elementary/special ments, and an appointment with program Program requirements: educator endorsement option of integrated faculty, please call the GSE receptionist at Early childhood and elementary Credits 503-725-4619. CI 511 Classroom Management ...... 3 coursework and field experiences. CI 512 Teaching and Learning ...... 3 Students with these two endorsements are Bilingual Teacher Pathway (BTP) CI 513 Classroom Instruction and Technology ...... 5 licensed to teach early childhood and ele- Program. The Graduate School of CI 514 Multicultural and Urban Education ...... 3 mentary (pre K-8) grades and special Education offers a teacher preparation pro- CI 515 The Reflective Practitioner...... 3 education (K-12) grades. Faculty from gram for bilingual/bicultural assistants in CI 516 Integrated Methods I: Reading/Language Arts ...... 5 both curriculum and instruction and spe- partner school districts seeking initial CI 517 Integrated Methods II: cial education are instructors in the pro- teacher licensure at both the elementary Health, Science, Soc. Studies ...... 5 gram. This program reflects the rapidly and secondary levels. In addition, the CI 518 Integrated Methods III: Art/Math/Music/PE ...... 5 changing nature of America’s schools, ESL/Bilingual Endorsement is included as CI 550 or CI 552 Student Teaching I ...... 6 where students with disabilities are being part of the program. The BTP core consists CI 551 or CI 553 Student Teaching II ...... 15 integrated into regular classrooms with of 40 credits taken over two-and-a-half SpEd 418/518 Survey of Exceptional Learners ...... 3 increasing frequency. years and the ESOL endorsement is 22 Total 56 Dual mid-level and/or secondary and credit hours. Additionally elementary Program requirements: licensure students complete 22 credits of Mid-level and high school Credits special education with master’s degree.The Graduate School of Education prerequisite classes; high school licensure CI 509 Practicum: Field-Centered Activities...... 3 students complete up to 22 credits of con- CI 510 Engaging High School Learners ...... 3 offers a dual licensure program in mid- or level and/or secondary and special educa- tent-area and prerequisite classes. Students G RADUATE S CHOOL OF E DUCATION 227

may apply at the undergraduate (mini- For additional information about the Educational Media/ mum 90 credits) or graduate level. BTP is program and course work, see Librarianship Endorsement a part-time program offering evening and www.pdx.edu/lib_media. The Graduate School of Education offers weekend classes. For more information a graduate-level program leading to a rec- and school district partners, please see our ESL/Bilingual endorsement ommendation for an educational Web site at www.btp.pdx.edu. The Graduate School of Education offers a media/librarianship endorsement. The program leading to an ESL/Bilingual Initial K-12 Teaching License Educational Media/Librarianship endorsement for teachers already holding Endorsement Program consists of a com- in Educational Media a valid Oregon teaching license. The prehensive set of coursework (29 credits) Students have the option of selecting a pro- authorized program is as follows: that prepares students to be competent gram leading to a K-12 Initial Teaching Credits PreK-12 educational library media special- License in educational media. The program Ling 422/522 How Do People Learn a Second Language...... 3 ists. Recommendation for the endorse- includes educational media and education Ling 423/523 Taking Stock: Assessment and ment, to be added to a current teaching coursework, and student teaching experi- Evaluation in Programs with Language license, is made to Teacher Standards and ence in an educational media center. This Minority Students ...... 2 Practices Commission (TSPC) upon suc- CI 443/543 Effective Teaching Strategies and enables the student to be a K-12 library Materials for Working with Linguistically and cessful completion of this program and media specialist, but not a classroom teacher. Culturally Diverse Students ...... 3 receiving passing scores on the SpEd 455/555 Working with LEP Children Educational Media Praxis Exam. Admission Who Have Special Needs...... 2 Completion of the following coursework, The Graduate School of Education and EPFA 465/565 ELL School/Community Relations .....3 EPFA 466/566 Impact of Language and the PRAXIS Specialty Area Exam in Continuing Education/School of Education Culture in the Classroom...... 3 Educational Media, and two 90-hour prac- have a number of general requirements for EPFA 467/567 ESL/Bilingual Program Design tica are required for an Oregon education- admission to this licensure program: and Models...... 3 al media/librarianship endorsement. ◆ Bachelor’s degree from an accredited CI 509 ESL Bilingual Practicum...... 3 institution Total 22 Credits Lib 509 Initial Practicum ...... 3 ◆ Admission to PSU READOregon Lib 530 Literature Promotion Programs K-12 ...... 3 ◆ Cumulative 3.00 GPA Lib 534 Administration of t ◆ Psy 311 Human Development (or (previously Collaborative Reading he School Library Media Center ...... 3 equivalent) Education and Distance Education) Lib 536 Design and Production of Instructional ◆ Media...... 3 CI 432 Computer Applications for the The READOregon program is a collaborative Lib 541 Reference and Information Systems Classroom (or equivalent) effort of five universities in the Oregon and Services...... 4 ◆ Lib 428/528 Children’s Literature (or University System—Eastern Oregon Lib 542 Collection Development and Evaluation ...3 equivalent) University, Oregon State University, Portland Lib 547 Library Media ◆ Instructional Programs K-12...... 3 Lib 429/529 Young Adult Literature State University, Southern Oregon University, Lib 548 Organization of Library (or equivalent) and Western Oregon University—in cooper- Media Collections ...... 4 ◆ SpEd 418/518 Survey of Exceptional ation with OUS departments of distance and Lib 561, 562, or 563 Practicum...... 3 Learner continuing education. For information, see www.ceed.pdx.edu/ ◆ C-BEST (California Basic Educational The READOregon program consists of lib_media. Skills Test) or PRAXIS PPST (Pre- two collaborative distance education pro- Professional Skills Test) grams available to teachers statewide: Continuing Teaching License ◆ Ed 420/520 Introduction to Education ◆ Reading Specialist Endorsement The Continuing Teaching License Program and Society is highly recommended Program—graduate-level, distance- at Portland State University consists of Program Requirements Credits delivered 24-credit reading specialist three one-credit seminars to be taken CI 511 Classroom Management: EC/Elementary.....3 endorsement program. before, during, and after students complete CI 511 Classroom Management: ◆ Literacy Education Course of Study— 6 credits of coursework in a specialized Mid Level/Secondary...... 3 CI 512 Teaching and Learning: Elementary...... 3 graduate-level, distance-delivered, 12- area of study with approval of their adviser. CI 513 Instruction and Technology: Secondary...... 5 credit literacy education certificate of Students will develop a professional portfo- CI 514 Multicultural and Urban Education ...... 3 completion for general classroom lio designed to demonstrate their proficien- SPED 518 Survey of Exceptional Learner...... 3 teachers. cy in the ten advanced competencies Lib 530 Literature Promotion K-12...... 3 The goal of both programs is to improve required by the state of Oregon for contin- Lib 534 Administration of School Library Media Center...... 3 the reading abilities of students in uing licensure. The final review of the can- Lib 536 Design and Production of Instructional Oregon’s schools. READOregon modules didate’s readiness for a continuing license is Media...... 3 and courses were designed to be used cumulative, holistic, and based—at least in Lib 541 Reference and Information Systems toward a reading specialist endorsement, a part—on the adviser’s intimate knowledge and Services...... 4 Lib 542 Collection Development and Evaluation ...3 concentration in a master’s degree proof the candidate’s development over an Lib 547 Library Media Instructional Programs...... 3 gram, and/or a component of professional extended period of time. Lib 548 Organization of Library development in the area of literacy. For additional information, see Media Collections ...... 4 Please visit the Oregon University www.ceed.pdx.edu/ctl. Lib 510 Student Teaching I (Elementary or Secondary)...... 6 Systems Web site for more specific infor- Continuing licensure. The Oregon Lib 510 Student Teaching II mation about the READOregon program: Teacher Standards and Practices (opposite level of STI)...... 15 www.readoregon.org. Commission (TSPC) issues two licenses, Total 64 For more information about Portland the initial and continuing. Portland State Students must score above Oregon’s cut- State University’s READOregon courses University’s Curriculum and Instruction off point on the Library Media Praxis Test and admission, please visit our Web site at Department offers programs in both the for PSU to recommend them to TSPC. www.ceed.pdx.edu/readoregon. initial and continuing license for licensed 228 P ORTLAND S TATE U NIVERSITY

Oregon teachers who have completed an EPFA 580 District Policy, Operations, education: school counseling specializa- Facilities and Finance...... 4 initial teacher education program. Oregon EPFA 581 U.S. and Oregon School Law and Policy....4 tion. The program is for individuals with teachers who have obtained initial teacher EPFA 506 Special Topics: Administration...... 4 two years’ teaching experience. Upon licensure have up to six years to complete Students who completed an earlier licen- completion of the program, students are requirements for the continuing license. sure program (Basic and Standard recommended for the Initial School For information about the continuing Administrator, or Basic and Standard Counselor License. license, please contact the Graduate Superintendent) should consult with the After graduation, the Continuing License School of Education (503-725-4619). Department of Educational Policy, requires experience as a school counselor, Foundations, and Administrative Studies and completion of a portfolio document- Educational Administration to determine what new license require- ing professional development as defined Two authorized programs leading to insti- ments must be met. by OAR 584-070-0090. tutional recommendations for initial and Track II. Track II is designed for students continuing licensure of qualified persons Reading who cannot document two years of successful experience as a licensed school for positions as school principals, and The literacy education faculty have teacher. The program consists of 72 credits assistant principals. All students are designed a program which works to devel- of study leading to the approved required to have an approved program of op classroom teachers, reading specialists, M.A./M.S. in counseling in education: study, as described below, filed with the and district reading personnel whose prac- school counseling specialization. Since Graduate School of Education. Admission tice grows out of a solid grounding in the- track II is designed for individuals who requirements and detailed program infor- ory and research and reflects the best cur- cannot document two years’ teaching mation for each program are available rent thinking in the field. This includes experience, TSPC requires a 6-credit, 200- from the Department of Educational consideration of: clock-hour teaching requirement as part of Policy, Foundations, and Administrative ◆ Best practices and national and literacy their program. Studies (EPFA). standards. Licensure only. Students enrolled in the The Initial Administrator License ◆ The variety of methodologies and licensure only option must be graduates Program, referred to as Leadership 2000+ resources available for creating class- from an accredited master’s program in (L2000+), prepares individuals for posi- room literacy environments. counseling, psychology, or social work that tions as school principals and assistant ◆ Principles and practices of working required a clinical practicum focused on principals. This license requires comple- with students needing extra help with individual and group counseling skills. tion of a master’s degree and three years of literacy. Graduate degrees in teaching or education teaching experience. The licensure pro- ◆ Authentic assessment practices. are not accepted. The program is designed gram may be completed either as part of a Completion of the following coursework, to meet the requirements for the Initial master’s degree in educational administra- the PRAXIS Specialty Area Exam in Reading, School Counselor License approved by tion or subsequent to the completion of a and a 90 hour practicum are required for an TSPC. Students must complete 33 credits master’s degree in the professions from a Oregon reading endorsement. Courses in the school counseling core to be eligible regionally accredited institution. The ini- numbered 808 are not allowed. for the Initial School Counselor license. tial administrator curriculum includes: Core Credits Credits †CI 522 Literacy Foundations ...... 4 Continuing License requires experience as EPFA 570 Human Relations and Educational †CI 474/574 Assessing and Instructing Learners a school counselor and documentation of Foundations ...... 4 with Literacy Problems ...... 4 professional development as defined by EPFA 571 Teaching, Learning, and Curriculum ...... 4 CI 529 School Reading Program Leadership ...... 3 OAR 584-070-0090. EPFA 572 Human Resource Development and Lib 532 Multicultural Literature K-12...... 3 All students in the licensure only option Organizational Change ...... 4 SpEd 563 Advanced techniques of reading ...... 3 EPFA 509 Practicum L2000...... 9 must take the school counseling special- Endorsement levels EPFA 573, 574, 575 Educational ization core courses. The Teacher Leadership Project ...... 3 Early childhood and elementary CI 472/572 Language and Literacy in Standards and Practices Commission Total 24 Early Childhood Education...... 3 requires school counselors to have two The Continuing Administrator †CI 547 Advanced Elementary Methods: years’ experience as a licensed teacher in a Licensure Program (CAL), referred to as Reading...... 4 public school setting. Individuals in need the Executive Leadership Program, pre- Elective...... 3 Elementary and mid-level of the teaching requirement must take the pares individuals for positions as continu- CI 523 Language Arts in Middle Schools...... 4 six-credit, 200-clock-hour teaching experi- ing school administrators and as initial CI 521 Reading and Composition in ence sequence. school district superintendents. This pro- the Content Areas...... 3 All students (track I, track II, and licen- gram assumes completion of the initial †CI 547 Advanced Elementary Methods: Reading...... 4 sure only) are required to: administrator program or its equivalent, Mid-level and secondary ◆ Pass the California Basic Educational and one year of full-time study (or its †CI 548 and CI 509 Advanced Secondary Skills Test (CBEST) with a score of equivalent) in a planned licensure program Methods: Reading and Composition and 123+ for entrance into the program. beyond the master’s degree. Practicum...... 4 Lib 529 Young Adult Literature ...... 3 ◆ Complete a school counseling action Credits Elective...... 3 research or related project and profes- EPFA 576 Education, Community and Society ...... 4 sional portfolio documenting the EPFA 577 District and School Staff Supervision and Evaluation...... 4 School Counseling Licensing knowledge, skills, and competencies EPFA 578 Communication and Conflict The school counseling specialization has required by TSPC. Management in Educational Organizations...... 4 ◆ Complete a 600-clock-hour intern- EPFA 579 Curriculum, Instruction and three options: track I, track II, and licen- Assessment Leadership ...... 4 sure only. ship; internship includes placement in Track I. The program consists of 72 cred- an early childhood/elementary and/or its of study leading to an M.A. or M.S. in in a middle/high school setting.

† Includes a 30-hour practicum. G RADUATE S CHOOL OF E DUCATION 229

◆ Have two years’ teaching experience. ◆ Persons who wish to complete a Master ◆ Opportunities for completion of mas- Students without two years’ teaching of Arts (M.A.) or Master of Science ter’s project (SpEd 506) experience must complete a 200-hour (M.S.) degree in special education. Continuing licensure. The Oregon teaching experience practicum in a Dual endorsement options. The Special Teacher Standards and Practices year-long 6-credit course sequence. Education program offers a dual endorse- Commission (TSPC) issues two licenses, ◆ Pass the Praxis II: Specialty Area ment option in elementary education (gen- the initial and the continuing. The Counselor (School Guidance and eral education licensure) and special edu- Portland State University special education Counseling, 20420) test with score of cation, referred to as the Inclusive program offers programs at both levels. 630+ to be eligible for licensure. Elementary Educators program. A second For information about the continuing ◆ Be fingerprinted and pass an anti-dis- dual endorsement program is offered in license, please contact the Graduate crimination test. mid-level high-school education and spe- School of Education (503-725-4619). ◆ After graduation and licensure, verify cial education. A third dual endorsement Special education common background three years of one-half time or more program is offered in special education and required. In addition to a bachelor’s counseling experience in Oregon pub- vision impairments. These programs degree, the following courses are prerequi- lic schools or in Oregon private include a dual student teaching experience. sites for admission to the special education schools accredited by the Northwest Students who complete these programs licensure programs. Experience in education Association of Schools and of Colleges receive two endorsements. Information such as: elementary, mid-level, or secondary and Universities as a requirement for about these programs is available from the teacher, instructional assistant, substitute Continuing License as a school coun- Graduate School of Education. teacher, or community program experience selor. Students must complete a 9- Positive Behavior Support Focus (PBS) are strongly recommended. Applicants credit Continuing School Counseling Area. The PBS Focus Area provides addi- without experience are encouraged to enroll Licensure program within six years. tional training opportunities for students in UnSt 421 or SpEd 460 Outdoor ◆ Develop a professional portfolio as a interested in working with students with Ed/Recreation for a two-week summer school counselor with an Initial challenging behavior. Students receive camp experience at Mt. Hood Kiwanis License as a condition for recommen- more intensive instruction and practice in Camp with students with disabilities to dation for the Continuing License as a the development and implementation of determine if they wish to pursue a career school counselor. Students must docu- Behavior Support Plans for students with serving populations with special needs. ment professional development as challenging behavior. Students will also Credits defined by Oregon Administrative have the opportunity to participate on Psy 311 Human Development...... 3-4 Rules (OAR 584-070-0090). Mth 211 Foundations of school teams implementing school-wide Elementary Mathematics ...... 3-4 Additional information about require- systems to promote positive behavior in Ed 420/520 Intro to Education and Society...... 3-4 ments and specific courses can be obtained schools. The Focus Area is an additional SpEd 418/518 Survey of Exceptional Learners ...... 3 from members of the Counselor Education option for full-time students completing a Highly recommended: faculty responsible for advising students in licensure courses, students in the PBS SpEd 519 Principles of Special Education...... 3 the school counseling specialization. focus area complete three, 1-credit semi- For further information about the special nars on Positive Behavior Support and education program, please call the Special Education SpEd 510 Advanced Behavior Graduate School of Education for an infor- Licensure Programs Management. mation packet. You may also attend a general advising session in the special educa- The PSU Graduate School of Education Positive Behavior Support Focus (PBS) tion office. Call the School for days and offers licensure and endorsement pro- Area times of sessions (503-725-4619). Learn grams for: ◆ Three 1-credit seminars in fall, winter, more about special education programs on ◆ Persons seeking their special education spring terms the Web site www.ed.pdx.edu/sped/. endorsement who do not currently ◆ SpEd 510 Advanced Behavior PSU offers state licensure and endorse- hold an Oregon teaching license. Management ments in the following areas: ◆ Persons seeking elementary education Functional Communication Training ◆ Special Educator: Elementary (Initial and special education endorsements Focus (FCT) Area. The FCT Focus Area and Continuing License) through an integrated dual program provides additional training opportunities ◆ Special Educator: Secondary (Initial who do not currently hold an Oregon for students interested in working with stu- and Continuing License) teaching license. dents with significant disabilities in com- ◆ Visually Impaired Learner (Initial and ◆ Persons seeking mid-level and/or sec- munication. Students received more inten- Continuing License) ondary education and special educa- sive instruction and practice in Functional ◆ Early Childhood/Early Intervention tion endorsements through an integrat- Analysis and Functional Communication (Initial and Continuing License) ed dual program who do not currently Training (FCT). The Focus Area is an addi- hold an Oregon teaching license. tional option for full-time or part-time stu- Special Educator Initial Endorsement ◆ Teachers who hold a valid Oregon dents completing a licensure program in Program—Elementary (Age 3-grade 8) teaching license in general education special education. In addition to their ini- SpEd 536 Specialized Techniques...... 3 and wish to add the special education tial licensure courses, students in the FCT SpEd 509 Practicum: Functional Life Skills ...... 3 endorsement. focus area complete three, 1-credit semi- SpEd 509 Practicum: Academic Skills...... 3 ◆ nars on Functional Communication SpEd 519 Principles of Special Education...... 3 Teachers who hold a valid Oregon SpEd 520 Collaboration I: Families and teaching license in special education Training and options for completing their Community–Elementary and Early Intervention ....3 and wish to take advanced specialty master’s project. SpEd 526 Instructional Methods I: coursework as part of their continuing Functional Communication Training Literacy–Elementary...... 3 SpEd 527 Instructional Methods II: professional development plan. (FCT) Focus Area Math–Elementary...... 3 ◆ Three 1-credit seminars in fall, winter, SpEd 522 Collaboration II: spring terms Inclusion Strategies ECE/Elementary...... 3 230 P ORTLAND S TATE U NIVERSITY

Ed 511 Reading/Language Arts Pre-K-12 ...... 3 families. Representative positions include Ed 525 SpEd 513 Classroom Assessment teaching special education preschool classes Student Teaching (6-15) and Instructional Planning...... 3 Ed 620 SpEd 507 Student Teaching Seminar– or kindergarten; supporting children with Elementary ...... 1 special needs in community preschool and Doctoral Studies Proseminar (1-4) SpEd 532 Functional Assessment daycare settings; providing consultation to This three course four-credit sequence is and Curriculum I ...... 4 required for all doctoral students and is taken SpEd 534 Functional Assessment Head Start, Early Head Start, and preschool during the first year of doctoral study, beginning and Curriculum II ...... 4 providers; providing consultation and sup- with two credits in the fall and one credit each SpEd 512 Diagnostic Assessment ...... 3 port to families; working with young chil- in winter and spring terms. The course is SpEd 521 Behavior Management in the Classroom3 dren and their families in their home; pro- designed to extend and deepen thinking about SpEd 525 Student Teaching-Elementary...... 12 viding assessment and evaluation services; education, “educational leadership” and inquiry Total 57 and providing service coordination. through shared readings, interaction with faculty Credits and local educational leaders, and critical reflec- Special Educator Initial Endorsement tive writing and conversation. Students are Program—Middle Level/High School CI 570 Child Development and Education...... 3 CI 571 Play: Curriculum in Early Childhood expected to initiate and maintain a learning and (Grade 5-Grade 12) Education...... 3 a professional portfolio and by the end of spring SpEd 536 Specialized Techniques...... 3 SpEd 509 Supervised Teaching Experience I ...... 3 term to develop and present a formal paper that SpEd 509 Practicum: Functional Life Skills ...... 3 SpEd 509 Supervised Teaching Experience II...... 3 examines an educational issue using frameworks SpEd 509 Practicum: Academic Skills...... 3 SpEd 510 Literacy: EI/SE ...... 3 and concepts from Ed 630, 640 and 650, which SpEd 519 Principles of Special Education...... 3 SpEd 518 Survey of Exceptional Learners ...... 3 are also taken during their first year. This paper SpEd 523 Collaboration I: Work-Based Learning SpEd 520 Collaboration I ...... 3 (Mid-level/High School) ...... 3 may serve as an initial draft of the doctoral core SpEd 525 Student Teaching ...... 12 SpEd 528 Instructional Methods I: Literacy examination paper. Prerequisite: admission to (Mid-level/High School) ...... 3 SpEd 507 Student Teaching Seminar ...... 1 doctoral program or permission of instructor. SpEd 529 Instructional Methods II: Math and SpEd 580 Introduction to EI/ECSE...... 3 Content Instruction: (Mid-level/High School) ...... 3 SpEd 581 Family Guided EI: 0-3 ...... 3 Ed 630 SpEd 524 Collaboration II: Schools and SpEd 582 Specialized Techniques: EI/SE ...... 3 Principles and Practices of Learning (4) Inclusion Strategies (Mid-level/High School)...... 3 SpEd 583 Communication and Language The study of theories of learning in a variety of SpEd 513 Classroom Assessment and Development ...... 3 educational contexts: classrooms for youth and Instructional Planning...... 3 SpEd 584 Assessment: EI/SE ...... 3 for adults, counseling, and non-school settings. SpEd 507 Student Teaching Seminar–Secondary ....1 SpEd 585 Instructional Strategies I...... 3 Study of the narratives of teaching and learning SpEd 532 Functional Assessment SpEd 586 Instructional Strategies II ...... 3 to analyze the enactment of theory and to exam- and Curriculum I ...... 4 Total 55 ine the variety of ways to research learning. SpEd 534 Functional Assessment and Curriculum II ...... 4 Prerequisite: admission to doctoral program or ...... permission of instructor. Ed 511 Reading/Language Arts K-12...... 3 Courses Ed 640 SpEd 512 Diagnostic Assessment ...... 3 Organizational and Leadership Theory and SpEd 521 Behavior Management ...... 3 Research in Education (4) SpEd 525 Student Teaching Organizational and leadership theory and (Mid-level/High School) ...... 12 Education research in education informing the study, prac- Total 57 Courses with an asterisk (*) are not offered every year. tice, and improvement of educational policy and Ed 407 Vision Impaired Learner Initial practice in PreK-12 school, higher education, Seminar (Credit to be arranged.) and non-school contexts; emphasis on emergent Endorsement Program Ed 410 perspectives and their significance for theory, SpEd 507 Student Teaching Seminar ...... 1 Experimental Course research, and practice. Prerequisite: admission to SpEd 509 STE I Visually Impaired ...... 3 (Credit to be arranged.) SpEd 509 STE II Visually Impaired ...... 3 doctoral program or permission of instructor. Ed 420/520 SpEd 519 Principles of Special Education...... 3 Ed 650 Introduction to Education and Society (4) SpEd 520 Collaboration...... 3 Educational Policy and Politics (4) Explores the nature of public education in the SpEd 521 Behavior Management ...... 3 The study of how policy is proposed, adopted, social context of the United States. Purpose is to SpEd 525 Student Teaching Visually Impaired...... 12 implemented, and changed in educational develop critical ways of thinking about schools SpEd 540 Education of the Visually Impaired organizations. Special emphasis on the political as social institutions and as a means of cultural Learner...... 3 process and how it influences the policy cycle. SpEd 541 Implications of Vision Problems of transmission and transformation. Includes one- Prerequisite: admission to doctoral program or Children/Youth ...... 3 credit (30 hour) assigned practicum in public permission of instructor. SpEd 542 Assessment of Visually Impaired ...... 3 school setting. SpEd 543 Reading and Literacy K-12 Visually Ed 660 Impaired Learner ...... 3 Ed 507 Foundations of Research Paradigms and SpEd 544 Academic Methods Visually Impaired Seminar (Credit to be arranged.) Methods (4) Learners ...... 3 Ed 509 An introduction to research paradigms and SpEd 545 Orientation and Mobility/Life Skills ...... 3 Practicum of Children/Youth SpEd 546 Braille I ...... 3 research methodologies that are useful to better (Credit to be arranged.) understand and/or address problems of educa- SpEd 547 Braille II ...... 2 Consent of instructor. SpEd 575 Braille III/Technology for the Visually tional practice. Provides doctoral students with Impaired ...... 3 Ed 510 knowledge of basic processes of inquiry so they SpEd 576 Visually Impaired Learner Experimental Course are able to begin designing individual research with Additional Disabilities...... 3 (Credit to be arranged.) projects. Prerequisite: admission to doctoral Total 57 Ed 511 program and/or EPFA 511 or 515 or permission Reading/Language Arts Pre-K-12 (3) of instructor. Early Intervention/Early Childhood Provides an overview of language development Ed 661 Special Education Endorsement Program and general education literacy instruction from Qualitative Research Methods The Early Intervention and Early pre-kindergarten to 12th grade. Age-appropriate in Education (4) Childhood Special Education Program is methods for literacy instruction at each grade Introduces qualitative research methods of data designed to prepare professionals to pro- level are discussed and evaluated with respect collection and analysis in education. Reviews vide services to infants, toddlers, and young to the exceptional learner. Prerequisites: theoretical foundations, field research problems, children with special needs, and to their Psy 311, Ed 520. and qualitative data collection and analysis G RADUATE S CHOOL OF E DUCATION 231

methods including participant observation, mentally appropriate integrated teaching and CI 443/543 depth interviewing, and development of learning experiences in science, social studies, Effective Teaching Strategies and Materials grounded theory. Prerequisite: admission to and health for young learners, ages 4-8 years. for Working With Linguistically and doctoral program or permission of instructor. Recommended prerequisites: admission to Culturally Diverse Students (3) teacher education; CI 251. What strategies and materials work in teaching Ed 662 children who are learning English? Become Quantitative Research Methods CI 401/501 acquainted with the current research on identi- in Education (4) Research (Credit to be arranged.) fication, development, and practice of develop- Introduces quantitative research methods of Consent of instructor. data collection and analysis in education. mentally and linguistically appropriate strategies CI 402/502 and materials to effectively engage English Reviews theoretical foundations, applications Independent Study (Credit to be arranged.) and design issues of methods such as survey, Language Learners (ELL) at all grade levels in correlational and experimental research. Also, CI 403/503 the learning process. Special attention will be Thesis (Credit to be arranged.) introduces how to conduct a statistical data given to students’ bilingual/bicultural character- analysis and use such methods as correlation, CI 404/504 istics as important aspects of developing suc- t-test, analysis of variance and chi-square. Cooperative Education/Internship cessful curriculum. (Credit to be arranged.) Prerequisite: admission to doctoral program or CI 458/558 permission of instructor. CI 405/505 Advanced Curriculum Design in Reading and Conference (Credit to be Kindergarten/ Primary Grades (3) Ed 700 arranged.) This course will consider growth and develop- In-service Education (Credit to be Consent of instructor. arranged.) ment characteristics of children ages 5-8 years Credits are for district in-service and are not CI 406/506 and research on teaching for planning educa- counted toward a graduate degree or specialist Special Problems (Credit to be arranged.) tional programs, curricula, instruction, environ- license. CI 407/507 ment, management, and guidance. Seminar (Credit to be arranged.) CI 472†/572 CI 408/508 Language and Literacy in Early Childhood Curriculum and Workshop (Credit to be arranged.) Education (3) CI 409/509 Helps teachers understand, assess, and promote Instruction Practicum (Credit to be arranged.) early experiences with language that contribute CI 199 Consent of instructor. to the process of becoming literate. Special Studies (Credit to be arranged.) Recommended prerequisite: Undergraduate CI 410/510 CI 251 early childhood education coursework or teach- Experimental Course Introduction to Early ing experience with young children. Childhood Education (3) (Credit to be arranged.) This course will provide an overview of the CI 432/532 CI 474/574 early childhood education profession, including Computer Applications for the Classroom (3) Assessing and Instructing Learners with Literacy Problems (4) issues, research, historical influences, programs This course is designed for preservice or inser- Focuses on working, particularly in the regular for young children, and career options. Field vice teachers who wish to become comfortable classroom, with students experiencing difficulties experience required. with the use of the computer to enhance classroom teaching and learning. Topics include an in learning to read and write. Deals with: theoret- CI 252 introduction to computers and technology in ically-based understanding and analysis (such as Instruction and Management in Preschool education; review and curriculum integration of miscue analysis) of students’ reading and writing; Education (3) courseware; use of word processing; designing developing students’ reading and writing knowl- Growth and development characteristics of pre- and using computer-based databases in the edge and strategies; social and psychological school children (ages 3-5) for planning educa- classroom; computer literacy; and graphics soft- aspects of literacy problems. A field experience, tional programs, curriculum, instruction, sched- ware for the classroom. usually a case study, is included. uling, and environment, management, and parent communication. Field experience required. CI 433/533 CI 475†/575 Recommended prerequisite: CI 251 or course- Computer Applications in Instruction (3) Supervision in Early Childhood Education Settings (3) work in human growth and development. A comprehensive survey of the use of microcomputers in instruction. Terminology, educational Integrates theory and research of adult and pro- CI 253 applications, ethical issues, courseware, evalua- fessional development with supervisory models Preschool Programming (3) tion and selection, multimedia applications, man- and practices appropriate for early childhood This course will provide experience and guid- agement tools for educators, planning and organ- education settings. Recommended prerequisite: ance in planning, implementing and evaluating izing for school computer use, hardware selec- Undergraduate early childhood education course- developmentally appropriate teaching and tion, computer literacy and technological literacy, work or teaching experience with young children. learning experiences in preschool settings. Field and network resources for teachers. Hands-on use experience required. Recommended prerequi- CI 491/591 of the computer to review courseware is an site: CI 252. Enriching Children’s Reading (3) important part of the course. Recommended pre- A study of the enrichment of children’s reading CI 350 requisite: CI 432 or equivalent. through literature. An advanced course Aesthetics and Physical Education for designed for parents and teachers of nursery, Young Children (4) CI 434/534 kindergarten, and elementary school children. This course will provide preparation for plan- Microcomputer-based Management and Research Tools for Educators (3) Recommended prerequisite: Lib 428/528. ning, implementing, and evaluating develop- This course introduces educators to important mentally appropriate integrated teaching and CI 511 and useful tools for classroom, personal, and learning experiences in art, music, movement, Classroom Management (1-3) professional use: word processing, database, drama, and physical education for young learn- Principles and practices of K-12 classroom man- spreadsheet, survey, and statistical applications. ers, ages 4-8 years. Recommended prerequisites: agement and discipline. Topics include organiza- Each class session includes demonstration and admission to teacher education; CI 251. tion and logistics of classroom procedures, com- hands-on use of microcomputers. Each student munication and routine building, procedures for CI 351 will develop a word-processed document, a prevention and resolution of disruptions, prob- Science, Social Studies and Health for database, a spreadsheet application, a survey, Young Children (5) lem solving, decision making, and multicultural and a statistical document. Recommended pre- and urban perspectives. Prerequisite: admission This course will provide preparation for plan- requisite: CI 432 or equivalent. ning, implementing, and evaluating develop- to the teacher education program.

† Restricted to students in the Child and Family Studies degree program. 232 P ORTLAND S TATE U NIVERSITY

CI 512 CI 519 CI 526 Teaching and Learning (1-3) Special Secondary Methods (3) Reading for the Creative and Gifted (3) Principles of human learning and related prac- Problems and methods in selecting and organiz- A study of the unique reading characteristics of tices for classroom teaching. The psychology of ing materials for instruction: comparison and the creative and gifted and an overview of psy- learning in a school setting includes both indi- evaluation of methods, laboratory techniques, chological and philosophical understandings vidual and group generalizations. The roles and supplies, equipment, or economy of time and important for the teacher teaching reading to functions of a classroom teacher as a facilitator materials. Prerequisite: admission to the teacher these able students. Prerequisite: Lib 428/528. of learning, and a decision maker concerning education program. CI 527 pupil needs and achievement. Prerequisites: CI 520 Enriching Reading in Secondary Schools (3) admission to the teacher education program. Linguistics for Teachers (3) A study of adolescent psychology and develop- CI 513 What should classroom teachers know about ment in relation to reading, and the role of the Classroom Instruction and Technology (2-5) language and how it works? This course will teacher as a resource. In-depth investigation of Principles and skills for organization and pres- give teachers background knowledge about the approaches to literature and reading as an act entation of K-12 classroom instruction. Topics sounds, grammar, meaning system, and social and introduction to humanistic objectives, cre- included are: student needs analysis, planning, context of language and the implications these ativity, and value clarification through reading. direct and indirect instructional techniques, use have for classroom practice in reading, writing, Prerequisite: Lib 429/529. of aides, assessment of pupil achievement, and and speaking. Addresses topics such as invented CI 528 evaluation of teaching. Includes mediated spelling, the role of phonics in reading, the Whole Language Approach to Literacy (3) instruction and preparation and use of instruc- teaching of grammar, and Black English and Designed to give the rationale and theory base tional materials. Prerequisite: admission to the other linguistic variations. for the whole language approach to literacy and teacher education program. CI 521 to examine appropriate classroom practices and CI 514 Reading and Composition in the materials for grades K-8. Multicultural and Urban Education (1-3) Content Areas (3) CI 529 Principles, practices, promises, and problems of Course designed to help educators guide their School Reading Program Leadership (3) multicultural education, with emphasis in students in acquiring skills needed for adequate The course is for current or future administra- urban settings. Use of student and community reading, thinking, writing, and study in content tors, coordinators, curriculum consultants, or diversity to enhance subject matter, learning, areas. Emphasis on the functional teaching of teachers whose responsibilities will include lead- and classroom life. Characteristics, opportuni- reading and writing-the design and preparation ership roles in the administration of school-wide ties, and needs of students in city schools pre- of materials to use with textbooks in all school or district-wide reading programs. It deals with sented with examples of current effective prac- subjects. Prerequisite: admission to the teacher long- and short-term objectives, school organiza- tice. Political and sociological influences in U.S. education program. tional patterns, staff competencies, materials educational system, especially urban school set- CI 522 selection, program evaluation, needs assessment, tings. Prerequisite: admission to the teacher Literacy Foundations (4) and the use of community resources. education program. Focuses on the foundational areas of psycholo- Prerequisite: CI 474/574 or equivalent. CI 515 gy, history, theory, and research, and familiarizes CI 536 The Reflective Practitioner (1-3) teachers and reading specialists with varied Language, Literacy, and Culture (3) Perspectives and techniques for formal and ideas about how reading and writing work and Understanding the central importance of lan- informal analysis, information gathering, deci- how they are learned, through the examination guage as it functions within educational con- sion making, value judgments about education- of major theorists and researchers, both present texts. Implications of social, cultural, and lin- al practice. Prerequisite: admission to the and past. guistic diversity on teaching and learning. teacher education program. CI 523 CI 545 CI 516 Language Arts in Middle Schools (4) Educating Early Adolescents (3) Integrated Methods I (1-5) Designed for teachers at the middle school Focuses on the nature of early adolescence and An integrated approach to literacy development. level. Explores the nature of teaching young examines theory and practice informing devel- Deals with processes of becoming literate, the adolescents, including developmental psycholo- opment of the philosophy of early adolescent content of instruction in the language arts, and gy and methods of literacy education with a education, organizational structures appropriate methods for implementing an integrated cur- corresponding field experience. Includes ways for these learners, and the diverse roles of the riculum. Includes field assignments in school of studying language through literature and the middle-level teacher. Introduces students to the settings. Prerequisites: admission to the teacher arts, using writing and speaking to study lan- curriculum and delivery methods appropriate education program. guage, language use in different academic set- for emerging adolescents. tings and content areas, and emerging trends for CI 517 studying language in the 21st century. CI 547 Integrated Methods II (1-5) Advanced Methods-Special Subject Fields Students explore trends, practices, materials, CI 524 in the Elementary School (4) and resources for teaching health, science, and Writing Workshop (3) Concentrated study of recent trends and recur- social science in the elementary classroom. Primary focus is on establishing writing work- ring problems in selecting, organizing, evaluat- Includes content-specific methods and materials shops in the elementary/secondary classrooms. ing, and presenting concepts, information, and as well as those appropriate to an integrated ele- Approach guides educators through all phases materials of instruction in subjects taught in elementary curriculum. Field experience required. of establishing a writing workshop atmosphere. mentary school: art, health, language arts, Prerequisites: admission to the teacher educa- Inclusion of state writing standards and peer mathematics, music, physical education, read- tion program, CI 512. editing procedures as well as integrating writing ing (includes one additional field work credit), across the curriculum are included. CI 518 science, social studies. Integrated Methods III (1-5) CI 525 CI 548 Trends, practices, materials, and resources for Issues and Perspectives in the Teaching of Advanced Methods-Special Subject Fields Reading (3) teaching art, music, mathematics, and physical in the Secondary School (3) An examination of the development of current education in the elementary school. Includes Concentrated study of recent trends in the cur- practices in the teaching of reading. The identi- content-specific methods and materials as well riculum and methodology of the subject area. fication of major trends and issues and a critical as those appropriate to an integrated elementary Investigates the problems and methods in review of relevant past and present research. curriculum. Field experience required. selecting and organizing materials for instruc- Prerequisite: completion of student teaching. Prerequisites: admission to the teacher education, including integration of media, computers, tion program; CI 512. and technology. Separate courses in art, business education, English, health, mathematics, G RADUATE S CHOOL OF E DUCATION 233

modern foreign languages, music, physical edu- or junior high school setting under direction of CI 568 cation, reading and composition, science, social supervising classroom teacher and university The Curriculum of the Public School (3) science, speech, theater arts. supervisor. Direct responsibility for learning Overview of the public school curriculum with CI 550 activities developing skills in techniques of emphasis on the various subject fields; organi- Student Teaching I, Early Childhood (6) teaching and classroom management; related zation of the school for curriculum develop- Observation and some teaching under direction professional activities. Attend regularly sched- ment; education objectives; the course of study; of supervising classroom teacher and University uled seminar. Prerequisites: admission to evaluation of the public school curriculum. supervisor in conjunction with assignments teacher education program; successful comple- CI 570 related to methods coursework and diagnosis of tion of Student Teaching I; all appropriate GTEP Child Development and Education (3) individual needs. Prerequisite: admission to the methods courses; 3.00 GPA in professional In-depth study of child development theory, prin- teacher education program. courses. Admission by approved application ciples, current research, practice of observational two academic terms in advance. CI 551 strategies, and application of growth and develop- Student Teaching II, Early Childhood (15) CI 560 ment data to educational programs for young Observation and teaching under direction of Action Research (3) children. Study will extend to decision making classroom teacher and University supervisor. Designed to help educators see themselves as and developmentally appropriate practice in early Direct responsibility for learning activities, researchers, in order that they may conduct childhood education. Prerequisite: Undergraduate developing skills in techniques of teaching and research in educational settings that contribute early childhood education coursework or teach- classroom management; related professional to the improvement of education. Research ing experience with young children. activities. Weekly seminar. Prerequisite: admis- questions and methods appropriate for practic- CI 571 sion to the teacher education program. ing educators will be covered. Play: Curriculum in Early Childhood Education (3) CI 552 CI 561 Student Teaching I, Elementary (6) Advanced Educational Psychology (3) Study of stages of play, theory, research on play, Observation and some teaching under direction Review and development of modern viewpoints cultural differences in play, and adult role in of supervising classroom teacher and University in educational psychology with particular atten- facilitation of play. Curriculum will be reviewed, supervisor in conjunction with assignments tion to theories of learning and their application developed, and integrated with a focus on play related to methods coursework and diagnosis of to school and educational problems; an exami- for teaching and learning, for child-centered individual needs. Prerequisite: admission to the nation of experimental material that seems most approaches, and for meeting needs of special teacher education program. useful and relevant to educational psychology. learners. Prerequisite: Undergraduate early childhood education coursework or teaching CI 563 CI 553 experience with young children. Student Teaching II, Elementary (15) Teacher as Researcher (4) Observation and teaching under direction of This course is intended to promote the philo- CI 573 classroom teacher and University supervisor. sophical approach and the skills necessary for Assessment in Early Childhood Education (3) Direct responsibility for learning activities, novice teachers to become effective researchers Study of and experience with a range of devel- developing skills in techniques of teaching and in their own classrooms. Teachers will improve opmentally appropriate assessment strategies for classroom management; related professional their ability to expand their practice through use in diagnostic, formative, and summative activities. Weekly seminar. Prerequisite: admis- systematic study. This involves, for example, the evaluation of growth and development of young sion to the teacher education program. development and use of teacher networks, the skills necessary to locate, evaluate and use cur- children and for appropriate educational deci- CI 554 rent educational research, and the involvement sions in early childhood education settings. Student Teaching I, High School (6) of K-12 students in studying their own class- Prerequisite: Undergraduate early childhood Observation and some teaching under direction rooms. Includes an introduction to action education coursework or teaching experience of supervising classroom teacher and University research as a tool for instructional improvement with young children. supervisor in conjunction with assignments and professional development. Teacher work related to methods and classroom management CI 580 samples provide a basis for expanded inquiry Theories of Instruction (3) coursework and diagnosis of individual needs. and instructional planning. An investigation of what happens in the class- Prerequisite: admission to the teacher education room, emphasizing the interrelatedness of learn- program. CI 565/665 Theoretical Models of Curriculum (3) ing, subject matter, and teaching; testing of CI 555 Study of the history of curriculum and curricu- scholars’ and the student’s own ideas against Student Teaching II, High School (15) lum theory in the United States. Emphasis is concrete case studies of instruction; formulation Observation and teaching under the direction of placed on the historical, philosophical, and sci- and defense of one’s own theory. Prerequisite: classroom teacher and University supervisor. entific foundations of curriculum theory. A teaching experience or consent of instructor. Direct responsibility for learning activities, main goal of the course is to provide a frame- CI 581/681 developing skills in teaching and classroom work for evaluation, selection, and development Issues in Education (3) management; related professional activities. of school curricula. An introduction to the study of contemporary Weekly seminar. Prerequisite: admission to the CI 566 issues which impact teaching and learning envi- teacher education program. Curriculum Construction (3) ronments for K-12 students and their teachers. CI 556 Evaluation of current curricular programs and This course is a graduate seminar in which stu- Mid-Level Student Teaching I (6) trends. Techniques and methods of curricular dents will identify critical issues in contempo- Observation and teaching in a middle or junior improvement. Leadership in curricular improve- rary education and analyze those issues from a high school setting under direction of supervis- ment. Preparation of a curriculum. variety of perspectives. ing classroom teacher and university supervisor CI 567 CI 592 in conjunction with assignments related to Curriculum and Culture (3) Dynamic Models of Infant/Toddler methods coursework and diagnosis of individ- Understanding the cultural basis of instructional Development (3) ual needs. Prerequisites: admission to teacher materials in curriculum development and teach- Provides information on typical infant and tod- education program; at least 14 credits in resi- ing and how the organization of knowledge in a dler mental health development and strategies dence; cum. 3.00 GPA; 3.00 GPA in profession- subject area and the explanation of new ideas are for working with young children and their fami- al courses. Admission by approved application influenced by cultural root metaphors. Planning lies within a culturally sensitive context. to student teaching. and administering the instructional materials Includes prenatal and postnatal development, CI 557 center in the modern school. The cooperative brain development as well as theories of devel- Mid-Level Student Teaching II (15) roles of the teacher, administrator, and librarian opment including attachment, resiliency, and Observation and full-time teaching in a middle in curricular development and materials. self-regulation are presented from a cross-disci- 234 P ORTLAND S TATE U NIVERSITY

plinary perspective. Content reflects recom- Read 519 literacy development in an authentic and cul- mended practices across disciplines when work- Language Study for Teachers, K-12 (1) turally responsive environment. ing with young children and their families. This course will provide foundational knowl- CI 601 edge in linguistics important for literacy teach- LIBRARY Research (Credit to be arranged.) ers. Topics include fundamentals in: phonetics Lib 181 and phonology; morphology; syntax; semantics; CI 602 Use of the Library (3) pragmatics and language use in society; and Independent Study (Credit to be arranged.) Initial training in the effective use of the classroom discourse. CI 603 University library and resources, such as the Dissertation (Credit to be arranged.) Read 530 card catalog, reference materials, and electronic resources, including the on-line datalog, CD- CI 604 Reading and Composition in the Cooperative Education/Internship Content Areas (3) ROM databases, and Internet. (Credit to be arranged.) Designed for preservice and inservice teachers Lib 401/501 to explore literacy strategies in order to guide CI 605 Research (Credit to be arranged.) Reading and Conference their students in acquiring skills needed for Lib 402/502 (Credit to be arranged.) adequate reading, writing, and study in content Independent Study (Credit to be arranged.) areas. Emphasis is on the functional teaching of CI 606 Lib 403/503 Special Problems/Projects reading and writing including designing and Thesis (Credit to be arranged.) (Credit to be arranged.) preparing materials to use with curriculum materials in all school subjects. Designed also to Lib 404/504 CI 607 Cooperative Education/Internship help educators identify and design materials to Seminar (Credit to be arranged.) (Credit to be arranged.) promote and develop Oregon’s Standard and CI 608 Benchmark literacy abilities in their students. Lib 405/505 Workshop (Credit to be arranged.) Reading and Conference CI 609 Read 532 (Credit to be arranged.) Practicum (Credit to be arranged.) Writing across the Curriculum, Lib 406/506 Grades 4-12 (3) Special Problems (Credit to be arranged.) CI 610 Learners will explore instructional strategies in Selected Topics (Credit to be arranged.) Lib 407/507 order to guide their students in acquiring writ- Seminar (Credit to be arranged.) CI 801 ing skills in content areas. Emphasis is on the Research (Credit to be arranged.) functional teaching of writing, including design- Lib 408/508 Workshop (Credit to be arranged.) CI 802 ing and preparing materials to use with curricu- Independent Study (Credit to be arranged.) lum materials in all school subjects. Lib 409/509 CI 804 Practicum (Credit to be arranged.) Cooperative Education/Internship Read 540 Lib 410/510 (Credit to be arranged.) Media Literacy: K-12 (1) Experimental Course This course is concerned with helping K-12 (Credit to be arranged.) CI 805 teachers develop an informed and critical Reading and Conference Lib 428/528 (Credit to be arranged.) understanding of the nature of mass media, so Children’s Literature, K-5 (3) that they can teach children how to build con- Materials grades K-5. Traditional genres such as CI 806 nections between their learning in the class- Special Problems (Credit to be arranged.) picture books, traditional tales, modern realism, room and their use of media outside of school. romance, adventure, mystery, historical fiction, CI 807 Participants will develop abilities to access, ana- Seminar (Credit to be arranged.) science fiction, fantasy, biography, poetry, and lyze, evaluate, and communicate information in nonfiction. Study of literature that illustrates cul- CI 808 a variety of formats. Workshop (Credit to be arranged.) tural diversity. Resources for selection; awards Read 551 and honors. Prerequisite: junior standing. CI 809 Literacy Instruction for Special Needs Practicum (Credit to be arranged.) Students K-12 (3) Lib 429/529 Young Adult Literature (3) CI 810 Designed to prepare effective and reflective A survey of books and nonbook materials suit- Experimental Course (Credit to be teachers in language and literacy instruction for able for students of junior and senior high arranged.) students with special needs. Participants will school age. Emphasis on selection and evalua- explore multiple perspectives, practices, and READING tion of books, adolescent reading interests, and methodological approaches to literacy instruc- reading guidance for curricular and personal Read 509 tion which are research-based, and proven Practicum: ReadOregon (3) needs. effective to promote literacy development. The practicum is carried out in schools and/or Topics include (but are not limited to): (1) lan- Lib 432/532 districts and consists of reading endorsement guage and literacy development; (2) characteris- Multicultural Literature K-12 (3) candidates working directly with students, other tics of special needs students; (3) framework of An introduction to contemporary multicultural faculty, administrators, and the school commu- effective literacy instruction within context of literature, fiction and nonfiction, for use with nity to fulfill various roles of the reading spe- students with special needs; (4) methods of early childhood, elementary, middle school and cialist. Among the roles to be demonstrated effective basic literacy skills instruction; (5) high school students. Emphasis is on the selec- during the practicum are: (1) teaching reading; methods of teaching comprehension and critical tion, evaluation, and utilization of literature in (2) literacy testing; (3) developing curriculum thinking strategies; (6) methods of promoting the classroom and library media center. for various groups of readers including ELL, learning and meta-cognitive strategies for life- struggling, readers, average and/or gifted read- Lib 433/533 long learning, and (7) methods of appropriate ers; (4) assessing and making recommendations Global Literature: K-12 (3) and meaningful assessment. for a school’s reading program; and (5) develop- A survey of global literature for use with stu- ing literacy-focused professional development Read 554 dents in elementary, middle, or high school sessions for faculty, administrators, instructional Literacy Instruction Strategies with ELL classrooms. A major focus will be on selecting assistances, and parents. Prerequisite: The Students, K-12 (3) reading materials and using them in the library practicum may not be taken until a candidate This course focuses on research-based effective and classroom. has completed a minimum of 12 credit hours of literacy instruction frameworks and strategies Lib 530 coursework in literacy. Typically, the practicum for working with English language learners. Literature Promotion Programs, K-12 (3) is the final capstone course of the reading Emphasis is placed on frameworks and strate- A study of techniques for promoting literature endorsement course of study. gies that promote ELL’s academic and English in elementary and secondary schools: G RADUATE S CHOOL OF E DUCATION 235

author/illustrator studies, reading books aloud, Lib 554 guidance; in-service for school personnel; and storytelling, booktalks, reading promotion pro- Student Teaching I (4) problems involved in performing effectively as a grams, and incorporating literature throughout Beginning student teaching in a library media teacher. Observation of library/media centers the curriculum. Prerequisite: Lib 428/528. center under the direction of a supervising required. Prerequisite: Educational Media Lib 534 library media teacher and university supervisor. Endorsement or consent of instructor. Administration of the School Library Observation and participation in teaching, Lib 574 Media Center (3) administrative and other responsibilities of a Research Strategies for Library Media Study of the school library media center and its library media specialist. Opportunities for Specialists (3) integral role in the instructional program of the involvement in student learning activities, Advanced reference materials available in school school. The school library media movement. development of teaching skills, basic skills in and academic libraries, including computer Focus on the leadership role of the media spe- management and discipline of students. Taken databases and network resources. Prerequisite: cialist; management of personnel; media program in conjunction with Lib 547 and Lib 534. Educational Media Endorsement or consent of budgeting; facility planning; role of state and Prerequisites: admission to the program and instructor. approved application. national standards in planning, evaluation, and Lib 575 development; other administrative areas. Field Lib 555 Directed Field Experience (3) activities included. Prerequisite: Lib 428/528. Student Teaching II (15) Planned contact for school library media special- Lib 536 Ten weeks of full-time student teaching in a ists with professional librarians and/or media spe- Design and Production of school library media center under the supervi- cialists in public, academic, special libraries, infor- Instructional Media (3) sion of a library media teacher and university mation centers, and other library or media- relat- Study of the use of instructional media, K-12. supervisor. Participation in a full range of teach- ed settings. Directed field work and visitations to Instructional design; criteria for quality print ing, administrative, and other responsibilities of various libraries and information centers will be and nonprint media. Production of instructional a library media specialist. Direct responsibilities the emphasis of the course. Seminar meetings on media including slide/tape presentations, video for student learning activities, development of campus deal with topics related to the field expe- recordings, and advanced techniques for over- teaching skills, creating a climate conducive for rience as well as intensive study of related head transparencies; graphic techniques; and learning; management and discipline of stu- advanced issues such as automation, personnel, uses of computers and technology in produc- dents, and related professional activities. Weekly and management. Prerequisite: Educational Media tion. Effective use of instructional equipment seminar. Prerequisites: admission to program Endorsement or consent of instructor. and approved application. and technology. Research of education technolo- Lib 576 gy and communication. Prerequisite: Lib 425 or Lib 561 Planning and Evaluation of Library Media CI 432/532. Practicum Elementary Programs (3) Lib 541 Library Media Center (3) Analysis of media center programs and planning Reference and Information Systems and A planned experience consisting of practical techniques; study and application of media cen- Services (4) application of the full range of roles and respon- ter evaluation instruments; analysis and devel- An analysis of reference services and proce- sibilities of the library media specialist in an ele- opment of library media center programs. dures. Study of print, nonprint, and electronic mentary library media center under the direc- Prerequisites: Basic Educational Media database reference sources to include biblio- tion of a supervising elementary school library Endorsement or consent of instructor. graphic tools, indexes, encyclopedias, ready ref- media teacher and a University supervisor. Prerequisite: Educational Media Endorsement or erences, biographical tools, geographical tools, Prerequisite: admission to Educational Media consent of instructor. Endorsement Program. dictionaries, government documents, and spe- Lib 587 cialized materials. Research in reference services Lib 562 Video Production (3) and technological delivery systems. Prerequisite: Practicum Middle or Junior High Library Study and practice of video recording tech- Lib 428/528. Media Center (3) niques including storytelling, various camera Lib 542 A planned experience consisting of practical techniques, editing, character generation. Collection Development and Evaluation (3) application of the full range of roles and respon- Students will spend time in a recording studio Principles and practice of evaluation, selection, sibilities of the library media specialist in a mid- in addition to using the portable camera. and acquisition of all types of materials includ- dle or junior high school library media center Prerequisite: Lib 536 or consent of instructor. ed in a library media center collection. Selection under the direction of a supervising middle or junior high school library media teacher and a Lib 588 and collection development policies and proce- Computers and Advanced Technology in dures. Study of professional evaluation and University supervisor. Prerequisite: admission to Educational Media Endorsement Program. the Library Media Center (3) selection sources. Field activities included. An analysis and study of the role of computers Prerequisite: Lib 428/528. Lib 563 and advanced technology in the library media Lib 547 Practicum High School Library center and classroom. Administrative uses as Library Media Instructional Programs, Media Center (3) well as curriculum development will be studied K-12 (3) A planned experience consisting of practical for the technology. Prerequisite: Lib 536 or con- A study of the K-12 information skills program, application of the full range of roles and respon- sent of instructor. including the development of a scope and sibilities of the library media specialist in a high school library media center under the direction Lib 589 sequence, effective teaching strategies, specific Creative Photography in Education (3) skills instruction, correlation and integration of a supervising high school library media teacher and a University supervisor. A study of photographic processes to include with the classroom curriculum, and organization photography without a camera, basic animation and development of a teaching program in the Prerequisite: admission to Educational Media Endorsement Program. techniques, and darkroom techniques. Analysis library media center. Prerequisite: Lib 428/528. of completed photographs in terms of composi- Lib 548 Lib 573 tion, style, and technique will also be studied. All Organization of Library Advanced Methods and Procedures in techniques will be related to classroom instruc- Media Collections (4) School Library/Media Centers (3) tion in the elementary and secondary schools. Principles of organization of library media cen- A study of the school library/media center as a Prerequisite: Lib 536 or consent of instructor. ter collections. Basic cataloging procedures for teaching agency. Designed to focus on the teaching role of the school librarian/media spe- Lib 592 print, nonprint, and electronic forms of media Contemporary Children’s and Young Adult using standard cataloging and classification cialist in presenting concepts, principles, content, and techniques to students and teachers. Literature (3) codes. Application of online cataloging databas- An analysis and study of contemporary chil- es. Prerequisite: Lib 428/528. Emphasis placed on instruction in library and research skills; reading, viewing and listening dren’s and young adult literature. A study of trends and styles in modern literature. Includes 236 P ORTLAND S TATE U NIVERSITY

picture books, fiction, and nonfiction. EPFA 403/503 EPFA 431/531 Contemporary authors and illustrators featured. Thesis (Credit to be arranged.) Contemporary Issues in Training and Prerequisite: Lib 428/528 or equivalent. EPFA 404/504 Development (3) Building on competencies developed during Lib 601 Cooperative Education/Internship Research (Credit to be arranged.) (Credit to be arranged.) previous courses in the training and develop- EPFA 405/505 ment series, provides a culminating experience Lib 602 to the series. Provides an opportunity for stu- Independent Study (Credit to be arranged.) Reading and Conference (Credit to be arranged.) dents to examine national and local trends in Lib 603 training and organizational development and to Dissertation (Credit to be arranged.) EPFA 406/506 Special Problems (Credit to be arranged.) prepare for ongoing professional growth in the Lib 604 context of contemporary issues in the field. Cooperative Education/Internship EPFA 407/507 Seminar (Credit to be arranged.) Recommended prerequisite: EPFA 429/529 plus (Credit to be arranged.) two other courses in the series. Lib 605 EPFA 408/508 Reading and Conference Workshop (Credit to be arranged.) EPFA 432/532 (Credit to be arranged.) EPFA 409/509 Training Methods (3) Focuses on instructional strategies and effective Lib 606 Practicum (Credit to be arranged.) Special Problems (Credit to be arranged.) EPFA 410/510 delivery of training programs necessary for Experimental Course enhancing adult learning and professional devel- Lib 607 opment. Students will examine individual learn- Seminar (Credit to be arranged.) (Credit to be arranged.) EPFA 418/518 ing preferences and multiple types of active ped- Lib 608 agogy for increasing transfer of learning. In addi- Workshop (Credit to be arranged.) Educational Leadership in Public Schools (4) Familiarizes students with the theoretical devel- tion, various techniques and tools for linking Lib 609 learning outcomes with organizational goals will Practicum (Credit to be arranged.) opment, empirical studies, policies, and decision-making processes of public schooling. be addressed. Prerequisites: EPFA 429/529. Lib 610 Structured around a number of themes, includ- EPFA 434/534 Selected Topics (Credit to be arranged.) ing instructional leadership, moral leadership, Leadership of the Training Function (3) Lib 801 democratic leadership, facilitative leadership, Focuses upon research-based, practical Research (Credit to be arranged.) curricular leadership, constructivist leadership, approaches for leading, managing, and evaluat- Lib 802 and ethical leadership in education. Students ing the training and development function in Independent Study (Credit to be arranged.) explore the operational meaning of these per- organizations. It explores the role of training Lib 804 spectives through a combination of experiences and development in achieving individual and Cooperative Education/Internship including class discussions, case studies, guest organizational goals, as well as strategies and (Credit to be arranged.) speakers, and interviews and observations of resources used in effective personnel develop- Lib 805 school leaders at work. ment. Students analyze how to: develop, man- Reading and Conference age and evaluate the training function; identify (Credit to be arranged.) EPFA 429/529 Principles of Training and Development (3) strategies and resources for effective training Lib 806 Examination of the principles of training and management; and diagnose how the organiza- Special Problems (Credit to be arranged.) development with emphasis on applying adult tion’s culture and needs affect the selection and Lib 807 learning theory to the training function. success of training management efforts. Seminar (Credit to be arranged.) Essential principles include those related to Prerequisite: EFPA 429/529. Lib 808 developing training objectives, selecting training EPFA 435/535 Workshop (Credit to be arranged.) methods and resources, sequencing the learning Organization Transformation through Lib 809 experiences, and evaluating the training. Training and Development (3) Practicum (Credit to be arranged.) Designed for trainers from a variety of work set- Designed for managers of the training and Lib 810 tings with a strong background in a content development function in organizations, this Experimental Course area who have little background in adult learn- course focuses on the role of training and devel- (Credit to be arranged.) ing theory and its application to training and opment in organization transformation, development practices. improvement, and change. The course provides Educational Policy, EPFA 430/530 opportunities to bring real workplace examples Course Design and Evaluation (4) into the classroom and to apply organization Foundations, and Examination of the field of instructional pro- development and systems theory in the devel- Administrative Studies gram design for adult learners within the train- opment strategies for organization improvement ing and development field, in educational and through the training and development function. EPFA 401/501 Prerequisite: EFPA 429/529. Research (Credit to be arranged.) non-educational organizational settings. Focus † EPFA 402/502 on learning to design and manage instructional EPFA 446 /546 Independent Study (Credit to be arranged.) activities in response to training needs and skills Early Childhood Education: Relationships analyses. Students are required to select and use With Home and Society (3) EPFA 403/503 Considers the sociology of families and commu- Thesis (Credit to be arranged.) an appropriate design model, design a preliminary needs assessment, develop program goals nities in the development of cooperative rela- EPFA 404/504 and learning objectives, develop an instructional tionships with programs for young children. Cooperative Education/Internship Prerequisite: Undergraduate early childhood (Credit to be arranged.) plan, develop a plan to assess student learning and evaluate the program, and critically review education coursework or teaching experience EPFA 405/505 the design document. Major emphasis given to with young children. Reading and Conference (Credit to be arranged.) developing the instructional design document EPFA 447/547 that demonstrates a student’s ability to align and EPFA 401/501 Administration of Early Research (Credit to be arranged.) integrate effectively all aspects of the design Childhood Programs (3) process and to incorporate adult learning theory. Examines theory and practice informing the EPFA 402/502 Recommended prerequisite: EPFA 429/529. Independent Study (Credit to be arranged.) administration/leadership of early childhood programs to include: 1) organizational configurations, 2) leadership and the dynamics of the work group, 3) developmentally appropriate

† Restricted to students in the Child and Family Studies degree program. G RADUATE S CHOOL OF E DUCATION 237

curriculum, 4) interaction with families of that are gender-related and/or gender biased and EPFA 511, 512 young children, and 5) significance of poverty, the convergence of gender, race, and class in Principles of Educational Research and race, and gender for such programs. educational organizations. This course is cross- Data Analysis I, II (4,4) Prerequisite: child and family studies major or listed as WS 455, may only be taken once for Research paradigm; measurement and test char- admission to an education graduate program. credit. EPFA 555 includes an additional, concur- acteristics; planning and evaluation; library EPFA 448 rent 30 hour minimum field project requirement. resources; identifying research problems; planning research; types of research; research Introduction to Global Political Ecology (4) EPFA 456/556 In order to grasp the emerging discipline of The Urban School and “at Risk” Status (4) designs, central tendency, variability and rela- political ecology, engages in discussions regard- Draws upon theory, research, and practice for the tionships; sampling, sampling error, and ing the following: impact of globalization on examination of the conditions of being “at-risk” hypothesis testing; crossbreaks; one, two, and human and non-human communities; relation- in urban schools. Explores the family, communi- multiple group, and multiple independent vari- ship between poverty and environmental degra- ty, and school environments and their relation- able designs; computer applications; informa- dation; distribution of resource use and com- ships in the hindrance of development of chil- tion systems. Prerequisite: graduate standing. modification in the global North and global dren and youth leading to their “at-risk” status. EPFA 513 South, and the relationship of these issues in This course is cross-listed with Urban Studies. Advanced Research Designs and Data our personal lives. EPFA 556 includes an additional, concurrent 30 Analysis in Education (4) EPFA 450 hour minimum field project requirement. Designs for multiple independent variables; equating designs for multigroups; designs for Introduction to Leadership for EPFA 457/557 multiple dependent variables; follow-up proce- Sustainability (4) Cultural Pluralism and Urban Education (4) dures for multiple dependent variable designs; Multi-media seminar and discussion course This course is designed to explore the process selected data collection methods, including reviews, analyzes and critiques the history, poli- of education policy development and imple- questionnaires, interviews, observation, sociom- tics and rhetoric of sustainability. Four key mentation in culturally diverse, urban environ- etry, and objective tests and scales; computer themes are covered: issues surrounding the ments. The course is organized around several application in the use of selected designs. Johannesburg Summit 2002; growing conserva- cultural pluralism perspectives; among the top- Prerequisite: EPFA 512. tion economy in the Pacific Northwest; the ics to be explored are the issues of socialization issue of indigenous cultures and sustainability, of the child, governmental operations, educa- EPFA 514 and a critical review of the emergence and tional administration, teacher preparation and Educational Measurement future of transnational civil society. Examines curriculum design. EPFA 557 includes an addi- and Assessment (4) the very idea of local, regional, and global and tional, concurrent 30 hour minimum field proj- Minimum competency, norm-referenced, and discusses the role social movement networks, ect requirement. criterion-referenced tests; classroom student information society, and globalization play in assessment; characteristics and levels of meas- meaningful social change and leadership. EPFA 465/565 urement; reliability; validity; interpreting test ELL School Community Relations (3) scores; standardized tests; using performance EPFA 451†/551 Learn how to work with families to overcome bar- Social Foundations of Education (4) standards; planning and constructing classroom riers to setting-up support systems in and out of selection; supply and performance tests; portfo- Study of sociological theories that illuminate the school. Access appropriate community resources effects of education on individuals and society. lio assessment; evaluating test items. that can be critical for ensuring classroom success Prerequisite: graduate standing. Problem areas in race, class, and gender are with ELL students. Gain understanding about explored in the process of examining theories of other cultures’ orientations to education and EPFA 515 socialization, certification, allocation, and legiti- school. Learn strategies to build bridges between Program Evaluation (4) mation and their application to historical and home, school, and the community. An examination of evaluation theory and current educational situations. approaches and their applications in education- EPFA 466/566 al settings. Emphasis is given to program evalu- EPFA 452/552 Impact of Language and Culture in the ation and to understanding how the usefulness History of Education (3) Classroom (3) of evaluation results may be increased. A general review of the growth and develop- Learn the importance of intercultural communi- Prerequisite: graduate standing. ment of education in relation to the civilization cation in working with children from a wide of the times; emphasis is placed upon the devel- range of cultures in today’s classroom. Survey EPFA 516/616 opment of educational theories at various points the cultural, linguistic, educational, and ethical Collaborative Ethnographic Research in history. issues present in all classrooms today. Study the Methods (4) EPFA 453/553 sociological and language issues and immigra- Explores if and how a participatory and collabo- History of American Education (4) tion history. Learn how to identify and appreci- rative form of research will foster knowledge The historical development of the American ate cultural factors that affect social adjustment democracy, and give ownership to those whose educational system, from European backgrounds and learning. knowledge it is. Methodologies covered are: dif- and colonial beginnings to the present time. ferent genres of qualitative methods, communi- EPFA 467/567 ty-based planning and research, participatory ESL/Bilingual Program Design EPFA 454/554 action-research, Gaian participatory science, and Models (3) Philosophy of Education (4) classical ethnography, auto-ethnography, ethno- Exemplary schools provide second language Study and comparison of the philosophical graphic performance, life histories, feminist learners with a rich intellectual diet, not a reme- bases of educational ideas and of the education- methodologies, and “dialogue circles.” al implications of philosophical thought. EPFA dial or basic skills curriculum. They expect all 554 includes an additional, concurrent 30 hour students to achieve high standards in literacy EPFA 517/617 minimum field project requirement. and other academic areas. Learn how these Ecological and Cultural Foundations of schools combine their understandings and Learning (4) EPFA 455/555 apply the knowledge of local, state, and federal Explores how we teach and learn ecologically Gender and Education (4) and what constitutes ecological and cultural Explores the significance of gender in educational laws and policies along with pedagogical considerations to create effective programs. ways of knowing. One of the key foundational work. The focus will be on the history of gender courses for LECL specialization, this course is arrangements in educational organizations and Participants will examine a variety of local, regional, and national program models for ESL beyond simply justifying or advocating that our the formation of gender roles in contemporary education should be grounded in ecological American society, particularly in the family, and Bilingual instruction. This will create opportunities to develop expertise in assessing principals. Rather it offers an opportunity to schools, and the economy. Students will examine engage in critical and comparative analyses of differential socialization of males and females, the critical components of programs serving pre-school through adults. what has been already accomplished and the ongoing practices in educational organizations new areas of innovations in environmental edu-

† Restricted to students in the Child and Family Studies degree program. 238 P ORTLAND S TATE U NIVERSITY

cation, mature education, outdoors education, dent success in postsecondary education and to EPFA 538 naturalist training, and other such genres. assessment approaches and techniques in stu- Contemporary Issues in Postsecondary Education (4) EFPA 519 dent services. Informed by theory, research, and Sustainability Education (4) practice, students develop an intervention pro- The course is designed to provide students with Course covers local, national, and global innova- posal related to facilitating student success and an introduction to the study of postsecondary tion in light of the UN decade for Education for a plan for assessing that intervention. education using as the vehicle a focus on some Sustainability (2005-15). We also critically assess Prerequisite: graduate standing. of the more pressing issues currently facing postsecondary education. The course is earlier traditions such as nature education, envi- EPFA 527 ronmental education, outdoor education, place- Legal Issues in Higher Education (4) designed to increase the capacity for the identi- based education, and ecological literacy. Provides a general introduction to the law relat- fication and analyses of issues and the develop- Students are involved in developing curriculum ed to higher education and professional practice ment of positions relative to the issue. and teacher preparation modules for K-12. in colleges and universities. In addition to the Prerequisite: graduate standing. EPFA 520 substance of related law, the course explores EPFA 541 Developmental Perspectives on Adult how the law is applied to rules and policy and The Community College (4) Learning (4) how ethical standards and principles impact An introduction to the two-year college in the Explores professional applications of adult that application. Course includes an additional United States, with an emphasis on the public development theory and research to facilitating concurrent 30-hour minimum field project community college with a comprehensive educa- adult learning in a wide variety of contexts, requirement. Prerequisite: graduate standing. tional program. Topics include: transfer studies; career education; general education; community including formal educational and training pro- EPFA 528 grams as well as general environments such as Leadership in Postsecondary Education (4) services; basic skills education; and student learning organizations. Course includes an addi- Examines emerging conceptualizations and forms development services. The purpose of the course tional, concurrent 30 hour minimum field proj- of leadership and leadership development in is to provide students with theoretical and prac- ect requirement. Prerequisite: admission to a postsecondary education. Ethical and value bases tical knowledge relative to the history, philoso- graduate program. of leadership inform a focus on the creation of phy, students, staff, services, and patterns of organization of the public community college. EPFA 521 organizational and social change within postsec- Adult Learning (4) ondary settings. Course emphasizes non-hierar- EPFA 548 Advanced Global Political Ecology (4) An examination of challenges facing those who chical models of leadership that value diversity In order to grasp the emerging discipline of politi- plan, implement, and evaluate learning oppor- and involve collaborative relationships and col- cal ecology, we cover the following themes: the tunities for adults; alternative approaches and lective action. Application of leadership develop- impact of globalization on human and non-human designs. Issues reviewed from perspectives of ment issues within a variety of educational and communities; the relationship between poverty educational program providers and adult learn- social service organizations are explored. Course and environmental degradation; the distribution of ers. Relevant theory and research will be includes an additional concurrent 30-hour mini- resource use and commodification in the global reviewed. Course includes an additional, con- mum field project requirement. North and global South; and the relationship of current 30 hour minimum field project require- EPFA 533 these issues in our personal lives. Students apply ment. Prerequisite: graduate standing. Planning and Budgeting in Postsecondary Education (4) these concepts in real life through a multi-media EPFA 522 study and presentation of a commodity in terms of Provides an introduction to the planning and Motivating Adult Learners (4) its production, distribution and consumption. An examination of the complex relationships budgeting processes used in colleges and univer- between adult development, motivation, and sities. Major emphasis is placed on key concepts, EPFA 550 Advanced Leadership for Sustainability (4) learning. Attention is given to the intra- and planning models, and applications to institutional This multi-media seminar and discussion course interpersonal dynamics that motivate human cases. Strategies for linking planning and budget- will review, analyze and critique the history, behavior in general and adult learning and ing function will be explored. Students will exam- politics and rhetoric of sustainability. Four key behavior within organizational contexts specifi- ine and use various planning and budgeting tools themes are covered within the rubric of leader- cally. Prerequisite: graduate standing. and techniques. Budget reduction and the connection between planning and assessment will be ship for sustainability: the issues surrounding EPFA 523 examined. Prerequisite: graduate standing. the Johannesburg summit, 2002, the growing Assessing Adult Learning (4) conservation economy in the Pacific Northwest, Introduction to the approaches, processes, and EPFA 536 the issue of indigenous cultures, and sustain- Postsecondary Curriculum (4) tools that can be used to assess adult learning. ability. Students apply these concepts in real life Provides an introduction to the field of curricu- Emphasis is given to applications at the class- by developing a wildest dream project in sus- lum or program design for adult learners and room and program levels and to practices that tainability and outlining social, natural and eco- introduces students to a process of program themselves contribute to adult learning. Course nomic capital needed to implement it. includes an additional, concurrent 30 hour planning and development. Curriculum devel- EPFA 558 minimum field project requirement. opment or design is viewed as both a technical Educational Leadership (4) Prerequisite: graduate standing. and political process. It also provides a historical and philosophical perspective on postsecondary Analysis of leadership theories, skills, and tech- EPFA 525 curriculum, with attention given to review and niques as applied to the organization and Student Services in Higher Education (4) analysis of current practices and issues, includ- administration of public education. Prerequisite: Provides an introduction to the professional ing life-long and collaborative learning. A com- graduate standing. field of student affairs within the context of col- prehensive program planning model will be EPFA 559 leges and universities, including its historical, examined. Prerequisite: graduate standing. The Principalship (4) philosophical, ethical, and theoretical founda- Designed to develop complementary theoretical tions. Current and future issues for the profes- EPFA 537 and practical understanding of the principal- sion are also critically examined. Course Policy and Governance in Postsecondary ship; to acquire knowledge and to learn prac- includes an additional concurrent 30-hour min- Education (4) tices and skills needed to become a successful imum field project requirement. Prerequisite: An examination of theory and research that first-year principal. Prerequisite: EPFA 569. graduate standing. relates to how policy is formulated and implemented in postsecondary environments. The EPFA 560 EPFA 526 course focuses on the policy and governance Supervision and Evaluation of Instruction (4) Facilitating Student Success in role of faculty, administrators, and trustees at The role of the supervisor in keeping education Postsecondary Education (4) the single college or university level, and state geared to the changing demands of society; the- Provides an introduction to theory and research and federal roles in postsecondary policy and ories of leadership; group processes and indi- related to factors and conditions that affect stu- governance. Prerequisite: graduate standing. vidual conference techniques; action research G RADUATE S CHOOL OF E DUCATION 239

and related approaches to curriculum change; EPFA 570 in conjunction with a practicum supervisor to analysis of concrete supervisory problems. Human Relations and Educational address a leadership challenge area in teaching Foundations (4) EPFA 561 and learning for student success within an Staff Development: Planning, Explores the historical, social, philosophical, assigned practicum setting. Students will ana- Implementation, and Evaluation (4) and organizational foundations of public educa- lyze the outcome of their year-long project, sug- Staff development goals; characteristics of staff tion. Examines the dynamics of human relation- gest implications for further research, and development programs; establishing a staff ships, leadership, and community building in reflect on the entire project. Prerequisite: admis- development organization; policy and decision- schools and educational settings. Analyzes pub- sion to the Initial Administrator Licensure making; identifying and responding to the con- lic education goals and decision-making Program, EPFA 573 and EFPA 574. processes for achieving these goals. cerns of participants; assessing needs; planning EPFA 576 and implementation of specific programs; net- Prerequisites: admission to initial administrator Education, Community, and Society (4) working; formal and informal methods of evalu- program; EPFA 569. A review of sociological theories and research ation; models for staff development; program EPFA 571 that illuminates the social and economic func- evaluation; management information systems; Teaching, Learning, and Curriculum (4) tions of education in modern society, with spe- evaluating instructional effectiveness. Examines the complex relationships between cial emphasis placed on application of the role Prerequisite: graduate standing. staff evaluation, individual professional develop- of the practicing school administrator as EPFA 562 ment, staff development, and effective teaching, instructional leader and manager. Race, class, School and Community Relations (4) learning, and curriculum. Students will examine gender, and differing ability levels are explored An intensive examination of the school and its those factors which make supervision and eval- in the process of examining theories of social- environment. Major emphasis is on the linking uation really work, i.e., contribute to the larger ization, certification, allocation, and legitimation mechanisms utilized by the school in interact- purpose of building an environment where and their application to historical and current ing with parents, citizens, and special interest teachers can deliver their best and children can educational situations, particularly in schools groups. Course includes an additional, concur- learn most. Prerequisite: EPFA 570. and school districts. 30-hours of field-based rent 30 hour minimum field project require- EPFA 572 experiences are used to connect the theories ment. Prerequisite: graduate standing. Human Resource Development and and research covered in class to the practice of Organizational Change (4) schooling and the work of a school administra- EPFA 563 tor. Prerequisite: admission to continuing Human Relations in Educational Examines how the relationships between people administrator/initial superintendent licensure Organizations (4) and organizational structures, policies, and program or permission of instructor. Issues and perspectives in group processes; models processes influence school culture and change for studying groups; principles of group dynamics; efforts. Studies how school leaders secure and EPFA 577 human relations within educational organizations; manage resources to improve teaching and District and School Staff Supervision strategies for group problem-solving and conflict learning for all within the school community. and Evaluation (4) management; application of group dynamics to Prerequisite: EPFA 571. Advanced course in alternative approaches to leadership, communication, and decision-making EPFA 573 district and school staff supervision and evalua- within educational organizations; evaluating Educational Leadership Project I (1) tion in an era of school reform, heightened processes and production of educational groups. Focus on the development, in a school or accountability, and emerging state and national Prerequisite: graduate standing. agency setting, of an Educational Leadership standards. Topics to be covered are dealing with Project demonstrating knowledge, skills, and the at-risk and incompetent staff and new direc- EPFA 564 tions in teacher evaluation. 30-hours of field- Administration of Curriculum (4) dispositions required by the TSPC Initial based experiences are used to connect the theo- Provides a broad and critical understanding of Administrator License Standards. The first quarries and research covered in class to the practice curricular matters that are relevant and impor- ter of a three quarter project designed in con- of schooling and the work of a school adminis- tant to administrators: 1) decision making about junction with a practicum supervisor to address trator. Prerequisite: admission to continuing the choice of content; 2) politics of curriculum a leadership challenge area in teaching and administrator/initial superintendent licensure development; 3) implementation and monitor- learning for student success within an assigned program or permission of instructor. ing of curriculum at building site; 4) testing and practicum setting. Students will define the chal- alignment of curriculum; and 5) evaluation of lenge area, research the problem context and EPFA 578 curriculum implementation. Prerequisite: grad- related literature, and develop an action plan. Communication and Conflict Management uate standing Prerequisite: admission to Initial Administrator in Educational Organizations (4) Licensure Program. Issues of communication within educational EPFA 568 EFPA 574 organizations and between educational organiza- Educational Organization tions and various audiences. Definitions of con- and Administration (4) Education Leadership Project II (1) flict and models for peaceful resolution/manage- Examination of the role, functions, and responsi- Focus on the implementation, in a school or ment of conflict within educational organizations bilities of the educational leaders and adminis- agency setting, of an Educational Leadership and with various other individuals and organiza- trators; study of administrative and organization- Project demonstrating knowledge, skills, and dis- tions. Attention to world view, cultural styles, al theory and its application to the operation of positions required by the TSPC Initial positions, underlying needs, bargaining, reform- educational programs and organizations in vari- Administrator License Standards. The second ing, and finding common ground. Strategies for ous settings, including school districts, higher quarter of a three quarter project designed in con- group problem-solving, conflict management education and educational divisions in private junction with a practicum supervisor to address a including collective bargaining and contract sector organizations. Course includes an addi- leadership challenge area in teaching and learning management, and community-building. 30 tional, concurrent 30 hour minimum field proj- for student success within an assigned practicum hours of field-based experiences are used to con- ect requirement. Prerequisite: graduate standing. setting. Students will implement their action plan by collecting, organizing, and analyzing data. nect the theories and research covered in class to EPFA 569 Prerequisite: admission to the Initial the practice of schooling and the work of a Introduction to Educational Administrator Licensure Program, EPFA 573. school administrator. Prerequisite: admission to Administration (4) continuing administrator/initial superintendent Introductory course required of applicants to EPFA 575 program or permission of instructor. the Initial Administrator certificate program. Educational Leadership Project III (1) Considers educational, social, political, econom- Focus on final analysis of an Educational EPFA 579 Curriculum, Instruction, and Assessment ic, organizational, and cultural forces shaping Leadership Project demonstrating knowledge, Leadership (4) U.S. public schools and their administration. skills, and dispositions required by the TSPC An examination of standards-based reform, cur- Course includes an additional, concurrent 30 Initial Administrator License Standards. The riculum and instructional models, assessment hour minimum field project requirement. third quarter of a three quarter project designed 240 P ORTLAND S TATE U NIVERSITY

models, school improvement strategies, and EPFA 594 EPFA 807 educational change theories. Emphasis is given School Law (4) Seminar (Credit to be arranged.) to understanding how assessment information Critical analysis of the legal framework govern- EPFA 808 can be used to improve student learning and ing school law in the United States, with empha- Workshop (Credit to be arranged.) overall school performance within the context sis on contemporary legal problems of educa- EPFA 809 of Oregon’s state reform framework. 30 hours of tion. Implications of landmark and current court Practicum (Credit to be arranged.) field-based experiences are used to connect the decisions. Prerequisite: graduate standing. EPFA 810 theories and research covered in class to the EPFA 601 Experimental Course practice of schooling and the work of a school Research (Credit to be arranged.) (Credit to be arranged.) administrator. Prerequisite: admission to contin- EPFA 602 uing administrator/initial superintendent pro- Independent Study (Credit to be arranged.) gram or permission of instructor. Special Education and EPFA 603 EPFA 580 Dissertation (Credit to be arranged.) Counseling District Policy, Operations, Facilities, and EPFA 604 Finance (4) Cooperative Education/Internship COUNSELING The role of the district superintendent and local (Credit to be arranged.) Coun 199 school boards in planning, management, evalu- EPFA 605 Special Studies (Credit to be arranged.) ation, and improvement of policies and pro- Reading and Conference Coun 401/501 grams related to school operations, personnel, (Credit to be arranged.) Research (Credit to be arranged.) facilities, and finance to meet school district EPFA 606 Coun 402/502 needs. Examines state and federal laws, regula- Special Problems/Projects Independent Study (Credit to be arranged.) tions, and the roles of ODE and the legislature (Credit to be arranged.) Coun 403/503 in governing Oregon school finance, school EPFA 607 Thesis (Credit to be arranged.) budgeting, and school facilities. 30 hours of Seminar (Credit to be arranged.) Coun 405/505 field-based experiences are used to connect the EPFA 608 Reading and Conference theories and research covered in class to the Workshop (Credit to be arranged.) (Credit to be arranged.) practice of schooling and the work of a school Coun 406/506 administrator. Prerequisite: admission to contin- EPFA 609 Practicum (Credit to be arranged.) Special Problems (Credit to be arranged.) uing administrator/initial superintendent licen- Coun 407/507 sure program or permission of instructor. EPFA 610 Selected Topics (Credit to be arranged.) Seminar (Credit to be arranged.) EPFA 581 EPFA 658 Coun 408/508 U.S. and Oregon School Law and Policy (4) Social, Historical, Philosophical, and Workshop (Credit to be arranged.) Examines federal and Oregon school law govern- Cultural Foundations of Education (4) Coun 409/509 ing educational practice and policy at the school Seminar for education doctoral students provid- Practicum (Credit to be arranged.) and district levels; the relationships among these ing a detailed exploration of texts with a focus Coun 410/510 factors and their implications for effective com- on the institutional aspects of education, the Experimental Course munication with educational stakeholders, intellectual currents that have supported it, and (Credit to be arranged.) instruction and student learning, and effective the social constructs that maintain it. Cultural, Coun 425/525 organizational management of schools. 30 hours historical, social, philosophical, and critical and Guidance for the Classroom Teacher (3) of field-based experiences are used to connect feminist perspectives as well as modernist view- A study of the responsibilities and procedures of the theories and research covered in class to the points are included. Participants will read in- teachers for guiding students at all levels in practice of schooling and the work of a school depth and write analytical response papers as a becoming more effective and capable persons. administrator. Prerequisite: admission to continu- grounding for discussion in the seminar and Recommended prerequisites: completion of 135 ing administrator/initial superintendent licensure will produce an end of term project or research credits; student teaching or teaching experience. program or permission of instructor. paper. Prerequisite: admission to the Graduate Coun 431/531 EPFA 582 School of Education doctoral program or per- Foundations of Substance Abuse Teaching, Learning and Curriculum I (2) mission of instructor. Counseling (3) Examines the role of effective school leadership EPFA 659 Provides an overview of the biological, psycho- for best practices in teaching, learning and cur- Theory, Research, and Practice in logical, social, and spiritual dimensions of riculum which promote the success of all stu- Educational Administration (4) addictions and addictive behavior. Addictive dents. Students will examine those factors Seminar for education doctoral students provid- behaviors are presented as part of a continuum which make supervision and evaluation really ing a detailed exploration of research and theo- of mental and emotional disorders. Emphasizes work, i.e., contribute to the larger purpose of ry development in the field of educational the biological substrate and development course building an environment where teachers can administration. Participants will read in-depth of addictions and the relationship of addictive deliver their best and children can learn the and write analytical response papers as a basis behavior to common psychological disorders. most. Prerequisite: admission to Initial for discussion in the seminar and will produce a Models and theories of addictive behavior that Administrator Licensure Program. Must be term project or research paper. Prerequisite: the professional counselor needs to understand taken concurrently with EPFA 570. admission to the Graduate School of Education when treating clients with addictive and co- EFPA 583 doctoral program or permission of instructor. occurring disorders are reviewed. Teaching, Learning and Curriculum II (2) EPFA 801 Coun 432/532 Examines the complex relationships between Research (Credit to be arranged.) Assessment and Diagnosis of staff evaluation, individual professional develop- EPFA 802 Substance Abuse (3) ment, staff development, and effective teaching, Independent Study (Credit to be arranged.) Focuses on the development of the knowledge learning, and curriculum. Students will formu- EPFA 804 and skills of assessment and diagnosis of psy- late a working knowledge of the change Cooperative Education/Internship choactive substance use disorders. process, staffing, program, and faculty needs (Credit to be arranged.) within an educational setting through problem- Coun 437/537 EPFA 805 based learning. Prerequisites: admission to Current Issues in Addictions Counseling (3) Reading and Conference Presentation of current issues and new develop- Initial Administrator Licensure Program, (Credit to be arranged.) EPFA 570 and EPFA 582. Must be taken con- ments in the treatment of substance abusing currently with EPFA 572. EPFA 806 clients. Emphasis is on new knowledge from Special Problems (Credit to be arranged.) research and current trends in treatment with G RADUATE S CHOOL OF E DUCATION 241

particular focus on the interface between chemi- Coun 533 research connected with the application of these cal dependency and mental health. Treatment of Substance Abuse I (3) interventions in the treatment planning process Coun 441/541 Focuses on the development of the knowledge is also addressed. Prerequisites: Coun 551, 552. Introduction to Counseling (3) and skills of treatment planning and implemen- Coun 555 This course provides an introduction to the tation. Reviews the various modalities of sub- Counseling Children and Youth (3) counseling profession. Specifically, it focuses on stance abuse treatment along with the efficacy Theoretical overview of growth and develop- introducing theories and skills related to work- and indications for use of each modality. ment of children and youth. Emphasis on trans- ing with individuals, groups, and families across Primary focus is on evidence-based practices. lating theory into practice through a “person- a variety of settings. It also provides an introduc- Coun 534 environment interaction” conception of counsel- tion to various career and educational options Treatment of Substance Abuse II (3) ing, consultation, and educational intervention within the counseling profession. The course is Focuses on the development of the knowledge in school settings. cross listed as an undergraduate and graduate and skills of substance abuse treatment for Coun 566 course, with different requirements for each. diverse client populations. Examines the ethical Appraisal Instruments (1) Coun 445/545 issues involved in addictions counseling and the Accompanies Coun 567 and is intended to be an Youth at Risk (3) responsibilities for continuing professional evaluation and application practicum of tests Designed to provide participants with an development for the addiction specialist. Focus used in each counselor education specialty track. overview of information focused on counseling is on both theoretical and practical skills. Must be taken concurrently with Coun 567. and teaching youth-at-risk. Emphasis will be Coun 535 Coun 567 placed on identifying youth-at-risk for depres- Dual Diagnosis (3) Using Tests in Counseling (3) sion, suicide, eating disorders, pregnancy, AIDS, Focuses on the development of knowledge, The course is a graduate level introduction to test- use and abuse of alcohol and drugs, homeless- skills, and theoretical framework applicable to ing. It offers the student the option of test usage ness, gang membership and several other at-risk the diagnosis and treatment of co-occurring dis- in the counseling process and introduces issues behaviors. Ideas for primary, secondary and ter- orders. It provides an understanding of chemi- related to such usage. In addition, the course tiary prevention from individual, family, school cal dependency and mental health and looks at acquaints the student, through hands-on experi- and community perspectives will also be pre- best practice models. ence, with test taking, scoring, norming, profiling sented. Particular attention will be paid to Coun 536 and interpreting. Prerequisite: Coun 541. guidelines for development of tragedy response Addictions Counseling Capstone (3) Coun 568 plans for school campuses in conjunction with Provides participants with an opportunity to the topic of tertiary prevention. Presented in a Career and Lifestyle Planning (3) research and present material relating to a specific This course examines the theoretical research varied format structured to include lecture/dis- topic, treatment approach, or client population, cussion, audio-visual presentations, participant foundation for career choices, factors that influ- and which demonstrates mastery of the informa- ence choices, the role of information, the skills self-evaluation of their own at-risk behaviors, tion presented in the addiction counseling series. role-plays and small group discussion. and practices of effective helpers, the explo- The final work product is to demonstrate an inte- ration/testing/labor market information sources Coun 504 gration of the knowledge from the courses. which contribute to the value choices that are Internship (Credit to be arranged.) Coun 542, 543 made, and related issues and problems. Coun 526 Interpersonal Relations I, II (3, 3) Prerequisite: admission to the program and Effective Teaching (2) Development of the self. Emphasis on creative Coun 541. Designed to meet the education and student growth and the nature of interaction with oth- teaching requirements for track II school coun- Coun 569 ers. Communication and belief systems in rela- Developmental Foundations seling students. Topics covered include effective tion to self-acceptance. To be taken sequentially. of Counseling (3) teaching strategies designed to help school Coun 551 Theoretical overview of life-span growth and counselors-in-training to meet the TSPC pre- Theories and Interventions I (3) development, emphasizing cognitive-intellectu- scribed teaching competencies: planning for This course focuses on providing an overview of al, cognitive-moral, emotional-self, and social instruction, establishing a classroom climate counseling theories and their practical applica- aspects of developmental growth in the human conducive to learning, implementing instructions with various populations. The emphasis being. Emphasis on translating theory into prac- tional plans, evaluating pupil achievement, fos- will be on learning the key concepts of each tice through a “person-environment interaction” tering professional relationships, and addressing major theory across three dimensions: (a) human conception of counseling, consultation, and organizational expectations. Students are nature, (b) pathology, and (c) treatment. Focus educational intervention. required to complete a 200-hour teaching will also be on conceptually applying each theory Coun 570 practicum in the field (125 hours of observation to client cases and on understanding underlying and 75 hours as classroom teacher) and com- Ethical and Legal Issues in Counseling (3) values and common elements across theories. Designed to further develop the professional plete a work sample. Students are expected to Graduate standing is a prerequisite for this class. complete two credits per term during one identity of counselors by studying the content school year for a total of six credits. Restricted Coun 552 and application of the ethical standards of the to students admitted to the track II school Theories and Interventions II (3) American Counseling Association, the American counselor specialization. This course focuses on providing an overview of Psychological Association, and related profession- advanced and contemporary counseling theories al organizations. Also addresses legal issues in Coun 527 and their practical applications with various pop- counseling and laws that affect the practice of Counseling Individuals ulations. The emphasis will be on learning the counseling. Course content includes respecting with Diverse Needs (3) key concepts of each major theory across three diversity; client welfare; informed consent; confi- Designed to prepare counselors to provide col- dimensions: (a) human nature, (b) pathology, and dentiality and privileged communication; laborative services for individuals with diverse (c) treatment. Focus will also be on conceptually records, technology, and court subpoenas; com- needs in elementary, secondary, and postsec- applying each theory to client cases. Completion petence and malpractice; boundary issues; child ondary educational settings. Topics will include of COUN 551 is a prerequisite for this class. and adolescent clients; family and group counsel- an overview of the legal mandates that impact ing; evaluation, testing, and diagnosis; supervi- educational requirements and services for stu- Coun 553 sion and consultation, conducting research and dents with disabilities, including eligibility and Advanced Therapeutic Strategies (3) methods of resolving ethical and legal issues. various types of disabling conditions related to Focuses on advanced interventions for clients educational success. Issues related to counseling seeking personal counseling. Emphasis is Coun 571 students and family members, transitional plan- focused upon cognitive-behavioral, brief thera- Group Counseling (3) ning, and collaborating with special educators py, and selected experiential interventions and This course is designed to provide students with and other services providers will also be covered. their use in treatment planning. The theory and opportunities to learn about group counseling 242 P ORTLAND S TATE U NIVERSITY

theories and skills. Particular emphasis will be a school-based project integrated into a school’s Coun 583 placed on understanding group dynamics and comprehensive counseling program. Job Placement and Development (3) leadership skills as they may apply to different Coun 577 Designed to provide students with a solid populations and settings. Class time will Family Therapy (3) understanding of job placement principles, include lecture/discussion and group-based This course will provide an overview of family practice and knowledge needed to assist people experiential learning. In conjunction with this therapy, particularly related to parent-child rela- with disabilities in securing and maintaining course, all students must register for tionships. Families will be understood from employment, and job development and market- COUN 509: Group Practicum. practical, structural, intergenerational, cultural, ing techniques required for seeking both com- Coun 572 developmental, topical, and process perspec- petitive and supported employment. Systemic Perspectives on tives. A foundation in family therapy theory is a Coun 585 Human Sexuality (3) prerequisite for this course; the emphasis here Diagnosis and Treatment Planning I (3) Designed to provide participants with the will be on application of theory and the devel- First in a sequence of two courses introducing opportunity to study the expression of human opment of family therapy skills. Experiential students to the diagnosis and treatment of psy- sexuality and intimacy across the life span as learning (role plays) will occur during class, chiatric disorders as outlined in the current well as strategies to both facilitate healthy sexu- with participation required from all students. Diagnostic and Statistical Manual of Mental al development and overcome common sexual Coun 578 Disorders. Emphasis on diagnostic reasoning, functioning problems. Students will be assisted Couples Therapy (3) basic map and thinking process embedded in the in the process of recognizing personal attitudes Students learn to conceptualize and intervene current Manual. Use of decision trees to arrive at and values about various aspects of sexuality systematically with couple units. Attention is accurate diagnoses. Overview of conditions cov- and their effect on practice as well as the given to maintaining therapeutic balance, devel- ered in the Manual. Prerequisite: Coun 541. process of comfortably discussing sexuality with oping an intersystem treatment plan, and asking Coun 586 individuals and couples. Also addresses the systemic/interactional questions. A major Psychopharmacology and Mental Illness (3) impact of sexual abuse and sexuality and treat- emphasis is supervised skill practice through Examines important psychotropic medications ment considerations. Presented in a varied for- role play. and their therapeutic applications. Drug efficacy, mat structured to include lecture/discussion, side effects, treatment of specific disorders such audio-visual presentations, participant self-eval- Coun 579 Advanced Systemic Interventions: as anxiety and mood disorders, psychoactive uation of their own attitudes and values, role- substance use disorders, and schizophrenia. plays and small group discussion. Couples and Families (2) Intended for graduate students taking the MFT Prerequisite: Coun 541. Coun 573 series, this course analyzes current therapeutic Coun 587 Contemporary Couples, Marriage, and assessment tools and interventions grounded in Foundations of Mental Health Services (3) Family Systems (2) systemic theory/research as they pertain to fami- Examines community mental health movement, Focus on contemporary couples, marriage and ly transitions. Success in this course builds policy, service sequence, and related legislation; family systems as they exist in American society upon requisite mastery of major systemic con- organization and delivery of mental health serv- today. Explore the past, present, and future of cepts that have to do with systemic function, ices at the federal, state, and local levels; influ- these systems, including changing demograph- structure, and motivation as related to assessing ences and trends in service delivery. ics and their implications for professionals. similarities and differences between normative Prerequisite: Coun 541. Coun 574 and paranormative marriage and family life Coun 588 Family Life Cycle and Transitions (2) transitions. Appropriate systemic assessment Diagnosis and Treatment Planning II (3) Intended for graduate students taking the MFT integrates with systemic therapeutic interven- Second in a sequence of two courses that exam- series, this course examines family development tions in resolving crisis resulting from family ine the diagnosis and treatment of mental disor- as a foundational framework for family therapy. transitional difficulty, chronic illness, divorce, ders, as outlined in the current Diagnostic and The developmental context provides opportuni- separation, remarriage, death. Statistical Manual. ty to consider symptoms and dysfunction as Coun 580 Coun 589 related to tasks and challenges of reorganization Supervision (1) at transition points. Action Research in Counseling (1) Presents a systemic model of clinical supervi- Designed to enable counselors to conduct Coun 575 sion and its application to the supervisory action research in counseling settings. Foundations of Couples, Marriage, and process. Relationship of the model to existing Development of an action research project Family Counseling (3) conceptual and empirical literature also directly related to improving comprehensive This course constitutes an introduction to the overviewed. Techniques and skills for debriefing counseling programs. Emphasizes developing theory and methodology of marriage and family and mentoring supervisees also addressed. research projects that address the academic, counseling. Attention is given to the major fam- Coun 581 career, and personal/ social success of all stu- ily interactional patterns which lead to family Multicultural Perspectives in Counseling (3) dents. Course is restricted to counselor educa- system breakdowns as well as the development A study of the human, ecological and societal tion students enrolled in internship. One credit of skills in the identification of such patterns. forces influencing the provision of counseling per term. Family process assessment techniques, begin- services to culturally diverse students and other Coun 590 ning work with families, dealing with resistance clients in educational and community settings. in family counseling, use of “self,” doubling, Foundation of Rehabilitation Counseling (3) Current issues, problems and trends will be Introductory course for students pursuing grad- sculpting, etc., are interventions which are examined. Increased competence in individual taught using an experiential format. uate study in rehabilitation counseling and is and group counseling strategies and techniques also oriented toward students with a more Coun 576 will be emphasized, using didactic and experi- peripheral interest in related human service Parents, Families, and Communities ential approaches. Prerequisite: Coun 541. fields. Intended to provide a broad overview of in Schools (3) the profession of rehabilitation counseling with Examines effective methods for including par- Coun 582 Research and Program Evaluation in an emphasis on both theoretical and practical ents, families, and communities in schools. Counseling (3) aspects of the field. Prerequisite: Psy 534 or Emphasizes a systems perspective that includes Covers the areas of research design, basic psy- Coun 541. consultation and collaboration in addressing chometric principles and statistical procedures, Coun 591 academic, career, and personal/social success for test/scale construction, needs assessment, pro- all students. Family dynamics and influences on Medical Aspects of Disability (3) gram evaluation, use of library as a research Covers the most common physical, sensory, and school success will be addressed. Application of tool, and writing research reports. Specific school counseling consultation, collaboration, mental disabilities encountered by the rehabili- counseling applications to community, rehabilitation professional. The major symptomatology, and family support for all students will result in tation, and school settings are made. G RADUATE S CHOOL OF E DUCATION 243

diagnostic procedures, treatment modalities, health issues, and their potential impact on SpEd 409/509 functional implications, and psychosocial and infants, toddlers, and their families; and (3) gain Practicum (Credit to be arranged.) vocational correlates of each disabling condition knowledge of major forms of psychopathology Consent of instructor. will be discussed. Prerequisite: Coun 590. within infant/toddler mental health. SpEd 410/510 Coun 592 Coun 601 Experimental Course Psychosocial Aspects of Disability (3) Research (Credit to be arranged.) (Credit to be arranged.) Covers the psychological and social aspects of Coun 602 SpEd 418/518 adjustment and adaptation to a variety of dis- Independent Study (Credit to be arranged.) Survey of Exceptional Learners (3) abling conditions. Theoretical and practical Coun 603 Overview of working with exceptional individu- issues relating to various types of physical, psy- Dissertation (Credit to be arranged.) als, including special education and multicul- chiatric, mental and social disabilities will be Coun 604 tural differences. Nature of diversities (including examined and discussed. Prerequisite: Coun 590. Cooperative Education/Internship the talented and gifted) and educational ramifi- Coun 593 (Credit to be arranged.) cations for the teacher. Recommended prerequi- Case Management (3) Coun 605 site: Psy 311. Students will study case management systems Reading and Conference SpEd 455/555 and skills as used in both public and private (Credit to be arranged.) Working With LEP Children Who Have rehabilitation and related other human service Coun 606 Special Needs (2) agencies. Topics covered include case identifica- Special Problems/Projects Examine the current research in special education, referral, eligibility determination, assess- (Credit to be arranged.) tion and see where it is appropriate in working ment, goal setting, plan development, interven- Coun 607 with the Limited English Proficient (LEP) child. tion strategies, case monitoring, inter-agency Seminar (Credit to be arranged.) Consider issues including testing and diagnosis, coordination, advocacy, promotion of self-advo- Coun 608 appropriate teaching material and method, and cacy by client, software systems, information Workshop (Credit to be arranged.) placement. Discuss political, social, and com- flow, organizational structures, time manage- Coun 609 munity concerns in working with LEP students ment, critical case management skills, funding Practicum (Credit to be arranged.) with special needs. sources and billing, as well as other topics of Coun 610 interest to the student. Prerequisite: Coun 590. SpEd 460/560 Selected Topics (Credit to be arranged.) Outdoor Education/Recreation With Coun 594 Coun 801 Persons With Disabilities (6) Occupational Analysis/ Research (Credit to be arranged.) Course provides a supervised practicum in a Vocational Evaluation (3) Coun 802 variety of outdoor activities with children, Content and experiences presented through this Independent Study (Credit to be arranged.) youth, and adults with disabilities. Students course are design to familiarize the student with Coun 804 serve as counselor trainees, under the guidance the basic principles and imperatives of occupa- Cooperative Education/Internship of experienced outdoor specialists and teachers tional analysis and vocational evaluation and (Credit to be arranged.) in a residential program located at the Mt. Hood how these are applied and used in real world Coun 805 Kiwanis Camp. Emphasis on learning from and settings. Didactic instruction, experiential Reading and Conference about persons with disabilities, teamwork with- research, and collegial participation will be used (Credit to be arranged.) in living groups, and developing outdoor and to help students integrate course teachings into Coun 806 leadership skills. a core of personal and professional understand- Special Problems (Credit to be arranged.) ing which can then be applied to many different SpEd 480/580 Coun 807 Introduction to Early Intervention/Early settings or systems. Prerequisite: Coun 590. Seminar (Credit to be arranged.) Childhood Special Education (3) Coun 595 Coun 808 Provides historical, social, and legal foundations Contemporary Issues and Applications in Workshop (Credit to be arranged.) for early intervention and early childhood spe- Rehabilitation Counseling (3) Coun 809 cial education and other services to young chil- Covers contemporary issues in the field of reha- Practicum (Credit to be arranged.) dren with special needs. Introduces concepts bilitation counseling as well as recent applica- and processes for screening and assessment, tions of rehabilitation theories, technologies, Coun 810 Experimental Course family-centered planning, blending develop- assessment procedures, and counseling modali- (Credit to be arranged.) mentally and individually appropriate practices, ties, to a variety of rehabilitation settings and providing learning opportunities in natural early across rehabilitation populations. SPECIAL EDUCATION childhood settings, planning environments and Coun 596 SpEd 199 activities to include all children, and transition Foundations of School Counseling (3) Special Studies (Credit to be arranged.) planning. Recommended prerequisites: admis- Foundational course for students pursuing SpEd 401/501 sion to program or permission of instructor. graduate study in the specialized field of school Research (Credit to be arranged.) SpEd 481/581 counseling. Intended to provide a broad SpEd 402/502 Family Guided Early Intervention (3) overview of the school counseling profession Independent Study (Credit to be arranged.) Develops knowledge and skills necessary for with an emphasis on both theoretical and prac- SpEd 403/503 providing early intervention services to infants tical aspects of comprehensive school counsel- Thesis (Credit to be arranged.) and toddlers with developmental delay/disabili- ing programs. Field study required. SpEd 404/504 ties and their families. Coun 597 Cooperative Education/Internship SpEd 482/582 Strengths, Risk Factors, and Disturbance in (Credit to be arranged.) Specialized Techniques: Early Infants, Toddlers, and Their Families (3) SpEd 405/505 Intervention/Early Childhood Special Focus on infants, toddlers, and their families Reading and Conference Education (3, 3) and how they cope successfully with life tasks (Credit to be arranged.) Develops specialized knowledge and skills nec- and external stressors. Examination of what hap- SpEd 406/506 essary for providing early intervention and early pens when coping breaks down and problems Special Problems (Credit to be arranged.) childhood special education services to infants, emerge in families with young children. SpEd 407/507 toddlers, and preschool children with severe Students will (1) identify relevant strengths and Seminar (Credit to be arranged.) and multiple disabilities, including children resiliency factors for infants, toddlers, and their with physical and sensory impairments, chil- families; (2) understand developmentally rele- SpEd 408/508 Workshop (Credit to be arranged.) dren with health impairments, and children vant risk factors, especially parental mental with autism. 244 P ORTLAND S TATE U NIVERSITY

SpEd 483/583 learning theory, curricular models, and profes- SpEd 527 Communication and Language sional ethics and standards. Pre- or co-requisite: Instructional Methods II: Development: EI/SE (Early Intervention/ SpEd 418/518. Math (Elementary) (3) Early Childhood Special Education) (3) Students will examine curriculum and learn SpEd 520 Designed to provide information about typical Collaboration I: Families and explicit methods for teaching mathematics con- and atypical communication development, birth Community— EL and EI/SE (3) cepts and skills to children with special needs. through early childhood. In addition, informa- Designed to develop knowledge in the areas of Prerequisites: SpEd 519 and admission to tion will include strategies for EI/SE to promote family systems theory, strengths-based model, program. communication development for all children. information gathering techniques, and collabora- SpEd 528 Recommended prerequisites: SpEd 480/580 and tion techniques with families and professionals. Instructional Methods I: Literacy (Mid- admission to program. Information related to cultural competence is level/High School) (3) SpEd 512 infused throughout the course. In addition, stu- Develops knowledge and practices for teaching Diagnostic Assessment (3) dents receive information on grief related to hav- reading, writing, and other literacy skills to Examination and application of ing a child with a disability and the death of a middle and secondary students with high inci- diagnostic/assessment procedures and instru- student. Students are required to participate in a dence disabilities. Curriculum and instructional ments used to appraise current academic per- family conversation project to identify family methods for students who are emergent, devel- formance of K-12 students with intellectual, strengths, concerns, and resources with a family oping, and fluent readers and writers are learning, and behavioral disabilities. Prospective who has a child with special needs. Prerequisites: addressed. The development of student’s use of special education teachers will develop the SpEd 519 and admission to program. learning strategies to become more independent foundational knowledge and skills to: collect and effective learners is described. Prerequisites: SpEd 521 background information on students; select, Behavior Management in the Classroom (3) SpEd 519, Ed 511, and admission to program. administer, and interpret the results of norm- Primary emphasis will be on observation of class- SpEd 529 referenced assessment tools; and develop room behavior with concomitant development of Instructional Methods II: Math and reports that are meaningful to teachers and par- alternatives for intervention in helping children Content Instruction (Mid-level/High ents and abide by federal, state, and profession- develop more appropriate behavioral skills. School) (3) al guidelines. Prerequisites: SpEd 519 and Purpose of this course is for preservice and prac- admission to program. SpEd 522 ticing educators to develop the knowledge and Collaboration II: Inclusion Strategies skills to effectively teach mathematics and other SpEd 513 (ECE/Elementary) (3) content area subjects to students with mild dis- Classroom Based Assessment and Designed to help preservice teachers learn col- abilities in middle/secondary schools. Educators Instructional Planning (3) laborative strategies that facilitate the inclusion will learn how to use instructional methods and Informal, formative, ongoing assessment tech- of students with disabilities into the general content enhancement devices to make curricular niques for students with special needs in special education program. Prerequisites: SpEd 520 or content more accessible for students with disabil- and regular education settings. Using informa- permission of instructor. tion from assessments to make instructional ities. Strategies for promoting retention, applica- decisions and for IEP documentation and plan- SpEd 523 tion, and generalization of content learning will ning. Prerequisites: SpEd 519 and admission to Collaboration I: Work-Based Learning and also be examined. Prerequisites: SpEd 519 and program. Transition (Mid-level/High School) (3) admission to program. Designed to help preservice teachers learn collabo- *SpEd 514 rative strategies that facilitate the inclusion of stu- SpEd 532 Methods of Teaching Academics (3) dents with disabilities in the areas of career devel- Functional Assessment and Curriculum I (4) Emphasis on instructional programming and opment and transition planning. Prerequisites: Develops philosophical and social foundations teaching techniques for implementing language SpEd 519 and admission to program. for services to individuals with significant and arts, reading, and mathematics curricula for stu- multiple disabilities, early childhood through dents with disabilities. Prerequisites: SpEd 418/ SpEd 524 adulthood. Emphasizes ecological and functional 518 and admission to certificate program. Collaboration II: Schools and Inclusion assessment strategies for life skills, communica- Strategies (Mid-level/High School) (3) tion, social, motor, and functional academic *SpEd 515 Designed to help preservice teachers learn col- Methods of Teaching Life Skills (3) domains. Strategies for including students with laborative strategies that facilitate the inclusion significant and multiple disabilities in system- Emphasis on life skills programming and teaching of students with disabilities into the general techniques for implementing the functional cur- wide, standards-based assessment are addressed. education program. Prerequisites: SpEd 523 or Prerequisite: admission to appropriate special riculum. These curriculum areas include: commu- permission of instructor. nication, leisure education, vocational, gross/fine education cohort or permission of instructor. motor, social/sexual and self-help for students with SpEd 525 SpEd 534 disabilities. Prerequisites: SpEd 418/518 and Student Teaching (6-12) Functional Assessment and Curriculum II (4) admission to certificate program. Observation and teaching under the direction of Applies knowledge and skills for functional a supervising teacher. Opportunities for assum- *SpEd 516 assessment and applied behavior analysis in the ing direct responsibility for the learning activi- design and implementation of an individualized, Consulting and Team Planning (3) ties of the disabled learner, for developing skill A study of practices and techniques for imple- functional curriculum for students with signifi- in techniques of teaching and schoolroom man- cant and multiple disabilities, early childhood menting a transdisciplinary team approach to agement, and for participating in the life of the collaborating with parents, related service staff, through adulthood. Emphasizes curricular con- school. Prerequisite: Satisfactory completion of tent for life skills, communication, social, motor, regular educators, administrators, and medical SpEd 509 Directed Field Experience II. personnel. Prerequisites: SpEd 418/518 and and cognitive/functional academic domains. admission to certificate program. SpEd 526 Provides instructional strategies for routines- Instructional Methods I: Literacy based, naturalistic, and teacher-directed learn- SpEd 519 (Elementary) (3) ing. Includes strategies for using positive behav- Principles of Special Education (3) Designed to help preservice teachers learn ioral supports for students with significant dis- Prepares students entering special education methods and curriculum for teaching reading abilities, based upon functional behavioral with basic knowledge, skills, and values neces- and language arts skills to children with special assessment and analysis. Prerequisites: SpEd 532 sary for future success in their profession. Major needs. Prerequisites: SpEd 519, Ed 511, and and admission to the program. overview of theory and research underlying admission to program. delivery of special education services in the SpEd 536 public schools. Intensive study of career plan- Specialized Techniques (3) ning, graduate writing and research, informa- Information and skills development for meeting tion systems, current legislation, teaching and the specialized support needs commonly found G RADUATE S CHOOL OF E DUCATION 245

with students with significant disabilities. Focus ics, and adapted materials. In-depth curricular *SpEd 558 on educational implications considering (1) the focus for the multi-disabled child. Prerequisites: Introduction to Youth in Transition (3) nature of the medical condition, (2) methods SpEd 418/518 and admission to the program. Examination of transition services mandated by for instruction (i.e., positioning, mobility), and SpEd 545 public laws; application of skills to facilitate (3) procedures for structural modifications. Orientation and Mobility/Life Skills (3) school-to-work transition of youth with disabili- Course incorporates information from various Focus on teaching independent travel skills to ties; and family partnerships. disciplines and is designed to assist the educa- totally or functionally blind students. Methods SpEd 559 tor in becoming an effective member of a trans- and techniques presented to help the special Professional Practices: Rehabilitation of the disciplinary team that serves students with rou- and regular class teacher promote success in Blind (3) tine and emergency medical and physical needs. daily living skills as well. Prerequisite: Overview of blindness and the blindness deliv- Prerequisite: SpEd 418/518 and admission to SpEd 418/518. ery systems. Roles and responsibilities of those the program. working in social, psychological, educational, SpEd 546 SpEd 540 Braille I (3) recreational, and vocational settings are emphasized. Issues and field overviews. Education of the Visually The Braille code is presented, to include Grade Impaired Learner (3) II literary Braille, and use of the abacus. *SpEd 561 Beginning with a historical background of the Prerequisites: SpEd 540 and admission to the Behavior-Disordered Learner (3) education of the visually disabled, this course program. Course focuses upon the nature and needs of provides an overview of basic information about behavior-disordered youth in educational and visually impaired children and youth. Basic pro- SpEd 547 social settings. Academic areas as well as strate- gramming components and implications for Braille II (2) gies for inclusion for the behavior-disordered conceptual and motoric development. Basic All special signs and symbols relating to the lit- learner in all aspects of the school curriculum. curricular components necessary for the visually erary code are learned and special formatting Prerequisite: SpEd 418/518. impaired, leading to transition from school to techniques used in printed materials, charts, adult life. Prerequisites: SpEd 418/518 and and graphs. Study of Braille Nemeth Code for *SpEd 562 Alternate Education for Learning-Disabled admission to the program. mathematics. Prerequisites: SpEd 546 and admission to the program. Children (3) SpEd 541 Outdoor program focusing on academic instruc- Implications of Vision Problems of *SpEd 551 tion and recreational experiences designed to Children/ Youth (3) Job Search Education (3) enhance the learning potential of the learning- Anatomy, physiology, common diseases, and Course designed to teach the latest job finding disabled child. Emphasis is on practical approach hygiene of the human eye. Emphasis on vision and leisure search techniques and to improve for teachers. Prerequisite: SpEd 418/518. screening, testing, and techniques for evaluation students’ ability to teach job/leisure finding to of functional visual skills in the classroom. high school pupils. Course combines lecture SpEd 563 Advanced Techniques of Reading (3) Focus includes strategies for improving med- and hands-on experiences. Training for teachers Primarily concerned with educational methods ical/optometric eye reports. Emphasis on work- and counselors in community agencies. designed to teach students with severe to mod- ing with the regular classroom teacher regarding Prerequisite: SpEd 418/518. erate response deficits in reading. Prerequisite: prevention of potential eye disorders and refer- *SpEd 552 CI 474/574. ral to eye specialists. Prerequisites: SpEd 540 Sex Education for Persons and admission to the program. with Disabilities (3) SpEd 564 Learning Disabilities (3) SpEd 542 Course examines values and attitudes behind Concepts, issues, and major sources in the field Assessment of the Visually Impaired (3) teaching social/sexual skills to persons with of learning disabilities: definition, causation and Examination and application of diagnostic and mental retardation. Self-esteem building, body identification, ability vs. task analysis models, assessment instruments useful with or modified image, classroom activities and learning experi- perceptual training, and aptitude treatment inter- for visually impaired learners. Designed to pre- ences on puberty, menstruation, sterilization, action, early identification, and reading disability. pare teachers of the visually disabled for admin- birth control, and sexually transmitted diseases. istering, scoring, and interpreting test results for Prerequisite: SpEd 418/518. *SpEd 565 program planning and implementation. *SpEd 553 Medical and Legal Aspects Developmental areas include cognition, social/ Leisure Education for Persons with for the Disabled (3) emotional skills, psychomotor skills, and self- Disabilities (3) An examination of the medical and legal aspects help skills. Prerequisites: SpEd 418/518 and Focuses on recreation and leisure as a major of major disabling conditions and implications admission to the program. aspect of independent living and community for management in the special education/reha- adjustment. Roles of the schools in providing a bilitation setting. Focus on the medical and SpEd 543 legal needs of persons with severe disabilities in Reading and Literacy–Visually Impaired comprehensive leisure education program for educational, clinical, and social settings. Learners (3) students with disabilities. Prerequisite: Prerequisite: SpEd 418/518. This course provides an overview of language SpEd 418/518. development and literacy instruction from pre- *SpEd 556 SpEd 568 reading through adolescence. Age-appropriate Career Education for Persons with Advanced Behavior Management (3) methods for literacy instruction will be dis- Disabilities (3) Course for educational professionals serving cussed, with emphasis on similarities and differ- Course presents a broad conceptual framework behaviorally disordered students whose disabili- ences between sighted print readers and readers for organizing and developing career education ties are considered mild to moderate. Focuses with visual impairments, including blindness. programs for disabled students on advanced methods of behavior management Both conventional and functional literacy will (elementary/young adult); helps participants that go beyond traditional behavior modifica- be addressed. gain knowledge which strengthens vocational tion practices. Prerequisite: SpEd 521. SpEd 544 success for disabled persons; and program mod- *SpEd 570 Methods of Teaching Academics: Visually els train persons with disabilities in transition Communication Systems for Persons with Impaired Learner (3) from school to community life. Prerequisite: Severe Disabilities (3) Course focuses upon curricular adaptations for SpEd 418/518. Course for students who will be teaching commu- use with the visually impaired learner in the *SpEd 557 nication skills to persons with severe disabilities, classroom. Academic areas examined and strate- Job Placement and Training (3) including nonverbal individuals. Examines special- gies for inclusion for the visually impaired Techniques, training, and outcomes to assist ized systems for teaching communication skills, learner in all aspects of the school curriculum. persons with disabilities obtain and maintain normal speech, and implementation of communi- Teaching of Braille, use of abacus for mathemat- employment. cation instruction. Prerequisite: SpEd 418/518. 246 P ORTLAND S TATE U NIVERSITY

*SpEd 573 Develops knowledge and skills for curriculum- tive. Examines the range of interventions used Assessment and Planning for Students based assessment, design of individual program in the field of infant mental health. Emphasis With Mild Disabilities (3) plans, and use of data collection systems to on the importance of treating infants and tod- Examination and application of diagnostic and monitor child progress. dlers in the context of their families and com- assessment instruments used to measure cogni- SpEd 586 munities. Intervention strategies for those tar- tive language abilities and social/emotional Instructional Strategies II: EI/SE (3) geted at children with psychosocial/relational functioning. Formal and informal methods of Develops advanced knowledge and practices for and developmental disturbances as well as those assessment. Prerequisite: SpEd 418/518. teaching and facilitating development of chil- determined to be at risk. Includes a review of SpEd 575 dren with special needs, birth through the pri- international, national, and regional established Braille III/Technology for the mary grades. Builds upon the student’s knowl- and pilot programs in early intervention and Visually Impaired (3) edge of individually appropriate practice, prevention. Assess and critically evaluate the Study of computer applications for visually applied behavior analysis, and design of indi- current science around treatment efficacy of var- impaired learners, including existing and pro- vidual and group plans for instruction. ious interventions. posed hardware and software that would Develops knowledge and skills for implementa- SpEd 601 improve accessibility to print information by tion of specific strategies supported by current Research (Credit to be arranged.) visually impaired and blind students. research and recommended practices, including SpEd 602 Adaptations of existing technology, evaluation of strategies to support early relationships, peer Independent Study (Credit to be arranged.) its effectiveness. Prerequisite: SpEd 540. interaction, social-emotional development, cog- SpEd 603 SpEd 576 nitive development, and early literacy. Dissertation (Credit to be arranged.) Visually Impaired Learner with Additional SpEd 590 SpEd 604 Disabilities (3) Applied Behavioral Research Cooperative Education/Internship Study of visually handicapped students with in Special Education (3) (Credit to be arranged.) concomitant disabilities such as hearing impair- Study of applied behavioral research in special SpEd 605 ments, mental retardation, and behavior disor- education. Conceptualization of a variety of Reading and Conference ders. Emphasis on curricular adaptations, teach- research designs appropriate for problems in (Credit to be arranged.) ing strategies, and behavior management. special education, including multiple baseline SpEd 606 Prerequisite: SpEd 418/518. design research. Development of hypotheses, Special Problems (Credit to be arranged.) SpEd 578 definition and measurement of important vari- SpEd 607 Advanced Behavioral Strategies (3) ables, research design strategies, analysis of Seminar (Credit to be arranged.) Intervention strategies for students with severe data, interpretation and inference, and writing a SpEd 608 behavior problems and disorders; focus on edu- research report. Prerequisite: SpEd 418/518. Workshop (Credit to be arranged.) cation, and non-adversive behavior manage- SpEd 591 SpEd 609 ment strategies. Prerequisite: SpEd 418/518. Issues in Special Education (3) Practicum (Credit to be arranged.) SpEd 584 Review of the major issues related to special SpEd 610 Assessment: EI/SE (3) education in the United States. Emphasis upon Selected Topics (Credit to be arranged.) Provides an overview of assessment procedures moral, ethical, and legal considerations relative SpEd 801 in the field of early intervention/early childhood to the habilitation of disabled children and Research (Credit to be arranged.) special education. These procedures include youth. Prerequisite: SpEd 418/518. SpEd 802 screening and testing using norm-referenced, SpEd 592 Independent Study (Credit to be arranged.) criterion-referenced, curriculum-based, and Advanced Studies in Special Education (3) SpEd 804 observational methods. Reliability and validity Review of major philosophical and theoretical Cooperative Education/Internship of assessments are discussed in relation to stan- bases for learning relative to the unique needs (Credit to be arranged.) dardized testing. Learners have the opportunity of atypical persons served in special education SpEd 805 to observe and record the behaviors of young programs. Overview of the work of Piaget, Reading and Conference children. Assessment strategies such as arena Skinner, Baumeister, Bandura, Prehm, and oth- (Credit to be arranged.) assessment, play-based assessment, parent ers. Prerequisite: SpEd 591. SpEd 806 reporting, and family interviewing. Emphasis on SpEd 594 Special Problems (Credit to be arranged.) the assessment process for the young child and Assessment Methods and Classification in SpEd 807 the family’s role in the assessment of the young Infant Mental Health (3) Seminar (Credit to be arranged.) child with developmental delays or disabilities. Develop knowledge and skills to complete the SpEd 808 SpEd 585 assessment process of infants, toddlers and their Workshop (Credit to be arranged.) Instructional Strategies I: EI/SE (3) caregivers through multiple sources of informa- SpEd 809 Develops knowledge and practices for teaching tion within a culturally relevant context. Topics Practicum (Credit to be arranged.) and facilitating development of children with include selection of tools and methods for infor- SpEd 810 special needs, birth through the primary grades. mation collection, methods for screening and Experimental Course Builds upon the student’s knowledge of child assessment, and use of classification systems (Credit to be arranged.) development and developmentally appropriate within the mental health system. practices. Focuses upon the design of individu- SpEd 595 ally appropriate practices, principles of applied Prevention and Intervention in Infant behavior analysis, activity-based intervention, Mental Health (3) naturalistic teaching strategies, discrete trial Concepts of early intervention and prevention teaching, and positive behavioral supports. with the infant-toddler mental health perspec- Maseeh College of Engineering and Computer Science

ROBERT DRYDEN, DEAN DAN HAMMERSTROM, ASSOCIATE DEAN JACK DEVLETIAN, ASSOCIATE DEAN MARCIA FISCHER, ASSISTANT DEAN SUITE 500, ENGINEERING BUILDING www.cecs.pdx.edu/

B.S.—Civil Engineering, Computer matics, science, and liberal arts courses. Engineering, Computer Science, Graduate programs provide extended edu- Electrical Engineering, and cational opportunities in various engineer- Mechanical Engineering ing and computer science specialties. Minor in Computer Science Minor in Electrical Engineering Minor in Environmental Engineering M.S.—Civil and Environmental Undergraduate Engineering, Computer Science, Electrical and Computer Engineering, Engineering programs Management, Mechanical Engineering, At the undergraduate level, the student and Materials Science and Engineering M.Eng.—Civil and Environmental may select degree programs in civil engi- Engineering, Civil and Environmental neering, computer engineering, computer Engineering Management, Electrical and science, electrical engineering, and Computer Engineering, Engineering and mechanical engineering. Cooperative edu- Technology Management (Option in cational programs with Portland-area Technology Management, Option in industries, government agencies, and engi- Project Management), Manufacturing neering consulting offices are available to Engineering, Mechanical Engineering, qualified students. Systems Engineering. The degree programs in civil engineer- M.S.E.—Master of Software Engineering Ph.D.—Civil and Environmental ing, computer engineering, electrical engi- Engineering, Computer Science, neering, and mechanical engineering are Electrical and Computer Engineering, accredited by the Engineering Technology Management Accreditation Commission of ABET Ph.D.—Participating college in (EAC/ABET), www.abet.org. The computer Systems Science Doctoral Program science program is accredited by the Ph.D.—Participating college in Computing Accreditation Commission of Environmental Sciences and Resources ABET (CAC/ABET). Doctoral Program Graduate Certificates Admission requirements Engineering and computer science offer the challenge and excitement of solving Policy on admission to the current and future technological problems in computers, electronics, energy, trans- engineering programs portation, and the environment. Students may declare engineering or com- Furthermore, national projections indicate puter science as their major at any time that the need for engineers and computer after enrolling at Portland State University. scientists will increase significantly during However, students must be admitted for- the years ahead. mally to a specific degree program in civil All undergraduate programs require a core engineering, computer engineering, com- of engineering or computer science, mathe- puter science, electrical engineering, or 248 P ORTLAND S TATE U NIVERSITY

mechanical engineering before they will (1) Computer Engineering. Ch 221, 227; credits applicable toward their degree probe allowed to enroll in restricted upper- CS 162; EAS 101, EAS 102 or CS 161; gram. Part-time students are expected to division courses offered by the program ECE 171; ECE 201, 221; Mth 251, complete a minimum of 12 credits per year and (2) be graduated from that program. 252, 253, 261; Ph 221†, 222†, 223†, applicable toward their degree program. Application forms may be obtained from 214, 215, 216; Freshman Inquiry† 3. Students will be placed on probation the Dean’s Office, Maseeh College of (69 credits). when their term GPA as described in (1) is Engineering and Computer Science, Suite Computer Science. The computer sci- below 2.00, or their progress toward the 500, Engineering Building or from respec- ence core consisting of CS 161, 162, degree is less than that described in (2). tive departments. PSU students who antici- 163, 200, 201, 202, 250, 251; Mth 4. Students placed on probation for two pate completing all eligibility requirements 251, 252, 253; Ph 221†, 222†, 223†, consecutive terms or for a total of three before the term for which admission to a 214, 215, 216; Wr 227; Sp 220; terms will be suspended from specific degree program is sought may apply. Freshman Inquiry‡ (60 credits). degree programs. Students also will be Students transferring from other institu- 2. Have a minimum GPA of 2.25 in all suspended if not enrolled in engineering tions who want to be admitted formally to engineering and computer science course- and/or computer science courses for three a specific engineering degree program work. For computer science students: earn consecutive terms. (civil engineering, computer engineering, grades of C or better in each computer sci- 5. Students denied admission or sus- computer science, electrical engineering, ence course and grades of C- or better in pended must wait at least one term before mechanical engineering) must: other courses required by the department. reapplying. This waiting period does not ◆ Meet all eligibility requirements. 3. Complete a minimum of 90 credits. apply to those denied due to “selective ◆ Apply for admission to PSU. Candidates who do not meet all criteria admission.” ◆ Apply for program admission to the may, upon petition, be granted eligibility 6. For students pursuing an electrical or Maseeh College of Engineering and when an evaluation of the student’s total computer engineering degree the “term GPA Computer Science. record justifies such action and they are in all courses taken at PSU” in items 1 and 3 ◆ Have one copy of their transcripts sent recommended by the Maseeh College’s above should be replaced by “cumulative to their engineering or computer sci- Academic Appeals Committee. major GPA” as the continuation criterion. ence department. APPEALS ◆ Selective admission Have one copy of their transcripts sent Students denied admission or suspended to the Office of Admissions. If the number of eligible applicants for admission to any engineering degree pro- may request reconsideration by submitting Application deadlines for admission to a gram exceeds that for which resources are a petition. The petition and supporting degree program are: available, acceptance will be competitive. In materials will be reviewed by the appropri- ◆ for fall term—June 15 the event selective admission becomes nec- ate department chair and the Maseeh ◆ for winter term—November 1 essary, the GPA computed for the required College’s Academic Appeals Committee, ◆ for spring term—February 1 courses for eligibility for program admission and a recommendation will be forwarded to will be used. Priority, within reasonable lim- the dean. The appeal must be made within ELIGIBILITY its, will be given to resident students. 30 days of notice to the student of denial of To be eligible for admission to a degree Although the primary purpose of the admission or suspension. program, each student should meet the selective admission procedures is to limit following minimum requirements: PASS/NO PASS GRADING POLICY enrollment to the number of students who All courses specifically required by the 1. Complete, with a minimum grade of C can be served at a high level of quality, it and a minimum GPA of 2.25, a designated University or by a particular department is recognized that the rigid application of must be taken for a letter grade unless a set of courses for each undergraduate these procedures may eliminate applicants degree program as follows: required course is only offered with a with high potential but who, due to cir- pass/no pass option. Civil Engineering. Mth 251, 252, cumstances beyond their control, have had 254, 256, 261; Ch 221, 222, 227, † † † limited access to the type of preparatory Policy on admission to the 228; Ph 221 , 222 , 223 , 214, 215, education that is essential to achieving the 216; EAS 101, 115, 211, 212, 215; CE high performance level required for admis- Computer Science Program 211, 212; UnSt (27 credits) or transfer sion. All such applicants will be consid- Students who are intending to graduate 27 credits of arts and letters, including ered on the basis of their life experience with an undergraduate degree in computer WR 121 and Sp 100 (or equivalent). and leadership qualities in addition to science must file the Application for Mechanical Engineering. The engi- their academic achievement. Admission to the Computer Science neering core consisting of Ch 221, Program with the Department of Computer 227; EAS 101, 211, 215; ECE 201, CONTINUATION CRITERIA Science after completing the lower-division 221; Mth 251, 252, 254, 256, 261; After admission to a computer science or requirements. No more than 8 upper-divi- Ph 221†, 222†, 223†, 214, 215, 216; engineering degree program (civil engi- ‡ sion computer science credits (including Freshman Inquiry (59 credits). neering, computer engineering, electrical any approved upper-division transfer cred- Electrical Engineering. The engineer- engineering, mechanical engineering), stu- its) taken prior to admission to the program ing core consisting of Ch 221, 227; dents will be expected to make satisfactory will be counted toward the student’s EAS 101; ECE 171; EAS 102 or CS progress toward their declared degree and departmental requirement of 44 upper-divi- 161; ECE 201, 221; MTH 251, 252, will be subject to the following rules: sion computer science credits (CS 300, 253, MTH 261; Ph 221†, 222†, 223†, 1. The term GPA in all courses taken at 305, 321, 322, 333, 350, 386, 487, 488, 214, 215, 216; Freshman Inquiry‡ PSU must be 2.00 or higher. ECE 341 and 12 credits of upper-division (65 credits). 2. At the conclusion of each term of the computer science electives). Students also academic year full-time students are normal- must be in admitted status during the term ly expected to complete a minimum of 12 they intend to graduate.

† Physics 211, 212, and 213 also accepted ‡ Sp 111 or 220 and Wr 121 for transfer students. M ASEEH C OLLEGE OF E NGINEERING AND C OMPUTER S CIENCE 249

Graduate programs The program is administered by the Department of Engineering and Oregon Master The Maseeh College offers graduate pro- Technology Management grams leading to the degrees of Master of Science, Master of Engineering, Master of Admission requirements of Software Software Engineering, and Doctor of Applicants to the program are required to Philosophy. have: Engineering Master’s programs are available in civil ◆ and environmental engineering, computer An undergraduate degree in engineer- Suite 120 science, software engineering, electrical and ing or a closely related discipline from Fourth Avenue Building computer engineering, mechanical engi- an accredited institution. 503-725-2907 neering, engineering management, manu- ◆ A combined GPA of 3.0 on the last 90 www.omse.pdx.edu facturing engineering, materials science and credit hours of graded undergraduate M.S.E.—Master of Software Engineering engineering, and systems engineering. work plus all work completed Graduate Certificate in Software Engineering Ph.D. programs are available in civil thereafter. Under special conditions, applicants who The Oregon Master of Software Engineering and environmental engineering, comput- (OMSE) is a part-time professional develop- er science, electrical and computer engi- partially satisfy the above admission requirements may be considered for con- ment and degree program geared toward neering, and technology management. working software engineers with two or In addition, the Departments of Civil ditional acceptance, provided they meet all institutional requirements to the campus more years of practical software develop- and Environmental Engineering, ment experience. OMSE’s vision is to pro- Mechanical Engineering, and Engineering to which they apply. International applicants are required to vide high quality software engineering edu- and Technology Management in the cation and training for engineers in the high Maseeh College of Engineering and demonstrate proficiency in English by taking the Test of English as a Foreign technology industry. Computer Science participate in the sin- The curriculum of 13 core courses and gle-discipline option of the Systems Language (TOEFL). A TOEFL score of 550 or greater is required of all students whose three electives is focused on proven indus- Science Ph.D. Program and offer disci- try techniques for developing products. pline-oriented doctoral degrees. The native language is not English and who have not received a degree from an accred- Students will receive a sound practical Department of Civil and Environmental ited institution in the United States. perspective on the entire software develop- Engineering also participates in the ment enterprise—from requirements engi- Environmental Sciences and Resources Degree requirements neering, system and software design, proj- Doctoral Program. ect management, and software testing— Graduate Certificates are also available in A total of 45 credits of approved graduate that can be immediately applied to their select departments. coursework is required to complete the real-world work environments. master’s degree in manufacturing engineer- Faculty members have hands-on indus- ing. The program consists of 30 to 36 try experience as well as strong academic credits in the core and 9 to 15 credits in foundations. Manufacturing electives. A comprehensive final oral More information about the Oregon examination is required after the comple- Master of Software Engineering program is tion of coursework. located on our Web site at Engineering Credits www.omse.pdx.edu. Courses satisfying core requirements LL Suite 50 at each institution: ...... 30-36 Fourth Avenue Building Analysis Admission requirements 503-725-4660 Applied Statistics for Engineers (Stat 551) A committee consisting of the OMSE pro- www.etm.pdx.edu/ Analysis/Numerical Methods† (ME 551) Applied statistics gram director and faculty determines M.Eng.—Manufacturing Engineering Statistical Process Control (ME 587) admission. Admission requirements are: Design of Industrial Experiments (ME 588) Manufacturing engineering is concerned ◆ At least two years of software develop- Manufacturing management ment experience (a work resume is with the application of specialized engi- Manufacturing Systems Engineering (EMgt 550) neering and managerial knowledge to the Manufacturing Systems Management (EMgt 551) required); development of productive systems involv- Project Management (EMgt 545) ◆ A four-year bachelor’s degree with a ing people and machines. Primary empha- Communication and Team Building (EMgt 522) 3.00 GPA; sis is on the design, operation, and control Concurrent engineering ◆ Concurrent Engineering (ME 510) Completion of the following under- of integrated systems for the production of Management...... 3-9 graduate-level coursework in computer high quality, economically competitive Strategic Planning in Engineering Management science: Programming Languages, goods utilizing efficient product design, (EMgt 525) Discrete Mathematics, Data Structures, computer networks, machine tools, robots, Organizational Management (Mgmt 550) Operating Systems, and Computer and materials-handling equipment. Financial Accounting (Actg 511) Technical specialty electives ...... 9-15 Architecture The master’s degree in manufacturing Nine to fifteen credits of graduate courses in Applicants who partially satisfy the above engineering is designed to provide engi- mechanical engineering, industrial and manufac- conditions may be considered for admis- turing engineering, electrical and computer neering professionals with the opportunity engineering, engineering management, or com- sion on a case-by-case basis. Students need- to pursue advanced level study in a field puter science. Three to six of these credits may ing one or more of the computer science of engineering that involves subject matter be project work. (For example: 3 to 6 credits of EMgt 506 Projects may be included.) courses may enroll in OMSE courses on a normally not covered in basic engineering non-admitted basis provided the prerequi- undergraduate programs. sites for those courses are satisfied. Upon

† Other analysis/numerical methods courses may be substituted. 250 P ORTLAND S TATE U NIVERSITY

admission to the OMSE program, students toward the development of a product, can transfer up to 15 credits (including Systems process, or service. electives) into the degree program. In addition, international students may Admission requirements need to provide a TOEFL written score of Engineering For both the M.Eng. and Grad 600 if their native language is not English. Suite 500, Engineering Building Students who earned undergraduate Certificate, a minimum of three years of 503-725-4262 responsible engineering experience, bac- degrees in the United States are exempt www.cecs.pdx.edu/Systems/ from this requirement. calaureate degree in engineering, and at M.Eng.—Systems Engineering least 3.00 GPA for upper-division cours- Graduate Certificate es. Conditional admission is based on Degree requirements approval and a study plan specified by Systems engineering focuses on defining cus- The OMSE curriculum comprises 48 cred- the director of systems engineering. tomer needs and required functionality early its: 39 credits of core courses and 9 credits in the development cycle, documenting of elective courses. Degree requirements OMSE 500 Principles of Software Engineering requirements, then continuing with design OMSE 511 Managing Software Development synthesis and system validation while con- Master of Engineering in Systems OMSE 513 Professional Communication Skills for sidering the complete problem: operations— Engineering. A total of 45 credits: 16 in sys- Software Engineers performance—test—manufacturing—cost tems core; 16 in elective speciality and relat- OMSE 521 Using Metrics and Models to Support Quantitative Decision Making and schedule—support—disposal. ed engineering areas; 9 in internship/project; OMSE 522 Modeling and Analysis of Systems engineering integrates all the and 4 in integrative workshop. Software Systems disciplines and specialty groups into a Credit OMSE 525 Software Quality Analysis team effort, forming a structured develop- Systems core ...... 16 OMSE 531 Software Requirements Engineering Elective specialty and related engineering areas .16 OMSE 532 Software Architecture and ment process that proceeds from concept Integrative workshop ...... 4 Domain Analysis to production to operation. Many of us Project...... 9 OMSE 533 Software Design Techniques already practice systems engineering, but OMSE 535 Software Implementation and Testing call it something else: design or develop- Total 45 OMSE 551 Strategic Software Engineering ment of product, process, service. This Graduate Certificate in Systems OMSE 555 Software Development Practicum I Engineering Fundamentals. OMSE 556 Software Development Practicum II course of study will enable the engineer to A total of 16 function in an interdisciplinary team and credits: same as master’s systems core. apply their area of engineering specialty

Civil and Environmental Engineering

Suite 200, Engineering Building tems, power plants, buildings, dams, and of Civil Engineers (ASCE) sponsors a stu- 503-725-4282 water and wastewater treatment facilities. dent chapter at Portland State University. www.cee.pdx.edu/ In addition, they are involved in improv- The civil engineering program at Portland ing the quality of surface water, rivers, State University is accredited by the B.S.—Civil Engineering Minor in Environmental Engineering lakes, reservoirs, estuaries, and ground Engineering Accreditation Commission of M.S.—Civil and Environmental Engineering water systems and predicting the quantity ABET (EAC/ABET), www.abet.org. M.Eng.—Civil and Environmental of water available for human use. Engineering Program Objectives M.Eng.—Civil and Environmental The educational objectives of the civil Engineering Management Undergraduate engineering program are as follows: Ph.D.——Civil and Environmental 1. Prepare graduates for all essential Engineering program Ph.D.—Participating department in aspects of responsible professional practice Systems Science Doctoral Program The undergraduate degree program in civil in civil engineering. The program will: Ph.D.—Participating department in engineering includes required courses in ◆ Provide graduates with the scientific Environmental Sciences and Resources the analysis and design of structures, and technical skills needed to engineer Doctoral Program applied hydraulics, surveying and map- projects and to practice their profes- Graduate Certificate of ping, soil mechanics and foundations, sion ethically and responsibly. Transportation Engineering engineering project management, trans- ◆ Prepare graduates to work effectively in Civil and environmental engineers plan, portation engineering, and environmental design, and manage the construction and the professional engineering communi- and water resources engineering. ty through an understanding of con- operation of public and private facilities, To introduce civil engineering students to including highways and transportation sys- cepts, techniques, and approaches that professional practice, the American Society cross traditional disciplines. M ASEEH C OLLEGE OF E NGINEERING AND C OMPUTER S CIENCE 251

◆ Prepare graduates to communicate ME 321 Engineering Thermodynamics ...... 4 will declare one of the following areas of Stat 451 Applied Statistics for Engineers effectively with other engineers, deci- and Scientists I...... 4 interest for his/her research topic: environ- sion-makers, and the public at large. Upper-division cluster...... 4 mental/water resources, geotechnical, ◆ Provide graduates with an understand- Total 52 structural, or transportation. The CEE ing of contemporary issues relevant to Senior year Credits chair, in consultation with faculty, will civil engineering in a context that CE 432 Steel Design or assign the student an honors adviser. The includes the long-term sustainability CE 434 Principles of Reinforced Concrete ...... 4 adviser will work with the student to com- and well-being of the community. CE 444 Geotechnical Design ...... 4 plete a written proposal for the honors CE 454 Urban Transportation Systems ...... 4 thesis research that requires chair ◆ Prepare graduates to advance in the CE 484 Civil Engineering Project Management profession through professional regis- and Design I ...... 3 approval. Research will be conducted in CE 494 Civil Engineering Project Management one of the CEE specialty areas, usually tration and an appreciation of the need and Design II ...... 3 for lifelong learning. during the senior year. Honors theses will Approved civil engineering electives ...... 19 follow ASCE document guidelines for style 2. Prepare graduates to enter and succeed CE 401 (4 credits maximum) in graduate programs of advanced profes- CE 403 (4 credits maximum) and formatting. CEE students who meet sional education or research. CE 404 (4 credits maximum) honors program requirements will gradu- CE 405 (4 credits maximum) ate with honors and will receive special CE 406 (4 credits maximum) recognition on their diploma. Contact the Admission requirements CE 407/507 (3 credits maximum) department for requirements. Please refer to page 247 for admission CE 410-499, and CE 510-599 Courses outside CE require prior approval of requirements. CEE chair Upper-division cluster...... 8 Graduate programs Degree requirements Total 45 Requirements for minor in environmen- Requirements for major. Majors in civil tal engineering. A student wishing to Admission requirements engineering must complete the following minor in this area should complete, with a Master of Science in civil and environ- University and departmental degree minimum grade of C, and a minimum mental engineering. The master’s pro- requirements. Junior and senior engineer- GPA of 2.25, a designated set of courses as gram in civil and environmental engineering courses must be completed with a min- follows: ing is designed to provide students with imum grade of C-, and a student’s cumula- the technical and professional knowledge tive PSU GPA must be 2.25 or higher to Mth 254, 256; Ph 221, 222, 223, 214, 215, 216; Ch 221, 222, 227, 228; EAS necessary to develop their abilities to seek graduate from the BSCE program. Any creative solutions to complex problems in deviation from the required courses, 361; CE 362, 364, 371, 474, and a minimum of 4 credits of approved electives. their field of interest. including engineering and mathematics The program involves advanced courses course substitutions, must be approved in All courses must be taken for letter grade in the areas of structural analysis and writing by the chair of the department. and at least one-third of the credit hours design, transportation engineering, water Freshman year Credits must be taken at Portland State University. resources, environmental engineering, geot- EAS 101 Engineering Problem Solving...... 4 Course requirements for the minor also EAS 115 Engineering Graphics...... 3 echnical engineering, and project manage- meet partial eligibility requirements for ment, as well as science and mathematics. Ch 221, 222 General Chemistry ...... 8 admission to the civil engineering pro- Ch 227, 228 General Chemistry Laboratory ...... 2 Flexibility is achieved by designing pro- Mth 251, 252 Calculus I, II ...... 8 gram. Students who complete the require- grams of study to meet individual needs. Mth 261 Intro Linear Algebra ...... 4 ments for the minor may wish to apply for Admission requirements include a Freshman Inquiry ...... 15 admission to this program. Students grad- B.S./B.A. degree in an engineering field, Total 44 uating in civil engineering may not claim a science, or closely related area with a min- Sophomore year Credits minor in environmental engineering. imum GPA of 3.00 in all upper-division EAS 211 Statics ...... 4 Students planning to minor in environ- engineering courses. Courses should EAS 212 Strength of Materials ...... 4 mental engineering should consult with an EAS 215 Dynamics ...... 4 include calculus through differential equa- adviser in the Department of Civil and tions, physics and chemistry, computer CE 211 Plane Surveying and Mapping ...... 3 Environmental Engineering. CE 212 Field Problems in Plane Surveying ...... 1 programming, and all the necessary pre- Mth 254 Calculus IV ...... 4 Honors program. The Civil Engineering requisites for the graduate courses that Mth 256 Applied Differential Equations I...... 4 honors program is intended for high- comprise the student’s program of study. Ph 221, 222, 223 General Physics achieving undergraduate students, many (with Calculus) ...... 9 Applicants without all these qualifications of whom go on to graduate or professional may be considered for “conditional” or Ph 214, 215, 216 Physics Laboratory ...... 3 school; it gives highly motivated engineer- Sophomore Inquiry ...... 12 “alternate status” admission. Applicants ing students the chance to develop under- Total 48 must also meet PSU graduate admission graduate degree programs that reflect their requirements. Refer to the Department Junior year Credits particular interests. Working closely with EAS 361 Fluid Mechanics ...... 4 Graduate Handbook or website for more CE 315 CEE Profession Seminar...... 1 an adviser in the Civil and Environmental complete information. CE 321 CEE Materials ...... 4 Engineering Department, honors program Master of Engineering in civil and envi- CE 324 Elementary Structural Analysis ...... 4 students will choose an area of research ronmental engineering. The admission CE 325 Indeterminate Structures ...... 4 interest and complete an honors thesis, requirements are the same as those for the CE 341 Soil Classification and Properties ...... 4 usually during their senior year. CE 351 Transportation Systems: Planning department’s M.S. degree. and Design ...... 4 Upon acceptance into the honors pro- Master of Engineering in civil and envi- CE 362 Hydraulics ...... 4 gram, and no later than the beginning of ronmental engineering management. CE 364 Water Resources Engineering ...... 4 his/her senior year (preferably by spring The admission requirements include a B.S. CE 371 Environmental Engineering ...... 4 quarter of the junior year), the student G 301 Geology for Engineers...... 3 degree in civil engineering and satisfaction 252 P ORTLAND S TATE U NIVERSITY

of the requirements for admission to the structural analysis and design, earthquake matical modeling of near-field mixing of M.S. in engineering management and M.S. engineering, mechanics of composites, sto- contaminants; creep response of fibrous in civil engineering programs. chastic modeling in hydrology and water composite materials; nonlinear behavior of Doctor of Philosophy in civil and envi- resources, water quality and hydrodynam- composite plates; intelligent transportation ronmental engineering. A student apply- ic modeling in environmental engineering, systems; urban transportation; traffic flow ing to the Ph.D. program in civil and envi- near-field mixing, zone modeling, ground- theory; data fusion and macroscopic mod- ronmental engineering will normally be water contaminant transport, and in-situ eling; multi-modal traveler information; required to have completed an M.S. degree soil properties in geotechnical design. sustainability; alternative fuels; traffic man- in civil and environmental engineering or a Master of Engineering in civil and envi- agement of freeways; video-imaging tech- closely related field. In addition to the ronmental engineering. A total of 48 nologies and ITS; traffic operations using University doctoral degree requirements, graduate credits is required. There are two real-time traffic information; access man- the program requirements include the M.Eng. options: coursework only requir- agement and traffic safety; land use and equivalent of at least two years of full-time ing a minimum of 48 hours of approved access relationships; earthquake vulnera- graduate work beyond the master’s degree, coursework and the internship option in bility of buildings in urban areas; retrofit a minimum of 24 hours of coursework, a which up to 13 internship CE 504 credits of buildings against seismic damage; and comprehensive examination, prospectus can be included in the degree program. seismic testing of structures, transmission defense, 27 hours of dissertation credit, Master of Engineering in civil and envi- towers, sub-structures, and equipment. and final dissertation defense. For further ronmental engineering management. In Research facilities. Laboratories and information on admission and degree addition to the University’s general master’s computer facilities include almost 30,000 requirements, current course schedule, and degree requirements, listed on page 69, the ft2 (2800m2) of space in three buildings research opportunities, students should M.Eng. in civil and environmental engi- that support teaching and research. These refer to the departmental Web site neering management requires a total of 48 laboratories include Seismic Testing and www.cee.pdx.edu and/or request the depart- graduate credits, including 35 course cred- Applied Research (STAR), Intelligent mental Graduate Handbook. its and a 4-credit capstone. Nine credits of Transportation Systems, traffic signal, sur- internship are required, but substituting an veying and mapping, transportation engi- Degree requirements equal number of course credits upon neering and GIS, water quality modeling, approval of the student’s advisers may hydrology, fluid mechanics, hydraulics, Master of Science in civil and environ- reduce the internship credits. geotechnical design, insitu testing, soil mental engineering. Students are required Doctor of Philosophy in civil and envi- mechanics, infrastructure materials, con- to complete tentative degree plans that ronmental engineering. A student apply- crete, and four separate environmental have been approved by their advisers no ing to the Ph.D. program in civil and envi- engineering laboratories. later than the second quarter of their resi- ronmental engineering will normally be Doctor of Philosophy in systems sci- dence at PSU. An M.S. study plan form for required to have completed an M.S. degree ence—civil and environmental engineer- this purpose is available in the Department in civil and environmental engineering or ing. The Ph.D. in Systems Science—civil of Civil and Environmental Engineering. a closely related field. In addition to the and environmental engineering is a single- Students are also required to obtain their University doctoral degree requirements, discipline option of the Systems Science adviser’s approval of coursework each the program requirements include the Ph.D. Program (Departmental Option), quarter on a quarterly study plan form equivalent of at least two years of full-time whose general requirements are listed on when there are deviations from their sub- graduate work beyond the master’s degree, page 73. mitted M.S. study plan. Coursework taken a minimum of 24 hours of coursework, a The departmental requirements are a without adviser approval may not be comprehensive examination, prospectus master’s degree in civil and environmental accepted as part of the student’s program. defense, 27 hours of dissertation credit, engineering or equivalent coursework, 9 University master’s degree requirements and final dissertation defense. For further credits of Systems Science core courses, 9 are listed on page 69. information on admission and degree credits of additional Systems Science or The master’s program consists of two requirements, current course schedule, approved engineering systems-related options. The first option involves a total of and research opportunities, students courses, and 9 credits of other approved 45 credits, including 6 to 9 credits of the- should refer to the departmental Web site coursework. Twenty-seven credits of dis- sis; the second option requires completion www.cee.pdx.edu and/or request the depart- sertation research are also required. of a total of 45 credits, including a mini- mental Graduate Handbook. Specialization areas of research related to mum of 41 credits of coursework and 4 Program of study. The Ph.D. program in structural engineering, transportation engi- credits of research project that includes a civil and environmental engineering offers neering, geotechnical engineering, envi- project report and a technical presenta- advanced courses in the areas of structural ronmental engineering, and water tion. Student research is conducted under analysis and design, transportation engi- resources are available. the supervision of faculty. In both options, neering, water resources, environmental Doctor of Philosophy in environmental a minimum of 30 credits must be taken in engineering, geotechnical engineering, and sciences and resources. The department the Civil and Environmental Engineering project management. The faculty are participates in the Environmental Sciences Department unless otherwise approved by engaged in research related to: manage- and Resources Doctoral Program. the Department Chair. ment of urban stormwater; surface hydro- Specialized studies in environmental and To become a candidate for the master’s dynamic and water quality modeling water resources engineering, along with degree, the student must successfully com- including fish bioenergetics models; man- environmental sciences courses and semi- plete all departmental requirements for agement of eutrophication of urban water nars, will partially fulfill the requirements one of the options described above. For systems; impact of habitat destruction and for the Ph.D. in environmental sciences the thesis option, successful completion of dams on Columbia River flows and water and resources. For information on the a final oral examination covering the thesis quality; mathematical modeling of ground- Ph.D. program in environmental sciences is required. Current faculty research areas water and contaminant transport; mathe- and resources, see page 124. include transportation systems, nonlinear M ASEEH C OLLEGE OF E NGINEERING AND C OMPUTER S CIENCE 253

The Graduate Certificate in on a part-time basis. The certificate will require an undergraduate degree at an Transportation. The Graduate Certificate includes courses from the Toulan School accredited university and a GPA that meets in Transportation is a 21-credit program of Urban Studies and Planning and the university admission requirements. More designed to build the technical and analyt- Department of Civil and Environmental information about the certificate and ical knowledge of those who are in or Engineering. Credits taken as part of this application procedures can be found at wish to enter the transportation field. This certificate program may be used to satisfy www.cts.pdx.edu. program could be completed in a single partial master’s degree requirements in year on a full-time basis or over two years either program. Admission to this program

Computer Science

120 Fourth Avenue Building employers, while being able to adapt to Sophomore year Credits 503-725-4036 rapidly changing technology; CS 200 Computer Systems Programming I ...... 4 ◆ CS 201 Computer Systems Programming II ...... 4 www.cs.pdx.edu/ a foundation in the supporting areas CS 202 Programming Systems ...... 4 of communication, science, and B.S.—Computer Science CS 250 Discrete Structures ...... 4 Minor in Computer Science mathematics; CS 251 Logical Structures ...... 4 M.S.—Computer Science ◆ an understanding of ethical responsi- CS 311 Computational Structures ...... 4 Ph.D.—Computer Science bilities in the social context in which Wr 227 Technical Writing ...... 4 Approved science electives...... 8 Graduate Certificate in Computer Security their contributions occur; Sophomore Inquiry ...... 12 ◆ the motivation and preparation to Total 48 engage in life-long learning, including Junior year Credits Undergraduate entering advanced degree programs in CS 300 Elements of Software Engineering ...... 4 computer science. CS 305 Social, Ethical, and Legal Implications of program Computing...... 2 CS 321, 322 Languages and Compiler Design ...... 8 The computer science program is designed Admission requirements CS 333 Operating Systems and Concurrent to provide students with the educational Please refer to page 247 for admission Programming ...... 4 background required for a professional requirements. CS 350 Algorithms and Complexity ...... 4 career in the computing industry and for Stat 451 Applied Statistics for Engineers and Scientists I ...... 4 further study at the graduate level. The Degree requirements Approved mathematics electives...... 8 program includes a core of required cours- Upper-division cluster...... 12 Requirements for major. es and an elective program of courses over Majors in com- Total 46 puter science must complete the following a wide range of topics. Seniors work in Senior year Credits teams to carry out projects for industry University and departmental degree CS 386 Introduction to Database Systems...... 4 during the two-term capstone course in requirements. All computer science courses CS 487, 488 Software Engineering Capstone...... 6 software engineering. used to satisfy the departmental major must ECE 341 Computer Architecture ...... 4 The computer science curriculum at be graded C or better. Courses taken out- Approved upper-division side the department as part of departmental computer science electives ...... 12 Portland State University is accredited by Free electives...... 9 requirements must be graded C- or better. the Computing Accreditation Commission Total 35 of ABET (CAC/ABET), www.abet.org. This Transfer students majoring in computer Note: The University requires all students to have a national organization sets standards for science are required to complete a mini- minimum of 72 upper-division credits to graduate. mum of 20 credits of upper-division com- Since fewer than 72 upper-division credits are computer science education defined in required in computer science, mathematics, and terms of curricular content, quality of fac- puter science courses at PSU. The follow- general education for the computer science major, ing is a sample curriculum. Students may the extra credits of upper-division work must be ulty, and adequacy of facilities. taken from either the approved science electives postpone Physics until after the freshman or the free electives. Program Objectives year or make other modifications to the Approved upper-division Computer Science electives. suggested program. The objectives of the undergraduate pro- The total may include any regular upper-division Freshman year Credits computer science course, and any of the courses ECE 455, 456, 485, 486, except that no more than 4 gram in computer science are to produce CS 161, 162 Introduction to Computer Science .....8 credits may be taken from CS 399, 401, 405, 406, graduates with: CS 163 Data Structures ...... 4 407, 409, and CS 404 may not be used. ◆ Mth 251, 252, 253 Calculus I, II, III ...... 12 a thorough understanding of and abili- Approved Mathematics electives. Ph 221, 222, 223 General Physics (with Calculus) ..9 ty to apply the core principles and Students must complete 8 credits of approved practices of computing; Ph 214, 215, 216 Physics Laboratory ...... 3 mathematics electives. The current list of approved Freshman Inquiry ...... 15 ◆ courses includes: Mth 261, Mth 343, Mth 344, Mth the professional skills to meet the Total 51 346, and Stat 452. Other upper-division mathemat- immediate needs of regional and other ics courses may be used to satisfy the requirement with prior written adviser approval. 254 P ORTLAND S TATE U NIVERSITY

Approved Science electives. University master’s degree requirements The student is required to complete 8 credits of Graduate programs approved science electives. These must be chosen are listed on page 69. The master’s pro- from Bi 251, 252, 253; G 201, 202; Ch 221, 222, 223; The Department of Computer Science gram in computer science consists of two or any 300- or 400-level course from these depart- options. The first option involves the com- ments or the department of physics. Laboratories offers M.S. and Ph.D. degrees, with gradu- taken with these courses also count toward the 8 ate-level work in the areas of database, pletion of an approved program of 45 cred- credits. programming languages, software engi- its. The second option requires the comple- Requirements for minor. A minor in com- neering, systems and networks, learning tion of an approved program of 45 credits, puter science is available within the Maseeh and adaptive systems, theory, and security. which includes 6 to 9 credits of thesis. In College of Engineering and Computer Flexibility is achieved by designing pro- both options, coursework is to include core Science in the area of computer science. grams of study to meet individual needs. courses in theory, programming languages, To earn a minor in computer science, a The departmental Web site (www.cs.pdx. and operating systems, plus a 9-credit con- student must complete 36 credits as follows: edu) provides full details on the depart- centration in one of the areas listed on the Credits mental regulations for these programs. computer science departmental web site. CS 161, 162 Introduction to Computer Science ...... 8 For the thesis option, successful completion CS 163 Data Structures ...... 4 of a final oral examination covering the the- CS 200, 201 Computer Systems Admissions Programming I & II ...... 8 sis is required. CS 202 Programming Systems ...... 4 requirements Doctor of Philosophy in computer sci- Computer science upper-division To be considered for admission to the ence. The doctoral degree program in electives except CS 404...... 12 graduate program in computer science, the computer science is designed to prepare Total 36 student must have a four-year baccalaure- students for advanced research or universi- Only grades of C or better count toward ate degree from an accredited institution. ty teaching in the field. departmental requirements. At least 16 of This degree should normally be in com- University doctoral degree requirements the required 36 credits must be taken at puter science; otherwise, the applicant are listed on page 71. The student must Portland State University. must demonstrate knowledge of the core complete an approved program of 90 Honors program. The honors degree in curriculum of an undergraduate computer graduate credits, including 18 credits of computer science requires the writing of science degree. core courses and 27 credits of dissertation an honors thesis (after completing course An undergraduate GPA of at least 3.00 in research. To be admitted to Ph.D. candida- requirements for the junior year) and a upper-division coursework is required. cy, a student must pass the Ph.D. examina- minimum overall GPA of 3.50. Details Applicants must take the general portion tion and must present an acceptable dis- about the program can be found at the of the Graduate Record Examination, and sertation proposal. The dissertation com- computer science Web site www.cs.pdx.edu. submit two letters of recommendation and prises original research work, which is Biomedical informatics program. a statement of purpose to the department. expected to be of a quality meriting publi- Portland State University and Oregon Normally, an applicant to the Ph.D. pro- cation in a refereed journal or conference. Health & Science University offer an accel- gram will have an M.S. in computer sci- Graduate Certificate in security. The erated, collaborative degree program in ence. Students may apply to the M.S. pro- security certificate program requires biomedical informatics. Designed for high gram and later apply to the Ph.D. program. admission as a graduate student, similar to achieving freshmen, this program com- Students with a bachelor’s degree may admission to the Master’s program, in the bines courses from both schools to award apply directly to the Ph.D. program. Computer Science department. The pro- a B.S. in computer science and Master of gram requires 21 hours total of graduate Biomedical Informatics at the end of five Degree requirements classes. There are five core classes for a years. Qualified transfer students may also total of 15 hours. In addition two optional enter the program. Details about the pro- Master of Science in computer science. classes must be taken for the needed addi- gram can be found at the computer sci- The master’s program in computer science tional six credit hours. In summary, seven ence Web site www.cs.pdx.edu. is designed to prepare students for graduate classes must be taken, five are advanced careers in the computer industry, core, and two classes are optional. All to create a research environment in com- graduate classes are 3 credit hour classes. puter science, and to prepare students for graduate work at the Ph.D. level. M ASEEH C OLLEGE OF E NGINEERING AND C OMPUTER S CIENCE 255

Electrical and Computer Engineering

1900 SW Fourth Ave., Suite 160 ◆ Community: To ensure awareness of (a) Requirements for major in electrical 503-725-3806 the need for personal development, both engineering. The electrical engineering pro- www.ece.pdx.edu/ in discipline related aspects and in terms gram is designed to provide a comprehen- of understanding the impact of the pro- sive background in the electrical sciences B.S.—Computer Engineering B.S.—Electrical Engineering fession on social and environmental and offers an opportunity for specialization Minor in Electrical Engineering issues and (b) the importance and bene- in the areas of physical electronics, circuit M.S.—Electrical and Computer Engineering fits of personal involvement in profes- design, electrical power engineering, auto- M.Eng.—Electrical and sional societies and local communities. matic control systems, communication sys- Computer Engineering tems, computer engineering, signal process- Ph.D.—Electrical and Admission requirements ing, and electromagnetics. This program Computer Engineering provides the student with the educational Graduate Certificates Please refer to page 247 for admission background necessary for employment in requirements. virtually all electrical engineering fields. Undergraduate Majors in electrical engineering must programs Degree requirements complete the following University and Electrical and Computer Engineering departmental degree requirements. Any The Department of Electrical and Computer General Education requirements. The deviation from the required courses must Engineering offers programs in electrical and MCECS General Education requirements be approved by the department. computer engineering. Qualified freshmen for engineering students can be met in one Freshman year Credits are encouraged to participate in the of the following ways: ECE 171 Digital Circuits ...... 4 University Honors Program described on EAS 101 Engineering Problem Solving...... 4 1. Students who complete their entire page 56. Qualified upper-division students EAS 102 Engineering Computation Structures or program at Portland State University meet should consider the Electrical and CS 161 Introduction to Computer Science I ...... 4 the requirement by taking 39 credits of Mth 251, 252, 253 Calculus I, II, III ...... 12 Computer Engineering Honors Program; University Studies. (15 credits Freshmen Ph 221, 222, 223 General Physics details are available from the department. (with Calculus)...... 9 Inquiry, 12 credits Sophomore Inquiry, The electrical engineering and computer Ph 214, 215, 216 Physics Laboratory...... 3 and 12 credits Upper-division Cluster). engineering programs at Portland State Freshman Inquiry ...... 15 2. Transfer students meet the require- University are accredited by the Total 51 ment by having Wr 121, Sp 100, and 33 Engineering Accreditation Commission of Sophomore year Credits credits as a combination of University ABET (EAC/ABET), www.abet.org. ECE 201, 202, 203 Electrical Studies courses and liberal arts/social sci- Engineering Laboratory I, II, III ...... 3 ECE 221 Electric Circuits ...... 4 Program Objectives ence transfer credits. (At a minimum the 12 credit junior/senior cluster must be ECE 222 Signals and Systems I...... 4 ECE 223 Signals and Systems II ...... 4 The electrical and computer engineering taken at PSU). programs have the following educational ECE 271 Digital Systems...... 5 3. Courses specifically required in a pro- Ch 221 General Chemistry...... 4 objectives: gram must be taken on a graded basis Ch 227 General Chemistry Laboratory ...... 1 ◆ Knowledge: To provide our students unless those classes are only available with Mth 254 Calculus IV ...... 4 with a broad knowledge base in the fun- a pass/no-pass grading option. Classes not Mth 256 Applied Differential Equations I ...... 4 damentals and techniques of the engi- specifically identified by a unique number, Mth 261 Introduction to Linear Algebra ...... 4 Sophomore Inquiry ...... 12 neering sciences, required for engineer- for example an upper-division cluster Total 49 ing careers in a changing technical envi- class, may be taken on a P/NP basis. ronment, to prepare them for successful GPA requirements. In order to graduate, Junior year Credits ECE 311 Feedback and Control...... 5 participation in multi-disciplinary teams. electrical and computer engineering stu- ECE 321, 322, 323 Electronics I, II, III ...... 12 ◆ Application: To provide our students dents must have overall GPA, which ECE 331 Engineering Electromagnetics I ...... 4 with an in-depth knowledge of the includes all courses taken at PSU, larger ECE 332 Engineering Electromagnetics II...... 5 concepts, techniques and tools of the than 2.00. Their major GPA must also be ECE 301, 302, 303 Electrical Engineering Laboratory IV, V, VI ...... 3 electrical and computer engineering larger than 2.00. Major GPA includes all Stat 451 Applied Statistics for Engineers and disciplines and impart the ability to of the engineering courses used toward Scientists I ...... 4 apply their proficiency to engineering satisfying the degree requirements, Ph 319 Solid State Physics for Engineering whether taken at PSU or transferred. Students ...... 4 design and problem solving. Approved junior electrical engineering electives...8 ◆ Innovation: To provide our students Normal PSU policies apply for grade Approved electives for two junior electrical engi- replacement in major GPA calculation. If neering electives include: ME 321 Engineering with the ability and desire to continually Thermodynamics, ECE 371 Microprocessors, ECE renew their education in a rapidly devel- at any point either of these GPAs falls 372 Microprocessor Interfacing and Embedded oping discipline, enabling them to par- below 2.00 students will be placed on Systems, ECE 351 Hardware Description Languages and Prototyping ticipate in the research and development probation, as explained in MCECS Continuation Criteria. Wr 227 Technical Writing ...... 4 of the discipline and to realize their full Total 49 potential throughout their career. 256 P ORTLAND S TATE U NIVERSITY

Senior year Credits Ph 214, 215, 216 Physics Laboratory ...... 3 Application Procedure ECE 411, 412, 413...... 8 Freshman Inquiry ...... 15 Students should apply for admission dur- Approved electrical engineering electives ...... 20 Total 51 Upper-division cluster...... 12 ing the spring quarter of the junior year. Sophomore year Credits †Ec 314 Private and Public Investment...... 4 Along with the application form, students ECE 201, 202, 203 Electrical Engineering Total 40 Laboratory I, II, III ...... 3 should submit the following: ‡Approved electrical engineering electives ECE 221 Electric Circuits ...... 4 1. Official transcripts of all university work. The student is required to complete at least 20 ECE 222 Signals and Systems I...... 4 2. Letters of reference from at least two senior elective credits, including at least one ECE 223 Signals and Systems II ...... 4 ECE faculty. sequence. Any 400-level electrical engineering ECE 271 Digital Systems ...... 5 3. Statement of interest (not to exceed course may be used, excluding the following CS 162 Introduction to Computer Science II ...... 4 omnibus numbered courses: ECE 401, 405, 407. ECE one page) indicating reasons for wanting 403 Honors thesis may be used by students in the CS 163 Data Structures ...... 4 electrical engineering honors program. Ch 221 General Chemistry...... 4 admission to the honors program. Ch 227 General Chemistry Laboratory ...... 1 Requirements for minor in electrical engi- Mth 256 Applied Differential Equations I ...... 4 neering. A minor program is available Mth 261 Introduction to Linear Algebra ...... 4 within the Maseeh College of Engineering Sophomore Inquiry ...... 12 Graduate programs and Computer Science in the area of electri- Total 53 The ECE Department offers M.Eng., M.S., cal engineering. A student wishing to minor Junior year Credits and Ph.D. degrees in a variety of electrical in this area should complete, with a mini- ECE 301, 302, 303 Electrical Engineering Laboratory IV, V, VI ...... 3 and computer engineering technical areas. mum grade of C, and a minimum GPA of ECE 321, 322, 323 Electronics I, II, III ...... 12 Programs are available on both a full-time 2.25, a designated set of courses as follows: ECE 351 Hardware Design Languages and and part-time basis. Many classes are EAS 101, 102, ECE 171, 201, 202, 203, Prototyping ...... 4 offered in the late afternoons and early ECE 371 Microprocessors ...... 4 221, 222, 223, 271 or approved equivalents. ECE 372 Microprocessor Interfacing evenings. At least four of the courses selected from and Embedded Systems...... 5 Please refer to the departmental ECE EAS 101, 102, ECE 171, 221, 222, 223, 271 CS 202 Programming Systems ...... 4 Graduate Handbook for detailed program Stat 451 Applied Statistics for Engineers and information. must be taken at Portland State University. Scientists I ...... 4 Course requirements for the minor also Ph 319 Solid State Physics meet partial eligibility requirements for for Engineering Students ...... 4 Admission requirements admission to the electrical engineering and Wr 227 Technical Writing ...... 4 Total 44 Master of Engineering in electrical and computer engineering programs. Students computer engineering. Senior year Credits Applicants with a who complete the requirements for the B.S. degree in either electrical or computer minor may wish to apply for admission to ECE 411, 412, 413...... 8 ECE 485 Microprocessor System Design ...... 4 engineering and a grade point average of one of these programs. Students graduat- CS 333 Operating Systems and Concurrent 3.00 or better in all junior- and senior- ing in computer engineering may not Programming ...... 4 level technical courses may be considered Approved electrical engineering electives ...... 8 claim a minor in electrical engineering. for admission to the Department of Students planning to minor in electrical CS 340 Discrete Structures for Engineers ...... 4 Approved upper-division Electrical and Computer Engineering as engineering should consult with an adviser computer science elective ...... 4 regular graduate students. Applicants with in the Department of Electrical and Upper-division cluster...... 12 † a B.S. degree in a related field (e.g. mathe- Computer Engineering. Ec 314 Private and Public Investment...... 4 matics, physics, computer science, or Requirements for major in computer Total 44 mechanical engineering) or a B.S. in either engineering. The computer engineering Approved electrical engineering electives electrical or computer engineering and a program is designed to provide a compre- The student is required to complete at least 8 senior elective credits, including at least one grade point average in their upper division hensive background in computer engineer- sequence. Any 400-level electrical engineering technical coursework below 3.00 but ing and offers an opportunity for special- course may be used excluding the following higher that 2.75 may be granted qualified omnibus numbered courses: ECE 401, 405, 407. ECE ization in the areas of digital electronics, 403§ Honors Thesis may be used by the students in admission status. VLSI circuit design and computer aided computer engineering honors program. Master of Science in electrical and com- design, robotics, computer architecture, Honors program. The Electrical and puter engineering. The admission communication systems, and embedded Computer Engineering Honors Program requirements are identical to the ECE microprocessor system design. This pro- permits highly motivated, qualified stu- Department’s M.Eng. program. However, gram provides the student with the educa- dents to pursue a subject in the field of applicants with a non-ABET accredited tional background necessary for employ- electrical or computer engineering in degree must submit official GRE scores. ment in virtually all branches of the digital GRE scores must be no older than five electronics and computer industry. greater depth than is normally possible within the undergraduate ECE program. years at time of application. Majors in computer engineering must Doctor of Philosophy in electrical and complete the following University and Students successfully completing the ECE honors graduation requirements will have computer engineering. Applicants to the departmental degree requirements. Any Ph.D. program in electrical and computer deviation from the required courses must the words “Distinguished Graduate” printed on their diploma. engineering will have completed a master’s be approved by the department. degree in electrical engineering or a related Freshman year Credits Selection Criteria field and must submit official GRE scores. ECE 171 Digital Circuits ...... 4 1. Completion of courses required for GRE scores must be no older than five EAS 101 Engineering Problem Solving ...... 4 CS 161 Introduction to Computer Science I or admission to the Electrical and Computer years at time of application. EAS 102 Engineering Computation Structures ...... 4 Engineering Program. Graduate Certificate in a specific area Mth 251, 252, 253 Calculus I, II, III ...... 12 2. Minimum overall GPA of 3.20; mini- of electrical and computer engineering. Ph 221, 222, 223 General Physics (with Calculus) ...... 9 mum GPA of 3.50 in upper-division ECE Admission requirements are identical to courses taken at PSU. the ECE Department’s M.Eng. program.

† Ec 314 is a required course that can be taken as a part of some upper-division clusters. ‡ Departmental approval is required to substitute other engineering electives. § Admission to the Department of Electrical and Computer Engineering Honors Program is required. ECE 411, 412, 413 and ECE 403 are combined to form a 12-credit honors project. M ASEEH C OLLEGE OF E NGINEERING AND C OMPUTER S CIENCE 257

Degree requirements Seminar; 24 credits of ECE graduate months after admission. The dissertation courses numbered between 511 and 599 proposal must be approved 24 months after Master of Engineering in electrical and (including at least one course sequence), passing the comprehensive exam. Prior to computer engineering. In addition to the 12 credits of elective coursework, and at graduation, a Ph.D. student is required to University master’s degree requirements least 6 credits and no more than 9 credits have some phase of their doctoral research listed on page 69, a candidate for the thesis. A final oral exam covering the the- published or accepted for publication in a M.Eng. degree must complete at least 45 sis is required. Please refer to the ECE journal approved by a majority of the dis- graduate-level credits. Credits must be dis- Graduate Handbook for detailed program sertation committee. A majority of the distributed as follows: 3 credits ECE 507 requirements. sertation committee can require more than Seminar, 32 credits of ECE graduate Doctor of Philosophy in electrical and one such publication. courses numbered between 511 and 599 computer engineering. In addition to the Graduate Certificate in electrical and (including at least one course sequence), University doctoral degree requirements computer engineering. In addition to the and 10 credits of elective coursework. A listed on page 71, a candidate for the Ph.D. University graduate certificate requirements thesis is neither required nor applicable to degree in electrical and computer engineer- listed on page 67, a student must meet the the M.Eng. program. Please refer to the ing must complete a minimum of 45 grad- program requirements for the specific cer- ECE Graduate Handbook for detailed uate credits in electrical and computer engi- tificate. The total number of graduate level degree requirements. neering and at least 9 graduate credits in a credits in a student’s program must be at Master of Science in electrical and com- minor department outside the Department least 15 credits, and some ECE certificates puter engineering. In addition to the of Electrical and Computer Engineering. may require more than 15 credits or have University master’s degree requirements Please refer to the ECE Graduate Handbook additional requirements. Please refer to the listed on page 69, a candidate for the M.S. for detailed program requirements. Briefly, ECE Graduate Certificate Handbook for degree in electrical and computer engi- each Ph.D. student is required to present at detailed program requirements. neering must complete at least 45 gradu- least one departmental seminar. The com- ate-level credits. Credits must be distrib- prehensive exam must be passed within 18 uted as follows: 3 credits ECE 507

Engineering and Technology Management LL Suite 50, Fourth Avenue Building start moving toward management responsi- Admission requirements 503-725-4660 bilities while maintaining identity in their www.etm.pdx.edu/ technical backgrounds. The Engineering and Master of Science in engineering manage- Technology Management Department ment, Master of Engineering in technolo- M.S.—Engineering Management gy management, and Master of M. Eng.—Technology Management (ETM) has been designed for them. ETM is a graduate department addressed Engineering in project management. In M.Eng.—Project Management addition to meeting general University M.Eng.—Civil and Environmental to the needs of engineers and scientists Engineering Management whose objective is to advance to technical admission requirements listed on page 39, M.Eng.—Manufacturing Engineering management positions in business, industry, applicants to the program are required to Management or government. It also addresses the needs have a baccalaureate degree in engineering Ph.D.—Technology Management of those who are interested in continuing or related discipline, background in proba- Ph.D.—Participating department in their studies toward a research-based career bility/statistics, and four years of profes- Systems Science Doctoral Program in engineering/technology management in sional experience. Admission is granted to Strong management skills are increasingly academic institutions or R&D organizations. applicants who are judged to have a higher important to technical professionals. ETM draws on the strengths of the potential as reflected by their past academic Managing R&D projects, technological Maseeh College of Engineering and performance and professional experience. systems, technical organizations and Computer Science, the School of Business Any variation from these requirements resources, and other professionals requires Administration, and several other relevant must be approved by the ETM department. management knowledge and skills. academic disciplines. By utilizing the Master of Engineering in civil and envi- Engineers and scientists are faced with diverse faculty resources of the University, ronmental engineering management. these challenges very early in their careers. the program offers the opportunity to The admission requirements include a B.S. Typically within three to seven years after study the human, technical, and analytical degree in civil engineering and satisfaction graduation, they find themselves addressing aspects of management. of the requirements for admission to the complex issues which necessitate that they Most of the courses in the program are M.S. in engineering management and the play two roles simultaneously: the role of offered during the late afternoon and M.S. in civil engineering. the specialist and the manager of technolo- evening hours to fit the schedule of prac- gy. Those who choose the management path ticing professionals. 258 P ORTLAND S TATE U NIVERSITY

Degree requirements Technology Management Department and Successful completion of the equivalent of one from the Civil and Environmental at least 60 credits of coursework beyond Master of Science in engineering man- Engineering Department. the Bachelors degree distributed as fol- agement. A minimum of 52 credits in Master of Engineering in technology lows: CORE: at least 20 credits from the approved graduate courses is required to management. A total of 45 graduate cred- following courses with at least one course complete the Master of Science degree in its are required which includes 24 credits from each group. All courses are four engineering management. The program of core courses and a minimum of 8 cred- credits each. Additional courses taken consists of 28 credits in the core, 4 credits its of elective courses approved by the from this group beyond the minimum (or 8 with thesis option) in the capstone adviser. All students must complete an required 20 credit hours can be counted requirement, and 20 credits (or 16 with applied 4-credit capstone requirement toward the fulfillment of the specialization thesis option) in electives. which may be based in part upon work or course requirements described below. Core courses Credits internship experiences. Nine credits of Group-1: Management of Engineering and Technology, Innovation Management; EMgt 520 Management of Engineering and internship are required but this may be Technology ...... 4 Group-2: Project Management, reduced by substituting an equal number EMgt 530 Decision Making in Engineering and Technology Marketing; Group-3: Strategic Technology Management ...... 4 of elective credits upon approval of the Management of Technology, Competitive EMgt 540 Operations Research in Engineering student’s adviser. Course credits may and Technology Management ...... 4 Strategies in Technology Management; EMgt 545 Project Management in Engineering .....4 include transfer credits and graduate Group-4: † Technology Assessment and EMgt 555 Technology Marketing ...... 4 courses taken in other, allied disciplines. Acquisition, Technology Transfer. SPE- One of the following two courses:...... 4 Master of Engineering in project man- CIALIZATION: at least 20 credits from EMgt 522 Communication agement. A total of 45 graduate credits courses supporting the proposed research and Team Building (4) are required which includes 24 credits of Mgmt 550 Organizational Management (4) area, including Communications and One of the following two courses:...... 4 core courses and a minimum of 8 credits Teambuilding, Strategic Planning in Actg 511 Financial Accounting (4) of elective courses approved by the advis- Engineering Management, Manufacturing EMgt 535 Engineering Economic Analysis (4) er. All students must complete an applied Systems Engineering, Manufacturing Capstone requirement 4-credit capstone requirement which may Systems Management, Quality (one of the following; 4 or 8 credits): be based in part upon work or internship Management, Technology Forecasting, EMgt 503 M.S. Thesis ...... 8 EMgt 589 Capstone Project ...... 4 experiences. Nine credits of internship are Managing Intellectual Capital, Ethical EMgt 590 Engineering Management Synthesis .....4 required but this may be reduced by sub- Issues in Technology Management, Electives (20 credits or 16 credits stituting an equal number of elective cred- Technological Entrepreneurship, Project with the thesis option) its upon approval of the student’s adviser. Management Framework, Project The Engineering and Technology Management Management Tools, R&D Management, Department offers a wide range of elective cours- Course credits may include transfer credits es. In addition, students may choose electives in and graduate courses taken in other, allied New Product Management, Managing New several other programs throughout the University disciplines. Technology Introduction, Human Side of with the approval of their adviser. Master of Engineering in civil and envi- Technology Management, MGMT 544: Master of Engineering in engineering ronmental engineering management. In Technology Management, MKTG 511: management. The Master of Engineering addition to meeting the University’s gener- Pioneering Innovation, MKTG 548: programs are open to full-time employees al requirements for master’s degrees listed Product Management and Innovation, MIM 524: Global Sourcing and Supply, or interns working in industry while pur- on page 69 of the Bulletin, the M.Eng. in ISQA 551: Managing Information suing their studies in the ETM. There are civil engineering management requires a Technology, ISQA 552: Managing three options for the M.Eng. in engineer- total of 45 graduate credits, including 32 ing management. Operations and the Value Chain, PSY 578: course credits and a 4-credit capstone. Leadership and Group Effectiveness, PSY The technology management option Nine credits of internship are required but prepares engineers, scientists, and individ- 615: Advanced Industrial/Organizational substituting an equal number of course Psychology, PA 545: Organization uals with related backgrounds, working in credits upon approval of the student’s Development, PA 555: Program Evaluation technology-based positions for leadership advisers may reduce the internship credits. and Management, USP 578/678: Impact in selecting, exploring, developing, and Doctor of Philosophy in Technology Assessment, PA 598: Value-based utilizing technology within the corporate Management. Admission requirements Management, SOC 557: Complex strategies. include Bachelors or higher degree in Organizations, CS 686: Introduction to The project management option pro- engineering, sciences, management with Database Management, EC 511: Cultural vides a focused coverage of the analytical technology emphasis, or related disci- Economics, EC 531: Urban Economics, framework, organization concepts, and plines; minimum 3.0 undergraduate GPA EC 532: Environmental Economics. interpersonal skills necessary for managing or 3.50 GPA in at least 12 graduate cred- METHODOLOGY: at least 20 credits from projects and programs. its; GRE scores obtained within five years the following courses: Decision Making in The civil and environmental engineer- of application to the program; a detailed Engineering & Technology Management, ing management option allows for engi- statement of research interests acceptable Engineering Economic Analysis, neering management specialization in civil to the ETM faculty; minimum 575 TOEFL Productivity Analysis, Operations engineering, including the subdisciplines score for international applicants; and Research, Manufacturing Systems of civil engineering such as construction, three letters of recommendation. In addi- Simulation, Research Methods for transportation, water resources, structures, tion to the University’s general degree Engineering Management, Technology and environmental engineering. The stu- requirements, the Ph.D. program in Forecasting, Decision Support Systems: dents in the Civil Engineering Engineering and Technology Management Data Warehousing, Project Management Management option are assigned two consists of the following nine steps: (Step- Tools, Probability/Statistics for Technology 1): Admission to the program; (Step-2): advisers: one from the Engineering and Management, Strategic Intelligence, ISQA

† Also offered as Mktg 555. M ASEEH C OLLEGE OF E NGINEERING AND C OMPUTER S CIENCE 259

572: Models for Quality Control, PSY 621: being at the level of acceptable papers for technology roadmapping, technology Univariate Quantitative Methods, PSY 622: a national or international conference on transfer, technology diffusion, knowledge Multiple Regression & Multivariate Quant Engineering and Technology Management. management, new product development, Methods, PSY 623: Factor Analysis & (Step-4): Successful completion of a com- multicriteria decision making, quantitative Covariance Structure Modeling, PSY 593: prehensive examination to demonstrate benchmarking, productivity management, Decision Making Laboratory, MTH 667, mastery of the Engineering and project management, manufacturing man- 668, 669: Stochastic Processes and Technology Management field, including agement, technology marketing, resource Probability Theory-I, II, III, MTH 692: the defense of the research paper optimization, strategic management of Research Methodology and Design, STAT described in step3 above. (Step-5): technology, and human side of technology 451, 452: Applied Statistics for Engineers Selection of the dissertation advisor from management are available. and Scientists-I, II, STAT 564: Applied the ETM faculty and formation of the Doctor of Philosophy in systems sci- Regression Analysis, SYSC 514: System Ph.D. committee including one member ence—engineering management. The Dynamics, SYSC 625: Agent Based appointed by the Dean of Graduate Ph.D. in systems science—engineering Simulation, SYSC 627: Discrete System Studies. (Step-6): Development of the dis- management is a single-discipline option Simulation, SYSC 629: Business Process sertation proposal and its approval by the of the Systems Science Ph.D. Program Modeling and Simulation, USP 655: Ph.D. committee resulting in the advance- (Departmental Option). The general Structural Equation Modeling, USP 656: ment to Ph.D. candidacy. (Step-7): requirements are listed on page 73. Multilevel Regression, SOC 597: Applied Registering for at least 27 dissertation The program requirements are a master’s Survey Research, EC 585: Cost-Benefit credits while conducting the research after degree in engineering management or Analysis, EC 586: Project Evaluation, EC the advancement to candidacy. (Step-8): equivalent coursework, 9 credits of 570: Econometrics. The students may also Preparation of at least one publishable Systems Science core courses, 9 credits of choose additional courses in other aca- paper for a research journal or a recog- additional Systems Science or approved demic units throughout the university, nized refereed technical conference pro- engineering management systems-related approved by their advisor, if such courses ceedings based upon the dissertation are supportive of their proposed research research. (Step-9): Defense of the disserta- courses, and 9 credits of other approved areas. (Step-3): 12 credits of independent tion. Specialization areas of research relat- coursework. Twenty-seven credits of dis- study supervised by ETM faculty culmi- ed to emerging technologies, decision sertation research are also required. nating in the preparation of a research analysis, data envelopment analysis, tech- paper evaluated by the ETM faculty as nology evaluation, technology forecasting,

Mechanical and Materials Engineering

Suite 400, Engineering Building every kind of industry, every branch of gov- tional needs of our students have the 503-725-4290 ernment, and every kind of utility. The utmost importance. The goal of the depart- www.me.pdx.edu/ mechanical engineering curriculum at ment is to ensure that all of our graduates Portland State University is distinguished receive a balanced education that make B.S.—Mechanical Engineering M.S.—Mechanical Engineering by its computer applications at all levels them highly desirable to employers. M.Eng.—Mechanical Engineering and emphasis on the design process. The M.S.—Materials Science and Engineering curriculum allows specialization in fluid Program Objectives Ph.D.—Participating department in systems, mechanical systems, thermal sys- The educational objectives of the program Systems Science Doctoral Program tems, and machine design with emphases are to prepare engineers who have: in materials, electronic packaging, and ◆ The ability to practice the profession of advanced computational design methods. It mechanical engineering effectively and Undergraduate affords an education suited to meeting the responsibly. programs technology needs of the Northwest. ◆ The ability to integrate into the profes- The mechanical engineering curriculum is sional community and advance in their Mechanical engineering affords a wide accredited by the Engineering Accreditation careers. Commission of ABET (EAC/ABET), range of career paths with a broad spec- ◆ The ability to pursue advanced degrees trum of employers. Careers are available in www.abet.org. This national organization and engage in engineering research. aerospace, energy conversion, energy uti- sets standards for engineering education lization, environmental design and manage- defined in terms of curricular content, Admission requirements ment, chemical processing, electromechani- quality of faculty, and adequacy of facilities. cal systems, controls, mechanical design, The mechanical engineering department Please refer to page 247 for admission manufacturing, and materials, to name a is engaged in a continuous program requirements. few. Employment may be found in virtually improvement process in which the educa- 260 P ORTLAND S TATE U NIVERSITY

Degree requirements • Submission of an application to the Master of Engineering in mechanical Mechanical Engineering Honors engineering. Admission requirements for Majors in mechanical engineering must Program the M.Eng. degree are identical to those complete the following University and Each student participating in the for the Master of Science in Mechanical departmental degree requirements. Any Mechanical Engineering Honors Program Engineering. deviation from the required courses, will be assigned an honors adviser. The Master of Science in materials science including engineering and mathematics adviser will work with the student to com- and engineering. For regular admission course substitutions, must be approved in plete a written proposal for the Honors consideration, applicants should meet writing by the chair of the Department of Thesis research, to be conducted in a spe- University graduate admission requirements Mechanical Engineering. cialty area within mechanical engineering. found on page 69 and have received a B.S. Freshman year Credits The completed Honors Thesis research will degree in engineering or a related science EAS 101 Engineering Problem Solving ...... 4 be presented to Mechanical Engineering field such as materials science, physics, or EAS 115 Engineering Graphics...... 3 Ch 221, 222 General Chemistry...... 8 faculty and students in a seminar. The chemistry. Conditional admission may be Ch 227, 228 General Chemistry Laboratory ...... 2 Honors Thesis, ME 403, may qualify as an granted in exceptional cases. Mth 251, 252 Calculus I, II ...... 8 approved mechanical engineering elective. Mth 261 Linear Algebra ...... 4 Degree requirements Freshman Inquiry ...... 15 Total 44 Master of Science in mechanical engi- Graduate programs neering. Sophomore year Credits University master’s degree EAS 211 Statics ...... 4 Master of Science in mechanical engi- requirements are listed on page 69. In EAS 212 Strength of Materials ...... 4 neering. The master’s program in mechan- addition, a candidate for the M.S. degree EAS 213 Properties of Materials ...... 4 ical engineering gives the practicing engi- must complete at least 27 credits in engi- EAS 215 Dynamics...... 4 neer advanced professional opportunities neering, excluding thesis or project. ME 241 Manufacturing Processes ...... 4 The master’s degree may be completed ECE 201 Electrical Engineering Laboratory ...... 1 and the student considering a career of ECE 299 Introduction to Electrical Engineering...... 4 research or university teaching a first level with one of two options. The thesis option Mth 254 Calculus IV ...... 4 of graduate study. The program includes a requires 36 credits of course work and 9 Mth 256 Applied Differential Equations I ...... 4 core of required mechanical engineering credits of thesis (ME 503). The project Ph 221, 222, 223 General Physics courses, advanced mathematics courses, a option requires 36-39 credits of course- (with Calculus) ...... 9 work and 6-9 credits of research project Ph 214, 215, 216 Physics Laboratory...... 3 selection of engineering electives, and Sophomore Inquiry ...... 12 supervised individual research. (ME 501). Student research is conducted Total 57 Master of Engineering in mechanical under the supervision of faculty, and a final oral examination covering the thesis Junior year Credit engineering. The Master of Engineering in EAS 361 Fluid Mechanics ...... 4 Mechanical Engineering degree is a profes- or project must be successfully completed. ME 313 Analysis of Mechanical Components ...... 4 sional degree for students seeking to advance Coursework may include special projects, ME 314 Analysis and Design of Machine Elements4 their skills of engineering applications. The but a maximum of 12 credits total of 501, ME 321 Engineering Thermodynamics...... 4 program involves coursework only, and is 503, 505, and 506 may be applied toward ME 322 Applied Fluid Mechanics and Thermodynamics...... 4 well-suited to working engineers. either option. ME 323 Heat Transfer ...... 4 Master of Science in materials science Required core courses include ME 511, ME 351 Vibrations and System Dynamics...... 4 and engineering. The Master of Science in 551, and 4 credits each of approved grad- ME 352 Numerical Methods in Engineering ...... 4 materials science and engineering degree uate math and numerical methods. In ME 372 Engineering Metallurgy...... 4 recognizes advanced coursework and addition, for the project/thesis options, ME Stat 451 Applied Statistics for Engineers and Scientists I ...... 4 research that blends basic materials science 507 (one credit) and ME 501 or 503 must Wr 327 Technical Report Writing ...... 4 with fundamental engineering principles be taken. All students must submit a study Upper-division cluster ...... 8 and practice. Closely tied to industry needs plan approved by their adviser before the Total 51 and applications, the program supports beginning of their third term with addi- Senior year Credits research in metallurgy, semiconductor mate- tional plans submitted at the request of ME 411 Engineering Measurement and rials, composites, welding and joining, pho- their adviser. Instrumentation Systems ...... 4 tovoltaic manufacturing, and material test- The department supports research in ME 420 or ME 437 Systems Design...... 4 manufacturing, materials science, electron- ME 488 Design of Experiments...... 2 ing. Current faculty research includes high ME 491 Design Process ...... 2 strength alloys, electroslag welding technol- ic packaging, and engineering science. ME 492 Conceptual Design Project...... 4 ogy, acoustic emission methods, modeling of Current faculty research areas include ener- ME 493 Detailed Design Project ...... 4 molding and casting, chemical-mechanical gy systems, electronic cooling, dynamic Approved mechanical engineering electives ...... 16 planarization, and heat treatment. systems modeling, computational mechan- Upper-division cluster ...... 4 ics, thermo-fluid systems, materials, and Total 40 Admission requirements FEM applications in mechanical design. Master of Engineering in mechanical Honors Program Master of Science in mechanical engi- engineering. In addition to the University neering. Applicants who have received a master’s degree requirements are listed on Entry Requirements B.S. degree in mechanical engineering or page 69, a candidate for the M.Eng. degree closely related field from an accredited • Admission to the Mechanical must complete 45 graduate credits, university, and meet university graduate Engineering Program including the same core courses (exclud- admission requirements found on page • Minimum overall GPA of 3.50 ing ME 507) required for the M.S. degree. 69, will be considered for admission to the • Minimum GPA of 3.40 in upper-divi- Up to 6 credits of approved industrial Mechanical Engineering Department for sion engineering courses (16 credits experience can be applied toward the regular admission. Conditional admission minimum) degree. No research project is required, may be granted in exceptional cases. but students can include up to 12 credits M ASEEH C OLLEGE OF E NGINEERING AND C OMPUTER S CIENCE 261

of 501, 503, 505, and 506 in the 45 cred- EAS 102 given reliabilities under constraints. its required for completion of the degree. Engineering Computation Structures (4) Prerequisite: senior standing in engineering. Master of Science in materials science Introduction to advanced data structures useful for solving engineering problems. Continues and engineering. In addition to meeting developing skills in the algorithmic method for Civil Engineering all University requirements for the M.S. engineering problem solving. Modern program- CE 199 degree found on page 69, the candidate ming language. Prerequisite: EAS 101. Special Studies (Credit to be arranged.) must satisfy the following departmental EAS 115 Consent of instructor. requirements: (1) 45 graduate credits; (2) Engineering Graphics (3) CE 211 Core requirements of ME 513 or MSE 513 The graphic language applied to engineering. Plane Surveying and Mapping (3) (depending on student background), MSE Projection systems. Multiview and pictorial rep- An introductory analytical treatment of the prin- 547, MSE 515, MSE 525, and MSE 507; resentation. Introduction to computer graphics. ciples of engineering measurements applied to (3) A set of specialty courses approved by Lecture and laboratory. plane surveys. Origin of datums, random error, the Student Program Committee; (4) EAS 199 observation systems, computations, nonrigorous Special Studies (Credit to be arranged.) adjustments, and topographic mapping. Research yielding 6-9 credits; (5) Passage Computer applications. Prerequisite: Mth 251. of the final oral examination. The student Consent of instructor. will be able to choose between a thesis EAS 211 CE 212, 213, 214 Statics (4) Field Problems in Plane Surveying (1, 1, 1) option and a project option for the CE 212: Care and operation of plane survey research component. Principles and applications of static equilibrium to structures and machines. Prerequisite: Mth 252 instruments. Field projects in testing instrumen- Each student will be assigned an adviser or Mth 261, Ph 221 taken concurrently. tal adjustment and executing basic survey cir- upon acceptance to the program, and the cuits. CE 213: Development and completion of EAS 212 a topographic map by field method. CE 214: adviser will be the primary contact for the Strength of Materials (4) Layout of a route design; adjustment of optical student in the department. The Student Study of the relationship between strain and instruments. Elementary field astronomy. Program Committee, a group of three facul- stress in deformable bodies; principles of stress Prerequisite: CE 211 concurrently. ty members, will meet with each student analysis for axial force, flexure, torsion, and twice per year to review the course of study shear; studies in combined stresses and column CE 311 that the student and adviser have chosen stability. Prerequisites: EAS 211, Mth 261. Engineering Surveys (4) The principles of geometric design of route and to monitor overall program quality. EAS 213 engineering. The reconnaissance, design, con- Properties of Materials (4) Doctor in Philosophy in systems trol, and layout of highway and railroad sys- Basic properties, behavior, and survey of engi- science—mechanical engineering. The tems including curves and earthwork. neering and industrial applications of materials. Ph.D. in systems science—mechanical Municipal surveys and introduction to spheri- Prerequisite: Ch 221. Lecture and laboratory. engineering is a single-discipline option of cal astronomy. Computer applications. the Systems Science Ph.D. Program EAS 215 Prerequisite: CE 211. (Departmental Option), whose general Dynamics (4) Fundamental principles and methods of CE 315 requirements are listed on page 73. The Civil and Environmental Engineering Newtonian mechanics including kinematics and Profession (1) The departmental requirements are a kinetics of motion and the conservation laws of master’s degree in mechanical engineering Introduction to civil and environmental engi- mechanics. Basic particle and rigid body appli- neering (CEE) practice in structural, environ- or equivalent coursework, 9 credits of cations. Prerequisites: EAS 211, Mth 252, mental, geotechnical, and transportation engi- Systems Science core courses, 9 credits of Mth 261. neering. Overview of education, training, additional Systems Science or approved EAS 361 research, and employment opportunities for engineering systems-related courses, and 9 Fluid Mechanics (4) each area of CEE. Engineering registration and credits of other approved coursework. Properties of fluid; fluid statics; differential ethics. Prerequisite: junior standing in CEE. analysis; conservation of mass, energy, and Twenty-seven credits of dissertation CE 321 research are also required. Specialization momentum; dimensional analysis; and fluid CEE Properties of Materials (4) areas of research related to building energy metering. Prerequisites: EAS 215, Mth 256 Introduction to structure and properties of civil taken concurrently. Lecture and laboratory. conservation, CAD, controls, heat transfer, engineering materials such as steel, asphalt, microprocessor applications, computation- EAS 401 cement, concrete, soil, wood and polymers. Research (Credit to be arranged.) al fluid dynamics, transport processes, Laboratory tests include evaluation of behavior of Consent of instructor. these materials under a wide range of conditions. thermochemical conversions, and EAS 405 Lectures and laboratory. Prerequisite: EAS 212. advanced manufacturing. Reading and Conference CE 324 (Credit to be arranged.) Elementary Structural Analysis (4) Consent of instructor. Loads on structures as dictated in various codes Courses EAS 406 and specification; load flow through a structural Special Projects (Credit to be arranged.) system and tributary areas; methods of analysis Courses with an asterisk (*) are not offered every year. Consent of instructor. of statistically determinate planar trusses, EAS 101 beams, and frames; concepts of stability and Engineering Problem Solving (4) EAS 407 Seminar (Credit to be arranged.) indeterminacy; axial, shear, and bending Introduction to basic ideas and tools used in the Consent of instructor. moment; calculations of displacements and engineering profession. Basic preparation in rotations by virtual work, Castigliano’s theorem EAS 410 rudiments and working methods of engineering for trusses, beams and frames; computer analy- design, analysis, and problem solving, with Selected Topics (Credit to be arranged.) Consent of instructor. sis of structures using an existing commercial emphasis on developing skills in computer- program. Prerequisites: EAS 212 and Mth 254. aided problem solving methods utilizing tools *EAS 461/561 such as MATLAB, Mathcad, and EXCEL. Reliability Engineering (4) CE 325 Introduction to structured computer program- Design of reliable components and systems for Indeterminate Structures (4) ming methods via MATLAB scripting language. engineering fields. Includes elements of proba- Analysis of indeterminate structures by force Lecture and recitation. Prerequisite: Mth 112. bility and statistics, reliability, mathematics, fail- and displacement methods; consistent deforma- ure modes and effect analysis; and design for tions and the theorem of least work; slope 262 P ORTLAND S TATE U NIVERSITY

deflection; moment distribution including sway; CE 406 lateral loads; laboratory demonstration of beam approximate methods. Prerequisite: CE 324. Special Projects (Credit to be arranged.) and column behavior. Prerequisite: CE 434. CE 333 Consent of instructor. *CE 436/536 Design of Steel Structures (4) CE 407 Masonry Design (4) Design of tension members, columns, beams, Seminar (Credit to be arranged.) Materials of construction; design of masonry beam-columns, and connections based on allow- Consent of instructor. elements, lateral load resisting systems, and able stress design. Prerequisites: CE 321, CE 325. CE 410 connections with reference to current codes. CE 341 Selected Topics (Credit to be arranged.) Prerequisite: CE 434. Soil Classification and Properties (4) Consent of instructor. CE 437 Determination and interpretation of significant *CE 420/520 Timber Design (4) engineering properties and behavior of soils; Advanced Mechanics of Materials (4) Design of solid and glued-laminated structural selected application in mechanics of founda- Advanced studies in mechanics of materials members including arches, connections, ply- tions and earth structures. Three lectures; one including fundamentals of elasticity, phenome- wood components, and diaphragms; design pro- 3-hour laboratory period. Prerequisite: CE 321. nological material behavior, and theories of fail- visions for lateral forces. Prerequisite: CE 325. CE 351 ure. Timoshenko beam theory, stress functions, *CE 438/538 Transportation Systems: Planning shear stresses, unsymmetrical sections, and Design of Composite Structures (4) and Design (4) beams on elastic foundations. Thick-walled Design of composite steel-concrete members A study of engineering problems associated cylinders; approximate methods. Prerequisites: based on allowable stress design and load and with the planning and design of urban and EAS 212, Mth 256 or equivalent. resistance factor design methods. Prerequisites: intercity transportation with emphasis on sys- *CE 421/521 CE 333. tems approach to problems definition and solu- Analysis of Framed Structures (4) CE 440/540 tion. Vehicle operation characteristics and traffic Generalized analysis of multi-story and irregular Geosynthetics in Infrastructure control devices for land, air, and water, data col- structural framework with classical methods; Engineering (2) lection methods and development of transporta- analysis of arches, curved beams and frames Testing and design with polymer-based geosyn- tion models for the establishment of design cri- with nonprismatic members. Energy methods thetic products in and on soil for the civil infra- teria for transportation structures. Prerequisite: with introduction to matrix methods. structure. Strength-based design applications junior standing in engineering. Prerequisite: CE 325. are introduced with design-by-function princi- CE 362 *CE 423/523 ples, and product approval for transportation, Hydraulics (4) Vibration Analysis structural, and geotechnical disciplines. Use of Laminar and turbulent flow and introduction to in Structural Engineering (4) geotextiles, geogrids, and geo-composites in boundary layer theory; flow in pressurized Fundamentals of vibration theory; applications slopes, mechanically stabilized earth retaining closed conduits including simple and multiple in structural engineering. Free, forced, and tran- walls, pavement subgrades, and overlays. pipe systems, uniform and non-uniform flow in sient vibration of single and multi-degrees of Prerequisite: CE 444. open channels, behavior of centrifugal pumps, freedom systems including damping, normal CE 442/542 and analysis of pump-pipeline systems. Three modes, coupling, and normal coordinates. In Situ Behavior and Testing of Soils (4) hours of lecture and one 3-hour laboratory peri- Prerequisites: EAS 212 and Mth 261. Introduction to field behavior of soils related to od each week. Prerequisite: EAS 361. *CE 431/531 engineering properties; site investigation proce- CE 364 Stability of Structures (4) dures and in situ testing. Development of fun- Water Resources Engineering (4) Study of elastic and inelastic flexural buckling damental analytical solution techniques for Principles of hydrology and hydraulic engineer- of bars and frames; use of energy methods and engineering with soil, the use and limitations of ing applied to water supply systems design. successive approximations; bracing of columns elasticity assumptions. Three lectures, one 3- Collection and distribution, pump stations, and frames; torsional, lateral-torsional, and local hour laboratory period. Prerequisite: CE 341. water quality and treatment, economic consid- buckling. Prerequisites: CE 333, Mth 261 or CE 443/543 erations. Prerequisite: CE 362. equivalent. Introduction To Seismology And Site CE 371 *CE 432/532 Evaluation (4) Environmental Engineering (4) Structural Steel Design—LRFD Method (4) Earthquakes and exploration seismology, the Effect of air, land, and water pollutants on envi- Design of components of steel structures based origin and occurrence of earthquakes, nature ronment. Transport and fate of pollutants in on load and resistance factor design method. and propagation of seismic waves in the earth, environment. Flow and mass balances of reac- Prerequisite: CE 333. earthquakes as a hazard to life and property. Uses of reflection and refraction exploration tors. Reaction kinetics. Mathematical modeling *CE 433/533 of water quality in rivers, lakes, and estuaries. Cold-Formed Steel Design (4) seismology, borehole velocity measurements, Water and wastewater treatment processes. Air Design of cold-formed steel beams, columns, seismic remote sensing, and direct measurement quality management. Solid waste management. beam-columns, cylindrical tubular members, techniques. Earthquake hazard assessment Prerequisite: EAS 361. and connections based on the Allowable Stress including liquefaction, ground failure, and site CE 401 Design (ASD) and the Load and Resistance amplification. Techniques for evaluating the Research (Credit to be arranged.) Factor Design (LRFD) methods of the AISI susceptibility, potential, and severity of the haz- Consent of instructor. specification. Prerequisite: CE 333. ards and other science and engineering applications. Prerequisite: senior/graduate standing. CE 403 CE 434 This course is the same as G 475/575; course Honors Thesis (Credit to be arranged.) Principles of Reinforced Concrete (4) may be taken only once for credit. Consent of instructor. Loads, load factors and structural safety, ultimate strength analysis; short column behavior, CE 444 CE 404 Geotechnical Design (4) Cooperative Education/Internship design of simple and continuous beams; one- (Credit to be arranged.) way slabs; serviceability and detailing require- Effect of soil conditions upon the behavior and Consent of instructor. ments with reference to current codes. choice of type of foundation; study of earth Prerequisites: CE 321, 325. pressure theories; design of foundations and CE 405 earth-retaining structures. Prerequisite: CE 341. Reading and Conference CE 435 (Credit to be arranged.) Design of Reinforced Concrete Structures (4) CE 445/545 Consent of instructor. Development and splicing of reinforcement; Geo-environmental Engineering with Geosynthetics (2) design of long columns, retaining walls, foot- Application of polymer-based geosynthetic ings, and slabs with reference to current codes; products for geo-environmental and municipal M ASEEH C OLLEGE OF E NGINEERING AND C OMPUTER S CIENCE 263

engineering including landfills, soil erosion con- CE 455/555 streamflow including model calibration and ver- trol, filters, and drains. Testing, design, and Intelligent Transportation Systems (4) ification. Modeling steady flow in rivers using product selection for hydraulic, degradation, Introduction to intelligent transportation systems, HEC-RAS. Prerequisite: CE 362. and chemical stability properties. Introduction including enabling surveillance, navigation, com- *CE 467/567 to reliability, endurance, and design life with munications, and computer technologies. Hydrologic and Hydraulic Design (4) reference to RCRA, ESA, and EPA laws. Application of technologies for monitoring, Application of hydrologic and hydraulic princi- Prerequisite: CE 341. analysis, evaluation, and prediction of transporta- ples to selected topics in hydrologic and CE 448/548 tion system performance. Intervention strategies, hydraulic design. Topics include risk-based Earthquake Accommodation and Design (4) costs and benefits, safety, human factors, institu- design of hydraulic structures, design of cul- Effects of earthquake shaking in the design of tional issues, and case studies. Prerequisite: verts, flood profile computation and flood plain buildings, pipelines, bridges, and dams. CE 351. CE 454 recommended. management, design of reservoirs. Design of Incorporating the earthquake hazard assessment CE 456/556 spillways including development of design flood for a project in the design process. The goal of Traffic Engineering (4) hydrograph and hydraulic design, design of this course is to allow geologists, geotechnical Traffic system components, traffic stream char- energy dissipation works. Prerequisite: CE 464/ engineers, structural engineers, and architects to acteristics, traffic studies and data collection, 564 or knowledge of HEC 1 and HEC 2. see how their particular tasks are impacted by volume studies, speed, travel-time, delay and CE 469/569 the earthquake effects. Types of analysis used to pedestrian studies, capacity analysis, freeway Groundwater Hydrology (4) evaluate earthquake design requirements in sev- systems, weaving sections, ramp junctions, rural Introduces students to the basic principles of eral disciplines, including: geology, geotechnical highways, signalized and unsignalized intersec- groundwater flow in the subsurface, emphasiz- engineering, structural engineering, and archi- tions, signal coordination, arterial operations, ing the importance of groundwater as a tecture. Prerequisite: CE 443/543 or G 475/575. and access management. Prerequisite: CE 454. resource. Topics include: the hydrologic cycle, This course is the same as G 477/577; course *CE 457/557 history of groundwater usage, aquifer classifica- may be taken only once for credit. Pavement Design (4) tion and properties, Darcy’s experiments and CE 450/550 Transportation Pavement structure classification and compo- Law, hydraulic head and potential, porosity and Safety Analysis (4) nents, wheel loads and design factors, stresses permeability, transmissivity and storativity, het- Incorporating safety in highway engineering in flexible pavements, subgrade strength and erogeneity and anisotropy, saturated vs. unsatu- and transportation planning that includes high- evaluation, design methods, material character- rated subsurface flow, and hydraulics of pump- way design, operation, and maintenance, as well istics, stresses in rigid pavements, design of ing wells (drawdown, flow in confined and as human factors, statistical analysis, traffic con- concrete pavements, joints and reinforcement, unconfined aquifers, nonequilibrium flow control and public policy. Design concepts of inter- condition surveys. Prerequisite: CE 351. ditions, slug tests, and aquifer-test design). sections, interchanges, signals, signs and pave- CE 458/558 Prerequisite: senior/graduate standing. ment markings; analyzing data sets for recom- Public Transportation Systems (4) CE 474/574 mendations and prioritization; principles of Performance characteristics of public trans- Unit Operations of Environmental driver and vehicle characteristics in relation to portation systems, with emphasis on urban Engineering (4) the roadway. Prerequisite: CE 351. systems. Planning, design, and operational Unit operations of water and wastewater treat- CE 451/551 issues related to public transportation systems. ment; pretreatment; sedimentation, filtration, Traffic Control and Analysis (4) Emerging technologies. Prerequisite: CE 351. aeration, disinfection, sludge treatment and dis- Traffic control principles; maintenance and CE 454 recommended. posal, advanced waste-water treatment process- responsibility for traffic control devices; choice CE 459/559 es. Prerequisite: CE 371. of traffic control; signs, markings, and signals; Transportation Operations (4) *CE 477/577 low-volume roads, temporary control, and Operation, modeling, and control of unsched- Solid and Hazardous Waste Management (4) school areas, traffic control for highway-rail uled and scheduled transportation modes; ele- Systematic approach to the complex technical, grade crossings, bicycles, and transit: warrants mentary traffic flow concepts; flow, density and political, and socio-economic aspects of manag- for control; control techniques and analysis, speed; scheduling; route and bottleneck capaci- ing, handling, and disposal of spent solid mate- advanced technologies. Prerequisite: CE 351. ties; networks; data interpretation; analysis rials and hazardous wastes. Prerequisite: sen- CE 453/553 Freight Transportation and techniques; diagrams; simulation queuing; opti- ior/graduate standing in civil engineering or Logistics (4) mization. Prerequisite: CE 351. CE 454 consent of instructor. Components and performance characteristics of recommended. CE 479/579 the U.S. freight transportation system, with CE 460/560 Fate and Transport of Toxics in the emphasis on data needs, planning, design, and Access Management Transportation Environment (4) operation of the entire supply chain. Systems (4) Chemical, physical, and biological principles that Discussion of impact of freight on passenger Access management issues; geometric design, govern the behavior of toxic materials such as transportation system and economy. Modal roadway operation, and access; safety and other heavy metals and synthetic organic compounds emphasis includes freight rail, motor freight, benefits; access design concepts; functional in the environment. Course emphasizes practical ocean freight, and air freight. Terminal opera- integrity of highway; driveway and intersection ways to represent chemical processes in models tions. Roles of public and private actors in spacing; functional area of intersection; turn of pollutant behavior. Topics include: adsorption freight system. Prerequisite: CE 351. lanes; median openings; access management of pollutants on soils and sediments; transport CE 454 techniques; regulations and policy; case studies; across sediment-water and air-water interfaces; Urban Transportation Systems (4) research issues. Prerequisite: CE 351. bioamplification of pollutants; multiphase fugaci- Urban street patterns and transportation *CE 464/564 ty models of organics; case studies of contami- demand, highway capacity analysis, process of Hydrologic and Hydraulic Modeling (4) nated surface water, sediment and groundwater. urban transport planning, travel-demand fore- Development and application of deterministic Prerequisite: senior or graduate standing. This casting and its application to traffic studies. and statistical models for hydrologic and course is the same as ESR 479/579; course may Development of transport models, multiple hydraulic analysis and design. Presentation of be taken only once for credit. regression analysis, models of land use and trip hydrologic processes and development of CE 480/580 generations, stochastic trip distribution mod- hydrologic models related to rainfall-runoff Chemistry of Environmental Toxics (4) els, applications and case studies. Route assign- including precipitation, infiltration, evapotran- The fate and transport-related behavior of toxic ment analysis and traffic flow theory. spiration, watershed and channel routing. compounds in the environment. Classification, Prerequisite: CE 351. Statistical analysis procedures for hydrologic nomenclature, examples of anthropogenic com- data including estimation of rainfall and flood pounds, and case studies. Introducing the phys- frequency. Application of HEC-HMS to model ical and chemical processes associated with air- 264 P ORTLAND S TATE U NIVERSITY

water exchange, organic-liquid exchange, sorp- *CE 526/626 *CE 547/647 tion processes, chemical transformations, and Theory of Plates (4) Earth Dams (4) bioaccumulation. Prerequisite: Ch 221; Ch 222 Small and large deformation theories of thin Design, construction, and operation of earth Recommended. plates; numerical and energy methods; free and earth-rock dams; seepage analysis, slope CE 484 vibrations. Prerequisite: Mth 256. stability, and construction procedures. Emphasis Civil Engineering Project Management *CE 527/627, 528/628 includes both the design of new structures and and Design I (3) Finite Elements the evaluation of safety of existing facilities. Engineering design process including owner- in Structural Mechanics (4, 4) Prerequisite: CE 442. design, professional-constructor relationships, pro- Principles of stiffness analysis of structures, CE 549/649 curement procedures, project evolution; contracts, essentials of the finite element formulation of Deep Foundation Design and Analysis (4) dispute resolution, bonds, warranties; construction elastic problems with applications to structural Comprehensive study of both driven and documents, including specifications; cost estimat- mechanics, plates and shells, and other related augered pile foundations, including concrete, ing, planning, and scheduling; construction problems utilizing digital computers. steel, and timber. In-depth review of design administration; group process, diversity, and lead- Prerequisite: CE 524/624. methods for axial and lateral capacity. Special ership. Two lectures, one 3-hour design project *CE 529/629 emphasis on the differences between driven laboratory period. Prerequisite: CE 444, CE 454, Structural Dynamics (4) piles and drilled shafts, including the role of CE 364, CE 325, and CE 434 or CE 333. Determination of normal modes and frequencies full-scale load testing in the semi-empirical CE 494 for structural systems. Transient and steady state methods. Introduction to group theory in elas- Civil Engineering Project Management and response. Derivation and solution of governing ticity and plasticity. Prerequisite: CE 444. Design II (3) equations using matrix formulation. Analysis of *CE 552/652 Synthesis of civil engineering specialties in a linear response of structures to dynamic load- Highway Design for Capacity (4) diverse multi-disciplinary project. Teamwork ings. Stresses and deflections in structures. Principles of highway capacity, traffic character- approach in design of components and systems Prerequisite: CE 423/523. istics, operational analysis, design and planning to meet stated objectives. Consideration of alter- *CE 530/630 of freeways, multi-lane and two-lane rural high- native solutions, methods, and products includ- Energy Principles ways, intersections and arterials, transit facili- ing constraints such as economic factors, safety, in Structural Mechanics (4) ties. Prerequisite: CE 454. reliability, and ethics. Preparation of design doc- Review of stress and deformation; material *CE 561/661 uments, including: memoranda, computations, behavior; theorem of virtual work, stationary Water Resource Systems Analysis (4) drawings, cost estimates, specifications, bidding value of potential and complementary potential; A development of quantitative techniques used in materials; written and oral presentations. Two reciprocal theorems, Engesser’s theorem, and the analysis of water resource systems for plan- lectures, one 3-hour design project laboratory Rayleigh-Ritz method; thermoelastic behavior. ning, design and operation. Emphasis is placed period. Prerequisite: CE 484. Prerequisite: CE 420/520. on the physical, legal and economic aspects and CE 501 *CE 535/635 their incorporation into simulation models. Research (Credit to be arranged.) Prestressed Concrete Design (4) Applications include reservoir systems for water Consent of instructor. Analysis and design of components of pre- supply and hydropower, irrigation planning and CE 503 stressed concrete structures with reference to operation, and water quality management. Thesis (Credit to be arranged.) current codes. Prerequisite: CE 434. Prerequisite: CE 464/564 or equivalent. Consent of instructor. *CE 537/637 *CE 565 CE 504 Earthquake Engineering (4) Watershed Hydrology (4) Cooperative Education/internship Response of structures to ground motions; Study of the movement and storage of water in (Credit to be arranged.) determination and use of response spectra; seis- watersheds, emphasizing physical processes. Consent of instructor. mic design criteria and provisions for buildings Includes systems analysis of watersheds, precip- CE 505 and other structures; and review of current itation, snowmelt, infiltration, evapotranspira- Reading and Conference practices for earthquake resistant design. tion, ground-water flow, stream flow generation, (Credit to be arranged.) Prerequisite: CE 529/629. open channel flow, hydrograph analysis, and an Consent of instructor. *CE 539/639 introduction to watershed hydrological model- CE 506 Advanced Steel Design (4) ing. Prerequisites: Mth 252, Ph 201, Stat 244; Special Projects (Credit to be arranged.) Analysis and design of metal structures includ- recommended: ESR 320 and/or an undergradu- Consent of instructor. ing connections, plate girders, design loads, ate course, such as CE 464. This course is the structural systems, and bracing. Prerequisite: same as ESR 525; course may be taken only CE 507 once for credit. Seminar (Credit to be arranged.) CE 333. Consent of instructor. *CE 541/641 CE 566/666 Advanced Soil Mechanics (4) Environmental Data Analysis (4) CE 510 Application of probabilistic and statistical mod- Selected Topics (Credit to be arranged.) Study of the advanced principles of soil behavior els to the description of environmental data Consent of instructor. related to stress-strain, shear strength, permeability, and consolidation. Prerequisite: CE 444. with a focus on hydrology and water quality. *CE 522/622 Graphical and quantitative techniques of *CE 544/644 Plastic Analysis of Structures (4) exploratory data analysis, selection and fitting of Techniques in the analysis of structures beyond Advanced Shallow Foundation Design (4) Advanced topics in settlement and bearing appropriate probability distributions, simple the elastic limit. Methods of limit analysis and and multiple and multivariate regression and design. Prerequisite: CE 333. capacity analysis of shallow foundation; application of numerical schemes to foundation design. their applications to analysis and modeling, and *CE 524/624, 525/625 Prerequisite: CE 444. detection of changes and trends in environmen- Matrix and Computer Methods in tal time series. Prerequisites: graduate standing Structural Analysis (4, 4) *CE 546/646 and Stat 243 and 244 or Stat 460. Fundamental concepts of analysis for statically Numerical Methods in Geotechnical *CE 569/669 determinate and indeterminate structures utilizing Engineering (4) Application of finite difference and finite ele- Groundwater Hydrology (4) matrices and computers; displacement and force Principles of flow and contaminant transport in methods applied to trusses and rigid frames; tech- ment methods to the solution of soil-structure problems, stability of soil masses and founda- porous media and application to problems of niques for the analysis of large complex structures water supply and contaminant transport. Topics for static and dynamic loads. Prerequisite: CE 325. tion installation. Use of commercial computer programs in working applied problems. include: properties of porous media; Darcy’s law Prerequisite: CE 444. and aquifer equations; solution for steady and M ASEEH C OLLEGE OF E NGINEERING AND C OMPUTER S CIENCE 265

unsteady flow problems; flow net analysis; *CE 576/676 Concludes with legal and ethical issues sur- regional vertical circulation; unsaturated flow; Environmental Fluid Mechanics II (4) rounding computer technology, management well dynamics and pump test analysis; surface- Introduction to the fundamentals of the fluid information systems, and systems analysis. groundwater interactions; water quality and dynamics of natural surface waters by analysis Recommended prerequisite: high school algebra. contaminant transport; transport models; trans- of the governing equations of mass, momen- CS 106 port in heterogeneous porous media and tracer tum, and heat conservation. Applications Computing Fundamentals II (4) test. Prerequisite: senior/graduate standing in include turbulence modeling, finite depth water Introduction to programming designed for the civil engineering. motions, stratified flow phenomena, and seiche non-CS major. Introduction to the logical *CE 570/670 phenomena. Prerequisites: CE 572/672 or thought processes used when programming. Groundwater Modeling (4) EAS 361, CE 362, 371. Programming language generations, low and The objective is to give students a good intro- *CE 578/678 high level languages and the more popular high duction to practical groundwater flow and con- Water Quality Modeling (4) level languages. Puts you in the role of a pro- taminant transport modeling. Designed as Introduction to descriptive modeling approach- grammer and takes you through the entire hands-on and application oriented. Covers the es for analyzing water quality changes in lakes, process. Concepts include problem definition, fundamental equations, numerical methods, reservoirs, rivers, and estuaries. Applications generating a description of its step-by-step solu- and modeling techniques with emphasis on include modeling dissolved oxygen, tempera- tion (the algorithm), writing the program, and conceptual modeling and teaching students ture, nutrients, and algal dynamics. finally documenting your program. Tutorial how to solve real world problems using an Prerequisites: EAS 361, CE 371. using the programming language Visual Basic interactive groundwater modeling and visualiza- *CE 591/691 and five programming projects are completed. tion system. Specific topics include conceptual Engineering Optimization (4) Recommended prerequisites: high school alge- representations and grid design, selecting model Development of optimization methods applica- bra, knowledge of Windows and the ability to boundaries, sources and sinks, profile models, ble to the solution of engineering problems. use Windows Explorer. special needs for transient simulations, calibra- Conditions for optimality, univariate, and multi- CS 107 tion, verification, sensitivity analysis, and sever- variate search methods, constrained optimiza- Computing Fundamentals III (4) al hands-on projects on modeling groundwater tion. Particular techniques include gradient- Introduction to Web programming and associat- contamination, well-field management, and based methods, linear programming, and ed web tool usage for non-CS majors. Centering remediation system. Prerequisite: CE 569/669. dynamic programming. Prerequisite: graduate around the more sophisticated aspects of *CE 571/671 standing in engineering. browsers. Web pages that represent the input to Stochastic Subsurface Hydrology (4) CE 601 browsers are defined. In-depth study of HTML, A probabilistic approach to analyzing the effects Research (Credit to be arranged.) VBScript and JavaScript. Brief exploration into of complex heterogeneity of subsurface environ- Consent of instructor. CGI Scripts and other server-side tools. Course ment on field-scale ground-water flow and con- CE 603 differentiates between Web page design (a taminant transport. Classical transport process- Thesis (Credit to be arranged.) graphics designer’s role) and Web page pro- es; heterogeneity/ uncertainty and probabilistic Consent of instructor. gramming, taking the results of their work and representations; temporally variable subsurface committing it to workable code. Recommended flow and lumped parameter water quality mod- CE 604 prerequisites: high school algebra and CS106 or Cooperative Education/Internship els; spatial variability in subsurface flow; con- (Credit to be arranged.) some programming experience. taminant transport processes in heterogeneous Consent of instructor. CS 161 media; geostatistical methods, measurement Introduction to Computer Science I (4) CE 605 conditioning and parameter estimation; field Introduction to fundamental concepts of com- applications of stochastic methods. Emphasis is Reading and Conference (Credit to be arranged.) puter science. Problem solving, algorithm and placed on analysis of field-scale heterogeneous Consent of instructor. program design, data types, control structures, groundwater systems. Prerequisite: CE 569. and subprograms. This course is primarily CE 606 designed for CS majors. Prerequisite: Mth 111. *CE 572/672 Special Projects (Credit to be arranged.) Environmental Fluid Mechanics I (4) Consent of instructor. CS 162 Introduction to the basic physical processes Introduction to Computer Science II (4) which transport pollutants in natural waters; CE 607 Introduction to software design, use of a variety Seminar (Credit to be arranged.) mathematical formulations. Use of predictive of data structures, data abstraction, and recur- Consent of instructor. mathematical models as a basis for water and sion. Application of recursion in software design. air quality management. Prerequisites: EAS 361, CE 610 Program correctness, verification, and testing. CE 371. Selected Topics (Credit to be arranged.) Students will write a substantial computer pro- *CE 573/673 Consent of instructor. gram during the term. Prerequisite: CS 161. Numerical Methods in Environmental and CS 163 Water Resources Engineering (4) Computer Science Data Structures (4) Introduction to the mathematical solution of Data abstraction with formal specification. partial differential equations by finite difference CS 105 Computing Fundamentals I (4) Elementary algorithm analysis. Basic concepts of and finite element techniques. Development of data and its representation inside a computer. solution approaches to water quality and Overview of computers and computer technology for non-CS majors. Focus on the personal Linear, linked, and orthogonal lists; tree struc- hydraulic problems in surface and groundwater tures. Data structures are implemented as data systems. Analysis of model sensitivities, calibra- computer. Hardware performance criteria are discussed and terminology defined. Hardware abstractions. Sorting and search strategies. Data tion and verification. Prerequisite: senior or management. Prerequisite: CS 162. graduate standing in civil engineering. topics: central processing units (such as microprocessors like Pentium, Athlon, and others) are CS 199 *CE 575/675 characterized regarding speed and data (bit) pro- Special Studies (Credit to be arranged.) Advanced Physical/Chemical Environmental cessing capabilities; memory size, speed and CS 200 Engineering Processes (4) types, and how much is needed; storage media Computer Systems Programming I (4) Theoretical and laboratory analysis of major and capacity; input/output devices. Software is Introduction to computer systems from a soft- physical and chemical processes used to treat the primary focus for the remainder of the ware perspective. Systems programming using water, wastewater, industrial and hazardous course. Main topics are system software C and assembly language. Basic computer wastes. Analysis of reactor hydraulics, reactor (Windows, Unix, etc) and applications (such as organization. Representation of data. Machine kinetics, coagulation, flocculation, solid-liquid browsers, word processors, spreadsheets, pres- instruction sets and assembly programming, separation processes, adsorption, and gas trans- entation graphics and database managers). relationship between C code and assembly fer. Prerequisite: CE 474/574. 266 P ORTLAND S TATE U NIVERSITY

code, C pointers and structures and their CS 311 CS 405 machine-level representation. Linking and load- Computational Structures (4) Reading and Conference ing. Program debugging. Prerequisite: CS 162. Introduces the foundations of computing. (Credit to be arranged.) Consent of instructor. CS 201 Regular languages and finite automata. Context- Computer Systems Programming II (4) free languages and pushdown automata. Turing CS 406 Further introduction to computer systems from machines and equivalent models of computa- Special Projects (Credit to be arranged.) a software perspective. Basic operating systems tion. Computability. Introduction to complexity. Consent of instructor. concepts and calls. Defining, measuring and The Prolog language is used for programming CS 407 improving program performance. The memory experiments. Prerequisite: CS 251. Seminar (Credit to be arranged.) hierarchy: storage technologies, caches, virtual CS 321, 322 Consent of instructor. memory, memory allocation techniques. Languages and Compiler Design (4, 4) CS 409 Prerequisite: CS 162, 200. Principles of programming languages and language Practicum (Credit to be arranged.) CS 202 implementation by compilation. Techniques of lan- Consent of instructor. Programming Systems (4) guage definition. Run-time behavior of programs. Compilation by recursive descent. Use of LR com- CS 410 Students will become familiar with the lan- Selected Topics (Credit to be arranged.) piler-generation tools. Design and implementation guage and operating system environment used Consent of instructor. in most upper division courses in the of a compiler for a small language. Prerequisites: CS 201, 202, 300, 311. CS 415/515 Computer Science major curriculum. Use of Parallel Programming (4/3) the file system, operating-system calls, and CS 333 An introduction to parallel programming con- Introduction to Operating Systems (4) shell-level programming; low-level debugging cepts and techniques. Topics include: parallel Introduction to the principles of operating sys- of high-level programs. Programming exercises programming models and languages, share- tems and concurrent programming. Operating will include applications from data structures memory programming, message-passing pro- system services, file systems, resource manage- (e.g. B-trees) and memory management tech- gramming, performance models and analysis ment, synchronization. The concept of a niques. Prerequisites: CS 163, 201. techniques, domain-specific parallel algorithms. process; process cooperation and interference. CS 250 Prerequisites: CS 321 and CS 333. Discrete Structures I (4) Introduction to networks, and protection and CS 420/520 Introduces discrete structures and techniques security. Examples drawn from one or more modern operating systems. Programming proj- Object-Oriented Programming (4/3) for computing. Sets. Graphs and trees. The fundamental concepts of object-oriented Functions: properties, recursive definitions, ects, including concurrent programming. Prerequisites: CS 200, 201, 311. programming languages, including data abstrac- solving recurrences. Relations: properties, tion and typing, class inheritance and generic equivalence, partial order. Proof techniques, CS 340 types, prototypes and delegation, concurrency Discrete Structures for Engineers (4) inductive proof. Counting techniques and dis- control and distribution, object-oriented data- A one-term introduction to discrete structures crete probability. The Maple language is intro- bases, and implementation. To illustrate these with applications to computing problems. Topics duced and used for programming experiments. issues, programming assignments in languages include sets, relations, functions, counting, Prerequisites: CS 163, Mth 252. such as Smalltalk, Eiffel and C++ will be given. graphs, trees, recursion, propositional and predi- CS 251 Prerequisite: CS 322. Discrete Structures II cate logic, proof techniques, Boolean algebra. The course may not be used as part of the degree CS 438/538 Continuation of CS 250. Logic: propositional cal- Computer Architecture (4/3) culus, first-order predicate calculus. Formal rea- requirements for the BS degree in Computer Science. Prerequisites: CS 163, Math 252. Processors, memory hierarchy, and bus systems. soning: natural deduction, resolution. Applications Multi-level caches and cache coherence in MP to program correctness and automatic reasoning. CS 350 systems. Arithmetic algorithms. RISC vs. CISC Algorithms and Complexity (4) Introduction to algebraic structures in computing. instructions, pipelining, and software pipelin- Techniques for the design and analysis of algo- The Prolog language is introduced and used for ing. Superscalar, superpipelined, and VLIW rithms. Case studies of existing algorithms programming experiments. Prerequisite: CS 250. architectures. Connection networks. (sorting, searching, graph algorithms, dynamic CS 299 Performance evaluation, simulation, and analyt- programming, matrix multiplication, fast Special Studies (Credit to be arranged.) ic models. Performance enhancement through Fourier transform.) NP-Completeness. CS 300 branch prediction and out-of-order execution. Prerequisite: CS 311. Elements of Software Engineering (4) Prerequisite: CS 322 or 333. Practical techniques of program development for CS 386 Introduction to Databases (4) CS 441/541 medium-scale software produced by individuals. Artificial Intelligence (4/3) Introduction to fundamental concepts of data- Software development from problem specifica- Introduction to the basic concepts and tech- base management with the relational model. tion through design, implementation, testing, and niques of artificial intelligence. Knowledge rep- Schema design and refinement, query lan- maintenance. The fundamental design techniques resentation, problem solving, and AI search guages, transaction management, security, data- of step-wise refinement and data abstraction. A techniques. Program will be written in one of base application environments, physical data software project will be carried through the devel- the AI languages. Prerequisites: CS 202, 311. opment cycle. Prerequisite: CS 202. organization, overview of query processing, CS 442/542 CS 305 physical design tuning. Prerequisites: CS 163, 250, 251. Advanced Artificial Intelligence: Social, Ethical, and Legal Implications of Combinatorial Games (4/3) Computing (2) CS 399 Covers the theory and practice of finding opti- History of computing, social context of comput- Special Studies (Credit to be arranged.) mal and satisfying solutions to one-player and ing, professional and ethical responsibilities, Consent of instructor. two-player combinatorial games, including such risks and liabilities of safety-critical systems, CS 401 popular games as Sokoban, Othello, checkers, intellectual property, privacy and civil liberties, Research (Credit to be arranged.) chess, backgammon, bridge, and CCGs. Simple social implications of the Internet, computer Consent of instructor. applications in decision theory and economics crime, economic issues in computing. CS 403 may also be discussed. Emphasis on implemen- Prerequisites: a course in computer science at Honors Thesis (Credit to be arranged.) tation of state-of-the-art solution techniques. the 300 or higher level. Sophomore inquiry or a Consent of instructor. Prerequisite: CS 202 or experience with algo- course in public speaking and a course in writ- rithms and data structures. ing a research paper. CS 404 Cooperative Education/Internship (Credit to be arranged.) Consent of instructor. M ASEEH C OLLEGE OF E NGINEERING AND C OMPUTER S CIENCE 267

CS 443/543 CS 454/554 ticipation for two consecutive quarters. Advanced Artificial Intelligence: Software Engineering (4/3) Prerequisites: senior standing. For CS majors: Combinatorial Search (4/3) Current methodologies for the development of CS 322, 333, 350. Non-CS majors: permission of Explores methods for the solution of constraint large, industrial strength software systems. Topics the instructor. satisfaction and related problems using search include requirements, specification, design, CS 491/591 techniques, in the context of real-world prob- implementation, testing, project management and Introduction to Computer Security (4/3) lems such as resource-bounded scheduling, cost estimation, formal methods, and software Provides a broad overview of computer security. enterprise planning, classical planning, and process improvement. Prerequisite: CS 321. Provides a solid theoretical foundation, as well one- and two-player games. Emphasis on cod- CS 457/557 as real-world examples, for understanding coming projects, and on reading and reporting on Functional Languages (4/3) puter security. Fundamental theoretical results, selected literature. Prerequisite: CS 202 or expe- Introduction to functional notation, recursion, foundational models, and salient examples will rience with algorithms and data structures. higher-order functions, reasoning about func- be covered. Security in computer operating sys- CS 445/545 tions, and models for the evaluation of applica- tems, networks, and data will be covered, with Machine Learning (4, 3) tive expressions. Use of functional languages. emphasis on operating system and program Provides a broad introduction to techniques for Prerequisites: CS 202, 311. security. Prerequisites: CS 333, 350, C and Java building computer systems that learn from CS 465/565 programming. experience; conceptual grounding and practical Server-side Applications: Construction and CS 492/592 experience with several learning systems; and Analysis (4/3) Computer Security Practicum (4/3) grounding for advanced study in statistical Covers the basics of programming in Perl and its Practical study of good security practices in learning methods, and for work with adaptive use as a vehicle for writing CGI-Bin scripts for software. Issues of correctly implementing secu- technologies used in speech and image process- the World Wide Web. Explores the use of rity strategies, including why some strategies ing, robotic planning and control, diagnostic JavaScript as a client-side adjunct. Topics fail. State-of-the-art implementation techniques systems, complex system modeling, and itera- include basic Perl programming; the Client-serv- and appropriate conditions under which these tive optimization. Students gain practical expe- er Model used by the World Wide Web; CGI-Bin techniques apply (or not). Students will apply rience implementing and evaluating systems scripts; security and accessibility concerns; concepts from software engineering, cryptogra- applied to pattern recognition, prediction, and HTTP protocols; human-interface issues on the phy, and security theory to a non-trivial project optimization problems. Prerequisites: Mth 253, World Wide Web; and elementary JavaScript that will stress correct secure programming 343; Stat 244; CS 202. programming. Prerequisites: CS 300 and 333 or techniques. Prerequisites: CS 333, CS 491/591. software development experience and CS 533. CS 446/546 CS 493/593 Advanced Topics in Machine Learning (4, 3) CS 467/567 Digital Forensics (4, 3) Covers a number of more advanced topics in The Wireless Web (4/3) Detailed, hands-on approach to the investigation machine learning from a more mathematically- Covers the basics of the Wireless Application of criminal incidents in which computers or oriented view. Provides preparation for success- Protocol (WAP) as used in modern mobile phones computer technology play a significant or inter- fully using machine-learning techniques for var- and other handheld devices. Provides an overview esting role. Familiarization with the core comput- ious applications. Also provides preparation for of the WAP architecture, as well as an in-depth er science theory and practical skills necessary to graduate-level research in machine learning and exploration of the WAP Application Layer (WAE), perform rudimentary computer forensic investi- adaptive systems. Prerequisite: CS 445/545. including WML, WMLScript, and the WAP push gations, understanding the role of technology in CS 447/547, 448/548 framework. Prerequisite: CS 465/565. investigating computer-based crime, and prepara- Computer Graphics (4/3, 4/3) CS 485/585 tion to deal with investigative bodies. This course will provide an introduction to Cryptography (4/3) Recommended: CS 333 or 533. No prior back- graphics systems and applications. Basic struc- The goal of cryptography is the encoding of ground in criminal justice or law is assumed. ture of interactive graphics systems, characteris- information via a cryptographic system. CS 494/594 tics of various hardware devices. Control of dis- Cryptanalysis studies the breaking of cryptosys- Internetworking Protocols (4/3) play devices, implementation of simple pack- tems. This course focuses on cryptography but Advanced study of the protocols and algorithms ages, device independence, and standard pack- with respect to cryptanalysis. An overview of used in the Internet (IETF) family of networking ages. Distributed architectures for graphics, hid- classical systems with an in-depth examination protocols. For example, ARP, IP, UDP, TCP, mul- den line and hidden surfaces algorithms, repre- of modern cryptosystems. This includes block ticasting, routing protocols like RIP and OSPF, sentations of curves and surfaces. Prerequisites: algorithms such as DES; public-key cryptosys- and application protocols like DNS, NFS, SNMP, CS 202, Mth 261. tems, such as RSA; and one-way functions. FTP and HTTP. Issues such as addressing, name CS 451/551 Additional topics include cryptographic proto- service, protocol design, and scaleability will be Numerical Computation (4/3) cols, signature schemes, pseudo-random num- explored. Prerequisite: CS 333. Introduction to numerical methods. Includes ber generation, Shannon’s information theory, CS 501 topics from elementary discussion of errors, and stream ciphers. Prerequisite: CS 350. Research (Credit to be arranged.) polynomials, interpolation, quadrature, linear CS 487, 488 Consent of instructor. systems of equations, and solution of nonlinear Software Engineering Capstone (3, 3) equations. Prerequisites: Mth 261; CS 200. CS 503 Emphasizes teamwork in small groups on a sub- Thesis (Credit to be arranged.) CS 452/552 stantial project that will be performed for a real Consent of instructor. Building Software Systems customer. Projects are chosen so as to provide with Components (4/3) interdisciplinary content with project proposals CS 504 Designed to familiarize students with the con- being solicited from the community at large. Cooperative Education/Internship (Credit to be arranged.) cepts behind and opportunities afforded by Projects that involve students as well as cus- Consent of instructor. modern component architectures, such as tomers from other disciplines are encouraged. Microsoft COM, Java Beans, and CORBA. Lectures will be directed toward the management CS 505 Students are exposed to component develop- of software development projects such as those Reading and Conference ment techniques and methods for developing being carried out by the teams. It is the intent of (Credit to be arranged.) complex software architectures using compo- the course to provide a capstone experience that Consent of instructor. nents. Students become familiar with compo- integrates the materials contained in the remain- CS 506 nent development, scripting and composing der of the CS curriculum through work on a Special Projects (Credit to be arranged.) components, and the strengths and weaknesses project that applies this material in another disci- Consent of instructor. of using components in designing large complex pline. Each team member will contribute to the CS 507 software systems. Prerequisites: CS 300, 333, design, documentation, and testing phases of the Seminar (Credit to be arranged.) 350; knowledge of C++ or Java programming. project. This course creates an obligation for par- Consent of instructor. 268 P ORTLAND S TATE U NIVERSITY

CS 509 in the design, implementation, and application tems. Topics to be covered include: formal logics Practicum (Credit to be arranged.) of programming languages. Topics range from for system verification (first-order logic, higher- Consent of instructor. basic to advanced. Areas include syntax, seman- order logic, temporal logic), formal specifica- CS 510 tics, scoping, typing, abstraction, exceptions, tions, theorem proving systems, circuit verifica- Selected Topics (Credit to be arranged.) and concurrency. Computational paradigms tion, microprocessor verification, and system Consent of instructor. such as functional, logic, and/or object oriented software verification. Prerequisites: CS 321, 333. CS 533/633 are analyzed. Several “recent” programming lan- CS 581/681 Concepts of Operating Systems (3) guages used. Prerequisite: CS 322. Theory of Computation (4/3, 4/3) Survey of concepts and techniques used in CS 559/659 Computability theory: study of models of compu- modern operating systems. Sample concepts Software Measurement and Models (3) tation (Turing, Church, Kleene), recursive func- covered are concurrency, IPCs, scheduling, Survey, evaluation, and application of software tion theory, properties of recursive, and recursive- resource allocation, memory management, file measurement techniques and models. Particular ly innumerable sets. Prerequisite: CS 311. systems, and security. Techniques for imple- emphasis on product metrics such as Software CS 582/682 menting operating systems taught through a Science, Cyclomatic Complexity, and Function Theory of Computation: programming project. Prerequisite: CS 333. Points. Advanced Topics (4/3, 4/3) CS 549/649 CS 560/660 Complexity theory: study of resource bounded Computational Geometry (3) Human-Computer Interaction (3) computation, the complexity classes (P, NP, Perspective and projective geometry. Analytic Introduction to the basic theory of human-com- PSpACE, and PH), NP-completeness, relativized projective geometry, projective lines and projec- puter interaction. Principles of human cognition computation, randomized classes. Prerequisites: tive planes. Projective transformations of lines and interface design, interface evaluation tech- CS 311, 350. and planes. Homogeneous coordinates. niques. Several prototyping tools will be pre- CS 583/683 Applications to two-dimensional computer sented. A project is required. Prerequisites: Automata and Formal Languages (3) graphics. Conic sections in design. Stat 460, CS 202. An advanced study of the theory of automata, Prerequisites: CS 163 and 451. CS 572/672 formal languages and computational complexity. CS 550/650 Operating System Internals (3) Main subjects are finite state concepts, formal Parallel Algorithms (3) Internals of a specific operating system includ- grammars, computability, Turing machines, and Definition and nature of parallel computation. ing structure of the kernel, block buffering computational complexity. Prerequisite: Parallel computation from the point of view of cache, file system structure and system calls, CS 582/682. hardware/architecture, program/scheduling, and process structure and scheduling, memory man- CS 584/684 algorithms. Why and how parallel computation is agement, device driver interface, and inter- Algorithm Design and Analysis (3) different from serial computation. Examples to process communication. Prerequisite: CS 333. An advanced in-depth study in the design and highlight the differences. Parallel algorithms in CS 573/673 analysis of algorithms. Topics include models of general: illustration of the most important features Computer Communications (3) computation, sorting, data structures, graph and techniques. Illustration of the limitations. A Layers of the ISO/OSI reference model; basics of algorithms, matrix multiplication, fast Fourier survey of major results, general form of results, computer telecommunications, networking transform, polynomial arithmetic, pattern limitations on speed-up. Prerequisite: CS 350. technology; communications protocols, their matching, and NP-complete problems. CS 553/653 function and impact on the performance of Prerequisite: CS 350 or equivalent. Design Patterns (3) computer communications; traffic patterns in a CS 586/686 Software design patterns are reusable solutions data network. Prerequisites: CS 333, Stat 460. Introduction to Database Management (3) to recurring software problems. They capture CS 575/675 Introduction to fundamental concepts of data- successful experiences and convey expert insight Computer Systems Analysis (3) base systems at the graduate level. Database sys- and knowledge to less experienced developers. An advanced course on computer systems. tem architecture; relational data model and lan- Course provides an in-depth view of patterns Topics include operating systems, performance guages; data modeling; normalization theory; using Java as the presentation language. Course evaluation, device analysis, construction and transaction management; security; object data- is suitable to software architects and developers proof of monitors, file systems, objects and bases; data warehouses; deductive databases. who are already well-versed in this language. In processes, reliability, and protection. Prerequisites: CS 163, 250, and 251. addition, it offers continuous opportunities for Prerequisites: CS 333, Stat 460. CS 587/687 learning the most advanced features of the Java CS 576/676 Relational Database Management Systems (3) language and understanding some principles Computer Security (3) Internal design of a relational database manage- behind the design of its fundamental libraries. Introduction to the principles of computer secu- ment system. Concurrency control; lock man- Prerequisites: programming in Java and CS 520. rity. Development of the notion of security agers; crash recovery; query and operator evalu- CS 555/655 through formal models and the examination of ation; query optimization; storage management; Software Specification and Verification (3) existing secure systems. Systems intended for index structures; system catalogs. Prerequisites: Theoretical and practical aspects of the software the protection of classified information as well CS 586/686 and CS 333. development process or software lifecycle. as commercial systems will be examined. CS 588/688 Covers the first part of the cycle: formulating Prerequisite: CS 333. Distributed Database Systems (3) the external requirements, specifying what the CS 577/677 Theory and design of distributed database sys- software is to do, and the abstract design. Modern Language Processors (3) tems. Concurrency control and recovery, dis- Emphasis will be on the formal aspects of speci- An advanced course on compiler construction tributed deadlock detection, replication, query fication and verification. for modern programming languages, such as processing and optimization, parallel database CS 556/656 object-oriented or functional languages. Topics machines, multimedia servers, and heteroge- Software Implementation and Testing (3) include type-checking, executable intermediate neous multidatabase systems. Prerequisites: Theoretical and practical aspects of the software representations, interpretation and virtual CS 587/687. development process or software lifecycle. machines, code generation for modern architec- CS 595/695 Covers the second part of the cycle: detailed tures, memory management and garbage collec- Network Routing (3) design, implementation in a programming lan- tion, and optimization. Prerequisite: CS 322. Class will study modern packet-based routing guage, testing, and maintenance. Emphasis will CS 579/679 protocols as used in the Internet including interi- be on the technical aspects of software testing. Formal Verification of Hardware/Software or gateway protocols (IGPs) like RIPv1, RIPv2, CS 558/658 Systems (3) OSPF, and exterior gateway protocols (EGPs) like Programming Languages (3) Introduction to the formal verification of func- BGP. Certain routing control theory topics will be In-depth study of current and historical issues tional correctness of hardware and software sys- introduced; for example, link-state and vector M ASEEH C OLLEGE OF E NGINEERING AND C OMPUTER S CIENCE 269

distance routing, policy routing, source routing port networks. Prerequisite: ECE 221, ECE 201; design. Stability criteria for feedback topologies. and tunnels, and the general use of metrics in Mth 256 or concurrent. Design and analysis of sinusoidal waveform existing routing protocols. Other aspects of rout- ECE 223 generators. Introduction to phase-locked loops. ing protocols may be presented as time permits; Signals and Systems II (4) Study of digital circuits used in various logic for example, multicast routing, mobile routing, Continuous-time and discrete-time Fourier families. Computer-aided design. Prerequisite: and tag-switching protocols. This class may take series, continuous-time Fourier transform, dis- ECE 322, ECE 302, ECE 223, ECE 203. the form of a seminar with students asked to crete-time Fourier transform, fast Fourier trans- ECE 331 present various aspects of recent experimental form, sampling, aliasing, communications, Engineering Electromagnetics I (4) research in routing. Prerequisite: CS 594. modulation, the z-transform, discrete-time fil- Theory and applications of transmission lines CS 596/696 ters. Prerequisite: ECE 222, ECE 202. and their effects on signal integrity, review of Network Management and Security (3) ECE 241 vector calculus, static Maxwell’s equations, theo- Covers both network management and network Introduction to Electrical Engineering (5) ry and applications of electrostatics and magne- security. Network management will include the DC circuit theory, passive electrical compo- tostatics. Prerequisites: Mth 254, Mth 256, design of LAN-based networks, including span- nents, transient and sinusoidal steady state cir- Ph 223 or Ph 213. ning tree protocols, bridge learning protocols, cuit responses (including Bode plots, and reso- ECE 332 virtual LANs, and Ethernet switches, and the nance), diode and op-amp circuits, magnetic Engineering Electromagnetics II (5) security of switches and routers. Network man- circuits and transformers; laboratory; recitation. Review of Maxwell’s equations and electromag- agement protocols will be covered in-depth Prerequisites: Phy 212 or 222, Mth 252. netic wave propagation, boundary conditions including switch and router management infor- ECE 271 and reflections, antenna analysis and design; mation bases, as well as associated SNMP proto- Digital Systems (5) practical aspects: crosstalk, electromagnetic cols, and network monitoring tools. The second Second course in a sequence of digital and interference and compatibility; weekly lab. half of the class will focus on network security. microprocessor courses. Covers shift register Prerequisite: ECE 331. In order to understand the network security devices and circuits; design, timing analysis, and ECE 341 problem, the security section will begin with a application of synchronous state machine cir- Introduction to Computer Hardware (4) review of various forms of network attacks. We cuits using discrete devices and programmable Presents an overview of computer architecture then turn to network-side security management logic devices; timing analysis of asynchronous and programming from a hardware viewpoint. including both passive measures like firewall state machines, arithmetic circuits and devices; Topics covered in the class include: digital defense schemes including packet filers, and internal architecture of a microprocessor; design logic—gates, multiplexers, flip-flops, state bastion hosts. Newer secure protocols will then and interfacing of memory systems; and an machines; computer arithmetic operations; be covered including network-layer security and introduction to design for test techniques. basic computer architecture—data path, con- various application-layer secure protocols. Reinforces the systematic design methodology, trol, and buses; pipelining—HW and CICS vs. Prerequisite: CS 594. documentation standards, and use of computer- RISC; memory hierarchy and virtual memory; based tools introduced in ECE 171; weekly lab- input/output techniques—polling, interrupt, Electrical and oratory. Prerequisite: ECE 171, ECE 201. DMA; hardware view of computer system com- ECE 301, 302, 303 ponents—keyboard, mouse, displays, printers, Computer Engineering Electrical Engineering Laboratory disks, modems, and LANs. This course may not ECE 171 IV, V, VI (1, 1, 1) be used as part of the degree requirements for Digital Circuits (4) Prerequisites: ECE 201, 202, 203. Concurrent an electrical engineering or a computer engi- Foundation course in digital design. Topics enrollment in: ECE 321, 322, 323, respectively. neering baccalaureate degree. Prerequisites: such as number systems, basic logic gates, TTL ECE 311 CS 200, CS 201. device parameters, Boolean algebra, logic circuit Feedback and Control (5) ECE 351 simplification techniques, timing analysis, the Stability concepts for linear time- invariant net- Hardware Description Languages and application of MSI combinational logic devices, works, Routh-Hurwitz criterion. Stability Prototyping (4) programmable logic devices, flip-flops, synchro- through feedback, Nyquist, and root-locus Introduces the students to the Verilog Hardware nous state machines and counters. Introduces design methods. Compensation methods Description Language and describes its role in students to a systematic design methodology. derived from Bode plots; weekly laboratory. the electronic design automation environment. Uses computer-based tools such as schematic Prerequisite: ECE 222, Mth 256. Students learn how to prototype digital designs capture programs, programmable logic develop- using FPGAs. Prerequisite: ECE 271. ment programs, and digital circuit stimulators. ECE 321 ECE 371 Recommended: Mth 111. Electronics I (4) Introduction to solid state electronics, leading to Microprocessors (4) ECE 199 the physical properties and characteristics of Covers microprocessor instruction set architec- Special Studies (Credit to be arranged.) solid state electronic devices: diodes, bipolar ture of a 32-bit microprocessor, structured Consent of instructor. junction transistors and field effect transistors. development of assembly language programs, ECE 201, 202, 203 Analysis and design of analog systems and oper- interfacing assembly language and high-level Electrical Engineering ational amplifier based amplifiers, active filters, language programs, interrupt procedures, hand- Laboratory I, II, III (1, 1, 1) oscillators and rectifier topologies. Application shake data transfer, and interfacing with simple Concurrent enrollment in: ECE 221, 222, 223, of a computer-aided design (CAD) tool, such as digital devices and systems. Also included are respectively. SPICE. Prerequisite: ECE 222. introductions to microcomputer buses, the memory system design, virtual memory sys- ECE 221 ECE 322 Electric Circuits (4) Electronics II (4) tems, and an overview of microprocessor evolu- Experimental laws, network theorems, and Study of digital circuits used in various logic fam- tion. Course includes several software and hard- computer analysis techniques of electrical cir- ilies. Analysis of electronic amplifiers using small- ware development projects. Prerequisite: cuit analysis. Network responses to various signal models of electronic devices. Differential EAS 102 or CS 161, ECE 271. forcing functions using time-domain and pha- and operational amplifier design techniques ECE 372 sor-domain methods. Prerequisite: Mth 253. involving current mirrors and active loads. Microprocessor Interfacing and Embedded ECE 222 Frequency response of analog circuits, review of Systems (5) Signals and Systems I (4) transfer functions and Bode analysis. Computer- Teaches the hardware and software design of Introduction to continuous time and discrete aided design. Prerequisite: ECE 321, ECE 301. embedded microprocessor systems. Topics time systems. Thorough exposure to the Laplace include sensor, transducer, and actuator inter- ECE 323 facing; microprocessor-based process control; transform for circuit and system analysis, trans- Electronics III (4) interfacing with display, vision, and speech sys- fer functions, Bode plots, analog filters, and two Introduction to feedback amplifier analysis and 270 P ORTLAND S TATE U NIVERSITY

tems; Real Time Operating System (RTOS) entire class. Note: Non ECE/CpE majors are ECE 425/525 operation; creation of device drivers; intelligent welcome in this class, but they do not need it to Digital Integrated Circuit Design I (4) robotics applications; and an introduction to the fulfill the University Capstone requirement. Students in electrical and computer engineering Unified Modeling Language (UML); weekly lab- ECE 415/515 are introduced to the analysis and design of dig- oratory. Prerequisite: ECE 371. Fundamentals of Semiconductor Devices (4) ital integrated circuits. A design project is an ECE 401 Solid-state electronic devices; operation, fabrica- integral part of this course. Prerequisite: Research (Credit to be arranged.) tion and applications; single crystal growth, p-n ECE 323, Stat 451. Consent of instructor. junction, diodes, bipolar junction transistors, MOS ECE 426/526 ECE 403 capacitor, FETs. Course provides students with a Digital Integrated Circuit Design II (4) Honors Thesis (Credit to be arranged.) sound understanding of existing devices and gives Students are instructed in methods and the use Consent of instructor. the necessary background to understand the prob- of computer-aided design tools for the design lems and challenges of the micro-electronic manu- and testing of large-scale integrated digital cir- ECE 404 cuits. A design project is an integral part of this Cooperative Education/Internship facturing. Prerequisites: Ph 319, ECE 322. (Credit to be arranged.) ECE 416/516 course. Prerequisite: ECE 425/525. Consent of instructor. Integrated Circuit (IC) Technologies (4) ECE 428/528 VLSI Computer-Aided Design (4) ECE 405 Microelectronic processing of solid-state devices Reading and Conference and integrated circuits. A base for understand- Introduces basic techniques and algorithms for (Credit to be arranged.) ing more advanced processing and what can computer-aided design and optimization of VLSI Consent of instructor. and cannot be achieved through IC fabrication. circuits. The first part discusses VLSI design Oxidation, diffusion, and ion implantation will process flow for custom, ASIC and FPGA design ECE 406 styles and gives an overview of VLSI fabrication Special Projects (Credit to be arranged.) be discussed. Bipolar, CMOS and BiCMOS fab- with emphasis on interconnections. The necessary Consent of instructor. rication processes. DRAM technology. Defining system rules for IC layout. Packaging and yield. background in graph theory and mathematical ECE 407 New technologies, such as Wafer-Scale optimization is introduced. In the second part, Seminar (Credit to be arranged.) Integration and Multi-Chip Modules, will be application of different analytical and heuristic Consent of instructor. discussed. Students will be introduced to the techniques to physical design (partitioning, place- ECE 409 concept of designing for manufacturability. ment, floorplanning and routing) of VLSI circuits Practicum (Credit to be arranged.) Prerequisite: ECE 415/515. is studied. We shall emphasize VLSI design issues Consent of instructor. ECE 418/518 encountered in deep submicron technology. ECE 410 Linear System Analysis I (4) Throughout the course students will be exposed Selected Topics (Credit to be arranged.) Advanced concepts of continuous-time signals, to research methodology and to a set of academic Consent of instructor. systems, and transforms. Signals: periodicity, and commercial CAD tools for physical design. Prerequisite: senior or graduate standing. ECE 411 orthogonality, basis functions; system: linearity, Industry Design Processes (2) super-position, time-invariance, causality, stabil- ECE 431/531 Prepares students for ECE 412 Senior Project ity, and convolution integral; transforms: Microwave Circuit Design I (4) Development I and ECE 413 Senior Project Fourier series and Fourier transform, Hilbert Passive microwave components. Design of Development II classes. Topics covered include: and Hartley transform, Laplace transform. microstrip circuits. Active high frequency design documentation standards; building and Prerequisite: ECE 223. devices. Microwave computer aided design. managing effective teams; product development ECE 419/519 Prerequisite: ECE 332. steps; developing a project proposal; the design Linear System Analysis II (4) ECE 432/532 process; Intellectual Property, Non-Disclosure Advanced concepts of discrete-time signals, sys- Microwave Circuit Design II (4) Agreements, and professional ethics; Design for tems, and transforms. Signals: periodicity, Small-signal amplifier design for gain and noise. X; and design for the environment. Class has orthogonality, basis functions; system: linearity, Non-linear effects and nonlinear circuit design. weekly lectures and a small team-based term super-position, time-invariance, causality, stabil- Oscillator design. Introduction to MMIC design. project. Prerequisite: Wr 227, senior standing in ity, and convolution sum; transforms: Z Design project is an integral part of this course. the University, and completion of all junior-level Transform, discrete Fourier transform and Fast Prerequisite: ECE 431/531. required ECE classes. For non-ECE majors, Fourier transform, discrete Hilbert and Hartley ECE 441/541 consent of instructor. transform; State Space description of a system. Electrical Energy Systems Design I (4) ECE 412 Prerequisite: ECE 418/518. Three-phase power, per unit system of calcula- Senior Project Development I (4) ECE 421/521 tions, impedance and reactance diagrams, nodal In this course, groups of three to five students Analog Integrated Circuit Design I (4) equations, bus admittance and impedance will apply the structured design methodology Modeling of IC devices: transistors, capacitors, matrices, transformer and synchronous genera- learned in ECE 411 or UnSt 421 to original resistors. Temperature and device parameter tor modeling, symmetrical components, and projects with the assistance of faculty and variation effects. Building blocks of analog inte- fault studies using symmetrical components. industrial/community advisers. After initial grated circuits: current sources and mirrors, Prerequisite: ECE 332. research each student group will prepare a writ- gain stages, level shifters, and output stages. ECE 442/542 ten and oral project proposal. Each student is Design of supply and temperature independent Electrical Energy Systems Design II (4) required to keep a log of his or her individual biasing schemes. CAD tools for circuit design Fault studies with admittance and impedance design work and to turn in weekly progress and testing. Prerequisite: ECE 323. matrices, system protection fundamentals, dc reports. At periodic intervals, each group will ECE 422/522 transmission, solution of linear algebraic equa- give an oral progress report to the entire class. Analog Integrated Circuit Design II (4) tions as applied to power flow methods, industrial Prerequisite: ECE 411, ME 491, or UnSt 421 Analysis and design of BJT and MOS opera- grounding practices. Prerequisite: ECE 441/541. (Industry Design Processes), Wr 227. tional amplifiers, current-feedback amplifiers, ECE 445/545 ECE 413 wideband amplifiers and comparators. Power Electronic Systems Design I (4) Senior Project Development II (2) Frequency response of amplifiers. Feedback Basic DC-to-DC switching converter topologies Continues development of the design projects techniques, analysis and design. Stability and are presented. Operation in various modes is started in ECE 412 or UnSt 421 to their conclu- compensation of amplifiers, high slew-rate examined. Steady state design is undertaken sion. Each student maintains a log of his or her topologies. Noise in IC circuits. Fully differen- using state space techniques and equivalent cir- individual work and turns in weekly progress tial circuits, analog multipliers and modulators. cuit modeling. Design issues concerning semi- reports. Each group prepares a final written CAD tools for circuit design and testing. conductor devices and magnetics design are report and delivers a final oral report to the Prerequisite: ECE 421/521. also addressed. Prerequisite: ECE 322. M ASEEH C OLLEGE OF E NGINEERING AND C OMPUTER S CIENCE 271

ECE 446/546 ECE 462/562 organization, connections, and coherency; the Power Electronic Systems Design II (4) Communication Systems Design II (4) memory hierarchy and virtual memory; I/O Dynamic analysis of DC-to-DC converters is Study of the relative merits of communication buses such as AGP, PCI-X, and Infiniband; mul- presented using state space techniques and the systems, noise in continuous wave and pulse tithreaded operating system considerations; method of equivalent circuit modeling of the modulation schemes, information theory, digital JTAG(IEEE1149.1) and Design For Test; high switching device. Different control techniques data systems, and advanced topics. Prerequisite: frequency signal integrity; and power supply such as current programming and sliding mode ECE 461/561. considerations. Team-based, independent design control are introduced. Inverter and input cur- projects are a substantial part of the homework rent waveshaping rectifier circuits are also intro- ECE 465 for this class. Prerequisite: ECE 372. duced. Prerequisite: ECE 445/545. Digital Signal Processing (4) Intended to teach students the skills to design a ECE 486/586 ECE 451/551 complete DSP-based electronic system. Students Computer Architecture (4) Control Systems Design I (4) will have a design project using embedded DSP State space description of linear systems. An introduction to the key concepts of comput- hardware and software. Topics include: digital Controllability and observability. State feedback er system architecture and design. Topics processing of analog signals, A/D converters, D/A used in controller and observer design by pole include the design and analysis of instruction set converters, digital spectral analysis, digital filter placement. Optimal control, linear quadratic architectures, memory systems, and high-per- design, signal processing applications and multi- regulator, linear quadratic estimator (Kalman fil- formance IO systems; basic CPU implementa- rate signal processing. Prerequisite: ECE 223. ter), linear quadratic Gaussian, and linear quad- tion strategies; basic pipelined CPU implementa- ratic Gaussian with loop transfer recovery ECE 478/578 tion; performance analysis; and a survey of cur- design procedures. Prerequisite: ECE 311, Intelligent Robotics I (4) rent architectures. Prerequisite: ECE 485/585. Mth 261 or Mth 343. Basic problems of intelligent robotics. Hardware *ECE 491/591 for Artificial Intelligence and Robotics. Laser Systems Design I (4) ECE 452/552 Formulation and reduction of problems. Tree- Control Systems Design II (4) Laser topics: especially design of laser, fiber- search. Predicate calculus and resolution method. Discrete-time control systems, z transforms, dif- optic, and related optical systems. Formation ference equations, pulse transfer function, sam- Methods of formulating and solving problems in and propagation of modes and beams, matrix pling, data hold, block diagram reduction. Jury logic programming. Fuzzy Logic. Logic program- methods for the analysis and synthesis of opti- stability test. Various approaches to classical ming and artificial intelligence in robot systems. cal systems. Prerequisite: ECE 331. control design of discrete time controllers. State Reasoning by analogy and induction. Associative *ECE 492/592 space analysis and design in discrete-time. processors. Prerequisite: ECE 372. Laser Systems Design II (4) Prerequisite: ECE 451/551. *ECE 479/579 Interaction of light with atoms, Maxwell- Intelligent Robotics II (4) ECE 455/555 Schr?dinger analysis and rate equation approxi- AI: Neural Networks I (4) Sensors. Computer vision hardware. Problems mations. Effects of gain, dispersion, and satura- Introduces approach for developing computing in image processing, vision, manipulation, and tion in the design of laser amplifiers and oscilla- devices whose design is based on models taken planning. Machines for image processing and tors. Recommended prerequisite: ECE 331. from neurobiology and on notion of “learning.” computer vision. Morphological processors. ECE 501 A variety of NN architectures and associated Manufacturing inspection. Non-numeric com- Research (Credit to be arranged.) computational algorithms for accomplishing the puters. Path planning. Localization. Use of rea- Consent of instructor. learning are studied. Experiments with various soning and learning. Applications in scheduling, planning, and assignment. Computer architec- ECE 503 of the available architectures are performed via Thesis (Credit to be arranged.) tures for robotics. Integrated robotic systems for a simulation package. Students do a major proj- Consent of instructor. ect on the simulator, or a special programming manufacturing. Architectures of comprehensive mobile robots. Robots in health care. System ECE 504 project. Prerequisites: senior standing in Cooperative Education/Internship ECE/CPE or CS, or graduate standing. integration. Examples of application. Prerequisite: ECE 478/578. (Credit to be arranged.) ECE 456/556 Consent of instructor. ECE 481/581 AI: Neural Networks II (4) ECE 505 Focuses on applications. Topics in fuzzy set the- ASIC: Modeling and Synthesis (4) Covers the fundamentals of the ASIC design Reading and Conference ory, control theory, and pattern recognition are (Credit to be arranged.) process. The topics include ASIC design Flow, studied and incorporated in considering neural Consent of instructor. networks. A design project (using NN simula- basic HDL constructs, testbenches, modeling combinational and synchronous logic, modeling ECE 506 tor) in selected application area is done by each Special Projects (Credit to be arranged.) student. Prerequisite: ECE 455/555. finite state machines, multiple clock domain designs, qualitative design issues, ASIC con- Consent of instructor. ECE 457/557 structions. Prerequisites: ECE 271, 371, 372. ECE 507 Engineering Data Analysis and Modeling (4) ECE 483/583 Seminar (Credit to be arranged.) Introduces statistical learning theory and practi- Consent of instructor. cal methods of extracting information from Low Power Digital IC Design (4) data. Covers time-proven methods of statistical Introduction to the existing techniques for IC ECE 510 Selected Topics (Credit to be arranged.) hypothesis testing, linear modeling, univariate power modeling, optimization, and synthesis. smoothing, density estimation, nonlinear mod- Topics include: sources of power dissipation, Consent of instructor. eling, and multivariate optimization. Student design for low power, voltage scaling approach- *ECE 511/611, 512/612, 513/613 project presentations and reports familiarize stu- es, power analysis techniques, power optimiza- Solid State Electronics I, II, III (4, 4, 4) dents with research methodology and profes- tion techniques, low-power system-level The solid state electronics course sequence deals sional journal standards. Prerequisites: Mth 343 designs. Focus on abstraction, modeling, and with advanced topics in solid state device and Stat 451. optimization at all levels of design hierarchy, physics and modeling. Following a discussion including the technology, circuit, layout, logic, on semiconductor properties and modeling as a ECE 461/561 architectural, and algorithmic levels. function of doping and temperature, advanced Communication Systems Design I (4) Prerequisite: ECE 425/525. An introduction to signals and noise in electri- bipolar transistor structures and MOS transis- cal communication systems; signal spectra and ECE 485/585 tors will be treated in detail. Device models filters, noise and random signals, baseband Microprocessor System Design (4) aimed at numerical circuit simulators will be transmission of analog and digital signals, linear Advanced hardware and software design of discussed. Prerequisite: ECE 323. modulation and exponential modulation. desktop type microcomputer systems. Topics *ECE 523/623 Prerequisite: ECE 223. include large project design management and Analog Integrated Circuit Design III (4) documentation; DRAM system design, cache Integrated-circuit oscillators and timers, fre- 272 P ORTLAND S TATE U NIVERSITY

quency-to-voltage converters, phase-locked- ECE 539/639 ECE 567/667 loop circuits, IC filters, self-tuning filters, digi- Statistical Signal Processing II: Statistical Communications Theory (4) tal-to-analog converters, analog-to-digital con- Linear Estimation (4) As an advanced course in communication theo- verters, CAD tools for circuit design and testing. Unified introduction to the theory, implementa- ry, topics of statistical decision, estimation, and Prerequisite: ECE 422/522. tion, and application of statistical signal processing modulation theory are introduced. Statistical methods. Focus on optimum linear filters, least *ECE 527/627 aspects of transmission detection and error High-performance Digital Systems (4) square filters, the Kalman filter, signal modeling, detection/correction schemes are covered. The use of computer-aided design tools in high- and parametric spectral estimation. Designed to Prerequisites: ECE 461/561, 565/665. performance digital systems is explored. The give a solid foundation in the underlying theory *ECE 568/668 trade-offs between automated and hand design balanced with examples of practical applications Introductory Image Processing (4) are examined in the context of performance vs. and limitations. Recommended: ECE 538/638. Two-dimensional systems, image perception, development time. The impact of new develop- ECE 543/643 image digitization (sampling and quantization), ments in MOS circuit technology are also exam- Electric Energy Systems Control (4) image transforms (Fourier, Cosine, K-L trans- ined. Prerequisite: ECE 426/526. State estimation, security and contingency mon- forms), image enhancement (histogram equal- itoring, automatic generation control, economic *ECE 529/629 ization, filtering, spatial operation). Prerequisite: Advanced VLSI Computer-Aided-Design (4) dispatch, optimal power flow, power system sta- ECE 223. Introduces advanced, interconnect-centric, bility, unit commitment and pool operation. *ECE 569/669 power-aware methodologies, techniques and Prerequisite: ECE 442/542. Advanced Image Processing (4) algorithms for computer-aided design and opti- *ECE 553/653 Introduction to random fields, image represen- mization of VLSI circuits. It emphasizes analytical Control Systems Design III (4) tation by stochastic models, image restoration approach to design automation through the use Topics in modern feedback control theory of (Wiener and Kalman filtering), image coding of graph theory and mathematical optimization nonlinear and multivariable systems, including and compression predictive and transform cod- techniques. Vertical integration of different syn- considerations of stochastic and optimal con- ing, vector quantization). Prerequisites: thesis levels is discussed. Application of different trol. Design methods on computer worksta- ECE 565/665, 568/668. analytical and heuristic techniques to physical tions. Prerequisite: ECE 452/552. *ECE 570/670 design of VLSI circuits is studied in detail. We *ECE 559/659 Computer Vision (4) shall emphasize VLSI design issues encountered Genetic Algorithms (4) Image detection and registration, image analysis in deep sub-micron technology. Student group Theory and applications of genetic algorithms. (texture extraction, edge detection, segmenta- projects and project presentations introduce stu- Study of the Schema and No Free Lunch theo- tion), image reconstruction (radon transform, dents to research and industry project require- rems. Techniques for using genetic algorithms Fourier reconstruction), stereo imaging and ments. Prerequisite: ECE 428/528. to solve multi-objective and NP-hard optimiza- motion analysis, pattern recognition (recogni- *ECE 530 tion problems from physical science, natural tion, classification and clustering). Prerequisite: Fault Tolerant Systems (4) science, engineering and mathematical fields. ECE 568/668. Introduction to the design and analysis of Investigation of game theory problems, evolv- ECE 572/672 dependable systems; study of failure modes in able hardware problems, and constrained Advanced Logic Synthesis (4) embedded and distributed computer systems parameter optimization problems. Survey of Boolean and multivalued algebras. Cube calcu- and linear control systems; introduction to fault current technical literature in evolutionary com- lus and its computer realization. Basic operators detection, fault masking and fault recovery putation. Prerequisite: CS 163 or equivalent. and algorithms of function minimization. strategies; case studies of fault tolerant systems. *ECE 563/663 Decomposition and factorization theories. Prerequisite: graduate standing. Information Theory (4) Multilevel minimization. Orthogonal expansions ECE 533/633 Established theoretical limits on the performance and tree circuits. Cellular logic and its applica- Advanced Electromagnetics (4) of techniques for compression or error corrections to Field Programmable Gate Arrays. Advanced course in electromagnetics. tion of signals. This course focuses on communi- Spectral theory of logic optimization. Ordered Mathematical methods, electrostatics, boundary cations applications, specifically source coding Binary and Multiple-Valued Decision Diagrams. value problems, magnetostatics, time varying and channel coding for discrete signals. Topics Design for speed, testability, power consump- fields, plane waves. Prerequisite: ECE 331. will include: Entropy and Mutual Information, tion, reliability, Reed-Muller forms, and EXOR Asymptotic Equipartition (the Ergodic Theorem ECE 534/634 circuits. Technology mapping. Modern logic Acoustics (4) of Information Theory), Entropy Rates of synthesis programs, systems, and methodolo- Fundamentals of linear acoustics: acoustic wave Information Sources, Data Compression, and gies. Project that continues in ECE 573. equations, scattering theory and acoustic propa- Channel Capacity. This course is also listed as Prerequisite: ECE 271. gation. Numerical techniques. Applications SySc 545/645; may only be taken once for cred- ECE 573/673 emphasizing underwater acoustics and medical it. Prerequisite: graduate standing. Control Unit Design (4) ultrasound. Prerequisite: graduate standing. ECE 565/665 Synchronous logic, Finite State Machines: and Signals and Noise (4) *ECE 538/638 Moore and Mealy models. Design of FSMs from Statistical Signal Processing I: Students are introduced to “noise” as it appears regular expressions, nondeterministic automata, Nonparametric Estimation (4) in communication and control systems, its Petri Nets and parallel program schemata. Unified introduction to the theory, implementa- mathematical and statistical properties and Partitioned control units. Cellular automata. tion, and applications of statistical signal pro- practical filtering methods to minimize its Realization, minimization, assignment and cessing methods. Focus on estimation theory, impact on systems. Advanced topics in filter decomposition of FSMs. Partition and decom- random signal modeling, characterization of and estimation theory are also introduced. position theory and programs. Micro-pro- stochastic signals and systems, and nonparamet- Prerequisite: graduate standing in electrical grammed units. Microprogram optimization. ric estimation. Designed to give a solid founda- engineering. Prerequisite: ECE 223. Theory and realization of asynchronous, self- tion in the underlying theory balanced with a ECE 566/666 timed and self-synchronized circuits. Project discussion of the practical advantages and limi- Digital Signal Processing (4) continuation. Prerequisite: ECE 572/672. tations of nonparametric estimation methods. Study of discrete time signals and systems. *ECE 574/674 Prerequisites: Mth 261 and ECE 565/665. Mathematics of discrete time systems in time High-level Synthesis and Should have some proficiency at programming and frequency domains. Discrete Fourier Design Automation (4) in MATLAB. Transform, FFT algorithms and applications, Comprehensive design automation systems. digital filter design, random signals in digital Problems of system and high-level synthesis. linear systems form the foundations of this Register-transfer and hardware description lan- course. Prerequisite: ECE 565/665. guages. Data path design: scheduling and alloca- M ASEEH C OLLEGE OF E NGINEERING AND C OMPUTER S CIENCE 273

tion. Design methods for systolic, pipelined, cel- issues. Students will complete the project start- Brief exploration of the potential applications of lular and dynamic architectures. System issues. ed in ECE 587/687. Prerequisite: ECE 587/687. quantum mechanics to engineering: quantum System-level silicon compilers. Group project: *ECE 589/689 nano-structures and quantum computers. using high-level tools for design of a complete Performance Analysis of Local Area Recommended prerequisites: Ph 318 or 311, VLSI ASIC chip or FPGA architecture: vision, Networks (4) Mth 261. This course is the same as Ph 511; DSP, or controller. Prerequisite: ECE 573/673. Studies the structure and performance of local course may only be taken once for credit. ECE 575/675 computer networks. Emphasis on performance ECE 601 Introduction to Integrated Circuit Test (4) issues for common protocols used in local com- Research (Credit to be arranged.) Course will cover the traditional role of IC test puter networks, specifically, polling networks, ECE 603 in parametric and functional testing and the rings networks, and random-access networks. Thesis (Credit to be arranged.) changing role of IC testing in semiconductor Allows the student to analyze network perform- ECE 604 design and manufacturing. The course is divided ance and read the current literature. Cooperative Education/Internship into three parts. The first part reviews integrated *ECE 590/690 (Credit to be arranged.) circuit technologies and fault modeling. The sec- Digital Design Using Hardware ECE 605 ond introduces digital IC test, DC parametric Description Languages (4) Reading And Conference testing, and functional and structural testing. An introductory graduate class to digital design (Credit to be arranged.) The third part examines technology trends. using hardware description languages and to ECE 606 Prerequisite: ECE 425/525, ECE 416/516. advanced digital design for programmable Special Problems/Projects (Credit to be arranged.) ECE 576/676 devices. Class covers the following topics: fun- Computational Methods in Electrical damentals of Hardware Description Languages; ECE 607 Engineering (4) VHDL syntax and semantics; behavioral, func- Seminar (Credit to be arranged.) Students are introduced to advanced mathemat- tional, structural and register-transfer descrip- ECE 610 ical techniques applicable to electrical engineer- tions; combinational circuits; finite state Selected Topics (Credit to be arranged.) ing. Content includes topics such as: optimiza- machines; levels of system simulation; arith- *ECE 635, 636, 637 tion techniques, solution of partial differential metic and sequential blocks and interfaces; Electromagnetic Fields and Interactions (4, 4, 4) equations, solution of eigenvalue problems, pipelined and systolic processors; advanced Classical description of the electromagnetic Fourier methods, vector space operations, and VHDL language features and extensions; specifi- field: classical electron theory and plasmas. complex variable theory. Additional mathemati- cation of controllers and data path architectures; Prerequisite: ECE 331 or Ph 431. This course is cal topics will be introduced as application reconfigurable Field Programmable Gate Array the same as Ph 631, 632, 633; course may only examples at the discretion of the instructor. systems; verilog for VHDL programmers. be taken once for credit. Prerequisite: graduate standing. Students must complete two computer-based *ECE 577/677 software mini-projects and a project. Interactive Computer Graphics (4) Prerequisite: graduate standing in ECE. Engineering and An introduction to the principles of interactive *ECE 593/693 computer graphics including logical devices, Advanced Laser Systems (4) Technology physical devices, transformation, viewing and Transient phenomena in lasers including slow Management clipping in two and three dimensions. and fast pulsations and instabilities. EMgt 501 Prerequisite: ECE 575/675. Semiclassical and quantum mechanical effects Research (Credit to be arranged.) ECE 582/682 on laser performance and applications. EMgt 503 Formal Verification of Hardware/Software Recommended prerequisite: ECE 492/592. Thesis (Credit to be arranged.) Systems (4) *ECE 594 EMgt 504 Objective is to introduce the main formal verifi- Applied Optics (4) Cooperative Education/Internship cation methods of hardware/software systems. An overview of optics and such principal applica- (Credit to be arranged.) Topics to be covered include: formal logics for tions as fiberoptics; chemical, biological, and phys- EMgt 505 system verification (first-order logic, higher- ical sensors; optical information processing, acous- Reading and Conference order logic, temporal logic), formal specifica- to-optics; lasers and detectors. Recommended pre- (Credit to be arranged.) tions, theorem proving systems, microprocessor requisites: Ph 203 or 213 or 223, Mth 261. This EMgt 506 verification, and system software verifications. course is the same as Ph 564; course may only be Special Projects (Credit to be arranged.) Prerequisite: ECE 371, or CS 321, 333. taken once for credit. EMgt 507 Seminar (Credit to be arranged.) ECE 587/687 *ECE 595/695 Advanced Computer Architecture I (4) Optoelectronics I (4) EMgt 510 An advanced course in computer system archi- Techniques of optoelectronic systems including Selected Topics (Credit to be arranged.) tecture and design. Key topics include advanced optical modulation, deflection, and detection. EMgt 520/620 CPU implementation techniques including Anisotropic media, electro-optics, nonlinear Management of Engineering and Technology (4) pipelining, dynamic instruction issue, super- optics, harmonic generation. Recommended Study of fundamental concepts of engineering scalar architectures, and vector processing; high- prerequisite: ECE 331. and technology management to provide the stu- performance memory and IO systems design; an *ECE 596/696 dents with an in-depth understanding of the introduction to parallel computers; and a survey Optoelectronics II (4) underlying principles of this discipline. of current literature in computer architecture Nonlinear optics, parametric oscillation, fre- Innovation process, technological change, tech- and of current advanced computer systems. quency conversion, self-focusing, acousto- nical organizations, motivation and leadership Students will begin a project that will be com- optics, Brillouin scattering, Raman scattering, theories applicable to engineers and scientists, pleted in ECE 588/688. Prerequisite: 486/586. magneto-optics, opto-optics. Recommended engineering and RD projects, resource manage- ECE 588/688 prerequisite: ECE 595/695. ment in current and emerging technologies, and Advanced Computer Architecture II (4) *ECE 598 strategic management of technological system Discussion of parallel computer architectures Introduction to Quantum Mechanics (4) interfaces are included in the course. Ongoing and their uses. Key topics include MIMD archi- An introduction to the formulation and applica- engineering management research is critically tectures; associative processing; shared-memory tion of wave mechanics; the Schr?dinger equation evaluated in classroom discussions. Case studies and message-passing architectures; dataflow and and its application to time-independent problems and a term project are included. Prerequisite: reduction architectures; special-purpose proces- (both one- and three-dimensional problems); graduate standing. sors; design and analysis of interconnection net- identical particles; approximation methods works; and an overview of parallel software including mainly time-independent perturbations. 274 P ORTLAND S TATE U NIVERSITY

EMgt 522/622 planning assumptions, critical issues, setting EMgt 535/635 Communication and Team Building in objectives, formulating strategy. Leadership, Engineering Economic Analysis (4) Engineering Management (4) organizational culture, and structure to support Economic evaluation of engineering and R&D Developing high performance teams for the the implementation of a strategic plan as well as projects is discussed from the engineering man- engineering-driven companies; fundamental the strategic control systems. Case studies, pre- agement viewpoint. Time value of money, tax concepts that make an effective team; building a sentations, term projects, teamwork, and inter- considerations, break-even sensitivity analyses, high-performance team; the keys to high per- active exercises. Prerequisite EMgt 520/620. project evaluations under uncertainty, risk shar- formance; converting risks into assets; the EMgt 530/630 ing, capital budgeting, and multicriteria deci- power of commitment and discipline, and con- Decision Making in Engineering and sions are studied. Case discussions are included structive communication; getting results Technology Management (4) in the course prerequisite: Linear algebra, prob- through team dynamics, creative problem solv- Decision and value theory concepts are applied ability/statistics. ing, and interactive exercises. Prerequisite: grad- to technical and management decisions under EMgt 537/637 uate standing or eligibility of admission to engi- uncertainty. Multicriteria decisions are analyzed. Productivity Analysis (4) neering management program. Subjective, judgmental values are quantified for Productivity analysis techniques, applications, EMgt 525/625 expert decisions and conflict resolution in and case studies are covered from engineering Strategic Planning in Engineering strategic decisions involving technological alter- and management perspectives. Topics covered Management (4) natives. Hierarchical decision modeling include benchmarking, process analysis, pro- Critical issues in shaping the competitive strate- approach is introduced. Individual and aggre- duction functions, parametric productivity gy for the engineering-driven companies in a gate decisions are measured. Decision discrep- analysis techniques, and nonparametric produc- turbulent business environment; key steps and ancies and group disagreements are evaluated. tivity analysis techniques. Prerequisites: linear end results of the planning process; corporate Case studies are included in the course. programming, probability/statistics. mission; Key Result Areas (KRAs) and situation- Prerequisites: EMgt 520/620, knowledge of al analysis including strengths, weaknesses, probability/statistics. opportunities, and threats in KRAs. Identifying M ASEEH C OLLEGE OF E NGINEERING AND C OMPUTER S CIENCE 275

EMgt 540/640 and software used in the design of products, and their implementation. Fuzzy reasoning, neu- Operations Research in Engineering and processes, facilities, and management systems ral nets, and learning mechanisms and a review Technology Management (4) required to manufacture a product. Third part: of some of the more popular AI and ES shells. The use of operations research techniques in Integration of KB techniques for designing an EMgt 589 making engineering management decisions; intelligent manufacturing system; current and Capstone Project (4) application and interpretation of linear pro- future research in each of the functional areas. Capstone project for the M.S. degree in engi- gramming and goal programming; problem for- Prerequisite: EMgt 550/650. neering management; can be taken in lieu of mulations; mathematical model building; the EMgt 553/653 master’s thesis or EMgt 590 to satisfy curricu- basic principles behind the simplex algorithm Manufacturing Systems Simulation (4) lum requirements. Students conduct individual and multiple objective linear optimization; Application of discrete system simulation to research on a project approved by the faculty postoptimality analysis from the viewpoint of manufacturing processes, including production member who supervises the work. Findings are technology management; other operations cells, assembly operations, materials handling, presented in the form of a report after being research techniques such as queuing models; a and scheduling. Students also learn general sys- accepted by the supervising professor. term project involving an actual operational tems modeling concepts, such as how to model Prerequisites: EMP core. problem. Prerequisites: linear algebra and prob- random processes and probabilistic events, and ability/statistics. EMgt 590/690 how to use a specific simulation package that Engineering Management Synthesis (4) EMgt 545/645 features realistic animation of the system under This is the capstone course in the Engineering Project Management in Engineering (4) study. Prerequisites: basic knowledge of proba- Management Program. It synthesizes the con- Critical issues in the management of engineering bility and statistics, and some exposure to man- cepts and methodologies of engineering and and high technology projects; analysis of time, ufacturing processes and terminology. This technology management into an individual or cost, performance parameters form the organiza- course is the same as SySc 553/653; course may group project. The research base for the project tional, people, and resource perspectives; project only be taken once for credit. may come from any combination of the study planning evaluation and selection, including EMgt 555/655 areas covered in the Engineering Management project selection models; project and matrix Technology Marketing (4) Program. organizations; project teams; scheduling with This course is designed to introduce students to EMgt 601 CMP/PERT algorithms; budget and schedule the special issues faced by managers marketing control; termination of projects Case discussions Research (Credit to be arranged.) technological products in markets characterized EMgt 603 and term project are included in the course. by rapid environmental change. Topics will Prerequisites: EMgt 520/620, EMgt 530/630. Thesis (Credit to be arranged.) include an examination of the marketing/engi- EMgt 604 EMgt 546/646 neering /manufacturing interface, product inno- Cooperative Education/Internship Project Scheduling and Network Analysis (4) vation strategies, value-based pricing, buyer (Credit to be arranged.) An-in-depth study and review of the major behavior and strategic selling, competitive market EMgt 605 problems and analytical techniques used in the analysis and positioning, and distribution strate- Reading and Conference planning and scheduling of major industrial gies. Emphasis is placed on strategies for market- (Credit to be arranged.) projects. Specific focus on two primary areas: ing technology products in industrial markets. EMgt 606 (1) network analysis used in the planning of EMgt 560/660 Special Problems/Projects projects, and (2) scheduling analysis used in the Total Quality Management (4) (Credit to be arranged.) scheduling of resources during the course of a Critical principles and procedures of quality EMgt 607 project. Modeling techniques such as management in a competitive global environ- Seminar (Credit to be arranged.) CPM/PERT, GERT, etc. in conjunction with ment; contemporary definitions of quality; qual- EMgt 610 mathematical programming and computer sim- ity in production/services; quality economics; Selected Topics (Credit to be arranged.) ulation. Emphasis on solving real-world project quality philosophies; planning, organizing, and schedules. Prerequisites: probability/statistics, controlling for quality; human resource and linear algebra, EMgt 545/645. Software Engineering empowerment strategies, and QC tools. Case OMSE 500 *EMgt 550/650 studies, presentations, term projects, and team- Principles of Software Engineering (3) Manufacturing Systems Engineering (4) work. Prerequisite: graduate standing, or eligi- An introduction to software engineering in Underlying concepts of manufacturing or pro- bility of admission to the engineering manage- industry. This course focuses on understanding duction systems; product and process planning; ment program. the nature of software engineering, the software job/flow shops; group technology, and flexible EMgt 565/665 engineering process, and the problems and manufacturing cells. Prerequisite: graduate Research Methods for Engineering solutions manifest in real software development standing or eligibility for admission to the engi- Management (4) and modification projects. Different models of neering management program. Research methods in engineering management; the software engineering process are compared *EMgt 551/651 statistical techniques including proper selection, and contrasted. Current best practices in soft- Manufacturing Systems Management (4) use, and interpretation of parametric and non- ware engineering and various approaches to Traditional and emerging techniques in manu- parametric tests along with factor and discrimi- software process improvement are presented. facturing management; the evolution of con- nant analysis. Design of experiments and model Two years of software development experience cepts from EOQ to MRP and JIT including what misspecification. The use of statistical software. is required for registration. has gone wrong with them. Other management Prerequisites: graduate standing, probability and level issues including shop floor control, pro- OMSE 511 statistics. Managing Software Development (3) duction scheduling, and inventory manage- EMgt 571/671 Provides the knowledge and skills needed to ment. Prerequisite: EMgt 550. Expert Systems in Engineering (4) plan, organize, lead, and control a software EMgt 552/652 Insights into artificial intelligence exposing stu- project. Topics include planning and estimating, Intelligent Manufacturing Systems (4) dents to the building of expert systems (ES) with measuring and controlling, and leading and Introducing the student to applications of an emphasis on solving a variety of engineering directing a software project. Quantitative meas- AI/expert system tools for solving manufactur- management problems; components of ES and ures and risk management will be emphasized ing system design and management problems. an emphasis on solving a variety of engineering throughout the course. Students will prepare First part of the course: Introduction of the management problems; components of ES and project plans for real or hypothetical software basic concepts of intelligent manufacturing, design methodology; principles of heuristic and projects, to include effort, cost, and schedule knowledge-based (KB) techniques, and software logic programming; fundamental issues related estimates and risk management plans. Two used in the design of products, processes, facili- to knowledge acquisition, representation, infer- years of software development experience is ties, and management systems required to man- encing, and learning; design of inference engines required for registration. ufacture a product. Second part: KB techniques 276 P ORTLAND S TATE U NIVERSITY

OMSE 513 respect to system goals and desired properties. plan a software development effort, define Professional Communication Skills for Study of architectural approach to development requirements, and implement a solution. Software Engineers (3) of open systems and frameworks based on case Students will work closely with OMSE program Covers the skills necessary for appropriate pro- studies. Software engineering of domain-specific faculty and, where possible, industrial reviewers fessional conduct and effective communication software architectures for families of systems to apply advanced software engineering tech- in a professional setting. It includes technical (e.g., product lines) including domain analysis, niques to a disciplined development of a realis- writing, making effective presentations, con- domain modeling, and design of domain-specific tic product and evaluate the results. ducting effective meetings, conflict resolution, software architectures. Relation of software Prerequisites: All previous OMSE courses. team and decision-making skills, and profes- architecture to requirements and its effects on sional ethics. Students will engage in a project downstream design and software evolution. that covers the major topics of the course. Two Students examine domain analysis and the archi- Mechanical Engineering years of software development experience is tectural design process and products in the busi- ME 199 required for registration. ness context including the effect of decisions on Special Studies (Credit to be arranged.) OMSE 521 cost and schedule. Foundation coursework is Consent of instructor. Using Metrics and Models to Support required for registration. ME 241 Quantitative Decision Making (3) OMSE 533 Manufacturing Processes (4) Provides the knowledge and skills needed to Software Design Techniques (3) Study from the designer’s viewpoint of the prin- apply quantitative tools based on metrics and Covers the principles of software design and a sur- cipal manufacturing processes utilized. Includes models of the software product and develop- vey of design methods, techniques, and tools. In- casting, forming, material removal, and joining ment process to make decisions under uncer- depth and hands-on study of at least one method processes. Process selection will be discussed in tainty. Topics covered will include measurement such as object-oriented design as applied to a real- terms of the economics, process effects on the concepts, decision-making under uncertainty, istic industrial problem. Examines the effects of products, and dimensional and quality of the and model and metric development for the soft- design decisions on the functional and non-func- finished product. Lecture and laboratory. ware development enterprise. Foundation tional properties of the software (e.g., ease of Prerequisite: EAS 213. coursework is required for registration. understanding, maintainability, and reuse) and *ME 304 OMSE 522 how software engineering principles are applied to Energy and Society (4) Modeling and Analysis make appropriate trade-offs. Also examines the Study of the energy problem: a complex societal of Software Systems (3) design process and products in context including problem which has a major technical compo- Abstract models are used to formalize specifica- the effect of design decisions on function, quality, nent. Designed to help nonscience majors tions of software systems. Formalized reference cost, and schedule. Foundation coursework is understand the technical side of the energy specifications serve as a basis for the design of required for registration. problem as well as the multidisciplinary effects software implementations and for validating OMSE 535 of technical decisions on the social, political, critical properties of software systems. Provides Software Implementation and Testing (3) and economic framework. Examination of ener- the fundamental mathematical concepts needed Covers the principles of implementing and veri- gy requirements and usage, energy resources, to understand abstract models of software and fying computer software. Implementation topics methods for producing energy, environmental to reason about them. Foundation coursework include coding style, packaging principles, and economic implications of energy produc- is required for registration. reuse, testability, and maintainability. tion, energy conservation, and energy policies. OMSE 525 Verification topics include structural (white Power production techniques utilizing coal, Software Quality Analysis (3) box) testing and techniques for code verifica- nuclear, solar, wind, geothermal, and other Processes, methods, and techniques for devel- tion. Also included will be verification and inte- energy sources will be studied. Prerequisite: oping quality software, for assessing software gration of foreign code; testing techniques and upper-division standing. quality, and for maintaining the quality of soft- how to apply them; including code-based and ME 313 ware. Tradeoffs between software cost, schedule specification-based testing; hands-on applica- Analysis of Mechanical Components (4) time, and quality. Integrating quality into the tion of the testing process including test case Stress and deflection analysis of structural com- software development process; formal review generation; and test adequacy, test validation, ponents including review of stress and strain; and inspection methods; principles of testing test execution, and automation. Foundation curved beams; pressure vessels, impact loading, and test planning; module design for testability; coursework is required for registration. stability, and energy methods. Topics will be maintaining quality while supporting existing OMSE 551 synthesized in a design project. Prerequisites: software. Two years of software development Strategic Software Engineering (3) EAS 212, Mth 261. experience is required for registration. Where traditional software engineering focuses ME 314 OMSE 531 on the development and maintenance of individ- Analysis and Design of Machine Elements (4) Software Requirements Engineering (3) ual systems, strategic software engineering Analysis and design of machine elements and Principles, tools, and techniques for require- addresses the development of multiple systems systems, covering failure theories, fatigue, fas- ments elicitation, specification, and analysis. over time. Significant gains in productivity, cost, teners, welds, gears, springs, bearings, introduc- Focus on understanding the role of require- and schedule can result from systematic tion to stochastic design. Topics will be synthe- ments in the development process, goals of the improvement of the software development sized in a design project. Prerequisite: ME 313. requirements phase, essential difficulties of process and systematic reuse of life-cycle prod- ME 321 specifying requirements for real systems, and ucts over multiple developments. Covers the Engineering Thermodynamics I (4) effective methods, tools, and techniques. Covers principles, methods, and tools for strategic soft- Study of energy sources and utilization; First and techniques for formally modeling and specifying ware development including process modeling Second Laws of thermodynamics; closed and software requirements with hands-on experi- and improvement, developing programs as fami- control volume systems: thermodynamic process- ence. Two years of software development expe- lies of systems, and systematic approaches to es and cycles; thermodynamic properties; heat rience is required for registration. code generation and the reuse of non-code prod- power systems; Prerequisites: Ph 223, Mth 252. ucts, including requirements and design. OMSE 532 ME 322 Software Architecture Prerequisites: All previous OMSE courses. Applied Fluid Mechanics and and Domain Analysis (3) OMSE 555/556 Thermodynamics (4) Methods and principles of the architectural Software Development Practicum I, II (3, 3) Internal flow, external flow, and compressible design of complex, large-scale software systems In the practicum courses, students apply skill flow. Lift and drag. Turbomachinery, combus- to accommodate change and evolution through gained in the foundation and context courses to tion, and psychometry. Prerequisites: EAS 361, many product releases or versions. Survey of the synthesize a solution to a real software develop- ME 321. major architectural styles, their strengths and ment problem. Students work in teams to ana- weaknesses, and architectural trade-offs with lyze a problem, develop a software concept, M ASEEH C OLLEGE OF E NGINEERING AND C OMPUTER S CIENCE 277

ME 323 ME 411/511 ME 420/520 Heat Transfer (4) Engineering Measurement and Thermal Systems Design (4) Fundamentals of engineering heat transfer with Instrumentation Systems (4) Introduction to the design of thermal systems design applications; steady-state and transient Principles and applications of measurement for HVAC, energy conversion, and industrial analysis of conduction in one and two dimen- methods and instrumentation techniques, as process applications. Procedures for selection of sions; concepts of convection, forced convec- used in various engineering disciplines, are fluid flow equipment, heat exchangers, and tion, internal and external flows, natural convec- studied. Examination of general measurement combustion equipment. Modeling performance tion, and heat exchanger design; study of radia- concepts and instrumentation characteristics. of components and systems. Cost estimation tion concepts and radiation exchange between Specific devices for measuring such parameters and economic evaluation. Design optimization. surfaces. Prerequisites: Mth 256, Mth 261, as displacement, force, strain, pressure, flow, Prerequisites: ME 323, EAS 361. ME 321, EAS 361. temperature, motion, time, and frequency are ME 421/521 ME 351 discussed. Testing and verification of theory, Heating, Ventilating, and Air Conditioning Vibrations and System Dynamics (4) design, and laboratory evaluation of mechanical Design Fundamentals (4) An introduction to vibrations and system components and systems are also made. Lecture Fundamental principles and methods of control- dynamics for single and multiple degree-of-free- and laboratory. Prerequisites: ECE 221, senior ling living space environments; design of heating, dom linear systems. The course includes: free standing in engineering. ventilating, air conditioning, and refrigeration and forced vibrations; resonance; modeling of *ME 413/513 systems for residential, commercial, and industri- mechanical, fluid, and electrical systems; Engineering Material Science (4) al purposes. Topics include: moist air properties Laplace transformations; and dynamic system Study of materials with emphasis on solids; (psychometrics), air conditioning processes, response in the time and frequency domains. effect of microstructure and macrostructure on indoor air quality (comfort and health), heat Computer analysis and solution techniques will properties; equilibrium and non-equilibrium transmission in building structures, solar radia- be utilized. Prerequisites: EAS 215, Mth 256, multiphase systems; effects of mechanical and tion, space heating and cooling load analysis, Mth 261, EAS 361, ECE 299, ME 352. thermal stresses, electromagnetic fields, irradia- energy calculations, and air conditioning systems ME 352 tion, and chemical environments, surface and and equipment. Prerequisite: ME 323. Numerical Methods in Engineering (4) related phenomena; examples from metallic, *ME 422/522 Introduction to numerical methods used in ceramic, polymeric, and composite materials. Building Energy Use Analysis and Design (4) engineering. Topics include: number representa- Prerequisite: EAS 213. A detailed examination of the analysis of annual tion and truncation errors, integration, differen- *ME 415/515 energy use of residential and commercial build- tiation, interpolation and approximation, linear Advanced Topics in Energy Conversion (4) ings. Emphasis on microcomputer simulation system of equations, non-linear equations, and Topics chosen for relevancy to current technolog- techniques for analysis of building energy use solution of differential equations. Prerequisites: ical practice concerned with energy conversion. and study of energy-efficient building design. EAS 101, Mth 261. Examples include cogeneration, combined cycles, Topics include: heat loss and gain in buildings, ME 372 gas power plants in the Northwest, wood waste heating and cooling load calculations, energy Engineering Metallurgy (4) utilization, advanced engine design and combus- use analysis (including bin type, daily, and Introduces students to the principles of physical tion systems, and energy conversion systems pol- hourly analysis procedures), daylighting in metallurgy as they relate to the development of lution control. Each offering of this course will commercial buildings, and introduction to structure and properties of engineering materi- focus on a different single selected topic. analysis and design of active and passive sys- als. Combination of alloy chemistry, alloy prepa- *ME 416/516 tems utilizing solar energy for space and water ration, and materials processing necessary to Internal Combustion Engines (4) heating. Project in design/simulation. produce microstructures that exhibit the Chemical equilibrium, fuel chemistry and prop- Prerequisites: ME 323, ME 421/521, familiarity required properties are covered for the major erties, thermodynamics of combustion reac- with use of computers and spreadsheets. alloying systems (i.e., ferrous, nickel, copper, tions, engine processes as ideal engine cycles, *ME 423/523 titanium, and aluminum alloys). Fundamentals engine combustion processes, engine perform- Fundamentals of Building Science (4) of how these structures act to achieve specific ance, engine simulation, and vehicle emissions. Introduction to the fundamental concepts of properties are detailed and relationships Prerequisites: ME 322, ME 323, EAS 361. building science. Buildings as a system, including between principles and practices are examined. *ME 417/517 interactions among subsystems such as heating Lecture content is reinforced by a laboratory in Gas Turbines (4) and cooling, ventilation, the thermal envelope, air which students study alloy microstructures. Introduction to the thermodynamic analysis of leakage, and occupants. Building energy efficien- ME 401 the performance of gas turbine engines. Study cy. Performance and economic analysis of residen- Research (Credit to be arranged.) of gas turbines for rotary power output as well tial heating, cooling, and ventilating systems. Consent of instructor. as aircraft propulsion. Rotary power analysis Indoor air quality and other health and safety focuses on the different gas turbine cycles, issues, including assessing and resolving moisture ME 403 problems. Applications of diagnostic tools. Honors Thesis (Credit to be arranged.) including combined cycles. Aircraft propulsion Lecture plus in-field demonstration and laborato- Consent of instructor. analysis focuses on turbojets, turbofans, turbo- props, ramjets, and advanced concepts. ry. Group project involving diagnostic analysis of ME 404 Prerequisite: ME 322. student homes. Prerequisite: ME 421/521. Cooperative Education/Internship (Credit to be arranged.) *ME 418/518 ME 424/524 Consent of instructor. Analysis of Powerplant Cycles (4) HVAC System Design and Controls (4) Review of thermodynamic cycle analysis for Design of HVAC equipment, integration of sys- ME 405 power generation systems. Advanced treatment tems, and design of controls for buildings. Reading and Conference Application of HVAC fundamentals. Subjects (Credit to be arranged.) of conventional Rankine and gas turbine power- include: building, block and zone load esti- Consent of instructor. plant cycles. Analysis of advanced energy conversion cycles and schemes, including com- mates; air/hydronic systems design; refrigera- ME 406 bined cycles, binary cycles, cogeneration, and tion; air handling units; cooling and heating Special Projects (Credit to be arranged.) fluidized bed reactors. Application to power plants; basic control concepts; sensors and actu- Consent of instructor. generation such as geothermal electric and solar ators; pneumatic, electronic, and digital con- ME 407 thermal electric. Utilization of garbage and trols; HVAC subsystem and controls; complete Seminar (Credit to be arranged.) wood wastes. Project required. Prerequisites: HVAC systems and controls. Prerequisites: Consent of instructor. ME 322 or equivalent and consent of instructor. ME 421/521 and 351. ME 410 Selected Topics (Credit to be arranged.) Consent of instructor. 278 P ORTLAND S TATE U NIVERSITY

*ME 425/525 erogeneous combustion, ignition, and combustion ME 452/552 Advanced Topics in Building Science (4) and the environment. Prerequisites: ME 322, 323. Control Engineering I (4) Advanced design or analysis topics will be pre- *ME 445/545 Introductory controls class offered to upper- sented. Topics will be chosen for relevancy to Advanced Topics in Thermal and Fluid division mechanical engineering undergraduates current technological practice concerned with Sciences (4) and graduate students. Includes classical theory building science. Examples include clean room Course topics are chosen for relevancy to current as applied to linear systems with topics: mathe- design, advanced computer simulation tech- technological practice concerned with thermal matical modeling of control systems; transfer niques such as advanced building energy use and fluid sciences. Each offering of this course functions and block diagrams; transient simulation or attic and wall moisture modeling, focuses on a specific area and is not a survey. response; stability; root-locus method; frequen- and advanced lighting design for commercial Examples include thermal management of elec- cy response method; and control system design buildings. Each offering of this course will focus tronic equipment and theoretical fluid mechanics. techniques. Computer analysis and solution on a different single selected topic. techniques will be utilized. Prerequisites: upper- *ME 446/546 ME 431/531 Compressible Flow (4) division ME undergraduate or graduate student; Pneumatic and Hydraulic Systems (4) Introduction to compressible flow (gas dynamics). Mth 256; ECE 221; ME 351. Fluid control and fluid power devices and com- Isentropic flow in varying area ducts (nozzles, dif- ME 453/553 ponents; application of Boolean algebra in con- fusers). Adiabatic flow in constant area ducts with Control Engineering II (4) trol circuit design; fluid power circuit analysis; friction. Frictionless flow in constant area ducts Continuous control system design and applica- design methodology; component selection, sys- with heat transfer. Normal, oblique, and moving tions using transfer function and state variable tem maintenance, and troubleshooting. shock waves. Detonation and deflagration. approaches. Introduction to digital control sys- Prerequisite: EAS 361. Applications. Prerequisites: ME 322, EAS 361. tem design, including: transfer function and state space formulation, and time and frequency *ME 437/537 *ME 447/547 Mechanical Systems Design (4) Transfer and Rate Processes (4) domain analysis techniques. Computer analysis Objective of this course is to integrate various An advanced treatment of heat, mass, and and solution techniques will be utilized. analysis methods in the context of design proj- momentum transfer. Development of the conser- Prerequisite: ME 452/552. ects with realistic constraints. Emphasis is on vation laws, transport laws, transport properties, ME 455/555 defining problems, identifying solution meth- and basic analytic solutions. Applications to heat Finite Element Modeling and Analysis (4) ods, and synthesizing solutions while consider- transfer equipment, catalytic reactors, drying The finite element method as related to the ing production and economic factors. processes. Prerequisites: ME 323, EAS 361, sen- solution of mechanical design problems includ- Teamwork, communication skills, and ability to ior or graduate standing. ing thermal stress analysis. Various element for- learn independently is highly emphasized. mulations will be discussed, and existing com- *ME 448/548 Prerequisites: ME 241, 351, 314. Applied Computational Fluid Dynamics (4) mercial codes will be used to demonstrate mod- *ME 441/541 Computational fluid dynamics (CFD) is pre- eling and analysis techniques. Prerequisite: Advanced Fluid Mechanics (4) sented as a design tool for analyzing flow and ME 455: ME 314; ME 555: graduate standing in Partial differential equations governing the con- heat transfer. Algorithms implemented in com- engineering. servation of mass, momentum, and energy of mercial CFD packages are reviewed. Training in *ME 457/557 Newtonian fluids are derived. Dimensional use of a commercial code is provided. Case Introduction to Robotics (4) analysis is used to simplify the governing equa- studies reinforce fundamental understanding of Robot kinematics dynamics and control; basic tions and in particular justify the assumption of flow and heat transfer, and highlight the imple- components of robots: controllers, power sup- incompressible flow. Exact solution of the mentation-specific aspects of commercial codes. plies and end effectors; industrial applications Navier-Stokes equations are presented. Boundary An independent project is required. of robots using peripheral devices, sensors, and layer approximations to the governing equations Prerequisite: ME 441/541. vision. Prerequisite: ME 351. are derived, and both exact and integral solu- ME 449/549 *ME 458/558 tions are obtained. Prerequisite: EAS 361. Thermal Management Measurement (4) Principles Of CNC Machining (4) *ME 442/542 Provides a survey of laboratory-based techniques A study of principles of machining, tool path Advanced Heat Transfer (4) used to diagnose electronic cooling problems, generation and analytic geometry, part design Advanced treatment of the principles of con- and to obtain design data for developing thermal and programming, integration of CAD/CAM ductive and convective heat transfer. Analytic management solutions. Provides significant prac- software, structure and control of CNC and numerical solutions of heat conduction tical experience: students design and build their machines, and introduction to computer-inte- problems. Laminar and turbulent convective own experiments; they take and analyze their grated-manufacturing. Prerequisite: ME 241 and heat transfer. Prerequisites: ME 322, 323. own data. Measurements are made with hand- senior standing in mechanical engineering. *ME 443/543 held instruments, bench-top instruments, and Lecture and laboratory. Prerequisites: ME 241 Advanced Engineering Thermodynamics (4) with computer controlled data acquisition sys- and senior standing in mechanical engineering. Thermodynamics of physical and chemical systems. Data reduction techniques involving cen- *ME 463/563 tems with engineering applications: basic ther- tering (removal of bias error) and uncertainty Advanced Topics in Control Engineering (4) modynamic relationships; advanced techniques analysis are used extensively. Lecture and labora- Mathematical foundations and applications of for their use; systems of variable composition; tory. Prerequisites: ME 323, 411. various advanced topics in control engineering heat effects for reacting systems; equations of ME 450/550 for both continuous- and discrete-time systems. state, phase, and chemical equilibria for ideal Solid Modeling (4) Prerequisite: ME 453/553. and nonideal systems. To include one or more Emphasis is on solid model construction meth- ME 471/571 of several special topics: chemical kinetics; reac- ods using state-of-the-art solid modeling soft- Process Measurement and Control (4) tor analysis fundamentals; second law analysis ware. Topics include use of parametric geometry, Introduction to process control hardware, soft- of thermodynamic systems; introduction to sta- construction and modification of solids, building ware, and interfacing. Lecture topics include: tistical thermodynamics; advanced energy con- and animating assemblies, working in groups, number systems, hardware concepts, data move- version systems. Prerequisite: ME 321. building sheet metal parts, drafting, and the ment, programming, and interfacing. Lab exer- *ME 444/544 presentation of the fundamentals of solids mod- cises involve the use of microcomputers inter- Combustion (4) eling including representation and manipulation faced and programmed for various control and Fundamental concepts of the complex phenome- of wireframes, surfaces, and solids. Lecture and data acquisition applications. Lecture and labora- na involved in combustion: thermodynamics, laboratory. Prerequisite: senior or graduate tory. Prerequisites: ME 411/511; ECE 201, 221. fluid mechanics, gas phase chemical kinetics and standing in engineering or a closely related field. turbulence. Specific topics include: closed vessel explosions, detonations, flammability, flames, het- M ASEEH C OLLEGE OF E NGINEERING AND C OMPUTER S CIENCE 279

ME 475 ME 492 *ME 554/654 Joining Processes and Design (4) Conceptual Design Project (4) Integrated Computer-aided Design (4) Course covers welding, brazing, and soldering Application of design methodology to original Presents several design analysis computer pro- processes such as: shielded metal arc, gas metal projects performed by groups of 3 to 5 students grams in an integrated fashion. Topics include arc, pulsed gas metal arc, flux cored arc, gas under faculty and industrial adviser. Design geometric modeling, motion simulation, and tungsten arc, plasma arc, submerged arc, elec- process will encompass engineering analysis and finite element analysis. Emphasizes the under- troslag, resistance, gas, and older welding broader factors such as group organization, standing of the fundamentals, proper use of processes; diffusion brazing, transient liquid interdisciplinary interaction, and communica- programs, and interpretation of results. phase bonding, wave soldering, reflow solder- tion. The problem definition to alternative selec- Prerequisites: EAS 215, ME 314. ing, and others. Manual, automatic, and robotic tion phases will be emphasized. Lectures, group, *ME 562/662 methods of welding, brazing, and soldering. and class presentations. Prerequisite: ME 491. Engineering Numerical Methods (4) Rapid and economical cutting methods such as ME 493 Numerical methods applied to engineering prob- plasma, laser, and oxy-fuel cutting. Welding Detailed Design Project (4) lems. Coverage includes interpolation, integra- design with steel, stainless steel, and aluminum Application of design methodology to original tion, root solving, solution of boundary value alloys will be emphasized. Design of joints to projects begun in ME 492. The alternative and initial value problems, solution of linear sys- provide economy, strength, and crack resist- selection to implementation phases will be tems. Programming will include Fortran or C, ance. Heat flow calculations in welding; preheat emphasized. Lectures, group and class presenta- MATLAB and Maple. Prerequisites: ME 352. calculations and other crack-preventing calculations. Prerequisites: ME 492. *ME 565 tions will be utilized. Welding codes will be ME 501 Advanced Finite Element Applications (4) covered. Prerequisite: ME 241. Research (Credit to be arranged.) Discussion and implementation of advanced ME 476 Consent of instructor. element types and modeling techniques in finite Materials Failure Analysis (4) ME 503 element analysis; topics include plate and shell Fundamental mechanisms related to failure of Thesis (Credit to be arranged.) elements, non-linear problems (geometric, metal and alloys used in engineering structures. Consent of instructor. materials, and gap/contact), frequency and Mechanisms include: ductile and brittle fracture, buckling, thermal conduction, and steady-state ME 504 fatigue, corrosion fatigue, wear, liquid erosion, flow problems. Implementation of the above stress corrosion, hydrogen-assisted cracking, ele- Cooperative Education/Internship (Credit to be arranged.) topics using available commercial finite element vated temperature failures, and many others. Consent of instructor. analysis codes. Prerequisite: ME 455/555. Analytical tools used to identify types of failures *ME 588/688 including: optical metalography, scanning elec- ME 505 Reading and Conference Design of Industrial Experiments (4) tron microscopy, secondary ion mass spec- Presents the statistical basis of industrial experi- troscopy, electron probe microanalysis, X-ray (Credit to be arranged.) Consent of instructor. mentation used in process and design improve- photoelectron spectroscopy, Auger electron spec- ment. Topics include model building, random- ME 506 troscopy, and others. Ductile, brittle, intergranu- ized and blocked designs, Latin squares, analy- lar, cleavage, quasi-cleavage, and microvoid coa- Special Projects (Credit to be arranged.) Consent of instructor. sis of variance, factorial designs, fractional facto- lescence modes of fracture are discussed. Failures rial designs, time series analysis, and evolution- in weldments, brazed and soldered joints, cast- ME 507 ary operations. Prerequisite: Stat 451 CM. ings, bearings, boilers, forgings, pipelines, bridge Seminar (Credit to be arranged.) components, gears, springs, wear components, Consent of instructor. *ME 596/696 tools, and dies. Prerequisite: ME 314. Design Optimization (4) ME 510 Application of Numerical Optimization techniques *ME 481/581 Selected Topics (Credit to be arranged.) to engineering design process. Mathematical theo- Mechanical Tolerancing (4) Consent of instructor. ry of optimization and application problems in Presents the principles of current dimensioning *ME 512/612 structural and machine component design will be and tolerancing standards including their syntax, Advanced Vibrations (4) discussed. The course involves computer-aided meaning, methods of verification, and their rela- Vibration analysis of single and multiple degree design optimization projects. Prerequisite: gradu- tion to design requirements. Statistical techniques of freedom systems. Topics include: (1) model- ate standing in engineering. for tolerance analysis and synthesis relevant to ing of linear systems using matrix methods; ME 601 various assembly and fit requirements. Other top- (2) modal analysis; (3) general forcing and ics include standards of surface roughness, limits Research (Credit to be arranged.) Fourier series methods; (4) random and self Consent of instructor. and fits, and relevant hardware and software excited vibrations; (5) nonlinear vibrations. products. A term project on a mechanical part Prerequisite: ME 351. ME 603 product intended for manufacturing is required. Thesis (Credit to be arranged.) Prerequisites: ME 241, 491 concurrently. *ME 532/632 Consent of instructor. Turbomachinery (4) ME 488 Application of thermodynamics and fluid ME 604 Design of Experiments (2) mechanics principles to the analysis and design Cooperative Education/Internship (Credit to be arranged.) Presents the methods of planning the data col- of various types of turbomachinery, including Consent of instructor. lection scheme in industrial experimentation. pumps, fans, compressors, and turbines. An Topics to be covered are methods of statistical advanced unified treatment is presented. ME 605 inference, randomization, blocking, empirical Theory, operation, performance, use, and selec- Reading and Conference and mechanistic model building using factorial, tion of turbomachines are discussed. (Credit to be arranged.) fractional factorial designs, and least squares Prerequisites: ME 322, 331. Consent of instructor. methods. Prerequisite: Stat 451 CM. ME 551/651 ME 606 ME 491 Engineering Analysis (4) Special Projects (Credit to be arranged.) Design Process (2) Application of mathematical techniques to the Consent of instructor. Design methodologies will be discussed as a solution of controls, dynamics, mechanical, and ME 607 framework for solving broadly defined technol- transport phenomena problems. Emphasis given Seminar (Credit to be arranged.) ogy problems. Interdisciplinary organizational to modeling, physical interpretation, and nor- Consent of instructor. principles will be presented as tools in the malization. Topics include modeling, linear sys- ME 610 design process and as a foundation for the sub- tems, partial differential equations, and complex Selected Topics (Credit to be arranged.) sequent project course. Lectures, weekly and variables. Prerequisite: graduate standing. Consent of instructor. term case studies. Prerequisites: ME 314, ME 322, ME 351, Wr 327. 280 P ORTLAND S TATE U NIVERSITY

SysE 573 SysE 590 Materials Science and Requirements Engineering (4) Integrative Workshop (1-4) Engineering Students gain knowledge to translate needs and Systems engineering is an acquired behavior to MSE 513 priorities into system requirements that are the be developed throughout the master’s degree Engineering Design for Materials starting point for the engineering of complex program. Students and faculty advisers will Scientists (4) hardware/software systems. Topics include: larg- engage in creative workshop activities integrat- Application of engineering design principles to er context in which requirements for a system ing technical specialty skills and project experi- materials problems: problem definition, design are developed; developing mission needs or ence invoking systems engineering applications methodology, design philosophy, and practice. market opportunities first versus assessing avail- of communication, synthesis and creativity, Introduction to fundamentals of machine able technology first; translating needs and pri- team building, problem solving, management of design, mechanical models, mechanical systems. orities into an operational concept and then into time and resources, and system life-cycle think- Required course for materials science and engi- specific functional and performance require- ing. A student portfolio will document the pro- neering students without an engineering back- ments; assessment of requirements, including gram plan and document that the desired ground. Prerequisite: graduate standing. such aspects as correctness, completeness, con- behavioral change is taking place. Prerequisite: MSE 515 sistency, measurability, testability and clarity of consent of instructor. Pass/No pass only. Material Testing Methods (4) documentation; relationship between interface SysE 591 Discussion and application of techniques for definitions and requirements; risk management Systems Engineering Approach (4) materials scientists including image analysis, of requirement issues, and stakeholders input to Engineering of complex hardware, software sys- thermal-physical analyses, fracture, and weld- increase the prospects for project success. Case tems encompasses quantitative methods to ability testing. Lecture and laboratory. studies will be used, many provided by students understand vague problem statements, deter- Prerequisite: graduate standing. and involving software-intensive systems. mine what a proposed product/system must do Recommended prerequisite: SysE 591. MSE 547 (functionality), generate measurable require- Diffusion (4) SysE 575 ments, decide how to select the most appropri- The mathematics, physics, and applications of Reducing Risk in Decision Making (4) ate solution design, integrate the hardware and diffusion theory in materials science. Topics Examines the concepts, techniques and tools for software subsystems, and test the finished prod- include carburization, nitriding, and sensitiza- managing risk and making decisions as key uct to verify it satisfies the documented require- tion of metals; oxidation and ion implant in components of the systems engineering process. ments. Additional topics that span the entire semiconductors, and polymer diffusion. Prereq- Risk connotes a measure of the probability and product life cycle include interface management uisite: Mth 261, EAS 213, graduate standing. severity of an undesired event. Begins with an and control, risk management, tailoring of overview of the risk management (identifying, process to meet organizational and project envi- assessing, monitoring, and mitigating) and deci- ronments, configuration management, test Systems Engineering sion process. Differences between mission criti- strategies, and trade-off studies. Prerequisite: SysE 561 cal and non-mission critical programmatic risk consent of instructor. Logistics Engineering (4) emphasized. Other topics include the limits of SysE 595 Concentrates on logistics from a systems engi- expected value-based risk analysis, decision Hardware-Software Integration (4) neering perspective. Systems will include a mix making strategies such as max/min, min/max Systems engineering is applied to the integra- of products and processes, materials, equipment, and regrets. Formal methods in risk analysis, tion of hardware-software systems, focusing on software, people, data, information, and services, elementary decision analysis and decision trees, embedded computer products development and within some form of hierarchy. The design for multi-objective decision making, pareto tech- information technology systems. Factors that supportability/serviceability, the production and niques, optimality, and trade-off analysis will be affect the selection of hardware and software effective distribution for customer use, and the covered. Risk and decision techniques will be solutions in design will be examined, as well as sustaining maintenance will be addressed on a contrasted with the interfacing processes of pro- the use of trade studies to optimize the efficien- total system life-cycle basis, with particular gram management and software engineering, cy of integration issues. Techniques for parti- emphasis in the early phases of the development from both the government and industrial per- tioning of system-level functions and require- of new systems and/or reengineering of existing spectives. Prerequisite: experience with systems ments to hardware/software components will be systems. Prerequisite: basic knowledge of sys- engineering process. provided, as will practical guidance, through tems engineering concepts and statistics. case studies, process templates, and design checklists. Prerequisite: basic understanding of hardware and software development. . School of Fine and Performing Arts

BARBARA SESTAK, DEAN 349 LINCOLN HALL, 503-725-3105 www.fpa.pdx.edu

B.A., B.S.—Architecture, Art, Music, and nurturing environment that encourages Theater Arts individual growth and imagination. B.A.—Art History Located in the heart of Portland’s cultural B.M.—Music district, the school resides within the Park Minor in Architecture, Art, Music, Jazz Studies, Theater Arts, Film Studies, Blocks of downtown, in which the major and Dance arts organizations are based, such as the Secondary Education Program in Art, Portland Art Museum and the Portland Music, and Theater Arts Center for the Performing Arts. We view M.F.A.—Art this as our extended campus. Within M.A.T., M.S.T.—Music blocks of the school reside theaters, gal- M.M.—Music leries, professional studios, and design and M.A., M.S.—Theater Arts architectural firms, which provide a stimu- The mission of the School of Fine and lating environment in which our students Performing Arts is based upon the belief develop through interactions and intern- that students make the most creative ships. The combination of a celebrated progress when taught by professional faculty and a professional arts environ- working artists in a thriving urban envi- ment creates exciting and challenging ronment. The school is committed to the undergraduate and graduate programs study and practice of architecture, art, with high professional standards. music, theater arts, and dance within a 282 P ORTLAND S TATE U NIVERSITY

Architecture 229 Shattuck Hall Degree requirements Arch 466 Specifications Interpretation...... 4 503-725-8405 Total 88 www.arch.pdx.edu/ Requirements for major. The B.A./B.S. Requirements for minor. To earn a major in architecture requires the comple- minor in architecture a student must com- B.A., B.S.—Architecture, Concentration in tion of a minimum of 98 credits in addition plete 44 credits including the following: Architectural Project Management to the general University requirements for a Minor—Architecture Credits degree found on page 11. The required Arch 100 Introduction to Architecture...... 4 Architecture at Portland State University is courses are as follows: Arch 180, 181 Beginning Design Studio I, II ...... 12 an aesthetically focused program within the Credits Arch 230, 231, 232 Architecture and Cultural History I, II, III ...... 12 context of cultural and political issues. The Arch 100 Introduction to Architecture...... 4 Architecture or art studio electives ...... 8 Arch 180, 181 Beginning Design Studio I, II ...... 12 program provides a balanced undergraduate Adviser-approved upper-division credits in liberal arts education for the student plan- Portfolio Review/Selected Admissions architecture ...... 8 Arch 230, 231, 232 Architecture and Cultural ning to enter a graduate level professional History I, II, III ...... 12 Total 44 degree program in architecture. Arch 280, 281, 282 Architectural Design Architecture courses taken under the Approximately 300 architecture majors Studio I, II, III ...... 18 undifferentiated grading option (pass/no explore architecture as a communicative, Arch 350, 351 Architectural Structures I, II ...... 8 pass) will not be accepted toward fulfilling humanistic, and public art which emerges Arch 360, 361 Architectural Building Technology ..8 Arch 380, 381, 382 Architectural Design department minor requirements. from a synthesis of design, fine arts, Studio IV, V, VI...... 18 Eighteen of the final 24 credits must be humanities, and technology. This broad Adviser-approved upper-division credits in taken in residence at PSU. exposure assures students of career flexibili- Architecture...... 18 The Department of Architecture reserves ty within the full range of the environmen- Total 98 the right to retain for archival or exhibi- tal design fields. The architecture program Admission to the sophomore level tion purposes any student work executed is designed to develop the student’s creative Architecture Design Studios (280, 281, as part of a Department of Architecture faculties and sense of critical judgment as 282) is based on a competitive review of a instructional program. In addition, the well as fundamental skills and techniques. student’s academic record, a statement of department reserves the right to docu- A major asset of the program is its location intent, and a portfolio of creative work. ment, reproduce, and publish images of in Portland, one of the few centers of cre- All students must obtain an adviser for any such student work in PSU publica- ative architectural and urban design prac- academic planning of their program. tions, printed or electronic, for the pur- tice in the western United States. Faculty Apply through the department office. poses of research, publicity, and outreach, are practicing professionals and artists, and Architecture courses taken under the giving publication credit to the student. since PSU uses the Portland region as a lab- undifferentiated grading option (pass/no oratory, there is extensive involvement by pass) will not be accepted toward fulfill- the region’s architectural community as ing department major requirements. All Courses adjunct faculty, guest lecturers, critics, and courses used to satisfy the departmental mentors. PSU students not only observe, major requirements, whether taken in the Courses with an asterisk (*) are not offered every year. but participate in one of architecture’s most department or elsewhere, must be graded Arch 100 Introduction to Architecture (4) dynamic environments. C- or better. Introductory course designed to introduce con- Most states require that an individual Requirements for major with concentration in architectural project manage- cepts, theories, and practices of the discipline of intending to become an architect hold an architecture. Includes a study of perceptual, ment. accredited architectural degree. There are This program is currently under revi- environmental, technical, and organizational two types of degrees that are accredited by sion; contact the department for details. In concepts through lectures and individual proj- the National Architectural Accrediting addition to the general University require- ects in observing architectural spaces and forms. Board: (1) the Bachelor of Architecture ments for a degree found on page 11, the Open to non-majors. and (2) the Master of Architecture. A mas- student who specializes in architectural Arch 120 ter’s program will be shorter for students project management is expected to meet Basic Drawing (4) having a preprofessional bachelor’s degree. the following departmental requirements: An introduction to freehand drawing focused This four-year, preprofessional degree, Credits on the delineation of both interior and exterior space, starting with direct observation through such as the one at PSU, is not accredited BA 101 Introduction to Business...... 4 BA 205 Business Communications ...... 4 to conceptual drawings of imagination. Use of by NAAB. The preprofessional program is BA 211 Fundamentals of Financial Accounting...... 4 different media and color including the study of useful to those wishing a foundation in the Stat 243 Introduction to Statistics ...... 4 light and light qualities. Open to non-majors. field of architecture, as preparation for Arch 100 Introduction to Architecture...... 4 Arch 180, 181 either continued education in a master of Arch 201, 202, 343 Construction Project Beginning Design Studio I, II (6, 6) architecture first professional degree pro- Management I, II, III ...... 18 Arch 344 Construction Codes and Compliance...... 4 Foundational design studio sequence initiating gram or for employment options in fields Arch 345 Advanced Construction Projects ...... 4 awareness of the creative language of architec- related to architecture. Arch 180, 181 Beginning Design Studio I, II ...... 12 ture through practical assignments in drawing, Arch 340 The Profession of Architecture ...... 4 modeling, and artful making. The communica- Arch 341 Developing as a Professional ...... 4 tion of perceptions and imaginative propositions Admission requirements Arch 360, 361 Architectural Building through the use of diverse media is encouraged. Admission to the department is based on Technology I, II ...... 8 Includes individual criticism, lectures, and sem- Arch 425, 426 Architectural inar discussions. Must be taken in sequence. general admission to the University. See Computer Graphics I, II...... 8 page 39 for more information. Prerequisite: Arch 100. S CHOOL OF F INE AND P ERFORMING A RTS 283

Arch 199 *Arch 340 vidual buildings in order to minimize mechanical Special Studies (Credit to be arranged.) The Profession of Architecture (4) systems and reduce energy use. Alternative ener- *Arch 201, 202 Introduction to the profession and practice of gy sources and building materials introduced. Project Management I, II (6, 6) architecture. Topics include education, licen- Prerequisite: junior year standing. Series of courses designed to develop in stu- sure, specialized body of knowledge, ethics, and Arch 380, 381, 382 dents construction project management tech- the range of issues that have an impact on the Architectural Design Studio IV, V, VI (6, 6, 6) niques for profitable construction administra- design of the built environment. Studio investigations of architectural designs tion. Students will demonstrate knowledge of *Arch 341 based on supporting human activities, structure, course material by completing projects in light Developing as a Professional (4) and theory. Continued study of design process construction administration. Coursework An interdisciplinary course designed for stu- and methods encompassing concepts of archi- includes utilization of estimating, critical path, dents to gain an understanding of professional tecture, landscape architecture, and interior and presentation computer software relevant to development as a sequence of processes. design. Includes individual criticism, lectures, current practices. Students will gain an understanding of different and seminars. Courses must be taken in Arch 201: emphasis on estimating, construction problem-solving processes; the importance of sequence. Prerequisites: Arch 282. sequence scheduling, critical path, specification communication inside and outside the organiza- Arch 399 interpretation and design standards necessary tion; the role of assessment in terms of self, Special Studies (Credit to be arranged.) for successful administration of construction organization, and client; and gain an under- Arch 401/501 projects. standing of the impact of professional ethics and Research (Credit to be arranged.) Arch 202: developing standards of performance, social responsibilities. Arch 404/504 bidding, contracts and liability, production *Arch 343 Cooperative Education/Internship scheduling, and techniques for controlling a Project Management III (6) (Credit to be arranged.) profitable construction project. Third in a series of courses designed to develop Arch 405/505 Prerequisite: Building construction certificate in students advanced construction management Reading or Studio and Conference program, instructor’s consent, or equivalent. techniques. Emphasis on developing customer (Credit to be arranged.) Courses must be taken in sequence. service plans, customer relations, quality con- Arch 407/507 trol, project evaluation, and planning for future Seminar (Credit to be arranged.) Arch 225 Digital Graphics (4) opportunities. Prerequisite: Arch 202. Arch 408/508 Workshop (Credit to be arranged.) A beginning computer graphics course that has *Arch 344 at its core the idea to probe, to experiment, and Construction Codes and Compliance (4) Arch 410/510 Selected Topics (Credit to be arranged.) to investigate the computer’s 3D modeling capa- Application of Oregon codes and regulations bility as a tool for rigorous design investiga- that govern the commercial and industrial con- Arch 420/520 Advanced Architectural Graphics tions. Prerequisite: Arch 180. struction industry. Students complete assignments and quizzes in the utilization and inter- and Media (4) Arch 230, 231, 232 Studio assignments exploring a full range of Architecture and Cultural pretation of uniform standards defined by pre- dominant industry standards. Upon completion graphic representational techniques and media. History I, II, III (4, 4, 4) Exploratory drawing and modeling work A series of courses tracing the history of of the coursework, students will be able to interpret applicable jurisdictional codes. addressing the visualization of ideas in architec- Western culture through its architecture from ture, including: speculative thought and con- the early Paleolithic Age up to the 20th century. *Arch 345 cept formation; studies of light and shadow; The first course examines the early Stone Age Advanced Construction Projects (4) exploration of color and texture of materials; through to the Renaissance, the second course Course gives students an opportunity to apply and the composition of appropriate and coher- examines the late Renaissance through to the project management skills to a construction ent forms of visual presentation. 19th century, and the third course addresses the process. Provides verification of previous project 20th century. The courses will focus on a select management course content through implement- Arch 421/521 Urban Design Methods (4) number of architectural works that are repre- ing and evaluating its effectiveness in relation to Introduction to analytical and synthetic research sentative of specific cultural beliefs, values, and a direct field application. Prerequisite: Arch 343. methodologies inherent in the design of natural, ideologies as embodied in architectonic forms *Arch 350, 351 architectural and urban contexts essential to and experiences. Must be taken in sequence. Architectural Structures I, II (4, 4) contemporary urban design practice. Arch 280, 281, 282 Arch 350 will cover principles and applications Architectural Design Studio I, II, III (6, 6, 6) of static equilibrium to structures with emphasis Arch 425/525, 426/526 Architectural Computer Graphics I, II (4, 4) Studio investigations of fundamental design con- on building structures. Includes stress analysis Focuses on computer-aided design software as cepts, issues, and process. Projects and exercises for axial force, flexure, and shear and studies in used in the architecture field (e.g., AutoCad). focusing on the concepts of making three-dimen- combined stress and column stability. Arch 351 Arch 425 explores various methods for con- sional forms—organization, proportion, scale, will cover lateral force analysis; structural structing, editing, and displaying two-dimen- human activities, and introductory site and build- design of solid and glue-laminated wood mem- sional architectural drawings. Arch 426 explores ing design relationships. The release of the stu- bers and trusses; design of steel and reinforced methods for creating, modifying, and visualiz- dent’s potential creative capabilities is a primary concrete members. Must be taken in sequence. ing three-dimensional architectural forms. Must concern for the course. Includes individual criti- Prerequisite: Mth 111, 112. be taken in sequence. Prerequisite: Arch 282. cism, lectures, and seminars. Courses must be Arch 360, 361 taken in sequence. Prerequisites: Arch 100, 181. Architectural Building Technology I, II (4, 4) Arch 430/530 A two-quarter sequence introducing technolo- Contemporary Architectural Theory (4) *Arch 330, 331 Seminar course investigating architectural theo- Twentieth Century Architectural gies involved in the design and construction of History and Theory (4, 4) buildings. Topics include construction materials ry and critical thought by examination of key Introduction to the history and theories of and methods, envelope design, mechanical sys- texts and contemporary architectural works. Modernism from the late 19th century to pres- tems, thermal, and other environmental build- Arch 431/531 ent day. Explores diverse, contemporary issues ing systems. Prerequisites: Arch 100, 180, 181. Studies in Contemporary Urban Design (4) Seminar course examining the contemporary with a focus on the relationship between theory Arch 367 and the art and craft of building. Selected topics Fundamentals of Environmental Design (4) relationships between the making of architec- will emphasize the probing of philosophical and Basic concepts of climate and impacts on person- ture and the making of cities. The course criti- ideological aspects of current practice. al comfort. Thermal, lighting, and acoustical top- cally explores emerging urban characteristics, Prerequisite: 6 credits lower-division art history. ics covered. Design approaches and concepts dis- comparative design strategies, and the integra- cussed from large urban siting projects to indi- tion of design approaches with the processes of 284 P ORTLAND S TATE U NIVERSITY

economic and social change. Prerequisite: Arch 450/550 Arch 511 upper-division standing. Advanced Architectural Structures (4) Pro-thesis Seminar (4) Arch 432/532 A workshop and seminar based course address- A research and discussion based course to iden- History and Theory of Urban Design (3) ing the design and construction of large-scale tify, define and articulate specific cultural issues Introduction to the development of historical structural systems. Investigates the innovative and concerns that will become the inspiration and contemporary urban design with parallel use of traditional and non-traditional building for individual design thesis proposals. Students developments in architecture and urban plan- materials and structural detailing, exploring the will generate the conceptual parameters and ning. Theoretical models are related to current potential of visually expressive structural systems theoretical agenda of their proposed thesis, practices in the design of various sociopolitical, through a series of working models. explore precedents and develop the program for environmental and aesthetic urban contexts. Architectural precedent and nature’s engineering a significant urban intervention. will be studied to gain insight into the correla- Arch 561 *Arch 440/540 tion of form and structure. Prerequisites: Professional Practice (4) Detail Design (4) Arch 350, 351. Focuses on the context, responsibilities, licensure, A companion course to the Design Thesis, principles, and processes of the practice of archi- Arch 460/560 developing the technological implications of the tecture, including project and client acquisition, Advanced Architectural Technology (4) thesis proposition. Addresses the detailed appli- risk analysis, project and practice management, A lecture and seminar course providing explo- cation of technological know-how in terms of project delivery methods, services and scope defi- ration of current advanced building technology materials, envelope, environmental control, tec- nition, roles and responsibilities of all parties, and form generative responses to current sus- tonics and structural logic, with respect to a pre- contract forms, general conditions of the contract, tainability issues. Includes extensive investiga- determined portion of the architectural project. compensation methods, fee budget management, tion of current technologies for envelope, Arch 583 contract administration, and standard of care. mechanical, and thermal comfort systems, and Architectural Design Studio X (6) Prerequisite: upper-division standing. lighting and day-lighting strategies. Strategies Studio projects and critical discussions address- for formal integration with architectural design ing themes and issues pertinent to the imagina- Arch 441/541 are emphasized. Prerequisites: Arch 360, 361. Practicum and Internship (4) tive design of architectural intervention in Offers students an opportunity to gain industry Arch 466 urban environments. Encouraging experimental experience and to integrate the skills and con- Specifications Interpretation (4) engagement with relations of material, form, cepts learned in the academic curriculum. Extensive use of specifications and interpreting human habitation, and cultural meaning. Weekly seminars review and establish intern- plans organized around the Construction Arch 584 ship objectives, which closely parallel the archi- Specifications Institute (CSI) format for con- Design Development Studio (6) tectural internship development program struction documents. Focus on interpretation A studio course offering intensive creative study required for licensure. Students are expected to and evaluation of stock specifications, plans, in laying the foundation for, and developing, an secure employment or positions that meet the and standards of performance. Prerequisites: architectural design strategy and approach in objectives of the course. Prerequisite: Arch Arch 360, 361. preparation for the student generated thesis 440/540. Arch 480/580, 481/581, 482/582 proposition (Arch 585). The class incorporates *Arch 442/542 Architectural Design research, preliminary graphic and modeling Building Economics (4) Studio VII, VIII, IX (6, 6, 6) work in idea generation, and critique. Focuses on the economic and life cycle context Advanced investigations of architectural and Prerequisite: Arch 511. of building design and management decisions. urban design issues in concluding series of stu- Arch 585 Topics include project life cycle, decision mile- dios. Projects include the design of private and Design Thesis (6) stones, value analysis of design and project pro- public buildings which require comprehensive, A studio course offering a focused culmination forma, discounted cash flow and equivalency integrative design development. Includes indi- of architectural design studies by means of a calculation methods, and conceptual estimating vidual criticism, lectures, and seminars. Courses student generated thesis proposition incorporat- techniques for building projects. Strategic lever- must be taken in sequence. Prerequisites: Arch ing research, development, and creative trans- aging of project value is emphasized, and sus- 380, 381, 382. formation of a specific urban situation. tainability objectives are examined. Prerequisite: Prerequisites: Arch 511, 584. Arch 440/540.

Art

310 Art Building terity, can provide the student with a back- 503-725-3515 Undergraduate ground well suited for applications that are www.art.pdx.edu programs wide reaching and greatly rewarding. The Department of Art at Portland State B.A., B.S.—Concentration in Drawing/ Many prominent Northwest artists, design- University consists of artists and design- Painting/Printmaking, Graphic Design, ers, and art historians began their profes- Sculpture ers, educators, and art historians actively B.A. only—Art History, Concentration in sional careers by studying art at Portland engaged in their respective fields and with Art History State University. An even greater number of the extended community. As part of an Minor in above concentrations and in successful and productive people have used urban university, the mission of the Time Arts, Design Management and their training in the Department of Art as Department of Art is dedicated to helping Photography the basis for careers in commerce, industry, students understand and experience ways Secondary Education Program education, and a variety of fields limited that artists and their works are involved in M.F.A. only by imagination. Art, which requires a larger social context, both in the con- personal initiative and imagination and temporary world and in the course of develops skills in mental and manual dex- world history. S CHOOL OF F INE AND P ERFORMING A RTS 285

The foundation of the Department of Art enable the student to analyze diverse works graphics courses (Contact the department is the development of a visual, verbal, and of painting, sculpture, architecture, and office or Web site for details, www. critical language of the arts for future artists other art forms and to relate artistic expres- art.pdx.edu). In the third and fourth years, and scholars, as well as for members of the sion to historical, cultural, and philosophi- students choose courses in areas of increas- community. Since visual arts are a form of cal factors. We offer two distinct tracks for ing specialization, engage in professional communication related to all other forms, the art history B.A. The first degree is a internships, and develop a professional understanding the theoretical bases and major in art with a concentration in art his- portfolio as the culmination of their studies. critical interpretations of this communica- tory, which provides a minor focus on stu- Sculpture—B.A., B.S. degree. The tion is a crucial component of our curricu- dio arts. This major is intended for students sculpture program provides a comprehen- lum. At the same time, because the visual entering professions that work directly with sive view of sculptural practices, applica- arts are a unique form of communication, artwork, such as in art galleries or conser- tions, theories, and history, with an students are trained in the necessary tech- vation. The second is a major in art history emphasis on trends in contemporary art. nical skills, the terminology and processes with a liberal arts focus and is intended for The first year focuses on the foundations specific to the production of the visual arts. those students planning graduate study or of art in design, drawing, and art theory. Because learning “to see” is the most cru- other work requiring more advanced writ- In the second year students who select a cial component of any art program, the ing and analytical skills. Either focus within concentration in sculpture are provided department requires all students to study art history begins with the History of with a comprehensive studio experience both the history of art and to have studio Western Art sequence and at least two stu- focusing on practical skills and language experience. The Department of Art supports dio courses, then advances to upper-divi- required to further develop sculptural con- the full integration of art/design studio prac- sion art history courses, comprising both cepts. In the third and fourth years, stu- tice with art history and theory. Whether in Western and non-Western traditions. dents continue to develop skills in materi- the studio, computer lab, lecture hall, or Drawing/painting/printmaking—B.A., al selection, technique, and application, seminar room, students have the opportuni- B.S. degree. The drawing/painting/print- but are also expected to develop their own ty to forge connections between traditions of making program provides a comprehen- voice and dynamic approach to their visual art and their own developing imagi- sive view of studio art practices, applica- work. In the final year, contemporary nation and expression. tions, theories, and history, with an sculptural topics are explored along with Art programs are designed to develop the emphasis on trends in contemporary art. critical theory and professional practices. student’s creative faculties, a sense of criti- The first year focuses on the foundations cal judgment, and fundamental skills and of art in design, drawing and art theory. In Admission requirements techniques. In each of the concentrations the second year students must select an within the art major, the principal and emphasis, in either painting or printmak- Admission to the department is based on supporting courses have one general pur- ing, comprised of a comprehensive studio general admission to the University. See pose: to instill a mature, professional atti- experience focusing on the basic skills and page 39 for more information. tude toward the process of artistic creation language required to further develop con- and expression. ceptual and expressive aspects of their Degree requirements Students enrolled in the Department of work. In the third and fourth years, stu- Requirements for Art majors and minors. Art at PSU will acquire: dents continue to develop skills in materi- In addition to general University require- • Knowledge and experience of the cre- al selection, technique, and application, ments for a degree, majors and minors in ative problem solving processes. but are also expected to develop their own art must meet departmental requirements • Knowledge of discipline-specific skills voice and dynamic approach to their that differ for each concentration of study and vocabulary. work. In addition, critical theories and described above. For the specific require- • Knowledge of art history and design. professional practices in art are investigat- ments of each concentration, please visit • Knowledge of critical theories in art. ed to help students develop a sense of the department Web site, www.art.pdx.edu • Knowledge and experience to formu- placement within the artist community. or office to obtain a “Concentration Sheet” late a cumulative body of work in Graphic design—BA, BS degree. The that describes the program in detail. All their discipline. graphic design program provides a com- students must obtain an adviser for aca- At the same time, the programs seek to prehensive education in design principles, demic planning of their program by the permit the student a choice upon gradua- applications, theories, history, and practice. second year. tion. The alternatives are: (1) to undertake Students work with faculty primarily All art and art history courses used to formal graduate study; (2) to begin a pro- through studio courses that introduce an satisfy departmental major or minor fessional career in the fine or applied arts; increasing complexity of design problems requirements, whether taken in the or (3) to combine the student’s degree pro- combined with opportunities for inde- department or elsewhere, must be gram with the basic teaching norm in pendent development and interaction with assigned a grade of C- or better. order to qualify to teach in Oregon public the professional community. The first year For students transferring from other col- schools. of the concentration introduces principles leges and universities, a maximum of 12 As a general rule, the major in art of basic design and art and their specific credits may be graded P (pass) and may be requires a minimum of 90 credits in art applications in graphic design. The second accepted in fulfilling art department courses. Included are extensive experi- year provides a comprehensive studio requirements with approval from an art ences in studio work and a comprehensive experience in graphic design and computer adviser. In addition, any upper-division study of the history of art. graphics. These first two years of study cul- transfer credits being applied to major Programs in the Department of Art are minate with a required sophomore review. requirements must meet departmental accredited by the National Association of All design students (including students standards. In these cases, a portfolio of Schools of Art and Design. transferring in with lower- or upper-divi- work is required and the work contained Art history—B.A. degree only. The sion credits) must pass this review to enroll in it must be approved by the concentra- study of the history of art is intended to in 300-level graphic design and computer tion’s coordinator to receive transfer credit. 286 P ORTLAND S TATE U NIVERSITY

To satisfy departmental major require- on the applicant’s undergraduate prepara- ect is presented in a public exhibition dur- ments students must complete at least 24 tion in art, a letter of intent, three recom- ing the spring term of the second year. credits of their upper-division (300/400) mendation letters, and most importantly A maximum of 15 graduate credits may art/art history courses in residency at PSU. on the portfolio of current creative work. be transferred into the program with These 24 credits must be primarily within Applicants must have a B.A., B.S., or adviser approval. the student’s concentration of study in art. B.F.A. degree with a concentration in any Students in the M.F.A. program are pro- To satisfy departmental minor require- of the following studio arts: drawing, vided with studio space for a maximum ments students must complete at least 24 painting, printmaking, sculpture, installa- period of two years. credits of their work within the subject tion, performance art, or related field. area in residency at PSU. These 24 credits Application is a dual process between Department Archival Policy must primarily be in 200/300 level courses the Department of Art and the Office of The Department of Art reserves the right within the student concentration area. Admissions. Contact the department for to retain for archival or exhibition purpos- The Department of Art reserves the right complete application materials. es any student work executed as part of a to cancel any course that does not have Department of Art instructional program. sufficient enrollments, in accordance with Degree requirements In addition, the department reserves the University policy. The student will complete at least 90 cred- right to document, reproduce, and publish ART EDUCATION: SECONDARY its which must be distributed as follows: images and any other media containing such student work in PSU publications, EDUCATION PROGRAM Credits Grades K through 12. Students who wish Art History ...... 12 printed or electronic, for the purposes of to teach art in the public schools must first Project exhibition/master’s statement ...... 12 research, publicity, and outreach, giving complete the art major before applying to Electives ...... 8 publication credit to the student. Studio work in one area of concentration the School of Education for teacher train- (painting, printmaking, sculpture, mixed media).46 ing in the graduate program. Graduate seminar (1st year candidates)...... 6 Prospective teachers should contact the Graduate seminar (2nd year candidates)...... 4 Courses art education adviser in the Department of (2nd year seminar is an art history research seminar) Courses with an asterisk (*) are not offered every year. Art before beginning the program. Art 585 Professional Practices in Studio Art ...... 2 Each student’s program is tailored to Total 90 meet the needs of the individual and the Art History Each M.F.A. student is assigned and requirements of the continuing endorse- ArH 199 ment license. works with an adviser for the first year. Special Studies (Credit to be arranged.) Although licensure requirements are Students begin their studio and course- ArH 204, 205, 206 incorporated into degree programs, work by taking several courses with differ- History of Western Art (4, 4, 4) changes by the Oregon Teacher Standards ent faculty. Students are expected to sign- Survey of the visual arts from prehistoric art to and Practices Commission during the life up for individual critiques and discussion the present. Selected works of painting, sculp- with studio faculty. In addition, at least ture, architecture, and other arts are studied in of this catalog may alter the requirements. relation to the cultures that produced them. It is imperative that the prospective once each term the M.F.A. committee conducts a formal review of each candidate’s ArH 204: Prehistoric through Early Medieval. teacher be in touch with the art education ArH 205: Romanesque through Rococo. adviser from the beginning, as applicants studio work. ArH 206: Enlightenment through for licensure must meet the commissions During the spring term of the first year, Contemporary Art. Open to non-majors. the M.F.A. student develops a proposal for requirements in force at the time of the *ArH 208 licensure application. Please refer to the directing their creative activity toward the Introduction to Asian Art (4) Graduate School of Education require- completion of an exhibition project. At the Historical survey of the visual arts in Asia from ments on page 222. end of the first year the M.F.A. committee prehistory to 1900. Selected works of painting, conducts a candidacy review of the stu- sculpture, architecture, and ceramics from India, dent’s growth and progress. At this review, China, Japan, Korea, Southeast and Central Asia Graduate programs the candidate presents studio work and are studied in relation to the religions and cul- their proposal for an exhibition project. If tures producing them. Open to non-majors. The Department of Art offers a two-year the studio work and proposal are judged ArH 290 study program leading to the Master of adequate in exploration, quality, and direc- History of Modern Design (4) Fine Arts degree in studio arts (including tion, candidacy is approved and the stu- History of graphic design from c. 1800 to the painting, drawing, printmaking, sculpture, dent advances unconditionally into the present, focusing on the changes in style within the field, but also on the interconnection and mixed media). The MFA program is second year of the program. designed to prepare individuals for profes- between design and other forms of expression. At the beginning of the second year, can- Open to non-majors. sional practices directed toward careers in didates are assigned an adviser based on the field of fine arts and higher education. *ArH 291 the student’s request, area of interest and History of Animation (4) direction, and faculty availability. In addi- Exploration of the history of animation, its Admission requirements tion to individual critiques with studio fac- sources in drawing, painting, photography, film, Application for admission to the M.F.A. ulty and reviews with the M.F.A. commit- video, and digital media, its various innovators, program must be made by March 1 prior tee, the candidate works closely with their styles, and techniques, its relationship with cin- adviser to produce their exhibition project. ema, and its reliance on the development of cre- to the fall term the student intends to ative and presentation technologies. Emphasis is begin work toward the degree. Accepted This project culminates the student’s studio investigations during their two years in placed on the theory and critical study of ani- students are expected to be in full-time mation. Readings and discussion are combined residence beginning fall term. the M.F.A. program and should consist of with extensive screenings of animations and The Department of Art Graduate a cohesive body of work accompanied by animated films, including the history of com- Admissions Committee bases its decisions a master’s statement. The exhibition proj- puter animation. Open to non-majors. S CHOOL OF F INE AND P ERFORMING A RTS 287

ArH 311, 312, 313 *ArH 412/512 *ArH 439/539, 440/540 History of Asian Art (4, 4, 4) Japanese Buddhist Art (4) History of Architecture (4, 4) A survey of art and architecture of Asia from A survey of the Japanese Buddhist art and archi- A history of architecture from Prehistory to prehistoric times to the 19th century. The art tecture, including: sculpture, painting, Shingon Post-Modernism. Open to non-majors. and architecture (including ceramics, sculpture, Buddhist art, Zen garden and architecture, and Prerequisites ArH 439/539 (for art and art his- painting, textiles, and other utilitarian imple- ink paintings through selected examples from tory majors only) ArH 204 or 205. Prerequisites ments—e.g., ritual bronze vessels of China) of the 6th century to the 18th century. Open to ArH 440/540 (for art and art history majors Asia will be presented in context of chronology, non-majors. only) ArH 206. source (indigenous or foreign influence), site *ArH 415/515 ArH 449/549 and in relation to the forces of each society’s Issues in Asian Art (4) Art History Methods (4) culture, religion, politics, geography, and histo- Issues in Asian art may be keyed to museum Seminar for juniors and seniors. Explores major ry. Buddhism, Hinduism, Confucianism, exhibitions or deal with thematic topics or spe- approaches to the study of art history through Shintoism, Taoism, Shamanism, symbolism, and cific media. Examples include Buddhist or other readings, discussion, and essays. Includes the mythology are basic to the arts of Asia. religious art, tomb art, ceramics, special topics development of art history as a field and com- ArH 311: South Asia (India) and Southeast Asia in Korean art, or the work of Asian-American mon methodologies such as iconography, gen- (Sri Lanka, Cambodia, Thailand, Burma, and artists. Open to non-majors. der theory, social art history, and post-mod- Indonesia). ArH 312: China and Korea. ernism and post-structuralism. Open to non- ArH 313: Japan. Open to non-majors. *ArH 422/522 Chinese Painting (4) majors. Prerequisites: at least three prior upper- *ArH 321 A concentrated study of the Chinese paintings division art history courses. Survey of Korean Art (4) from the 3rd century B.C.E. to the 18th century. ArH 450/550 A chronological survey of art and architecture of Open to non-majors. Great Periods and Themes in Art and Korea, and its uniqueness, in the context of East Architecture (4) Asian art history. Prehistoric arts, as well as *ArH 423/523 A concentrated study of the art and/or architec- Japanese Painting (4) tomb paintings, and artifacts recognizing ture of a major historical period or theme, for A survey of Japanese painting from the 4th cen- Buddhism’s effect on Korea’s sculptural, paint- example, Pre-Columbian art and architecture or tury to the 19th century. Buddhist paintings, ing, and architectural heritage. Also treats Medieval Venetian Architecture. May be repeat- ink paintings, and decorative paintings. Open Confucianism shaping Korean ink painting, folk ed for credit with different topics. Open to non- to non-majors. painting, and porcelains. Open to non-majors. majors, Prerequisite (for art and art history ArH 392 *ArH 425/525 majors only): ArH 204, 205, or 206. Modern Japanese Painting (4) History and Contemporary Issues in *ArH 451/551, 452/552, 453/553 Recent scholarship in the history of modern Photography (4) Ancient Art (4, 4, 4) Japanese paintings and prints, from the Meiji, The history of photography focusing on its Art and architecture of the ancient world from Taisho, and Showa periods covers major themes exemplary masters, the impact of photographic Paleolithic through Roman times. ArH 451/551: of Japan’s westernization in a new light. The technologies and techniques, contemporary Prehistoric, Egyptian, Mesopotamian. issues revolve around westernization: conflict issues of aesthetics and ethics in photography, ArH 452/552: Aegean and Greek. ArH 453/553: and nationalism. New art forms, the revival of the role of photography in the fine arts and Etruscan and Roman. Open to non-majors. traditional styles, reclining women’s theme, and design, and emerging photographic media. Prerequisites (for art and art history majors the gaze of subjects will be explored. Open to only) ArH 204. ArH 399 non-majors. Special Studies (Credit to be arranged.) ArH 456/556 ArH 401/501 *ArH 426/526 Early Medieval Art (4) Research (Credit to be arranged.) African Art (4) Focuses on the art and architecture of Early Terms, section, instructor and hours to be Examination of selected African art forms, styles, Christian, Celtic, Carolingian, and early Islamic arranged. Consent of instructor and chair of the and traditions. Emphasis on the context of the world. Open to non-majors. Prerequisite (for art Department of Art required. art and artist and their relationship to politics and art history majors only): ArH 204. and society in African history. Open to non- ArH 404/504 majors. This course is the same as BSt 470/570; ArH 457/557 Cooperative Education/Internship course may be taken only once for credit. Byzantine Art (4) (Credit to be arranged.) Focuses on the art and architecture of the Terms, section, instructor and hours to be *ArH 432/532 Byzantine world from the founding to the fall of arranged. Consent of instructor and chair of the Issues in Gender and Art (4) Constantinople (330-1453 A.D.) Open to non- Research, reading, and discussion on sexual Department of Art required. majors. Prerequisite (for art and art history subjectivity and the construction of gender in majors only): ArH 204. ArH 405/505 visual images and various cultural contexts. Reading and Conference May be keyed to regional exhibitions, collec- ArH 458 Romanesque Art (4) (Credit to be arranged.) tions, or symposia. Topics include: masculinity Focuses on the art and architecture of the Terms, section, instructor and hours to be in ancient Rome, pornography and representa- Romanesque, Crusader, and medieval Islamic arranged. Consent of instructor and chair of the tion, surrealism, and sexuality. Open to non- world. Open to non-majors. Prerequisite (for art Department of Art required. majors. Prerequisites (for art and art history and art history majors only): ArH 205. ArH 407/507 majors only) ArH 206 and either 204 or 205. Seminar (Credit to be arranged.) ArH 459 *ArH 437/537 Gothic Art (4) ArH 410/510 Nature Into Art (4) Studies Gothic art and architecture across Selected Topics (Credit to be arranged.) Focuses on a specific theme concerning the Europe from the 13th to the 16th centuries. *ArH 411/511 relationship of the nature and the environment Topics include the development of the cathe- Chinese Buddhist Art (4) with the visual arts. Specific themes may dral, and the rise of the city, and artists such as A concentrated study of the Buddhist art of include topics such as environmental art, land- Giotto and Duccio. Open to non-majors. China and Central Asia. Buddhist art of caves of scape painting and/or photography, landscape Prerequisite (for art and art history majors the Six-dynasties period (220-589 C.E.) to the architecture, cartography and art, and the repre- only): ArH 205. Tang period will be covered in-depth. Basic con- sentation of animals. Open to non-majors. cepts of Buddhism, such as Hinayana, Prerequisite (for art and art history majors *ArH 461/561 Mahayana, and Tantric Buddhism; arts related to only): ArH 205 or 206. Northern Renaissance Art (4) specific sects; and the iconography and stylistic Manuscript illumination, painting, and sculp- changes will be covered. Open to non-majors. ture in the Netherlands, Germany, and France from the late 14th to the 16th century. Open to 288 P ORTLAND S TATE U NIVERSITY

non-majors. Prerequisites (for art and art histo- color theory, and typography. Projects address onto a two-dimensional surface using the lan- ry majors only) ArH 205. formal concerns of visual communication guage of line and value, and the illusion of *ArH 471/571, 472/572, 473/573 design, visual literacy, design nomenclature, depth and texture. Markmaking and its expres- Italian Renaissance Art (4, 4, 4) and design process through methods and sive and descriptive qualities is examined. Hand- Painting, sculpture, and architecture from the strategies for creative problem-solving. eye coordination is stressed. Art 132: further 13th to the 16th century in Italy. Open to non- Students demonstrate verbal and visual appli- study of observational drawing, with emphasis majors. Prerequisites (for art and art history cation of a design and compositional vocabu- placed on strategies, methods, and techniques majors only) ArH 205. Prerequisites (for art and lary, an effective design process, and skillful use for expressive and formal modes of drawing, as art history majors only) ArH 205. of materials and tools. Projects do not require well as an introduction to a wider range of computer experience. media, including wet. More advanced methods *ArH 476/576, 477/577, 478/578 of critically evaluating art are examined. Open to Baroque Art (4, 4, 4) Art 115 non-majors with instructor’s consent or depart- A study of European art and architecture from Two Dimensional Design (4) mental approval. Prerequisite: Art 131. the late 16th to the late 18th century. 476/576: Studio course investigating the elements and Italy and Flanders; 477/577: Holland, Germany, principles of design and their application to a Art 199 and England; 478/578: Spain and France. Open variety of visual design problems. Acquisition Special Studies (Credit to be arranged.) to non-majors. Prerequisites (for art and art his- and application of design strategies drawn from Art 200 tory majors only) ArH 205. both rational and non-rational modes for prob- Digital Page Design I (4) lem solving. Various approaches drawn from art Studio course introducing concepts, applica- *ArH 481/581, 482/582 history, aesthetics, and art criticism are consid- tions, and projects in page composition, docu- 19th Century Art (4, 4) ered for the purpose of critically evaluating art. ment design, and color pre-press. Text process- A survey of painting and sculpture in the 19th Open to non-majors ing, typesetting, image capture, color correc- century. ArH 481/581: Neoclassicism, Art 116 tion, page layout, and pagination. Emphasis is Romanticism, and Realism; ArH 482/582: placed on workflow and project management Impressionism and Post-Impressionism. Open Color Theory (4) Studio course investigating principles and for production of documents in print and elec- to non-majors. Prerequisites (for art and art his- tronic media. Open to non-majors with instruc- tory majors only) ArH 206. methods of application in color theory. Physical properties, psychological effects, and historical tor’s consent. Prerequisite: Art 120. *ArH 486/586, 487/587 symbolism for color. Art history, aesthetics, and Art 210 American Art and Architecture 17th art criticism are examined relative to various Digital Imaging and Illustration I (4) through 19th Centuries (4, 4) color issues. More advanced methods of critical- Studio course in digital image creation with an ArH 486/586: Colonial through the Early ly evaluating one’s own work and that of others. emphasis on photo-illustration, vector illustra- Republic. ArH 487/587: Jacksonian to the 20th Exploration of both wet and dry media. All stu- tion, and hybrid illustration techniques. Image century. Open to non-majors. Prerequisites (for dio projects culminate with a class critique. It is capture, compositing, retouching, stylistic treat- art and art history majors only) ArH 206. highly recommended that students take Art 115 ments, shading, typography, and simulated *ArH 491/591, 492/592, 493/593 prior to this course. Open to non-majors. three-dimensional imagery. Workflow and pro- Modern Art (4, 4, 4) duction issues, including color pre-press and A survey of the mainstream of modern art Art 118 Introduction to Communication Design (4) digital formats appropriate to multiple media. including cultural influences, trends in style and Applies the fundamental design principles cov- Open to non-majors with instructor’s consent. expression, and comparative relationships in the ered in Art 115 and 116 to typography and the Prerequisite: Art 120. visual arts. From 19th century Romanticism, visual language of communication design. *Art 218 Realism, and Impressionism through the varied Methods, strategies, and processes for thinking Calligraphy (3) movements of the 20th century. Open to non- creatively and solving communication design A studio course in calligraphic lettering with the majors. Prerequisites (for art and art history problems are investigated. Projects address the broad-edged pen. Students will study the majors only) ArH 206. formal concerns of communication design with an Roman alphabet in three forms: capitals, minus- ArH 499/599 emphasis placed on typography as medium. cules and cursives. Emphasis will be on learn- Contemporary Art (4) Skillful use of materials and tools used in commu- ing correct weights, proportions, and forms of European and American developments in the nication design. Open to non-majors with instruc- letters. Practical skills required to shape letters visual arts of the past three decades. Open to tor’s consent. Prerequisites: Art 115 and 116. with the pen will be learned. Principles of good non-majors. Prerequisite (for art and art history lettering, historical development of alphabets, majors only): ArH 206. Recommended: Art 120 Computer Graphics for Art and Design (4) materials and drawing tools, letter and word ArH 491, 492, 493. Introduction to computer graphics as a techni- spacing, layout and composition, and presenta- *ArH 500 cal and creative medium for art and design. tion of artwork will be covered. Recommended Art History Methods Introduces concepts of vector and raster graph- prerequisites: Art 115 and 116. Course may be and Practice Seminar (4) ics, including digital type, image and device res- repeated to a maximum of 9 credits. Introduces major methodological approaches of olution, electronic color theory, file formats, and Art 224, 225 art history as well as research tools necessary for digital print technologies. Teaches fluency in Communication Design Studio I, II (4, 4) later work on the master’s thesis. It is intended computer graphics programs and application of A sequence that develops strong conceptual for new or recently entering graduate students creative projects. Open to non-majors with solutions and thoughtful communication while in art history. instructor’s consent. Prerequisites: Art 115 and addressing formal design issues related to *ArH 503 116, or Art 100 for non-majors. typography, composition, scale, and proportion. Thesis (Credit to be arranged) Art 131, 132 Theoretical approaches, critical readings, group Introduction to Drawing (4, 4) and individual critiques, and written assign- Introduction to observational, expressive, and ments support visual design exploration. Art formal modes of drawing. Critical approaches Art 224: Development of problem solving and Courses with an asterisk (*) are not offered every year. drawn from art history, aesthetics, and art criti- idea generation skills with an emphasis on the Art 100 cism are examined relative to these modes of integration of process and execution. Projects Introduction to Communication Design for drawing to establish methods of evaluating art explore visual languages and the visual essay. Non-Art Majors (4) and placing one’s own work and that of others Open to non-majors who have prerequisites Introduction for non-art majors to communica- in a historical context. Open to non-majors. Art and consent of the instructor. Prerequisites: Art tion design principles and methods used in 131: drawing from observation, with an empha- 115, 116, 118, and 120 for art majors, or Art composition. Lectures, readings, and projects sis on strategies, methods, and techniques for 100 and 120 for non-majors. Art 225: Further enable creative application of design principles, translating three-dimensional form and space development of working processes and idea S CHOOL OF F INE AND P ERFORMING A RTS 289

generation. Projects explore a personal visual Art 257 sequence which focuses on a specific technique language through the expansion of a strong Video I (4) each term. From a drawing-based foundation individual design process. Open to non-majors Studio introduction to moviemaking with digi- the thought process involved in making prints who have prerequisites and consent of the tal video technologies. The language and aes- is strongly explored, translating drawn images instructor. Prerequisite: Art 224. thetics of cinematography are explored through into a graphic language. Concepts and content Art 230 design and production of a digital video short. are investigated appropriate to the technique Alternative Drawing I (4) Pre-production practices include: conceptual, taught. Individual and group discussions as well First of a two-term sequence to be taken in the character, and narrative development, screen- as portfolio reviews are an intricate part of the second and/or third years for students majoring play, scene and lighting design, and sound review process. Art 270 explores monotype or in either painting or printmaking. Engages the design, with an emphasis on storyboard visuali- dry point. Art 271 explores etching or relief. theories and practices involved in the many zation. Production practices include: camera Open to non-majors with instructor’s consent or processes, methods, and techniques of drawing. operation, scene setup and lighting, direction, departmental approval. Prerequisites (for art Analytical and critical thought will be addressed acting, shooting, audio recording, digital trans- and art history majors only): Art 131 and 132. resulting in a final end of the term review. fer, editing, and composition. Post-production Art 281, 282 Emphasis will be placed on experimentation practices include: titling, special effects, and Introduction to Painting I, II (4, 4) and exploration of the various mixed media output for tape, web, or disc formats. A two-term sequence course that introduces the tools and materials available in drawing. Recommended prerequisites: Art 115, 116, and principles and practice of painting. Art 281: Simultaneously students will begin to explore 120 or instructor’s consent. explores basic theory and use of color and com- the conceptual and theoretical thought process Art 260 position. Assignments involve both conceptual through readings on contemporary art. Open to Black and White Photography (4) approaches and direct observation using still non-majors with instructor’s consent or depart- Studio introduction to black and white photog- life, figures and landscape. Art 282: moves from mental approval. Prerequisites (for art and art raphy using both film-based darkroom and dig- the basic theory and use of color and composi- history majors only): Art 131 and 132. ital imaging techniques, including 35mm cam- tion to assignments involving both direct obser- Art 254 era controls, film processing, enlargement, digi- vation using still life, figures and landscape and Typography I (4) tal image capture, and basic digital image a more conceptual approach. Further explores First course in a sequence on typography. Builds adjustment. Assignments focus on two dimen- the various painting styles, techniques, and on the principles introduced in Art 118. Projects sional design principles of line, shape, pattern, media used throughout the early 20th century. focus on typography as medium and message. texture, symmetry, asymmetry, and vantage Courses must be taken in sequence. Open to Typographic history, including the history of let- point, and culminate in a coherent photo story. non-majors with instructor’s consent or depart- terforms and the construction and use of grids. While learning basic photographic techniques, mental approval. Prerequisites (for art and art Design projects range from purely textual to students discuss form, content, and the aesthet- history majors only): Art 131, 132, and 116. problems that require the successful integration ics of photographic image-making. Studio Art 291, 292, 293 of typography and image. Conceptual solutions includes lecture, demonstration, critique, and Sculpture I, II, III (4, 4, 4) are emphasized. Open to non-majors who have supervised lab work. Students must furnish a Art 291-Mass: students will be introduced to prerequisites and consent of the instructor. focus camera, film or digital, with adjustable working in three dimensions through observa- Prerequisites: Art 118 and 120. f-stops and shutter speeds. Automatic cameras tion and those materials that lend themselves to must have manual override. Art 255 forms that produce actual mass and volume. Two-dimensional Animation I (4) Art 261 Some work from a life model. Plaster mold- Studio introduction to principles and processes Color Photography (4) making will be included. Art 292-Plane: an of two-dimensional animation composed in dig- Studio introduction to color photography con- approach to three dimensions that involves con- ital form. Storytelling and animation skills are centrating on the use of color as an aesthetic structive techniques. Mass and volume will be developed in projects that apply tools and tech- tool. Additive and subtractive color theory, color achieved through planer construction. Art 293- niques for writing, staging, movement, timing, perceptions, and aesthetics are investigated Space: focus on how an object exists in space key framing, editing, and the use of sound and through lecture and shooting assignments. Color and how that space makes an object. Both plan- music. The language and aesthetics of anima- materials and alternative color processes are er and mass forms will be considered. Open to tion are investigated through the design and investigated. The use of color by various photog- non-majors with instructor’s consent. Open to production of a two-dimensional animation. raphers is examined. Basic 35mm camera con- non-majors with instructor’s consent or depart- Focus may be placed on either pixel or vector trols are mastered, culminating in a portfolio of mental approval. Prerequisites (for art and art graphics. Project planning and workflow are images. Photographs are output with digital history majors only): 4 credits in sculpture. explored in response to technical requirements printers. Studio includes lecture, demonstration, *Art 294 for presenting the work in multiple media deliv- critique, and supervised lab work. Students Water Media (4) ery formats. Recommended prerequisites: Art must furnish a focus camera, film or digital, The techniques and uses of watercolor, gouache, 115, 116, and 120. with adjustable f-stops and shutter speeds. and other water-based mediums with attention Automatic cameras must have manual override. Art 256 to unique characteristics as painting mediums. Three-dimensional Animation I (4) Art 262 Collage and mixed media may be included with Studio introduction to principles and processes Photoimaging I (4) water-soluble pencils and crayons. Lectures on of three-dimensional modeling and animation Studio introduction to concepts, techniques, historic uses of these media and discussions of composed in digital form. Projects apply tools practices, aesthetics, and ethics of photographic the aesthetic possibilities for layering and trans- and techniques for modeling, lighting, surface imaging and image-making with digital technol- parencies. Open to non-majors with instructor’s rendering, scene construction, animation ogy. Investigations in photographic media are consent or departmental approval. Prerequisites sequencing, editing, and the integration of enabled through a variety of digital imaging (for art and art history majors only): Art 131, sound and music. The language and aesthetics techniques, including retouching, color correc- 132, and Art 115, 116. of animation and cinematography are investigat- tion, filtering, masking, layering, and composit- Art 296 ed through the design and production of a ing. Projects apply concepts of digital imaging, Digital Drawing and Painting (4) three-dimensional animation. Project planning including image capture and resolution, color Studio course introducing concepts and process- and workflow are explored in response to tech- models, tonal relationships, presentation for- es in computer graphics through a set of defined nical requirements for presenting the work in mats, and digital printmaking. Prerequisites: problems examined through digital drawing and multiple media delivery formats. Recommended Art 261 or Art 260 painting applications. Projects explore a range of prerequisites: Art 115, 116, and 120. Art 270, 271 tools and techniques used in the digital paint Introduction to Printmaking (4, 4) environment, including the acquisition of A laboratory course in print art taught in imagery. The unique features of digital tools and 290 P ORTLAND S TATE U NIVERSITY

techniques are investigated in terms of their rela- Art 320, 321 requisites and consent of the instructor. tionships with traditional materials and process- Communication Design Studio III, IV (4, 4) Prerequisites: Art 200 and 254. es. A critical and conceptual framework is devel- A sequence focusing on concept development Art 360 oped for the many uses of these tools in a fine and solutions for communication design prob- Photographic Exploration I (4) art context through an emphasis on using the lems. History, theoretical approaches, critical Study of photography as visual language. computer as an artist’s tool and the inclusion of readings, group and individual critiques, and Lectures, demonstrations, and extended assign- digital art forms and processes into the mixed written assignments support visual design explo- ments explore technical, aesthetic, and ethical media studio. Open to non-majors with instruc- ration. Art 320: Focus is placed on narrative and issues of contemporary photographic communi- tor’s consent or departmental approval. information structures. Historical context and cation. Working in either a documentary or Recommended prerequisites (for art and art his- ethical design concerns are addressed. Open to conceptual approach, students begin develop- tory majors only): Art 115, 116, and 131. Studio non-majors who have prerequisites and consent ment of their photographic portfolios, with artists will be given preference. of the instructor. Prerequisite: Art 225, Art 321: emphasis placed on the photographic series. *Art 297 Complex problems focus on public communica- Prerequisites: Art 260, 261, 262, and ArH 292. Book Arts (4) tion, branding, and information design. Design strategy, creative briefs, project management, Art 365 This mixed media class will explore the book as Digital Portfolios for Visual Artists (4) an art form. The relationship of images and/or and team skills are applied to the conceptual problem-solving process. Open to non-majors Studio course for visual artists focusing on words will be explored in relationship to narra- design and development of digital portfolios. tive and sequential structures. Traditional and who have prerequisites and consent of the instructor. Prerequisite: Art 320. Concepts of portfolio development, graphic experimental methods of binding will be taught. design, and interactive design are applied to Lectures on the history of the artist’s book and Art 341, 342 create an effective communication of the artist’s issues in imagery and/or typography will be Interactive Media I, II (4, 4) body of work. Digital production techniques are presented. Class emphasizes an experimental A two-term studio sequence in design for inter- practiced as portfolios are assembled and pub- and conceptual approach that integrates content active media. Art 341: Interactive design for the lished in a variety of print, time-based, and and form. Open to non-majors with instructor’s Web focusing on information architecture, navi- interactive formats. consent or departmental approval. Prerequisites gation systems, and visual interface. HTML *Art 367 (for art and art history majors only): Art 131, markup and the use of visual design tools. Design Team Management I (4) 132, and Art 115, 116. Maximum: 8 credits. Creation and optimization of graphics in com- pressed formats. Experience with Web produc- Introduction to multidisciplinary, team-based, Art 299 problem-solving practices in communication Special Studies (Credit to be arranged.) tion workflow through development of site projects. Topics include usability and the aes- design. Majors in art/graphic design and non-art Art 300 thetics of web media. Open to non-majors with majors enroll in this course to form interdiscipli- Digital Page Design II (4) nary teams working on hypothetical projects or Studio course in print design with an emphasis instructor’s consent. Prerequisites: Art 120 and 210. Art 342: Interactive design enhanced case studies in current business problems, issues, on digital pre-press. Creative projects with an and trends. Emphasis is placed on strategic design emphasis on typographic solutions are devel- through the integration of animation, video, sound, and other media. Critical analysis of and planning, creative process, project manage- oped through all stages of design and produc- ment, and studio management. Students demon- tion and completed in a press run. Industry work in the field establishes vocabulary and principles for effective design, usability, and strate skills in research, conceptual development, standards for design and production practices persuasive writing and communication, negotia- are examined. Prerequisites: Art 200 and 210. interactivity. Animation developed in vector, bitmap, and video formats. Technical standards tion, initiative, collaboration, and team dynamics. Art 301 for delivery of audio, video, and animation. This course prepares students for participation in Processes and Practices of the Open to non-majors with instructor’s consent. team-based community service projects devel- Creative Industries (4) Prerequisite: Art 341. oped in Art 468 Design Team Management II. This course provides an overview of creative Open to non-majors with instructor’s consent. industries, its practices, production, and con- Art 350, 351, 352 Prerequisites: for non-art majors, Art 100, 120, sumption, and its importance to global knowl- Life Drawing (4, 4, 4) 200, 224, and 290. For art majors, Art 321, edge-based economies. Students are introduced A studio course that develops observational Art 354, and either Art 300 or Art 341. to key creative industries theoretical and analyt- skills and the ability to visualize and draw the human figure. Later, analytic skills are com- Art 373 ical frameworks and will learn how these frame- Creative Sculpture (4) bined with personal expression and invention. works converge and can be applied in creative A creative study of all aspects of sculpture industries – as well as the importance of multi- Wet and/or dry media will be used to explore the implications of line and the figure in com- involving various media such as clay, plaster, disciplinary collaborations to creative industries. wood, stone, and the metals, with emphasis, as Students will gain the foundational vocabulary positional environments. The skeleton and mus- cles will be studied in relationship to the necessary, on architectural sculpturing. Open to and skills to critique, present and discuss cre- non-majors with instructor’s consent. ative industries ideas and case studies. model’s poses. Art 350: emphasis on the skeletal structure of the body. Art 351: emphasis on the Recommended prerequisite: 8 credits in ele- Art 310 muscular system and Art 352: emphasis on mentary sculpture. Maximum: 12 credits. Digital Imaging and Illustration II (4) compositional and expressive means. Open to Art 391 Studio course in advanced composition using non-majors with instructor’s consent. Alternative Drawing II (4) photo-illustration, vector illustration, and Prerequisites (for art and art history majors Second of a two-term sequence to be taken in hybrid illustration techniques. Emphasis is only): Art 131 and 132. the third year for students majoring in either placed on a conceptual approach to composi- painting or printmaking. Engages the theories Art 354 tion and creative process exemplified in the and practices involved in the many processes, content, style, and execution of illustration proj- Typography II (4) The second course in a sequence on typography methods, and techniques of drawing. Analytical ects. Open to non-majors with instructor’s con- and critical thought is emphasized and part of sent. Prerequisite: Art 210. addressing more complex communication problems. An emphasis is placed on developing the final end of the term review. Emphasis will Art 312 strong conceptual solutions and integrating text be on postmodern concepts and theories as Art in the Elementary School (3) and image. Design, art, and literary theory is applied to studio practice in art since 1960. Art studio: exercises, problems and projects introduced and applied to the problem-solving Readings, discussions, and research are expected using tools, media, materials and equipment process. Continued emphasis is placed on to inform studio practice. Required for all trans- applicable to elementary teaching levels. understanding design within a historical confer students in painting/drawing/printmaking. Development of attitudes toward art and under- text. Projects to include large, multiple page for- Open to non-majors with instructor’s consent. standing of child growth and development. mats, such as books, editorial design, and annu- Prerequisites (for art and art history majors Open to non-majors. al reports. Open to non-majors who have pre- only): Art 230. ArH 206 strongly recommended. S CHOOL OF F INE AND P ERFORMING A RTS 291

Art 392, 393 Art 410/510 product, architectural, portrait, landscape, Intermediate Painting I, II (4,4) Selected Topics (Credit to be arranged.) photo-illustration, or immersive photography. Study of various concerns in the expansion of Maximum: 12 credits in one area. Prerequisite: Specialized techniques in lighting and digital technical and conceptual approaches dealing consent of instructor and chair of Department imaging may be explored. Prerequisite: Art 360. with form and content in both historical and of Art. *Art 467 contemporary practices. Students investigate a †Art 436/536, 437/537 Design Team Management II (4) variety of ways of seeing that expands their Painting Topical Issues (4, 4) This course applies skills and knowledge gained approach to the subject and prepares them to Advanced painting problems based on various in Design Team Management I. Non-art majors begin development of an independent body of subjects. Work may include various media, such enroll in this course that meets with a 300- or work in advanced painting. Students work both as oils, acrylics, and mixed media. May be 400-level communication design course individually and in a group setting. Art 392: offered with specific subtitles such as Figure engaged in community service projects. Both emphasis is placed on surface, materials, and Painting or Landscape Painting. Maximum: groups of students work collaboratively in other technical concerns, although issues deal- 8 credits. Open to non-majors with instructor’s teams on contracted projects for community ing with the relationships of form and content consent. Prerequisites (for art and art history clients. Projects address a variety and combina- are also discussed. Art 393: utilizing traditional majors only): Art 392 and Art 393. tion of print, audio, video, or interactive media. and non-traditional technical processes while Emphasis is placed on skills required to create dealing with specific themes, students develop a Art 440/540 Interactive Team (4) media campaigns: marketing, branding, identity, personal vocabulary within a contemporary dis- Interactive media design and development for and advertising. Teams develop solutions for course. Open to non-majors who have prerequi- internal and external community clients. Design client business problems through a design sites and consent of the instructor. Prerequisites solutions are presented, critiqued, and revised process not limited to the following: develop- (for art and art history majors only): Art 230 based on initial and ongoing client contact. ment of design strategy, analysis of audiences, and Art 281, 282. Sites are developed, tested, and maintained on conceptual development and formal solutions, Art 399 web servers. Team-based design and develop- research of textual and visual content, appropri- Special Studies (Credit to be arranged.) ment process is coordinated through project ate context, management of client communica- Art 401/501 management practices. Emphasis is placed on tions and mediation, selection and coordination Research (Credit to be arranged.) strategic and tactical design process, industry of media, and overall project management, Terms, section, instructor and hours to be standards, usability studies, business proposals, including project timelines and budgets. Design arranged. Consent of instructor and chair of the design documents, and other professional prac- history, current design trends, formal concerns, Department of Art required. tices. Prerequisites: Art 341, 342. and typography are covered. Professional presentation and delivery of all projects is expected. *Art 402/502 *Art 455 Art Studio for Elementary and Secondary Time Arts Studio (4) Open to non-majors who have prerequisites Education (1-6) Advanced practicum for students seeking a and consent of the instructor. Prerequisites: Designed for the education student who may minor in time arts. Students propose projects Art 100, 120, 200, 367, and ArH 290. elect regular studio instruction in sculpture, that may encompass or combine work in 2D Art 469 painting, drawing, ceramics, jewelry and metal- animation, 3D animation, and video. Emphasis Communication Design Internship (4) smithing, textiles, or graphic design as fits the is placed on the professional presentation and An advanced, elective course with a required need of the student’s teaching concentration. delivery of projects. Consent of instructor 100-hour placement in a professional design Arrangements must be made for placement in required. Prerequisites: Art 255, 256, 257, 296 setting. Students conceive design, and develop specific studio classes. Enrollment restricted to and ArH 291. client-oriented projects to gain experience in elementary education M.A.T./ M.S.T. candidates professional design practices, including design and art students in a certification program only. *Art 460 Digital Media Practicum (4) strategy, cost estimation, preparation of the cre- Credit not transferable to any other graduate ative brief, effective written and verbal presenta- program. Maximum: 18 credits. Advanced topics in digital media are explored through individual research and design projects tion, team dynamics, client meetings, and proj- Art 404/504 implemented through a teaching assistantship ect management. In-class sessions focus on top- Cooperative Education/Internship for digital media courses. Projects include, but ics and concerns related to professional prac- (Credit to be arranged.) are not limited to, the design and development tice. Stress is placed on understanding both the Terms, section, instructor and hours to be of learning resources in a variety of digital and client’s and designer’s point of view in the con- arranged. Consent of instructor and chair of the online formats. Topics include: graphic design ceptual process. Portfolio and permission of the Department of Art required. as applied to the objectives of instructional instructor required. Pre-registration in this class Art 405/505 design, information architecture and sequenc- is possible. However, final approval and accept- Reading or Studio and Conference ing, and effective instructional formats, such as ance into this class is based on portfolio review (Credit to be arranged.) interactive media, animation, and streaming and instructor approval. Prerequisites: senior Terms, section, instructor and hours to be video. Prerequisite: senior standing, completion status in the major and Art 321, 341, 354. arranged. Consent of instructor and chair of the of at least one upper-division digital media elec- Maximum: 8 credits. Department of Art required. tive, and permission of instructor. Art 470 Contemporary Design Projects (4) Art 406/506 Art 461/561 Projects (Credit to be arranged.) Photographic Exploration II (4) Required for all design majors in their senior Terms, section, instructor and hours to be Continuation of Art 360 Photographic year. Students pursue their own body of work arranged. Consent of instructor and chair of the Exploration I, culminating in the completion and with a focus on the development of independent Department of Art required. presentation of a final photographic portfolio. mechanisms for generating design problems and Art 407/507 Multiple portfolio formats are possible. Graduate solutions. Emphasis is placed on accessing inde- Seminar (Credit to be arranged.) students also complete original research or criti- pendent modes of analysis. Students learn to Terms, section, instructor, and hours to be cal study on either a photographer or photo- clarify concepts and execution methods in a sus- arranged. Consent of instructor and chair of graphic technique. Prerequisite: Art 360. tained and integrated body of work that demon- Department of Art required. strates refinement of visual and verbal communi- Art 462/562 cation ideas. The role of theory and criticism is Art 408/508 Professional Practices in Photography (4) emphasized. Prerequisites: Art 321, 354. Workshop (Credit to be Arranged.) Introduces senior and graduate students to the Terms, section, instructor and hours to be photography profession in its diverse forms and Art 471 arranged. Consent of instructor and chair of the the commercial operation of photographic stu- Communication Design Seminar (4) Department of Art required. dios. Projects investigate one or more special- Concentrated visual exploration of current top- ized forms of photographic practice, such as ics in contemporary design, such as cross-cul-

† 500-level classes intended for M.F.A. students only. 292 P ORTLAND S TATE U NIVERSITY

tural communication or environmental graphic †Art 489/589 †Art 494/594, 495/595, 496/596 design. Topics are supported by investigation of Advanced Sculpture Casting (4) Advanced Sculpture Topics (4, 4, 4) theoretical and critical issues. Projects focus on Bronze casting using the lost wax investment Art 494/594, 495/595: series of rotating topics demonstrating a nuanced and multi-faceted method. Experimental materials, methods, and that address current conceptual approaches and investigation of the topic. Open to non-majors concepts optional, consistent with the facilities issues in the arts including: installation, site with instructor’s consent. Prerequisites: Art 321, and circumstances. Maximum: 12 credits. Open specific, space/body, language, and materials. 354. Maximum 8 credits. to non-majors with instructor’s consent. Art 496/596 independent projects: acting as a Art 472 Prerequisite: 8 credits in elementary sculpture capstone course within the concentration the Communication Design Portfolio (4) and Art 373. student will be expected to develop their own Development of a design portfolio that depicts, Art 490/590, 491/591 criteria and issues that result in a body of work in a consistent and professional manner, the Advanced Painting (4,4) which exhibits a focused direction. Open to creative, conceptual, strategic, and technical A two-term sequence offering a contemporary non-majors who have prerequisites and consent abilities of the designer. Independent explo- view of painting through the exploration of var- of the instructor. Prerequisite: upper-division ration and refinement of projects is required. ious media, subject matter, and conceptual standing; 8 credits in sculpture and Art 373. Communication of design strategy and accom- approaches. Research, idea generation, and pro- Maximum: 16 credits. plishment through effective written and verbal duction will be emphasized. Art 490/590: Art 503 presentation. Emphasis is placed on business, Students begin to develop an independent body Thesis (Credit to be arranged.) project management, and professional skills of work within a historical and theoretical con- *Art 513 required in the marketplace. Required course text. This course concentrates on working Art in the Elementary School (2) for all majors in design. Prerequisites: senior methods of research and execution through Methods and field experience: a lecture seminar status in the major and Art 321, 341, 354, 470. closely guided assistance. Art 491/591: Building and studio participation course with assigned Art 479/579 on the processes and research practiced in Art field experience. Students develop attitudes Advanced Printmaking (4) 490/590, students complete a focused and uni- toward an understanding of children’s creative Advanced laboratory course in print art in fied body of work sustained by specific critical development through course planning in arts which students specialize in one or more (in analysis. Courses must be taken in sequence. and crafts. Prerequisites: Art 312 and admission combination) of the following techniques, i.e., Open to non-majors who have prerequisites to the teacher education program. lithography, etching, monotype, relief, colla- and consent of the instructor. Prerequisites (for Art 514, 515, 516 graph. Required course for the print major with art and art history majors only): Art 392, 393 Art in the Secondary School (3, 3, 3) the intention that each student explore and and Art 391, or instructor’s consent. Methods and materials for teaching and coordi- experiment to arrive at a cohesive body of Art 492/592 nating art programs in grades K-12, with empha- printed work that speaks to an individual vision Contemporary Studio Practice (4) sis on organizing demonstrations, lectures, and which is finalized in portfolio form. Analytical Open only to art majors in their senior year. visual presentations. Observations at various and critical discussion are part of the group and This course allows students to pursue their own school levels. Seminars and participation in inter- individual review process. Open to non-majors body of work as a thesis project. Providing the cultural, special, and individualized education who have prerequisites and consent of the basis for continuity and sustained concentration applied to art. Research into the art community as instructor. Prerequisites (for art and art history within a long-term project, this course empha- a resource, art as a career, and art and technology. majors only): Art 270, 271 and 230. Maximum sizes laying a foundation for research and con- Developing courses of study that sequence a pro- 12 credits. centrates on developing a mechanism to design gram balance with two- and three-dimensional Art 485 Studio Art Seminar (2) and access independent modes of analysis. studio experiences, art history, appreciation, and A required class for studio artists. This class will Students learn to clarify ideas/images in a per- methods of criticism appropriate to student level. explore special topics in contemporary art and sonal body of work. Role of theory and criticism Art 514, art education methods of instruction, issues of further professional development in is emphasized. Open to non-majors with organization of art materials and tools. Art 515, the visual arts. Various contemporary theoretical instructor’s consent. Prerequisites (for art and art technology (media-computer) application to art, issues and art world practices will be investigat- history majors only): 8 credits in art 479/579 research in field for art education, art history, ed. Prerequisites: upper-division standing in art Advanced Printmaking; Advanced Painting, multicultural art resources, world issues in art program. Intended for art majors only. Art 490/590, 491/591; a minimum of two of the education. Art 516: philosophy of art education, Maximum 4 credits. Advanced Sculpture Topics courses: Art 494, problems in field of art education. Open to non- 495, or Art 496; or a combination of Advanced majors with instructor’s consent. Prerequisite: Art †Art 488/588 Painting and Advanced Sculpture Topics cours- Department portfolio review required and admis- Advanced Sculpture Welding (4) es. Enrollment is contingent on a juried selection sion into the art education GTEP program. Constructivist approaches to working with the process. Pre-registration in this class is possible. focus on steel. Welded metal sculpture fabrica- Art 585 Professional Practices However, final approval and acceptance into this in Studio Art (2) tion using gas, electric, and heliarc welding class is based on portfolio review and instructor methods. Experimental materials, methods, and A required seminar for graduate students approval. Contact the department office for enrolled in the MFA program. Explores a variety concepts optional, consistent with the facilities information. Maximum: 8 credits. and circumstances. Maximum: 12 credits. Open of topics in contemporary art, concentrating on to non-majors with instructor’s consent. Art 493/593 specific issues of further professional devel- Prerequisite: 8 credits in elementary sculpture Advanced Drawing Mixed Media (4) opment for the graduate students. Through lec- and Art 373. This class represents the culminating experience tures, research, reading, and writing, a variety of in drawing and mixed media. Students are tools and strategies directly related to contem- expected to develop a unified body of work that porary art world practices will be taught. The reflects and is informed by art history and con- students will be required to apply these issues temporary theory. Open to non-majors who to their specific studio work. Prerequisite: sec- have prerequisites and consent of the instructor. ond year standing in the Master of Fine Arts Prerequisites (required for art and art history Program. Maximum: 2 credits. majors only): Art 391. Maximum 8 credits.

† 500-level classes intended for M.F.A. students only. S CHOOL OF F INE AND P ERFORMING A RTS 293

Music

231 Lincoln Hall Schools of Music. The department offers all music majors before entering Music 503-725-3011 many courses for the non-major, includ- Theory II (Mus 211). www.pdx.edu/music ing: Beginning Guitar, Beginning Piano, Requirements for Bachelor of Music in Beginning Voice, Introduction to Music, Performance. In addition to meeting the B.A., B.S.—Music Survey of Music Literature, applied music, general University degree requirements, Minor in Music; Minor in Jazz Studies B.M.—Performance, Voice, Jazz, Education ensembles, Basic Materials, Music Theory music majors seeking the professional music and Composition I, Music in the Western World, History of degree (Bachelor of Music in performance) Music Education Certification Rock, Jazz History, Guitar History, World must complete the following courses: Program (K-12) Music, and American Musical Traditions. Credits M.A.T., M.S.T.—Music Mus 111, 112, 113 Music Theory I...... 9 M.M.—Performance; Conducting †Mus 114, 115, 116 Sight-Singing/Ear Training ...... 3 Admissions requirement Mus 191, 192, 193 Class Piano ...... 6 Admission to the department is based on Mus 46 Piano Proficiency Exam...... (no credit) general admission to the University. See Mus 203 Music in the Western World ...... 4 Undergraduate Mus 211, 212, 213 Music Theory II...... 9 “Admission requirements” on page 39 for ††Mus 214, 215, 216 Sight Singing/ programs more information. Additionally, the Ear Training and Keyboard Harmony ..3 Department of Music requires students to Mus 304, 305, 306 Music History II ...... 12 The Department of Music is located within audition before they can declare them- One of the following:...... 4 the hub of musical activity in the Pacific Mus 355 Jazz History selves to be a music major or music minor. Mus 374, 375 World Music Northwest, only three blocks from the Mus 376 American Music Traditions Portland Center for the Performing Arts. It Degree requirements Mus 311 Formal Analysis ...... 3 maintains close ties to the Oregon Mus 312 Orchestration ...... 3 Symphony, Portland Opera, Portland Requirements for Bachelor of Arts and Mus 313 Counterpoint...... 3 Symphonic Choir, and Portland Youth Bachelor of Science. Students are required Mus 320 Fundamentals of Conducting ...... 2 to take an audition before entering depart- Mus 481 Pedagogy...... 3 Philharmonic, among other organizations. Mus 194, 394 Chamber Music ...... 6 Faculty and students alike interact with mental programs as a music major. Mus 195, 395 Band; Mus 196, 396 Orchestra; these performing organizations in various Students seeking the B.A. or B.S. in music Mus 197, 397 Chorus ...... 12 must complete the following courses: MuP 190, 290, 390, 490 Applied Music ways. Both traditional and innovative (minimum of 6 credits of 490) ...... 24 Credits musical opportunities through the study of Mus 188 Performance Attendance...... (no credit) Mus 111, 112, 113 Music Theory I ...... 9 classical performance, jazz, performance Mus 48 Junior Recital †Mus 114, 115, 116 Sight-Singing/Ear Training ...... 3 pedagogy, music history, ethnomusicology (30 minutes minimum)...... (no credit) Mus 46 Piano Proficiency Exam...... (no credit) Mus 49 Senior Recital...... (no credit) theory, conducting, composition and Mus 203 Music in the Western World ...... 4 Elective music courses to be taken from the following music education are available for PSU stu- Mus 211, 212, 213 Music Theory II ...... 9 areas: Music History, Music Literature, Composition, dents who live in the community or in ††Mus 214, 215, 216 Sight Singing/Ear Theory, World Music, Applied Music, Pedagogy, Training and Keyboard Harmony ...... 3 Practicum, Conducting, additional Ensemble campus housing. Mus 304, 305, 306 Music History ...... 12 Performance, Instrumental Techniques...... 17 Faculty members in the Department of One of the following: ...... 4 Mus 351 Accompanying (required of piano Mus 355 Jazz History majors only in lieu of 2 credits of Mus 395, Music are internationally recognized per- Mus 396, or Mus 397) ...... 2 formers, conductors, composers, and Mus 374, 375 World Music Mus 376 American Music Traditions Total 123 scholars. From the beginning of their stud- ‡ Mus 195, 395 Band; Mus 196, 396 Orchestra; The Bachelor of Music in Performance ies, music majors and minors study with Mus 197, 397 Chorus ...... 12 some of the finest faculty in the nation in ‡MuP 190, 290, 390, 490 Applied Music with an Emphasis in Voice. In addition to the string, wind, percussion, piano, and (minimum of 6 upper-division credits) ...... 12 the meeting the general University degree Mus 351 Accompanying (required requirements, music majors seeking the vocal areas. Standards are high as students of piano majors only in lieu of 2 credits pursue the conservatory-like Bachelor of of Mus 395, Mus 396, or Mus 397)...... (2) professional music degree (Bachelor of § Music degree or the more general Bachelor Mus 47 Final Project or Music in Performance with an emphasis in Mus 48 Junior Recital ...... (no credit) Voice) must complete the following courses: of Arts or Science in Music. After gradua- ◆Mus 188 Recital Attendance ...... (no credit) tion, students continue in our excellent Music Electives ...... 8 Credits MuP 190, 290, 390, 490 Applied Music ...... 24 graduate programs or enter other graduate Total 76 (6 credits of 390 and 6 credits of 490) programs, often as teaching assistants, or The credits in applied music are divided Mus 46 Piano Proficiency Exam ...... 0 pursue careers in studio or public school 3 credits at each level. With departmental Mus 48 Junior Recital ...... no credit teaching. Our graduates have consistently approval this distribution may be altered; Mus 49 Senior Recital ...... no credit demonstrated their excellence in the fields however, a minimum of 6 of the 12 credits Mus 111, 112, 113 Music Theory 1...... 9 of performance, conducting, composition, must be completed at the upper-division †Mus 114, 115, 116 Sight-singing/Ear Training...... 3 and scholarship. Many are leaders in music level. A minimum of 6 of the 12 credits of Mus 188 Performance Attendance...... no credit Mus 191, 192, 193 Class Piano ...... 6 around the Northwest and elsewhere. band, orchestra, or chorus must be com- Mus 197/397 Chorus...... 12 Programs in the Department of Music are pleted at the upper-division level. A piano (minimum of 6 credits at the 397 level) accredited by the National Association of proficiency examination is also required of Mus 203 Music in the Western Word ...... 4

† Concurrent enrollment in Mus 111, 112, and 113 is required. †† Concurrent enrollment in Mus 211, 212 and 213 is required. ‡ Music majors and minors and jazz majors and minors must enroll in Applied Music and the related large ensemble (Mus 195/395, 196/396, 197/397, 198/398) each term. § All B.A./B.S. candidates must complete a final project consisting of one of the following: a half recital (Mus 48); a 30-minute performance; a performance project; or regular performance on area recitals. ◆To be taken concurrently with Applied Music. 294 P ORTLAND S TATE U NIVERSITY

††Mus 211, 212, 213 Music Theory 2...... 9 majors seeking the professional music MUEd 336 Flute/Double Reeds ...... 1 Mus 214, 215, 216 Keyboard Harmony, degree (Bachelor of Music in performance MUEd 337 Clarinet/Sax ...... 1 Sign-singing/Ear Training...... 3 MUEd 338 High Brass ...... 1 Mus 304, 305, 306 Music History ...... 12 with a jazz emphasis) must complete the MUEd 339 Low Brass ...... 1 Choose one course from the following ...... 4 following courses: MUEd 341 Jazz Techniques ...... 1 Mus 355 Jazz History Credits MUEd 422/423 Instrumental Literature & Mus 374, 375 World Music Mus 111, 112, 113 Music Theory I...... 9 Rehearsal Techniques...... 6 Mus 376 American Traditions †Mus 114, 115, 116 Sight-Singing/Ear Training ...... 3 Electives: ...... 13 Choose one course from the following ...... 3 Mus 191, 192, 193 Classical Piano...... 6 Choral/General Track Credits Mus 311 Formal Analysis Mus 46 Piano Proficiency Exam...... (no credit) MUS 397 Conductor’s Chorus...... 1 Mus 312 Orchestration Mus 203 Music in the Western World ...... 4 MUS 408 Kodaly or Orff Techniques ...... 5 Mus 313 Counterpoint Mus 211, 212, 213 Music Theory II...... 9 MUEd 340 Wind Instrument Techniques...... 3 FL 203 Choose one of Italian, German, French or ††Mus 214, 215, 216 Sight-Singing/ MUEd 420/421 Choral Literature & Chose two FL 103 from Italian, German, French....4-8 Ear Training and Keyboard Harmony...... 3 Rehearsal Techniques...... 6 Choose one course from the following ...... 3 Mus 271, 272, 273 Jazz Improvisation...... 6 Electives ...... 12 Mus 430 Song Literature Mus 304, 305, 306 Music History ...... 12 Total 123 Mus 436 Opera Literature Mus 320 Fundamentals of Conducting ...... 2 Mus 481 Vocal Pedagoy Mus 471, 472, 473 Advanced Jazz Improvisation ...6 Requirements for minor. To earn a Mus 485, 486, 487 Diction for Singers...... 6 Mus 355 Jazz History ...... 4 minor in music, a student must complete TA 248 Acting...... 4 ‡MuP 190, 290, 390, 490 Applied Music 35 adviser-approved credits (17 credits Mus 427 Opera Workshop...... 2 (6 credits of 390 and 6 credits of 490)...... 24 must be in residence at Portland State Mus 428 Opera Production ...... 2 Mus 198 Jazz Lab Band ...... 6 University), to include the following: Electives...... 9-13 Mus 394 Chamber Music Jazz Combos...... 6 Credits Total: 123 Mus 398 Jazz Lab Band ...... 6 Mus 424, 425, 426 Instrumental Jazz Arranging ....6 Mus 111, 112, 113 Music Theory I...... 9 † Requirements for Bachelor of Music in Mus 474, 475 MIDI Applications ...... 4 Mus 114, 115, 116 Sight-Singing/Ear Training ...... 3 Composition. In addition to meeting the ◆Mus 188 Performance Attendance ...... no credit Mus 203 Music in the Western World ...... 4 ‡ Mus 48 Junior Recital ...... no credit MuP 190 Applied Music ...... 3 general University degree requirements, ‡ Mus 49 Senior Recital ...... no credit Mus 195 Band; Mus 196 Orchestra; music majors seeking the professional music Mus 197 Chorus...... 6 Electives ...... 7 degree (Bachelor of Music in Composition) Upper-division Music History or World Music...... 4 must complete the following courses: Total 123 ‡MuP 290 Applied Music ...... 3 Credits Requirements for Bachelor of Music in Mus 188 Performance Attendance...... (no credit) ‡ MUS 111, 112, 113 Music Theory I...... 9 Education. Mus 395 Band; Mus 396 Orchestra; Mus 397 Chorus ...... 3 †MUS 114, 115, 116 Sight Singing/Ear Training...... 3 Required Music Courses Credits MUS 191, 192, 193 Class Piano...... 6 MUP 190, 290, 390 & 490 Applied Music Total 35 MUS 46 Piano Proficiency Exam ...... no credit (a minimum of 6 upper-division credits is required: Requirements for minor in jazz studies. MUS 203 Music in the Western World ...... 4 6 credits of 390 or 490) ...... 12 To earn a minor in jazz studies, a student MUS 046 Piano Proficiency Exam...... 0 MUS 211, 212, 213 Music Theory II...... 9 must complete 35 adviser-approved credits ††MUS 214, 215, 216 Sight Singing/ MUS 047 or 048 Final Project or Junior Recital Ear Training and Keyboard Harmony...... 3 (30 minutes in length) ...... 0 (17 credits must be in residence at Portland MUS 240, 241, 242 Music Composition I ...... 6 MUS 111, 112 & 113 Music Theory I ...... 9 State University), to include the following: †MUS 114, 115 & 116 Sight-Singing/ MUS 304, 305, 306 Music History...... 12 Credits MUS 311 Formal Analysis ...... 3 Ear Training (Concurrent enrollment in MUS 111, 112 & 113 is required.) ...... 3 MuP 190 Applied Music...... 3 MUS 312 Orchestration ...... 3 ‡ *MUS 188 Performance Attendance ...... 0 MuP 290 Applied Music...... 3 MUS 313 Counterpoint...... 3 Mus 111, 112, 113 Music Theory I...... 9 MUS 320 Fundamentals of Conducting...... 2 MUS 191, 192 & 193 Class Piano...... 6 †Mus 114, 115, 116 Sight-Singing/Ear Training ...... 3 One of the following:...... 4 ‡MUS 195, 196, 197 or 198 Large Ensemble: Band, Orchestra, Choir or Jazz Lab Band...... 6 ◆Mus 188 Performance Attendance ...... 0 Mus 355 Jazz History MUS 203 Music in the Western World ...... 4 Mus 198 Jazz Lab Band ...... 6 Mus 374, 375 World Music ††MUS 211, 212 & 213 Music Theory II Mus 203 Music in the Western World ...... 4 Mus 376 American Music Traditions (Prerequisites: Successful completion of Mus 355 Jazz History ...... 4 MUS 420 Analytical Techniques ...... 3 MUS 111-116 and passing MUS 046.) ...... 9 ‡Mus 398 Jazz Lab Band ...... 3 MUS 421 Analysis of Contemporary Music ...... 3 MUS 214, 215 & 216 Sight-Singing/Ear Training & MUP 190, 290 Applied Music ...... 12 Keyboard Harmony (Concurrent enrollment in Total 35 MUP 390, 490 Applied Music ...... 12 MUS 211, 212 & 213 is required.) ...... 3 All courses used to satisfy the depart- ‡MUS 195, 196, 197, or 198: (Large Ensemble) MUS 304, 305 & 306 Music History...... 12 ment major or minor requirements, Band, Orchestra, Choir, or Jazz Lab Band ...... 6 MUS 312 Orchestration ...... 3 whether taken in the department or else- ‡MUS 395, 396, 397, or 398 MUS 320, 321, 322 Fundamental, Instrumental, (Large or Small Ensemble)...... 3 Choral Conducting...... 6 where, must be graded C or above. MUS 474, 475 MIDI Applications ...... 4 MUEd 328 Introduction to Music Education...... 2 MUS 48 Junior Composition Recital ...... no credit MUEd 332, 333, 334 & 335 Guitar, Strings, Vocal, MUS 49 Senior Composition Recital ...... no credit and Percussion Techniques...... 4 MUS 188 Performance Attendance ...... no credit MUS 355, 374, 375 or 376 World Music ...... 4 Graduate programs Elective music courses to be taken from the MUS 395, 396, 397 or 398 Large Ensemble: Band, Graduate Coordinator: J. Bluestone following areas: Music History, Music Literature, Orchestra, Choir, or Jazz Lab Band...... 6 Music Technology, Music Theory, World MUS 409 Practica ...... 2 The Department of Music offers graduate Music, Applied Music, Pedagogy, Practicum, MUS 474 Midi Applications...... 2 work in music leading to the degrees of Conducting, Ensemble Performance, Instrumental Technique...... 13 MUEd 484 Music with Children ...... 3 Master of Music (M.M.) in performance Additionally, students need to choose a teaching and Master of Music in conducting, as well Total 123 sub-speciality and complete the following course Requirements for Bachelor of Music in in the appropriate track as a Master of Arts in Teaching (M.A.T.) Jazz. In addition to meeting the general Instrumental Track Credits and a Master of Science in Teaching University degree requirements, music MUS 197 & 397 University Choir...... 2 (M.S.T.). The M.A.T./M.S.T. degrees are MUS 409 Marching Band Prac...... 1 general master’s degrees in music. Graduate

† Concurrent enrollment in Mus 111, 112, and 113 is required. †† Concurrent enrollment in Mus 211, 212, and 213 is required. ‡ Music majors and minors and jazz majors and minors must enroll in Applied Music and the related large ensemble (Mus 195/395, 196/396, 197/397, 198/398) each term. § All B.A./B.S. candidates must complete a final project consisting of one of the following: a half recital (Mus 48); a 30-minute performance; a performance project; or regular performance on area recitals. ◆ To be taken concurrently with Applied Music. S CHOOL OF F INE AND P ERFORMING A RTS 295

students in music may also pursue recom- Mus 522 Orchestral Arranging requirements for the basic norm will also mendation for standard certification. This Mus 523 Advanced Choral Arranging be added to the requirements when mak- One of the following:...... 3 curriculum differentiates between special- Mus 541 Advanced Conducting (Instrumental) ing up the planned continuing license pro- ists in vocal music and instrumental music, Mus 542 Advanced Conducting (Choral) gram. There is no final examination but candidates in both areas complete a Elective Studies ...... 10 required for this program. core of required courses. Music electives chosen from the following areas: applied music, theory, arranging, composition, music history, world music, music literature, pedagogy, education, conducting, or additional ensem- Courses Admission requirements ble performance For admission to graduate study the stu- Total 45 Courses with an asterisk (*) are not offered every year. dent must hold a bachelor’s degree repre- MuEd 328 senting a course of study equivalent to M.M. PROGRAM Introduction to Music Education (2) Master of Music in Performance* Credits Overview of the music education profession, with that pursued by PSU undergraduates in † music. In addition to meeting the general MuP 590 Applied Music ...... 12 emphasis on the various levels, genres, options, Mus 506 Project and Graduate Recital ...... 2 and requirements of the field. Concurrent enroll- requirements for admission to graduate Mus 594, 595, 596, 597, 598 ment in an appropriate practicum (Mus 409) study in the University, each student must Chamber Music and/or Ensemble...... 3 required. Prerequisites: Mus 111, 112, 113. Mus 511 Research Methods ...... 3 successfully take the music placement MuEd 332 examination prepared by and administered Mus 520 Analytical Techniques ...... 3 Two of the following: String Techniques (1) in the Department of Music. Mus 560-566 Music History Study of the stringed instrument family for stu- Students applying to the M.A.T./M.S.T. Two of the following: dents in the teacher education program. Special programs must submit one of the follow- Mus 530, 531, 532, 533, 534, 536 Music Literature emphasis will be given to the teaching of these ing as part of their application process: One of the following: instruments to groups of young and/or inexperi- 1. History Paper Mus 581, 582 or 583 Pedagogy enced students. 2. Theory Paper, descriptive analysis or Electives (Determined in conjunction with adviser) ...9 MuEd 333 composition. Total 45 Guitar Techniques (1) 3. Audition Performance demonstrating *For an M.M. in Vocal Performance Study of the guitar and the methods and materials used to teach guitar to young and/or inex- mastery at the MUP 490 level. consult the Department of Music for LanguageRequirement. perienced students. Required for students in the 4. Teaching Certificate. Music Education Program. Students applying to the M.M. in Master of Music in Conducting Credits † MuEd 334 Performance/Conducting must audition. Mus 541, 542, 543 Conducting...... 9 Mus 506 Conducting Project ...... 3 Vocal Techniques K-12 (1) See the Department of Music’s Web site at Mus 520 Analytical Techniques ...... 3 Study of vocal techniques for students in the www.pdx.edu/music for specific area Mus 513 Score Reading...... 3 teacher education program. Special emphasis requirements. Mus 595, 596, 597 Ensemble ...... 3 will be given to teaching voice to groups of Mus 522 or 521 Orchestra or Band Arranging ...... 3 young and/or inexperienced students from M.A.T./M.S.T. Program Mus 523 Choral Arranging ...... 3 childhood through high school. All courses used to satisfy graduate Two of the following: MuEd 335 requirements, whether taken in the Mus 560-566 Music History Percussion Techniques (1) department or elsewhere, must be graded One of the following: Study of the percussion instruments of orches- B or above. Mus 530, 531, 532, 533, 534, 536 Music Literature tra and band for students in the teacher educa- Mus 511 Research Methods ...... 3 tion program. Special emphasis will be given to Electives (Determined in conjunction with adviser) ...... 8 the teaching of these instruments to groups of Degree requirements young and/or inexperienced students. Total 45 M.A.T./M.S.T. PROGRAM *MuEd 336 All M.A.T./M.S.T. candidates must take a Flute and Double Reeds (1) Core curriculum Credits final written examination. All M.M. degree Study of how to teach and play flute and dou- All of the following: ble reeds (bassoon and oboe) for students Mus 511 Research Methods (Music) ...... 3 candidates must take a final oral examina- Mus 520 Analytical Techniques ...... 3 tion. All graduate students must receive a enrolled in the teacher education program. MuP 590 Applied Music ...... 2 grade of B or above in music courses. *MuEd 337 MuP 591 Applied Music-Secondary Clarinet and Saxophone (1) Instrument (may substitute MuP 590 credits CONTINUING TEACHING LICENSE Study of how to teach and play clarinet and with adviser approval)...... 2 Students may elect a program leading to the saxophone for students enrolled in the teacher Ensemble: Chosen with advice of graduate faculty...... 3 completion of requirements for the continu- education program. Education/Pedagogy ing teaching license, but not the M.A.T. or *MuEd 338 (chosen with adviser’s assistance) ...... 9 M.S.T. degree. This nondegree, license pro- High Brass Techniques (1) Two of the following:...... 4 gram emphasizes flexibility of choice from Study of how to teach and play trumpet and Mus 560 Music History: Medieval Period among various upper-division and graduate horn for students enrolled in the teacher educa- Mus 561 Music History: Renaissance Period tion program. Mus 562 Music History: Baroque Period music courses, while including the education Mus 563 Music History: Classical Period components required for licensure recom- *MuEd 339 Low Brass Techniques (1) Mus 564 Music History: Romantic Period mendation as listed on page 222. Mus 565 Music History: Early 20th Century Study of how to teach and play trombone, A program containing a minimum of 45 euphonium and tuba for students enrolled in Mus 566 Music History: Music Since 1950 approved credits is outlined for each stu- One of the following: ...... 3 the teacher education program. Mus 532 Band Literature dent with the assistance of the assigned Mus 533 Orchestral Literature adviser. Any deficiencies in the student’s Mus 534 Choral Literature baccalaureate degree program or initial One of the following: ...... 3 license program which may appear when Mus 521 Band Arranging compared to departmental and University

† Master of Music candidates must continue to register for applied music credits if a performance major, and conducting credits if a conducting major, until the completion of the Graduate Project or Recital, even if this exceeds the 12 credit minimum. 296 P ORTLAND S TATE U NIVERSITY

MuEd 340 nique, sight-reading, transcribing. Audition may Mus 211, 212, 213 Wind Instrument Techniques (3) be required. Music Theory II (3, 3, 3) For students in the Choral/General Music Mus 185 Continuation of the study of harmony. Education track. Techniques of brass and wood- Guitar Orchestra (1) Introduction to harmonic counterpoint. wind instruments for groups of young students A large guitar ensemble. Audition required. Composition in small forms in various 18th, with special emphasis on resources, beginning 19th, and 20th century idioms. Registration in Mus 188 techniques, and appropriate literature. Performance Attendance (No credit) the appropriate Sight-Singing/Ear Training and *MuEd 341 The student is expected to attend a minimum of Keyboard Harmony course is required. Jazz Techniques (1) eight live performances approved by the Prerequisites: Mus 46, 113, and 116. Study of techniques used in the teaching of Department of Music for each term registered. It Mus 214, 215, 216 middle and high school instrumental jazz is expected that students will register for Sight-Singing/Ear Training and Keyboard music. Includes rehearsal techniques, basic Performance Attendance concurrently with reg- Harmony (1, 1, 1) arranging, swing concepts, rhythm section con- istration for Applied Music. Application of theoretical principles to the keyboard; understanding more advanced theory cepts, and improvisation. Prerequisite: instruc- Mus 189 tor approval. Repertoire Study (1) through the keyboard. Elementary score read- MuEd 420/520, 421/521 Study and performance of selected repertoire. ing, keyboard harmonization of folk tunes, Choral Literature and Available only to students enrolled in large advanced work in sight-singing and ear train- Rehearsal Techniques (3, 3) ensemble, chamber music or applied music. ing. Registration in the appropriate Music Students will learn the essentials of rehearsing Prerequisite: consent of instructor. Theory II course is required. Prerequisites: large choral groups from grades 6-12 and requi- Mus 46, 113, and 116. MuP 190 site materials and techniques for starting and Applied Music (1-2) Mus 240, 241, 242 building a choral program. Prerequisites: Mus Freshman year. Individual instruction in organ, Composition I (2, 2, 2) 322, MuEd 328, 334. piano, harpsichord, voice, guitar, orchestral and The course involves the study of 20th century MuEd 422/522, 423/523 band instruments. Maximum: 12 credits. composition techniques. Students will compose Instrumental Literature and Prerequisite: approval of faculty applied music chamber works using techniques studied in the Rehearsal Techniques (3, 3) supervisor. class. Prerequisites: Mus 113 and 116. Must be Study of critical thinking about many aspects of taken in sequence. music education and developing a repertoire of Mus 191, 192, 193 Mus 261, 262 teaching techniques and leadership skills—for Class Instruction (2, 2, 2) Class instruction in instruments or voice. History of Rock Music (4, 4) students enrolled in the teacher education pro- Traces the history and development of a popu- gram. Prerequisites: Mus 321, MuEd 328, 335. Offerings include piano, guitar, and voice. Students in Mus 193 Class Piano must be lar music style in the United States, Great MuEd 484/584 enrolled in Mus 46 concurrently. Britain, and other parts of the world. Includes Music with Children (3) other types of popular music in the twentieth Methods and materials for teaching general Mus 194 century. music classes in the elementary school. Designed Chamber Music (1) Instruction in the art of small ensemble per- Mus 271, 272, 273 for the music specialist; required of all students Jazz Improvisation (2, 2, 2) who seek a basic teaching certificate in music. It formance; the established repertory of string, wind, keyboard, or vocal chamber music. Introduces the fundamentals of jazz improvisa- is presupposed that all students have performing tion. Beginning jazz skills include scales, song and theoretical skills and at least one year of Maximum: 6 credits. Audition may be requested. Prerequisite: consent of instructor. forms, melodic patterns, and repertoire devel- music history. Concurrent enrollment in an opment. Instructor approval required. appropriate practicum (Mus 409) required. Mus 195 Prerequisite: upper-division standing in music. Band (1) MuP 290 Maximum: 6 credits. Audition may be requested. Applied Music (1-2) Mus 101, 102, 103 Sophomore year. Continuation of MuP 190. Basic Materials of Music (4, 4, 4) Mus 196 Maximum: 12 credits. Prerequisites: MuP 190 Orchestra (1) Basic course in the theory, structure, and litera- and audition. ture of music, requiring no previous musical Maximum: 6 credits. Audition may be requested. experience. Includes basic sight-singing, music Mus 301, 302 Mus 197 Survey of Music Literature (4, 4) reading, writing, score analysis and composition Chorus (1) For non-majors; study of the history of music in a variety of musical styles. For non-majors Maximum: 6 credits. Audition may be requested. through examination of the literature of particular and preparation for students for enrollment in Mus 198 Music Theory I. periods as follows: Mus 301: Music from 1700 to Jazz Lab Band (1) 1875; Mus 302: Music from 1875 to present. Mus 111, 112, 113 Performance of jazz literature in a big bandset- Music Theory I (3, 3, 3) ting. Maximum: 6 credits. Audition may be Mus 304, 305, 306 Music History (4, 4, 4) Provides a thorough ground-work in the melodic, requested. Intensive analytical study of the history of harmonic, and rhythmic elements of music with Mus 199 written exercises and analysis based on the styles music in the Medieval and Renaissance Periods Special Studies (Credit to be arranged.) (Mus 304), Baroque and Classical Periods (Mus of Bach, Haydn, Mozart, Beethoven, and other Mus 201, 202 17th and 18th century composers. Registration in 305) and Romantic and 20th century periods Introduction to Music (4, 4) (Mus 306). Prerequisites: Mus 113, 203. the appropriate Sight-Singing/Ear Training course Designed for non-majors. Course involves lec- is required. An entrance placement examination tures, reading, and listening. Course may Mus 311 Formal Analysis (3) will be given. Basic Keyboard Skills is recom- emphasize music of different world cultures. Thorough study of formal analysis, including mended for music majors and minors. Successively the course deals with elements of phrases and periods, variations, two- and three- Mus 114, 115, 116 music and small forms (201), and large forms of part song forms, developed ternary forms, Sight-Singing/Ear Training (1, 1, 1) music and categories of musical literature (202). Studies to develop the ability to sing notation at sonata, rondo, and the concerto. Prerequisites: Mus 203 Mus 213. sight and to recognize and notate aural patterns. Music in the Western World (4) Registration in the appropriate Music Theory I Designed for music majors and others with the Mus 312 Orchestration (3) course is required. ability to read music. Introduction to the great Fundamentals of arranging music for instru- *Mus 125, 126, 127 composers and their compositions within a his- mental ensembles. Emphasis on basic principles Guitar Workshop (2,2,2) torical framework. A workshop for discussion and applications of of orchestration and their practical applications. guitar related topics. Topics to include tech- Prerequisite: Mus 213. S CHOOL OF F INE AND P ERFORMING A RTS 297

Mus 313 Included are African American, Anglo- covering the sources of unity, variety, order, and Counterpoint (3) American, Hispanic, and Native-American expression present in them. Prerequisites: Mus Intensive study of polyphonic music. Analysis musical cultures, in the areas of folk, popular, 311 is required for 420. Successful completion and application in writing contrapuntal exercis- and classical music genres. of the department’s graduate entrance examina- es using two, three, and four voices. Mus 381 tion is required for 520. Prerequisites: Mus 213. Music Fundamentals (4) *Mus 421 Mus 319 Basic musicianship for the elementary teacher. Analysis of Contemporary Music (3) Choral Arranging (2) Instruction includes integration projects in Thorough study of the compositional techniques Fundamentals of arranging music for vocal Music for the elementary classroom. and structural devices used in contemporary ensembles. Emphasis on basic principles of Mus 385 music. Topics include formal, harmonic, and SATB writing. Prerequisite: Mus 213. Guitar Orchestra (1) rhythmic aspects of modern music. Serialism, set Mus 320 A large guitar ensemble. Audition required. theory, texture, and indeterminacy are also addressed. Prerequisites: Mus 211, 212, 213. Fundamentals of Conducting (2) Mus 389 The basic principles of conducting as they apply Repertoire Study (1) Mus 424/524, 425/525, 426/526 to both instrumental and vocal ensembles. Basic Study and performance of selected repertoire. Instrumental Jazz Arranging (2, 2, 2) baton technique and beat patterns. Available only to students enrolled in large In-depth study and application of the funda- Development of an independent use of the ensemble, chamber music or applied music. mentals of composing and arranging for small hands. Fundamentals of score reading, both Prerequisite: consent of instructor. to large jazz ensembles. Subjects included are instrumental and vocal. Prerequisite: Mus 213. MuP 390 history, transposition, instruments, forms, har- Mus 321 Applied Music (1-2) monic and melodic construction, rhythm sec- Instrumental Conducting (2) Junior year. Continuation of MuP 290. tion, voicing, moving harmonization, score and The principles of conducting and training instru- Maximum: 12 credits. Prerequisites: MuP 290 part preparation, vocal arranging techniques, mental organizations. Prerequisite: Mus 320. and upper division examination. rehearsal techniques, and MIDI applications. Instructor approval required. Mus 322 Mus 394 Choral Conducting (2) Chamber Music (1) Mus 427/527 The principles of conducting and training Instruction in the art of small ensemble perform- Opera Workshop (1) choral organizations. Prerequisite: Mus 320. ance; the established repertory of string, wind, A workshop in preparing and performing oper- *Mus 325, 326, 327 keyboard, or vocal chamber music. Maximum: atic literature for advanced singers. Prerequisite: Guitar Workshop (2, 2, 2) 6 credits. Prerequisite: consent of instructor. consent of instructor through audition. A workshop for discussion and applications of Mus 395 Mus 428/528 guitar related topics. Topics to include tech- Band (1) Opera Production (2) nique, sight-reading, transcribing. Audition may Maximum: 6 credits. Audition may be requested. Annual production of a major operatic work. be required. Designed for singers, orchestral instrumentalists, Mus 396 Mus 351 Orchestra (1) and technical support staff in the areas of cos- Accompanying (2) Maximum: 6 credits. Audition may be requested. tuming, set design, and other areas. Casting for Theoretical and practical study of the art of production is by audition during winter quarter. Mus 397 accompanying vocal and instrumental solos and Chorus (1) *Mus 430/530 performing duo-sonatas. Maximum: 6 credits. Audition may be requested. Song Literature (3) Study of the solo literature for voice through Mus 355 Mus 398 Jazz History (4) analysis of scores and recordings and live per- Jazz Lab Band (1) formances. Historical perspectives from Examines the development of jazz from its Performance of jazz literature in a big band set- African and European roots and its origins in Elizabethan song to 20th-century art songs. ting. Maximum: 6 credits. Audition may be Prerequisites: Mus 304, 305, 306. New Orleans to its florescence in Chicago and requested. New York. Covers period from about 1900 to *Mus 431/531 1960. Focuses on important musicians and Mus 399 Chamber Music Literature (3) Special Studies (Credit to be arranged.) major musical styles. Historical survey of the music associated with Mus 401/501 the chamber music repertoire from 1600-1950. Mus 360 Research (Credit to be arranged.) Emphasis on analysis of scores and recordings. The Guitar: its History and Music (4) Consent of instructor. This course is designed to explore the origins of Prerequisites: Mus 304, 305, 306. the guitar by examining its history, repertoire Mus 404/504 Cooperative Education/Internship *Mus 432/532 and performers. The course will look at all (Credit to be arranged.) Band Wind Literature (3) A study of literature for ensembles of wind and aspects of the guitar’s history from the related Mus 405/505 ancient Sumerian stringed instruments to the Reading and Conference wind/percussion instruments from about 1600 modern-day electric guitar. (Credit to be arranged.) to the present. Historical perspective will be Mus 361, 362 Consent of instructor. gained through reading, style-analysis, and listening. Attention will be given to the practical History of Rock Music (4, 4) Mus 407/507 Traces the history and development of a popular Seminar (Credit to be arranged.) application of band literature in elementary and music style in the United States, Great Britain, Consent of instructor. Recent topics have secondary teaching situations. Prerequisites: and other parts of the world. Includes other included Style Analysis; Style Criticism; Music Mus 304, 305, 306. types of popular music in the twentieth century. History; Music in the Elementary School; *Mus 433/533 Mus 374, 375 Seminar in Composition. Orchestral Literature (3) A historical survey of the music associated with World Music (4, 4) Mus 408/508 Study of the major musical cultures of Asia, the Workshop (Credit to be arranged.) the symphony orchestra from the development Middle East, and sub-Saharan Africa. Explores Mus 409/509 of each orchestral instrument to the present day. social and cultural contexts, instrument types, Practicum (Credit to be arranged.) Intensive study of those works of great signifi- and structural organization of the music. Mus 410/510 cance is achieved through score study and Emphasis on listening. Selected Topics (Credit to be arranged.) analysis of several interpretations through recordings. Attention will be given to the practi- Mus 376 Mus 420/520 American Musical Traditions (4) Analytical Techniques (3) cal application of orchestral literature in ele- Examines the diversity of musical traditions Study of the formal structure of musical compo- mentary and secondary teaching situations. found in American history and culture. sitions of various styles with the purpose of dis- Prerequisites: Mus 304, 305, 306. 298 P ORTLAND S TATE U NIVERSITY

*Mus 434/534 *Mus 485/585, 486/586, 487/587 Prerequisite: successful completion of the Choral Literature (3) Diction for Singers: Italian, German, and department’s graduate entrance examination. This course offers an investigation and analysis French (2, 2, 2) Designed for singers and other musicians inter- *Mus 523 of literature for choir of all sizes, for secular and Advanced Choral Arranging (3) ested in classical vocal literature in Italian, sacred use, particularly in relation to use in Study of voice types, text setting, and techniques German, and French. It presents the principles public school at the junior high and high school of writing for various combinations of voices. of lyric diction and provides practice in the levels and in church choir situations. A survey Practice in arranging melodies for two-, three, of the development of choral literature from c. skills needed to sing the language correctly, idiomatically, and expressively. and four-part choruses, mixed and unmixed, 1400 to the present, with examples via listening such as those encountered in the public schools. and study of scores, will be included. MuP 490 Prerequisite: successful completion of the Prerequisites: Mus 304, 305, 306. Applied Music (1-2) department’s graduate entrance examination. Senior year. Continuation of MuP 390. *Mus 436/536 Mus 529 Opera Literature (3) Maximum: 12 credits. Prerequisites: MuP 390 and audition. Grad History Review (3) An intensive study of the development of opera A course designed for graduate students who in western music, from the works of Monteverdi MuP 491/591 need to review their knowledge of basic histori- Applied Music in Secondary Area (1-2) in the early 17th century to the important operas cal concepts of music. Can be taken for credit Private instruction in voice, keyboard, guitar, of this century. Prerequisites: Mus 304, 305, 306. but will not be applied toward completion of and orchestral or band instruments, not to *Mus 437/537, 438/538 degree requirements. Keyboard Literature (3, 3) include the student’s major performance area in order to extend the performance skills of the *Mus 540 A study of Baroque, Classical, Romantic, and Jazz Literature (3) Twentieth Century literature for keyboard instru- music specialist in the public schools. Graduate students not passing MuP 590 audition will be Study and analysis of the classic Jazz composi- ments. In addition to providing an overview of assigned MuP 591. tions and recordings. Prerequisite: Mus 355. the historical development of keyboard music, specific works from the repertoire of each period Mus 503 *Mus 560 Music History: The Medieval Period (2) will be selected for intensive study and perform- Thesis (Credit to be arranged.) Intensive, analytical study of the history of ance. Intended primarily for piano or harpsi- Mus 506 music of the Middle Ages and its relationship to chord majors. Prerequisite: by audition. Graduate Project or Recital (2) Final conducting project or performance recital contemporary historical events. Prerequisite: *Mus 439/539 required for all Master of Music degrees. successful completion of the department’s grad- Instrumental Literature (3) Mus 511 uate entrance examination. Normally limited to An intensive study of the development of literature graduate music majors only. for various individual or groups of instruments Music Research Methods (3) (e.g., flute, clarinet, oboe, bassoon, saxophone, A systematic study of research techniques and *Mus 561 Music History: The Renaissance Period (2) trumpet, horn, trombone, tuba, violin, viola, cello, materials in music history, literature, and music Intensive, analytical study of the history of bass, percussion, brass, woodwinds, strings). The education. Emphasis on the use of library music from 1400 to 1600 and its relationship to course may be listed with the specific instrument resources and practical applications of research contemporary historical events. Prerequisite: in the title. Prerequisites: Mus 304, 305, 306. techniques. Prerequisite: graduate standing in music. successful completion of the department’s grad- Mus 441/541, 442/542, 443/543 Mus 512 uate entrance examination. Normally limited to Advanced Conducting (3, 3, 3) graduate music majors only. A study of technical and interpretative problems Graduate Theory Review (3) encountered in the rehearsal and conducting of A course designed for graduate students who *Mus 562 Music History: The Baroque Period (2) standard symphonic or choral literature. need to review their knowledge of basic theoret- Intensive, analytical study of the history of Experience in conducting this literature. ical concepts. Can be taken for credit but will music from 1600 to 1750 and its relationship to Particular attention given to the problems facing not be applied toward completion of degree contemporary historical events. Prerequisite: the public school music director. Prerequisite: requirements. successful completion of the department’s grad- Mus 321 or 322. Mus 513 Score Reading (3) uate entrance examination. Normally limited to Mus 451/551, 452/552 graduate music majors only. Advanced Keyboard Skills (3, 3) Techniques for reading and studying scores with This course investigates and applies advanced a goal of performance. *Mus 563 Music History: The Classical Period (2) theoretical concepts to keyboard playing and *Mus 517, 518, 519 Intensive, analytical study of the history of improvisation. Applications include sightread- Advanced Harmony (2, 2, 2) music from 1750 to 1825 and its relationship to ing, transposition, harmonization, and figured A study of the harmonic practices of the late contemporary historical events. Prerequisite: bass reading. Prerequisite: by audition. 19th and 20th centuries. Written work, analysis, and theoretical research. Prerequisite: Mus 316. successful completion of the department’s grad- Mus 471/571, 472/572, 473/573 uate entrance examination. Normally limited to Advanced Jazz Improvisation (2, 2, 2) *Mus 521 graduate music majors only. Advanced concepts of jazz improvisation. Advanced Band Arranging (3) Principles of pentatonics, diminished har- Designed to develop fundamental skills in arrang- *Mus 564 Music History: The Romantic Period (2) monies, inside-outside playing, synthetic scales, ing music for concert, marching and stage bands, Intensive, analytical study of the history of and free improvisation. Instructor approval and small wind and/or percussion ensembles, music from 1825 to 1900 and its relationship to required. Prerequisites: Mus 271, 272, and 273. such as those encountered in the public schools. Transcription skills also will be studied. Emphasis contemporary historical events. Prerequisite: Mus 474/574, 475/575 successful completion of the department’s grad- Midi Applications (2, 2) will be on practical application of material presented. Prerequisite: successful completion of the uate entrance examination. Normally limited to Study of the fundamentals of MIDI and com- graduate music majors only. puter music programs. Includes work on syn- department’s graduate entrance examination. thesizers, sequencing, and notation software. *Mus 522 *Mus 565 Music History: Early 20th Century (2) Prerequisite: consent of instructor. Advanced Orchestral Arranging (3) Instruction in writing for instruments used in Intensive, analytical study of the history of Mus 481/581, 482/582, 483/583 music from 1900 to 1950 and its relationship to Pedagogy (3, 3, 3) large orchestras, showing basic techniques of scoring for string quartet, woodwind and brass contemporary historical events. Prerequisite: Methods, materials, curriculum, and philosophical successful completion of the department’s grad- bases for teaching in a private studio and class- quintet, and percussion ensemble. Practical application through scoring of piano music for uate entrance examination. Normally limited to room with focus on individual and group instruc- graduate music majors only. tion. Prerequisites: Mus 213, 216, 304, 305, 306. various orchestral groups of the nature and capability found in the public schools. S CHOOL OF F INE AND P ERFORMING A RTS 299

*Mus 566 Mus 589 Mus 597 Music History: Music Since 1950 (2) Advanced Instrumental Methods (3) Chorus (1) Intensive, analytical study of the history of Designed for the experienced teacher. In addi- Maximum: 6 credits. Prerequisite: graduate music since 1950 and its relationship to con- tion to studies of current methods and trends in standing in music. temporary historical events. Prerequisite: suc- instrumental music teaching, the course also Mus 598 cessful completion of the department’s graduate provides a forum for problem solving and deal- Jazz Lab Band (1) entrance examination. Normally limited to ing with special issues and problems in current Performance of jazz literature in a big bandset- graduate music majors only. music education. ting. Maximum: 6 credits. Prerequisite: graduate *Mus 567 MuP 590 standing in music. Jazz History (2) Applied Music (1-2) Advanced studies in Jazz History. Course Individual instruction in organ, piano, harpsi- involves individual research projects culminat- chord, voice, guitar, and orchestral and band Noncredit ing in student class presentations. Historical instruments. Maximum: 12 credits. Prerequisite: Mus 46 Piano Proficiency Exam (No credit) research projects will be coordinated through audition. Mus 47 PSU’s Leroy Vinnegar Jazz Institute. Mus 594 Final Project (No credit) Prerequisite: Mus 355. Chamber Music (1) All Bachelor of Arts and Bachelor of Science Mus 585 Instruction in the art of small ensemble per- degree candidates must complete a final project Guitar Orchestra (1) formance; the established repertory of string, consisting of one of the following: (1) a half A large guitar ensemble. Audition required wind, keyboard, or vocal chamber music. recital, (2) a performance project, (3) regular Maximum: 6 credits. Prerequisite: graduate Mus 588 performances on area recitals. standing in music. Advanced Choral Methods (3) Mus 48 Designed for the experienced teacher. In addi- Mus 595 Junior Recital (No credit) tion to studies of current methods and trends in Band (1) Required for students in the Bachelor of Music choral music teaching, the course also provides Maximum: 6 credits. Prerequisite: graduate in Performance program. Public recital during a forum for problem solving and dealing with standing in music. the junior year (30 minutes minimum). special issues and problems in current choral Mus 596 Mus 49 music education. Orchestra (1) Senior Recital (No credit) Maximum: 6 credits. Prerequisite: graduate Music majors must present all or part of a standing in music. recital during their senior year (60 minutes minimum).

Theater Arts

127 Lincoln Hall encouraged to pursue a passion for their works, collaborations with urban arts and tel 503-725-4612 discipline, commitment to individual educational institutions, and the expansion fax 503-725-4624 excellence and collaboration, and a firm of cultural exchange. www.theaterarts.pdx.edu grounding in all aspects of live and medi- The university’s urban location enables the ated performance. Students seeking pro- Department of Theater Arts to provide stu- B.A., B.S. in Theater Arts Minor in Theater Arts fessional careers, preparing for advanced dents with the richest diversity of teaching Minor in Film Studies degree programs, training to be educators, staff in the studio and the maximum of Minor in Dance or pursuing non-major study of the arts diverse educational experiences without. The Secondary Education Program - Drama participate in production encompassing resident faculty are active members of the M.A., M.S. in Theater Arts new, modern, and classic works interpret- region’s arts and creative community, as pro- and ed to confront and illuminate the diverse fessional practitioners as well as educators. M.A., M.S. in Interdisciplinary Studies concerns of contemporary life. Their work is represented at every major (www.gsr.pdx.edu/ogs_degrees_ip.html) Production is an essential and integral theater company in the area, as well as part of the department’s educational mis- through other arts organizations including sion. Students in the university, both smaller theaters, film units, , dance compa- Undergraduate majors and non-majors, are provided with nies, production companies, the media, and programs a variety of opportunities to gain experi- educational institutions. They frequently ence and develop creative and collabora- engage their students as assistants on creative The Department of Theater Arts is com- tion skills before and behind the scenes. projects, and they facilitate student place- mitted to providing pre-professional train- In the selection of dramatic and other ments as interns and regular employees with ing which effectively balances theory and works, the department seeks to reflect vital a variety of organizations. The associate fac- practice, and is based on a quality liberal contemporary issues, personal and public, ulty are of the highest caliber, both as prac- arts foundation. in varied and challenging forms, both new ticing artists and as teachers of their craft. Through classroom study, studio/labora- and classic, thereby creating a forum for Graduates of the program have gained tory preparation, field practice, and uni- cultural and social concerns. The program admission to both university graduate pro- versity drama productions, students are actively pursues the development of new grams and professional training programs, 300 P ORTLAND S TATE U NIVERSITY

they have entered the profession directly, Four credits chosen from:...... 4 complete list of courses that would apply they have become teachers and university TA 464, 465 Development of Dramatic Art I and II to the minor from offerings in theater arts, TA 469 Women, Theater, and Society professors, and they have pursued a range TA 467, 468 Modern Theater I and II communication, English, and foreign lan- of related professions in the arts, commerce, TA 471, 472 Theater History guages and literature. law, social services and the public sector. 16 elective credits from the Theater Arts Requirements for the minor in dance. Both majors and minors are urged to curriculum with at least 8 carrying numbers To earn a minor in dance, a student must 300 or above ...... 16 apply for an advising appointment at the complete 28 adviser-approved credits in Department Office (127 Lincoln Hall) dur- Total 28 dance to include the following: ing their first term at PSU, and no later Courses taken under the undifferentiated TA 150 Dance Appreciation (4) than the beginning of their first term of grading option (pass/no pass) will not be or TA 306U Understanding Dance (4) junior standing. accepted toward fulfilling department TA 351 Dance Composition (4) minor requirements, with the exception of TA 362U 20th Century Dance (4)...... 12 TA 101 Theater Appreciation, TA 131 Dance electives (at least 8 upper-division): Admissions requirement Understanding Movies, TA 135 Classic TA 102 Introduction to Acting (4) Admission to the department is based on Movies, and TA 150 Dance Appreciation. TA 147 Movement for the Actor (3) TA 248 Acting I:Process (4) general admission to the University. See At least 12 credits must be taken in resi- “Admission requirements” on page 39 for TA 252 Makeup (2) dence at Portland State University. TA 193 Dance Lab.: Modern (2) more information. Requirements for the minor in film TA 196 Dance Lab.: Ballet (2) studies. To earn the interdisciplinary TA 197 Dance Lab.: Jazz (2) Degree requirements minor in film studies, a student must com- TA 195 Dance Lab.: Topics (2) plete 28 adviser-approved film credits to TA 350 Dance Improvisation (4) Requirements for the major in theater TA 352 Choreography (4) arts. In addition to meeting the general include the following: TA 393 Dance Lab.: Modern (2) University degree requirements, the major Credits TA 396 Dance Lab.: Ballet (2) in theater arts student must complete 68 TA 131 Understanding Movies or TA 397 Dance Lab.: Jazz (2) ...... 16 TA 135 Classic Movies ...... 4 adviser-approved theater arts credits to Total 28 English 304 Critical Approaches to Cinema ...... 4 Courses taken under the undifferentiated include the following: 20 elective credits from the film studies curriculum Credits with at least 12 carrying numbers 300 or above..20 grading option (pass/no pass) will not be TA 111, 112 Technical Theater I and II ...... 6 Total 28 accepted toward fulfilling department TA 114, 115 Technical Theater Production I, II...... 2 Courses taken under the undifferentiated minor requirements, with the exception of TA 248 Acting I: Process...... 4 grading option (pass/no pass) will not be TA 150 Dance Appreciation. TA 252 Stage Makeup ...... 2 accepted toward fulfilling department At least 12 dance credits must be taken TA 301 Script Analysis...... 4 in residence at Portland State University. TA 311 Scene Design I...... 4 minor requirements. All courses for the TA 316 Technical Theater Lab ...... 2 minor must receive a grade of C or above. SECONDARY TEACHER EDUCATION TA 321 Intro to Costume Design...... 4 At least 16 credits of film studies courses PROGRAM—DRAMA TA 454 Directing I ...... 4 must be taken in residence at Portland Adviser: W.M. Tate TA 464, 465 Development of Dramatic Art I, II ...... 8 State University. Credits will be applicable 12 credits chosen from the following: ...... 12 It is imperative that the student who wish- TA 330 Multicultural Theater to the student’s major when appropriate. es to teach theater arts in secondary school Recommended elective courses in Theater Arts: TA 467, 468 Modern Theater I and II be in contact with the Department of TA 131 Understanding Movies (4) TA 469 Women, Theater, and Society TA 135 Classic Movies (4) Theater Arts secondary education adviser TA 471 Theater History: Periods/Topics TA 301 Script Analysis (4) as early as possible, so that various options TA 472 Theater History: Major Figures TA 311 Scene Design I (4) 4 credits of TA 333 Workshop Theater II: Stage and requirements can be fully explained Production, TA 334 Workshop Theater II: Scenic- TA 321 Introd to Costume Design (4) and a program of study developed. Lighting Production, TA 335 Workshop Theater II: TA 348 Acting for the Camera (4) Management/Public Relations, TA 336 Workshop TA 370 Topics: American Cinema & Culture I, II (4, 4) Theatre II: Costume Production,with a maximum of TA 370 Topics: Shakespeare on Film (4) 2 credits in any one. Workshop credits in excess of TA 370 Topics: Film Genres (4) this maximum may be used to satisfy elective and Graduate program general requirements ...... 4 TA 370 Topics: Hitchcock (4) Adviser: R. Wattenberg 12 elective credits from the theater arts curriculum TA 370 Topics: 1950s Media and Culture (4) The Department of Theater Arts offers the with at least 6 carrying numbers 300 or above....12 TA 370 Topics: The Road Movie (4) TA 370 Topics: Robert Altman (4) degrees of Master of Arts and Master of Total 68 Science. The Master of Arts degree pre- Courses taken under the undifferentiated TA 370 Film Goes to War (4) TA 370 Topics: Vietnam on Screen (4) pares students who want to focus their grading option (pass/no pass) will not be TA 370 Topics: The ‘70’s Film/TV Renaissance (4) graduate study on playwriting, research accepted toward fulfilling department TA 370 Topics: Film Goes to War (4) and scholarship in the history, literature, major requirements. TA 370 Topics: Independent Films (4) and criticism of the theater and who may At least 16 credits of upper-division TA 370 Topics: Scorsese TA 370 Topics: Stardom (4) also plan to continue their graduate work Theater Arts courses, including 2 credits in a doctoral program in theater. The from TA 333, TA 334, TA 335, and/or TA TA 370 Topics: Gangster Films & Musicals (4) TA 370 Topics: Film History I, II, III (4, 4, 4) Master of Science degree prepares for stu- 336 must be taken in residence at TA 408 Wksp: Directing Actors for the Camera (3-4) dents who wish to focus more intensively Portland State University. TA 408 Wksp: Film Production (1-4) on performance and production areas in Requirements for the minor in theater TA 454 Directing I (1) preparation for a career in the professional arts. TA 474, 475 Dramatic Writing I and II (4) To earn a minor in theater arts a stu- theater and/or further degree work in a dent must complete 28 adviser-approved TA 480 Film Theory (4) TA 484, 485 Anatomy of a Movie I and II (4, 4) Master of Fine Arts theater or film pro- credits to include the following: Students may elect to pursue the minor gram. The program of each graduate stu- Credits in the Departments of Theater Arts, dent is planned in consultation with the TA 101 or TA 305...... 4 TA 301...... 4 Communication, or English and should departmental adviser. consult the department’s film advisers for a S CHOOL OF F INE AND P ERFORMING A RTS 301

Admission requirements or equivalent competencies as determined The Master of Arts student must demon- by the department. Individual students strate competence in the use of a foreign A prospective student shall be admitted to may be required to complete additional language and will typically complete the graduate study after the department has graduate and undergraduate courses to degree program with a thesis, playwriting, reviewed the student’s qualifications and make up for deficiencies. or two paper project. The Master of recommended acceptance into the specific All master’s degree students must success- Science student must demonstrate expert- degree program. fully complete a minimum of 45 graduate ise in skills pertaining to either advanced The prospective M.A./M.S. graduate stu- credits with at least 33 credits of advisor- theater/film performance or design and dent who, after initial admission to the approved courses in theater arts. Twelve will typically complete the degree pro- graduate program, does not enroll for credits may be taken in approved areas gram with a project in directing, acting, classes within one calendar year shall have outside the Department of Theater Arts. In scene design, costume design or lighting admission to the degree program canceled. addition, the student must successfully design, a project in dramatic writing, or a complete one of the following projects, for two-paper project. which no fewer than 6 graduate credits in Degree requirements theater arts will be given: (1) a research University master’s degree requirements thesis on an approved topic from the fields Courses are listed on page 69. Specific departmen- of theater history, theory, practice, or dra- tal requirements are listed below. matic literature and criticism; (2) two Courses with an asterisk (*) are not offered every year. Master of Arts or Master of Science. papers of appropriate length on subjects TA 101 Prospective graduate students who plan to chosen from the fields of theater history, Theater Appreciation (4) This course is intended as a general introduc- earn an M.A. or M.S. degree should pres- theory, practice, or dramatic literature and tion to the art of the theater: acting; directing; ent a minimum of 24 credits in theater criticism; (3) a project in directing, scenic playwriting; scenic, costume, and lighting arts, including 4 credits in script analysis, design, lighting design, costume design, or design. Emphasis is placed on theater as a per- 4 credits in acting, 4 credits in directing, 8 acting; or (4) the composition of two one- forming art today rather than upon the history credits in technical theater, and 4 credits act plays or one full-length play. An oral or origins of the theater. The class, in part, in costume, scenic and/or lighting design examination is required. involves attendance at live performances and events in the Portland area. 302 P ORTLAND S TATE U NIVERSITY

TA 102 the viewing of dance in live and video formats, ciples of dramatic structure, form, and style Introduction to Acting (4) reading about dance, discussing dance, hearing through study and analysis of representative A study in the basic building blocks of how to from guest experts and experiencing selected plays selected from major periods. Emphasis on approach, prepare, and act a role. Text analysis, dance movements from various dance genres. the production implications of selected texts. improvisation, exercises to expand the imagina- Considers aspects of dance as cultural, spiritual TA 305 tive world of the play, preparation, commitment and aesthetic expression, exploring origins and Understanding Theater (4) to an action, commitment to body and voice the related roles of the dancer, choreographer An investigation of theater designed to develop exercises to increase awareness, and how to and spectator. Covers the basic concepts and a heightened awareness of how the theater arts work collaboratively. principals of dance such as space, time and express and communicate ideas and experi- TA 111, 112 effort as well as expression, form, style and peri- ences. To expand critical awareness of the Technical Theater I, II (3, 3) od. Students will gain experience in viewing, process by which theater creates meaning and First term of sequence concerns the planning discussing, writing about and evaluating dance. communicates through performance to contem- and building of sets and stage properties, and TA 193 porary audiences. Course will examine the the production organization skills needed to Dance Laboratory: Modern I, II, III (2, 2, 2) dynamic relationship between theater and the mount theatrical productions. Second term adds Beginning modern dance technique, emphasis society it both mirrors and influences. elements of stage lighting, scene painting, and on body alignment, strength, flexibility and TA 311 theater sound. Both terms require a three-hour development of basic technical skills. Scene Design I (4) lab period per week and participation in depart- Maximum: 12 credits. A study of visual arts principles as related to sce- mental productions presented that term. Must TA 195 nic design. Projects in stage geography, design be taken in sequence. Dance Laboratory: Topics I, II, III (2, 2, 2) composition, and visual imagery are used to TA 114, 115 Beginning dance technique in topics to be develop the student’s communication skills in Technical Theater Production I, II (1, 1) named, for example musical theatre, tap, hip the area of scenic design. Prerequisites: TA 111, Attached lab to TA 111, 112 will combine skills in hop, etc. Maximum: 12 credits. 112, 301, 316. Recommended: TA 114 and 115. practical construction of stage sets with actual pro- TA 196 *TA 312 duction experience on department productions. Dance Laboratory: Ballet I, II, III (2, 2, 2) Scene Painting (3) TA 131 Beginning ballet technique, emphasis on body Training to extend the student’s basic skills in Understanding Movies (4) alignment, development of basic technical traditional methods and techniques of scene An introductory course in film appreciation skills, and understanding basic ballet vocabu- painting. Prerequisites: TA 111, 112. with special emphasis on cinema as a dramatic lary. Maximum: 12 credits. Recommended: TA 114, 115, and 316. art. Elements to be considered will include cine- TA 197 TA 313 Dance Laboratory: Jazz I, II, III (2, 2, 1) matography, performance, edited image, and Scene Design II (3) Beginning laboratory in jazz dance technique sound. Selected films will be shown. Basic principles of scenic design for the theater. emphasizing body alignment, contraction, and TA 135 Prerequisite: TA 311. Classic Movies (4) isolation technique of Latin, West Indian, African and American rhythms. Maximum: 12 credits. *TA 314 Study and analysis of representative films with Lighting Design I (3) special emphasis on the importance of directori- TA 199 Practical and theoretical study of lighting the Special Studies (Credit to be arranged.) al concept and the screenplay. Relationships stage. Developing student awareness of how between film and theater will be examined. *TA 241, 242 light affects objects in the theater laboratory and TA 144 Improvisational Acting I, II (3, 3) the crafting of intelligent lighting plots. Voice for the Actor I (3) Seeks to acquaint the student through exercises, Prerequisites: TA 112, 301, 316. An introductory course in basic principles and theater games, and study of basic techniques for TA 316 techniques of voice production specifically for creative role playing with the skills and techniques necessary for improvisational acting and Technical Theater Lab (2) stage performance including physiology, breath Laboratory course designed to allow students to support and resonance, articulation and development of material for public performance. Must be taken in sequence. further develop stagecraft skills and gain addi- projection. tional practical production experience. *TA 145 TA 248 Prerequisite: TA 111, 112. Recommended: Acting I: Process (4) Acting Workshop (2) TA 114 and 115. Rehearsal, performance, and analysis of scenes The first acting class for the major. Emphasis on TA 317 directed by Directing I students for studio pres- the building blocks of actor technique leading into scene work: text analysis for the actor, Theater Technologies (2) entation and critique. Prerequisite: TA 141. The study and practical application of advanced Maximum: 6 credits. preparation, commitment, character arc, bold- ness, rhythm, living a life onstage, and collabo- techniques and materials in all aspects of stage- *TA 146 ration. This course is rigorous and demands craft, including drafting and drawing for the Acting/Playwriting Workshop (3) outside time commitment for rehearsal. scene shop, the organization and planning of Readings, discussions, and walk-throughs of Prerequisites: TA major; TA 111, 112; sopho- scenery construction within a production calen- plays written by Playwriting II students. more standing. dar, and problem solving on current department Prerequisite: TA 142. productions. Prerequisites: TA 111, 112, 316. TA 252 Recommended: TA 114, 115 TA 147 Stage Makeup (2) Movement for the Actor (3) A study of the basic principles of the art and TA 321 Introduction to concepts and techniques of the- technique of makeup for stage and screen. Introduction to Costume Design (4) atrical movement and physical theater. Will uti- An introduction to the theory, techniques, and lize a variety of relaxation, centering, stylization, TA 253 design principles of contemporary stage cos- Workshop Theater I (1-3) and imagery exercises designed to increase body tumes. Prerequisites: TA 111, TA 301. awareness and expressiveness. Skills in ensem- Training in theater production through the *TA 325 ble, mime, mask, and light acrobatics will be intensive study and rehearsal of scenes and plays. Maximum: 12 credits. Costume Production (2) developed. A study and practical application of stage cos- TA 150 TA 299 tume construction techniques, beginning and Special Studies (Credit to be arranged.) Dance Appreciation (4) advanced. Students will participate in the con- Designed to develop awareness and appreciation TA 301 struction of costumes for departmental produc- of dance in its artistic, social and cultural con- Script Analysis (4) tions. Recommended prerequisite: 3 credits of text. Offers a variety of experiences, including Examination and analysis of fundamental prin- theater arts. Maximum 6 credits. S CHOOL OF F INE AND P ERFORMING A RTS 303

*TA 326 TA 340 6 credits toward major requirements. Pattern Development (1-4) Acting II: Scene Study (4) Prerequisite: consent of instructor. Building on TA 248, coursework deepens the A study and practical application of the meth- TA 355 ods for creating patterns for theatrical costumes, student actor’s understanding of arc, character Workshop Theater II: Management And including flat drafting, draping, and period pat- development, commitment, rhythm of sound Public Relations (1-3) tern adaptation. Prerequisites: TA 325. and language, and choices that ignite the text. Workshop in theater management and public Recommended: TA 321. Class demands commitment to intense scene relations. Maximum: 6 credits toward major *TA 327 work outside the classroom. Must be taken in requirements. Recommended prerequisite: con- Costume Technology (1-4) sequence. Prerequisites: TA major, TA 248, and sent of instructor. permission of instructor. A study and practical application of costume TA 362 craft and decorative techniques, including fabric TA 341 Contemporary Dance 1920 to Present (4) dyeing and painting and accessories fabrication. Acting III: Classical Text (4) Historical foundations for the development of Recommended prerequisite: TA 321. Building on TA 340, and using increasingly diffi- current dance forms. Contemporary dance cult texts, this advanced class moves the actor fur- *TA 330 styles and theories will be studied via lectures ther into technique. Language and epic style is a Multicultural Theater (1-4) and videos, field trips to exhibits and concerts. major focus of the work, with emphasis on such Exploration of the diversity of our society Recommended: upper division standing. writers as Shakespeare, Moliere, Behn, and Ford. through theater—comparing and contrasting Class demands commitment to intense scene work TA 370 the works of certain ethnic specific writers and outside the classroom. Prerequisites: TA major; TA Topics: Theater, Media, and Culture (4) those writers often considered to be in the 248 and TA 340, and permission of instructor. Study of a variety of dramaturgical, cultural, mainstream of the modern theater. and historical issues as they appear in film, tele- TA 342 vision, and other theatrical media. From quarter TA 333 Advanced Acting (4) Workshop Theater: Directing/ to quarter topics might include: Shakespeare on Builds on past lessons and explores the way we Stage Management/Dramaturgy (1) Film, ’50s Media and Culture, American rehearse and apply our craft. Individual acting For PSU Theater Department productions. Cinema, American Culture, Vietnam on Film, blocks are addressed. Advanced acting prob- Offerings include stage manager, assistant direc- Film History, Film Genres, and Hitchcock. lems are explored through complex texts. Must tor, dramaturg, choreography, and music direc- TA 393 tion. Participants are required to audition or be taken in sequence. Prerequisites: TA major; TA 341, and permission of instructor. Dance Laboratory: Modern I, II, III (2) interview for Main Stage and/or Studio produc- Intermediate modern dance technique, empha- tions. Information about auditions/interviews is *TA 344 sis on body alignment, strength, flexibility and provided on the Theatre Call Board outside of Voice for the Actor II (3) development of intermediate level technical LH 127. Meeting times are arranged by the An intermediate course in the principles of voice skills. Maximum: 12 credits. Recommended director. Most performances and rehearsals are production for the stage, concepts and tech- TA 193 I, II, III or previous dance experience. in the evening; therefore, evening classes will niques for adapting the voice to various stage usually conflict. Technical rehearsal for main- environments, and techniques necessary for ana- TA 396 Dance Laboratory: Ballet I, II, III (2) stage productions require a full weekend techni- lyzing stage speech problems and developing Intermediate level ballet technique. Emphasis cal schedule. Course is repeatable for credit. appropriate solutions. Prerequisite: TA 144. on execution and application of all basic ballet TA 334 *TA 346 vocabulary and on alignment and skill develop- Workshop Theater: Scenery & Stage Dialects (4) ment. Maximum: 12 credits. Prerequisite: low- Lighting Production (1) An introduction to the method and techniques intermediate technique required; TA 196 Dance For PSU Theater Department productions. of dialect production for theatrical performance, Lab: Ballet I, II, III. Offerings include scene construction and paint- including a survey of basic American, English, ing, costume construction and crew, stage/run and European dialects. TA 397 crews, props, sound design and crew, lighting Dance Laboratory: Jazz I, II, III (2) TA 348 design and crew. Meeting times depend upon Intermediate laboratory in jazz dance technique Acting for the Camera (4) the assignment registered for, but usually emphasizing body alignment, contraction, and An introduction to acting before the camera for include daytime, evening, and/or weekends. isolation technique of Latin, West Indian, and film and video. Prerequisite: TA 248 or consent Technical rehearsal for mainstage productions American rhythms. Maximum: 12 credits. of instructor. require a full weekend technical schedule. Prerequisite: TA 197 Dance Lab: Jazz I, II, III. Course is repeatable for credit. TA 350 TA 399 Dance Improvisation (4) Special Studies (Credit to be arranged.) TA 335 An exploration of spontaneous movement as Workshop Theater: Management/Publicity (1) TA 401/501 individual and group creativity and expression, For PSU Theater Department productions. Research (Credit to be arranged.) as a potential performance form and as the Offerings include house management, public TA 402/502 beginnings of choreography. “The body thinks.” relations, audience development, publications, Independent Study (Credit to be arranged.) Designed to develop awareness, focus, sensitivi- educational outreach, and display. This course ty and personal movement vocabularies. TA 404/504 meets each term for one hour per week as a Recommended: upper division standing. Cooperative Education/Internship group, with the remaining meeting times (Credit to be arranged.) depending upon the specific assignments for TA 351 TA 405/505 Dance Composition (4) the term in question. Meeting times depend Reading and Conference upon the assignment registered for, but may Exploration of basic elements of dance and (Credit to be arranged.) choreographic strategies through readings, include daytime, evening, and/or weekends. TA 406/506 observations and preparation of solo dance stud- Course is repeatable for credit. Special Projects (Credit to be arranged.) ies. Recommended: upper division standing. TA 336 TA 407/507 Workshop Theater: Costume Production (1) TA 353 Seminar (Credit to be arranged.) For PSU Theater Department productions. Workshop Theater II: Acting-directing (1-3) Recent topics have included Introduction to Offerings include wardrobe crew head, Workshop in acting-directing. Maximum: 6 Playwriting and Women, Theater, and Society. wardrobe crew, makeup head/crew, wigs credits toward major requirements. Prerequisite: consent of instructor. TA 408/508 head/crew, assistant designer, cutter/draper, Workshop (Credit to be arranged.) dyer, costume artisan, milliner, stitcher. TA 354 TA 409/509 Workshop Theater II: Technical Theater (1-3) Practicum (Credit to be arranged.) Workshop in technical theater. Maximum: 304 P ORTLAND S TATE U NIVERSITY

TA 410/510 TA 454/554 TA 474/574, 475/575 Selected Topics (Credit to be arranged.) Directing I (4) Dramatic Writing I, II (4, 4) *TA 414/514 Study and practice in play analysis and direct- A sequence in scriptwriting involving analysis of History of Decor (4) ing of scenes. Prerequisites: TA 111, 112, 248, dramatic structure, practical application of A historical survey of period decor focusing on 301. Recommended: TA 311, 321. scriptwriting techniques. Must be taken sequen- furniture and interior architectural detail from TA 455/555 tially. Recommended prerequisite: 8 credits of Egyptian to modern times with emphasis on Directing II (4) TA and/or English. periods most commonly used in theater pro- Advanced practice in analysis and directing of TA 480 duction. Recommended prerequisite: 6 credits plays for public performance. Prerequisites: Film Theory (4) of theater arts. TA 111, 112, 316, 454. Recommended: A survey of film theory and criticism from their *TA 421/521 TA 114, 115. inception to the present day. Students are introduced to key concepts and major figures from Costume Design (3) *TA 460/560 An in-depth study of costume design principles. Advanced Directing (3) Classical Film Theory (Eisenstein, Arnheim, Emphasis is placed on the design of costumes Specific problems in directorial methods and Bazin) through Structuralism, Semiotics, for specific plays, using a variety of styles and styles for presentation in public performance. Psychoanalysis, Feminism, and Cognitive rendering media. Prerequisite: TA 321. Prerequisite: TA 455 or equivalent experience. Studies. Prerequisite: TA 131 and junior stand- Recommended: TA 325. ing, or consent of instructor. TA 464/564, 465/565 *TA 425/525, 426/526 Development of Dramatic Art (4, 4) *TA 484/584 History of Dress I, II (4, 4) Survey of dramatic literature and theater history Anatomy of a Movie I: Product of the Studio Era (4) Historical survey of dress in Western civilization from ancient times to the emergence of the First in a sequence intended for advanced film from ancient Egyptian to modern times with modern theater in the 19th century. The course students. Operates as a case study of one well emphasis on the aesthetic, cultural, and political is chronological in its presentation but each known, critically acclaimed film of the studio era, expressions of clothing. Course may be taken out term may be taken separately. of sequence. Prerequisite: upper-division standing. examining the industrial, technical, cultural, and TA 467/567, 468/568 artistic elements in the film’s production, exhibi- *TA 430/530 Modern Theater I, II (4, 4) tion and reception. Topics include studio ideology Scene Design III (3) A consideration of theater and drama from the and production strategies, the star system, and Advanced study of scenic design problems and late 19th and early 20th century to the present. historic context and meaning of films. concept development. Maximum: 6 credits. Representative plays chosen from continental Prerequisites: TA 131 and upper division stand- Prerequisite: TA 313. European, English, Irish, and American reperto- ing. Recommended: TA 370 Film History I, II, III. *TA 435/535 ries. Examination of key directors and trends in *TA 485/585 Lighting Design II (3) staging. Course may be taken out of sequence. Anatomy of a Movie II: Advanced lighting design skills and techniques Prerequisite: upper-division standing. The Independent Film (4) involving the practical application of script Second in a sequence intended for advanced analysis and collaboration techniques while *TA 469/569 film students. Operates as a case study of one working in the department’s Studio Theater Women, Theater, and Society (4) well known, critically acclaimed film produced lighting student–directed, one-act plays and/or An examination of ways in which women and sex- participating in departmental stage productions. uality have been represented in Western theatrical independently since 1968, examining the indus- Prerequisite: TA 314. Maximum: 6 credits. production since the Greeks. Selected topics will trial, technical, cultural and artistic elements in be analyzed relating feminist theories to the cre- the film’s production, exhibition and reception. TA 440/540 ation of the theater arts by women, with consider- Topics will include the independent filmmaker Advanced Acting Studio (1-4) ation of cultural contexts in which they work. Advanced studio work focusing on rehearsal as auteur, the economics of the New Hollywood, Study of artistic practice by women in relation to and ideology and politics of independent film- technique, style, preparation, developing mate- issues of power, representation, and access. rial, and working with diverse environments, all making, in the U.S. and abroad. Prerequisites: leading to a public performance. May be repeat- TA 471/571 TA 131 and upper division standing. ed for a total of 12 credit hours. Prerequisites: Theater History: Periods and Topics (1-4) Recommended: TA 370 Film History I, II, III. Concentrated study of a particular period and/or TA major; TA 342, by audition/interview and TA 503 permission of instructor. topic in theater history: for example, Ancient Thesis—(Credit to be arranged.) Greek Theater and Drama, Medieval and *TA 441/541 Renaissance Theater, Theater and Science, TA 511 Introduction to Theater Research (2) Acting Studio (1-5) Restoration/18th Century Drama, American Advanced studio work and individual projects Theater and Drama, and Theatrical Expressionism. An introductory course in research methods in acting to consist of analysis, preparation, Recommended prerequisite: TA 464 and 465 or and bibliography for graduate study in theater. rehearsal, and studio performance of dramatic appropriate sophomore inquiry course. material representing a range of forms and styles. Maximum: 18 credits. Recommended TA 472/572 prerequisites: 16 credits of acting or equivalent Theater History: Major Figures (1-4) plus instructor approval based on audition Concentrated study of the contribution of one and/or interview. or more major theater artists: for example, Ibsen, Stanislavsky, Appia, Brecht, and Artaud. Prerequisite: upper-division standing. School of Social Work

KRISTINE NELSON, DEAN EILEEN BRENNAN, ASSOCIATE DEAN FOR ACADEMIC AND COMMUNITY AFFAIRS NANCY KOROLOFF, ASSOCIATE DEAN FOR RESEARCH 400 UNIVERSITY CENTER BUILDING, 527 SW HALL, 503-725-4712 www.ssw.pdx.edu

B.A., B.S.—Child and Family Studies preparing effective and creative social M.S.W. workers who are ethical and culturally Ph.D. competent. Social workers learn to serve The School of Social Work was established individuals and families directly, evaluate at Portland State University in 1961 by a practice, develop and administer programs, resolution of the Oregon Legislature. The organize neighborhoods and communities, school is committed to the enhancement analyze social policies, conduct research, of the individual and society. Further val- and initiate necessary reforms of existing ues and beliefs include a dedication to practice, programs, and policies. Research social change and to the attainment of and scholarship focus on understanding, social justice for all peoples, the eradica- preventing, and ameliorating social prob- tion of poverty, the empowerment of lems. Community service involves collab- oppressed peoples, the right of all individ- orative efforts with individuals and organi- uals and groups to determine their own zations to develop innovations in social destinies, and the opportunity to live in welfare services and policies. harmony and cooperation. While the The school has an educational program School maintains a special commitment to involving six structural components: the these values, it recognizes the need for Child and Family Studies program; the joining with others in society who are Master of Social Work (M.S.W.) program; working toward this same purpose. the Distance Education M.S.W. option; the Consistent with the goals of Portland Ph.D. in Social Work and Social Research State University and the Oregon University program; the Center for Improvement of System, the three major functions of the Child and Family Services; and, the School are teaching, research, and commu- Regional Research Institute for Human nity service. Teaching is directed toward Services. 306 P ORTLAND S TATE U NIVERSITY

www.cfs.pdx.edu. The application packet Youth Worker includes a two to three page essay, an appli- Adviser: Ben Anderson-Nathe, Ph.D Child and Designed to foster understanding and provide skills cation form, completed reference forms, for working directly with school-age children and unofficial transcripts, and registry with the adolescents in youth organizations and social servic- Family Studies Oregon Employment Department’s es agencies. Coursework prepares youth practitioners from the perspective of multiple disciplines, with 101L Sixth Avenue Building Criminal History Registry. Students are emphasis on the development of cultural compe- 503-725-8241 accepted provisionally until they attend an tence in working with youth and their families. www.cfs.pdx.edu/ Orientation meeting which is scheduled in Administration of Programs for Children, the term prior to their admittance. Youth, and Families The Child and Family Studies Program is Adviser: Michael Taylor, Ph.D. for students who have varied professional Designed to develop understanding and provide Degree requirements strategies for administration of programs for chil- goals related to working with children, dren, youth, and families. Requirements for major. youth, and their families. Students who are In addition to There is a focus on communication, with sensitivity interested in becoming elementary school meeting the general University require- to issues of culture, race, and economics. teachers, social workers, counselors, early ments, majors must complete the follow- Early Childhood Education childhood educators, or special educators ing program components: Adviser: Carol Morgaine, Ph.D. are advised to consider a degree in Child Credits Designed to develop understanding and provide approaches for working with children and their and Family Studies (CFS). The degree is Interdisciplinary Conceptual families in early childhood education settings. This also appropriate for students seeking career Foundations 31 credits area of study will focus on developmentally appro- pathways such as parent educators, family Ec 417 Women in the Economy (4) priate curriculum and guidance, and the develop- Ed 420 Introduction to Education and Society (4) ment of relationships with families. advocates, youth workers, social service Hst 343 History of American Families (4) caseworkers, program directors/administra- Psy 311 Human Development (4) or Early Intervention/Early Childhood Psy 460 Child Psychology (4) Special Education tors, and classroom assistants. Students gain Soc 337 Minorities(4) Adviser: Carol Morgaine, Ph.D. an interdisciplinary perspective on children, Soc 342 Social Psychology (4) or Designed to develop knowledge and skills for serv- youth, and families, a broad understanding Soc 339 Marriage and Intimacy (4) or ing young children with special needs and their Soc 461 Sociology of the Family (4) families in inclusive settings or to prepare for of family systems, and a working knowl- SW 301 Introduction to Social Work (4) or graduate studies in early intervention/early child- edge of the diverse socio-cultural contexts Coun 441 Introduction to Counseling (4) or hood special education or related fields (e.g., in which children and families develop. PHE 365 Health Promotion Programs social work). Coursework includes a focus on typi- for Children and Families (4) cal and atypical development, foundations of early Program content integrates theory with SpEd 418 Survey of Exceptional Learners (3) intervention/early childhood special education, practice. A liberal arts foundation, course- Child and Family Studies major and family-centered practices. work in professional development and the requirements 30 credits Special Education for School-Aged Children CFS 409 Practicum (5) application of content knowledge, CFS 480 Societal Influences Adviser: Ben Anderson-Nathe, Ph.D. practicum experiences in three diverse set- on Professional Practice (4) Designed to develop knowledge and skills for serv- tings, and the completion of a Professional CFS 481 Family Health Issues (4) ing children and youth with special needs and CFS 491 Conceptual Foundations their families in inclusive settings or to prepare for Portfolio prepare students for professional in Child and Family Studies (4) graduate study in special education for school- roles as well as graduate school. Nine dif- CFS 492 Families and the State: Effects of aged children or related fields (e. g., social work). Legislation and Policies on Children Coursework includes special needs and disabilities ferent specialization options within the and their Families (4) of children and youth, foundations of special edu- degree program allow students maximum CFS 494, 495, 496 Professional Development in cation, and supports for children and youth within choice as they prepare for the diverse pro- Child and Family Studies, I, II, and III (2,1,1) school, home, and community. fessions that are of interest to most stu- CFS 498 Advanced Practicum (5) Elementary Education dents. These specializations include: Child and Family Studies Adviser: Carol Morgaine, Ph.D. Specializations 15-21 credits Provides the necessary requirements for applica- human development, families in society, Total 76-78 tion into PSU’s Graduate Teacher Education youth worker, administration of programs Majors may meet with a program adviser for guid- Program (GTEP). All the classes included in the for children, youth and families, early ance in the selection of an area of specialization Elementary Education specialization are all prereq- childhood education, early intervention/ from among the nine areas listed below. Majors are uisites for this graduate program. Admission into required to complete a minimum of 15 credits with- the GTEP program is not guaranteed. early childhood special education, elemen- in the area. More than one specialization area may Child Welfare/Human Services be selected and will require an additional 15 credits. tary education, and child welfare/human Adviser: Michael Taylor, Ph.D. Lists of courses recommended for each specialization services. A strong emphasis is placed on are listed on the Web (www.cfs.pdx.edu) and are This specialization is designed to provide basic preparing students to become profession- subject to change based an on-going assessment and competence in entry-level human services positions als who are committed to becoming course availability. The specialization adviser will in child welfare (child protective service, foster assist the student in tailoring a program of courses care, adoptions, in-home services, case manage- change agents in creating a more just to meet career goals and to accommodate previous ment, group care), mental health, and community- world for children, youth, and families. professional experience. based organizations. Working with children and families from diverse backgrounds (ethnic, racial, The Specializations are: economic, sexual orientation) is emphasized. Human Development Admission requirements International Worker: Children, Youth and Families Adviser: Jana Meinhold, Ph.D. Students must be admitted into the pro- Adviser: Carol Morgaine, Ph.D. Designed to focus on development in the social, Designed for people who want to work interna- gram to earn a baccalaureate degree in cognitive, physical, and emotional domains. Theory tionally with children, youth, or families in such child and family studies. They are admitted and research related to development will extend to areas as the Peace Corps, non-governmental current issues of diversity and to implications for organizations, project management, or humanitar- as juniors (90 credits completed). Thirty professionals working with children and families. ian relief work. This area of study will emphasize applicants are admitted each term. Families in Society cross-cultural understanding, language acquisition, global issues, and intercultural communication. Information meetings are held for students Adviser: Jana Meinhold, Ph.D. who are considering application into the Designed to examine societal contexts within which All courses submitted to satisfy the program. Call 503-725-8241 to schedule families live. Families will be studied from the perspectives of culture, gender, health, and socio-eco- requirements for a major in Child and attendance at an informational meeting. nomics. Approaches to working with families will Family Studies must be passed with a grade Information and application forms can be be developed with sensitivity to the diversity of of C or above. In addition, courses taken family structures, traditions, and dynamics. obtained by visiting the Web site: under the undifferentiated grading option S CHOOL OF S OCIAL W ORK 307

(pass/no pass) will not be accepted toward classes per term in the third year. Students ground in liberal arts and sciences includ- fulfilling program major requirements. take field practicum and one class per ing natural sciences, social sciences, and term in the second and fourth years. An humanities. Competence in written and advanced standing program is available to spoken English is important for social B.S.W. graduates of Council of Social work practice. Students whose native lan- Work Education accredited programs. Day guage is not English should include the Social Work and evening sections of many courses are scores of the Test of English as a Foreign 400 University Center Building available. Since fall 2004 a three-year dis- Language (TOEFL). Graduates of bachelor 503-725-4712 tance graduate education option has been of social work (B.S.W.) programs accredit- www.ssw.pdx.edu offered. The distance program is available ed by the Council of Social Work in selected cities in Oregon and is deliv- Education may apply for advanced stand- The School of Social Work offers the only ered through a combination of on-site ing. Students who have completed up to accredited graduate social work education instruction and interactive technology. In one year of study toward the M.S.W. programs in Oregon. Two graduate degree fall 2007 new cohorts of distance students degree at another graduate school of social programs are offered by the School: a from Bend and Eugene will begin their work accredited by the Council on Social Master of Social Work (M.S.W.) degree, three-year program of study. Cohorts in Work Education may apply for admission which is fully accredited by the Council Ashland and Salem will enter their second and transfer of credits. on Social Work Education, and a Ph.D. year of the three-year program. New Students admitted to the master’s pro- degree in Social Work and Social Research. cohorts of distance students will be admit- gram are required to be in continuous Master of Social Work. The Master of Social Work degree program is designed to ted from Salem and Ashland in fall 2008. enrollment unless an approved leave of prepare graduates for entry into advanced A certificate in gerontology may be absence has been granted. A student who practice in direct human services, commu- obtained through the Institute on Aging withdraws from the School must reapply. nity-based practice, or social service while the student completes requirements Doctor of Philosophy in Social Work administration and leadership. Students for the M.S.W. degree. The School also par- and Social Research. Applicants for may take courses in selected fields of serv- ticipates in the Graduate Certificate Program admission to this program must have a ice: mental health; children, youth, and in Infant and Toddler Mental Health. master’s degree in social work or have a families; older adults; health care; school Doctor of Philosophy in Social Work master’s degree in a related field enhanced social work and services in the juvenile and Social Research. The Graduate School by experience in the field of social welfare. justice or adult correctional systems of Social Work offers the Ph.D. in Social Students with a master’s degree in another among others. Work and Social Research. The program field may choose to enter a combined pro- The curriculum combines concurrent offers a unique opportunity to integrate gram, in which they work simultaneously on-campus coursework and field work in practice, policy, and research. The pro- toward the M.S.W. and Ph.D. degrees. a range of human service organizations. gram prepares students to understand crit- Applicants must have writing ability and Typical practice settings are mental health ical social welfare problems, to conduct the capacity for creative and independent programs, public welfare and human serv- research and policy analysis related to work. At least two years’ practice experi- ice agencies, schools, hospitals and health solutions, to take responsibility for pro- ence in social work or a related field is care centers, courts, family service agen- gram development and administration in recommended. Students must apply to the human services, to teach, and to pro- cies, correctional services, community and be accepted into the doctoral program vide leadership. The Regional Research planning agencies, legislative offices, child Institute for Human Services and the and be admitted to the University as a and youth service agencies, neighborhood Center for the Improvement of Child and graduate student. As part of the admission centers, multicultural service centers, and Family Services are major resources for the procedure, students must furnish: programs for older adults. Each student’s program. • transcripts of undergraduate and grad- program of study consists of a combina- uate studies; tion of required and elective courses. The • scores for the Graduate Record required core courses are in the following Admission requirements Examination (GRE); areas: (1) social work practice, (2) diversi- Master of Social Work. Students are • an example of scholarly writing; ty and social justice, (3) social welfare pol- admitted fall term only. Admission is selec- • names of four references, two of icy and services, (4) human behavior in tive; applications and all supporting mate- whom must be academic; and the social environment, and (5) research. rials must be submitted by February 1 for • a personal statement. Core courses also address the following consideration for admission in September. Students whose native language is not areas: economic and social justice, popula- Early submission of application materials English should include the scores of the tions at risk, ethics and values, and diver- is encouraged. Further information and TOEFL. Application materials for the Ph.D. sity. Additionally, students participate in application forms may be obtained by program are available through the school’s field instruction during each of the two writing: Graduate School of Social Work, Web site at: www.ssw.pdx.edu. years of full-time study. Portland State University, P.O. Box 751, Application must be made by January Four plans of study are available. In the Portland, OR 97207. The telephone num- 15; admission to the program is for the fall two-year (six-term) option, students enroll ber is 503-725-4712 or 725-3949. term only. in two or three courses and participate in Application materials for the M.S.W. pro- Residence. The program will require the a field practicum each term. In the three- gram are also available on-line through the equivalent of approximately three year’s full-time work to complete if the student year (nine-term) option, students enroll in school’s Web site at: www.ssw.pdx.edu. enters with an M.S.W. Three consecutive two courses per term in the first year and The M.S.W. program of the Graduate School of Social Work is open to qualified terms must be spent in full-time residence complete additional courses and practica (9 credit hours or more) on campus. The graduates from colleges and universities of during the next two years. In the four-year minimum credit hour requirement for the recognized standing. Undergraduate option, students enroll in two classes per Ph.D. is 90, of which at least 27 must be term in the first year and two or three preparation should include a broad back- devoted to the dissertation. The Portland 308 P ORTLAND S TATE U NIVERSITY

State University general doctoral degree substantive area. Each student’s program CFS 405 requirements are listed on page 71. will be individually planned and Reading and Conference approved. Students in the first and second (Credit to be arranged.) Degree Requirements years of the program are required to attend CFS 406 a Ph.D. seminar that is open to all Ph.D. Projects (Credit to be arranged.) Master of Social Work. The M.S.W. is a students and faculty. CFS 407 78 credit program in two levels. The first, A research practicum is required. This Seminar (Credit to be arranged.) or foundation level, can be satisfied in one involves participating in research under CFS 408 Workshop (Credit to be arranged.) of two ways: the direction of a qualified supervisor. A 1. Completion of a B.S.W. degree accred- CFS 409 teaching practicum may be elected. Practicum (Credit to be arranged.) ited by the Council on Social Work Comprehensive examination. A written Education, plus 10 credits of bridge cours- Supervised community-based learning experi- comprehensive examination is taken in ence in organizations and agencies that serve es taken at PSU, and additional require- two parts. The first part is taken after children and families. One credit equals 30 ments, or completion of foundation coursework. The hours. Includes reflective, integrative seminar. 2. Completion of a 42 credit graduate second part is written when coursework is Prerequisite: CFS 494. foundation course sequence at PSU, which substantially complete. CFS 410 includes the following courses: SW 500 Dissertation. After successful comple- Selected Topics (Credit to be arranged.) Field Instruction (4 credits each of three tion of the comprehensive examination, CFS 480/580 terms), SW 520 Social Work and Social the chairperson and dissertation commit- Societal Influences Welfare Policy (4 credits, fall term only), tee are appointed. The student develops a on Professional Practice (4) SW 530, 531, 532 Generalist Social Work dissertation proposal which is defended Individuals preparing for human or social services Practice (3 credits fall term, 4 credits each orally before the dissertation committee professions have been influenced by family and societal events, values, beliefs, and assumptions winter and spring terms), SW 539, and other interested faculty and students. When the proposal has been approved by which have interacted with their lives. Students Diversity and Social Justice (3 credits, fall will examine those influences (including gender, term only), SW 540, SW 541 Human the dissertation committee and by the University Human Subjects Research culture, and socioeconomic status) for the pur- Behavior in the Social Environment (3 pose of gaining insight into the ways their profes- credits each winter and spring terms), SW Review committee, the student is consid- sional practice might be affected. Projects will 550, Foundation of Social Work Research ered a candidate for the Ph.D. in social include a “professional practice action plan.” work and social research. A dissertation (3 credits winter term only), and SW 551 must be completed following the outlines CFS 481 Family Health Issues (4) Data Analysis in Social Work Research (3 of the approved proposal. Students must Overview of issues related to family health, credits spring term only). maintain continuous registration while The second, or advanced level, involves an including health promotion/prevention domes- engaged in dissertation research. tic violence/child abuse, alcohol/chemical additional 36 credits of advanced graduate Final examination. At the completion of coursework in concentration requirements, dependence, chronic and terminal illnesses, and doctoral work, the student defends the accessing health systems. Special attention to electives, and advanced research. The completed dissertation before the disserta- ethnic, political, ideological, religious, econom- Portland State University general master’s tion committee and other interested facul- ic, and geographic influences. Includes commu- degree requirements are listed on page 69. ty and doctoral students. The student is nity-based learning components. Prerequisite: Doctor of Philosophy in Social Work and expected to demonstrate knowledge of the junior standing. Social Research. The course of study is topic selected for study, and to show that CFS 482 focused for each student by analysis of a the dissertation is a contribution to knowl- Mental Disorders: Impact on Families (4) specific social problem. The course of study edge in the problem area. Explores the etiology of mental and emotional consists of three major components: Extended Studies. In cooperation with disorders and the impact on individuals, their required and elective coursework; required professional organizations, the Extended families and communities. The course empha- and elective practicum experiences; and dis- Studies Program in Social Work is prepared sizes current social, cultural and political forces sertation research. A comprehensive exami- to provide conferences, lectures, new career affecting individuals and families, and factors nation must be passed. An oral dissertation learning, and recent information on practice, that contribute to resilience and recovery. The proposal defense and a dissertation defense human behavior, policy, management, super- course includes a community-based learning provide opportunities for examination of the vision, and ethics. Further information may component. Prerequisite: junior standing. area on which work has focused. be obtained by writing the Graduate School CFS 485/585 Course requirements. Each doctoral of Social Work, Portland State University, P.O. Working with Diverse Families (4) student is required to select a social prob- Box 751, Portland, OR 97207 or through the For individuals who are preparing to work pro- lem for study. The student will become GSSW Web site at www.ssw.pdx.edu. fessionally with families. Theoretical perspec- knowledgeable about the theoretical back- tives on working with families. Issues involved ground of the problem and proficient in when working with diverse U.S. families the methodologies appropriate to study it. Courses (African American, Asian, Russian, and The coursework for the program consists Hispanic) as well as international families. of three elements: core requirements Courses with an asterisk (*) are not offered every year. CFS 490 designed to ensure a solid foundation in Sex and the Family (4) the history, theory, and organization of Child and Explores how responses to sexuality are influ- social responses to social problems; quan- enced by family and other social systems titative and qualitative social research Family Studies including culture, gender, economics, and reli- methods and statistics and supervised CFS 401 gion. Family systems theory will be used to Research (Credit to be arranged.) evaluate family relationships. Prerequisite: jun- research practicum experience; and elec- ior standing. tive courses related to the student’s plan of CFS 404 study. Students choose a cognate area and Cooperative Education/Internship must take 6 credit hours outside of the (Credit to be arranged.) Graduate School of Social Work in that S CHOOL OF S OCIAL W ORK 309

CFS 491/591 tance into the CFS program, five credits in SW 439 Conceptual Foundations CFS 409, and senior status, and CFS 480 (com- Diversity and Social Justice (3) in Child and Family Studies (4) pletion or concurrent registration). Explores diversity and oppression based on Theoretical and conceptual foundations of race, ethnicity, gender, sexual orientation, reli- working with children, youth, and families in gion, (dis)ability status, and social class; models professional settings. Historical, socio-political Social Work for intergroup relations; the historical context of contexts of significant theories and their rele- SW 301 group relations; and cultural variables signifi- vance for professional application. Prerequisite: Introduction to Social Work (4) cant to ethnic, racial and cultural minority pop- junior standing. An introduction to the profession and practice ulations Examines social, political, and cultural of social work. Assists students to clarify deci- CFS 492 processes as they affect intergroup and intra- Families and the State: Effects of Legislation sions concerning selection of social work as a group relations. Explores the role of social and Policies on Children and Family profession; relates beginning social science theo- worker as border crosser, cultural learner, and Laws and policies that influence the well-being ry to the profession. Prerequisites: 4 credits of agent of change. Opportunities for cross-cul- of families, youth, and children will be exam- psychology and 4 credits of sociology. tural dialogue and content analysis and skills ined from a historical, socio-political perspec- SW 399 development. Requires examination of the tive. Analysis of contextual influences and com- Special Studies (Credit to be arranged.) meaning systems in which each of us is munity-based learning experience will assist SW 400 immersed, as well as examination of those students in practical applications related to pro- Practicum and Seminar I-III meaning systems that social workers must strive fessional roles. Prerequisite: junior standing. (4 credits per term) to understand. Prerequisite: admission into This course is the agency-based internship BSW program. CFS 493 where students apply social work knowledge to SW 450 Community Resources and generalist social work practice interventions. Family Support (4) Research Methods for Social Work Students are supervised in community agencies Examination of community resources in the Practice I (3) by qualified field instructors. Community based context of community building, family support Introduction to research in social work. Stresses learning is enhanced through a seminar that and empowerment, cultural competence, and the importance of research to social work prac- assists students integrate theoretical learning cultural democracy. Factors that influence the tice and policy. Introduction to ethics of social with practical application and develop general- effectiveness of community programs serving work research, qualitative and quantitative ist social work professional identity. children and families. The mission, professional methods, group designs and single case studies. Prerequisites: Psy 311, CFS 491 and CFS 492. roles, and services of particular community Considers scientific method, systematic inquiry, Corequisite: SW 430, 431 and 432. agencies and programs that serve, support, relation of theory to research, problem formula- and/or advocate on behalf of children and fami- SW 405 tion, measurement, sampling, design, and data lies. Prerequisite: junior standing. Reading and Conference collection. Emphasis on application of research (Credit to be arranged.) to practice and on evaluation of own practice. CFS 494 Consent of instructor. SW 451 Professional Development in Child SW 407 and Family Studies I (2) Research Methods for Social Work Seminar (Credit to be arranged.) Practice II (3) Introduces students to interdisciplinary perspec- Consent of instructor. tives and the ways in which personal develop- Focuses on techniques of quantitative data SW 410 analysis and introduces methods of qualitative ment, professional identity, and professional Selected Topics (Credit to be arranged.) action contribute to one’s professional develop- data analysis. Focus on interpreting and using Restricted to students in the Child and Family data to improve social work practice, including ment. Emphasis will be on reflection, personal Studies degree program. ethics, self care, career options, and scholarly program evaluation and advocacy for client foundations. Prerequisite: admittance into child SW 430, 431, 432 groups. Covers descriptive statistics, probability Generalist Social Work Practice I, II, III and family studies program. theory and hypothesis testing, and inferential (3, 3, 3) methods. Includes discussion of culturally sen- CFS 495 Based on generalist social work practice princi- sitive research and ethical issues in social work Professional Development in Child ples, this three-term sequence examines the research. Prerequisite: SW 450. and Family Studies II (1) major influences on the service delivery system Continued examination of interdisciplinary per- SW 465/565 with emphasis on the multiple roles of the gen- Introduction to Indian Child Welfare and spectives and the ways in which personal devel- eralist social worker, and social work values and the Indian Child Welfare Act (4) opment, professional identity, and professional ethics. Examines the entire change process, Introduction to Indian child welfare with an action contribute to professional development. focusing on assessment, goal formulation, inter- emphasis on understanding legal, historical, and Emphasis will be on reflective practice, profes- vention, evaluation, and endings through the cultural issues applying to work with American sional ethics, professional boundaries, profes- lenses of strengths, empowerment, and ecologi- Indian and Alaskan native youth. Emphasis is sionalization processes, legislation, and advoca- cal systems perspectives. Focus is on multiple on Indian child welfare issues in the Pacific cy. Prerequisite: CFS 494. levels of practice: individual, family, group, Northwest. organization, and community. Introduction to CFS 496 SW 500 Professional Development in Child and theory and application of theoretical concepts to Field Instruction I-VI Family Studies III (1) guide change activities. Development of inter- (Credit to be arranged.) Final examination of interdisciplinary perspec- viewing skills for engagement, development of SW 501 tives and the ways in which personal develop- rapport, definition of purpose, assessment, Research (Credit to be arranged.) ment, professional identity, and professional intervention, and endings, taking account of SW 502 action contribute to professional development. cultural considerations. Integration of attention Laboratory (Credit to be arranged.) Emphasis will be on reflective practice for social to populations at risk. Assessing and facilitating SW 503 justice, goal setting, self-directed learning, codes macro-level change process. Advocacy, collabo- Thesis I, II III (Credit to be arranged.) of ethics, and leadership. Prerequisite: CFS 495. ration and teamwork examined, with emphasis SW 504 on strategies of promoting equity and social jus- Cooperative Education/Internship CFS 498 (Credit to be arranged.) Advanced Practicum (Credit to be tice and preparing students for entry level pro- SW 505 arranged.) fessional practice. Prerequisites: Psy 311, SW 430-431, SW 439, CFS 491, CFS 492; Reading and Conference Child and family studies practicum conducted (Credit to be arranged.) Corequisite: SW 400. in approved professional settings selected with SW 506 consideration of students’ professional goals. Special Problems (Credit to be arranged.) Accompanying seminar. Prerequisite: admit- 310 P ORTLAND S TATE U NIVERSITY

SW 507 services today. Develops skills for policy change. SW 525/625 Seminar (Credit to be arranged.) Prerequisite: SW 520. Poverty: Policies and Programs (3) SW 508 SW 523 Examines the nature and causes of poverty and Workshop (Credit to be arranged.) Health Care Policies and Programs (3) inequality in the United States and the impact SW 510 Advanced policy course analyzes the history of of economic globalization on social work’s Selected Topics (Credit to be arranged.) selected health care policies, programs, and dis- response to these critical social problems. SW 520 ease categories within the context of social work Studies ways in which people in poverty cope Social Work and Social Welfare Policy (4) practice in health care. Contemporary outcomes and support each other in low-income urban Course defines and describes social welfare poli- in current health and service delivery systems neighborhoods; examines the ways in which cy and the policy-making process. Examines presented from a policy perspective. Develops work and welfare interact with each other and historical and contemporary issues and their skills for policy change. Prerequisite: SW 520. with informal social supports. Addresses policy impact on the profession of social work and the issues, including those involved in both service institution of social welfare. Emphasis is given SW 524 Community Organization (3) and income strategies to relieve or prevent to policy analysis and the development of poli- poverty; develops skills for effective practice cy-practice skills from the perspective of social Presents community organizing as a well-established social work method for promoting social with low-income communities, families, and and economic justice. Highlights the relation- individuals. Prerequisite: SW 520. ships between social problems, social policies, change and improving community life through SW 526 social programs, and social work practice. community and institutional reform. Topics for class will include an overview of the history of Social Work and the Law (3) SW 522 community organizing, models of community Topics include an overview of the legal system, Issues in Child Welfare (3) change (locality development, social planning the legal basis of the professional relationship, Discusses the rapid change in the goals and and social action), methods of social change confidentiality and legal privilege, informed con- methods of child welfare agencies, those agen- (advocacy, mobilizing, organizing, coalition sent, the right to treatment and entitlement of cies charged with the protection of children and building, and partnership), examples of commu- mentally disabled and HIV positive persons, the provision of permanency in their lives. nity-based organization, leadership development, professional malpractice and other legal liabili- Analysis of the formation of policy to reflect and measuring the benefit to communities. ties—including termination and abandonment— empirically based knowledge, ever changing Discussion also includes understanding the role social welfare law, family law and adoption, and community forces, and developing practice wis- of power and culture that exists within neighbor- unlawful discrimination. Prerequisite: SW 520. dom. Explores major issues facing child welfare hoods and communities. Prerequisite: SW 520. S CHOOL OF S OCIAL W ORK 311

SW 527 SW 535 tions. Examines social, political, and cultural Political and Legislative Advocacy (3) Advanced Practice for Direct Human processes as they affect intergroup and intra- Exposes students to strategies and tactics for Services III (3) group relations. Explores the role of social work- political and legislative advocacy. Emphasis is This course builds on material presented in er as border crosser, cultural learner, and agent placed on developing skills for effective political SW 533 and SW 534 and provides students of change. Opportunities for cross-cultural dia- lobbying, including the mechanics of political with an opportunity to integrate knowledge logue and content analysis and skills develop- campaigns and working with policy-makers, cit- gained across courses and field practicums. The ment. Requires examination of the meaning sys- izens and issue-specific communities and politi- primary purpose of integrating knowledge and tems in which each of us is immersed, as well as cal interest organizations. Students will be intro- experience is for students to develop and articu- examination of those meaning systems that duced to working with professional/community late a personal practice model, as this is an social workers must strive to understand. organizations and coalitions, local, state and essential step to beginning a professional career. Additionally, post-masters professional develop- SW 540 Human Behavior in the Social federal level policy and decision-making Environment: Micro Theory (3) ment including supervision, self-care, and licen- processes, and methods to influence legislative Presents and critiques basic knowledge of sure will be addressed. process and administrative rule implementation. human development from infancy to late adult- Prerequisites: SW 520. SW 536 Advanced Community-Based hood in the context of individuals and families SW 529/629 Practice I (3) and identifies relationships between theoretical International Mental Health Policy (3) First of 3-course concentration that emphasizes frameworks and the biopsychosocial environ- Compares mental health policies from a global the person-environment interplay with a focus ment. Considers populations at risk and the perspective, emphasizing United Nations and on the identification of multilevel assessment impact of racism and other forms of oppression World Health Organization perspectives. strategies in collaboration with local citizens, on development. Provides students with knowl- Programs and policies from various countries are leaders, associations, and institutions. Utilizes edge of how developmental frameworks organ- compared and contrasted with those of the U.S., assets-based, community development perspec- ize information about human dynamics, while and Oregon in particular. Prerequisite: SW 520. tive to assist individuals, families, neighbor- still stressing the multicausal nature of behav- hoods, and functional communities and organi- SW 530, 531, 532 ioral outcomes. Prerequisite: SW539. Generalist Social Work Practice I, II, III zations in identifying and meeting community social justice needs. Focuses on strategies for SW 541 (3, 4, 4) Human Behavior in the Social Three-term sequence examines the major influ- engaging groups, communities, and organiza- Environment: Macro Theory (3) ences on the service delivery system with tions using multicultural communication tech- Presents and critiques basic knowledge of the emphasis on the multiple roles of the generalist niques and other qualitative assessment development, behavior and change process of social worker, and social work values and ethics. approaches. Identifies individual, group, and groups, communities and organizations. Uses Examines the entire change process, focusing on community resilience while assisting in assess- social theory to provide students with concep- assessment, goal formulation, interventioin, eval- ing local strategies that strengthen protective tual frames for analyzing how the actions of uation, and endings through the lenses of factors and lower risk factors for ethnically and both clients and social work practitioners are strengths, empowerment, and ecological systems culturally diverse families, schools, neighbor- conditioned and constrained as well as enabled perspectives. Focus is on multiple levels of prac- hoods, and communities. Prerequisite: SW 532; and empowered by broader social forces. tice: individual, family, group, organization, and corequisite: SW 500. Considers the effect of mezzo and macro level community. Introduction to theory and applica- SW 537 Advanced Community-Based forces on the development and functioning of tion of theoretical concepts to guide change Practice II (3) populations at risk. Prerequisite: SW 539. Emphasizes the person-environment interplay activities. Development of interviewing skills for SW 545/645 engagement, development of rapport, definition with a focus on collaborative partnerships Advanced Human Behavior in the of purpose, assessment, intervention, and end- between local citizens, leaders, associations, and Social Environment (3) ings, taking account of cultural considerations. institutions. Builds intervention strategies based Provides an opportunity for students to explore Integration of attention to populations at risk. upon the asset-based, qualitative assessment current theoretical developments in the social Assessing and facilitating macro-level change techniques and perspectives utilized in identify- and behavioral sciences which apply to social processes. Advocacy, collaboration and team- ing issues of concern that are driven by collabo- work practice including populations at risk. work examined, with emphasis on strategies of rative efforts. Focuses on the consumer/commu- Taught in different sections each of which covers promoting equity and social justice. Must be nity perspective while assisting in implementing social and cultural contexts for human behavior taken in sequence. Corequisite: SW 500. local strategies that strengthen protective factors in the social environment. May be repeated for SW 533 and lower risk factors for ethnically and cultur- additional credit. Prerequisite: SW 540, SW 541. Advanced Practice for Direct Human ally diverse families, schools, neighborhoods, SW 546 Services I (3) and communities. Prerequisite: SW 536; coreq- Human Sexuality and Social Work (3) Reviews the problem-solving process and intro- uisite: SW 500. Physiological, psychological and cultural per- duces the process of constructing a frame of ref- SW 538 Advanced Community-Based spectives of human sexuality presented and dis- erence or model of practice. Addresses the eval- Practice III (3) cussed. Application of social work assessment uation of practice and theories for understand- Provides integrative experiences and materials and change strategies relevant to personal and ing individuals and how they both seek and building on and supportive of SW 536/537. interpersonal dynamics of sexual and intimacy resist change. Application of theories to the Emphasis is placed on skills and techniques for concerns. Prerequisites: SW 532, 540. direct social work practice process with consid- the evaluation of community-based practice; artic- SW 550 eration of the importance of culture, strengths, ulation of the student’s personal model/framework Foundation of Social Work Research (3) and empowerment. Prerequisite: SW 532; of reference for community-based practice; and Introduction to research in social work. Stresses corequisite: SW 500. strategies for post-master’s professional develop- the importance of research to social work prac- SW 534 ment and contributions to the student’s field of tice and policy. Introduction to qualitative and Advanced Practice for community-based practice. Prerequisites: quantitative social work research, group Direct Human Services II (3) SW 536, SW 537; corequisite: SW 500. designs, single case studies, and evaluation of Addresses the family of origin perspective on SW 539 programs and of practice. Introduction to criti- family systems theory. Both the worker’s and the Diversity and Social Justice (3) cal consumption of research, to ethics of social client’s families of origin considered as sources Explores diversity and oppression based on race, work research. Considers scientific method, sys- of influence on the intervention process. ethnicity, gender, sexual orientation, religion, tematic inquiry, relation of theory to research, Provides advanced consideration of family cen- (dis)ability status, and social class; models for problem formulation, measurement, sampling, tered practice and integration of other theories intergroup relations; the historical context of design, and data collection. with family systems theory. Prerequisite: group relations; and cultural variables significant SW 533; corequisite: SW 500. to ethnic, racial and cultural minority popula- 312 P ORTLAND S TATE U NIVERSITY

SW 551 community, and aging. Important topics such SW 571 Data Analysis in Social Work Research (3) as gender transitioning, HIV prevention and Substance Use, Abuse and Addiction and Focuses on techniques of quantitative data treatment, same-sex domestic violence, and Social Work Practice (3) analysis and introduces methods of qualitative chemical dependency will be presented. Special Designed to provide students with a foundation data analysis. Considers interpreting and using classroom emphasis will be placed on develop- in both direct and indirect social work practice results to improve social work practice including ing practice awareness within a historical and issues with clients, families and communities program evaluation. Covers descriptive statistics, political perspective. Prerequisite: SW 532. challenged by substance abuse and addiction. The primary goal is to assist students in further devel- probability theory and hypothesis testing, and *SW 561 inferential methods. Includes discussion of cul- Clinical Social Work with Groups (3) oping and integrating their social work practice turally sensitive research and ethical issues in Deals with the theory and practice of clinical frameworks with deeper understanding and skill social work research. Prerequisite: SW 550. social work within the wide range of groups in regarding the psychodynamic, biological and eco- *SW 554 which social workers participate as workers and logical nature of substance abuse disorders, as Social Work and Health Care (3) co-workers. Articulates issues related to group well as the range of evidence-based practices Presents an overview of social work across process and development as to their effect on available to address them. Prerequisite: SW 532. health care settings and systems. Physiological, the group experience. Includes leadership SW 574 psychosocial, and cultural components of illness strategies and diverse populations. Prerequisites: Social Work with Frail Older Adults (3) considered for individuals, families, and groups. SW 532. Mental and physical frailties experienced by older adults are examined for their implications Multidisciplinary teamwork, crisis intervention, SW 562 and ethical dilemmas in health care practice Social Work with Grief and Loss (3) for adaptation and intervention. Mental disor- explored. Prerequisite: SW 532. Examination of death at different stages of the ders as they are uniquely characterized in late SW 555 life cycle. Review of theory and research about adulthood are reviewed, with special emphasis Social Work Perspectives on death and dying, loss, and grief resolution. on age appropriate assessment. Psychosocial Mental Health Disorders (3) Unique cultural and religious differences are interventions for both community and institu- Explores the major mental health disorders from emphasized. Examines social service assistance tionalized populations will include individual, an understanding of the biological, psychological, for persons, families and communities that face family, group, and environmental approaches. social and cultural determinants of mental illness. acute, chronic and terminal illnesses. Prerequisite: SW 532. Emphasis is given to the changing roles of social Prerequisites: SW 532, 540. SW 575 workers who work with people diagnosed with a Multicultural Social Justice Work SW 563 in Action (3) mental illness. Topics include ethics of diagnos- Social Work with Children, Adolescents, ing, history and theories of mental illness, and Their Families (3) Examines current perspectives on multicultural overview of classification systems including a Explores clinical social work practice with chil- practices for children and families marginalized review of six major DSM-IV diagnostic cate- dren, adolescents, and families. Emphasizes a due to vulnerable social status such as; ethnici- gories, biopsychosocial model of assessment collaborative and contextual approach that, in ty, culture, race, economic status, sexual identi- which includes diagnostic interviewing, accessing addition to child-focused interventions, ty and other forms of bias in the larger service evidence-based practice (EBP) interventions, and includes work with parents, families, and systems and society. Specific assessment and applying practice evaluation methods to EBP groups in a variety of settings. Delineation and intervention strategies include ethnically sensi- strategies. Prerequisites: SW 532, SW 540. demonstration of specific clinical strategies and tive practice, cultural awareness and effective SW 558 techniques with opportunities to practice and approaches for intervening with children, fami- Abuse and Trauma: Theory apply to field work. Prerequisite: SW 532. lies and the social service providers. Students and Intervention (3) will examine international perspectives on effec- Examines the impact of trauma and abuse on SW 564 tive practice with vulnerable groups and will Social Work in Schools (3) adults, children, and families. Acute and long- gain an enhanced appreciation for how values Uses a policy/practice perspective to prepare term sequelae will be identified, emphasizing the and customs of the larger society shape experi- students for effective and culturally sensitive interaction of traumatic and developmental ence and life chances for ethnically and cultur- social work practice in early childhood and effects. An integrative biopsychosocial interven- ally diverse people. K-12 education. Presents multiple roles of tion model for working with individuals, groups, SW 578/678 and families will be explored through crisis and school social workers and educational policies that provide context for practice. Emphasizes Social Work in the Juvenile and trauma, psychodynamic, constructivist, narra- Criminal Justice Systems (3) collaboration among families, schools, and com- tive, and feminist theories. Policy practice and Analyzes current controversies concerning the munities. Prerequisites: SW 520; SW 532. advocacy issues, ethical and ideological issues, origin and meaning of criminal and delinquent and current clinical, research, and policy debates SW 566 behavior; the socio-economic and multicultural in the field will be identified and discussed. The Social Work Practice in Child Welfare (3) characteristics of contemporary life contributing relationship of clinical narrative to contemporary Designed for students who are either consider- to delinquency and crime; social work’s role in social discourse about abuse and trauma will set ing a career or are interested in public child the “people processing system”; the major cur- the framework for the course, including clinical welfare. Explores selected areas of child welfare rent modalities and inquiry into their effective- and empirical knowledge regarding effects of related to child maltreatment. Emphasis on the ness; social policy issues confronting the juve- abuse and trauma and efficacy of treatment. critical examination of empirically based case nile justice system; and current policy and prac- Prerequisites: SW 532, SW 540. management intervention strategies and their tice trends toward incarceration and away from appropriate use with children and their families. SW 560 rehabilitation. Prerequisite: SW 520. Social Work with Gay, Lesbian, Bisexual, SW 567 Evidence Based Interventions for SW 579 Working with Involuntary Clients (3) Community Mental Health Practice (3) and Transgendered Individuals, Families, Course examines legal, ethical and effective and Communities (3) Reviews and critiques evidence-based interven- practice with involuntary clients, often mem- tions for community-based mental health popu- Explores social work practice with gay, lesbian, bers of oppressed groups. Will also address lations. These interventions include supported bisexual, and transgender individuals, their research regarding “involuntary practitioners,” employment, assertive community families, and communities. Students examine self-care, client advocacy, value conflicts, and treatment/case management, psychosocial reha- the policy context of practice as it is affected by reform efforts. Prerequisites: SW 532, SW 550. institutional and cultural homophobia or het- bilitation, psychopharmacology, recovery and erosexism. Takes a lifespan approach to practice consumer perspectives, and integrated treat- SW 580 issues, covering topics such as: developmental ment for co-occurring substance use disorders. Introduction to Social Service Theoretical frameworks include harm reduction, Administration, Leadership and theories of gender identity and sexual orienta- Management (3) transtheoretical/readiness to change, and health tion, families of origin, ‘coming-out’, dating, Introduces the student to theoretical and practi- promotion. Prerequisite: SW 532. partnering, child-rearing, defining family and cal elements of social work administrative and S CHOOL OF S OCIAL W ORK 313

management roles to develop and manage the raphy). Emphasizes application of methods to SW 621 conditions, processes and mechanisms that sup- build knowledge in a specialized area relevant Social Problem Analysis: port evidence-based service delivery systems that to a student’s field of practice and/or to com- Intervention Phase (3) benefit consumers, families and communities. plete an evaluation of program(s) or practice. Intervention phase of the social problem solving Topics include analysis of contemporary organi- Emphasizes interpretation of results to inform process applied to the student’s selected social zational leadership task environments, internal effective social work practice in community and problem. Focus is on the development of a and external assessment skills and tools, build- agency-based settings. May be repeated for multi-level intervention plan based on review of ing strong coalitions and developing strong credit. Prerequisite: SW 551. empirical literature. Program theory and theo- cross-sector collaborations for dynamic social ries of change will be explored. Analysis of poli- SW 591 cy-level interventions and related effectiveness problem impact and understanding theoretical Child and Adolescent Behavior and underpinnings of a variety of organizational Development in the Social Environment: literature. Construction of logic models. leadership approaches. Prerequisite: SW 532. Advanced Theory and Research (3) Integration of policy and practice will be emphasized. Prerequisite: SW 620. SW 581 Builds on foundation courses on micro and Issues in Social Service Administration, macro Human Behavior in the Social SW 622 Leadership, and Management (3) Environment and on foundation courses on Social Problem Analysis: Evaluation Phase (4) Emphasizes critical leadership and management research methods. Presents ecological-develop- Evaluation phase of the problem solving process skills relevant to a variety of for-profit, non- mental framework and empirically-supported applied to social problems. Focus on evaluation profit and government social service agency and culturally sensitive theories for understand- of decisions and their implementation in social environments including managed care princi- ing individual, family, peer, school, community, agencies. Multi-level monitoring (population-at- ples, internal advocacy, hiring processes and and societal influences on child and adolescent risk, programs, and client) taught as part of procedures, staff supervision and discipline, behavior and development. Presents a preven- continuing intervention planning. Attention staff ethics, sexual harassment, and equal tion framework for building and using research- given to developments in client tracking, quality employment opportunity laws. Analyzes man- based knowledge of behavior and development. control, multi-level impact analysis, policy/prac- agement philosophy in complex organizations, Emphasizes integration of theory and research tice outcome measurement, research design and team building, work with governance boards, to guide social work practice. Prerequisites: statistical analysis. Internet search techniques participation in organizational planning, and SW 541 and 551. and database management techniques taught. program quality and development of accounta- SW 596 Reformulation of problems as the outcome of bility systems. Prerequisites: SW 520, SW 532. Development and Utilization of evaluation to help students tie together the SW 582 Collaborative Partnerships to Support Infants, Toddlers, and Their Families (3) phases of problem solving. Prerequisite: Social Service Program and Policy SW 621. Development (3) Understanding of the family and cultural con- Focuses on the conceptual and behavioral skills texts in which child development occurs; iden- SW 630 tify cultural, political, and socioeconomic biases Empirical Foundations of Knowledge related to planning and designing programs, Building in Social Work (3) program/policy evaluation, and understanding within which mainstream research and theory have emerged; and understand and apply sys- Examines the assumptions and conceptual the analysis and design of agency policy and the foundation of research in social work. role of policy in the change process. Students tem-of-care concepts and values as they engage in relationship-based consultation. Content Application of alternative research paradigms to learn ways to compose statements of need, questions important to social work. Context of goals, objectives, interventions, action plans, includes information about the roles and knowledge bases of specific disciplines as they community and social agency emphasized. evaluation approaches, and policy changes. Ethical issues of participation of vulnerable Prerequisites: SW 532, 520. apply to infant/toddler social/emotional development (e.g., child care, pediatrics, nursing, populations considered. Exploration of social SW 585 implications of use of research findings. Fundraising, Grantwriting, and Human early intervention, mental health, allied health, Services Entrepreneurship (3) child welfare). Students will learn about the SW 631 Concrete fundraising strategies, grant writing, roles and knowledge bases of informal family Introduction to Quantitative Research Methods in Social Work (2) and creation of innovative programs, business and community supports as they apply to Introduces students to basic quantitative meth- plans, and marketing strategies for social service infant/toddler social/emotional development. agencies. Program development and budgeting, Students will gain knowledge and training relat- ods for applied social work research and exam- case statement, grant strategies and application, ed to infant/toddler key transitions from one ines the assumptions underlying quantitative and donor cultivation and solicitation. setting to the next (e.g., from home to commu- methods. Experience in applying quantitative nity child care, child care to preschool). methods by developing a proposal for a social SW 589 work research project. Emphasizes the appro- Advanced Standing Seminar (2) SW 601 priate use of quantitative methods, ethical and Seminar orients students accepted into the Research (Credit to be arranged.) cultural issues in quantitative social work advanced standing program to the Graduate SW 603 research, and application of methods at micro- School of Social Work and the MSW program, Dissertation (Credit to be arranged.) and macro-levels of social intervention. provides a connection between BSW curriculum SW 605 and advanced MSW curriculum, discusses core Reading and Conference SW 632 (Credit to be arranged.) Empirical Methods of Data Analysis in values and ethics associated with social work, Social Work Research I (4) reviews the assessment process at five levels of SW 607 Seminar (Credit to be arranged.) Provides preparation in the selection of research social work practice, introduces incoming stu- designs and statistical methods appropriate for dents to social work practice in Oregon, and SW 610 Selected Topics (Credit to be arranged.) social work research questions. Discusses assists students with successful entry into their SW 620 descriptive and inferential statistical methods advanced field education placement. Prerequisite: Social Problem Analysis: common in social work research and considers admission to advanced standing program. Assessment Phase (3) validity and reliability issues in measurement. SW 590 First in a three course sequence. Focuses on the Empirical social work studies analyzed and dis- Advanced Topics in Applied Research assessment phase of the problem solving cussed. Includes an application and analysis Methods for Social Work (3) process applied to the student’s selected social laboratory. Prerequisite: SW 630, 631. Builds on foundation research methods and problem. Emphasis on gathering the informa- data analysis courses. Courses offered under SW 633 tion necessary for a comprehensive analysis of Introduction to Qualitative Research this number present an evidence-based frame- the social problem. Involves examination of the Methods in Social Work (2) work for social work practice and methods for major models of society and relevant cultural, Introduces students to qualitative methods for analyzing quantitative data (e.g., multiple linear historical, and policy-practice issues. applied social work research. Examines assump- regression) and/or qualitative data (e.g., ethnog- tions underlying qualitative methods and com- 314 P ORTLAND S TATE U NIVERSITY

pares different qualitative traditions. Students selection, rating and coding procedures, data will gain experience in applying qualitative meth- analysis and presentation and reporting of Regional Research ods in social work by developing a proposal for a research results. The primary focus of this group Institute for Human qualitative research project. Emphasizes qualita- is on quantitative methods, with secondary tive methods for understanding cultural issues attention to qualitative methods. Course may be Services and giving voice to marginalized populations. repeated for credit. Prerequisite: SW 634. 1600 SW 4th Ave., Suite 900 Reviews ethical considerations in qualitative SW 660 503-725-4040 research in social work. Prerequisite: SW 630. Ph.D. Seminar (1) N.M. Koroloff, Director SW 634 Discusses current research studies undertaken Empirical Methods of Data Analysis in in the field of social work. Based on published The Regional Research Institute for Social Work Research II (4) articles, working papers, and research project Human Services was established in 1972 Using existing data bases from social service materials, the seminar features presentations by by the Graduate School of Social Work at agencies and studies at the Regional Research social work faculty, graduate students, and com- Portland State University with a grant from Institute, course provides substantial laboratory munity partners. Considers practical aspects of the Social and Rehabilitation Service experience in data analysis and interpretation. applied research, including methodological Emphasis placed on strategies of analysis, (HEW). The RRI has undertaken more issues, cultural competency, consumer involve- than 200 projects, many of them national including multivariate and nonparametric tech- ment, and interdisciplinary collaboration. May niques, with comparison of findings obtained be repeated for additional credit. in scope, in such fields as child and adult mental health, family and child welfare, by alternative statistical procedures. Additional *SW 690 emphasis on interpretation and presentation of Teaching Practicum (2) child care, employment, juvenile justice, analysis to highlight policy implications. Focuses on the practical aspects of teaching in alcohol and drug services, rehabilitation, Prerequisite: SW 632. the social work field. Salient theoretical and and self-help and support groups. A SW 640, 641, 642 practical issues in adult learning explored. national program of research in the field of Research Practicum and Seminar (2, 2, 2) Considers the fundamental ideas of social work mental health was initiated in 1984 when Participation in a research study under the super- education. Discusses curriculum planning and the Research and Training Center on vision of appropriate faculty. Opportunity to mas- issues around human diversity and teaching. Family Support and Children’s Mental ter research skills which fit the student’s learning Distance learning issues and techniques exam- Health began. This RTC was recently needs. Time on site working on the project is 200 ined. Supports student teaching experiences. refunded until 2009. hours. Seminar taken concurrently with SW 700 practicum enables students to explore together Postbaccalaureate Professional In 2000, the Robert Wood Johnson their research experiences in their respective Development (Credit to be arranged.) Foundation established a national program research projects. Students will gain deepening office at the Regional Research Institute— knowledge through comparison of experiences. Center for Reclaiming Futures: Building Community Pass/no pass only. Prerequisite: SW 634. Solutions to Substance Abuse and SW 650 Improvement of Child Delinquency. The mission of this initiative History and Philosophy of Social Welfare is to promote new standards of care in and Social Work (3) and Family Services juvenile justice for young people with drug History, philosophy, and ethics of social welfare 520 SW Harrison, Suite 440 and social work. Focus is on the interaction of and alcohol problems. Reclaiming Futures social work and social welfare developments 503-725-8010 was recently refunded to provide technical with wider economic, social, and political Katharine Cahn, Executive Director assistance to projects across the country. forces. Major philosophical, theoretical, and The Center for Improvement of Child and The RRI enjoys a base of support from political issues, the growth and impact of pro- Family Services integrates research, educa- the University and has received more than fessionalization, and the development of social tion and training to advance the delivery $60 million in grants and contracts. work methods. Traces historical changes in of services to children and families. The The aim of the institute is to improve the social work’s identification of and response to Center works with agency and community manner in which social services and serv- vulnerable populations. partners to promote a child welfare system ice delivery systems are designed, man- *SW 651 Integrative Writing Seminar (1) that protects children, respects families, aged, and evaluated. Motivated by a con- Course addresses integration of social work the- and builds community capacity to address cern for social change, the institute is pre- ory, practice, policy, and research. Synthesis emerging needs. pared to examine all aspects of the com- developed through writing of manuscript for The Center includes the long-standing plex process by which human service poli- submission to professional journal, a grant Child Welfare Partnership, founded in cies and services are initiated and modi- application, or other suitable product. Assistance 1994. This partnership offers training, fied. By bringing a range of consumers, with submission provided. Prerequisite: comple- research and graduate education to sup- family members, and researchers into its tion of Part I of comprehensive examinations. port Oregon’s child welfare system. activities, the institute creates new May be repeated for additional credit. Further information may be obtained at approaches to old problems. It strives to SW 653 the Center for Improvement of Child and set high standards for applied social PhD Data Analysis Seminar (1) Family Services, Portland State University, research and to provide a research envi- Provides a structure to facilitate a working group of researchers who share ideas and support one 520 S.W. Harrison Street, Suite 440, ronment for graduate training. another in the conduct of research. Group mem- Portland, OR 97201, or at the Center Web bers may work together on research projects as site at www.ccf.pdx.edu well as use the group to consult about independent research projects. Expected themes include research design issues, measurement College of Urban and Public Affairs

LAWRENCE WALLACK, DEAN CRAIG WOLLNER, ASSOCIATE DEAN VICTORIA GILBERT, ASSISTANT DEAN 750 URBAN CENTER, 503-725-4043 www.upa.pdx.edu/

B.A., B.S., M.S.—Criminology and Graduate students can select from Criminal Justice among a wide variety of degrees. The M.S. B.A., B.S.—Health Studies in criminology and criminal justice per- B.A., B.S.—Community Development mits students to understand the complex B.A., B.S.—Political Science interactions among functional parts of the Minors in Criminology and Criminal adult criminal justice system. The graduate Justice; Community Development; certificate in gerontology enables students Health; Law and Legal Studies; Political to develop an understanding of the needs Science; Real Estate Development; and problems of the elderly in urban Sustainable Urban Development areas. The Graduate Certificate in Real Graduate Certificate in Gerontology Estate Development will build the techni- Graduate Certificate in Real Estate cal and analytical knowledge of those who Development wish to enter the industry or further M.A., M.S.—Health Studies develop the skills of industry profession- M.A., M.S.—Political Science als. The Graduate Certificate in M.P.A. Gerontology provides multidisciplinary M.P.H. training for postbaccalaureate students M.U.R.P. interested in a variety of settings. The M.U.S. M.A./M.S. in health studies is designed to Ph.D.—Public Administration and Policy prepare students for professional careers in Ph.D.—Urban Studies, Urban Studies: education or research in fields of health Regional Science promotion and disease prevention, and The College of Urban and Public Affairs at wellness. The Master of Public Portland State University allows students Administration (M.P.A.) is designed for with interests in urban problems and persons aspiring to positions of manage- processes to take advantage of the ment in government and related areas. resources of an urban university situated The Master of Public Health degree in a major metropolitan area. (M.P.H.) prepares practitioners and Opportunities for urban education are researchers to identify and meet the health available through nine graduate degree needs of defined populations. This degree programs and four undergraduate degree is offered through the Oregon Master of programs. Undergraduate students may Public Health Program, a unique collabo- also complement any bachelor’s degree rative statewide degree program offered offered by the University with a minor in through Oregon Health & Science community development, political science, University, Oregon State University, and or health studies by simultaneously con- Portland State University. The M.A./M.S. forming to their curricular requirements. in political science is designed to prepare The B.A. or B.S. degree in criminology students for Ph.D. work in political sci- and criminal justice prepares students for a ence or public administration and policy, variety of public service careers in the crim- to pursue graduate-level work in law, or to inal justice system. The B.A. or B.S. in enter public and private sector jobs requir- health studies provides training for many ing advanced knowledge of the political professional careers in health promotion process. The Master of Urban and and health education. In addition, a student Regional Planning (M.U.R.P.) permits stu- may add coursework necessary to qualify dents to develop professional planning for application to the fifth-year teacher edu- skills, and the Master of Urban Studies cation program. The B.A. or B.S. in political (M.U.S.) permits development of urban science prepares students pursuing careers research capabilities. The Ph.D. program in political science, public administration, in urban studies prepares students for aca- international organizations, domestic gov- demic employment and research. The ernment, communications, or law. Students Ph.D. in public administration and policy who choose the B.A. or B.S. in community prepares students for careers in public development will be empowered to take affairs and administration, including col- leadership roles in public affairs. lege-level teaching. 316 P ORTLAND S TATE U NIVERSITY

School of Community Health

450 Urban Center coursework required for degrees in the PHE 446 Community Health Principles and Practices (4) 503-725-4401 School of Community Health. With the PHE 451/551 Women and Holistic Health (4) www.healthed.pdx.edu exception of internship credits, courses PHE 452 Gender, Race, Class, and Health (4) taken under the undifferentiated grading B.A., B.S.—Health Studies PHE 453/553 Reproductive Health of Women (4) PHE 454 Social Gerontology (4) Minor in Community Health option (pass/no pass) will not be accepted PHE 455 Film and Health (4) M.A., M.S—Health Studies toward fulfilling the majors or minors offered within the school. Students must PHE 456/556 Health Aspects of Aging (4) M.P.H.—Participating school in Master of PHE 466/566 Mindbody Health: Disease Public Health fulfill all general University requirements in Prevention (4) Graduate Certificate in Gerontology addition to specific school requirements. PHE 467/567 Mindbody Health: Majors and minors may not take required Human Potential (4) The mission of the Portland State University, PHE 480 Controversial Issues in Health (4) School of Community Health is to promote courses under the pass/no pass option. Core requirements. In addition to meet- Requirements for major with school the public’s health and well-being through health concentration. The school health multidisciplinary education, research, and ing the general University degree requirements all majors in health studies must concentration is designed for students inter- service. The school builds on the resources ested in teaching health education within a of the urban university by integrating indi- take the following core coursework plus choose a concentration area: public or private school setting. Upon com- vidual, population, and systems perspectives pletion of a bachelor’s degree, students are Credits respecting cultural diversity, social justice, eligible to apply to the fifth-year Graduate and global connectedness. We work in col- Core coursework Teacher Education Program (GTEP) in the laboration with students, faculty, alumni, Stat 243 Introduction to Probability and Statistics ...... 4 Graduate School of Education at PSU. After and community organizations. PHE 250 Our Community, Our Health ...... 4 completion of GTEP, students will be certi- Interest in health education/health promo- PHE 295 Health Promotion fied to teach in the state of Oregon. tion has opened new opportunities for health and Disease Prevention ...... 4 In addition to the previously listed com- educators in community, business and indus- PHE 350 Health and Health Systems ...... 4 PHE 443 Environmental Health...... 4 mon core requirements, students pursuing try, school, and medical care setting. The PHE 450 Epidemiology...... 4 a concentration in school health education School of Community Health offers pro- PHE 404 Internship...... 8 must complete the following: grams leading to degrees at both the under- Total 32 Credits graduate and graduate levels. Both levels Requirements for major with communi- Core coursework ...... 32 provide training for professional careers in ty health education concentration. The PHE 275 Stress Management ...... 4 health education, health promotion, and community health education concentration Psy 311 Human Development ...... 4 PHE 326 Drug Education ...... 4 health-related fields. The baccalaureate prepares students for a wide variety of degrees provide the necessary background PHE 335 Human Sexuality ...... 4 careers related to health education. It also PHE 355 Consumer Health Issues...... 4 for advanced studies leading to graduate provides a foundation for the pursuit of PHE 363 Communicable Disease degrees in health-related fields such as medi- graduate study. and Chronic Health Problems ...... 4 cine, physical therapy, dentistry, and nursing. In addition to the previously listed com- PHE 365 Health Promotion Children/Youth ...... 4 Ed 420 Introduction to Education ...... 4 The school also offers a minor in community mon core requirements, students pursuing health. A variety of health related courses are PHE 425/525 Nutrition for Health...... 4 a concentration in community health edu- PHE 448 Health Education Techniques open to all students in the University. cation must complete PHE 448, PHE 471, and Strategies ...... 4 and 36 credits from the list of courses that PHE 466 Mindbody Health: Disease Prevention or PHE 467 Mindbody Health: Human Potential ...... 4 follows: PHE 471 Program Planning/ Undergraduate Credits Evaluation in Health Education ...... 4 Core coursework ...... 32 It is required that students who intend to programs PHE 448 Health Education Techniques and Strategies...... 4 apply to the GTEP program complete an The undergraduate health studies curricu- PHE 471 Program Planning/Evaluation in Health anatomy/physiology sequence. lum is designed around a common core of Education...... 4 Requirements for major with physical courses and four separate tracks: school Thirty-six credits from the following courses: ...... 36 activity/exercise concentration. The phys- health, community health education, phys- PHE 275 Stress Management (4) ical activity/exercise concentration is ical activity/exercise, and health sciences. PHE 326 Drug Education (4) PHE 335 Human Sexuality (4) designed for students with interests in PHE 355 Consumer Health Issues (4) physiological and programmatic aspects of Admission requirements PHE 361 Care and Prevention of Injuries (4) exercise, nutrition, fitness, and physical PHE 363 Communicable Disease and activity. Coursework in practical and Admission to the department is based on Chronic Health Problems (4) applied techniques follows a basic frame- general admission to the University. See PHE 365 Health Promotion Programs work in the biological sciences and pre- page 39 for more information. for Children and Youth (4) PHE 410/510 Selected Topics (4) pares students for internship experiences PHE 425/525 Nutrition for Health (4) related to health promotion. Degree requirements PHE 444 Global Health (4) In addition to the previously listed com- PHE 445/545 Men’s Health (4) A grade of C- or better is mandatory in all mon core requirements, students pursuing C OLLEGE OF U RBAN AND P UBLIC A FFAIRS 317

a concentration in physical activity/exer- PHE 445 Men’s Health (4) study that prepares them to pursue a doc- PHE 446 Community Health cise must complete the following: Principals and Practices (4) toral degree in a health-related area. Credits PHE 451/551 Women and Holistic Health (4) The School of Community Health offers Core coursework...... 32 PHE 452 Gender, Race, Class, and Health (4) two graduate degrees: (1) a Master of Public Bi 301 Human Anatomy and Physiology...... 4 PHE 453/553 Women’s Reproductive Health (4) Health (M.P.H.) degree in health promotion Bi 302 Human Anatomy and Physiology...... 4 PHE 454 Social Gerontology (4) as a partner in the Oregon Master of Public Bi 303 Human Anatomy and Physiology...... 4 PHE 455 Film and Health (4) Health Program, a statewide collaborative of PHE 370 Applied Kinesiology...... 4 PHE 456/556 Health Aspects of Aging (4) PHE 425 Nutrition for Health...... 4 PHE 466/566 Mindbody Health: Oregon Health & Science University, Oregon PHE 448 Health Education Techniques and Disease Prevention (4) State University, and Portland State Strategies or PHE 471 Program Planning/ PHE 467/567 Mindbody Health: University, and (2) a Master of Arts/Master of Evaluation in Health Education...... 4 Human Potential (4) Science (M.A./M.S.) degree in health studies. PHE 456/556 Health Aspects of Aging...... 4 PHE 473/573 Physiology of Exercise (4) PHE 473/573 Physiology of Exercise...... 4 PHE 474 Exercise Prescription and Training (4) In addition, the Institute on Aging offers a PHE 474 Exercise Prescription and Training ...... 4 PHE 475/575 Exercise Testing Techniques (4) graduate certificate in gerontology. Students PHE 475/575 Exercise Testing Techniques ...... 4 Requirements for minor. The minor in with a wide variety of undergraduate degrees Upper-division credits in the School of Community Health ...... 16 community health consists of coursework and professional experience are admitted to Requirements for major with health sci- selected from the list of core coursework and the School of Community Health. ences concentration. The health sciences provides students with a foundation of theo- concentration provides students seeking ry and content related to community health. Admission requirements admittance into professional programs To earn a minor in community health, To apply for admission to the graduate such as medicine, dentistry, physical thera- students must complete at least 28 credits. degree program, students are required to: At least 16 credits must be taken in resi- py, and occupational therapy the opportu- ◆ Have a cumulative undergraduate GPA nity to earn an undergraduate degree in dence at PSU, and 16 credits must be upper-division. The requirement for the of 3.00 or higher. health studies while completing preprofes- ◆ sional prerequisites. minor includes: Complete the Graduate Record In addition to the previously listed com- Credits Examination, TOEFL scores if mon core requirements, students pursuing PHE 250 Our Community, Our Health...... 4 applicable. PHE 295 Health Promotion ◆ Provide three letters of recommenda- a concentration in health sciences must Disease Prevention ...... 4 select one of the following options: pre- PHE 350 Health and Health Systems ...... 4 tion from individuals qualified to assess medicine, pre-dentistry, pre-physical thera- PHE 443 Environmental Health ...... 4 the applicant’s potential as a graduate py, pre-occupational therapy, prechiroprac- PHE 450 Epidemiology ...... 4 student. tic medicine, pre-osteopathy, pre-podiatry, Upper-division credits in SCH...... 8 ◆ Submit a 500-word essay describing pre-nursing, pre-naturopathic medicine, Total 28 the applicant’s professional goals as pre-optometry, pre-pharmacy, and pre- SECONDARY EDUCATION they relate to the graduate program in physician assistant. In choosing courses to PROGRAM community health. complete, students should verify the spe- Students who wish to become licensed In addition to providing academic tran- cific prerequisites required by the profes- teachers in health education must complete a scripts, a resume of professional work- sional school(s) to which an application required list of courses or their equivalent related experience (if any) should be sub- for admission is being submitted. Advising before applying to the Graduate School of mitted. The application deadline for fall sheets summarizing prerequisites for pro- Education for admission into the Graduate admission is February 1 of each year. fessional schools in Oregon and selected Teacher Education Program (see require- schools in the Pacific Northwest are pro- ments page 226). These courses are required Degree requirements vided in the School of Community Health whether the applicant holds a degree in the Undergraduate Advising Center (450C Master of Public Health. Students pursu- field or holds a degree in another subject ing the M.P.H. degree must complete at URBN), as well as the College of Liberal field. Courses in the School of Community Arts and Sciences. Students must complete least 59 credits with a cumulative GPA of Health can be taken to complete the Oregon 3.00 or higher, including a core of 16 all prerequisites required by the profes- Continuing Teaching License in Health, and sional school to which an application is credits, 25 additional required credits selected courses can be taken to complete (including an internship), 15 credits in a being submitted to receive a Health the Oregon Continuing Teaching License in Science degree. Please consult regularly specialty area, and 3 credits of electives. Physical Education. Specialty areas include advocacy and social with your pre-health adviser. All courses taken for the teaching field In addition to the previously listed com- change; aging; health behavior; integrative requirement must be passed with a C- or health; physical activity and risk reduc- munity core requirements, students must better grade and must average a 3.00 GPA. complete 16 credits from the following tion; and women’s health. The student’s Prospective teachers should contact the academic adviser must approve all pro- upper-division courses: School of Community Health for specific 16 credits from the following gram electives. All students must complete upper-division courses: ...... 16 requirements. an internship and successfully pass a com- PHE 355 Consumer Health Issues (4) prehensive examination. PHE 361 Care and Prevention of Injuries (4) Master of Arts/Master of Science in PHE 363 Communicable Disease and Chronic Health Problems (4) Graduate programs health studies. Students pursuing the PHE 365 Health Promotion Programs M.A./M.S. degree must complete at least for Children and Youth (4) The School of Community Health graduate programs are designed to prepare students 47 graduate credits with a cumulative GPA PHE 370 Applied Kinesiology (4) of 3.00 or higher, including a core of 29 PHE 410/510 Selected Topics (4) for professional work in the fields of com- PHE 414/514 Physical Activity Today (4) munity health, health education, and credits, and 18 additional credits from one PHE 425/525 Nutrition for Health (4) health promotion in a wide variety of set- of two concentrations: mindbody health or PHE 444 Global Health (4) tings. Students may also complete a plan of physical activity/exercise. All M.A./M.S. 318 P ORTLAND S TATE U NIVERSITY

students must complete a thesis and an tion with an emphasis on prevention models. “real” environment under supervision. Field oral defense of the thesis. Epidemiology of and trends in drug use in the hours for students taking the internship will be A complete description of the required U.S. and effects on society. Reviews current and 30 hours per credit per term. Additionally, stu- and elective courses available to graduate controversial issues and legal information on dents will be expected to attend scheduled students in the School of Community drug use effects. Recommended prerequisite: seminars. PHE 250. Health is available on the school’s Web site PHE 405/505 PHE 335 Reading and Conference at www.healthed.pdx.edu/. Human Sexuality (4) (Credit to be arranged.) GRADUATE CERTIFICATE A survey of the psychological, physiological, Consent of instructor. IN GERONTOLOGY and behavioral aspects of human sexuality, with PHE 406/506 particular emphasis on the influence of popular Special Projects (Credit to be arranged.) The graduate certificate in gerontology culture on these dimensions. PHE 407/507 provides multidisciplinary specialized PHE 350 Seminar (Credit to be arranged.) training for postbaccalaureate students Health and Health Systems (4) Maximum: 9 credits. interested in acquiring or upgrading skills An overview of the organization, financing, and PHE 408/508 appropriate to working with elders in a delivery of health services in the United States, Workshop (Credit to be arranged.) variety of settings. Students need not be with particular emphasis on analysis from pro- PHE 409/509 enrolled in a degree program to receive the fessional, organizational, community, and sys- Practicum (Credit to be arranged.) graduate certificate in gerontology. tems perspectives. PHE 410/510 The certificate program consists of a six- PHE 355 Selected Topics (Credit to be arranged.) course format (18 credits minimum) made Consumer Health Issues (4) PHE 414/514 Identifies and critically analyzes issues related to Physical Activity Today (4) up of a three-course multidisciplinary core, the production, marketing, and consumption of Overview of topics relevant to the study of two elective courses, and an internship or health-related goods and services. Media mes- physical activity in the United States. Topics: independent research project. The course- sages about consumer health issues are exam- review of physiological alterations related to work will provide students with a general ined; topical and timely research is analyzed. physical activity; historical background of phys- multidisciplinary introduction to the field Recommended prerequisite: PHE 250. ical activity recommendations; measurement of aging, while the internship or independ- PHE 361 issues; community-based approaches to increas- ent project will allow a student to acquire Care and Prevention of Injuries (4) ing physical activity; school-based physical experiential learning in a community-based Introduction to the prevention, recognition, activity programs; older adults and special populations; work site and health care settings. aging service organization. care, and rehabilitation of injuries resulting from participation in activity. Practical skills are Recommended prerequisite: PHE 250/295. demonstrated and practiced with emphasis on PHE 425 student participation. Recommended prerequi- Nutrition for Health (4) Courses sites: Bi 301, 302. Examines basis for and quality of current nutri- PHE 363 tional requirements, standards, and guidelines. Communicable Diseases and Chronic Studies evidence regarding current food fads and Community Health Health Problems (4) controversies. Analyzes personal dietary prac- Courses with an asterisk (*) are not offered every year. Reviews etiology, epidemiology, and approaches tices. Recommended prerequisites: PHE 250 and *PHE 199 to prevention of infectious and chronic diseases. six hours of upper-division coursework in PHE. Special Studies (1-3) Aspects of risk factors, transmission, pathogene- PHE 443 PHE 250 sis, immunology, case management, and control Environmental Health (4) Our Community: Our Health (4) programs are discussed. Basic human physiologi- Designed to enable the student to understand Examines social, behavioral, and environmental cal processes are reviewed. Recommended pre- and evaluate complex environmental health community health-related issues and the contro- requisites: Bi 301, 302, PHE 250. issues induced by waste products generated by versies that surround them. This course will be PHE 365 modern technology. Specific topics include a recommended prerequisite for all upper-divi- Health Promotion Programs for Children water quality, air quality, solid and hazardous sion classes in the major. and Youth (4) waste, occupational health, ionizing and non- PHE 252 Provides an understanding of factors that influ- ionizing radiation, chemical contamination of First Aid (4) ence health status and development of children foods, food additives, animal transmission of Emergency care for various types of injuries: and youth in the United States. Particular atten- disease, noise, and selected current topics. assessment, life threatening injuries, medical tion will be directed at health promotion pro- Recommended prerequisites: PHE 250 and six emergencies, and special situations. Additional grams for children, youth, and families in hours of upper-division coursework in PHE. training for childbirth and CPR for adult, school and community settings. Includes a serv- PHE 444 infant, and child. Course leads to Red Cross ice component. Global Health (4) certification. PHE 370 Critically explores global public health issues as PHE 275 Applied Kinesiology (4) they pertain to different populations throughout Stress Management (4) Overview of anatomical and mechanical bases of the world, such as global disease eradication ini- An overview of the physiology of stress, stress human movement. Review of biomechanical tiatives, environmental and infectious diseases triggers, assessment of stress, and stress man- principles with applications to exercise and from an international perspective, and discusses agement techniques and strategies. health. Recommended prerequisite: Bi 301. health needs of special populations. Recom- PHE 295 PHE 401/501 mended prerequisite: upper-division standing. Health Promotion/Disease Prevention (4) Research (Credit to be arranged.) PHE 445/545 Examines scientific literature regarding lifestyle Consent of instructor. Men’s Health (4) choices that promote optimal health and func- PHE 402/502 The focus of this course is current men’s health tioning. Behaviors regarding self-protection, self- Independent Study (Credit to be arranged.) issues. Students have opportunities to critically care, and health promotion are compared to rec- PHE 404 explore a broad array of men’s health concerns ommendations emerging from this literature. Cooperative Education/Internship across the life span from a multidisciplinary PHE 326 (Credit to be arranged.) perspective. Men’s health issues may include Drug Education (4) A work related experience designed to connect such topics as reproductive health, violence, Examines various approaches to drug educa- and integrate theory with specific activities in a aging, heart disease, depression, and sexuality. C OLLEGE OF U RBAN AND P UBLIC A FFAIRS 319

The class is taught in an interactive format are discussed. Students apply health knowledge through community-based learning. Field work through group discussion, presentations, and in identifying and seeking solutions to the required. Recommended prerequisite: twelve the participation of group speakers. The course issues which concern health care providers, hours of upper-division coursework in PHE. focuses on the consideration and critique of consumers, and policy makers. Recommended PHE 473/573 current influences on men’s health including the prerequisites: PHE 250 and 335. Physiology of Exercise (4) effect of the health care system, male socializa- PHE 454 Examination of physiological responses and tion, the impact of the social and cultural fac- Social Gerontology (4) adaptations to exercise, with a focus on the tors, and the influence of evolving technology. Addresses the social and ethical issues, prob- interaction of metabolic, endocrine, neuromus- PHE 446 lems, policies, and programs that affect the cular, circulorespiratory, and environmental fac- Community Health Principles quality of life for our rapidly aging population. tors related to fitness and health. Recommended and Practices (4) The interdisciplinary field of gerontology offers prerequisites: Bi 301, 302. Provides an overview of the scope of problems students the opportunity to integrate biological, PHE 474 in the field of community health. Examines dis- psychological, and social theories of aging. Also Exercise Prescription and Training (4) ease prevention/control, community health serv- examines the economic and political impacts of Focuses on the basic principles and skills need- ice delivery, the structure of official/unofficial an aging society. Recommended prerequisite: ed for developing and implementing physical agencies, and policy/decision-making processes. upper-division standing. fitness programs. Emphasis includes: appropri- Course includes field work in a community PHE 455 (4) ate/safe training procedures and the underlying health agency. Recommended prerequisite: Film and Health principles which support such methods, appli- PHE 350. Critically explores public health issues as they cations to younger and older populations, gen- PHE 448 are portrayed in popular films and discusses der differences, motivational strategies and Health Education Techniques the scientific, social, and political underpin- health behavior theory, and exercise leadership and Strategies (4) nings of the public health issues portrayed in skills. A significant portion of the course Introduces students to basic techniques and these movies. Covers diseases such as AIDS, involves experiential learning. Recommended strategies used in planning and carrying out hemorrhagic fever, MS, cancer, leukemia, and prerequisites: PHE 295, 473. health education programs in a variety of settings. multiple chemical sensitivity from both bio- PHE 475/575 Special emphasis is given to scope and sequenc- medical and social perspectives. Guest speakers Exercise Testing Techniques (4) ing skills, objective writing, selection/develop- from the community will contribute to the dis- Theory and application of assessment meth- ment of health education resources/materials, and cussion. Recommended prerequisite: upper- ods/tools used to evaluate physiological func- methods for and use of technology in the delivery division standing. tion relating to fitness and health, including of health education programs. Recommended PHE 456/556 laboratory and field tests. Significant emphasis prerequisite: PHE 350. Health Aspects of Aging (4) on developing skills necessary for conducting PHE 450 Examination of health-related changes that tests on apparently healthy individuals. Epidemiology (4) occur with aging. Review of current scientific Assessment categories include anaerobic per- Introduces principles and methods of epidemio- literature with an investigation of physiological formance, muscular strength and endurance, logical investigation of infectious/non-infectious mechanisms responsible for changes in func- flexibility, body composition, cardiovascular diseases. Illustrates methods by which properly tional capacity throughout life. Explores the role function. Recommended prerequisites: conducted studies of the distribution and of physical activity and nutrition in healthy Mth 111, PHE 473. dynamic behavior of disease in a population can aging. Recommended prerequisites: PHE 295 or PHE 480 contribute to understanding of etiologic factors, 250, and Bi 302. Controversial Issues modes of transmission, and pathogenesis of dis- PHE 466/566 in Community Health (4) ease. Recommended prerequisite: PHE 363. Mind/Body Health: Disease Prevention (4) Examines controversial issues in the field of com- PHE 451/551 An investigation of the integral relationship munity health (e.g., violence, women’s health, Women and Holistic Health (4) between body and mind and how that relation- medical technology, access to health services). Exploring the intersection of three fields—allo- ship manifests itself in health, illness, and pro- Group presentations required. Recommended pathic medicine, women’s health, and comple- motes healing. Philosophical and scientific foun- prerequisites: senior status and 12 credits of PHE. mentary therapies—the course examines the dations of mind/body health are explored. PHE 503 emerging field of integrative medicine, highlight- Mind/body research and its application within Thesis (Credit to be arranged.) ing the contributions that women care givers and allopathic medicine is examined as is research PHE 504 healers have made to its development. An and practice in complementary fields of medi- Cooperative Education/Internship overview of common women’s health concerns cine and health care. Recommended prerequi- (Credit to be arranged.) provides the opportunity to compare and contrast sites: Psy 204, PHE 363. PHE 511 essential elements of holistic treatment approach- PHE 467/567 Foundations of Public Health (3) es with those of allopathic medicine. Mind/Body Health: Human Potential (4) Provides students with an understanding of the Recommended prerequisite: PHE 295 or WS 101. Theory and research in the human potential field of public health. It provides knowledge PHE 452 movement is integrated with research in about public health principles, concepts, values, Gender, Race, Class and Health (4) mind/body medicine to produce an expanded tools, and applications. Key topics in the class Emphasizes how the gender-, race-, and class- understanding of human transformative capaci- include the mission of public health, the politics based organization of society affects the health ties. Transformative practices including medita- of public health, determinants of health in the of our communities. Covers an introduction and tion, yoga, imagery, biofeedback, and sport are United States, major models and strategies for historical framework for social inequities in examined. Elements common to all transforma- health promotion, and community perspectives health; describes disparities in health by gender, tive practices are identified. Recommended pre- on public health interventions. race, and class; and explores the interplay requisite: PHE 466/566. PHE 512 between these major social forces and the bio- PHE 471 Principles of Health Behavior I (3) logical mechanisms that influence the occur- Program Planning and Evaluation in Health Presents an overview of the biological, psycho- rence of disease. Recommended prerequisite: Education: Theory and Skill Development (4) logical, behavioral, sociocultural, and environ- upper-division standing, consent of instructor. Examines program planning models for health mental factors that function in the promotion of PHE 453/553 education. Includes needs assessment; program health and prevention of disease. Theories devel- Women’s Reproductive Health (4) goals and objectives; program content and oped to explain health and illness behaviors at Critical review of current public health and methodologies, evaluation, budgeting, and pro- intrapersonal, interpersonal, and group/commu- socio-political issues in women’s reproductive posal writing. Students will gain practical expe- nity levels are introduced. Ethical issues health. Both national and international topics rience in program planning and evaluation involved in health-related behavior change are 320 P ORTLAND S TATE U NIVERSITY

examined. Satisfies the core M.P.H. requirement. PHE 535 promotion programs, and creating healthy pub- Recommended prerequisite: graduate standing. Epidemiology Survey (3) lic policy. Emphasizes the importance of the PHE 513 Designed as an introduction to epidemiology for social, political, and economic context for Health, Behavior students in the Oregon Master of Public Health women’s health. Topics include epidemiology of and the Social Environment (3) program. Epidemiology is the science of public women’s health; diversity and health issues; Surveys the social science research and theory health that is concerned with the distribution of reproductive health and sexuality; health care concerning the social, economic, and cultural disease in populations and risk factors that and access to health services; violence; mental influences on health-related behavioral risk fac- influence health outcomes. Students will learn health and emotional well-being; aging; lesbian tors. Attention will be given to the divisions epidemiologic methods to identify and solve health; and research in women’s health. Course within society that affect the disease process, public health problems. The course will cover learning will be synthesized through a commu- including the etiology and consequences of a measures of disease occurrence, screening for nity-based learning experience involving work- wide range of adverse health outcomes. The disease, study design, association and causation, ing with a community organization to evaluate central focus of each unit of study will be on biases and confounding as well as genetic epi- women’s health needs in Portland. the implications of a socio-ecology of health for demiology. An emphasis is placed upon critical PHE 557/657 community health practice and public health reading of the epidemiologic literature and to National Long-term Care Policy (3) policy. Recommended prerequisite: PHE 512. addressing a public health problem with epi- This course examines the need for long-term demiologic methods. PHE 517 care services and the risk factors associated with Community Organizing (3) PHE 540 utilization of them as well as familiarizing stu- Emphasizes the role of community organizing to Mass Communication and Health (4) dents with the financing and delivery mecha- engage diverse communities to advance the con- Examine the use and effectiveness of mass media nisms in long-term care, both public and pri- ditions in which people can be healthy. It fur- to both report the news about health and to pro- vate. The policy issues in current long-term care ther examines the role of health educators, mote changes of action in health-related areas. initiatives are explored. grassroots activists, and others in stimulating Students will be required to critique media health PHE 558/658 social, political, and economic approaches to messages regarding their objectivity and the Perspectives on Aging (3) promote community health. Also addresses the extent to which they are comprehensive. An introduction to the field of gerontology is advancement of theoretical knowledge and PHE 541 presented from the perspectives offered by mul- practical skills of community organizing. Media Advocacy and Public Health (3) tiple disciplines, including sociology, psychology, PHE 518 Provides students with an understanding of the biology, economics, political science, and Topics in Health Studies (3) role of media advocacy in advancing public demography. Stereotypes of aging and theoretical In-depth analysis of recent research and related health policies to promote health. The course frameworks for understanding aging are exam- program developments on one or more health- uses lectures, group exercises, and case studies ined, as are normal age-related changes, the related topics. Topics vary according to term and to illustrate basic concepts and skills related to impact of social, political, and economic condi- instructor. Course may be taken more than once media advocacy. Topics covered include: gaining tions on the process of aging, and the myriad on different topics. Topics may include: access to the news, framing issues from a public consequences of a growing population of elders. mind/body health, nutrition, international health, health perspective, and the use of paid advertis- PHE 559/659 environmental health, physical activity/exercise, ing to advance policy. Content areas include Economics of Aging (3) and health of special populations. Recommended tobacco, violence, handguns, suicide, alcohol, Objectives are (1) understand the roots of prerequisite: graduate standing. and other public health issues. income inequality between the aged and non- PHE 520 PHE 543 aged; (2) review the economic and policy factors Qualitative Research Design (3) Drugs, Behavior, and Society (3) that influence the decision to retire; (3) under- Presents the philosophical and theoretical bases Emphasis will be placed on the relationship stand the political economy of old age income supporting the development of alternate research between drug and alcohol use and a broad support in the U.S. and abroad; (4) explore the paradigms in human inquiry. Essential character- range of social circumstances associated with history, operation, and policy questions of our istics of three major alternate paradigms (inter- socio-economic status, race/ethnicity, and gen- major public pension system, social security; pretivist, constructivist, and critical theory) are der. Particular attention will be given to policy and (5) discuss private pensions in relationship introduced. Validity, reliability, and related con- and service issues regarding the treatment and to U.S. income maintenance policy. cepts are examined from the perspective of each prevention of alcohol and drug abuse from a PHE 560/660 paradigm. Alternate strategies for inquiry are public health perspective. Recommended pre- Mental Health and Aging (3) presented and ethical considerations related to requisite: graduate standing. Focus on a psychological approach to mental qualitative forms of inquiry are addressed. PHE 546 health and aging. The physical and social envi- Recommended prerequisite: graduate standing. Urban and Community Health (3) ronments of older people, as well as the individ- PHE 521 Examines the social factors associated with ual’s physical and psychological condition, Quantitative Research urban health and quality of life, such as social strongly affect the mental health and quality of Design and Analysis (3) class, gender inequalities, and racism. Emphasis life of older people. It is the goal of the course Introduction to quantitative research design and will be placed upon community development to be useful to people who work with older statistical analysis. Emphasis on development of and collective responses to the maintenance of adults and their families, or to people who want a research proposal. Topics include descriptive health rather than upon individualized health to understand the changes that may be happen- research, experimental and quasi-experimental promotion and disease prevention strategies. ing for older members of their own families. research, univariate statistical procedures, and PHE 550 Guest speakers from the field of geriatric mental methods for planning and writing a research Health Promotion Program Planning (4) health will supplement the readings and course report. Recommended prerequisite: Stat 244. Addresses practical applications of health pro- assignments. PHE 531 motion theories. Presents examples of plan- PHE 561/661 Women and Exercise: ning, implementation, and evaluation of health Cultural Variations in Aging (3) Physiological Aspects (3) promotion programs in a variety of settings as The aging population includes an increasing per- Overview of physiological and health-related guides for the development of health promo- centage of people from a variety of ethnic effects of exercise on women. Emphasis on the tion programs. groups. Although there may be cultural similari- responses and adaptations to exercise specific to PHE 552 ties between these groups and the dominant cul- women. Topics include gender differences, the Women’s Health (3) ture, there are also important differences, partic- menstrual cycle, pregnancy, menopause, and Focuses on constructions of gender and sex and ularly in the role of the family in decision-mak- osteoporosis. Recommended prerequisite: their implications for understanding determi- ing, attitudes and beliefs about illness, dying, PHE 473/573. nants of population health, developing health and death. Students learn about cultural differences and similarities through observing pro- C OLLEGE OF U RBAN AND P UBLIC A FFAIRS 321

grams that serve ethnic elders, talking with guest care, housing, transportation, fitness and speakers who represent different ethnic commu- Research centers exercise, aging and health services delivery nities, and reading several texts related to coun- and institutes and policy, business and aging, and seling, healthcare, and understanding grief, research methods. death, and dying in a variety of ethnic groups. Education and training. The IOA offers PHE 576 Center for Public courses in gerontology for undergraduate, Physical Activity, Health, and Disease (3) Review of current research to explore the rela- Health Studies master’s and doctoral students, as well as tionships between physical activity/exercise and research and post-baccalaureate teaching health/disease. Primarily investigates the role of 450 Urban Center opportunities for students in the college’s physical activity in disease prevention, but also 503-725-4401 doctoral programs in urban studies and in examines the impact of a variety of physical www.cphs.pdx.edu public administration and policy. The IOA conditions (e.g., obesity, aging, etc.) on the coordinates a Graduate Certificate in potential for an active lifestyle. Topics include Based in Portland State University’s School cardiovascular diseases, musculoskeletal disor- of Community Health, the Center for Gerontology program. This post-baccalau- ders, respiratory conditions, metabolic diseases, Public Health Studies (CPHS) seeks to reate program provides a multidisciplinary cancers, and mental health. Recommended pre- enhance the public’s health by conducting core curriculum and is designed for stu- requisite: PHE 473. interdisciplinary research exploring the dents seeking specialized career training in PHE 577 interaction of health, society, and social aging beyond the undergraduate level. An Exercise, Nutrition, and Performance (3) policy. Our goals include: Undergraduate Certificate in long-term Review of metabolic processes and physiological ◆ assessing the structural causes and care administration also is planned, with a mechanisms involved in nutrient utilization in humans. Examination of the relationships consequences of health and disease; start date of Fall 2007. between nutrition and health, with an emphasis ◆ examining health behaviors in their The IOA is a member of the Oregon on analysis of current research. Topics include social context; Geriatric Education Center (OGEC), a carbohydrates, fats, protein, vitamins/minerals, ◆ studying the effects of culture and the partnership among Portland State fluids, weight control, and ergogenic aids. environment on our health and atti- University, Oregon Health & Sciences Analysis of nutritional modifications presumably tudes toward health care; and University, and Oregon State University. related to exercise, health, and performance. ◆ Recommended prerequisites: PHE 473. analyzing the political processes and The OGEC is committed to improving social policies that affect the health health care services for older Oregonians PHE 580 Concepts of Environmental Health (3) status of populations. through education for health care profes- An intensive course designed to familiarize stu- sionals, educators, and students. The IOA dents with fundamentals of environmental Institute on Aging houses the OGEC Resource Center, a health from a scientific and conceptual perspec- membership-driven lending library of tive. Topics are considered within multi-causal, 470 Urban Center instructional materials related to geriatrics ecological, adaptive systems, and risk-assess- 503-725-3952 and gerontology. ment frameworks. Includes consideration of biological, chemical, and physical agents in the Established in 1969, the Institute on Aging Service. IOA faculty and staff are actively environment which influence public health and (IOA) is a multidisciplinary research and engaged in the community providing con- well-being. Recommended prerequisite: gradu- training center located within the School sultation and technical assistance to a wide ate standing. of Community Health in the College of variety of aging-related organizations. The PHE 601 Urban and Public Affairs. The IOA has IOA is an organizational member of the Research (Credit to be arranged.) three primary functions: Oregon Gerontological Association and the PHE 605 Association for Gerontology in Higher ◆ To design, carry out, and facilitate Reading and Conference Education. (Credit to be arranged.) research related to the issues, policies, The IOA houses and sponsors the Senior and programs that affect the quality of Adult Learning Center (SALC), which life for elders and their families Physical Education exists to enhance the quality of life of †PE 185 ◆ To develop and implement training for Physical Education: Co-ed (1) older people through the provision of persons interested in gerontology, geri- opportunities for intellectual enrichment, A variety of activities taught for physiological atrics, and lifelong learning and recreational values. leadership, fellowship, and personal ◆ To provide service to the community in †PE 280 growth within the University setting. The Physical Education Service Courses: the form of short-term training, educa- SALC coordinates the University’s program Women (2) tional programming, technical assis- for senior citizens (aged 65 or older), who A variety of activities taught for physiological tance, and the sponsorship of organiza- may attend on-campus classes on a space- and recreational values. Two hours per week tions for elders. available basis at no charge other than that plus field trips and extended experiences. Research. The faculty of the IOA is com- for special fees or materials, if any. The †PE 285 posed of a multidisciplinary group of SALC also coordinates the Retired Physical Education Service Courses: Associates of Portland State University, a Co-ed (2) nationally and internationally recognized A variety of activities taught for physiological scholars. Substantive and theoretical per- membership organization open to anyone and recreational values. Two hours per week spectives are represented from such social who is aged 50 or older and is interested plus field trips and extended experiences. science disciplines as psychology, sociolo- in lifelong learning and fellowship. gy, political science, urban studies, eco- Further information, including criteria nomics, social work, speech communica- for admission to the certificate programs, tion, and public administration. Recent is available through the IOA’s main office, research projects have attracted federal, 470 Urban Center, or at www.ioa.pdx.edu. state, and private funding and have focused on family caregiving, health behaviors, social relationships, long-term

†Not more than 12 credits in any combination of numbers may be applied to the 180-credit requirement. Additional fees will be charged for these courses. 322 P ORTLAND S TATE U NIVERSITY

Mark O. Hatfield School of Government

Ronald L. Tammen, Director Admission requirements • Up to 12 additional credits may be 650 Urban Center waived from the student’s 503-725-5156 Students wanting more information con- dissertation field based on the individ- www.hatfield.pdx.edu cerning the Ph.D. in public administration ual’s related master’s-level work or pro- and policy may consult the following Web The Mark O. Hatfield School of fessional experience. site: www.hatfieldschool.pdx.edu. • Students with extensive academic Government is one of three schools within For admission information and materials the College of Urban and Public Affairs. It background and/or experience in you may download the application forms using quantitative or qualitative consists of three academic divisions and from the above Web site, or write, six institutes: Division of Criminology and research methods may waive one or Admissions Officer, Ph.D. Program in more required research methods Criminal Justice; Division of Political Public Administration and Policy, Hatfield Science; Division of Public Administration; courses with permission of their aca- School of Government, College of Urban demic adviser and substitute other Criminal Justice Policy Research Institute; and Public Affairs, Portland State Executive Leadership Institute; Institute coursework. University, PO. Box 751, Portland, OR Coursework. The core curriculum must for Nonprofit Management; the National 97207-0751; email, [email protected] or Policy Consensus Center; the Institute for be completed during the first year. call 503-725-4044. Core courses Credits Tribal Administration; and the Northwest You will automatically be sent an appli- American-Turkish Research Institute. The PAP 620 Seminar in the American cation packet and relevant information Political Institutions ...... 3 public administration and policy Ph.D. concerning the program. USP 664 Organizational Theory and Behavior ...... 3 program is also housed in the School of It is also suggested that you set up a per- PAP 611 Theoretical Foundations Government. of Governance...... 3 sonal telephone interview with the pro- PAP 612 Governance, Social Change, gram coordinator, if feasible, to discuss and Rule of Law Systems...... 3 the program and your personal academic PAP 614 Contemporary Governance ...... 3 Graduate programs plans. You may do this by calling 503- PAP 656 Advanced Political Economy ...... 3 Subtotal 18 Doctor of Philosophy in public administra- 725-3921, 503-725-3920, or by e-mailing [email protected]. Specialization fields (Tracks 1-3). tion and policy. The Ph.D. in public Students must choose one of the following administration and policy is an interdisci- three fields as their primary field of study. plinary program designed to prepare indi- Degree requirements In selecting courses to satisfy credit hour viduals to pursue research, teaching, and/or Prerequisites. All students entering the requirements of the following fields, the consulting in a variety of settings ranging doctoral program must have completed a doctoral program committee can recom- from private universities to policy research basic course in statistics either upon enter- mend classes offered in the three divisions organizations, public agencies, and private ing or within the first year of study. No of the Hatfield School of Government, the consulting firms. The degree may be pur- degree credit will be awarded for this School of Community Health, the School sued on a full- or part-time basis. coursework. of Urban Studies and Planning, and other The degree program is administered Credit requirements. The Ph.D. in public courses from PSU’s departments. In addi- through the Hatfield School of administration and policy requires 89-92 tion, credit can be given to graduate cours- Government, but draws on faculty from the credit hours of required and elective course- es completed at other universities. entire College of Urban and Public Affairs. work. In addition, the student receives 27 1.a. Public Administration and Policy (24 credit Faculty members are drawn from public hours). A key goal of this track is to facilitate mul- credits for work on his or her dissertation. tidisciplinary training and research for careers in administration, political science, economics, The credits are distributed as follows: public administration with a special focus on administration of public policy. policy sciences, and urban studies. Credits PAP 616/USP 660 Policy Process (3) The curriculum focus is governance, the Coursework† ...... 18 PAP 615 Administrative Process (3) integrated study of administrative and pol- Field of Specialization (Tracks 1-4) ...... 47-50 USP 661 Policy Analysis: icy processes in the public sector. This Research Methods...... 24 Theoretical Foundations (3) curriculum is taught against the backdrop Subtotal 89-92 PA 534 Administrative Law (3) of globalizing economies and political sys- Dissertation Credits...... 27 Electives (12) † tems seeking to recognize governance in a Total 116-120 1.b. Dissertation Field Specialization (24 credit hours, all electives) Electives determined in agree- modern world characterized by both coop- To meet these credit requirements, rele- ment with field examining committee. eration and conflict among the public, pri- vant past academic coursework and previ- Subtotal 48 vate, and non-profit organizations. ous professional experience is recognized 2.a. Politics and Public Policy (25 credit hours). A Finally, the doctoral program in public in these ways: key goal of this track is to facilitate multidisciplinary training and research for careers in academic administration and policy is designed to • Up to 30 credits of coursework related and applied fields. Required microeconomics and enable students to approach governance as to public policy, public administra- evaluation/benefit-cost courses provide training in economic analysis. The domestic and international an applied area of knowledge in which tion, or research methods completed at policy courses provide political science perspectives theory informs and is informed by real- the master’s level may be counted on the policy process. world practice. toward the Ph.D. degree.

† The core curriculum must be completed during the first year. C OLLEGE OF U RBAN AND P UBLIC A FFAIRS 323

PAP 616/USP 660 Policy Process (3) policy field are required, while others are electives quium. If the committee approves the pro- USP 661 Policy Analysis: the student chooses with his or her field committee. Theoretical Foundations (3) posal, the student starts work on his or PS 558/USP 636 Economic and Political Decision- *OHSU course. The student’s field com- her dissertation project. A minimum of Making (3) mittee is composed of faculty members one year (27 credits) of dissertation USP 615 Economic Analysis of Public Policy (4) chosen and organized by the student. This research is required and there is a five-year USP 536 Policy Evaluation Methods (3) committee should be composed of three limit on the time allowed to complete the Electives (9) members: one who can examine the stu- 2.b. Dissertation Field Specialization† (23 credit project. During the time a student is com- hours, 5-7 courses depending on the credit hours dent in public administration, one in poli- pleting the dissertation project, he or she of each course, all electives). Electives determined cy, and one in the subject matter of the must be continuously enrolled for 3 cred- in agreement with field examining committee. student’s dissertation field. Students may its each term. When the dissertation is fin- Subtotal 48 draw committee members from the faculty 3.a. Community Health and Social Change (24 ished, an oral defense of the findings is credit hours). The focus of the community health of the College of Urban and Public Affairs held and, if approved by the student’s track will be on the social structural factors that and from the University at large. The stu- committee, the degree is awarded. influence health. The main themes are socioeconomic factors, culture, politics, and social change. dent’s committee also prepares the Part B Advising. All incoming students in the USP 654 Data Analysis II (4) comprehensive examination (see below). PAP Ph.D. program are advised by the pro- PHE 620 Qualitative Research Design (3) Individuals should choose the chair of gram coordinator for the first term of their PHE 513/613 Health, Behavior, and the Social their committee the fall term in which Environment (3) coursework. They are then assigned a fac- PHE 517/617 Community Organizing and Social they complete the Part A comprehensive ulty member who is their academic adviser Change (3) examinations. The remaining two commit- until completion of Part A of the compre- PAP 616/USP 660 Policy Process (3) tee members should be chosen by the hensive exam. All students are required to Electives (8) beginning of the following spring term. meet with their adviser at least once per 3.b. Dissertation Field Specializations† (27 credit hours all electives). Electives determined in agree- Comprehensive examinations. In order term. Until passage of Part B (fields), stu- ment with field examining committee. to evaluate one’s ability to integrate, ana- dents are advised by the chair of their field Students with an M.P.H. degree will be given lyze, and critique the diverse materials and committee. After passage of Part B of the advance standing. The 15 credit hours that make up the core courses of the M.P.H. will reduce the hours ideas presented in the PAP curriculum, comprehensive, their dissertation chair required in the specialization field to 12 hours. students are required to complete a two- advises them until graduation. Students who enter the program without an M.P.H. will be required to take the M.P.H. core courses: part comprehensive examination. Part A of Limitation on graduate/undergraduate PA 574 Health Systems (3) the examination (core exam) covers the 18 courses. Students in the PAP program are PHE 512 Health Behavior (3) credit hours of foundational core courses strongly advised to use no more than 12 PHE 535 Epidemiology (3) and is given in the fall term following credits of courses offered simultaneously at *P.H. 525 Introduction to Biostatistics (4) completion of this course sequence. Part B the 400- and 500-level in support of their PHE 580 Environmental Health (3) of the comprehensive examination (field degree programs. These courses must be an Subtotal 51 exam) covers all coursework done in the integral part of the student’s program, and 4.a. Criminology and Criminal Justice (23 credit hours). The focus of the criminology and criminal student’s two dissertation field areas in courses with the same content must not be justice track is to provide students with a broad- their respective specialization field (Tracks available on a purely graduate basis. based understanding of the criminal justice system and society’s response to crime. Students will be 1-4). It is prepared by the faculty commit- Limitation on by-arrangement courses. prepared to pursue careers in academic, research, tee that assisted the student in selecting Admitted Ph.D. students may utilize no or community settings. field coursework and is administered as more than 12 credits of Research and/or AJ 615 Theories of Crime (4) soon as practicable after completion of AJ 620 Analysis of Crime and Justice Data (4) Reading and Conference credits (501/601 AJ 625 Criminal Justice Theory (4) field work. Part B consists of a written and 505/605). In cases where more than AJ 630 Criminal Justice Research (4) examination followed after a two-week 12 credits are needed because of the lack AJ 635 Criminal Justice Policy (4) interval with an oral examination over the of regularly scheduled classes, the student PAP 616/USP 660 Policy Process (#) written work submitted. must submit a written request waiver to 4.b. Dissertation Field Specializations (24 credit Dissertation requirements. The disser- hours, all electives). Electives determined in agree- their adviser for approval. ment with field examining committee. tation process is designed to evaluate the Continuous enrollment and leave of student’s ability to successfully conduct a Subtotal 47 absence. All students admitted to the Research Methods (24 credits) significant, independent applied research Ph.D. program in public administration PS593 Philosophy of Social Science (4) or project. As such, it represents the culmina- Sociology 591 (4) and policy must be continuously enrolled tion of a student’s doctoral studies and USP 630 Research Design (4) must effectively demonstrate the student’s until graduation, except for periods in USP 634 Data Analysis (4) which they are absent for an approved Beyond these three core courses, students will be capacity to conduct research of a profes- expected to work closely with their committees to sional quality. leave. Taking a minimum 3 credits per develop the methodological competencies neces- term during the regular academic year will sary for their professional and research goals. It is After completing the comprehensive expected that students will develop familiarity examination series, a student should form constitute continuous enrollment. Failure with basic quantitative and qualitative approaches to register without an approved leave may to social scientific research and facility with the his or her dissertation committee. This specific research tools that will be required for committee advises the student during the result in termination of a student’s admis- their dissertation work. entire dissertation process. As soon as pos- sion. Students may have no more than six Dissertation Research (27 credits) sible after appointment of the student’s terms of approved leave. Total 117-120 dissertation committee, he or she should Grade requirement. A student who Dissertation fields. All students must complete two dissertation fields. One of these combines the two begin to frame a dissertation research pro- receives more than 9 credits of C+ or basic elements in governance, public administration posal with the advice and assistance of this below in all coursework attempted after and policy. The other is designed to provide background that enables the student to prepare a disser- committee. This proposal is presented to admission to the Ph.D. program will be tation. Some courses in the public administration and the faculty and students in a formal collo- dropped from the program.

† Potential dissertation fields: Organizations and organizational development, human resource management, environmental and natural resource policy and administration, nonprofit management, health services administration and policy, criminal justice, tribal governance, advocacy and political organizing, labor relations, policy consensus and dispute resolution, public participation and civic capacity, international public policy, American foreign policy, international political economy, international security policy, social justice and public policy, gerontology, health behaviors, environmental health, communication and health. 324 P ORTLAND S TATE U NIVERSITY

Performance in core courses. A grade Additional Information Students in this dynamic program have the of C+ or below received for work per- Concerning Program opportunity to debate some of the most con- formed in a core course is not considered Regulations troversial issues facing our nation. Are peo- passing. A PAP doctoral student who ple born deviant or do they become deviant receives a grade of C+ or below in one of Additional rules governing satisfactory com- through environmental influences? Are the core course offerings during fall or pletion of field area examinations, presenta- minorities treated fairly in the criminal jus- tion of dissertation, and timely completion winter terms may not proceed to take the tice system? Should we “get tough on crime” of doctoral program requirements, appear core course offerings in the subsequent or does this lead to tougher offenders? Does in the General Handbook for the Public term until the course in which a failing the death penalty deter crime? Is plea bar- Administration and Policy Doctoral grade was received has been repeated, and gaining corrupting our judicial system? Can Program issued to incoming students. serious crime be prevented by mobilizing the failing grade is replaced with a passing Students are responsible for maintaining a grade of B- or better. neighborhoods, redesigning cities, and creat- personal familiarity with the rules and regu- ing sustainable communities? lations governing the doctoral program. Research and Teaching Criminology and criminal justice is an interdisciplinary major, a fact demonstrated Opportunities by the diverse backgrounds of our full-time The doctoral degree in public administra- and adjunct faculty. Students graduating tion and policy offers a number of research Criminology and from our program have a wide range of and teaching opportunities. choices when they look for employment or Hatfield Residency Program. This pro- post-graduate education. Our graduates gram, conducted in cooperation with the Criminal Justice work in local and federal law enforcement in corrections (probation and parole, cor- Hatfield School’s Executive Leadership 550 Urban Center rectional administration), in human servic- Institute, places qualified doctoral students 503-725-4014 es (offender counseling, victim assistance), in public and not-for-profit agencies as www.hatfieldschool.pdx.edu/CCJ/ and in fields like security and investigation paid residents. Agency placements provide criminology.php students opportunities to conduct disserta- within the business community. Graduates tion research, gain advanced research expe- B.A., B.S. from our program also go on to pursue Minor advanced degrees in such areas as law, rience, and receive assistance in financing Postbaccalaureate certificate criminal justice, psychology, social work, their educational objectives. M.S. public administration, and urban planning. Graduate research assistantships. Ph.D.—Participating division in Urban Dependent on available funds, a number Studies Doctoral Program and Public of graduate research assistantships are Administration and Policy Doctoral Admission requirements available each year. Students must apply Program Admission to the department is based on for these by February 1 of the academic general admission to the University. See year in which the assistantships are page 39 for more information. desired. Assistantships pay tuition and a Undergraduate small additional stipend. program Degree requirements Teaching opportunities. All doctoral Requirements for major. In addition to students in the program are strongly The Division of Criminology and Criminal meeting the general University degree encouraged to teach prior to completing Justice is designed for students who are requirements, students who major in crim- their Ph.D. programs. There are a number interested in studying the causes, preven- inology and criminal justice (CCJ)† must of opportunities available in this regard. tion, and control of criminal activity. The complete core and elective courses within Teaching apprenticeships with a university division’s curriculum provides students the division. Some of these courses have faculty member. These duties can include with a broad base of knowledge about prerequisites, and students should read teaching one or more class sessions, assis- crime, criminals, victims, and the criminal course descriptions in the current PSU tance in preparing courses, and correction justice system. This includes coverage of Bulletin before registration. All core and of examinations. theories, programs and research on crime elective courses submitted to satisfy the Teaching in the University Studies Program. prevention, policing, courts, and correc- requirements for a major, whether taken at Advanced doctoral students may also teach tions within the context of sustainable PSU or elsewhere, must be passed with a in sophomore inquiry coursework spon- communities. Examination of these issues grade of “C” (2.00 GPA) or above. Courses occurs at individual, community, and soci- sored by the Hatfield School of taken under the undifferentiated grading etal levels. Moreover, the curriculum is Government. This coursework deals large- option (pass/no pass) will not be accepted designed to foster student skills in critical ly with citizen participation and leader- toward fulfilling division major require- reasoning, problem solving, and written ments. The CCJ degree requirements are: ship. Advanced doctoral students may also and oral communication. propose and teach a senior Capstone Core courses Credits Reflecting the philosophy of the universi- AJ 200 Criminology and Criminal Justice ...... 4 course at the undergraduate level. These ty as a whole, the program emphasizes the AJ 230 Policing in America...... 4 are interdisciplinary community-based importance of diversity, ethical treatment, AJ 240 Punishment and Corrections ...... 4 AJ 310 American Courts ...... 4 courses required of all PSU seniors. These and involvement in the community. students will develop and implement AJ 320 Theories of Crime ...... 4 Specifically, the program provides students AJ 330 Crime Control Strategies ...... 4 strategies to deal with a community issue with opportunities to apply what they AJ 340 Crime Analysis...... 4 in cooperation with one or more commu- have learned in the classroom to commu- AJ 380 Criminal Justice Research ...... 4 nity organizations. nity settings. AJ 404 Cooperative Education/Internship...... 8 AJ 420 Criminal Law and Legal Reasoning ...... 4 Total core credits 44

† Program was formerly called Administration of Justice (AJ) and course titles will continue to use AJ prefix. C OLLEGE OF U RBAN AND P UBLIC A FFAIRS 325

CCJ Electives Credits In order to be considered for regular Total CCJ elective credits (minimum of Graduate program admission to the program, applicants should 12 credits at or above 300-level) ...... 24 have a total undergraduate GPA of 3.00 or Total CCJ credits 24 The Division of Criminology and Criminal Justice offers a program of study designed to higher or a graduate GPA of 3.00 or higher Total major requirements 68‡ for a minimum of 9 credit hours. Applicants Requirements for minor. Students who provide students a broad-based understanding of the criminal justice system and soci- who do not meet these requirements may be minor in criminology and criminal justice considered for conditional admission under must complete core and elective courses ety’s response to crime. A major goal of the program is to develop understanding of the exceptional circumstances. within the division. Some of these courses Although not required, applicants are have prerequisites, and students should applied and theoretical aspects of crime and criminal justice. encouraged to submit GRE scores for con- read course descriptions in the current sideration with their application. PSU Bulletin before registration. All core The program provides students with a and elective courses submitted to satisfy high degree of flexibility and allows stu- the requirements for a minor, whether dents to tailor the program to match their Degree requirements taken at PSU or elsewhere, must be passed own career interests. Core coursework All candidates for a master’s degree must with a grade of “C” (2.00 GPA) or above. consists of classes in the theoretical foun- complete 50-54 graduate credits distrib- dations of criminology and criminal jus- Courses taken under the undifferentiated uted as follows: tice, methodology, and criminal justice grading option (pass/no pass) will not be 1. 20 credit hours must be taken in the policy analysis. accepted toward fulfilling division major substantive core. Students are required to develop a spe- requirements. The CCJ degree require- 2. A minimum of four classes totaling cialization in a substantive area outside of ments for a minor are: 12-16 credit hours in a specialization field. the Division of Criminology and Criminal Credits 3. 6 credit hours of thesis or research Justice. In consultation with an adviser, stu- AJ 200 Criminology and Criminal Justice ...... 4 project work. One course from list below...... 4 dents identify and complete a minimum of 4. 12 credits of elective courses. AJ 230 Policing in America four classes, thereby creating a specialty AJ 240 Punishment and Corrections that is unique for each student. Potential Substantive Core. AJ 310 American Courts AJ 515 Theories of Crime ...... 4 AJ 320 Theories of Crime ...... 4 specialization fields include public manage- AJ 520 Analysis of Crime and Justice Data ...... 4 AJ 330 Crime Control Strategies...... 4 ment, political science, urban studies, and AJ 525 Criminal Justice Theory ...... 4 CCJ elective credits geographic information systems. AJ 530 Criminal Justice Research ...... 4 (minimum of 8 credits at or above 300-level) ...... 16 Criminology and criminal justice gradu- AJ 535 Criminal Justice Policy ...... 4 ate courses also support other PSU degree Total minor requirements 32 Specialization Field programs, such as the Master of Public Requirements for a postbaccalaureate In consultation with an adviser, students certificate. Administration, Master of Public Policy, To earn a postbaccalaureate will be required to develop and complete certificate in criminology and criminal jus- Master of Urban Studies, Ph.D. in Urban a specialization field as a part of their tice students must complete core and elec- Studies, and Ph.D. in Public degree requirements. A minimum of four tive courses within the division. Some of Administration and Policy. classes, totaling 12-16 credits must be these courses have prerequisites and students should read course descriptions in Admission completed in the specialization field. the current PSU Bulletin before registra- Students are encouraged to complete this tion. All core and elective courses submit- Requirements requirement by taking courses in other academic units such as public administra- ted to satisfy the requirements for a post- In addition to the general University tion, computer science, political science, baccalaureate certificate, whether taken at requirements for admission to graduate PSU or elsewhere, must be passed with a study, prospective students should arrange or sociology. Courses may be selected grade of “C” (2.00 GPA) or above. Courses for the Division of Criminology and from several academic units so long as taken under the undifferentiated grading Criminal Justice to receive: they comprise a coherent field of study option (pass/no pass) will not be accepted 1. A completed Division of Criminology that will contribute to the academic devel- toward fulfilling these requirements. The and Criminal Justice application form. opment of the student. CCJ degree requirements for a postbac- 2. Transcripts from all prior academic Thesis and Graduate Project calaureate certificate are: institutions, irrespective of whether a Candidates must complete either a thesis Credits degree was granted. or substantial research project. Both AJ 200 Criminology and Criminal Justice ...... 4 3. A 500-word written statement options require a final oral examination. A Two courses from list below ...... 8 describing the applicant’s future goals and thesis is a scholarly work that demon- AJ 230 Policing in America a discussion of how graduate study will AJ 240 Punishment and Corrections strates substantial capacity on the part of aid in achieving those goals. In particular, AJ 310 American Courts the student to engage in independent AJ 320 Theories of Crime ...... 4 applicants should identify courses that would contribute to their selected field of investigation. In order to satisfy thesis AJ 330 Crime Control Strategies ...... 4 requirements, students must pose an origi- AJ 380 Criminal Justice Research ...... 4 study. Statements should also describe any AJ 420 Criminal Law and Legal Reasoning ...... 4 relevant prior academic, life, or profession- nal research question and apply appropri- AJ elective credits (minimum of 8 credits at or ate methods of scholarship and methodol- above 300-level) ...... 12 al experiences and how they relate to the chosen field of study. ogy to that question in order to generate Total 40 4. Applicants, including United States new knowledge. A graduate project, on citizens, whose native language is not the other hand, does not necessarily English must present a minimum score of involve the creation of new knowledge. 550 on the Test of English as a Foreign Rather, graduate project requirements may Language (TOEFL). be satisfied by demonstrating mastery of a particular field of literature and how that literature applies to a policy issue within criminology and criminal justice. 326 P ORTLAND S TATE U NIVERSITY

Elective Courses tance of criminal behavior in juveniles and AJ 340 Students must satisfactorily complete adults. Special topics covered include the rela- Crime Analysis (4) 12 credit hours of elective courses, half of tionship between mental illness and violence, An introduction to the basic methods used in which must be taken in the Division of psychopathy, sexual deviancy, substance abuse, analyzing data from criminal justice agencies, including temporal and spatial analysis of crime Criminology and Criminal Justice. human aggression, and the rehabilitation of offenders. patterns, calculation of crime rates, descriptive *AJ 260 analyses of victim and offender characteristics, Criminal Justice and Popular Culture (4) recidivism, and the identification of offense Courses This course analyzes mass media products such typologies. Students get hands-on experience coding, analyzing, interpreting, and presenting Courses with an asterisk (*) are not offered every year. as news programs and periodicals, music, film, and fictional literature to investigate the repre- crime data from a number of sources like police *AJ 199 sentation of crime and criminal justice in popu- homicide reports, the FBI, Department of Special Studies (Credit to be arranged.) Corrections, and attitudinal surveys. Pass/no pass option. lar culture and the media impact on the criminal justice system. Prerequisite: CS 105 or basic computing skills. AJ 200 *AJ 355 Criminology and Criminal Justice (4) *AJ 299 Special Studies (Credit to be arranged) Perspectives on Terrorism (4) An introduction and overview of the criminol- Pass/no pass option. A survey of international and domestic terror- ogy and criminal justice major designed to pro- ism, the organizations, philosophies, key play- vide students with an understanding of law, *AJ 302 ers, counter-terror organizations, and response. Police Dynamics (4) crime, and the criminal justice system in Investigation of the social, psychological, cul- A critical examination of the various profession- America. Examines the law’s proactive function tural, historical, political, religious, and eco- al and community influences on police behav- in teaching people how to live peacefully with- nomic dynamics of the phenomena will provide ior, together with the social problems generally in their communities and the law’s reactive preparation for discussion of possible created by such forces, and potential remedial function in sanctioning criminal behavior. approaches to control. Includes an introduction to various theories of actions. *AJ 360 crime causation and an overview of the crimi- AJ 310 Victimology (4) nal justice system and its response in process- American Courts (4) Provides a comprehensive overview of the study ing those who transgress the law. Comprehensive survey of the role and function of of victims of crime. This includes research on courts in the United States. Emphasis placed on *AJ 210 the process, etiology and consequences of crimi- the operations of trial-level courts hearing crimi- Introduction to Juvenile Justice Process (4) nal victimization. The criminal justice’s response nal cases. Explores the roles and duties of court- A general overview of the various activities and to crime victims, both historically and more room participants, structure of the judiciary, rela- decisions involved in the processing of young recently, will be discussed in terms of the tionship between the formal rule of law and daily law violators. Examination of the justice system changing role of victims in the criminal equa- activities of courts, decision-making, and perspec- specially designed to handle children, consider- tion. Topics covered may include restorative jus- tives from which to view the courts. Attention ation of the many stages in the system, and con- tice, restitution, and mediation programs now also to appellate courts, juvenile courts, court siderations of issues in juvenile justice policy offered through the criminal justice system. formulation. reform, and issues of gender, race, and ethnicity. AJ 370 *AJ 220 AJ 317 Women, Crime, and Justice (4) Punishment and Corrections (4) Crime Literacy (4) Women as criminals, victims, and professionals Examines theories of punishment as they relate A comprehensive survey of the historical trends in the criminal justice system are the focus of to the various treatment and rehabilitation poli- and current picture of crime in America that this course. Theories, policies, and relevant cies and practices that affect offenders in institu- examines: (1) methods used to collect crime empirical studies will be discussed in the con- tional and community settings. Specific data, (2) factual aspects of specific crimes, text of the historical, socio-political, and cultur- approaches being examined include mandatory including definitions and analytical statistics, al forces that shaped them. Topics may include: sentencing laws, offender education programs, (3) characteristics of victims and arrestees, girls in gangs, female police officers, mothers institutional and community drug treatment (4) public opinion, and (5) personal protection. behind bars, domestic violence, and pregnancy programs, boot camps, house arrest, intensive AJ 230 and drug use. Policing in America (4) supervision probation, work release, and community work service. AJ 380 An introduction to the study of policing in the Criminal Justice Research (4) United States. Policing is studied from three AJ 320 Introduction to the basic concepts of social sci- Theories of Crime (4) perspectives: the police officer-citizen interac- ence research including hypothesis testing, An overview of historical, sociological, biologi- tion, the agency-community relationship, and research design, causality, sampling, and meas- cal, psychological, economic, and Marxist theo- the legal and ethical questions of policing in a urement. Course is intended to provide students ries of crime causation. Particular attention is democratic society. The course considers the with necessary skills to critically evaluate crime made to critically analyzing each theory present- history and future of policing, the police task, and delinquency research as well as design and ed in terms of its internal consistency and logic police strategies, and police relationships with implement basic research projects. the community and criminal justice system. as well as its fit with data on crime, criminals, and victims. Policy implications stemming from *AJ 399 AJ 240 these theories will be discussed. Special Studies (Credit to be arranged) Punishment and Corrections (4) Pass/no pass option. Examination of historical and contemporary AJ 330 Crime Control Strategies (4) AJ 401/501 approaches to the punishment of adult and Research (Credit to be arranged) juvenile offenders in institutional and communi- An analysis of the methods used to control Consent of instructor. ty settings. Includes discussion of theories of crime in American society. Emphasis on under- punishment as they relate to today’s correctional standing the sometimes conflicting goals of the AJ 402/502 policies and practices. Controversial topics like criminal justice system; attention is given to the Independent Study (Credit to be arranged) prisoner rights, the death penalty, and mandato- general categories of general and specific deter- Consent of instructor. ry sentencing are covered. rence, aggressive enforcement, situational and AJ 404/504 environmental defensive measures, and modifi- Cooperative Education/Internship *AJ 250 (Credit to be arranged) Criminal Behavior (4) cation of the social order. Special attention will Supervised placement in a community criminal Examination of psychosocial theories of crime be given to how other countries control crime justice agency or on a criminal justice research and identification of the individual-level factors and the problems of comparison because of project. Evaluations of students are completed by associated with the onset, continuity, and desis- political and cultural differences. C OLLEGE OF U RBAN AND P UBLIC A FFAIRS 327

agency staff and/or University faculty. A mini- *AJ 450/550 AJ 501/601 mum of 8 credits is required of CCJ majors. An Comparative Perspective Research (Credit to be arranged.) additional 8 credits can be applied toward CCJ of Criminal Justice (4/3) AJ 502/602 elective credits required of majors. Required: sen- An exploration of international criminal justice Independent Study (Credit to be arranged.) ior status and consent of instructor. systems that compares and contrasts the general AJ 503/603 features and cultural foundations of criminal AJ 405/505 Thesis (Credit to be arranged.) Reading and Conference justice procedures and institutions in different AJ 504/604 (Credit to be arranged) countries throughout the world. Prerequisite: Internship (Credit to be arranged.) Consent of instructor. admission to graduate program in CCJ. AJ 505/605 AJ 455 Reading and Conference AJ 406/506 (Credit to be arranged.) Projects (Credit to be arranged) Ethical Leadership in Criminal Justice (4) Consent of instructor. Ethical leadership is a topic of longstanding the- AJ 506/606 oretical and practical importance for the crimi- Projects (Credit to be arranged.) AJ 407/507 nal justice system. Criminal and social justice AJ 507/607 Seminar (Credit to be arranged) issues are deeply embedded in the social fabric Seminar (Credit to be arranged.) Consent of instructor. of the community and ethical leadership issues AJ 508/608 AJ 408/508 frequently have ramifications beyond the bound- Workshop (Credit to be arranged.) Workshop (Credit to be arranged) aries of our discipline. Students will be taught to AJ 509/609 Consent of instructor. recognize, understand, and analyze the signifi- Graduate Practicum AJ 409 cance of ethical leadership for the criminal jus- (Credit to be arranged.) Practicum (Credit to be arranged) tice system and the community within which it AJ 515/615 Consent of instructor and senior status. exists. Recommended prerequisite: AJ 200. Theories of Crime (4) An overview of historical, sociological, biologi- AJ 410/510 AJ 460 cal, psychological, economic, and Marxist theo- Selected Topics (Credit to be arranged) Court Procedures (4) ries of crime causation. Particular attention is Consent of instructor. Pass/no pass option. General review of the major activities and pro- given to analyzing each theory presented in cedures involved in the conduct of criminal tri- *AJ 415 terms of its internal consistency and logic as als, with extensive use of mock trial exercises. Counseling Skills for Criminal Justice (4) well as its fit with data on crime, criminals, and Prerequisite: AJ 440. (Normally offered spring A practice-oriented course covering the basic victims. Students will have to test the effective- term only.) interviewing, assessment, and counseling skills ness of these individual theories through the routinely used by professionals in the criminal AJ 465 research literature available in the criminal jus- justice field (e.g., police, correctional staff, pro- Criminology and Social Justice Theory (4) tice literature. Policy and programmatic implica- bation officers, prosecutors). Includes coverage Begins with an analysis of critical criminology tions stemming from these theories and what of techniques for developing rapport with theories and their underlying assumptions. the research literature indicates will be dis- clients, soliciting information, screening for Explores the connections between critical crimi- cussed in class. mental illness, threat/risk assessment, and crisis nology and social justice, the social justice intervention. Recommended prerequisite: AJ 250 movement, and the communities wherein social AJ 520/620 Analysis of Crime and Justice Data (4) justice is practiced. Application of social justice AJ 420 An applied approach to the analysis of criminal theory to criminal justice policy and practice has Criminal Law and Legal Reasoning (4) justice data. Includes an overview of the collec- created a new set of social response mechanisms Study of the basic concepts related to criminal tion, storage, and retrieval of data from various to crime and delinquency: mediation, restitu- law, including: historical development, legal ele- sources (e.g., police, courts, corrections). Basic tion, and restorative justice. Prerequisite: AJ 200. ments of crime and proof, defenses and mitiga- techniques commonly used to analyze and pres- tion, reasonable doubt, and presumptions of *AJ 470 ent criminal justice data are covered with an fact; with particular emphasis on the application Morality, Justice, and the Law (4) emphasis on the use of empirical findings to of logical reasoning to make legal decisions. Analysis of contemporary problems and issues solve problems and develop policy. Advanced Prerequisite: senior status. faced by those working in criminal justice or statistical procedures introduced. AJ 435 studying criminology. The course is designed to explore the range of roles, responsibilities, and AJ 525/625 Crime, Grime, and Fear (4) Criminal Justice Theory (4) dilemmas facing professionals in the justice sys- Crime, grime, and fear is a course designed to This course introduces students to the theoreti- tem. Topics may include prosecutorial responsi- study the social, economic, political, and physical work on criminal justice process, decision- bility, police conduct, and community involve- cal factors underlying neighborhood crime and making, and discretion using multiple discipli- ment in criminal justice. Recommended prereq- decline. Special attention is given to physical nary perspectives. Topics discussed include uisite: AJ 200. and social incivilities, the “broken windows” examination of the stages of the justice process theory, police-community partnerships, and *AJ 480/580 and theoretical approaches to studying individ- problem-solving. Students will work on neigh- Community-based ual, organizational, system, and political behav- borhood-centered projects to explore solutions Treatment of Offenders (4) ior. Emphasis is placed on the practical utiliza- to neighborhood crime patterns, disorder, and An analysis of the history, philosophy, theory, tion of theory to inform development of fear of crime, and ideas for strengthening and function of probation, parole, pardon, research problems. police-citizen relations, and community build- halfway houses, work release centers, and other ing. Recommended: AJ 340. forms of community-based treatment; evalua- AJ 530/630 Criminal Justice Research (4) AJ 440 tion of the effectiveness of treatment of the offender in the community; contemporary usage The purpose of the course is to familiarize stu- Constitutional Criminal Procedures (4) dents with typical research methods used in the A critical examination of the legal controls on the of the presentence investigation report, selection, supervision, and release of probationers study of criminology and criminal justice along administration of criminal justice, with special with their resulting databases. This knowledge attention to current court decisions related to and parolees; exploration of current innovations in corrections such as use of volunteers and base will be used as a foundation upon which such issues as search and seizure, admissions and to teach students how to critically research in confessions, wiretapping and eavesdropping, offenders as correctional manpower resources. Prerequisites: AJ 480: AJ 317; AJ 580: admis- criminology and criminal justice. Recommended right to counsel, fair trial, self incrimination, prerequisite: AJ 520/620. cruel and unusual punishment. Prerequisite: sion to graduate program in CCJ. AJ 420. (Normally offered winter term only.) AJ 535/635 Criminal Justice Policy (4) An advanced course in criminal justice policy analysis. Course examines the development, 328 P ORTLAND S TATE U NIVERSITY

implementation, and outcomes of interventions for professionally motivated students who regional and global diversity, and diversity designed to impact crime and the criminal jus- wish to pursue careers in political science, and justice. Information regarding the tice system. Theories of criminal justice inter- public administration, international organi- courses associated with each of these areas vention will be studied across multiple levels: zations, domestic government, communi- is available at the division office. individual, organizational, community, and sys- cations, education, or law. It is also appro- tem. Emphasis is placed on the utilization of Credits research findings to inform criminal justice poli- priate for inquiring students desiring to PS 200 Introduction to Politics...... 4 learn more about the way human beings PS 401 Research...... 4 cy and future research. Recommended prerequi- Preparation and submission of a concluding essay, sites: AJ 515/615, AJ 525/625, and AJ 530/630. live together and the structures and institu- prepared under the adviser’s supervision, on a topic of the student’s choosing. *AJ 538/638 tions they have developed (or might devel- Historical Perspective of Criminal Justice (4) op) to facilitate social cooperation and con- PS 407 Seminar...... 4 Upper-division electives...... 32 A chronological survey of significant social events flict management. and trends in Western and Eastern civilizations Sub-total in Political Science 44 †Upper-division work from selected that have influenced crime and the development courses outside political science ...... 16 of law, the police, the courts, and corrections and Admission requirements have formed the interrelationships among these Admission to the department is based on Total 60 parts of the criminal justice system. general admission to the University. See Requirements for major with politics of conflict and cooperation option. The pol- *AJ 540/640 page 39 for more information. Legal Perspective of Criminal Justice (4) itics of conflict and cooperation option An advanced course that examines the legal envi- offers students the opportunity to pursue ronment within which the criminal and quasi- Degree requirements an interdisciplinary course of study, again criminal justice systems function, with particular Once a student has been admitted to under the supervision of a member of the emphasis on philosophical and procedural issues Portland State University, upper-division political science faculty, in some aspect of related to deprivation of liberty decisions. courses used to meet political science the politics of conflict and its resolution at *AJ 545/645 major requirements must be taken at the the national and international level. Economic and Political Perspective of University. Courses taken at another col- Students choosing this option must select Criminal Justice (4) lege or university must have received a faculty adviser from the political science An advanced course that explores the political prior approval from the Division of and economic influences on the formulation faculty who will supervise the students’ Political Science. All courses used to satis- program and advise them on how to pro- and administration of public policies related to fy political science major requirements, criminal justice system issues. ceed. This option encourages students to whether taken at PSU or elsewhere, must identify some basic issue area or problem *AJ 550/650 be graded C or above. Comparative Perspectives area that involves the politics of conflict of Criminal Justice (4) Requirements for major. The major and cooperation that will become the sub- offers a traditional course of study in polit- An exploration of international criminal justice ject of analysis and research. Courses asso- ical science that involves some exposure to systems that compares and contrasts the general ciated with the politics of conflict and three basic areas of the discipline. features and cultural foundations of criminal cooperation option are arranged under justice procedures and institutions in different In addition to meeting the University’s three topical headings: conflict and coop- countries throughout the world. general education requirements, a student wishing to pursue a basic major in political eration in America, international conflict science must take a minimum of 48 credits and cooperation, and theories of conflict in political science distributed as follows: and cooperation. Information regarding the courses associated with each of these Credits Political Science PS 200 Introduction to Politics...... 4 areas is available at the division office. One 400-level course in each of the Credits 650 Urban Center three fields listed below:...... 12 PS 200 Introduction to Politics...... 4 503-725-3921 Area I—American Politics PS 401 Research ...... 4 www.hatfieldschool.pdx.edu/PS/ Area II—International/Comparative Politics Preparation and submission of a concluding Area III—Political Theory/Methodology essay, prepared under the adviser’s supervision, pol-science.php Additional upper-division electives ...... 20 on a topic of the student’s choosing. Additional electives ...... 12 PS 407 Seminar ...... 4 B.A., B.S. Upper-division electives ...... 32 Minor in Law and Legal Studies Total 48 Requirements for major with politics of Sub-total in Political Science 44 Secondary Education Program—Social † diversity option. Upper-division work from selected Science The politics of diversity courses outside political science ...... 16 M.A., M.S. option offers students the opportunity to Total 60 M.A.T. and M.S.T. (General Social Science) pursue an interdisciplinary course of study, Requirements for minor. Ph.D.—Participating division in Public To earn a under the supervision of a member of the minor in political science, a student must Administration and Policy Doctoral political science faculty, in some aspect of Program complete 28 credits in political science (of the politics of diversity. Students choosing which 16 must be taken in residence at this option must select a faculty adviser PSU). This must include the following: from the political science faculty who will Undergraduate Credits supervise the student’s program and advise PS 200 Introduction to Politics...... 4 programs them on how to proceed. This option One 400-level course in two of the three fields list- encourages students to identify some basic ed below:...... 8 The program in political science leading to issue area or problem area that involves the Area I—American Politics Area II—International/Comparative Politics the B.A. or B.S. degree is designed to meet politics of diversity that will become the Area III—Political Theory/Methodology the needs of the liberal arts major who subject of analysis and research. Divisional Additional upper-division political science wishes to learn more about public and electives taken in residence at PSU (no more courses associated with the politics of than 8 credits of PS 404, 405, 409, 410) ...... 16 international affairs, government, and the diversity option are arranged under three Total 28 demands of citizenship. It is appropriate topical headings: diversity in America,

† These courses are to be selected with the advice and consent of a student’s adviser. A list of recommended outside courses is available at the Political Science Office. C OLLEGE OF U RBAN AND P UBLIC A FFAIRS 329

All courses submitted to satisfy the Students should note that many of the English, a satisfactory score on the Test of requirement for a minor in political sci- upper-division courses have recommended English as a Foreign Language. ence must be passed with a grade of C or prerequisites. All courses submitted to sat- Students applying for admission to the above. Students are encouraged to take isfy the requirements for the minor must graduate Political Science program who political science courses that complement be passed with a grade of C or above. wish to be considered for graduate assist- their academic interests and scholarly Students who are also working toward the antships should submit their applications goals. The political science minor is major or minor in political science must (Form GO-8) by May 1. designed to be as flexible as possible to take (in addition to the core courses for facilitate this end. Students considering a the law and legal studies minor) at least 12 Degree requirements minor in political science are strongly credits from the lists above that will be Programs leading to the different master’s encouraged to consult with a political sci- uniquely applied to the law and legal stud- degrees offered by the Division of Political ence adviser to work out an instructional ies minor. Consultation with a political sci- Science are designed to be completed in program that meets their needs. ence adviser is strongly encouraged. six academic terms. The University’s mas- SECONDARY EDUCATION PROGRAM ter’s degree requirements are listed on page (See General Studies: Social Science page Graduate programs 69. Specific divisional requirements follow. 141.) Master of Arts or Master of Science. All candidates for a master’s degree in political Minor in law and legal studies. The The Division of Political Science offers grad- science must complete 48 graduate credits minor in law and legal studies offers an uate work leading to the Master of Arts and from course offerings. Students are expect- interdisciplinary, liberal arts approach to Master of Science degrees. The division also ed to pass written examinations in two of the study of law. This is an academic pro- offers Master of Arts in Teaching and Master the four following fields of study: gram, not a professional training program, of Science in Teaching (General Social 1. American politics emphasizing the political, social, cultural, Science) degrees with a political science 2. International politics and philosophical foundations and concentration for students pursuing a career 3. Comparative politics impacts of law and legal systems. It is in teaching. Political science is one of five 4. Political theory designed for pre-law students and also for participating disciplines offering a major a broad array of students from across the concentration in the Public Administration Specific requirements are as follows: PSU campus who are interested in the and Policy Ph.D. program; for information 1. PS 593 Philosophy of Social Science relationship of law to politics, society, and relating to this program, see page 322. 2. 20 credits in each of the two fields to culture. While the core courses concen- The Division of Political Science offers be prepared for examination purposes trate on American law and the American work in political theory and philosophy, 3. 2 graduate (500-level) seminars (cred- legal system, the electives allow students methodology, international relations and its to be included in credits for field exam- to focus on aspects of law related to areas organization, comparative politics, American inations) such as international law, comparative law, politics, American federalism, public policy, 4. 6 credits of thesis or research paper and philosophy. public law, political parties, media and pub- work. Core Courses Credits lic opinion, and political economy. 5. 4 credits may be taken outside politi- PS 101 U.S. Government...... 4 cal science with an adviser’s approval. PS 221 Introduction to Law and Legal Studies ...... 4 Admission requirements Total credits 50 PS 321 Supreme Court and American Politics...... 4 For admission as a regular degree student, Electives: Four courses from the list below: Students who wish to earn an M.S. in PS 325 Politics and the Legal the applicant must: political science are required to take PS Enforcement of Morals...... 4 1. Have at least a B average for all work 595 Research Methods for Political Science PS 404 Cooperative Education (Internship)...... 4 in the junior and senior years, or must (passed with a grade of B- or higher). PS 422 Constitutional Law...... 4 have completed a minimum of 12 credits Candidates for the Master of Arts degree PS 423 Civil Liberties ...... 4 in graduate-level courses with at least a PS 424 Law and Society ...... 4 must pass an examination in a foreign lan- PS 425 Women and the Law ...... 4 3.10 GPA (on a 4.00 point scale). guage administered by the Department of PS 428 Politics of Law and Order...... 4 2. Submit satisfactory scores on either the Foreign Languages and Literatures by the PS 448 International Law ...... 4 verbal and quantitative sections of the deadlines established by the Graduate PS 483 Justice in the Modern World ...... 4 Graduate Record Examination or the Studies Office. The foreign language exam- Total 28 Miller’s Analogy Test. The Miller’s Analogy ination must be completed by the sixth A total of 8 credit hours of political sci- Test is given on campus by Counseling week of the term in which the candidate ence law-related and special topics courses and Testing Services. expects to receive the degree. 3. Request that two letters of recommen- (PS 407 or PS 410, with approval of the Examinations. Candidates for the M.A. dation be sent directly to the Division of student’s adviser) and/or non-political sci- and M.S. degrees will be required to take an Political Science from faculty members at ence courses chosen from the list below examination on each of the two fields of con- colleges or universities previously attended may be taken in partial fulfillment of the centration. These written examinations nor- four-course electives requirement (addition- or from others in a position to comment on the student’s academic and professional mally will be taken during the term in which al courses from other departments may be the candidate will complete 44 credits of the taken toward the degree with permission of background and experience. 4. Forward to the division a 500-word graduate program. The written examinations a political science adviser): may be followed by an oral examination at Credits statement concerning the applicant’s academic and professional goals. (This state- the option of the candidate’s examiners. Phl 311 Morality of Punishment ...... 4 The candidate who is planning to take Phl 446 Topics in Ethics: Philosophy of Law...... 4 ment should indicate the student’s desired Hst 447, 448, 449 American Constitutional fields of concentration.) the examinations in a particular term must History...... 4 5. Submit, if the applicant is a foreign notify the divisional office coordinator of CCJ 310 American Courts ...... 4 student whose major language is not such intention by the Friday of the second CCJ 420 Criminal Law and Legal Reasoning ...... 4

† These courses are to be selected with the advice and consent of a student’s adviser. A list of recommended outside courses is available at the Political Science Office. 330 P ORTLAND S TATE U NIVERSITY

week of that term. The candidate must by settings. Fundamental concepts and ideas associ- PS 318 that time have consulted with the faculty ated with government, and politics more gener- Media, Opinion, and Voting (4) examiners about the books, articles, and ally, are explored, along with the nature of politi- Course examines the interaction between the other materials in the two fields over cal culture and the way this culture is reflected mass media, public opinion, and voting behav- in the institutions and operations of government. ior in the United States. Competing theories of which the student will be examined. media effects on public opinion and voting Examinations will not be given in the PS 203 Intro to State and Local Politics (4) behavior are analyzed, as are competing propos- absence of such consultation. The written Provides an introduction to the role and structure als for reforming electoral campaigns, campaign examinations must be taken by the eighth of state and local governments, and examines the advertising, presidential debates, and other fea- week of the term (sixth week if it is forces that influence subnational politics. Topics tures of mass-mediated elections in order to Summer Session) with the orals, if include federalism, intergovernmental relations, enhance citizen participation. Key questions required, taking place during the following elections, the policy-making process, and the students will consider include the degree of two weeks. problems confronting states and communities. responsibility that politicians, journalists, and Thesis or substantial research paper. citizens should assume for improving citizen PS 204 engagement with electoral politics. Comparative Politics (4) Candidates must submit a thesis or sub- Recommended prerequisite: PS 102. stantial research paper to be followed by A general survey of theories, concepts, and methods employed in comparative politics. *PS 319 an oral examination. The substantial Politics of the Environment (4) research paper is the scholarly equivalent Attention given to political behavior, structures, and processes. The human relationship with nature is a source of a thesis but need not meet the format- of much political conflict and has been since ting requirements of the graduate school PS 205 the emergence of the state. This course explores International Politics (4) the short- and long-term origins of current con- and library. An analysis of the nature of relations among flicts, the emergence of political movements Master of Arts in Teaching And Master nations, with specific reference to contemporary around environmental issues, alternative world of Science in Teaching. Programs with a international issues. Motivating factors will be views regarding nature, and the distinctiveness political science concentration will be examined, including nationalism, economic of politics around these issues. Specific conflicts rivalries, and the quest for security. Also treated designed to enhance the candidates’ capac- will be examined, including the relationship will be the problem of national sovereignty and ity to meet their particular teaching between human attempts to control nature and its relationship to international cooperation, responsibilities. See page 67 for University human hierarchies, population, water, and con- changing threats to international security in the requirements for these degrees. servation of biodiversity. post-Cold War era, and the increasing importance of international economic competition PS 321 and cooperation. The Supreme Court Courses and American Politics (4) PS 221 Basic introduction to the relation between law Courses with an asterisk (*) are not offered every year. Introduction to Law and Legal Studies (4) and politics in America through an analysis of PS 101 Introduction to the nature and function of pub- the work of the U.S. Supreme Court. The United States Government (4) lic law in the United States. The course focuses course uses selective case law in order to An examination is made of American govern- on fundamental problems of jurisprudence, the explore the place of the court in America’s con- ment in theory and practice. Topics include: the relation between law and politics, the nature and stitutional structure, the way the court forms constitutional foundations of American govern- function of the court system, judicial process, and shapes policy through constitutional inter- ment; federalism, civil liberties, and civil rights; and the workings of the criminal justice system. pretation, and the way political forces and influ- Congress and the legislative process; the presi- *PS 312 ences shape Court practices, judicial selection, dency and modern bureaucracy; the Supreme Legislative Process (4) and the decision making processes. Court and judicial policy-making. An examination of the role of legislatures in Recommended prerequisite: PS 221. state politics. Particular attention is given to the PS 102 PS 325 United States Politics (4) forces that shape legislative elections, the rela- Politics and the Legal Introduction to issues and trends in political cul- tionship between legislatures and governors, Enforcement of Morals (4) ture, political behavior, and public policy mak- and efforts to reform legislative politics. Critical examination of law as a mechanism for ing. Topics include: public opinion, political Recommended prerequisites: PS 101 and 102. the enforcement of moral standards. The limits parties and pressure groups, elections and voting PS 313 of law and political authority more generally are behavior, political participation, the role of the The Power Game: A Simulation of explored through an analysis of specific prob- media, policy making, the budget process, Washington Politics (4) lem areas associated with the legal enforcement domestic policy, and national security policy. Examines the nature of political power, the of morality. These include, but are not limited complexities involved in policy-making, and the PS 103 to: the use of criminal justice to enforce stan- State of the World (4) relationship between the major political actors dards of conventional morality, political toler- The course surveys and analyzes the major glob- in Washington, D.C. The course revolves ance, civil disobedience, and the politics of law al issues of our time, including human rights, around a simulation of the U.S. government in and order. Recommended prerequisite: PS 221. which students play the roles of real members environmental protection, poverty and underde- *PS 331 velopment, and war and peace. The importance of Congress, the executive branch, interest Oregon Politics (4) of using interdisciplinary tools of analysis, and groups, and the press. An examination of political structures and policy understanding the meaning of a global perspec- PS 317 trends in the state of Oregon. Attention is given tive on world affairs, are emphasized. Film and Politics (4) to local governments as well as state government Examines the political meanings of films. Topics PS 199 with special emphasis upon the relationships Special Studies (Credit to be arranged.) include: how films reflect, and sometimes chal- among different governmental entities. lenge, basic themes in American political cul- Consent of instructor. PS 343 ture; how filmmakers capture and encode Conflict and Cooperation PS 200 images in ways that tell a culturally-pleasing Introduction to Politics (4) in World Politics (4) story; how audiences make sense of these This course focuses on substantive global prob- Basic introduction to the central themes and images and stories to construct particular fundamental issues of political life. Examines the lems and issues areas such as war, conflict reso- understanding of power, government, and the lution, nationalism, arms races, and global nature and meaning of politics and political individual; and the relationship between association in both domestic and international scarcities. The historical roots of the problems Hollywood and politics. as well as their contemporary manifestations are C OLLEGE OF U RBAN AND P UBLIC A FFAIRS 331

examined using both substantive and theoretical Reviews the historical and contemporary analyses ment and elections, legislative functions, the materials. The sources of conflict and conflict of women’s participation and status in politics. membership, the leaders, the committee system, resolution are also examined. Recommended Recommended prerequisite: PS 101 or 102. the rules and procedures, executive-legislative prerequisite: PS 205. PS 381 relations, pressure groups, lobbying, and reform. PS 345 Introduction to Theory (4) Recommended prerequisites: PS 101 and 102. U.S. Foreign Policy: General introduction to the problems of politi- PS 414/514 The Cold War and Beyond (4) cal theory. A selective survey of the political Issues in Public Policy (4) Analysis of the U.S. foreign policy process, its ideas of Plato, Machiavelli, Locke, Rousseau, A study of selected major policies and programs motives, objectives, and manner of implementa- Mill, and Marx which introduced some of the of governmental regulation and service. tion, in the major developments of each admin- major traditions of political thought in the west. Emphasis is placed upon the formation, administration since 1945. Emphasis is on U.S. rela- The foundations of the communitarian, republi- istration, and substantive content of policies in tions with the U.S.S.R/Russia and the Third can, and liberal political discourse are examined such areas as transportation, public utility regu- World. Recommended prerequisite: PS 205. and discussed. Recommended prerequisite: PS lation, medical care, civil rights, education, agri- *PS 352 200. culture, natural resources, and antitrust laws Western European Politics (4) PS 385 and the preservation of competition. An analysis of the political systems, processes, Modern Ideologies (4) Recommended prerequisite: PS 215. and politics in major countries of Western An examination of the enduring political images PS 416/516 Europe, with special reference to France and of the modern world. Attention is given to the Political Parties and Elections (4) Germany, as well as an overview of Italy, new, developing ideologies in the Third-World An examination of political parties and elections Sweden, or Switzerland. Also a short look at the countries and the new left as well as to the in America. Covers such topics as: the changing organizations for European integration. more traditional concerns of liberalism, commu- role of party organizations, machine politics, elec- Recommended prerequisites: PS 204 or 205. nism, and fascism. toral rules, candidate recruitment, the nomina- PS 353 *PS 387 tion process, campaign strategies and tactics, Introduction to Latin American Politics (4) Politics and Fiction (4) campaign finance, and electoral reform. An examination of a number of Latin American This course explores various themes associated Recommended prerequisites: PS 101 and 102. countries (Argentina, Chile, Brazil, Mexico, Peru, with politics as they are presented in fictional PS 417/517 etc.) in comparative perspective. Topics covered media. The course integrates traditional aca- Interest Groups (4) include: the emergence and decline of various demic material with novels, film, television, This course analyzes the role of interest groups regime types within each of these nation-states; poetry, etc., in order to expand student aware- in the political process. Particular attention is the role of the state, various state sectors, state ness of politics and public life. Recommended given to why some interests are more successful autonomy and state capacity; the emergence of prerequisite: PS 200. at forming groups and influencing politics than various social classes, class coalition and the PS 399 others. The course also examines techniques impact of both of these on the state; the impor- Special Studies (Credit to be arranged.) used to lobby legislatures, the executive branch, tance of international factors such as the interna- PS 401/501 and the courts. Recommended prerequisites: tional economy and the United States. Research (Credit to be arranged.) PS 101 and 102. PS 361 Consent of instructor. *PS 418/518 Introduction to the Politics PS 403 Contemporary Political of the Middle East (4) Honors Thesis (Credit to be arranged.) Protest in America (4) Introduction to Middle Eastern political sys- Consent of instructor. Analyzes the role of social movements in recent tems. Focus will be on the nature of traditional American history. The course blends theoretical politics, modernization and political develop- PS 404/504 readings with empirical research into specific ment in the region, social stratification, institu- Cooperative Education/Internship (Credit to be arranged.) movements. Movements considered include but tions of government, and the political systems are not limited to: civil rights, the new left, pub- of selected Middle East countries. PS 405/505 Reading and Conference lic interest reform, the freeze movement, the Recommended prerequisite: PS 204 or 205. (Credit to be arranged.) women’s movement, the Christian Right, and *PS 362 PS 407/507 Seminar the paramilitary/skinhead movement. Arab-Israeli Conflict (4) (Credit to be arranged.) *PS 419/519 Examination of the conflicting ideological per- Reading and discussion about an area of politi- Political Reform (4) spectives, the formation of the state of Israel, rise cal science, with a research project required. Examines the concerns that drive the demand of Arab nationalism, emergence of Palestinian Enrollment limited. for political reform in America, and how specif- nationalism, the Arab-Israeli wars, rise of PS 409/509 ic reform proposals may affect the political sys- Palestinian activism, diplomatic efforts at partial Practicum (Credit to be arranged.) tem. The first part of the course focuses on a settlements, and possibilities of a comprehensive Consent of instructor. variety of proposals to open up the electoral settlement. Special attention is given to those ele- system and to improve representation. The sec- ments opposed to a final settlement of the con- PS 410/510 ond part examines various reforms that are Selected Topics (Credit to be arranged.) flict, both within Israel and among the designed to make the government work more Consent of instructor. Palestinian and greater Arab communities. effectively and efficiently. Recommended prerequisite: PS 204, 205, or 361. PS 412/512 The Presidency (4) PS 422/522 PS 371 Constitutional Law (4) Analysis of the institution, functions, and prob- War and Morality (4) A study of the way in which the Supreme Court lems of the presidency. Special attention given to Examines the limits observed by states in their has shaped and influenced governmental struc- presidential elections, presidential powers, rela- resort to war and in the conduct of battle. ture and political power. Special attention is tions with media, presidential leadership. White Surveys the historical, moral, and legal founda- given to judicial decisions in the areas of feder- House staff, executive-legislative relations, and tions of these limits, and their enduring rele- alism, separation of powers, the commerce the presidential role in domestic, economic, for- vance in light of changes in international con- clause, and the authority of the presidency. eign policy making and execution. flict and modern warfare. Topics include aggres- Recommended prerequisite: PS 321. Recommended prerequisites: PS 101 and 102. sion and self-defense, preemption, humanitarian PS 423/523 intervention, terrorism, torture, and war crimes. PS 413/513 Civil Liberties (4) Congress (4) PS 380 A study of Supreme Court decisions that affect Study of the structure, organization, powers and Women and Politics (4) individual rights and liberties. Areas of concen- operations of Congress. Topics covered include: Analysis of the political role of women in politics. tration include, but are not limited to, freedom the evolution of Congress, congressional recruit- 332 P ORTLAND S TATE U NIVERSITY

of speech and press, religious liberty, criminal contemporary American Indian leaders dis- PS 448/548 justice, racial justice, gender justice, and the cussing the personal and social forces that International Law (4) right to privacy. Recommended prerequisites: shaped them and the roles they played in shap- Introduction to public international law. PS 321 or 221. ing federal Indian policy, law, and natural Particular emphasis is placed on the interplay of *PS 425/525 resource management. Key areas of study politics and law in the international system. Women and the Law (4) include historic eras of federal Indian policy; Types of law, sources of law, law creating agen- Examines the relationship between women and the exercise of power by federal legislative, judi- cies, law applying agencies are considered. the law. The first half of the course considers cial, and executive branches and their affects on Contemporary substantive issues in internation- several theories of women’s equality. During the tribal lives and societies; the continuing survival al law will be discussed. Recommended prereq- second half of the course students will apply of tribes; and the evolution of tribal govern- uisite: PS 205 or 441. these theories to a variety of problems in gender ments to meet unforeseen and overwhelming *PS 449/549 justice. Substantive issues covered may include: challenges. Recommended prerequisite: PS 101. International Environmental sexual harassment, abortion, fetal protection PS 441/541 Politics and Law (4) policies, and pornography. This course is the World Politics (4) Explores various environmental problems and same as WS 424; course may only be taken This course introduces students to the various issue areas that exist between and among once for credit. levels of analysis used in explaining world polit- nation-states. There will be an exploration of the political difficulties that impede solutions *PS 426/526 ical events. Examined are a number of concep- The Politics of the News (4) tual elements of world politics, e.g., power, and the various pathways that may lead to envi- Explores the role of the news media in political interdependence, integration, and levels of ronmental cooperation. There will also be a life and the political and economic forces shap- analysis, as well as certain substantive elements, focus on the international legal regimes and ing the news. Examines the purposes and func- e.g., international law and organization. international institutions designed to regulate tions of mass media in a democracy, the legal Contrasts are drawn between power seeking environmental problems. and economic structure of the American media, and order-seeking behaviors of nation states. *PS 451/551 and the journalistic practices and communica- Recommended prerequisite: PS 205. British and Commonwealth Governments (4) tions strategies that contribute to news coverage PS 442/542 A study of the constitutional development, the of politics. Contemporary Theories of World Politics (4) political processes, and the political cultures of the United Kingdom and selected member PS 427/527 Surveys concepts and arguments from various The Politics of Public Opinion (4) theoretical traditions in international relations. countries of the Commonwealth. Course provides students with solid foundations Topics are drawn from the ongoing debate PS 452/552 for understanding the nature and evaluating the between the realist and liberal schools of The European Union (4) role of public opinion in American democracy. thought, as well as the challenges posed by rad- Focuses on how the EU has evolved since its It will also teach students how to interpret pub- ical, normative, and critical international rela- beginnings in the 1950s, on its present-day lic opinion polls intelligently. Specific topics tions theory. Theories will be examined mainly organization and functions, and on how the covered will include how “public opinion” has for their insights on issues of war and peace. member countries interact with one another in been defined historically and in contemporary Recommended: PS 441. making EU policies for jointly regulating their discourse; the various influences that shape PS 444/544 U.S. internal economies and societies as well as their peoples’ values, beliefs, and attitudes about pol- National Security Strategy: external policies, i.e., how the EU members also itics; the methods that pollsters and survey Regional Perspectives (4) try to manage their relations with the rest of the researchers use to measure public opinion and Focuses on the regional contexts that influence world. This course is the same as Intl 452; course problems with those methods; and the content U.S. national security strategy and the multifac- may only be taken once for credit. of Americans’ views on controversial political eted reasons security polices succeed or fail in PS 453/553 issues. Recommended prerequisite: PS 318. each region of the world. Critical analysis Power Transitions: Past, Present, and Future (4) PS 428/528 applied to major social, cultural, political, eco- The Politics of Law and Order (4) nomic, military, technological, and historical Uses power transition theory to examine what As American crime control policies have issues that shape formation of regional security elements contribute to global war. Creates a become increasingly punitive, the criminal jus- strategy, and to strategic assessments of U.S. foundation for understanding why nations fight, tice system has expanded in size and scope, security policies as perceived from other when they fight, the outcome of wars, and the crime control has become increasingly federal- regions’ perspectives. Recommended: PS 205. relationship between global and regional con- ized, and record numbers of Americans have PS 446/546 flicts. Also explores the continuum of peaceful been incarcerated. Class explores what is politi- National and International interactions at the global level, and how and cal about crime control and why American Security Policies (4) when the next series of upheavals will occur in crime policy takes on a particularly punitive A comparison of national and international the international system. Recommended: PS 205. cast. In particular, carefully examines the social security systems, strategies, and policies. PS 454/554 construction of the crime problem: how popular Emphasis will be on the current issues arising in International Political Economy (4) beliefs about criminals and the causes of crime these security systems and on the problems that A study of the contending theories of interna- interact with the media and the political system arise when their needs conflict. Particular tional political economy: power and interde- to create a style of crime policy that is uniquely emphasis will be placed on contending theories pendence, Regime Theory, dependency, integra- American. Recommended prerequisite: PS 221. of national and international security. tion, and functionalism, as well as the ideologies Recommended prerequisite: PS 205 or 441. PS 431/531 of political economy-the liberal, national, and State and Local Politics (4) *PS 447/547 Marxist perspectives. Also considered are the Intensive examination of the role of the states International Organization (4) politics of trade, aid, and investment. and cities in the federal system. The course pays The nature and extent of the organization of Recommended prerequisite: PS 205 or 441. particular attention to the importance of politi- interaction among nations. Focus on the United PS 455/555 cal culture in shaping state politics and power Nations, but illustrations and generalization Politics of Economic Reform in Emerging relationships between the different levels and from a wide range of regional and functional Market Countries (4) branches of government. Oregon’s political organizations including the specialized agencies. Explores the process of economic reform in a experiences are used as example and for com- Emphasis on the processes of communication, comparative and international setting by focus- parison. Recommended prerequisite: PS 203. interaction, and negotiation within the organiza- ing on emerging market countries (e.g., tional environment. Argentina, Brazil, Mexico, Indonesia, Poland, PS 432 Great Tribal Leaders (4) Turkey, and Thailand). Designed to give a more in-depth analysis of reform policies for the stu- Course is based on videotaped interviews with dents. Recommended prerequisite: PS 454/554. C OLLEGE OF U RBAN AND P UBLIC A FFAIRS 333

PS 458/558 the role of state, the new institutionalism, and and contemporary concerns. Attention given to Political Economy of the state-in-society approaches. Recommended bringing to the surface the fundamental, often International Security (4) prerequisite: PS 204. inarticulate, patterns, and presuppositions of Surveys the economic dimensions of war, peace, PS 474/574 American thought about political things. and national defense in both historical and con- Democracy and Development PS 493/593 temporary contexts. Topics include trade and in Latin America (4) Philosophy of the Social Sciences (4) conflict, economic statecraft, hegemony and Examines issues of democracy and development An analysis of the central problems associated imperialism, arms production and transfer, the in Latin America. It addresses such topics as the with the idea of a “science of society” to a “sci- military-industrial complex, and the revolution role of history, political culture, political leader- ence of politics.” The philosophical foundations in military affairs. Recommended prerequisite: ship, political institutions, the state, the military, of empirical social science are critically examined PS 205. civil society, social classes, level of socio-eco- and discussed along with the foundations of PS 460/560 nomic development, and their relationship to interpretive social science, critical social science, Political Development in Modern Turkey (4) the possibilities of success or failure for democ- feminism, post modernism, and rational choice Designed to provide students with an in-depth racy in Latin America. The course examines spe- theory. Recommended prerequisite: PS 381. study of political development literature with a cific cases such as Argentina, Brazil, Mexico, PS 495/595 focus on modern Turkey. Examines how mod- Chile, Peru, Venezuela, and Uruguay. Research Methods for Political Science (4) ern Turkish republic emerged from the ashes of Recommended prerequisite: PS 353. Introduction to an examination of methodologi- the Ottoman Empire and evaluate stages of PS 479/579 cal issues and statistical techniques for empirical political development during the first, second, Transitions to Democracy (4) political research. Major topics include but are and third republic. Finally, assesses the implica- Comparative analysis of political systems which not limited to issues in designing political tions of Turkey’s new geopolitics (since the end have experienced a transition from an authoritari- research, survey research, the role of hypothesis of the Cold War) on Turkish political and eco- an to a democratic regime. Attention is given to testing, and the major statistical tools common- nomic development in a global perspective. the conditions supportive of democratic transition ly employed in empirical political analysis. This course is the same as Intl 460/560; may and to the problems of maintaining democratic Recommended prerequisites: Mth 243, 244. only be taken once for credit. stability. Recommended prerequisite: PS 204. PS 503 PS 461/561 PS 482/582 Thesis (Credit to be arranged.) Politics of Economic Reform Liberalism and Its Critics (4) Pass/no pass option. in Modern Turkey (4) Critical examination of the theory and practice of PS 530 Course examines the politics of planned eco- liberalism as an ongoing tradition. The basic ele- nomic growth under the Republican Peoples Proseminar in International Relations (4) ments of liberalism are identified and discussed Graduate seminar surveys the main theoretical Party, transition to the import-substituting and criticisms of the liberal tradition, as offered growth model during the post-WWII era, prob- and analytical approaches encountered in the by communitarians, classical republicans, femi- study of international relations. Themes include lems associated with economic stagnation in the nists, and postmodernists, are examined. Liberal 1970s, and transformation of the Turkish econo- the grand theoretical traditions of liberalism, real- responses to these criticisms are also explored. ism, and radicalism; analytical and methodologi- my during the 1980s and 1990s. The last two Recommended prerequisite: PS 381. decades provide important insight into how pol- cal perspectives, like behavioralism and rational itics and economics (domestic as well as interna- PS 483/583 choice theory; as well as the normative, critical, tional) converge in shaping Turkey’s economic Justice in the Modern World (4) and postmodern challenges to the mainstream. growth strategies. This course is the same as Intl Critical analysis of the nature and meaning of *PS 543/PAP 643 461/561; may only be taken once for credit. social justice. Special attention is given to liberal Resolving International Conflicts (4) theories of justice, questions of distributive jus- *PS 462/562 A seminar that explores different kinds of inter- tice, justice and the rule of law, inter-genera- national disputes and actual conflicts in order to International Relations tional justice, and political alternatives to the of the Middle East (4) identify and assess theories, analytical frame- liberal vision of social justice. Recommended Examination of the external dimension of works, and methods of conflict resolution, man- prerequisite: PS 381. Middle East politics; the role of the great pow- agement, and prevention. Emphasis is on ers; brief analysis of the British and French roles PS 486/586 understanding the roots of conflicts and tech- since 1945; extended analysis of American and American Political niques that may be appropriate to different lev- Soviet/Russian policy in the Middle East. Special Thought: 1600 to 1820 (4) els and dimensions of conflict. The development from 1600 to 1820 of attention will be given to new patterns of inter- PS 545/PAP 645 national relations in the Middle East in the post- American political thought about government American Foreign Policy (4) Cold War, post-Gulf War era. Recommended and its proper relation to the individual and Contemporary foreign relations of the United prerequisite: PS 361. society. Specific topics considered include the States; objectives, world, and domestic factors English background; the colonial mind; ideas PS 466/566 affecting American foreign policy; governmental informing the revolution; the creation of the institutions concerned with development and Politics of East Asia (4) Constitution; and the ratification debates; the Analysis of the principal developments and execution of foreign policy; major issues and Jeffersonian and Hamiltonian conflict; John problems. institutions, formal and informal, that shape Marshall and the expansion of national power. government and politics in China, Japan, and Attention given to bringing to the surface the PS 556 Korea. fundamental, often inarticulate, patterns, and Advanced Political Economy (3) PS 468/568 presuppositions of American thought about Readings seminar provides a review of the liter- International Politics of East Asia (4) political things. ature in theories and selected issues in interna- Examination of the foreign policy motives, tional political economy. Core requirement for PS 487/587 objectives, and systems of the major East Asian graduate students in the PAP doctoral program American Political Culture: and for master’s students in political science states: China, Japan, and Korea. Attention is 1820 to the Present (4) who select international relations as their pri- paid in particular to the political economy of The development from 1820 to the present of mary field of specialization. regional and extra-regional relationships. American political thought about government PS 470/570 and its proper relation to life, liberty, property PS 557 Theories of Comparative Politics (4) and the pursuit of happiness. Topics considered Policy Topics in Advanced Examines the evolution of the theories and include democratization and the Jacksonian Political Economy (4) methods of comparative politics, addressing period, slavery, and the nature of the Union, This readings seminar provides a review of the both the recent history of the discipline and the Social Darwinism and industrialization, the pro- literature in theories and selected issues in inter- current state of its practices. Topics include: the gressive period, the coming of the welfare state, national political economy. Core requirement behavioral revolution, political development, for graduate students in the PAP doctoral pro- 334 P ORTLAND S TATE U NIVERSITY

gram and for masters students in political sci- governmental and nonprofit experience, 4. A 500-word statement concerning the ence who select international relations as their and who have little or no professional applicant’s professional goals and how the primary field of specialization. experience. To accommodate students who specific master’s degree relates to the PS 559 are currently working, the division offers achievement of his or her goals. This state- Political and Economic Decision-making (3) sections of all required courses in the ment should indicate whether the student Examines the philosophical and conceptual evenings or late afternoons or in intensive plans to participate in the program on a assumptions embodied in alternative decision- making theories in the fields of economics and weekend formats. full- or part-time basis and when program politics. Designed to show students the differ- Accreditation. The Master of Public requirements are expected to be completed. ences in individual and collective decision-mak- Administration and the Master of Public 5. A TOEFL score of 550 on paper or ing processes and the technical and social chal- Administration: Health Administration 213 electronic is required of every appli- lenges faced in decision-making processes in the degrees are accredited by the National cant whose first language is not English. market place and the realm of politics. Association of Schools of Public Affairs This is a requirement even if the applicant Examples cover local, national, and internation- and Administration. The Master of Public has earned an undergraduate degree in the al policy topics. Recommended prerequisite: Health degree is accredited by the Council United States. USP 515/615. This course is the same as USP on Education for Public Health. 6. All degrees offered by the Division of 636; can only be taken once for credit. Cooperative degree program in public Public Administration require the submis- health. The Division of Public sion of GRE scores. Administration, along with the School of 7. In addition to the above, the MPH Community Health, College of Urban and program requires completion of an under- Public Public Affairs at Portland State University, graduate course in statistics. collaborates with the Oregon Health & The Division of Public Administration Science University and Oregon State maintains the same application deadlines Administration University in offering the Oregon Master published for the University. Admission is 650 Urban Center of Public Health degree. Coursework can open fall, winter, and spring terms, and 503-725-3920 be taken at any one of the participating Summer Session. www.hatfieldschool.pdx.edu/PA/ institutions. The three universities jointly Limitation on by-arrangement courses. pub_adm.php administer the M.P.H. degree program. Admitted Ph.D. and master’s students may Doctoral students. See the graduate utilize no more than 12 credits of by- Minor in Civic Leadership program under the Hatfield School of arrangement classes (501/601 and 505/605). M.P.A. Government on page 322 for details on In cases where more than 12 credits are M.P.A.: Health Administration the Doctor of Philosophy in public admin- needed because of the lack of regularly M.P.H.—Participating Division in Oregon Master of Public Health Program istration and policy. scheduled classes, a waiver must be submit- Ph.D.—Lead Division in Public ted for approval to the division curriculum Administration and Policy Doctoral committee and the division chair. Program Graduate programs Limitation on acceptance of C grades. The Division of Public Administration No student may use more than two C offers a variety of programs to meet the Admission requirements grades toward graduation for a degree in educational needs of public service profes- the Division of Public Administration. sionals. Mid-career managers and those In determining admission to the Division of intending such careers in federal, state, Public Administration, the faculty assesses Degree requirements and local government; not-for profit agen- the applicant’s preparation for and commitment to the unique demands of a public Requirements for minor. The interdiscipli- cies; and hospitals and other health care nary Minor in Civic Leadership is collabo- organizations are attracted to both under- service career. It considers the following: 1. The appropriateness and quality of ratively designed by several units at PSU. graduate and graduate programs offered by The minor provides students with theoreti- the division because of the quality of the academic preparation demonstrated by the breadth and content of prior academic cal and practical understanding on civic faculty, the reputation of the programs, leadership, and prepares students to be and the convenience of course scheduling. coursework. A minimum GPA of 3.00 in undergraduate coursework is generally responsibly engaged citizens. To earn a In addition to its own faculty and course minor in civic leadership, a student must offerings, the Division of Public expected of students seeking regular admission status. complete 27 course credits. Courses must Administration draws faculty and courses include PA 311 Introduction and USP 407 from other departments and schools, such 2. Three independent assessments of the applicant’s ability to perform adequately in Seminar for Civic Leadership. A pre- as political science, economics, criminolo- approved 6-credit community-based civic gy and criminal justice, urban studies and graduate studies and potential for high- level performance in public service. The leadership practicum is also required. The planning, gerontology, and community practicum requirement may be fulfilled by health. Adjunct faculty with appropriate three letters of assessment, on forms provided by the Division of Public either a pre-approved capstone or by an academic credentials and significant pro- independently developed community- fessional experience in government, non- Administration, should be provided by faculty members from colleges or universities based learning experience. profit, and health organizations also con- Credits tribute to the division. previously attended or by other persons in Required courses The Division of Public Administration a position to comment on the applicant’s academic background and professional PA 311 Introduction to Civic Leadership...... 4 admits students with undergraduate USP 407 Integrative Seminar degrees in a variety of social sciences, as experience. One letter should be from the for Civic Leadership ...... 4 well as in business, the humanities, and applicant’s current employer, if any. Electives...... 20 sciences. It accepts both full- and part- 3. A résumé of professional work experi- CR 410 Intro to Non-Violence (4) time students, who have had substantial ence, if any. Eng 308 The Immigrant Experience (4) C OLLEGE OF U RBAN AND P UBLIC A FFAIRS 335

EPFA 410 School/Community Relations (4) Option 1 is intended for students who have had or PA 573 Values and Ethics in Health (3) EPFA 410 Spiritual Leadership (4) limited or no administrative experience. Option 1: (Prerequisite PA 511) MS 311 Leading Small Organizations (4) PA 509, Organizational Experience (6). PA 533 Public Policy: Origins and Processes (3) PA 411 Theoretical Foundations of Option 2 is for those students who have had at PA 534 Administrative Law and Policy Citizenship and Community Leadership (4) least three years of full-time administrative or Implementation (3) management experience in public, nonprofit, PA 540 Administrative Theory and Behavior (3) PA 410 Civic Engagement: and/or health care organizations. Option 2: PA 512 The Role of Individuals (4) or PA 541 Organizational Behavior in Health (3) Reflective Practice and Case Analysis (3), plus a (Prerequisite PA 511) PA 410 Civic Engagement: three credit elective course approved by advisor. The Role of Social Institutions (4) PA 551 Analytic Methods in Public Administration (3) PA 412 Civic Engagement: Field of Specialization ...... 15 PA 552 Analytical Methods in The Role of Governing Institutions (4) Specialty areas and courses must be approved by Public Administration II (3) PA 417 Ethical Leadership and Public Service (4) the student’s advisor. The Division of Public (Prerequisite PA 551) Administration offers specialty areas and courses in: PHE 365 Health Promotion Programs PA 582 Public Budgeting (3) for Children and Youth (4) Public sector human resource management and PA 586 Introduction to Health Economics (3) labor relations. The Division of Public PS 312 Legislative Process (4) PA 590 Human Resources Management in the Administration offers and integrated concentra- PS 417 Interest Groups (4) Public Sector (3) tion of course offerings for students desiring to or PA 510 Human Resource Management in PS 431 State and Local Politics (4) emphasize personnel administration, public sec- Health Care (3) Sci 347 Science, Gender and Social Context (4) tor labor relations, and the management of (Prerequisite PA 511) Sci 331 Atmospheric Interactions: human resources. Course offerings include Skill Development ...... 9 Urban Air Pollution (4) Human Resource Management in the Public Sector; Public Sector Collective Bargaining: The Three of the following Soc 423 Stratification (4) Legal Framework; Public Sector Collective PA 545 Organization Development (3) Sp 220 Public Speaking (4) Bargaining: Negotiations and Impasse (Prerequisite: PA 540) Sp 313 Communication in Groups (4) Resolution; Public Sector Collective Bargaining: PA 576 Strategic Management in Health Care Administering the Agreement; and Labor Law. Sp 415 Problems in Intercultural Organizations (3) Communication (4) Nonprofit management. For students interested or PA 536 Strategic Planning (3) in the operation of nonprofit organizations, the USP 410 Leadership for Sustainable PA 579 Health Care Information Systems Division of Public Administration offers a special- Communities (4) Management (3) ty in the management of nonprofit organiza- USP 450 Concepts of Citizen Participation (4) or PA 550 Managing Information Systems (3) tions. Course offerings include: Introduction to Five courses from approved list Nonprofit Management, History and Foundations PA 588 Program Evaluation in Health Services (3) or PA 555 Program Evaluation and Management (3) Community-based practicum...... 6 of the Nonprofit Sector; Grantwriting for Substitutions of other skill development courses Six credit community-based civic leadership Nonprofits, Managing Nonprofit Board of offered by the Division of Public Administration practicum, either through participation in an Directors, Financial Management of Nonprofits; are allowed with consent of advisor. approved capstone, or through an independently and Strategic Planning for Nonprofits. developed community-based learning experience. Natural resource policy and administration. The Integrative Experience ...... 6 Division also offers a concentration in the area of The integrative experience is offered under two natural resources and the environment. The options and is available to students only after they MASTER PUBLIC ADMINISTRATION emphasis is on policy and administration. Courses have completed at least 42 credits in their master’s include: Natural Resources Policy and DEGREE REQUIREMENTS program. Administration; Water Resources Policy and Substantive Core ...... 30 Administration; Energy Resources Policy and Option 1 is intended for students who have had PA 511 Public Administration (3) Administration; and other specialty offerings in limited or no administrative experience. Option 1: PA 513 Administrative Ethics and Values (3) natural resources. PA 509, Organizational Experience (6). (Prerequisite PA 511) Health policy and administration. The Division Option 2 is for those students who have had at PA 533 Public Policy: Origins and Processes (3) offers a broad specialty area in health policy and least three years of full-time administrative or PA 534 Administrative Law and Policy administration which gives students conceptual and management experience in public, nonprofit, Implementation (3) technical skills in health administration for hospi- and/or health care organizations. Option 2: PA 512 PA 540 Administrative Theory and Behavior (3) tals, health systems, health maintenance organiza- Reflective Practice and Case Analysis (3), plus an (Prerequisite PA 511) 3 tions, and health-related governmental organiza- three credit elective course approved by advisor. tions. Course offerings are available in health policy Field of specialization...... 15 PA 551 Analytic Methods in Public Administration I (3) and administration; health economics; and financial PA 552 Analytical Methods in Public management of health care organizations. Core Specialization courses (6) Administration II (3) Requirements for the specialty health degrees PA 570 Health Administration (3) (Prerequisite PA 551) (M.P.A.:HA and M.P.H.) are indicated below. PA 571 Health Policy (3) PA 582 Public Budgeting (3) Specialty areas may also be selected from other Plus 9 credits from the following list: PA 585 Financial Management in the Public Sector (3) departments or divisions within the University and PA 544 Leadership and Governance in (or economics course approved by advisor) may be put together as multi-disciplinary endeav- Health Care (3) ors in consultation with advisor. PA 590 Human Resources Management in the PA 572 Health Politics (3) Public Sector (3) Other specialty areas. Courses for a specialty in (Prerequisite: PA 571) (Prerequisite PA 511) Criminology and Criminal Justice area provided by the Division of Criminology and Criminal PA574 Health Systems Organization (3) Skill Development ...... 9 Justice. PA 575 Advanced Health Policy (3) Three of the following (Prerequisite: PA 571) Total 60 PA 532 Organization and Methods (3) PA 577 Health Care Law and Regulations (3) (Prerequisite: PA 540) (Prerequisite: PA 571 and PA 574) PA 536 Strategic Planning (3) MASTER OF PUBLIC PA 578 Continual Improvement in Health Care (3) PA 545 Organization Development (3) ADMINISTRATION: PA 587 Financial Management in Health Services (3) (Prerequisite: PA 540) HEALTH ADMINISTRATION (Prerequisite: PA 571 and PA 574) PA 547 Interpersonal Communication in the PA 589 Research Methods in Health Services (3) Public Sector (3) The Division of Public Administration (Prerequisite: PH 525 and PHE 535) PA 548 Advocacy in the Public Sector (3) offers a Master of Public Administration: PHE 587 Perspectives on Aging PA 549 Intercultural Communications in the Health Administration degree. Students Other health-related course not listed may be Public Sector (3) admitted to this degree are required to selected in consultation with the advisor. PA 550 Managing Information Resources (3) Total 60 PA 555 Program Evaluation and Management (3) complete 60 credits of coursework. PA 557 Operations Research in For students interested in geriatrics, MASTER OF PUBLIC HEALTH: Public Management (3) gerontology, and the administration of HEALTH MANAGEMENT AND POLICY Other courses not listed but appropriate to the aging programs, the Institute of Aging pro- educational goals of the student may be selected The Division of Public Administration with consent of advisor). vides a Graduate Certificate in offers the Master of Public Health degree Gerontology, which may be earned in con- Integrative Experience ...... 6 with a specialty in health management and The integrative experience is offered under two junction with the M.P.A.:H.A. degree. options and is available to students only after they policy as part of the Oregon M.P.H. offered have completed at least 42 credits in their master’s Substantive Core ...... 30 by Portland State University, Oregon State program. PA 511 Public Administration (3) PA 513 Administrative Ethics and Values (3) University, and Oregon Health & Sciences 336 P ORTLAND S TATE U NIVERSITY

University. Students admitted to the health PA 411 them in planning how the field experience will management and policy track of the Foundations of Citizenship and Community integrate with their coursework and their career Leadership (4) M.P.H. degree are required to complete 61 goals, and to cultivate the habit of reflective Examines theories of citizenship within the practice. PA 509 may only be taken after stu- hours of coursework. Instruction is pro- democratic tradition, with a special focus on the vided at Portland State University and dents have earned at least 42 credits in their roles of citizens in the policy implementation program of study. Oregon Health & Sciences University. process within their local communities. This PA 509 Core courses...... 16 focus will be examined against the backdrop of Organizational Experience (6) PHE 535 Epidemiology Survey (3) the history and tradition of citizenship within This course is the final integrative experience PH 525 Introduction to Biostatistics (4) the American context. The course builds a defi- and is required for all M.P.A. and M.P.A.:HA stu- PHE 580 Concepts of Environmental Health (3) nition for community leadership that recognizes dents, who have limited or no administrative PHE 512 Principles of Health Behavior (3) the close interface between the role of career PA 574 Health Systems Organization (3) experience, and for all M.P.H.:HMP students administrators as agents of policy implementa- regardless of experience. The student completes Health administration and tion and the role of citizens as active stewards of policy required concentration ...... 27 a field experience with an appropriate agency, the public good. Recommended prerequisite: culminating in a project report systematically PA 541 Organizational Behavior in upper-division standing or completion of Health Services Organizations (3) analyzing an administrative problem that is both PS 101, 102 or UnSt Leadership for Change PA 571 Health Policy (3) instructive to the student and of importance to Sophomore Inquiry course. PA 573 Values and Ethics in Health (3) the agency. Students are required to attend an PA 576 Strategic Management in Health Care PA 412 orientation seminar to aid them in planning Organizations (3) Civic Engagement: The Role of how the field experience will integrate with PA 586 Introduction to Health Economics (3) Governing Institutions (4) their coursework and their career goals, and to Plus 12 credits from the following list: This course develops understanding of how cultivate the habit of reflective practice. PA 509 PA 510 Human Resource Management in local governments carry out their governance Health Care (3) may only be taken after students have earned at responsibilities and the roles they play within least 42 credits in their program of study. PA 544 Leadership and Governance in Health (3) the larger scheme of the American democratic PA 570 Health Administration (3) system. The goal is to assess how the structures PA 510 PA 575 Advanced Health Policy (3) Selected Topics (Credit to be arranged.) and processes of local governments affect PA 577 Health Care Law and Regulations (3) opportunities for democratic accountability, citi- PA 511 (Prerequisite: PA 571 & PA 574) Public Administration (3) zen participation, the development of civic PA 578 Continual Improvement in Health Care (3) The role of administration in a democratic socie- capacity, citizenship and civic leadership. PA 579 Health Care Information Systems ty. The course surveys the field, the development Management (3) Prerequisite: PA 311. PA 587 Financial Management of of the profession and practices in public admin- Health Services (3) PA 417 istration, and examines the legal, historical, eco- (Prerequisite: PA 571 & PA 574) Ethical Leadership (4) nomic, and political foundations of the American PA 588 Program Evaluation & Management in Explores the ethical conflicts faced by public governmental and nonprofit traditions. Health Services (3) officials, both elected and career civil servants. PA 589 Research Methods in Health Services (3) The goal of the course is to provide students PA 512 Reflective Practice and Case Analysis (3) (Prerequisite: PH 525 & PHE 535) with ethical leadership models that will enable This course is designed to provide mid-career Electives...... 12 them to judge the appropriateness of ethical students with administrative experience an In consultation with his or her advisor, the student compromises that put personal, professional, selects elective credits from appropriate course opportunity to develop skills in the areas of organizational, and public service values into offerings of the participating universities. Elective reflective practice, administrative problem solv- conflict with one another. The course will rely courses may be selected to reflect an area of spe- ing, consulting, and coaching. Students will be cial interest. The choice of elective courses should on case problems and presentations by public required to present a case problem they devel- relate to the broad discipline of health manage- officials who have faced these kinds of conflicts ment and policy and supporting disciplines. oped as the basis of an exercise in administra- during their careers. Recommended prerequi- tive problem solving and coaching for their fel- Field work ...... 6 site: upper-division standing or completion of low students. Prerequisites: at least three years PA 509 Organizational Experience (6) one of the following: Phl 202, PS 101, PS 102, of full-time administrative or management expe- Total 61 or UnSt Leadership for Change Sophomore rience in a public, nonprofit and/or healthcare Doctor in Philosophy in public adminis- Inquiry course. organization and 42 hours of completed course- tration and policy. The Division of Public PA 501 work toward the degree. Administration cooperates with other units Research (Credit to be arranged.) within the College of Urban and Public PA 513 PA 504 Administrative Ethics and Values (3) Affairs to offer a doctoral degree in public Cooperative Education/Internship (Credit to be arranged.) Explores values, ethics, and morality in public administration and policy. For details, see sector administration. It considers such con- the program description on page 322. PA 505 Reading and Conference cepts and issues as the following: personal and (Credit to be arranged.) professional values and roles; the myth of value PA 507 neutrality; the public interest; values, ethics, Courses Seminar (Credit to be arranged.) and change; value trade-offs; ethical ambigui- PA 508 ties; ethical codes, fiscal ethics, and ethics and Courses with an asterisk (*) are not offered every year. Workshop (Credit to be arranged.) administrative discretion. Prerequisite: PA 511. PA 311 PA 509 PA 515 Introduction to Civic Leadership (4) Organizational Experience (6) Public Works Administration (3) Students will examine leadership in democratic Final integrative experience required for all A general overview of administrative practices societies, the ways in which people put con- M.P.A. and M.P.A.:HA students, who have limit- in public works, including an evaluation of cepts of civic responsibility into practice, and ed or no administrative experience, and for all organizational practices, project management, the challenges of community-building and lead- M.P.H.:HMP students regardless of experience. and relationships to political processes. The ership development in the context of our evolv- The student completes a field experience with course will consider actual problems in the ing democratic society. Students will explore an appropriate agency, culminating in a project administration of public works. leadership through various perspectives, includ- report systematically analyzing an administrative PA 516 ing diversity, individualism, trust, and participa- problem that is both instructive to the student Current Issues in Public Management (3) tion. A central goal of this course is to help pre- and of importance to the agency. Students are Explores two major strategies for the reform of pare students for a lifetime of responsible citi- required to attend an orientation seminar to aid public organizations: (1) an economic-centered zenship and civic engagement. C OLLEGE OF U RBAN AND P UBLIC A FFAIRS 337

approach that emphasizes private market-place arate from government and business. It provides study and site visits, cultural immersion homes- incentives and the measurement of outcomes and a specific focus on the relationship of nonprofit tays, and visits to cultural sites. The program (2) a civic dialogue approach that advocates the to government in the delivery of public services varies from year to year in the types of non- use of deliberative processes, reliance on collabo- within the context of a welfare state. governmental nonprofit organizations the stu- ration, and a greater role of nonprofit organiza- PA 522 dents visit, based in part on the interests of the tions in the design and delivery of public servic- Governance of Nonprofit Organizations (3) students who register. Site visits in recent years es. The purpose of this course is to examine Addresses the history and functions of boards in have included programs for juvenile offenders these approaches within the context of traditional the nonprofit sector, including an examination and gang members, human rights advocacy models that have guided the public policy and of the roles of boards in governance and leader- groups, medical clinics, an AIDS education pro- management role of the bureaucracy in the ship; policy and administration; decision-mak- gram, and a coalition of environmental groups. American system of democratic governance. ing processes; board-staff relations; resource On-site translation is provided so that proficiency PA 517 development; board composition and recruit- in Spanish is not necessary, but Spanish language Leadership Development for Public ment; ethics and liability; and current research study is part of the immersion experience. Organizations (3) on boards and organizational effectiveness. PA 532 Course focuses on two activities: (1) use of PA 524 Organization and Methods (3) assessment instruments to prepare individual Financial Management Designed to familiarize students with the sub- leadership profiles and (2) an examination of in Nonprofit Organizations (3) stance and range of work performed by man- various leadership theories with applications to Designed to provide participants without formal agement analysts in the public sector, common- specific leadership situations. The goal of the accounting or finance training with the concep- ly referred to as organization and methods. course is to assist participants in understanding tual framework and practical tools needed to Emphasis will be on developing skills and the their own individual leadership styles and capac- provide strong fiscal management and fiscal ability to conduct management analysis studies. ities and to better appreciate what is required to leadership in the nonprofit environment. For Specific content will include: conducting reor- successfully lead at an individual, team/group, students with formal finance and/or accounting ganization studies; work measurement and pro- organizational, and larger community level. background, the course will provide opportuni- ductivity analysis; procedures analysis; forms PA 518 ties to compare and contrast fiscal management control; management by objectives; manage- Leading Public Organizations (3) objectives and functions in nonprofit with those ment information systems. Prerequisite: PA 540. Course seeks to develop an understanding of found in for profit and/or governmental entities. PA 533 the essential ingredients of leading public It is structured to illustrate the nonprofit fiscal Public Policy: Origins and Process (3) organizations, including creating a vision, devel- management cycle: planning, execution, record- Drawing on the general concept of the policy oping support for the vision, and transforming ing, reporting, and monitoring. cycle, this course explores the central actors, the vision into an organizational legacy. It focus- PA 525 processes, and issues associated with the forma- es on the distinctive role responsibilities of the Grantwriting for Nonprofit Organizations (3) tion of public policy. The course gives particu- leader as an agent of the organization within the The process of grant acquisition, beginning with lar weight to interaction among the three larger community setting, thus distinguishing the formulation of a fundable idea and concluding branches of government, interest groups, and the course from other leadership classes that in an application and its review. Students are the private sector. Tensions between technocrat- focus on either an individual or organizational expected to identify potential funding sources, ini- ic and political approaches to policy develop- perspective. As part of this larger external focus, tiate inquiries, and develop an application for ment also receive attention, as do intergovern- participants acquire the knowledge and skills to funds to support a program or study of special mental concerns. undertake inter-jurisdictional and strategic plan- interest. The steps in this process are discussed in PA 534 ning, conflict management, to work with the general terms and in the context of each student’s Administrative Law and Policy media, and to develop and implement collabo- application. The focus is the development of Implementation (3) rative agreements. grants from private rather than public funders. When policies receive the formal status of laws, PA 519/619 PA 526 they acquire a special significance for the execu- Civic Capacity (3) Fundamentals of Fundraising in Nonprofit tive and judicial branches. This course examines Examines the factors that contribute to the Organizations (3) the process of policy implementation through capacity of communities to create social agree- Creating an environment for successful fund the use of administrative discretion and the ment and to sustain collective action over time. development within a nonprofit organization is a rule-making process. Delegation of legislative Provides students with an opportunity to evalu- serious undertaking that requires a substantive power, judicial review, informal adjudication, ate current research on the factors that con- understanding of, and experience with, develop- and the role of the administrative law judge are tribute to the development of social capital and ment programs and fundraising practices. Course emphasized. The limits of discretionary authori- to apply this research to field-based community provides the learner with the basic theories, prin- ty are explored. Students address the theoreti- building activities. ciples, and techniques for fund development. cal, practical, and ethical issues in implementa- PA 520 PA 528 tion, giving particular attention to the relation- Introduction to Nonprofit Management (3) Organizational Leadership and Decision ship between stated goals and actual outcomes. Introduces students to a wide range of manage- Making in Nonprofit Organizations (3) PA 535 ment needs, problems, and issues of not-for- Introduces students to the theory and practice of Administrative Law and Regulation (3) profit organizations. It considers such items as leadership and decision-making in the nonprofit The constitutional basis for administrative law; the following: the executive director as manag- sector. It focuses on the relationship of leader- the Administrative Procedures Act; promulgating er; aspects of governance; volunteer/staff rela- ship to management, governance, and organiza- regulations: notice, hearings and reasoning tions; personnel administration; budgeting and tional effectiveness of nonprofit organizations. It processes; practical problems in rule making; financial management; fund raising and sources covers classic, modern, and contemporary theo- administrative adjudication: discovery, hearings, of revenue; long-range planning; and commu- ries of leadership, including trait, style, situa- and decisions; informal administrative decisions: nity organization. tional, contingency, charismatic, transactional, fairness vs. efficiency; technical law: jurisdiction, PA 521 transformational, team, and contemporary standing, rightness, court procedures; designing History And Foundations approaches to leadership and decision-making. administrative procedures to reach good decisions of the Nonprofit Sector (3) PA 529 quickly with reasonable resources; freedom of Provides an introduction to the history and Nonprofit Field Study information; current administrative law problems. development of the private, nonprofit sector in in Oaxaca, Mexico (3 or 6) PA 536 the United States. It explores theories and con- An intensive immersion program in Oaxaca, Strategic Planning (3) cepts that describe the social, political, legal, Mexico, offered by the Institute for Nonprofit Provides an overview of the application of plan- and economic meaning of volunteerism, philan- Management in the Hatfield School of ning systems to public sector functions and thropy, and the nonprofit sector as a sector sep- Government. Course includes nonprofit field 338 P ORTLAND S TATE U NIVERSITY

explores newer “stakeholder” theories of plan- PA 543 PA 549 ning, planning models, and the step-by-step Creating Collaborative Communities (3) Crosscultural Communication process for initiating and engaging in strategic Collaboration is perceived as an important in the Public Sector (3) planning processes at various levels of govern- method for addressing complex community issues An examination of intercultural communication ment. Through the use of case studies and through alliances with other organizations in the aspects, processes, and scenarios occurring in hands-on exercises, students are exposed to nonprofit, for-profit, and government organiza- public sector interactions. Emphasis on external- practical applications of strategic planning tions. This course introduces students to the theo- client/constituent relationships. Development of approaches and techniques. ry and practice of collaboration through in-class intercultural awareness is a key goal introduced through class discussion, scenario investigation, PA 537 and “living” case studies in the community. Law & Public Policy (3) Students will learn the success factors, barriers to, and research projects. The course is highly inter- Law and courts are critical to public policy. The and preconditions of collaboration at the intraor- active with class discussion required. policy process often starts with cases for which ganizational, interorganizational, and intersectoral PA 550 no formal policy exists. The seminar examines levels. They will explore the potential for using Managing Information Resources (3) judges as policymakers and the operation the collaboration in a variety of community settings. Considers information management and com- policy process when courts are involved. It con- PA 544 puter information systems as they affect public siders critical issues in judicial policymaking, Leadership and Governance in management and public policy. Basic concepts examines fields where courts have played Health Services (3) are covered, and emphasis is placed on the use important policy roles, contemplates difficulties Class explores principles and practices of lead- of computerized information technologies as faced by judges, and helps students develop ership and governance in a variety of health and management tools for public sector administra- techniques to analyze judicial policymaking. human services organizations. Theories of lead- tors. Substantial use is made of case studies to ership and models of governance are studied, highlight how the public sector manager may PA 539 National Policy Process (3) and explored through case studies of local most appropriately and effectively use computer As a seminar in public administration, the health and human services leaders and their resources and avoid inappropriate and mislead- National Policy Process is studied on-site in governance relationships. Students also conduct ing use of these resources. Washington, D.C. Attention is paid to the actors self-assessments of present and future leader- PA 551 and the action of policy process, to the institu- ship practice and potential. Prerequisites: Analytic Methods tionalization of that process, and to the admin- PA 541, 571, 574. in Public Administration I (3) istrative components of that process. Meetings PA 545 Topics to be covered include: research design, are arranged with key policy actors in appropri- Organizational Development (3) sampling methods and theory, data collection, ate organizations including the Office of A consideration of organization development as techniques of data analysis and presentation, Management and Budget, Congressional staff, a strategy for organizational change. This statistical reasoning, and computer applications lobbyists and think tanks, the General course emphasizes concepts and methodolo- for statistical analysis. Accounting Office, regulatory boards, and vari- gies relating to organizational problem diagno- PA 552 ous agencies. A current piece of legislation or sis, action research, planned change, change Analytic Methods set of legislative initiatives is used as a case implementation and evaluation, and the devel- in Public Administration II (3) study throughout the week. opment of appropriate interpersonal competen- A continuation and expansion of topics covered cies and skills. Focuses on the public manager in PA 551, focusing on analytic methods used in PA 540 Administrative Theory and Behavior (3) as change agent. Prerequisite: PA 540. research and evaluation of public sector poli- Managing organizational systems to accomplish PA 546 cies, systems, and programs. Topics to be cov- purposeful outcomes. Attention is given to how Supervision in the Public Sector (3) ered may include: qualitative and quantitative formal structures and informal processes influ- Focuses on the role of the supervisor in contem- applications in research design and data collec- ence organizational goals in public and nonprofit porary public and nonprofit organizations and tion; statistical modeling, forecasting, program environments. This includes theories of organiza- the knowledge, skills, and abilities needed to evaluation, and other areas of applied research. tional, group, and individual behavior, such as effectively perform this role. Among the topics Prerequisite: PA 551. organizational design, power and authority, lead- considered are the ethics and values of supervi- PA 554 ership, teamwork, communications, work design, sion; work planning; delegating, motivating, Policy Analysis Research (3) and motivation. Emphasis is on managers and and empowering; communicating effectively; Course requires student to become proficient in managing in public purpose organizations by developing a team; coping with conflict; moni- the use of reference tools for successfully under- reviewing major theories and their application toring and evaluating performance; and dealing taking policy research. Students are required to and effective use. Prerequisite: PA 511. with the boss(es). identify a policy issue and to use library and online resources to track a piece of public policy PA 541 PA 547 Organizational Behavior Interpersonal Communications through the stages of agenda-setting, legislative in Health Service Organizations (3) in the Public Sector (3) policy-making, administrative implementation, Provides an overview of organizational theory Explores the theory and practice of human court adjudication, and follow-up analysis and and behavior in health services organizations. communication in an organizational context. evaluation of consequences. The course consists Emphasis is on developing an understanding of Special emphasis will be placed on theories of of a series of on-line exercises corresponding to the factors and forces which influence the task-group communication, interpersonal con- each stage of the policy development and imple- organization, behavior, and operations of health flict resolution and cross-value (intercultural, mentation process. The exercises are supple- services delivery organizations through consider- interethnic) communication. Various exercises mented with discussion and lectures. ation of organizations, their environments, and will emphasize skills in verbal presentation, PA 555 the roles of individuals working in management. group communications, and interpersonal com- Program Evaluation and Management (3) munication in the context of status, cultural, PA 542 Examines program evaluation from the perspec- Sustainable Development Implementation (3) ethnic, and gender differences. tive of the public administrator. Covers the Focuses on the challenges involved in attempt- PA 548 major approaches, methods, and concepts in ing to turn international commitments and poli- Advocacy Roles in Public Management (3) the field of program evaluation. Topics include cy promises into action. Using examples from Explores the skills of advocacy as they relate to impact assessment, research design, qualitative around the U.S. and around the world, we the duties of the public administrator. The basic evaluation methods, performance auditing, ben- examine sustainable development policy imple- principles of argumentative procedure are efit-cost analysis, and other selected topics. mentation and operation in an effort to see what emphasized with a focus on oral advocacy, brief- PA 556 worked, what did not, and how implementation ing arguments, and conducting public hearings. Public Contract Management (3) challenges can be addressed. Videotape will be used to help develop the oral Explores what happens when public sector communication skills of the advocate. organizations form working relationships with C OLLEGE OF U RBAN AND P UBLIC A FFAIRS 339

other agencies, communities, nonprofit organi- relations, and evaluating policy implementation about forests develop, and how public values zations, or for-profit firms through contracts. It strategies of direct production, planning, regula- affect public policy related to forests held by pub- seeks to understand key elements of the formation, and changing market incentives. A central lic, nonprofit, industrial, and private owners. tion, operation, and termination (or transforma- premise is that natural resource administrators PA 569 tion) of these relationships and to do so from face a policy arena that is intrinsically problem- Fish and Wildlife Policy the perspective of the generalist manager rather atic because of the dynamic nature of social val- and Administration (3) than from a narrow technical view. The purpose ues about natural resources, the long time hori- Reviews the history, politics, and institutions here is not to debate whether government at all zon implicit in resource systems, the broadening related to fish and wildlife policy and adminis- levels should do more contracting or less but to geographic scale considered in natural resources tration. Focuses on how policy affecting fish assess what happens when the decision is made decisions, and the interdependency of social and wildlife is made and implemented. Case to use contractual arrangements to perform and ecological communities. Recommended as a studies, largely from the northwestern United services or provides materials. first course in the environmental and natural States, are used to examine these processes. PA 557 resource administration specialization. Policy history is studied at the state and federal Operations Research in Public PA 566 level with particular attention to the federaliza- Administration (3) Water Resources Policy tion of authority in this arena and the role of Addresses the need for today’s public adminis- and Administration (3) interest groups in policymaking and implemen- trators to have some understanding of the Reviews the history, politics, and institutions tation. Current issues like endangered species, increasingly important tools of management sci- related to current water policy and administra- the role of tribes, bio-diversity conservation, ence and operations research. It has no prereq- tion in the United States. Examines policy histo- and inter-jurisdictional management of fish and uisite: quantitative or technical background is ry leading to present institutional and legal wildlife are the focus of study. not required. A variety of topics will be covered, arrangements for federal, tribal, regional, state, PA 570 with some flexibility in choice of topics accord- and local water quality and quantity decision Health Administration (3) ing to students’ interest. Topics include: linear making. Attention is given to the industrial An examination of issues related to the adminis- programming, queueing, simulation, decision development of the East and created water tration of health care systems. Topics include: analysis, forecasting, PERT/CPM, inventory resources of the arid West as a way to under- changing patterns of health care, budget and analysis, and replacement analysis. Methods stand changing social sentiments toward water financial management techniques, and political taught in the course will be in the context of and water policy. Examines the evolution of influences on health administration. public administration. purpose in pollution laws from human health PA 571 PA 563 protection to include ecosystem health protec- Health Policy (3) Citizens and Administration (3) tion and explores implementation of such pro- Centers on an investigation of the public policy This course analyzes modern civic life and its tection through “watershed” approaches to land process as it affects the health care field. Specific challenges. Its major focus is the often ambigu- use and water quality management by NGO’s, health care policies and programs are used to ous relationship between citizens and adminis- and federal, state, and local government. A explore the characteristics of the health care trators in the political system. Other topics major theme is the problem of developing policy process and the factors involved in the emphasized are: transformation of civic life in coherent water policies in a policy arena which formulation, implementation, and evaluation of modern times, declining citizen trust in govern- has divided authority, plural traditions, and health care policies and programs. ment, modern approaches to citizen participa- multiple resource and social issues. PA 572 tion in government, and the future of “civism” PA 567 Health Politics (3) in the United States. Energy Resources Policy This course is designed to survey the interwork- and Administration (3) PA 564 ings of health care legislation. By examining the Reviews the history, politics, and institutions Current Issues in Environmental Policy and nuts and bolts of health law development, a bet- related to current energy policy and administra- Administration (3) ter understanding of health policy development tion with particular attention to the Pacific Provides in-depth analysis of evolving issues in within the context of the political system can be Northwest and development of hydroelectric environmental and natural resources policy and realized. Health legislation is examined in terms power. National energy policy history is reviewed administration. Topics for analysis vary from of historical analysis and the legislative process, including political, financial, and environmental term-to-term. Examples of topics include: politi- including the role of interest groups, the use of problems. Explores the roles of interest groups; cal approaches to sustainable development, information in the political system, the role of state, local, national, and international govern- issues in water and land, urban natural resource bureaucracy, and the budget process. management, hazardous materials issues, the ments; and regional governing institutions. It politics and policy of dams and dam removals, explores the changing distribution of social costs PA 573 Values and Ethics in Health (3) issues of governance in the Columbia River and benefits as both a cause and result of policy Explores a number of issues and questions in Basin, new models of environmental manage- change. Passage of the 1980 Northwest Power health care, including the following: conflicting ment. Noted practitioners from the region, sen- Act, the Northwest Power Planning Council creat- and competing values; making choices by policy ior administrators and advocates are frequent ed in the act, and the implementation of the act makers and health care professionals and guest presenters in the class. Issues are devel- will be studied, as will current issues like energy administrators as to who gets what health serv- oped and explored through multiple perspec- conservation, regional power planning, deregula- ices; the conflict between money and profits tives in the spirit of liberal education and pro- tion and the status of institutions involved in and the concept that all people within the fessional development. The course meets the energy policy, and Columbia basin fish and American democratic system are entitled to at needs of advanced students, professionals in the wildlife conservation. least basic health care. community, and others with particular interest PA 568 in current issues. Forest Policy and Administration (3) PA 574 Reviews the history, politics, and institutions relat- Health Systems Organization (3) PA 565 Course focus is on the manner in which health Natural Resource Policy ed to forest resource policy and management. and Administration (3) Focuses on how policy affecting public and pri- care in the United States is organized and Reviews the history, politics, and institutions vate forest land is made and implemented. Case administered, as well as the forces which are related to current environmental and natural studies, largely from the northwestern United influencing change in the structure and delivery resource policy and its administration. Reviews States, are used to examine these processes. of health services. Specific topics of analysis and policy domains like land and forest, water, ener- History, laws, and programs relating to forest land discussion include: structure of the health care gy, fish and wildlife, and environmental quality. ownership, public and private forest management, system, the providers, health care personnel, Special attention is paid to policy and adminis- and associated environmental protection are stud- financing health care, planning, and evaluation. trative governance issues like sustaining com- ied at the federal and state levels. Special attention mon pool goods, structuring intergovernmental is given to understanding how public values 340 P ORTLAND S TATE U NIVERSITY

PA 575 devoted to the local budget processes. Topics will PA 588 Advanced Health Policy (3) include basic concepts of public budgeting, the Program Evaluation and Management In Provides students focusing on health policy budget cycle, budget strategy, planning and pres- Health Services (3) analysis or advocacy the opportunity to explore entation, alternative budgeting systems, the Introduces the theory and practice of program specific areas of health policy in-depth. Taught budget as a political and management tool. evaluation in the health services system. Includes multiple methods and uses of evalua- as a seminar with students required to select PA 583 two policy areas, develop readings and ques- Advanced Budgeting Concepts and tion from the perspectives of managers, health tions, and lead class discussion facilitated by the Techniques (3) professionals, and health services researchers, instructor. Coursework emphasizes the under- Investigates how budgeting can be used to review, with an emphasis on the utilization of evalua- standing, identification and development of suc- analyze, and establish public policy and adminis- tion findings in program planning and manage- cessful and sustainable health policy including trative accountability. Students learn how to: 1) ment in health services. Course learning will be preparation of four brief, structured policy pro- design the best budget system to fit various politi- synthesized through a community-based learn- posals. Prerequisite: PA 571. cal environments; 2)review the effectiveness and ing experience involving working with a com- PA 576 efficiency of programs through budget analyses; munity partner to develop an evaluation frame- Strategic Management and 3)use the budget to clarify public policy work and methodology for an existing or proof Health Care Organizations (3) issues and establish management accountability posed health program. This course provides prospective and current for performance. The mechanics of public budg- PA 589 health care managers with the tools necessary to eting will also be discussed in detail, including Research Methods in Health Services (3) successfully manage their departments/organiza- developing a budget calendar, making fund bal- Provides an introduction to traditional methods tions in a strategic manner. Course content will ance estimates, balancing revenues and expendi- of designing and conducting health services build upon the basic methods of strategic plan- tures, and monitoring the approved budget. research. It is intended that at the completion of ning and management, with special attention Students should have practical experience or a the course students will understand multiple paid addressing and managing the problems and previous course in budgeting. approaches to health services research, be able challenges specific to the health care industry. PA 585 to be both participants in and consumers of the PA 577 Financial Management research process, and will be competent in con- Health Care Law and Regulation (3) in the Public Sector (3) ducting critical appraisals of the health services Course intended to be an introduction to the An investigation of the sources, methods, and literature and in writing research proposals. American legal system and the laws that affect mechanisms available for financing public organ- Prerequisites: Ph 525, PHE 535. public health and health care. Initially, course izations in a dynamic and complex environment. PA 590 focuses on public legal relationships between It includes a consideration of the administrative Human Resource Management governments and individuals, and proceeds to and behavioral as well as the economic dimen- in the Public Sector (3) review private legal relationships between indi- sions of financing public organizations. The Administration and management of human viduals or organizations. Reviews the source of examination identifies and explores the skills resource systems in public sector and nonprofit laws affecting health care, the basics of constitu- which are appropriate for managing contempo- organizations. Focus is on the underlying values of tional law, the right to privacy, state and federal rary public finance systems. Among the specific human resource management, related public poli- regulation of health care, and negligence in topics considered in this course are the follow- cies, structural patterns, and the functional areas of health care. Wraps up with an introduction to ing: tax and nontax sources of revenue; intergov- HRM systems. Specific attention will be directed to cutting edge health care issues such as health ernmental fiscal relations; debt management; the strategic roles of human resource management care fraud and abuse compliance and medical productivity; rate analysis; cash flow manage- in day-to-day operations, merit system concepts record privacy. Prerequisites: PA 571, 574. ment; and managing fiscal retrenchment. and practices, position and wage classification sys- PA 578 PA 586 tems, methods of securing a qualified labor force, Continual Improvement In Health Care (3) Introduction to Health Economics (3) and labor relations. Legal requirements in each of Intended to introduce students to the concepts Focuses on defining and measuring the perform- these areas will be examined. Emphasis will be on of continual improvement and illustrate applica- ance of the health care sector, defining and learning by doing through use of skill-building tions of these concepts in health care. The basic explaining microeconomic concepts, and evalu- exercises, simulation and analysis of case materials, content will be drawn from the industrial quality ating various policy initiatives to improve effi- review of relevant case law, administrative rule- improvement literature; this will be elaborated ciency, equity, and technological progress in making, and current literature. This course serves through presentation and analysis of health care health care. Specific topics include description of as a foundation for PA 591. Prerequisite: PA 511. case studies. Students will gain an understanding the health care industry, production of health, PA 591 of different approaches to process improvement measurement of health care price changes, theo- Policy Issues in Public Human Resource and quality management and will be prepared to ry of demand for health care, theory of produc- Management (3) apply this knowledge in the practice setting. tion and cost, measurement of inputs and out- Provides an in-depth analysis of evolving issues in the management of human resource systems PA 579 puts, cost-benefit and cost-effectiveness analysis, Health Care Information Systems and structure and functioning of markets. In in public sector and nonprofit organizations. Management (3) addition, the role of government in a private Topics for analysis vary from term-to-term. Two foci: health information systems and health economy in dealing with market failure is dis- Examples of topics include: the design and care organization re-engineering. The first focus cussed, especially as it relates to the goal of implementation of employee performance eval- looks at information systems in health care as assuring universal access to health care. Does uation programs; determining training needs clinical care and operational management tools. not require any specific preparation in econom- and planning a programmed response; compen- Included are business needs, the relationship ics or mathematics, although graphical presenta- sation systems, including problems of wage between organizational needs and technology tion of economic concepts is emphasized. compression; negotiated wage settlements and other economic benefits related to wages and capabilities, and the management and control of PA 587 IS resources. The focus on health care organiza- Financial Management of Health Services (3) salaries; employee morale and motivation incen- tion re-engineering includes the role of evolving Focuses on the analysis and administration of tives; and occupational health and safety issues. technologies in development of the community resources in the health care field. Among the Noted practitioners from the region are frequent health resource and information needs in the specific topics included in this course are finan- guests of the class. This course is a continuation shift from inpatient clinical settings to commu- cial statements, budgeting, cash flow, costing, of material covered in PA 590. Students may nity provider networks. capital decision making, sources of capital and take this course without completing PA 590. PA 582 operating funds, depreciation and government PA 592 Public Budgeting (3) reimbursement schemes, and human resources Volunteerism and Volunteer Management (3) Focuses on the major dimensions of public sector planning and management. Prerequisites: Examines the historical, social, and cultural budgetary systems. Major emphasis will be PA 571, 574. context of voluntarism in America as a way of C OLLEGE OF U RBAN AND P UBLIC A FFAIRS 341

understanding who volunteers and why, and procedure; the meaning of a grievance; the pro- Prerequisite: admission to the Ph.D. program in what difference it makes in the lives of organiza- cessing of grievances; and continuing grievance public administration and policy. tions and communities. The course includes problems such as discipline, transfers, seniority, PAP 614 skill development in the management and overtime, work assignments, insubordination, Contemporary Governance (3) administration of volunteer programs in a non- layoff, recall, and manning requirements. Contemporary factors impacting governance profit organizational context, including volun- Emphasis will be on the use of case materials to world wide: political instability and fragmenta- teer program planning, evaluation of volunteer illustrate these problems. Also includes a dis- tion of government; erosion in the jurisdiction programs, recruitment, training, and retention cussion of arbitration followed by a mock arbi- and power of the nation state and its causes; the of volunteers. tration session. Prerequisite: PA 595. search for new approaches and substitutes to PA 593 PA 598 government; accelerated blurring of sector Discrimination Law (3) Values-based Management I (3) boundaries—increasing use of third party Examines state and federal laws prohibiting dis- Introduces the model of values-based management providers; and non-political boundaries. crimination, the major legal theories of proof, as a method to enhance compatibility between the Prerequisite: admission to the Ph.D. program in the employer’s defenses against discrimination individual and the organization that is essential for public administration and policy. charges, the administrative agencies involved, decision-making and supervision, particularly in PAP 615 the complaint process, and remedies for viola- nonprofit organizations. Students will develop a Administrative Process (3) tions. It is recommended that this course be theoretical understanding of the elements of effec- The purpose of this course is to explore the taken prior to taking PA 594. tive supervision and of the impact that a nature of the administrative process and its rela- PA 594 director/supervisor has on the human resource tionship to organizational structure, process, Affirmative Action Planning (3) system in their organizations. Students will work and behavior within the broader context of pro- Designed to instruct the student in the affirma- through the process of clarifying agency mission, grammatic and organizational governance. tive action requirements imposed on federal purpose, and values and develop skills for aligning Emphasis will be placed on the following topics: contractors by federal laws, presidential execu- their practices with these values. the influence of structural alternatives on behav- tive orders and implementing regulations. PA 601 ior; value systems and normative prescriptions; Lectures, reading, and discussions will be Research (Credit to be arranged.) organizational culture; and the influence of the directed toward an exploration of federal and PA 603 administrative process on the way in which state case law, the enforcement agencies in the Thesis (Credit to be arranged.) agencies formulate and implement policy within administrative process, complaint investigation, PA 605 the context of their respective legislative man- resolution of noncompliance, and the elements Reading and Conference dates. Prerequisite: admission to the Ph.D. proof an affirmative action compliance program, (Credit to be arranged.) gram in public administration and policy. including the concepts of availability and goals. PA 607 PAP 616 Recommended that students have had PA 593. Seminar (Credit to be arranged.) Policy Process (3) PA 595 PA 610 This course focuses on the politics of the policy Public Sector Collective Bargaining: Selected Topics (Credit to be arranged.) process. It examines the role, influence, and The Legal Framework (3) PAP 611 interaction of legislatures, executives, bureaucra- The history and development of public sector Theoretical Foundations of Governance (3) cies, courts, policy communities, and citizens. collective bargaining in the United States. This course analyzes the foundational, political, The course follows the stages of policy develop- Specifically included: the role and importance of social, and economic theories which have ment: problem definition, agenda setting, budget- public sector collective bargaining law; the shaped institutions and processes of governance ing, authorization, implementation, and over- diversity of collective bargaining laws; compari- during the modern era. Prerequisite: admission sight. Case material is taken from federal, state, son of various state laws with proposed national to the Ph.D. program in public administration and local governments with special consideration legislation; an in-depth analysis of Oregon’s pub- and policy. given to the intergovernmental aspects of the pol- lic sector collective bargaining law; the Oregon PAP 612 icy process. Prerequisite: admission to the Ph.D. Employment Relations Board (ERB)—its struc- Governance, Social Change, and Rule of program in public administration and policy. ture and operation, the rules of procedure of Law Systems (3) PAP 618 ERB, major functional areas of ERB-bargaining This course provides students with an under- Political and Organizational Change (3) unit determination, representation and decertifi- standing of the ways in which the “rule of law” An investigation into the nature of change, par- cation procedures, unfair labor practices, the influences the theory and practice of governance ticularly its political and organizational manifes- conduct of elections, the Oregon Mediation and public administration. This understanding is tations. The focus is on change as a process Service, impasse procedures and continuing legal developed by comparing rule of law systems (i.e., how it happens) as well as a product (i.e., issues (mandatory vs. permissive home rule and with other ways of creating social order and the outcome). Conceptual and theoretical con- sovereignty bargaining in good faith). This organizing community life; examining the ori- cerns in understanding change, the sources of course is a prerequisite for PA 596 and PA 597. gins of the rule of law within both liberal demo- political and organizational change, change in cratic theory and the American constitutional PA 596 the governance system, change in contemporary Public Sector Collective Bargaining: tradition; exploring the distinctive institutional society, and managing in complex and nonprofit Negotiations and Impasse Resolution (3) role that administration plays in the American organizations will be examined. Deals with the diversity of roles of the parities rule of law system through its participation in administrative rule making and policy imple- PAP 630 in negotiation; planning for negotiations; devel- Proseminar in International Relations (4) mentation; examining the role ambiguity created opment of original demands and fallback posi- Graduate seminar surveys the main theoretical for career administrators in carrying out their tions; negotiation strategy and tactics; the major and analytical approaches encountered in the responsibilities within the American rule of law issues in negotiating; and the diversity and simi- study of international relations. Themes include system. Prerequisite: admission to the Ph.D. pro- larity of negotiations in state government, cities, the grand theoretical traditions of liberalism, real- gram in public administration and policy. counties, school districts, and higher education. ism, and radicalism; analytical and methodologi- A mock negotiation case will be bargained. This PAP 613 cal perspectives, like behavioralism and rational course will also deal with the process of media- Institutional Foundations of Governance (3) choice theory; as well as the normative, critical, tion, fact-finding, and interest arbitration. This course examines the basic concept of gov- and postmodern challenges to the mainstream. Prerequisite: PA 595. ernance in the context of the nation state and its political economy. Particular attention is paid to PAP 656 PA 597 Advanced Political Economy (3) archetypical systems, structures, and functions Public Sector Collective Bargaining: Readings seminar provides a review of the liter- of governance which developed in the modern Administering the Agreement (3) ature in theories and selected issues in interna- era. This material is then related to the develop- Deals with the nature of the collective bargain- tional political economy. Core requirement for ing agreement; the establishment of grievance ment of the American administrative state. 342 P ORTLAND S TATE U NIVERSITY

graduate students in the PAP doctoral program • Assessment of Clackamas County Com- Institute for Tribal and for master’s students in political science munity Prosecution implementation. who select international relations as their pri- • Comparison of risk assessment meas- Government mary field of specialization. ures: Clackamas County Community 670-C Urban Center PAP 657 Corrections. Policy Topics in Advanced 503-725-9000 Political Economy (4) • Assessment of the impacts of prison siting in multiple communities within The Institute for Tribal Government, Readings seminar providing a review of the lit- which is a national leader in its field, pro- erature in theories and selected issues in inter- Oregon. national political economy. Core requirement vides elected tribal leaders with informa- for graduate students in the PAP doctoral pro- Executive tion and leadership skills dealing with gram and for master’s students in political sci- tribal, state, and federal governance and a ence who select international relations as their Leadership Institute wide range of related policy issues. Tribal primary field of specialization. leaders are offered programs to meet their 780 Urban Center PAP 658 own unique needs either with sessions at Decision Making (4) 503-725-8261 the Hatfield School or at tribal sites. This readings seminar provides a review of the www.eli.pdx.edu Programs are available for addressing fed- literature in theories and selected issues in deci- The Executive Leadership Institute strives eral Indian law, tribal government duties sion making. Analyzes developments in theories to identify and promote innovation and and responsibilities, tribal and state rela- of rational choice, cognition and perception, excellence in leadership. The institute tions, the federal legislative process, feder- organizational behavior, bureaucratic politics, accomplishes this goal by assisting the intergovernmental relations, multi-level game al judicial and administrative procedures, theory, and an introduction to complexity. Mark O. Hatfield School of Government in and effective tribal leadership strategies. Requirement for graduate students in the PAP meeting the professional development doctoral program and an elective for master’s needs of agencies and officials with public Center for students in political science. service responsibility. The institute undertakes the following five types of activity: Turkish Studies master’s degree preparation for practition- 650 Urban Center Research centers ers at off-campus locations; applied 503-725-3257 research; technical assistance to agencies in and institutes managing technological and organizational The Center for Turkish Studies operates innovations; continuing professional edu- out of the Hatfield School of Government, cation; and community and professional College of Liberal Arts and Sciences, and Criminal Justice Policy service. Together, these activities support the Office of International Affairs at Research Institute the School of Government’s ongoing efforts Portland State University. The center car- to enhance democratic governance, devel- ries out academic research and engages in 550 Urban Center op responsible citizenship, and improve private- and public-sector contracts on 503-725-4014 the quality of public service. topics related to contemporary Turkey, the The institute is a multi-disciplinary turkic world, and the Eastern research unit serving the entire PSU com- Institute for Nonprofit Mediterranean. It coordinates international munity, but affiliated with the Criminology conferences, promotes business relation- and Criminal Justice Division of the Management ships, and provides strategic, technical, School of Government. It is designed to economic, and political advice to interna- 780 Urban Center tional leaders. provide policy makers throughout the 503-725-8221/8227 state with a forum in which issues of poli- www.inpm.pdx.edu cy and practice may be explored, using National Policy objective, performance-based criteria. It is The Institute for Nonprofit Management, also designed to bring together the varied established in 1989, is dedicated to pro- Consensus Center resources of Portland State University and viding high quality, accessible, and rele- 720 Urban Center coordinate those resources with other vant education in nonprofit management, 503-725-9077 institutions of higher education to address leadership, governance, and philanthropy. INPM was the first in the Northwest to The National Policy Consensus Center is a issues emanating from the justice commu- national program working with leaders, nity. The institute has an external advisory offer graduate and non-credit courses in nonprofit studies and is nationally recog- including governors and legislators at the board, representing a broad cross-section state level, to promote the use of consen- of justice agencies, which serves to focus nized as a leader in this field. In addition to graduate courses leading to a nonprofit sus building in order to address difficult attention on issues of concern to the com- policy issues and achieve more effective munity, state, and region. concentration within the Master of Public Administration degree, INPM offers non- governance. The center has developed a Projects currently underway, or recently Public Solutions System which offers a completed by faculty associated with the credit courses applicable to a certificate in nonprofit management, seminars, confer- way for the public, private, and civic sec- institute, include: tors to work together. The center hosts an • Evaluation of the Oregon “Boot Camp” ences, community forums, research, consultation, and an acclaimed Leadership extensive network of state dispute resolu- programs. tion programs; sponsored joint projects • Evaluation of the Portland Police Fellows Program. Adjunct faculty who are respected practitioners in the nonprofit between states and partner organizations; Bureau’s Domestic Violence Reduction supplies information, consultation, and Unit. community complement the regular faculty in offering more than 20 courses which technical assistance; and offers training • Development of an evaluation and and education in consensus building. assessment system for the Governor’s are designed to link theory and practice. Juvenile Crime Prevention Program. C OLLEGE OF U RBAN AND P UBLIC A FFAIRS 343

Nohad A. Toulan School of Urban Studies and Planning

350 Urban Center are available in not-for-profit organiza- nomics, and political science taken else- 503-725-4045 tions, private consulting firms, and state, where substitute for the freshman and www.pdx.edu/USP/ regional, and local governments. sophomore courses listed below. Community development practitioners Credits B.A., B.S.—Community Development Minor in Community Development work on a range of issues including hous- Freshman/Sophomore Minor in Real Estate Development ing, community organizing, transportation, UnSt 220 Understanding Communities...... 4 Minor in Sustainable Urban Development the environment and economic develop- Soc 200 Introduction to Sociology...... 4 Ec 201 Principles of Economics ...... 4 Graduate Certificate in Real Estate ment. The major prepares students for PS 200 Introduction to Politics...... 4 Development postbaccalaureate employment or graduate Graduate Certificate in Transportation work in a professional academic field. Sub-total 16 M.U.R.P. The curriculum is grounded in applied Required core courses M.U.S. USP 301 Theory and Philosophy social science and incorporates a great deal of Community Development ...... 4 Ph.D. of field research. The program takes USP 302 Methods of Community The Toulan School of Urban Studies and advantage of the wealth of resources avail- Development...... 4 USP 303 Community Development Planning provides an interdisciplinary able in the Portland metropolitan area and Field Seminar ...... 4 approach to understanding urban places. draws from a variety of academic disci- Sub-total 12 The school’s programs are structured to plines and departments. Students special- Community development concentrations allow students living or working in the ize in one of three areas of concentrated Students will choose to concentrate their work in Portland metropolitan area to take advan- study: community organization and one of the following areas. Each field of concentration includes a set of required USP courses tage of the broad range of resources avail- change, housing and economic develop- and elective community development-related able at Portland State University and in the ment, or communication and community courses from the School of Urban Studies and Planning and from other departments. Lists of community. development. elective courses for each field of concentration Opportunities for urban education are Students may also pursue a 27-credit are available from the school office. available through five programs. minor in community development, a 30- Community Organization and Change Undergraduates can major in community USP 311 Introduction to Urban Planning ...... 4 credit minor in real estate development, USP 426 Neighborhood development or complement their bachelor’s and/or a 27-credit minor in sustainable Conservation and Change...... 4 degree in another field by simultaneously urban development. USP 428 Concepts meeting the curricular requirements for a of Community Development ...... 4 USP 429 Poverty in the Urban Community...... 3 minor in community development, real Admission requirements USP 430 Urban Studies Research Methods ...... 4 estate development or sustainable urban USP 450 Citizen Participation ...... 4 development. Students interested in devel- Students must be formally admitted to the Four elective courses from approved list oping professional planning skills may pur- community development program by sub- or sue a Master of Urban and Regional mitting an application to the Toulan Housing and Economic Development School of Urban Studies and Planning. USP 311 Introduction to Urban Planning ...... 4 Planning. The M.U.R.P. degree is fully USP 312 Urban Housing and Development ...... 4 accredited by the Planning Accreditation Candidates are selected based on written USP 423 Development Process...... 3 Board. Interest in developing urban research statements of intention. Fall enrollment is USP 428 Concepts of Community Development .4 capabilities may be pursued through a strongly recommended to allow students USP 430 Urban Studies Research Methods ...... 4 Master of Urban Studies. Individuals desir- to take core classes in sequence and to cre- USP 451 Community Economic Development .....3 ate a community environment among each Four elective courses from approved list ing higher levels of research skills and/or or academic employment may choose the group of students. Communication and Community Development Ph.D. in urban studies. USP 311 Introduction to Urban Planning ...... 4 USP 426 Neighborhood Degree requirements Conservation and Change...... 4 Requirements for majors. In addition to USP 428 Concepts Undergraduate the general University degree require- of Community Development ...... 4 USP 430 Urban Studies Research Methods ...... 4 ments, students in community develop- programs USP 450 Citizen Participation ...... 4 ment must complete the following degree Two of the following five courses:...... 8 The Toulan School of Urban Studies and requirements. Substitution of coursework Sp 215 Introduction to Intercultural Planning offers an undergraduate major in is acceptable only by permission from the Communication (4) Sp 218 Interpersonal Communication (4) community development. Community faculty adviser. Students transferring in Sp 322 Political Communication (4) development is a process in which people with 90 or more credits are not required to Sp 337 Communication and Gender (4) act together to promote the social, eco- take the Sophomore Inquiry Community Sp 437 Urban Communication (4) nomic, political, and physical well-being Studies course. Students can ask to have Two elective courses from approved list of their communities. Career opportunities lower-division courses in sociology, eco- 344 P ORTLAND S TATE U NIVERSITY

Field experience...... 6 USP 313 Urban Planning: Environmental Issues (4) dissertation fellowships. Applications for Community-based work, either through an indi- USP 424 Healthy Communities (4) graduate assistantships are available from vidual internship or through participation in an USP 425 Community and the Built Environment approved capstone. USP 490 Green Economics and Sustainable the school and at www.pdx.edu/usp. Total 68-70 Development (3) Requirements for minor. To earn a Twelve elective credits from the approved list. Admission requirements minor in community development a stu- All qualified applicants receive considera- dent must complete 27 credits. These tion for admission without regard to sex, courses must include a Sophomore Graduate programs race, handicap, age, creed, marital status, Inquiry community studies course UnSt or national origin. 220 or its equivalent, USP 311 and USP With over half of the world’s population In addition to the general University 301. A minimum of 15 credits of addition- now living in urban areas, the challenge of requirements listed on page 69, require- al USP coursework must be taken. Courses creating and maintaining urban places as ments for applications to the Toulan School taken under the undifferentiated grading high quality, healthy, vital places for people of Urban Studies and Planning are outlined option (pass/no pass) will not be accepted and communities has never been more below and can be found at www.pdx.edu/USP. toward fulfilling minor requirements. important. Our expectation is that recipi- Master of Urban and Regional Requirements for minor in real estate ents of the graduate degrees and certifi- Planning. A personal essay and three rec- development. The development and man- cates offered by the Toulan School of ommendations, on the forms provided, are agement of real estate is a vital function of Urban Studies and Planning will be in the required from individuals familiar with the the urban economy. The real estate devel- forefront of those efforts, contributing pro- student’s academic or professional back- opment minor will provide education to fessional leadership and new knowledge in ground. Graduate Record Examination students wanting to enter the industry. support of this first “urban century”. scores are not required, but highly recom- Students in the program will develop skills The graduate degrees are described in mended. For the M.U.R.P. program, stu- to evaluate real estate development pro- the following sections. In addition to those dents are admitted for the fall term only. posals and understand how real estate degrees, the Toulan School also offers two The deadline for fall term applications for development fits into regional planning graduate certificates: the M.U.R.P. program is January 15. and economic processes. 1. Graduate Certificate in Real Estate Development—The Real Estate Master of Urban Studies. A letter of Credits intent and three recommendations, on the USP 311 Introduction to Urban Planning...... 4 Development Graduate Certificate is a 25- USP 312 Urban Housing and Development ...... 4 credit-program of study designed to intro- forms provided, are required from individ- Fin 333 Foundations of Real Estate Analysis...... 3 duce students to real estate development uals familiar with the student’s academic USP 423 Real Estate Development and Finance .....4 planning, real estate finance, market analy- or professional background. Graduate USP 431/Ec 431 Urban Economics ...... 4 sis, and property valuation. The program Record Examination scores are required. USP 448 Real Estate Market Analysis ...... 3 is designed both for professionals in the For the M.U.S. program, students are Electives ...... 6 Fin 439 Real Estate Appraisal (3) industry and for those seeking to enter the admitted fall, and winter terms. The dead- Fin 449 Valuation (4) industry. Credits taken as part of the cer- line for fall term applications for the Fin 452 Investments (4) tificate program may be used to satisfy M.U.S. program is February 1. USP 499/Fin 499 Real Estate Finance and master’s degree requirements in several Doctor of Philosophy in Urban Studies. Investments (4) programs including urban and regional A personal essay and three recommenda- USP 410/Fin 410 Real Estate Law (4) USP 425 Community planning and business administration. tions, on the forms provided, are required and the Built Environment (4) Applicants can learn more about this grad- from individuals familiar with the student’s USP 426 Neighborhood uate certificate and the application process academic or professional background. Conservation and Change (4) Graduate Record Examination scores are USP 427 Downtown Revitalization (3) at www.pdx.edu/usp/red.html. USP 428 Concepts 2. Graduate Certificate in required. Ph.D. applicants are strongly of Community Development (4) Transportation—The Graduate Certificate urged to complete successfully an intro- USP 446 Real Estate Development II (3) in Transportation is a 21-credit program ductory statistics course before entering the USP 451 Community Economic Development (3) designed to build the technical and analyti- program. The doctoral applicant’s personal USP 455 Land Use: Legal Aspects (3) USP 468 Oregon Land Use Law (3) cal knowledge of those who are in or wish essay should include a discussion of the to enter the transportation field. This pro- field area(s) in which the applicant intends Requirements for minor in Sustainable gram could be completed in a single year to concentrate and ideas about research Urban Development. As population world- on a full-time basis or over two years on a topics that are of interest. For the doctoral wide becomes concentrated in cities and part-time basis. Credits taken as part of program, students are admitted fall term metropolitan regions, it has become imper- this certificate program may be used to sat- only. The deadline for fall term applications ative that urban development occur in a isfy master’s degree requirements in urban for the Ph.D. program is February 1. sustainable and resilient manner. The minor and regional planning. For more informa- in Sustainable Urban Development will pro- tion about the certificate and application Graduate Certificates vide students with an opportunity to fur- procedures, please contact the school. Graduate certificates in real estate develop- ther their understanding of what it will take Graduate assistantships. Financial aid ment and transportation are offered by the to make cities sustainable. Students who programs are administered without regard Toulan School of Urban Studies and complete the minor will understand the to race, creed, national origin, handicap, Planning. Admission to these programs foundations of sustainability, the tools of marital status, or sex. The school awards a will require an undergraduate degree at an sustainable development, and the issues significant number of graduate assistant- accredited university and a GPA that meets and challenges of making places sustain- ships to qualified students. Assistantship university graduate admission require- able. UNST 224 Environmental awards are reviewed annually and can be ments. Additional information on these Sustainability (or a suitable alternative) is a renewed for up to two additional years. programs can be found at prerequisite. The minor requires a total of More advanced students may compete for www.pdx.edu/usp/red and www.cts.pdx.edu. 27 credits as follows: C OLLEGE OF U RBAN AND P UBLIC A FFAIRS 345

Degree requirements Credits tion. Understanding metropolitan regions USP 534 Data Analysis I ...... 4 and their problems and analyzing policies to Master of Urban Studies. The Master of USP 536 Policy Evaluation Methods ...... 3 shape their evolution are major concerns of Urban Studies provides training for stu- PA 555 Program Evaluation and Management ....3 Additional courses within the field ...... 9 the Urban Studies doctoral program. The dents seeking employment in public and program explores these issues from multi- private urban research organizations. For Total 19 Students selecting this option must pres- disciplinary and interdisciplinary points of some students, employment opportunities view. Through participation in classes and can be found in colleges offering two-year ent a thesis. Master of Urban and Regional seminars and supervised research and teach- degree programs. ing activities, Ph.D. students prepare for The M.U.S. degree requires a total of 52 Planning. The Master of Urban and Regional Planning program provides diver- careers in institutions of higher education credits. M.U.S. students pursue a common and in research organizations. core of courses dealing with the analysis of sified preparation for professional planning practice. Graduates of the program will Core requirements. Entering students in urban phenomena (25 credits). Each stu- the Ph.D. in urban studies take the following dent also defines a field area which is pur- acquire skills suiting them for employment in public agencies and private firms common courses: USP 613 Urban Economic sued through coursework (21 credits) and and Spatial Structure; USP 614 History and individual research leading to a thesis or involved in the urban development process. The program offers five fields of Theory of Urban Studies; USP 617 Sociology research paper (6 credits). In addition, the and Politics of Urban Life; USP 630 Research degree provides for a specialized option in specialization, to allow the graduate either to enhance previous work experience or to and Design; USP 634 Data Analysis I; USP social and policy research. 683 Qualitative Analysis; and USP 697 Core-area requirements. The urban enter the job market with a more focused area of expertise. These are: transportation, Urban Studies Seminar. The first six are nor- core-area requirements for the M.U.S. mally taken in the first year, with USP 697 degree include the following courses: land use, community development, environment, and regional economic develop- taken at the beginning of the second year. Credits ment. One area of specialization is Students in USP 697 produce a fully devel- USP 513 Urban Economic and Spatial Structure....3 oped research paper as a requirement for USP 514 History and Theory of Urban Studies ....3 required as part of the program leading to USP 517 Sociology and Politics of Urban Life...... 3 the degree. This degree is fully accredited continuation in the program. USP 530 Research Design ...... 4 by the Planning Accreditation Board. Field area requirements. Doctoral spe- USP 534 Data Analysis I ...... 4 Core courses Credits cializations are available in the following USP 583 Qualitative Analysis ...... 4 Planning sequence areas of advanced interdisciplinary study: USP 597 Urban Studies Seminar ...... 4 USP 540 History and Theory planning, community development, policy The first four are normally taken in the of Urban Planning ...... 4 analysis, gerontology, social demography, first year, with USP 597 taken at the USP 541 Public Participation, economic development and transportation. beginning of the second year. Students in Diversity, and Ethics ...... 4 USP 594 Planning in the Pacific Northwest or ◆ Planning focuses on the development USP 597 produce a fully developed USP 595 Reshaping the Metropolis or USP 549 Regional Planning and Metropolitan and implementation of mechanisms for research paper as a requirement for con- organizing social, economic, political, tinuation in the program Growth Management ...... 3 Methods sequence and environmental change at the local, Field-area requirements. The student USP 531 Geographic Information Systems state, and regional levels. The field selects a pattern of coursework that equips for Planners ...... 4 USP 533 Planning Methods I...... 4 includes study of the relationships and him or her for research in areas of applied interactions among public and private interest. Field areas may focus on urban USP 535 Planning Methods II ...... 4 USP 584 Negotiation in the Public Sector ...... 4 institutions, organizations, citizens, and aspects of social science theory in one of Analytical methods landscapes; the design of processes for the fields emphasized in the urban studies USP 515 Economics: Applications to Urban facilitating dialogue among public Ph.D. program or on a substantive issue of Studies ...... 4 USP 525 Design Analysis in Planning ...... 2 actors; and the tools for planning particular concern to the student. Relevant analysis and evaluation. As a pioneer in courses are available within the School of USP 553 Legal Processes in Urban Planning ...... 1 Workshops state land use law and a place in which Urban Studies and Planning and in many planning discourse is highly visible, other departments within the University. USP 558 Planning Workshop ...... 9 USP 559 Planning Practice Workshop ...... 1 Oregon provides a rare vantage point Twenty-one credits of field-area course- Specializations and Electives...... 28 for the study of planning history, plan- work are required. Total Credits 72 ning processes and strategies, and pro- Research requirements. The M.U.S. Field paper/project. Students may fessional practice. degree provides for thesis and nonthesis choose to prepare an original research ◆ Community development deals with options. The thesis option requires regis- paper or project in their field of specializa- tration for 6 credits of USP 503 Thesis and the dynamics of neighborhood and tion. The research paper or project is community formation and change and completion of a formal thesis. The nonthe- meant to demonstrate a student’s ability to sis option requires preparation of a sub- with public policies that address the integrate and apply material from his or needs of groups and places within con- stantial research paper (involving registra- her coursework and is designed in consul- tion in 6 credits of USP 501 Research) and temporary society. The rich civic cul- tation with faculty. ture of Portland and the Pacific successful completion of a written field Doctor of Philosophy in urban studies. area examination. Northwest and the region’s connections Dynamic metropolitan regions are increas- to the Pacific Rim provide numerous Social and policy research option. ingly seen as central to economic, social, Students with a primary interest in examples for study and analysis. and political development throughout the Within the broad field of community advancing their urban research skills may world. Composed of one or more central choose a specialized field area in social development, students can address cities, suburbs, and adjacent agricultural such topics as ethnic and neighbor- and policy research. This field requires and natural areas, they are the essential completion of the following: hood history, housing and economic building blocks of the global economy and development, the roles of public and the sources of social and political innova- nonprofit institutions in community 346 P ORTLAND S TATE U NIVERSITY

building, mediation and conflict reso- ology, geography, and statistics. Faculty Urban Studies Ph.D. Beyond these, stu- lution, changing patterns and systems research includes population distribu- dents in regional science design a program of communication, and the changing tion and migration, international of study around two field areas. meanings of place. migration, fertility and family planning, The only required course in the second ◆ Policy analysis provides an opportuni- marriage and divorce, public policy field is USP 691 Current Research in ty for students to identify urban prob- uses of demographic data and esti- Regional Science. Subject to prior faculty lems, contemporary and historical poli- mates, and demographic methods. group approval, students may organize cy issues, and stakeholders in the poli- ◆ Economic development is concerned second field areas around a topic other cy process. It also allows for analysis of with the factors that lead to differential than the four identified above. It is recom- the effects of policies and of the histori- rates of economic development at vari- mended that the second field include addi- cal and political contexts in which they ous spatial scales: within and between tional methods courses that support the emerge. Students may approach this nations, states, regions, cities, and field’s topical focus. For example, in the field from any combination of applied, neighborhoods. In analyzing these dif- transportation field area the supporting theoretical, or critical perspectives, ferences, issues such as the meaning of methods courses might include coverage such as program evaluation, policy cri- economic development, who gains and of demand modeling, cost-benefit analysis, tique, or historical analysis. Students who loses from various changes, as GIS, and spatial analysis. should identify at least one substantive well as analysis of policies to promote Students in the regional science program policy area (such as transportation, economic development, are addressed. must pass a comprehensive examination in housing, the environment, aging, com- The Center for Urban Studies and their two field areas. This is a single exam- munity development, or information Institute for Portland Metropolitan ination, developed in consultation with infrastructure) and complete a course Studies offer research opportunities in two members of the regional science facul- of study in that area. this field. ty group. ◆ Gerontology addresses the social ◆ Transportation includes planning, pol- Doctor of Philosophy in public adminis- issues, problems, policies, and pro- icy, forecasting, measurement, and tration and policy. The Toulan School of grams that affect the quality of life for evaluation of multimodal transporta- Urban Studies and Planning cooperates our rapidly aging population. Students tion infrastructure and systems. The with other schools in the College of Urban have the opportunity to work directly multidisciplinary field covers all modes and Public Affairs to offer an interdiscipli- with faculty on publicly- and privately- of passenger and freight transport and nary degree in public administration and funded research at the College’s highly includes the holistic study of relation- policy. For details, see the program regarded Institute on Aging. Adult ships and interactions of the trans- description on page 322. development and aging is approached portation systems with land use, the from a multidisciplinary and collabora- region, the economy, the environment, Program Rules tive perspective. Faculty research inter- institutions, the community, and peo- Advanced standing in Urban Studies ests include: family caregiving and ple. Students can address topics such and Planning graduate program. A total work-family balance, social networks as impacts of transportation on land of 72 credits in nondissertation graduate and widowhood, diversity in aging, use and land values, the relationships training is required of all Ph.D. students. long-term care policy and programs, between urban form and travel behav- Ph.D. students are also required to take a housing environments, development ior, the costs and benefits of transport minimum of 27 dissertation credits. For and evaluation of training for health facilities, the operation of transporta- students with a master’s degree in a related professionals, and planning for the tion facilities, equity impacts of trans- discipline, a maximum of 24 advanced aging of the baby-boom generation and port and the effects of transportation standing credits may be requested. All beyond. As a state with a national rep- plans and policies. There are opportu- such requests must be accompanied by a utation as a leader in the development nities to work on research through the listing of previous graduate work for of community-based, long-term care, Center for Urban Studies and the which advanced standing is sought. Oregon provides a unique environment Center for Transportation Studies. The Master of Urban Studies program for the study of aging processes, poli- Each student pursues two fields of spe- requires a minimum of 52 credits in grad- cies, and services. cialization, at least one of which should be uate courses, of which at least 36 must be ◆ Social demography provides training chosen from among those listed above. A taken at Portland State University. A maxi- in the tools of demographic analysis, student-nominated field, developed in mum of 17 credits of advanced standing with particular attention to the meth- conjunction with School faculty, may be credit may be requested. The Master of ods of data collection, techniques of offered as a second specialization. Faculty Urban and Regional Planning program demographic analysis, and the inter- groups specify field-specific course requires a minimum of 72 credits in grad- pretation of research findings. Social requirements, including methodology uate courses of which at least 48 must be demography involves the use of the courses and courses essential to a multidis- taken at Portland State University. A maxi- principles and methods of demography ciplinary approach. These groups work mum of 24 credits of advanced standing in decision-making and planning prob- closely with students to develop coherent credit may be requested. lems in both public and private set- specializations that prepare each individual A M.U.R.P. student may request tings. Graduates in the field of social to do doctoral-level research in that field. advanced standing for the 1-credit USP demography use demographic data to Doctor of Philosophy in urban stud- 559 Planning Practice Workshop. If identify and analyze important popula- ies—regional science. Regional science advanced standing credit is approved, the tion trends and their consequences for brings a variety of social science perspec- student is considered to have fulfilled the work in government agencies, research tives to bear in analyzing the growth and internship requirement. Such advanced organizations, and corporations. development of metropolitan areas, states, standing credit will be included in the 24- Faculty in the area of social demogra- and regions. The regional science program credit maximum for all advanced standing; phy have training in demography, soci- shares the same core requirements as the only professional work completed within C OLLEGE OF U RBAN AND P UBLIC A FFAIRS 347

seven years of the date the degree is grant- lenges of the immigrant underclass in multi-eth- ed can be included. Courses nic London. In Mon Oncle, Jacques Tati’s satiri- Requirements with regard to both the Courses with an asterisk (*) are not offered every year. cal contrast of suburban modernism with romantic old Parisian neighborhoods, students pattern of coursework and total credits USP 199 Special Studies (1-4) must be satisfied prior to either advance- will appreciate the timeless sight gags and ultra USP 299 Special Studies (1-4) retro set designs. By exploring the urban themes ment to candidacy in the Ph.D. program USP 301, 302, 303 of these and other films, this course provides a or graduation in the M.U.S. and M.U.R.P. Community Development gateway to further engagement with community Colloquium (4, 4, 4) programs. A student is not obligated to development, urban studies, and planning. enroll in a required course if that student Three-term sequence limited to majors in community development that introduces them to the USP 315 has already acquired knowledge of the field. USP 301: Theory and Philosophy of Economics of Sports (4) subject matter through earlier graduate Community Development. (1) New approaches Investigates the application of economic theory coursework. In such cases, the student to the philosophy of community development; to the particular arena of sports. Emphasis is may request exemption from the course. (2) theory and comparative practice; and (3) placed on the theories of labor, industrial organ- Permission is granted only after obtaining case study of local theory and practice, presenta- ization, and quantitative methods and their written verification from the instructor tion of an in-depth case study from the Pacific application to topics such as player compensation and movement, stadium financing, team that the student has met the requirements Northwest. USP 302: Methods of Community Development. Review of community organiza- relocation, and racial discrimination. This of the required course. All such requests course is the same as Ec 315; course may only should be made within one year after tion, community and network analysis, organizational development and management, strategic be taken once for credit. entrance to the program. planning, management issues, and approaches to USP 316 Limitation on graduate/undergraduate evaluation. USP 303: Community Development Fundamentals of Community courses. Students in the M.U.R.P., M.U.S., Field Seminar. Participant observation through Development (4) and Ph.D. programs are strongly advised placement in a community-based organization An investigation of concepts, models, and per- to use no more than 12 credits of courses actively engaged in community development spectives of community development practice. offered simultaneously at the 400- and activities on behalf of a specific community, and Explores social, cultural, religious, political, eco- 500-level in support of their degree pro- critical reflection on the placement experience. nomic, and environmental aspects that affect These courses must be taken in sequence. community development practice. Asset-based grams. Courses must be an integral part of and sustainable human development models the student’s program and courses with the USP 311 Introduction to Urban Planning (4) and action research are emphasized. The course same content must not be available on a utilizes teaching cases and experts from the field purely graduate basis. An interdisciplinary perspective on planning theories, principles, and practice. Focuses on the and requires substantial reading, reflection and Limitation on by-arrangement courses. planning process, particularly at the local level. discussion. Admitted Ph.D. and master’s students may Explores the political, economic, social, and legal USP 385 utilize no more than 12 credits of by- forces that influence the planning function and History of American Cities (4) arrangement classes (501/601 and the roles of planners. Changing concepts in prac- Traces the evolution of urban centers from the 505/605). In cases where more than 12 tice are also considered. Recommended prerequi- colonial period to the present. Focuses on the credits are needed because of the lack of site: upper-division standing. developing system of cities, on growth within regularly scheduled classes, a waiver must USP 312 cities, and on the expansion of public responsi- be submitted for approval by the school Urban Housing and Development (4) bility for the welfare of urban residents. Curriculum Committee and by the school Problems of housing, development, and redevel- Particular attention is given to the industrial and director. opment in an urban setting are analyzed from modern eras. Recommended prerequisite: upper-division standing. Also listed as Hst 337. Continuous enrollment. All students economic, demographic, and planning perspectives. Introduction to the nature of the urban May be taken only once for credit. admitted to the M.U.R.P., M.U.S., and economy and residential location, with a focus Ph.D. programs in urban studies must be USP 399 on housing problems and their associated social, Special Studies (Credit to be arranged.) continuously enrolled until graduation, physical, and racial aspects. Role of federal and USP 401/501 except for periods in which they are community-based housing policies and pro- Research (Credit to be arranged.) absent by approved leave. Taking 3 credits grams. Recommended prerequisite: USP 311. Consent of instructor. per term during the regular academic year USP 313 USP 404/504 will constitute continuous enrollment. Urban Planning: Environmental Issues (4) Cooperative Education/Internship Failure to register without an approved Environmental issues and problems are evaluated (Credit to be arranged.) in the context of planning alternatives. Particular leave may result in termination of student USP 405/505 admission. emphasis on the economic and social implications Reading and Conference Grade requirement. A student who of environmental problems. The planner’s concern (Credit to be arranged.) for achieving balance between these factors is Consent of instructor. receives 9 credits of grades below B- in all explored through an analysis of various planning coursework attempted after admission to approaches, e.g., environmental impact studies, USP 407/507 an urban studies graduate degree program land use controls, and resource analysis. Seminar (Credit to be arranged.) will be dropped from that program. A stu- Recommended prerequisite: USP 311. USP 408/508 Workshop (Credit to be arranged.) dent attempting both a master’s and a USP 314 Ph.D. degree in urban studies may receive The City in Film (4) USP 409/509 Practicum (Credit to be arranged.) no more than 9 credits below B- in both Critically explores urban themes portrayed in Consent of instructor. programs. MURP students must receive contemporary films using lectures, in-class grades of at least B- in all core courses. screening, discussion, reflective writing, and USP 410 analytical essays. Students will experience the Selected Topics (1-4) unique approach of director Michael Moore USP 419/519 (Roger and Me) as he attempts to put a face on Population and Society (4) the seemingly random acts of savage capitalism. Survey and analysis of population dynamics In the form of mystery narrative (Dirty Pretty (births, deaths, and migration) and society. Things), students will see the everyday chal- Examination of demographic concepts, theories, 348 P ORTLAND S TATE U NIVERSITY

data and measurements, and research. Role of USP 425 unpredictable, but often play a crucial role in a population processes in social life and public Community and the Built Environment (4) community’s identity and purpose. policies are highlighted, including population Application of psychological and social concepts USP 428/528 aging, economic development and the environ- to understanding community and its relation- Concepts of Community Development (4/3) ment, urbanization, health and health care, race ship to the built environment and urban design. An investigation of models and perspectives on and ethnicity, and government/social/business The use of space in interpersonal relations (per- community development. Both structural and planning. Prerequisite: Soc 200. This course is sonal space, territoriality, privacy); the impact of dynamic concepts related to processes of com- the same as Soc 441/541; course may only be crowding and density on social relations; and munity-based change will be explored, includ- taken once for credit. the functioning of social networks in the city. ing methodological approaches for assessing USP 423 USP 426/526 community settings, and the various roles and Real Estate Development and Finance (4) Neighborhood Conservation and Change (4) relationships in a community-based decision Examines urban real estate development, The dynamics of neighborhood development, environment. Includes required field observa- including location of activities within metropoli- including economic and institutional factors in tion and a substantial independent field tan areas, public/private partnerships, down- neighborhood change; neighborhood definition research project which examines cases of com- town redevelopment, and affordable housing. and image, residential choice; residential segre- munity problem-solving. Prerequisite: USP 301 Presents tools to evaluate the financial feasibility gation; neighborhoods in the political process; for undergraduates. Graduate students under- and performance of a project, including dis- and neighborhood conservation strategies. take a substantial independent project in addi- counting of cash flows and pro forma analysis. Recommended prerequisite: junior standing. tion to other course requirements. Uses a case study method showing how the Graduate students undertake a substantial inde- USP 429 design, development, market, finance, construc- pendent project in addition to other course Poverty in the Urban Community (3) tion, and management of the project are inte- requirements. An introductory course about the nature, grated. Prerequisites for undergraduates: USP 427/527 extent, and causes of poverty in the United USP 311 and Ec 201. Downtown Revitalization (3) States. It covers a brief historical overview, USP 424 This course examines the evolution and revital- demographics and trends, explanations of Healthy Communities (4) ization of downtowns and main streets over poverty, and anti-poverty policies. Questions of Addresses issues at the intersection of urban time. It explores the role of downtowns in con- race, gender, and the spatial manifestation of policy and planning and individual and com- temporary urban regions, and introduces the poverty will be addressed. munity health. Relationships between the ways concepts of downtown management and other USP 430 in which land is used, the transportation choic- strategies for promoting vital urban centers. Urban Studies Research Methods (4) es available, and the health of both urban places Through readings, field observations, classroom This course introduces students to social and city residents are explored in light of grow- discussions, and a series of assignments, stu- research in urban studies. It deals with hypothe- ing concern about increased rates of various dents will explore the interrelationships sis development, research design, and approach- health problems. Health consequences of politi- between the built environment, economic es to the measurement of urban phenomena. It cal, economic, and social aspects of metropolitan trends, and public policy in shaping the down- also treats the application of quantitative data life are also examined. Movements and programs towns we see today. Students should learn to analysis to typical problems in urban studies to create and maintain healthy communities understand downtowns as complex and multi- and planning. around the world are analyzed. faceted places that are always changing and C OLLEGE OF U RBAN AND P UBLIC A FFAIRS 349

USP 431 and demographic transformations on local labor developments in local government land use Urban Economics (4) markets and surveys the labor-market problem planning and regulatory processes. Functions of the urban economy: the market sec- solving activities of local governments and com- USP 475/575 tor and the public sector. Economic analysis of munity-based organizations. Business and com- Urban Design Workshop (4) issues such as land use, environmental quality, mercial development strategies are also explored. The workshop will explore the use of urban transportation, housing, income distribution, and USP 455/555 design as an integral part of the planning financing of urban public services. Prerequisite: Land Use: Legal Aspects (3) process through the creation of an urban design Ec 201. This course is the same as Ec 431; course Land use and planning from the legal perspec- plan. Projects in the Portland region will be may only be taken once for credit. tive. Includes historical review of attitudes chosen to familiarize students with the practice USP 438/538 toward property tenure and ownership; the rela- of urban design planning and the products of Real Estate Law (3) tionship between local planning and regula- the workshop will be presented to the public. Provides students with a comprehensive sum- tions; and current issues and perspectives on Prerequisite: permission of instructor. mary of real property from a legal perspective land use including emerging state and federal USP 480/580 with an emphasis on transactional issues. roles. Graduate students undertake a substantial Political Economy of Nonprofit Includes issues relating to types of ownership, independent project in addition to other Organizations (3) requirements. descriptions of property, easements, public and Considers theories of altruism, trust, and social private limitations on use, real estate contracts, USP 456/556 capital. Examines the connections between forms utilized in transfers, financing and title Urban Transportation: wealth and social responsibility and between assurances. Enables students to understand the Problems and Policies (3) elite status and social reproduction. Explores the legal framework and the rights and responsibili- An introduction to urban transportation policy broad scope of nonprofit activity in the economy, ties of owners and transferors/transferees of real from a historical and political perspective. the interdependence of government and non- property. Prerequisite for 438: Fin 333. Historical developments in transportation policy profit organizations in the modern state, and the Recommended for 538: USP 598. are traced from the early streetcar days up role of think tanks in shaping public policy. *USP 445/545 through the present. Federal, state, and local Surveys the dramatic rise of non-governmental Cities and Third World Development (3) transportation policies are examined for their organizations in developing countries and the Critical survey of historical, economic, cultural, impact on urban spatial and economic develop- future of nonprofits in a global economy. political, and urban aspects of Third World ment. An overview of current issues in trans- USP 490/590 development, starting with the colonial era. portation policy and planning includes trans- Green Economics and Sustainable Historical patterns of integration of the Third portation demand management strategies, tran- Development (3) World with the emerging world market system. sit-oriented design, road pricing, and alternative Examines prevailing assumptions about eco- Covers problems of the post-independence peri- transportation modes. The intersection of envi- nomic growth, production, consumption, labor, od, focusing on urban sectoral issues and policy ronmental and transportation policy is also and leisure. Considers how changes in these alternatives. Specific topics include trade, examined, as is the decision-making structure at basic assumptions might help us design an eco- investment, industrialization, finance, technolo- the local, regional, and state level. nomic system that includes alternative values gy transfer, political participation, land use, USP 457/557 such as appropriate scale, community impact housing, transportation, information infrastruc- Information Cities (3) and environmental sustainability. ture, population growth, social services, mili- Focuses on the political, social, and cultural USP 493/593 tarism, and cultural conflict. impacts of mass media and information tech- Advanced GIS Applications (3) USP 448/548 nologies within the urban matrix. Offered as a studio-based GIS class. The objec- Real Estate Market Analysis (3) Contextualizes the “information society” in his- tive is for students to apply GIS skills acquired A well-researched market study provides critical torical, institutional, political, economic, and in previous GIS courses to a specific real-world information that can make or break a develop- global settings. Topics include the flexible pro- spatial problem. Tasks will involve problem def- ment project. This course will provide students duction, the segmentation of consumption, inition, primary data collection, advanced GIS with the tools needed to evaluate trends and alternatives to mass media, the Web, the reor- analysis, and presentation of results. This format understand the key factors affecting real estate ganization of work, the transnationalization of will give students practical experience in imple- markets. The class will demonstrate where to culture, commercial and political surveillance, menting GIS technologies with specific empha- get and analyze information on the demand for and the development of urban information sis on planning problems. Students will be multifamily, hotel, office, industrial, and mixed- infrastructure. required to work in small groups in a simulated use developments. Prerequisite for undergradu- USP 465/565 professional planning practice environment. ates: Ec 201 and Fin 333. Prerequisite for grad- Pedestrian and Bicycle Planning (3) Recommended prerequisites: USP 531 and uate students: USP 598. Examines the importance of walking and bicy- USP 543 or USP 591 and 592. USP 450/550 cling as means of transportation in a sustainable USP 499/599 Concepts of Citizen Participation (4) urban environment. Covers planning, design, Real Estate Finance and Investments (3) Examination of principles, methods, and pro- implementation, and maintenance of bikeways Application of finance and economic principles grams for giving explicit attention to the per- and walkways, as well as ancillary facilities such to analysis of real estate finance and invest- spectives of citizens in the development and as bicycle parking. Focus on the role of educa- ments. Emphasis on the development of prob- implementation of public policies and pro- tion, advocacy, and outreach in improving walk- lem solving capabilities through the use of com- grams. Sets citizen participation in its historical ing and bicycling conditions. Study relevant puter application programs. Special attention is context with an assessment of its impact to date. examples from various cities, with a heavy given to risk analysis, alternative mortgage Participation from the perspective of both the emphasis on Portland’s experience. instruments, hedging techniques, and the tax citizen and the government will be covered as effects of real estate investment. Prerequisite for will the variety of approaches for achieving par- USP 468/568 Oregon Land Use Law (3) undergraduates: BA 303 or USP 423. ticipation goals and objectives. The Oregon program is placed in a national Recommended for graduate students: USP 598 USP 451/551 context that stresses the broad nature of plan- or equivalent. Cross listed as Fin 499/599. This Community Economic Development (3) ning here. Structural relations between state, course may only be taken once for credit. Course sets community economic development regional, and local government planning and USP 503 within the context of traditional state and local regulation are analyzed. Legal aspects of the economic development policy and compares Thesis (Credit to be arranged.) implementation of the various functional their underlying theoretical perspectives. It USP 510 statewide planning goals are studied, as are the examines the impact of recent economic, social, Selected Topics (1-4) Oregon Land Use Board of Appeals and recent 350 P ORTLAND S TATE U NIVERSITY

USP 513/613 estimates, and projection projections. The USP 531 Urban Economic and Spatial Structure (3) course will consist of readings, lectures, labora- Geographic Information Systems Provides an introduction to the economic and tory sessions, homework exercises, one exami- (GIS) for Planners (4) spatial aspects relevant to the field of urban nation, and one term-long project. Introduction to principles and methods of collecting, organizing, analyzing, and visualizing studies. Provides an overview of existing theo- USP 522/622 ries and empirical evidence relating to urban Practicum in Applied Demography (4) geographic information. Explores types and spatial and economic relationships. Examines Represents the capstone course for the graduate sources of geographical data used in urban and the impact of federal, state, and local govern- concentration in applied demography. The focus regional studies and planning with an emphasis ment policies, and changing economic condi- is on integrating a practicum experience with on Census data. Provides an overview of princi- tions on these relationships. the methods of applied demography into a ples and components of Geographic USP 514/614 research paper. Students will develop, revise, Information Systems (GIS) as a primary tool of History and Theory of Urban Studies (3) and resubmit numerous drafts of a final research spatial data analysis and visualization. Attention Leading thinkers and milestones in the analysis paper. Students will also provide professional is given to practical applications of GIS and to of urban development and urban life. peer review in evaluating the development of developing essential skills in desktop mapping Complementary theories and models of the fellow student research papers. and spreadsheet software. social sciences. Postmodern approaches. USP 523 USP 532 Visionary and critical responses to the possibili- Real Estate Development I (3) Data Collection (4) ties of metropolitan life. Evaluates the new public/private partnerships The acquisition of data for research in an urban USP 515 that are necessary for downtown redevelop- context. Emphasis is on the concepts, terminol- Economics: Applications ment, historic rehabilitation, integrated mixed- ogy, and methods related to the use of survey in Urban Studies (4) use urban centers, urban villages, and new com- research and secondary data. Recommended Microeconomic analysis of individual and firm munities. Students will analyze the critical con- prerequisite: USP 430 and/or an introductory behavior is developed with emphasis on appli- ceptual, feasibility, and deal-making phases of undergraduate statistics sequence and USP 530. cations to urban studies. Topics which may be the development process, as well as the devel- USP 533 covered include: land use and land rents, urban opment and management stages. The course Planning Methods I (4) structure, poverty, housing and slums, trans- examines the new affirmative roles played by Introduction to applied research in planning portation, environmental quality, and local gov- both public and private developers, as well as with emphasis on problem definition, planning ernment finance. unusual joint development entities. Also consid- and policy research design, collection and USP 516/616 ered are innovative concepts of incremental analysis for secondary data, and the use of qual- Cities in the Global Political Economy (3) growth, land and development banking, shared itative observations. Prerequisite: undergraduate Introduction to political theory and the political parking, and alternative development patterns. statistics course. economy of globalization. Begins with core Recommended prerequisites: USP 515 or USP 534/634 political ideas from classical works of political USP 598 (may be taken concurrently). Data Analysis I (4) economy (Locke, Rousseau, Smith, Mills, Marx, USP 524 Application of multivariate statistical analysis in Marshall, Keynes, Friedman, and Rawls) and Site Planning (3) an urban context. Emphasis on applications of proceeds to an analysis of the rise of transna- This course introduces the fundamentals of site various techniques within the general linear tionalism and globalization. Looks at changes in planning in an urban context, as well as contem- model. Recommended prerequisite: USP 532. the global economy, revolutionary changes to porary urban design theory and practice. The laboratory (USP 534L) must be taken con- capitalism, the fall of communism, and impacts Students will learn the principles of site planning currently. Recommended prerequisite: USP 430. of globalization on cities, communities, the and urban design at the scale of urban centers USP 535 state, work, social mobility, welfare, cultural and specific sites, as well as the synthesis of mul- Planning Methods II (4) diversity, and the environment. tiple design decisions made by different actors, at Continuation of USP 533 focusing on statistics, USP 517/617 different times, about different properties. The forecasting, interpretation, and presentation of The Sociology and Politics of Urban Life (3) course will explore these topics from various per- data in the context of planning practice. A survey of important theories of and empirical spectives, including planners and designers, Prerequisite: USP 533. developers and regulators, and others. Slideshow research about the social structure and political USP 536 dynamics of urban areas. The impacts of global- lectures, downtown walking tours, and a term Policy Evaluation Methods (3) ization on urban social and political life, the project will use Portland as a living laboratory for Focuses on the methodological issues that must changing nature of community and social rela- how the principles of urban design and site plan- be addressed in attempting to evaluate programs tions within cities and suburbs, and evolving pat- ning are played out in public and private devel- and policies. Course offers an introduction to a terns of intergovernmental cooperation and con- opment projects. Students will work in teams to variety of techniques useful in policy evaluation. flict within metropolitan regions will be analyzed. apply class principles to a specific site that is cur- Topics which may be covered include difference rently slated for redevelopment. USP 520/620 equations, Markov models, and queuing mod- Applied Demographic Methods I (4) USP 525 els. A section of the course considers the The first of a two-course sequence. The purpose Design Analysis in Planning (2) methodological issues that arise in cost-benefit is to introduce the various basic methods of Approaches to the analysis of design issues in analysis, such as present value calculations, demographic analysis. The topics to be covered urban planning. The definition of urban space determining the value of nonmarket benefits, include data sources, population characteristics through mass, rhythm, and scale. Design and and correctly evaluating costs. Recommended and change, and measures of mortality and fer- urban circulation. Planning tools for the imple- prerequisite: USP 515 or equivalent. mentation of design goals. tility. In addition, the course will help students USP 537/637 develop good judgment about data availability USP 530/630 Economics of Urban Transportation (3) and quality, and acquire skills for presenting Research Design (4) The transportation system is critical to the func- data. Recommended prerequisite: a course in Principles of research design, including philo- tioning of an urban area. The movement of peo- regression analysis, such as USP 534. sophical bases of scientific research, approaches ple and goods affects both the productivity and USP 521/621 to research, problem identification, problem livability of the region. Transportation systems Applied Demographic Methods II (4) statement, development of research questions, also affect and are affected by land use and loca- The second of a two-course sequence. The pur- development of research hypotheses, and the tion decisions. This course presents the eco- pose is to introduce more advanced methods of relationship of research hypotheses to modes of nomic analysis of urban transportation. This applied demographic analysis. The topics to be data gathering and analysis. The laboratory will include analysis of the effects of transporta- covered are: data sources, internal and interna- (530L) must be taken concurrently. tion systems on land use and location as well as tional migration, data evaluation, population Recommended prerequisite: USP 430. the evaluation of transportation investments. C OLLEGE OF U RBAN AND P UBLIC A FFAIRS 351

These methods will then be applied to evaluation. Recommended: USP 515 or USP 537 or an USP 558 tion of various proposals to improve the urban equivalent intermediate-level course in applied Planning Workshop (3, 6) transportation system. Recommended prerequi- microeconomics. Organized team approach to a current planning site: USP 515 or 615. USP 546 problem in the Portland metropolitan area. USP 540 Real Estate Development II (3) Focus on planning practice, field investigation, History and Theory of Planning (4) Provides students the experience of developing data analysis, written and oral communication. The evolution of the urban planning field from a comprehensive and unified analysis of a com- Work program includes strategies, methods, and its 19th century European origins through the mercial real estate project. Each student will skills needed to identify issues and draw togeth- 20th century U.S. history. Course addresses the submit a case study with greater specificity er all participants in the search for solutions. question: why do we produce and implement showing how the design, development, market, Emphasis is on the blending of practical skills plans? Specific topics include: philosophical finance, construction, and management of the with knowledge gained from core-area courses. issues and political-organization contexts of pro- project are integrated. A select number of proj- Two-term sequence, credit for first term fessional activity; the place of planning in the ects in the greater Portland area will be analyzed dependent upon successful completion of the political economy of U.S. metropolitan develop- as case studies. Students will work closely with second term. ment; and problems of rationality in forecasting, industry participants and faculty to develop USP 559 analysis, decision making, and design. their analysis as well as alternative strategies for Planning Practice Workshop (1) USP 541 the project at critical stages of its development. Involves the completion of a 400-hour internship Public Participation, Diversity and Prerequisite: USP 523. as part of the M.U.R.P. program. Content of the Professional Ethics (3) USP 547 internship and expectations for it are negotiated Examination of principles, methods, and pro- Planning for Developing Countries (3) among the student, the academic adviser, and the grams for giving explicit attention to the per- The nature of the urban and regional planning field sponsor. Student must also participate in a spectives of citizens in the development and process in developing countries. Tools, colloquium which will emphasize critique at the implementation of public policies, programs approaches and/or improvisations utilized in level of the job, the organization, and the issues and planmaking. Sets citizen participation in its regions where data and information are unreli- with which the organization is concerned. historical context with an assessment of its able or insufficient. Relationship of planning USP 560/660 impact to date. Examines issues pertaining to process to the economic and political realities of Policy Process (3) working with diverse communities and high- developing nations. The impact of rapid social Focuses on the politics of the policy process. It lights ethical dilemmas faced by professional change and social conflict on the urban and examines the role, influence and interaction of planners. regional development process. Differences legislatures, executives, bureaucracies, courts, USP 542 between poor and rich countries in planning policy communities and citizens. Follows the Land Use Implementation (3) approaches and expectations. stages of policy development: problem defini- An examination of alternative approaches to USP 549 tion, agenda setting, budgeting, authorization, implementation of plans. Topics include: regula- Regional Planning and Metropolitan implementation and oversight. Case material is tory tools, e.g., zoning and subdivision ordi- Growth Management (3) taken from federal, state, and local governments nances; review functions, e.g., design review Explores regional planning in the U.S. today with special consideration given to the intergov- and administrative review; and programs, e.g., through an examination of historical and con- ernmental aspects of the policy process. growth management, capital improvements, temporary regional planning practice. Begins USP 561/661 community development, housing assistance with an overview of the history of regional plan- Policy Analysis: Theoretical Foundations (3) plans; and political-procedural issues, e.g., per- ning, including the evolution of thought regard- Theories and ideologies of modern age that mit streamlining, cost impacts. ing regionalism and the nature of regions. guide and constrain policy formation, adminis- USP 543 Examples of regional plans will be used as the tration and evaluation. Of particular concern is basis for examining assumptions, approaches, Geographic Applications to Planning (4) the understanding of the concepts of individual- and methods serving as the foundation for Principles and models of spatial organization, ism, collectivism and community developed by regional planning practice. A synthesis of the behavior, and location in geographic space. the philosophers and social and behavioral sci- findings of the review of plans will be used to Major conceptual models of urban structure and entists of this period. form, urban regional hierarchy, transportation draw general conclusions about the field and its flows and other forms of spatial interaction, and prospects. Pays particular attention to the prin- USP 562 their applications to modern planning and other ciples, approaches, and methods of growth Real Estate Development Workshop (3) disciplines. Spatial data models (rasters, TINs, management generally and with respect to met- Students form a real estate development team LRSs, other) and advanced analytical and mod- ropolitan regions. and produce an original development plan, eling capabilities of GIS (surface, 3-D, and net- USP 552/652 including the development concept, the market work analyses). Discussion of real-life GIS appli- Urban Poverty in Critical Perspective (3) analysis, the conceptual design, economic analy- cations to transportation, land use, environmen- Examines historical, empirical, and theoretical sis, capital and operations budget, and manage- tal planning, community development, and perspectives on urban poverty in the United ment plan. The student’s plan will demonstrate related areas. States. It addresses the politics of poverty dis- and apply mastery of the development concepts and tools learned through the previous courses. USP 544 course by examining why explanations and pol- Urban Transportation Planning (3) icy prescriptions have emphasized morality and Prerequisite: USP 523 or instructor’s consent. Introduces fundamental concepts and methods behavior; race, family, and culture; and depend- Course may be taken twice for credit with used in multi-modal urban transportation plan- ency and responsibility rather than systemic instructor’s consent. ning, including problem identification, alterna- economic inequality. USP 564 tives analysis, evaluation and decision making, USP 553 Political and Administrative plan implementation, and program manage- Legal Processes in Urban Planning (1) Issues in Aging (3) ment. Exposes students to processes and analyt- Covers the legal context within which land use Coverage of organizational dynamics as related ical methods from multiple disciplines, such as planning and plan implementation takes place to the elderly including the provision and use of law, politics, engineering, sociology, economics, at the local level. Requirements for the conduct services. Covers voting behavior and advocacy finance, management and marketing. Emphasis of hearings, appeals, and evidentiary processes as well as administrative and legal issues that on analysis of moderately complex technical are analyzed; skills for and techniques of writ- are particularly applicable to the elderly. information and its interpretation for communi- ing findings and conditions of approval are *USP 566/666 cation with decision makers. Prerequisite: developed; and questions of ordinance interpre- National Urban Policy (3) USP 535 or equivalent coursework in descrip- tation and liability are discussed. Examination of the federal government’s tive and inferential statistics and data presenta- involvement with urban issues from a historical 352 P ORTLAND S TATE U NIVERSITY

and political perspective. Focus on policies per- ment rents, and housing prices, using an eco- and their physical environments. Specific topics taining to social welfare and economic develop- nomic framework. Basic concepts in urban eco- include human spatial behavior (personal space ment, with an overview of other policy arenas nomics such as land rents, externalities, and and territoriality), the contribution of the such as housing, health, and education. Critical public goods are reviewed. Explores the tech- behavioral sciences to architectural and urban analysis of how and why the federal govern- nique most commonly used in real estate and design, community and neighboring in the city, ment responds to urban crises with national housing economics: hedonic pricing. Explores and environmental cognition. policy initiatives and how changes in political the rationale and impact of government inter- USP 583/683 regime correspond with changes in policy vention in the private real estate market. Qualitative Analysis (4) emphases and perspectives. Recommended prerequisite: USP 515 or Study of a variety of qualitative methods of ana- USP 598 or undergraduate course in economics. USP 567/667 lyzing social science problems, with an empha- Urban Housing Policies (3) *USP 574/674 sis on applications to urban studies. Students Review of the history and the role of public pol- Spatial Analysis (3) study the philosophy of academic inquiry, icy in the housing sector. Study of past and cur- The use of geographically coded data to identify understanding and interpretation of social rent trends in the delivery of housing services in and anticipate future patterns of human activity action. Specific techniques include content urban areas. The basic philosophies related to in metropolitan areas and systems of cities. analysis, participant observation, field observa- the supply of housing are analyzed and exam- Emphasizes techniques to establish whether the tion, ethnography, interviewing, and focus ined relative to current trends in the delivery of characteristic landscapes associated with static groups, among others. Organization, coding, housing services in urban areas. Critical review and dynamic models of behavior are present. and analysis of qualitative data. Recommended of the role of the federal government and the Diffusion processes, expanded location theories, prerequisite: USP 530/630. construction industry. Equal attention to the and models of decision making from spatially USP 584/684 role of public housing and the impact of urban arrayed cues receive particular attention. Negotiation in the Public Sector (4) renewal. Active participation in discussion and a Recommended prerequisite: USP 532. Overview of conventional and innovative appli- research paper are required. USP 576/676 cations of negotiations in public sector activi- USP 569 Activity Location (3) ties, and the potential and limitations of negoti- Sustainable Cities and Regions (4) The location of human activities in urban sys- ation-based approaches to public decision mak- Explores the questions of whether and how tems. Location of economic activities where ing. Key components include negotiation theory, cities can be sustainable—and how they can profit maximization is desired, and location individual skill development, and a review of continue as places that sustain cultures, eco- decisions with equity maxima. the institutional, legal, and political context of negotiations. nomics, and nature. Basic technological and USP 577/677 theoretical models of human-nature interaction Urban Environmental Management (3) USP 585/685 will be considered, along with visionary possi- An accelerated survey of principles, concepts, Housing and Environments bilities for the future of cities and urban regions, and techniques employed in the management of for the Elderly (3) globally and in Portland. urban environmental problems, with particular The urban environment as a physical and social USP 570/670 emphasis on “best practice” and emerging ideas. context for the diverse lifestyles of its elderly Transportation and Land Use (3) Selected topics may include: watershed steward- residents. Theoretical approaches to aging and An analysis of transportation and land use inter- ship, brownfield development, green spaces, the environment; perception and impact of liv- actions in urban areas. The impact of highway protection of urban wildlife, stormwater man- ing environments on older adults. Specific top- and transit changes on travel behavior, location- agement, urban agriculture, residential toxics. ics include housing and services alternatives, issues in developing, regulating, and managing al decisions, and urban form are examined. USP 578/678 housing for the elderly, and housing design. Recommended prerequisites: USP 515 and 544. Impact Assessment (3) USP 571/671 Empirical techniques employed in measuring USP 586/686 Environmental Policy (3) the impacts associated with land use change. Urban Social Networks (3) Surveys federal, state, and international environ- Topics: goals achievement matrix approaches to Analysis of the social psychological and anthro- mental policy-making with an emphasis on impact assessment, trade-offs between commu- pological literature on social networks: the process design. Political and technical objectives nity and regional welfare, distance and time in structure and content of interpersonal networks for policy, the roles and responsibilities of insti- urban analysis, estimating the social profitability (including kinship, friendship, instrumental) in tutions, federal-state tensions, representation of land development, cost-benefit analysis an urban setting. Specific topics will include: and analysis of stakeholding interests, the role applied to freeway location, techniques for valu- the nature of interpersonal ties in the city, urban of the media, and environmental justice are key ation of nonpriced resources, measuring munic- migration and networks, access to urban elements. Topical areas include issues concern- ipal revenue and expenditure impacts, gravity resources, methods of analyzing personal and ing resource management as well as pollution models and transport demand estimation, eco- group networks. prevention. nomic base analysis for employment and popu- USP 587 USP 572/672 lation impact assessment, estimating air and Travel Demand Modeling (3) Regional Economic Development (3) noise pollution associated with land develop- Understand, analyze, and apply travel demand This course focuses on methods of analyzing ment. Recommended prerequisite: USP 515. forecasting models from an applied and practi- why regions differ economically, how they inter- USP 579 cal perspective. The underlying theoretical basis relate, and why and how they react to changes State and Local Public Finance (3) of model components will also be covered. in economic policies and conditions. Part of the The course will focus on the tax burdens, fiscal Student will become familiar with the tradition- course will be devoted to a study of models of resources, and expenditure patterns of local al four-step travel forecasting process, including regional structure and growth, such as econom- governments in metropolitan areas. The impact model application software package, and inter- ic base or input-output, and the strengths and of revenue sharing and categorical grants will be pretation of model output. Involves hands-on weaknesses of each in modeling the regional discussed in relation to state and federal influ- use of transportation modeling software. economy. The remainder of the course will be ence on local government finance. The spatial Prerequisites: an introductory course in urban concerned with the development of models for distribution of local government services, trans- transportation planning or professional experi- use in regional forecasting and/or evaluation of fer payments, and tax burdens will be analyzed. ence in urban transportation planning; familiari- policy changes on regional development. Special attention will be paid to Oregon’s com- ty with spreadsheet software; college-level alge- Recommended prerequisite: USP 515. plex property tax limitations. Prerequisite: USP bra; and introductory statistics (i.e., regression 515. analysis). Prior experience with DOS is helpful USP 573/673 but not mandatory. Housing Economics (4) USP 581/681 Looks at the economics of real estate and hous- Environmental Psychology (3) ing, including land rent, interest rates, apart- Examination of the relationship between people C OLLEGE OF U RBAN AND P UBLIC A FFAIRS 353

USP 588/688 USP 595 USP 615 Sustainable Development Practices (3) Reshaping the Metropolis (3) Economic Analysis of Public Policy (4) Introduction to analytic and management Examination of the contrast between classic Introduction to the use of microeconomic analysis approaches intended to limit the social and models of metropolitan settlement and new pat- in the evaluation of public policy. Intended for environmental harms associated with most past terns emerging in the late twentieth century. entering graduate students with a limited back- patterns of development. Builds upon basic Land use changes in the context of new patterns ground in economics. Develops basic analytic understanding of socio-environmental change of economic activity; ideas about the physical methods and emphasizes application of the analy- and provides a foundation for subsequent inform of the good city and the societal implica- sis to issues of public policy. Prepares students for depth studies of particular sustainable develop- tions of development patterns; issues of residen- advanced classes that use this type of analysis. ment strategies and analytic techniques. tial choice, community change, globalization, USP 635 Students study a broader range of sustainable and environmental protection as affected by Regional Science Theory (3) development topics, tools, and techniques. metropolitan growth. This course covers theoretical subjects in the USP 589/689 *USP 596/696 field of regional science associated with loca- Advanced Urban Politics and Sociology (3) Theory of Urban Form (3) tional and regional development analysis, and This is an advanced readings seminar focusing Seminar which addresses itself to two basic analysis pertaining to regional development on the literature and emerging theoretical and questions: what forces determine urban form planning. Recommended prerequisite: USP 634. methodological debates in the fields of urban and, how do these forces interact. Urban form USP 636 sociology and political science. This course is in this seminar is interpreted as more than just Political and Economic Decision-making (3) intended as an intensive seminar for graduate physical form-it includes political, social, eco- Examines the philosophical and conceptual students seeking both greater familiarity and nomic, cultural, etc., individually and com- assumptions embodied in alternative decision- involvement with the literature and discourse in bined. Participants prepare and present a major making theories in the fields of economics and these fields. Prerequisite: USP 517/617. research paper on subjects of theoretical rele- politics. Designed to show students the differ- USP 591 vance to urban form. ences in individual and collective decision-mak- Geographic Information Systems I: USP 597/697 ing processes and the technical and social chal- Introduction (4) Urban Studies Seminar (4) lenges faced in decision-making processes in the The use of computers in Geographic Information Research seminar required for second-year stu- market place and the realm of politics. Systems (GIS) and mapping. Includes theory of dents in the urban studies Ph.D. and Master of Examples cover local, national, and internation- databases related to geographic information Urban Studies programs. Students apply their al policy topics. Recommended prerequisite: management and practical aspects of database substantive background and methodological USP 515/615. design. Students will use a variety of programs training to develop all the components of a USP 655 for mapping and spatial analysis of geographic social science research paper: statement of Advanced Data Analysis: Structural information. Each student completes a series of focused research question, literature review, Equation Modeling (3) exercises demonstrating a variety of approaches development of hypotheses, definition of appro- Introduces students to structural equation mod- to the analysis and display of spatial data. priate methodology, design of data acquisition, eling, a regression-based technique that incor- Recommended prerequisite: Geog 380 or equiv- and pilot testing of data acquisition strategy. porates elements of path analysis and confirma- alent experience in cartography. Students Recommended prerequisites: USP 530, tory factor analysis. Topics covered include path enrolling in this class must register for a com- 514/614, 513/613, and 517/617. analysis, confirmatory factor analysis, and struc- puter lab section. Also listed as Geog 488/588, USP 598 tural models with cross-sectional, longitudinal, may only be taken once for credit. Introduction to Finance and Real Estate (3) and multiple groups. The general goal is to pro- USP 592 Designed for students seeking the graduate cer- vide a thorough background in the conceptual Geographic Information Systems II: tificate in real estate development who have little aspects, statistical underpinnings, and applica- Applications (4) or no business education, or for those students tion of this method. Analysis and applications of geographic infor- who desire a course in basic finance and real USP 656 mation systems concepts and technology to estate concepts and techniques. Introduces busi- Advanced Data Analysis: Multilevel land planning and management issues. The ness finance within the context of commercial Regression (3) multipurpose land information systems concept real estate. Concepts and techniques will include Intended to introduce students to multilevel is used as an organizing device for spatial regis- financial statements, analysis, and forecasting; regression techniques (also known as tration of data layers to achieve data sharing present value and discounted cash flow analysis, Hierarchical Linear Models or HLM), presenting and compatibility among functions. User needs an introduction to real estate valuation measure- the conceptual underpinnings and application assessment and systems design provides the ments; and analysis of performance risk versus of the techniques for the two most common basis for systems procurement, implementation, return. Students also receive an overview of the applications of multilevel models: hierarchical and use. Recommended prerequisites: legal definitions of real estate and its forms of and longitudinal data sets. Multilevel regression Geog 488/588 or USP 591. Students enrolling ownership, as well as an overview of real estate is a statistical model that extends multiple in this class must register for a computer lab title, contract, regulation, and financing issues. regression to data that are hierarchically struc- section. Also listed as Geog 492/592, may only Recommended prerequisites: Ec 201 and 202. tured and is used for the estimation of growth be taken once for credit. USP 601 curves with longitudinal data. Hierarchical data USP 594 Research (Credit to be arranged.) are common in many kinds of organizational Planning in the Pacific Northwest (3) USP 603 and regional research, because data occurs in This course will utilize the work of Pacific Thesis (Credit to be arranged.) natural groupings such as administrative units, Northwest historians, writers, critics, and others USP 605 geographic regions, or schools. as a vehicle for equipping planners with a Reading and Conference USP 691 somewhat systematic and certainly eclectic cul- (Credit to be arranged.) Current Research in Regional Science (3) tural overview of the region they hope to serve. USP 607 Focused reading and advanced student research This course will attempt to prepare them to be Seminar (Credit to be arranged.) on emerging topics and issues in the field of members of a place and of a culture of place, USP 610 regional science. Recommended prerequisite: and to embrace the art and literature of the Selected Topics (1-4) Consent of instructor. Pacific Northwest as part of their ongoing professional development. Though focused on the Pacific Northwest, the general approach used in this course should be applicable to other regions as well. 354 P ORTLAND S TATE U NIVERSITY

Institute of Portland the College of Urban and Public Affairs. Research centers The center provides a research and teach- and institutes Metropolitan Studies ing focus for the investigation of the caus- 780 Urban Center es and consequences of demographic Center for 503-725-5170 change in current society. www.pdx.edu/IMS As the lead agency of the Oregon State Urban Studies Data Center Program, the center has access The Institute of Portland Metropolitan to the various files produced by the U.S. 320 Urban Center Studies is an independent and neutral Census Bureau. This information includes 503-725-4020 organization through which community current and past census data for the state The Center for Urban Studies, established in issues can be addressed by higher educa- of Oregon, and the results from such other 1966, is a multidisciplinary research unit in tion. As a service and resource center in U.S. Census Bureau surveys as the the College of Urban and Public Affairs. The the College of Urban and Public Affairs at American Housing Survey and American center’s primary research emphases include: Portland State University, the institute’s Community Survey. These data are housed urban services, determinants of property mission is to serve the region and further in the center’s library and are available to value, transportation, regional economic the urban mission of Portland State faculty, students, and the public. In addi- analysis, geographic information systems, University by providing access to the tion to providing outreach to Oregon’s and regional decision making. In addition resources of higher education for area counties and communities, the center fac- to its research function, the center serves as communities; creating a shared under- ulty teach courses in applied demography. a resource for community service to units of standing of the metropolitan area, its One of the important responsibilities of local government. issues and prospects; providing a neutral the center is to produce the official popula- Publications of the center include reports forum for the discussion of critical metro- tion estimates for Oregon’s counties and on fiscal analyses of municipal services politan policy issues; creating partnerships incorporated cities. Typical research activi- provision, transportation investment analy- linking faculty, students, and community ties found within the center include enroll- sis, analyses of urban services, economic groups to meet community and scholarly ment forecasts for school districts, market and urban development, transportation objectives; and sponsoring public service analysis for housing projects, social and and land use interactions, transit finance, research. economic factors affecting demographic special needs transit programs, traffic mon- By acting effectively on this mission, the change, population distribution and popu- itoring, travel behavior, transit and parking, institute enables the University to better lation migration, population geography, and recycling, and various aspects of geograph- serve people and the communities of the demographic methods. Center staff regular- ic information systems. region and helps them to be better ly assist city, county, and state governments The center has sponsored conferences on equipped to meet the challenges of growth on examination of population issues. important urban topics for the interested and change. The center’s current staff includes per- public. In conjunction with the graduate The institute sponsors research projects sonnel trained in demography, sociology, programs in urban studies and planning, designed to address current and emerging geography, and statistics. This variety of the center provides students with numer- issues of regional significance. By dissemi- expertise enables the center to provide a ous opportunities for research and out- nating new information and perspectives multidisciplinary approach to population reach experience through graduate assist- about the Portland region, the institute research. antships, research credit, and informal fosters an awareness of the common prob- project participation. lems and solutions that citizens, decision Center for The center also houses the Community makers, and scholars need to know. The Transportation Studies Environmental Services (CES) Program. institute’s governing board identifies CES provides assistance to local communi- research issues that have substantial bene- 550 Urban Center ties, governmental agencies, and private fit to the area; projects include forums and 502-725-4020 organizations on a contractual basis. The seminars, a Web page, publications that www.cts.pdx.edu mission of CES is to provide students with showcase the region, and ongoing service An equitable and efficient transportation the opportunity to develop leadership, and research initiatives. system for people and goods has a signifi- practical job skills, and civic responsibility, While administratively located within cant influence on the well-being of every through education, service, and research Portland State’s Toulan School of Urban citizen, impacting quality of life and the which address environmental issues and Studies and Planning, the institute is a economy. Social, environmental, and tech- resource sustainability. resource for all departments and for all nological trends must be anticipated and The center also provides support for the higher education institutions in the state. incorporated into a “smart” transportation Center for Transportation Studies. The system in order to ensure resource preser- CTS facilitates and conducts multidiscipli- Center for Population vation and enhancement of the region’s nary research on transportation issues, and Research Census economic productivity. Toward this end, promotes scholarly development and the Center for Transportation Studies, a exchange among students, faculty, and 570 Urban Center unit within the Center for Urban Studies, transportation professionals. 503-725-3922 strives to stimulate and conduct multidis- [email protected] ciplinary research on transportation issues, www.pdx.edu/prc facilitating the dissemination of information and encouraging the implementation The Population Research Center provides a of research results. setting for demographic research within Directories

Oregon State Board of Benjamin Rawlins, J.D. Higher Education Deputy Chancellor for Legal Affairs and Chief of Staff Ryan J. Hagemann, J.D. The Oregon State Board of Higher Education, the Associate Deputy Chancellor for Legal Affairs and statutory governing board of the seven-campus Secretary to The State Board of Higher Education Oregon University System, is composed of 11 members appointed by the Governor and confirmed by The Oregon University System, organized in 1932, the Oregon State Senate. Board members, other provides educational opportunities to young peo- than student or faculty members, serve four-year ple and adults throughout the state of Oregon. terms. Student and faculty members serve two- Member institutions are elements of an articulated year terms. system, parts of an integrated whole. Terms expire June 30 Opportunities for general education are distributed as widely as possible throughout the state, while Henry Lorenzen, Pendleton 2007 specialized, professional, and technical programs President are centered at specific institutions. Kirby Dyess, Beaverton 2008 Vice President Members of the Donald W. Blair, Beaverton 2008 Oregon University System Gerry W. Blakney, Monmouth 2007 Eastern Oregon University La Grande James L. Francesconi, Portland 2008 Oregon Institute of Technology Adriana S. Mendoza, La Grande 2007 Klamath Falls Dalton Miller-Jones, Portland 2008 Oregon State University John E. von Schlegell, Portland 2009 Corvallis Gretchen S. Schuette, Salem 2008 Portland State University Portland Howard F. Sohn, Roseburg 2009 Southern Oregon University Tony C. Van Vliet, Corvallis 2009 Ashland University of Oregon Officers of the System Eugene George P. Pernsteiner, M.P.A. Western Oregon University Chancellor Monmouth Jay D. Kenton, Ph.D. Oregon Health & Science University* Vice Chancellor for Finance and Administration Portland The Oregon University System Chancellor’s Office Susan Weeks, M.S. provides coordination and service to assure that a Vice Chancellor for Strategic Programs and Planning broad-based continuing education program is available through the member institutions. *Affiliated 356 P ORTLAND S TATE U NIVERSITY

Institutional Government Graduate Studies and Judy Van Dyck (1992) B.A. Director, International Student Services and Executives Relations Research International Special Programs. B.A. 1981 University of Oregon. Michael Reardon, Ph.D. Deborah Murdock (1993) M.A. William H. Feyerherm (1990) Ph.D. Assistant to the President for Government Vice Provost for Research and Graduate Interim President Relations. M.A. 1981 University of Oregon. Studies; Professor of Social Work. Ph.D. 1977 Portland State University College of Liberal Jesse Cornett (2006) M.P.A. State University of New York, Albany. Khosrow Fatemi, Ph.D. Government Relations Associate. M.P.A. 2003 Nancy M. Koroloff (1973) Ph.D. Arts and Sciences President Portland State University. Associate Vice Provost for Research and Melissa Leonard (2005) M.S. Eastern Oregon University Sponsored Projects; Professor of Social Work. Coordinator, Health Sciences Advising. M.S. Ph.D. 1985 University of Oregon Martha Anne Dow, Ph.D. 2005 Portland State University. President Academic Affairs Laura Marsh (1999) B.S. Oregon Institute of Technology Institutional Academic Adviser. B.S. 2002 Portland State Office of the University. Edward Ray, Ph.D. Research and Frosti McClurken-Talley (1995) B.S. President Provost Health Sciences Adviser. B.S. 2001 Portland Oregon State University Roy W. Koch (1982) Ph.D., P.E. Planning State University. Provost, Professor of Civil Engineering and Mary Cullinan, Ph.D. Kathi A. Ketcheson (1985) Ph.D. Karen DeVoll (2005) M.A. Environmental Sciences. Ph.D. 1982 Colorado Director, Institutional Research and Planning; Academic Adviser. M.A. 1998 Antioch President State University. Research Associate Professor. Ph.D. 1996 University. Southern Oregon University Shawn C. Smallman (1996) Ph.D. Portland State University Sally Hudson (2005) B.A. Dave Frohnmayer, J.D. Vice Provost for Instruction and Dean of David Burgess (1999) M.S. Coordinator, Challenge/LINK Program; Undergraduate Studies; Professor of Research Assistant. M.S. 1996 Portland State Research Assistant. B.A. 1975 Portland State President International Studies. Ph.D. 1995 Yale. University of Oregon University University. Lina Lu (1999) Ed.D. John P. Minahan, Ph.D. Center for Academic Research Assistant. Ed.D. 1997 Portland State President University Library Western Oregon University Excellence Juliette Stoering (1998) M.A. Helen H. Spalding (2005) M.A., M.P.A. Candyce Reynolds (1985) Ph.D. Research Assistant. M.A. 1994 University of University Librarian; Professor. M.A. 1974 Director of Teaching and Learning. Associate Victoria (British Columbia) University of Iowa, M.P.A. 1985 University of Professor of University Studies. Ph.D. 1985 Missouri-Kansas City. Portland University of Oregon. International Affairs Linda Absher (2003) M.L.I.S. Kevin Kecskes (2002) Ed.M. Reference Librarian/Information Consultant, State Director for Community-Based Learning. Gil Latz (1983) Ph.D. Assistant Professor. 1993 M.L.I.S. University Ed.M. 1994 Harvard University. Vice Provost for International Affairs; of California, Berkeley. Amy Spring (1997) M.P.A. Professor of Geography and International Sarah E. Beasley (1997) M.A.I.S. University Assistant Director Community-Based Studies. Ph.D. 1986 University of Chicago. Education/Social Science Librarian; Associate Faculty members are listed with Learning. M.P.A 1997 Portland State Jean Campbell (1998) Ph.D. Professor. M.A.I.S. 1996 Oregon State their programs. Academic faculty are University. Assistant Director, Middle East Studies University. listed starting on page 359. The Janelle Voegele (1997) M.A. Center. Ph.D. 1987 University of Oregon. Michaela Brenner (2004) M.L.S. dates in parentheses indicate the Development Program Coordinator. M.A. Debra Z. Clemans (1997) M.A. Database Management and Category beginning of academic service at 1999 Portland State University. Executive Assistant/Financial Officer and Librarian, Assistant Professor. M.A. 1996 Portland State University. The earli- University of Bayreuth, Germany. Dipl. Lng. Michael R. Chamberlain (2002) M.S. Fulbright/NSEP Adviser. M.A. 1995 Portland est date shown is 1955, the year in 1977 University of Giessen, Germany. Senior Instructional Designer. M.S. 2002 State University. which Portland State became a University of Houston Clear-Lake. Alyse Collins (2004) B.A. Michael S. Bowman (1992) M.Libr. degree-granting institution. The fac- Interim Assistant University Librarian for Patricia A. Cornman (1986) M.A. Education Abroad Adviser and International ulty listings were compiled in Public Services; Assistant Professor. B.S. 1984, Senior Instructional Desginer. M.A. 1986 Internship Coordinator. B.A. 1998 Brigham February 2006 and may not include M.Libr. 1986 University of Washington. Antioch University, Seattle WA. Young University. changes and appointments made John Burchard (2002) Ph.D. Vince Schreck (2003) Ed.D. John Damis (1971) Ph.D. after that time. Reference Librarian/Information Consultant; Instructional Designer. Ed.D. 2003 Portland Director, Middle East Studies Center; Professor Assistant Professor. Ph.D. 2001 Rutgers State University. of Political Science and International Studies. Ph.D. 1970 Tufts University. University. Michael Lane (1984) M.A. Office of the Kathy L. Dusky (1990) M.L.S. Instructional Desginer. M.A. 1994 University Christina Luther (1998) M.A. Cataloger; Associate Professor. M.L.S. 1992 of Northern Colorado. Assistant Director, International Student President Services. M.A. 1993 Portland State University. University of Pittsburgh. Cheryl L. Ramette (1992) B.S. Michael Reardon (1964) Ph.D. Sharon H. Elteto (1997) M.L.S. Assessment Associate. B.S. 1992 Lewis and Andrea Price (1999) M.A. Interim President; Professor Emeritus of Instruction/Bibliographic Librarian; Associate Clark College. Study Abroad Adviser. M.A. 2000 Portland History and Humanities. Ph.D. 1965 Indiana State University. Professor. M.L.S. 1997 Emporia State University. University. Kyle W. Bray (2006) M.P.A. Donald G. Frank (2000) M.A.L.S. Program Coordinator, Student Leaders for Jill Townley (1997) M.S. Roderic C. Diman (1960) Ph.D. Reference Librarian; Professor. M.A.L.S. 1982 Service. M.P.A. 2006 Portland State University. International Student Life Coordinator. M.S. Special Assistant to the President; Professor 2001 Portland State University. Texas Tech University. of Spanish. Ph.D. 1971 University of Arthur Hendricks (1996) M.S. Wisconsin. Patricia J. Wetzel (1984) Ph.D. Extended Studies Director, Institute for Asian Studies; Professor Reference Librarian; Associate Professor. M.S. Amy Ross (1993) B.A. of Japanese and International Studies. Ph.D. 1995 University of Illinois, Urbana-Champaign. Executive Assistant to the President. B.A. Michael Burton (2003) M.A., M.Ed. 1984 Cornell University. Rose Jackson (2003) M.L.I.S. 1994 Portland State University. Vice Provost, Extended Studies. M.Ed. 1971 University of Portland. Dawn L. White (1978) B.A. Reference Librarian/Information Consultant Director of International Education Services for Urban and Public Affairs, Assistant Affirmative Action William Prows (2004) B.S. Programs. B.A. 1979 Portland State Professor. M.L.I.S. 2003 Syracuse University. Director, Outreach and Market Development. University. B.S. 1974 University of Oregon. Mary Ellen Kenreich (1992) M.L.S. and Equal Ron L. Witczak (1996) B.A. Acquisitions Librarian; Associate Professor. Bee Jai Repp (1996) Ph.D. Director, International Education. B.A. 1991 M.L.S. 1980 Kent State University. Opportunity Director, Extended Campus Programs, Salem Oregon State University. Center. Ph.D. 1997 Oregon State University. Kristen Kern (1998) M.L.S. Burton Christopherson (2001) B.A. Blythe Knott (2006) M.A. Head of Preservation and Catalog Librarian; Director of Affirmative Action and Equal Glen Sedivy (1994) M.B.A. Study Abroad Adviser. M.A. 1997 University Associate Professor. M.L.S. 1997 Emporia Opportunity. B.A. 1971 Creighton University. Assistant Vice Provost, Extended Studies. of Colorado at Boulder. State University. M.B.A. 1981 University of Oregon. A.J. Arriola (1995) M.S. Megan McLaughlin (2006) M.A. Thomas Larsen (2003) M.L.S. Equity Officer Victor Walsh (1998) M.P.A. International Student Adviser. M.A. 1998 Database Management and Catalog Elaine D. Cohn (2000) M.S. Director, Professional Development Center. George Washington University. Librarian, Assistant Professor. M.L.S. 1997 M.P.A. 1985 Harvard University. Associate Director of Affirmative Action and Katherine Morrow (1998) B.A. Emporia State. Equal Opportunity. M.S. 2000 Portland State Mark Jenkins (2006) Ph.D. Program Administrator. B.A. 1991 Willamette Adriene I. Lim (2005) M.L.I.S. University. Director, Online Program Services; Ph.D. 1996 University Systems Librarian, Assistant Professor. University of California/San Diego. Ruth M. Toba (2000) B.A. Anne George (2004) M.A. M.L.I.S. 1996 Wayne State University. AA/EO Specialist. B.A. 1972 Beloit College. International Student and Scholar Adviser. Gary Markham (2003) M.L.I.S. M.A. 2001 Webster University. Catalog Librarian, Assistant Professor. M.L.I.S. Jeff Baffaro (2001) B.A. 1997 University of Arizona. Program Manager, International Special Programs. B.A. 1978 Portland State University. D IRECTORIES 357

Robert Schroeder (2004) M.L.I.S. University Anmarie Trimble (2000) M.A. Louise Paradis (1994) M.A. Information Literacy Coordinator and Assistant Professor of University Studies. Career Counselor. M.A. 1986 Bowling Green Reference Librarian, Assistant Professor. Honors Program M.A. 1998 Portland State University. State University. M.L.I.S. 1995 Wayne State University. Charles R. White (1971) Ph.D. Mary Vance (1999) M.A. Gretta Siegel (1998) M.L.S. Senior Scholar for Higher Education Policy; Career Counselor. M.A. 1997 University of Science Librarian; Professor. M.L.S. 1985 Faculty Professor of University Studies and Maryland. Syracuse University. Michael J. Flower (1992) Ph.D. International Studies. Ph.D. 1977 University Professor of Interdisciplinary Science Studies, of Arizona. Wendy A. Stewart (1995) M.L.S. University Honors Program. Ph.D. 1969 Counseling and Serials Librarian; Associate Professor. M.L.S. University of Wisconsin. 1995 Syracuse University. Kathleen Merrow (1997) Ph.D. Psychological Jian (Jan) Wang (1999) M.L.I.S. Office of Associate Professor of Interdisciplinary Services Serials Catalog Librarian; Associate Professor. Studies, Social Sciences, University Honors M.L.I.S. 1996 Wayne State University. Program. Ph.D. 1998 Cornell University. Student Affairs Dana Tasson (1998) M.D. Dan Fortmiller, (1985) M.S. Claudia V. Weston (2001) M.L.S. Michael F. Reardon (1964) Ph.D. Interim Clinical Director, Counseling and Assistant Director for Technical Services, Interim Vice Provost for Student Affairs. M.S. Psychological Services. Psychiatrist. B.S. 1988, Professor Emeritus of History and 1989 Portland State University. Professor. M.L.S. 1981 University of Maryland. Humanities. Ph.D. 1965 Indiana University. M.D. 1993 University of Michigan. April Turner (2002) M.S.W. Qi Wu (2005) M.L.I.S. Lawrence P. Wheeler (1976) Ph.D. Mary Beth Collins (1981) M.S.W. Reference Librarian/Information Consultant Executive Assistant to the Vice Provost. Interim Director Center for Student Health Professor of Humanities and Applied M.S.W. 2005 Portland State University. for Business and Economics, Assistant Linguistics, University Honors Program. Ph.D. and Counseling. M.S.W. 1978 University of Professor. M.L.I.S. 2002 University of Illinois 1993 University of Oregon. Angel Eddinger (2003) Southern California. at Urbana-Champaign. Administrative Assistant to the Vice Provost. William H. York (2005) Ph.D. Layton Borkan (1986) M.S.W. Tom Bielavitz (2006) M.L.I.S. Assistant Professor of Interdisciplinary Interim Director, Counseling and Assistant University Librarian for Studies, Humanities, University Honors Admissions, Psychological Services, Clinical Social Worker. Administrative Services and Planning; Assistant Program. Ph.D. 2003 John Hopkins University. M.S.W. 1975 Portland State University. Professor. M.L.I.S. 2006 Drexel University. Registration Susan E. Captein (1992) M.S.W. Steven Rauch (2006) M.L.S. Clinical Social Worker. M.S.W. 1984 Portland Public Access Services Librarian; Assistant University Studies and Records State University. Professor. M.L.S. 1994 University of Washington. Sukhwant Jhaj (2001) M. Arch. Agnes A. Hoffman (1996) M.B.A. Keith Conant (2001) M.D. Interim Director. M. Arch. 1994 Cranbrook Associate Vice Provost for Enrollment Psychiatrist. M.D. 1997 Oregon Health & Emeriti Faculty Academy of Art. Management and Student Affairs. M.B.A. Science University. C. Thomas Pfingsten (1980) M.L.S. Deborah Arthur (2003) J.D., M.A. 1977 Portland State University Linda Fishman (1999) Ph.D. University Librarian Emeritus. M.L.S. 1966 Assistant Professor of University Studies. Jennifer L. Cárdenas (1999) M.S. Psychologist. Ph.D. 1994 University of Miami. University of California, Berkeley. M.A. 1990 Ohio State University; J.D. 1993 Director, New Student Programs. M.S. 1994 Cheryl Forster (2004) Psy.D. Daphne T. Allen (1970) M.B.A. University of Connecticut School of Law. Kansas State University Psychologist, Psy.D. 2004 Pacific University. Associate Professor Emerita. M.B.A. 1978 Leslie Batchelder (2000) Ph.D. Cynthia H. Baccar (1999) M.S. Tim Hagge (1992) M.S.W. University of California, Los Angeles. Assistant Professor of University Studies. Director, Registration and Records. M.S. 1994 Clinical Social Worker. M.S.W. 1992 Portland Laurence L. Bruseau (1968) M.L.S. Ph.D. 2000 University of California, Davis. University of Tennessee State University. Associate Professor Emeritus. M.L.S. 1962 Becky Boesch (1994) M.A. Paula J. Harris (1997) Ed. M. Eugene Hakanson (1967) Ed.D. University of Michigan. Senior Instructor in University Studies. M.A. Associate Director. Ed.M. 1997 Oregon State Psychologist. Ed.D. 1967 Indiana University. Kenneth W. Butler (1955) M.A. 1988 Portland State University. University Chris Hodson (2002) Ph.D. Professor Emeritus. A.L.A. Leeds School of Evguenia Davidova (2001) Ph.D. Veda Kindle (1978) B.A. Psychologist, Ph.D. 2002, University of Librarianship (England); M.A. 1958 University Assistant Professor of University Studies. Senior Assistant Director. B.A. 1971 Central Southern California. of Portland. Ph.D. 1998 Bulgarian Academy of Science Washington University Janice Klein Kettler (1988) M.S.W. Patricia H. Byrd (1961) M.Libr. Grace Dillon (1997) Ph.D. Niko S. Lande (2003) B.A. Clinical Social Worker. M.S.W. 1974 University Associate Professor Emerita. M.Libr. 1959 Assistant Professor of University Studies. Assistant Director. B.A. 1998 University of of Michigan. University of Washington. Ph.D. 1997 University of California, Riverside. Oregon Karen Ledbetter (1997) Psy.D. Joseph J. Kohut (1972) Ph.D. Toeutu Faaleava (2000) J.D. Jo Lucke (1981) B.S. Psychologist. Psy.D. 1997 Rosemead School Professor Emeritus. Ph.D. 1967 Ohio State Assistant Professor of University Studies. J.D. Scholarship Coordinator. B.S. 1980 Portland of Psychology. University;. 1994 University of California. State University Carla Riedlinger (2003) M.S.W. Robert W. Lockerby (1967) M.S. Ann Marie Fallon (2001) Ph.D. Perla Pinedo (2003) B.A. Clinical Social Worker. M.S.W. 1998 Portland Professor Emeritus. M.S. 1979 Portland State Assistant Professor of University Studies; Assistant Director. B.A. 2003 Portland State State University. University. FRINQ Coordinator. Ph.D. 2003 University of University Alan Yeo (2004) M.D. Anne G. McMahon (1969) M.L.S. Virginia. Bill Ryder (1999) M.S. Psychiatrist. M.D. 2000 Oregon Health & Associate Professor Emerita. M.L.S. 1965 Thomas Fisher (2001) Ph.D. Assistant Director. M.S. 1996 State University Science University. Pratt Institute. Assistant Professor of University Studies. of New York College at Buffalo Jennifer Dahlin (2003) Psy.D. Gwen E. Newborg (1969) M.A. Ph.D. 2000 State University of New York at Michelle Schwartz (2003) B.A. Psychologist. Psy.D., 2004 Pacific University. Professor Emerita. M.A. 1977 University of Buffalo. Assistant Director. B.A. 1998 University of Lisa Koralewicz (2006) M.P.H., M.S.W. Washington. Jeffrey Gerwing (2001) Ph.D. Montana. Clinical Social Worker. M.P.H. SUNY at Albany, Oren O. Ogle (1969) M.Libr. Assistant Professor of University Studies. Jonathan K. Uto (2004) B.S. M.S.W. Colorado State University. Associate Professor Emerita. M.Libr. 1969 Ph.D. 2001 Pennsylvania State University. Admissions Counselor. B.S. 2004 Southern University of Washington. Seanna Kerrigan (1995) Ed.D. Oregon University. Faye Powell (1985) M.A. Director, Senior Capstone Program. Ed.D. Edgar Barrera (2006) B.A. Educational Equity Professor Emerita. M.A. 1982 San Francisco 2004 Portland State University. Admissions Counselor. B.A. 2004 Portland Programs and State University. Yves Labissiere (1996) Ph.D. State University. Terry Rohe (1983) M.L.S. Assistant Professor of University Studies. Ph.D. Dave Kobzina (2005) M.S. Services Professor Emerita. M.L.S. 1972 University of 1995 University of California, Santa Cruz. Admissions Counselor. M.S. 2006 Portland Paulette Watanabe (1987) M.P.H. Oregon. State University. Joseph Long (1998) Ph.D. Director, Educational Equity Programs. M.P.H. Gary S. Sampson (1972) M.L.S. Assistant Professor of University Studies. Nicole Harris (2006) B.A. 1981 Columbia University. Professor Emeritus. M.L.S. 1972 University of Ph.D. 1997 Stanford University. Admissions Counselor. B.A. 2004 Portland R. Philip Dirks (1989) M.A. California, Berkeley. State University. Alan MacCormack (1999) Ph.D. Project Director of Educational Talent Search Rosalind C. Wang (1985) M.S.L.S. Assistant Professor in University Studies. Ph.D. Kanani Martinez (2006) B.S. and Upward Bound. M.A. 1983 Iowa State Professor Emerita. M.A. 1976 Long Island 1982 University of North Carolina, Chapel Hill. Admissions Counselor. B.S. 2006 Portland Universiy. University. State University. Victoria Pohl (2000) M.S. Dean Azule (2006) B.S. Majel M. Warren (1964) B.S.L.S. Assistant Professor of University Studies. Nicolle Nixon (2003) B.S. Coordinator Native American Student Associate Professor Emerita. B.S.L.S. 1945 M.S. 2001 Portland State University. Coordinator, Co-Admission. B.S. 1999 Services. B.S. 2000 Western Oregon Unviersity. George Peabody College for Teachers. Portland State University. Candyce Reynolds (1988) Ph.D. Inez Freeman (1991) B.S. Robert C. Westover (1971) M.L.S. Director, Mentor Programs; Associate Karen Hanson (1994) B.A. High School Advising Coordinator in Upward Humanities Librarian; Professor Emeritus. Professor. Ph.D. 1985 University of Oregon. International Admissions Counselor. B.A. Bound. B.S. 1974 Texas Women’s University. M.L.S. 1971 University of Oregon. 1992 University of Oregon Jamie Ross (1992) Ph.D. Sherie Guess (2001) M.S. William B. Wilson Jr. (1976) M.L.S. Assistant Professor of University Studies. Coordinator, Diversity Scholarship Programs. Cataloger; Associate Professor Emeritus. Ph.D. 1995 University of Oregon. M.S. 2002 Portland State University. M.L.S. 1970 University of Western Ontario Jack Straton (1994) Ph.D. Career Center (Canada). Lisa Hatfield (2002) M.A. Assistant Professor of University Studies. Dee Thompson (1986) M.S. Coordinator Skills Enhancement and Tutoring William Abrams (1962) M.S.L.S. Ph.D. 1986 University of Oregon. Director. M.S. 1986 Portland State University. Center. M.A. 2003 Portland State University. Principle Serials Cataloger; Associate Teresa Taylor (1990) M.A. Cheryl Hollatz-Wisely (2004) M.S. Professor. M.S.L.S. 1961 Syracuse University Instructor in University Studies. BM.A. 1979 Career Counselor. M.S. 1990 University of School of Information Studies. University of Reading. Missouri. 358 P ORTLAND S TATE U NIVERSITY

Clevonne Jackson (1988) M.Ed. Dean of Students Richard Howe (2005), M.D. 1995 Indiana University. Project Director, Student Support Staff Physician, M.D. 1974 Yale University. Don Forsythe (1999), M.S.Ec. Services/Educational Opportunity Program. Alex Accetta (2001) M.A. Kathleen McAuliffe (1997), M.D. Assistant Director, Auxiliary Services. M.S.Ec. M.Ed. 1972 University of Virginia. Director, Campus Recreation. M.A. 1993 Staff Physician, M.D. 1979, University of 2005 Portland State University. Darryl Kelley, Jr. (2006) B.A. Stanford University. Washington 9th-10th Grade Adviser in Upward Tana Atchley-Juarez (2007) B.A. Catherine Thomasson (1997), M.D. Bound/ETS: Project PLUS. B.A. 2002, Linfield Adviser, Student Activities and Leadership Staff Physician, M.D. 1983 Wayne State Business Affairs Programs. B.A. 2000 University of Oregon. College. University. Myron W. Roberts (2001) B.S., C.P.A. Raina Martinez (2005) M.Ed. Todd Bauch (2003) M.A. Associate Director of Business Affairs. B.S. Coordinator of Counseling Services, Student Outdoor Program Coordinator, Campus 1970 University of Idaho. Support Services/Educational Opportunity Recreation. M.A. 1998 Southern Illinois Office of the Program. M.Ed. 2003, Oregon State University. University. Bridge Gorrow (2006) B.A. Vice President Campus Public Safety Jay Peterson (1998) M.A. Assistant Coordinator, Women’s Resource Michael D. Soto (1980) B.S. Coordinator of Instruction and Technology, Center. B.A. 2004 Portland State University. for Finance and Director of Public Safety, Campus Public Student Support Services/Educational Sa’eed Haji (2006) B.A. Safety Office. B.S. 2002 Portland State Opportunity Program. M.A. 1997 Portland Assistant Coordinator, Multicultural Center. Administration University. State University. B.A. 2004 Portland State University. Lindsay A. Desrochers (2005) Ph.D. Craig L. Whitten (1991) Vicky Sanchez (1999) B.A. Christina Johnson (2005) B.A. Vice President for Finance and Lieutenant, Campus Public Safety Office. Coordinator, Hillsboro Schools Educational Area Coordinator, Residence Life. B.A. 2003 Administration. Ph.D. 1980 University of Talent Search: Project Plus. B.A. 1997 Oregon State University. California, Berkeley. Portland State University. Jon Joiner (2002) B.A. Michael Fung (2004) B.S. Facilities and Rosalyn Taylor (2003) M.Ed. Coordinator, Multicultural Center. B.A. 2001 Budget Director. B.S. 1980 California State Language Arts Instruction Coordinator in Portland State University. University, Northridge. Planning Upward Bound. M.Ed. 1995 Temple University. Lissa Kaufman (2006) J.D. Mark A. Gregory (1998) M.B.A. Robyn Pierce (2001) M.P.A. Tabitha Whitefoot (2003) M.A.T. Coordinator of Student Legal and Mediation Associate Vice President for Strategic Director, Facilities and Planning. M.P.A. 2006 Coordinator Native American Student and Service. J.D. 1996 University of Washington Planning, Partnerships, and Technology. Portland State University. Community Center. M.A.T. 1989 Lewis & School of Law. M.B.A. 1998 Portland State University. Nancy Grech (2003) M.P.A. Clark College. Ebru Korbek-Erdogmus (2006) M.Ed. Dee Wendler (1998) M.P.A. Associate Director, Facilities and Planning. Jason Young (2000) B.S. Coordinator, Commencement and Student Associate Vice President for Finance, M.P.A. 1984 Lewis and Clark College. Portland Middle School Educational Affairs Outreach. M.Ed. 2004 University of Controller. M.P.A. 2002 Portland State Coordinator, Educational Talent Search: Project Florida. University. PLUS. B.S. 1995 Western Oregon University. Shelly Lee (2000) J.D. Human Resources Staff Attorney, Student Legal and Mediation Athletics Catherine S. LaTourette (2001) B.A. Undergraduate Services. J.D. 2000 Northwestern School of Associate Vice President for Human Law at Lewis & Clark College. Michael “Torre” Chisholm (2007) B.A. Resources. B.A. 1976 City University of New Advising and Janett Matthews (2007) M.B.A. Athletic Director. B.A. 1992 University of York, Queens College. Assistant Director, Residence Life. M.B.A. California, Santa Barbara. Pam Hutchins (1995) Support Center 1990 Morgan State University. Steve Ascher (2006) B.A. Associate Director for Human Resources, Dan Fortmiller (1985) M.S. Tonantzin Oceguera (2003) M.Ed. Head Men’s and Women’s Tennis Coach. B.A. Payroll Manager. Director, Information and Academic Support Director, Student Activities and Leadership University of Portland. Elizabeth Veck (2001) Center. M.S. 1989 Portland State University. Programs. M.Ed. 2001 University of Vermont. Tim Bennett (2004) B.A. HRIS Manager. Mary Ann Barham (1992) M.S. Dementro Powell (2005) M.A. Head Soccer Coach. B.A. Providence College. Associate Director, Information and Academic Area Coordinator, Residence Life. M.A. 2003 Ken Bone (2005) M.A. Support Center. M.S. 1991 Portland State Slippery Rock University. Head Men’s Basketball Coach. M.A. 1994 Information University. Corey Ray (2006) M.Ed. Seattle Pacific University. Technologies Mirela Blekic (2005) M.Ed. Director, Residence Life. M.Ed. 2005 Darrel “Mouse” Davis (2007) B.S. Mark A. Gregory (1998) M.B.A. Co-coordinator, Academic Support Program. University of Idaho. Assistant Football Coach (Offensive Chief Information Officer of Information M.Ed. 2004. Portland State University. Coordinator). B.S. 1955 Western Oregon Aimee Shattuck (2002) M.S.W. System. M.B.A. 1998 Portland State University. Mario Garza (2004) M.Ed. Coordinator, Women’s Resource Center. University. Sue E. Riegsecker (1999) B.S. Community College Liaison/Adviser. M.Ed. M.S.W. 2002 Portland State University Charity D. Elliott (2004) M.S.Ed. Director of Computing and Network Services. 2003 Seattle University. Head Women’s Basketball Coach. M.S.Ed. Shannon Timm (2005) DEGREE B.S. 1999 Indiana University. Chris Goodrich (1986) M.P.A. Adviser, Student Activities and Leadership 1998 Southwest Baptist University. Ann M. Harris (1988) B.S. Coordinator, Veterans’ Services. M.P.A. 1979 Programs. M.Ed. 2000 Northern Arizona Dennis Ferguson (2007) B.A. Director of Information Systems. B.S. Oregon University of Oregon. University. Director of New Business Development. B.A. State University. Liane Gough (2001) M.Ed. Michele Toppe (1995) M.S. 1959 University of California, Santa Clara. Doug L. McCartney (1984) MED Co-coordinator, Academic Support Program. Assistant Dean of Students. M.S. 1998 Gerald “Jerry” Glanville (2007) M.A. Interim Director Instructional Technology M.Ed. 2000 Portland State University. Portland State University. Head Football Coach. M.A. Western Kentucky Services. MED. Toledo University. Kimberly Hottel (1997) M.Ed. Natalee Webb (2003) M.S. University. Tim R. Johnston (1981) B.S. Coordinator, Academic Support Services for Adviser, Student Activities and Leadership Mike Haluska (2006) B.S. Director of Networking and Student Athletes. M.Ed. 1997 Bowling Green Programs. M.A. 2006 Portland State Head Wrestling Coach. B.S. Portland State Telecommunications Services. B.S. 1981 State University. University. University. San Diego State University. Rebecca Hunt Ingersoll (2003) M.S. Jennifer Welnick (2005) M.S. Amy Hayes (2005) B.S. Jahed M. Sukhun (1988) B.S. Community College Liaison/Adviser. M.S. Adviser, Campus Recreation. M.S. 2005 Head Softball Coach. B.S. 1992 University of Director of User Support Services. B.S. 1984 1997 Portland State University. Portland State University. Evansville. Idaho State University. Mark Isham (2003) M.S. Felicia Johnston (2001) B.S. Sharon Blanton (2005) Ph.D. Academic Adviser. M.S. 2001 University of Head Women’s Golf Coach. B.S. 1997 Oregon Associate Chief Information Officer (Customer Tennessee. Student Health State University. Relations). Ph.D. 2005 Capella University. Joan Jagodnik (1999) M.A. Teri Mariani (2000) M.B.A. Services Janaka R. Jayawardena (1985) B.S. Assistant Director, Community College Special Assistant to the Athletic Director. Mark Bajorek (1996) M.D. Associate Chief Information Officer (Technical Relations. M.A. 1996 Portland State M.B.A. 1988 University of Wyoming. University. Medical Director; Consulting Physician. M.D. Infrastructure Services). B.S. Portland State 1986 Ohio State University. Jeff Mozzochi (2001) M.A. University. Polly Livingston (2001) M.S. Head Volleyball Coach. M.A. 1982 University Sandra J. Franz (1968) B.S.N. Assistant Director, Disability Resource Center. of California, Berkeley. M.S. 2001 Portland State University. Administrative Director. B.S.N. 1968 Oregon Emeriti Faculty Health & Science University. Kebba Tolbert (2003) M.S. Phyllis Petteys (2000) B.A. Director of Track and Field/Cross Country. Robert E. Walker II (1967) M.A. Ashley Cooley (2006), M.N. Assistive Technology Specialist. B.A. 1986 M.S. 1996 Smith College. Professor Emeritus. M.A. 1973 Michigan Reed College. Assistant Director, M.N. 2006 Oregon Health State University. & Science University. Zack Wallace (2007) B.S. Harry Zweben (2006) M.S. Associate Athletic Director (Development). Susan Curran (1994), M.D. Accommodations Coordinator, Disability B.S. University of Oregon. Resource Center. M.S. 2005 Portland State Staff Physician, M.D. 1986 University of University. Missouri. Shoshana Zeisman (2007) M.A. Aleksandra Giedwoyn (2004), M.D. Auxiliary Services Academic Adviser. M.A. 2005 University of Staff Physician, M.D. 1998 Karol Marcinkowski University. Julie North (1999) M.B.A. Phoenix. Director, Auxiliary Services. M.B.A. 2006 Chris Hanel (2001), M.D. University of Phoenix. Staff Physician, M.D. 1997 Oregon Health & Science University. John Eckman (2002) M.A. Associate Director, Auxiliary Services. M.A. D IRECTORIES 359

Office of Alumni Relations Office of University University Patricia E. Squire (1989) M.P.A. Communications Development University Assistant Vice President, Alumni and Constituent Relations. M.P.A. 1995 Portland Joan Barnes (2006) M.A. Mark Langseth (2006) M.A. Relations State University. Assistant Vice President for University Assistant Vice President for University Cassie McVeety (2004) M.P.A. Communications. M.A. 2004 California State Development. M.A. 2005 Augsburg College. Vice President for University Relations. M.P.A. University. 1999 Washington State University.

Academic Faculty

Associated Faculty Judy Reed (1997) M.A. Sarah Eppley (2005) Ph.D. College of Robert Boyd (2000) Ph.D. Senior Instructor in English as a Second Assistant Professor of Biology. Ph.D. 2000 Adjunct Assistant Professor of Anthropology. Language; Coordinator of ESL/IELP Program. University of California, Davis. Liberal Arts and Ph.D. 1984 University of Washington. M.A. 1991 University of Houston. Suzanne Estes (2005) Ph.D. Sciences Cameron McPherson Smith (2004) Ph.D. Lynn Santelmann (1998) Ph.D. Assistant Professor of Biology. Ph.D. 2002 Adjunct Assistant Professor. Ph.D. 2004 Associate Professor of Applied Linguistics. University of Oregon. Marvin A. Kaiser (1993) Ph.D. Ph.D. 1995 Cornell University. Mark Fisbein (2005) Ph.D. Dean, College of Liberal Arts and Sciences; Simon Fraser University. Sarah Sterling (2005) Ph.D. Laura S. Shier (1997) M.A. Assistant Professor of Biology. Ph.D. 1996 Professor of Sociology. Ph.D. 1979 University Senior Instructor in English as a Second University of Arizona. of Nebraska. Adjunct Assistant Professor. Ph.D. 2004 University of Washington. Language. M.A. 1989 University of Keith D. Garlid (2002) M.D., dr.techn. Duncan A. Carter (1987) Ph.D. Wisconsin, Madison. Professor of Biology. M.D. 1961 The Johns Associate Dean, College of Liberal Arts and Margaret Young (1993) M.A. Hopkins University School of Medicine. Dr. Sciences. Professor of English. Ph.D. 1974 Department of Senior Instructor in English as a Second technicae norwegiensis 1987 Norwegian University of Illinois, Urbana-Champaign. Language. M.A. 1981 Portland State Institute of Technology. Grant M. Farr (1975) Ph.D. Applied Linguistics University. Stanley S. Hillman (1977) Ph.D. Associate Dean, College of Liberal Arts and Professor of Biology. Ph.D. 1976 University of Sciences; Professor of Sociology. Ph.D. 1974 California, Los Angeles. University of Washington. Faculty Emeriti Faculty Jeanette S. DeCarrico (1977) Ph.D. Ronald D. Jones (2003) Ph.D. Lynette Feder (2002) Ph.D. John Armbrust (1995) M.A. Professor Emerita of Applied Linguistics. Ph.D. Professor of Biology. Ph.D. 1984 Oregon State Associate Professor of Liberal Arts and Senior Instructor in English as a Second 1980 University of Washington. University. Sciences. Ph.D. 1989 State University of New Language. M.A. 1992 Portland State York, Albany. University. Brian K. Lynch (2001) Ph.D. Susan Masta (2002) Ph.D. Kimberley A. Brown (1989) Ph.D. Professor Emeritus of Applied Linguistics. Ph.D. Assistant Professor of Biology. Ph.D. 1999 Associate Professor of Applied Linguistics and 1987 University of California, Los Angeles. University of Arizona. Department of International Studies. Ph.D. 1988 University Shirley A. Morrell (1979) M.A. Michael T. Murphy (2000) Ph.D. of Minnesota. Senior Instructor Emerita in English as a Associate Professor of Biology. Ph.D. Anthropology Ruth Chapin (1989) M.A. Second Language. M.A. 1977 Portland State University of Kansas. Senior Instructor in English as a Second University. Jason Podrabsky (2003) Ph.D. Faculty Language. M.A. 1988 Portland State Beatrice Oshika (1989) Ph.D. Assistant Professor of Biology. Ph.D. 1999 Kenneth M. Ames (1984) Ph.D. University. Professor Emerita of Applied Linguistics. Ph.D. University of Colorado, Boulder. Chair, Department of Anthropology; Professor G. Tucker Childs (1996) Ph.D. 1973 University of Michigan. Radu Popa (2005) Ph.D. of Anthropology. Ph.D. 1976 Washington Professor of Applied Linguistics. Ph.D. 1988 Helen Schley (1964) B.A. Associate Professor of Biology. Ph.D. 2000. State University. University of California. Senior Instructor Emerita in English as a University of Cincinnati. Virginia L. Butler (1994) Ph.D. Susan M. Conrad (2001) Ph.D. Second Language. B.A. 1935 Reed College. Anna-Louis Reysenbach (1999) Ph.D. Associate Professor of Anthropology. Ph.D. Associate Professor of Applied Linguistics. Marjorie Terdal (1977) Ph.D. Professor of Biology. Ph.D. 1987 University of 1990 University of Washington. Ph.D. 1996 Northern Arizona University. Professor Emerita of Applied Linguistics. Ph.D. Cape Town. Sharon A. Carstens (1987) Ph.D. Thomas G. Dieterich (1979) Ph.D. 1985 University of Oregon. Todd Rosenstiel (2006) Ph.D. Professor of Anthropology and International Professor of Applied Linguistics. Ph.D. 1974 Judith Wild (1991) M.A. Assistant Professor of Biology. Ph.D. 2004 Studies. Ph.D. 1980 Cornell University. Yale University. Senior Instructor Emerita in English as a University of Colorado. Margaret C. Everett (1996) Ph.D. Nancy Dollahite (1997) M.A.T. Second Language. M.A. 1989 Portland State Luis A. Ruedas (2001) Ph.D. Associate Professor of Anthropology. Ph.D. Instructor in English as a Second Language. University. Assistant Professor of Biology. Ph.D. 1992 1995 Yale University. M.A. 1978 University of Denver. Texas A&M University. Michele R. Gamburd (1995) Ph.D. Michael J. Harvey (1988) M.A. Department of Kenneth M. Stedman (2001) Ph.D. Associate Professor of Anthropology. Ph.D. Senior Instructor in English as a Second Assistant Professor of Biology. Ph.D. 1996 1995 University of Michigan. Language. M.A. 1980 Portland State Biology University of California, Berkeley. Thomas F. Thornton (2006) Ph.D. University. Lisa Weasel (2000) Ph.D. Associate Professor of Anthropology. Ph.D. Kathryn A. Harris (1995) Ph.D. Associate Professor of Biology. Ph.D. 1993 1995 University of Washington. Assistant Professor of Applied Linguistics. Faculty Cambridge University. Michael S. Bartlett (2002) Ph.D. Natalie Vasey (2002) Ph.D. Ph.D. 1995 Northwestern University. Randy D. Zelick (1986) Ph.D. Assistant Professor of Biology. Ph.D. 1997 Assistant Professor of Anthropology. Ph.D. Lena Koessler (1994) M.A. Professor of Biology. Ph.D. 1984 University of University of Wisconsin, Madison. 1997 Washington University. Senior Instructor in English as a Second California, Los Angeles. Bradley A. Buckley (2006) Ph.D. Douglas Wilson (2004) Ph.D. Language. M.A. 1992 San Francisco State Assistant Professor of Biology. Ph.D. 2003 Adjunct Associate Professor. Ph.D. 1991 University. Arizona State University. Emeriti Faculty University of Arizona. Thomas Kuehn (2001) M.A. Clyde L. Calvin (1968) Ph.D. Justin Courcelle (2005) Ph.D. Instructor in English as a Second Language. Professor Emeritus of Biology. Ph.D. 1966 Assistant Professor of Biology. Ph.D. 1999 M.A.T. 1998 School of International Training University of California, Davis. Emeriti Faculty (Vermont). Stanford University. Larry I. Crawshaw (1976) Ph.D. Marc R. Feldesman (1971) Ph.D. Mitchell B. Cruzan (2002) Ph.D. Susan Lindsay M.A. Professor Emeritus of Biology. Ph.D. 1970 Chair Emeritus, Department of Anthropology; Associate Professor of Biology. Ph.D. 1989 Professor Emeritus of Anthropology. Ph.D. Instructor in English as a Second Language. University of California, Santa Barbara;. M.A. 1996 Portland State University. State University of New York at Stony Brook. 1974 University of Oregon. Malcom S. Lea (1965) Ph.D. Deborah A. Duffield (1978) Ph.D. Professor Stephen Reder (1995) Ph.D. Professor Emeritus of Biology. Ph.D. 1964 Jacob Fried (1965) Ph.D. of Biology. Ph.D. 1976 University of Chair, Department of Applied Linguistics; Northwestern University. Professor Emeritus of Anthropology. Ph.D. California, Los Angeles. 1952 Yale University. University Professor. Ph.D. 1977 Rockefeller University. Byron E. Lippert (1960) Ph.D. Professor Emeritus of Biology. Ph.D. 1966 Indiana University. 360 P ORTLAND S TATE U NIVERSITY

Robert L. Millette (1984) Ph.D. Emeriti Faculty Gerald Sussman (1994) Ph.D. Kuan-Pin Lin (1979) Ph.D. Professor Emeritus of Biology. Ph.D. 1964 Bruce W. Brown (1963) Ph.D. Professor of Communication and Urban Professor of Economics. Ph.D. 1977 State California Institute of Technology. Professor Emeritus of Chemistry. Ph.D. 1961 Studies and Planning. Ph.D. 1983 University University of New York, Stony Brook. Lester J. Newman (1964) Ph.D. University of Washington. of Hawaii. Thomas Potiowsky (1982) Ph.D. Professor Emeritus of Biology. Ph.D. 1963 Gary L. Gard (1966) Ph.D. Gisele Tierney (1991) M.S. Professor Emeritus of Economics. Ph.D. 1981 Washington University. Professor Emeritus of Chemistry. Ph.D. 1964 Senior Instructor in Communication. M.S. University of Colorado. Leonard Simpson (1968) Ph.D. University of Washington. 1986 Portland State University. Leopoldo Rodriguez (2001) Ph.D. Professor Emeritus of Biology. Ph.D. 1968 Gordon L. Kilgour (1968) Ph.D. Assistant Professor of Economics. Ph.D. 1999 University of California, Berkeley. Professor Emeritus of Chemistry. Ph.D. 1956 Emeriti Faculty University of Texas, Austin. Mary L. Taylor (1962) Ph.D. University of Washington. LaRay M. Barna (1956) M.S. Rajiv Sharma (1998) Ph.D. Professor Emerita of Biology. Ph.D. 1959 Alfred S. Levinson (1963) Ph.D. Associate Professor Emerita of Assistant Professor of Economics. Ph.D. 1998 University of Illinois. Professor Emeritus of Chemistry. Ph.D. 1963 Communication. M.S. 1970 Portland State University of Florida. W. Herman Taylor Jr. (1961) Ph.D. Indiana University. University. Professor Emeritus of Biology. Ph.D. 1959 Raymond P. Lutz (1968) Ph.D. Theodore G. Grove (1970) Ph.D. Emeriti Faculty University of Illinois. Professor Emeritus of Chemistry. Ph.D. 1962 Professor Emeritus of Communication. Ph.D. Joseph C. Blumel (1957) Ph.D., LL.D. Robert Owen Tinnin (1969) Ph.D. California Institute of Technology. 1965 Northwestern University. Distinguished Service Professor; Professor Professor Emeritus of Biology. Ph.D. 1969 David W. McClure (1966) Ph.D. Stephen A. Kosokoff (1966) Ph.D. Emeritus of Economics. Ph.D. 1965 University University of California, Santa Barbara. Professor Emeritus of Chemistry. Ph.D. 1963 Professor Emeritus of Communication. Ph.D. of Oregon; LL.D. 1976 University of Hokkaido University of Washington. 1966 University of Oregon. (Japan). Department of Robert J. O’Brien (1973) Ph.D. Larry Steward (1967) Ph.D. Richard L. Brinkman (1961) Ph.D. Professor Emeritus of Chemistry. Ph.D. 1970 Associate Professor Emeritus of Professor Emeritus of Economics. Ph.D. 1965 Black Studies University of Florida. Communication. Ph.D. 1968 Pennsylvania Rutgers University. State University. Norman C. Rose (1966) Ph.D. Giles H. Burgess (1969) Ph.D. Faculty Professor Emeritus of Chemistry. Ph.D. 1957 Robert W. Vogelsang (1970) Ed.D. Professor Emeritus of Economics. Ph.D. 1973 University of Kansas. Professor Emeritus of Communication. Ed.D. University of Oregon. Dalton Miller-Jones (1992) Ph.D. 1965 Washington State University. Nelson B. Crick (1967) Ph.D. Chair, Department of Black Studies; Professor Morris B. Silverman (1959) Ph.D. Associate Professor Emeritus of Chemistry. Professor Emeritus of Economics. Ph.D. 1967 of Psychology and Black Studies. Ph.D. 1973 University of Colorado. Cornell University. Ph.D. 1956 University of Washington. Conflict Resolution Richard B. Halley (1955) Ph.D. Kofi Agorsah (1992) Ph.D. Program Professor Emeritus of Economics. Ph.D. 1964 Professor of Black Studies and International Associated Faculty Stanford University. Studies. Ph.D. 1983 University of California, Thomas M. Hard (1977) Ph.D. Los Angeles. Fellow in Chemistry. Ph.D. 1965 University of Faculty Hugh G. Lovell (1964) Ph.D. Wisconsin. Professor Emeritus of Economics. Ph.D. 1951 Avel Gordly (2006) B.S. Harry Anastasiou (2002) Ph.D. Massachusetts Institute of Technology. Associate Professor. B.S. 1974 Portland State Shankar B. Rananavare (1996) Ph.D. Associate Professor, Conflict Resolution Morton Paglin (1961) Ph.D. University Research Associate Professor of Chemistry. Graduate Program. Ph.D. 2001 The Union Professor Emeritus of Economics and Urban Ph.D. University of Missouri, St. Louis. Institute and University. Ethan Johnson (2005) Ph.D. Studies and Planning. Ph.D. 1956 University Assistant Professor of Black Studies. Ph.D. Amanda Byron (2002) M.A. of California, Berkeley. 2005 University of California, Berkeley. Adjunct Professor, Conflict Resolution Thomas Palm (1967) Ph.D. Chicano/Latino Graduate Program. M.A. 1993 School of Darrell M. Millner (1974) D.Ed. Professor Emeritus of Economics. Ph.D. 1967 International Learning. Professor of Black Studies. D.Ed. 1975 Studies University of Michigan. University of Oregon. Robert J. Gould (1992) Ph.D. Abdul Qayum (1970) D.Sc. José A. Padín (1997) Ph.D. Director, Conflict Resolution Program; Professor Emeritus of Economics. D.Sc. 1959 Director, Chicano/Latino Studies; Associate Assistant Professor of Philosophy. Ph.D. 1993 Netherlands School of Economics. Department of Professor of Sociology. Ph.D. 1998 University University of Oregon. of Wisconsin. Thomas H. Tuchscherer (1966) Ph.D. Tom Hastings (2002) M.A. Chemistry Professor Emeritus of Economics. Ph.D. 1973 Roberto M. De Anda (2002) Ph.D. Adjunct Professor, Conflict Resolution Northwestern University. Assistant Professor. Ph.D. 1991 University of Graduate Program. M.A. 1996 University of Faculty Arizona. Wisconsin-Superior. Helen L. Youngelson-Neal (1967) Ph.D. Professor Emerita of Economics. Ph.D. 1966 Kevin A. Reynolds (2005) Ph.D. Isbel Ingham (2002) M.S. Columbia University. Chair, Department of Chemistry; Professor of Department of Adjunct Professor, Conflict Resolution Chemistry. Ph.D. 1987 University of South Graduate Program. M.S. 1999 University of Hampton, England. Communication Oregon. Department of Dean B. Atkinson (1997) Ph.D. Stan Sitnick (2003) J.D. Associate Professor of Chemistry. Ph.D. 1995 Faculty Adjunct Professor, Conflict Resolution English University of Arizona. Graduate Program. J.D. University of Chicago Susan B. Poulsen (1990) Ph.D. Law School. Albert S. Benight (2003) Ph.D. Chair, Department of Communication. Faculty Professor of Chemistry and Physics. Ph.D. Associate Professor of Communication. Ph.D. Barbara Tint (1999) Ph.D. 1983 Georgia Institute of Technology. Diana Abu-Jaber (1996) Ph.D. 1988 University of Washington. Adjunct Professor, Conflict Resolution Associate Professor of English. Ph.D. 1986 Graduate Program. Ph.D. 2003 University of Dirk Iwata-Reuyl (1994) Ph.D. Kenneth Bagley (2005) Ph.D. State University of New York, Binghamton. Melbourne. Associate Professor of Chemistry. Ph.D. 1992 Instructor. Ph.D. 1991 University of Oregon. Johns Hopkins University. Jacqueline Arante (1985) M.A. Cynthia Lou Coleman (2001) Ph.D. Senior Instructor in English. M.A. 1979 Niles E. Lehman (2001) Ph.D. Associate Professor of Communication. Ph.D. Department of Portland State University Professor of Chemistry. Ph.D. 1990 University 1994 University of Wisconsin, Madison. of California, Los Angeles. Katya Amato (1984) M.A. Jil Freeman (2001) M.S. Economics Senior Instructor in English. M.A. 1982 David H. Peyton (1987) Ph.D. Instructor. M.S. Portland State University. Portland State University. Professor of Chemistry. Ph.D. 1983 University of California, Santa Barbara. Darlene Geiger (2001) M.S. Faculty Will Bohnaker (1991) M.A. Instructor. Undergraduate Program Adviser. John F. Walker (1966) Ph.D. Senior Instructor of English. M.A. 1969 Scott M. Reed (2003) Ph.D. M.S. 2000 Portland State University. University of Iowa. Assistant Professor of Chemistry. Ph.D. 2001 Chair, Department of Economics; Professor of University of Oregon. Leslie T. Good (l989) Ph.D. Economics. Ph.D. 1972 University of Utah. Peter Carafiol (1984) Ph.D. Associate Professor of Communication. Ph.D. Randall A. Bluffstone (2003) Ph.D. Professor of English. Ph.D. 1975 Claremont Gwendolyn P. Shusterman (1989) Ph.D. 1986 Stanford University. Graduate School. Associate Professor of Chemistry. Associate Associate Professor of Economics. Ph.D. 1993 Chair of Undergraduate Affairs. Ph.D. 1983 Priya Kapoor (1995) Ph.D. Boston University. Duncan A. Carter (1987) Ph.D. University of California, Berkeley. Associate Professor of Communication. John B. Hall (1985) Ph.D. Associate Dean, College of Liberal Arts and Director of Graduate Studies. Ph.D. 1995 Professor of Economics. Ph.D. 1984 The Sciences; Professor of English. Ph.D. 1974 Reuben H. Simoyi (2002) Ph.D. Ohio University. University of Illinois. Professor of Chemistry. Ph.D. 1982 Brandeis Graduate Faculty, New School for Social University. J. David Kennamer (2004) Ph.D. Research. Elisabeth A. Ceppi (2000) Ph.D. Assistant Professor of Communication. Ph.D. Chair, Department of English; Associate Robert M. Strongin (2007) Ph.D. Hiroyuki Ito (2004) Ph.D. 1982 University of Wisconsin-Madison. Assistant Professor of Economics. Ph.D. 2004 Professor of English. Ph.D. 2000 University Professor of Chemistry. Ph.D. 1995 University of Chicago. of Pennsylvania. L. David Ritchie (1990) Ph.D. University of California, Santa Cruz. Professor of Communication. Ph.D. 1987 Mary C. King (1992) Ph.D. Michael Clark (1999) Ph.D., J.D. Carl C. Wamser (1983) Ph.D. Stanford University. Associate Professor of English. Ph.D. 1989 Professor of Chemistry. Ph.D. 1970 California Professor of Economics. Ph.D. 1991 University Charlotte Schell (2000) Ph.D. of California, Berkeley. State University of New York, Binghamton; Institute of Technology. J.D. 1995 University of Oregon. Assistant Professor of Communication. Ph.D. Patricia A. Koss (1997) Ph.D. Mingdi Yan (1998) Ph.D. 1998 University of Denver. Paul Collins (2006) M.A. Associate Professor of Chemistry. Ph.D. 1994 Associate Professor of Economics. Ph.D. 1993 Simon Fraser University. Assistant Professor of English: Nonfiction University of Oregon. Writing. M.A. 1993 College of William and Mary. D IRECTORIES 361

Susan Danielson (1974) Ph.D. Emeriti Faculty Deeanne W. Westbrook (1971) Ph.D. William B. Fischer (1978) Ph.D. Associate Professor of English. Ph.D. 1990 Judah Bierman (1955) Ph.D. Professor Emerita of English. Ph.D. 1978 Professor of German. Ph.D. 1979 Yale University of Oregon. Professor Emeritus of English and General University of Oregon. University. Maria Depriest (1996) Ph.D. Studies. Ph.D. 1951 University of California, Robert I. Williams (1967) Ph.D. Nila Friedberg (2004) Ph.D. Assistant Professor of University Studies/ Los Angeles. Associate Professor Emeritus of English. Ph.D. Assistant Professor of Russian. Ph.D. 2002 English. Ph.D. 1991 University of Oregon. Thomas C. Buell (1965) Ph.D. 1966 University of California, Berkeley. University of Toronto (Canada). Grace Dillon (1997) Ph.D. Professor Emeritus of English. Ph.D. 1965 Steven Fuller (1990) Ph.D. Assistant Professor of English/University University of Washington. Environmental Associate Professor of German. Ph.D. 1990 Studies. Ph.D. 1997 University of California, Marjorie J. Burns (1972) Ph.D. Stanford University. Riverside. Professor Emerita of English. Ph.D. 1978 Programs Kathie GodFrey (2000) M.A. W. Tracy Dillon (1993) Ph.D. University of California, Berkeley. Instructor of German. M.A. 2001 Portland Professor of English. Ph.D. 1988 University of State University. Henry Carlile (1967) M.A. Faculty California, Riverside. Professor Emeritus of English. M.A. 1967 Gina Greco (1992) Ph.D. Catherine de Rivera (2005) Ph.D. Michele Glazer (2003) M.F.A. University of Washington. Associate Professor of French. Ph.D. 1992 Assistant Professor. M.F.A. 1986 University of Assistant Professor of Environmental Sciences. Princeton University. Nathan Cogan (1976) Ph.D. Ph.D. 1999 University of California, San Diego. Iowa. Professor Emeritus of English and General Martha Hickey (1992) Ph.D. David E. Ervin (1999) Ph.D. Gregory F. Goekjian (1970) Ph.D. Studies. Ph.D. 1971 University of California, Associate Professor of Russian. Ph.D. 1985 Professor of Environmental Studies. Ph.D. Professor of English. Ph.D. 1970 University of Berkeley. Harvard University. 1974 Oregon State University. Pittsburgh. John R. Cooper (1970) Ph.D. Galina Kogan (1996) M.A. William Fish (1998) Ph.D. Amy Greenstadt (2001) Ph.D. Professor Emeritus of English. Ph.D. 1962 Senior Instructor of Russian. M.A. 1972 Kiev Associate Professor of Civil Engineering and Assistant Professor of English. Ph.D. 2000 Yale University. State Pedagogical Institute of Foreign University of California, Berkeley. Environmental Sciences. Ph.D. 1984 Languages (Ukraine). Georgia R. Crampton (1972) Ph.D. Massachusetts Institute of Technology. Barbara Guetti (1993) Ph.D. Professor Emerita of English. Ph.D. 1967 Laurence R. Kominz (1983) Ph.D. Linda George (2002) Ph.D. Associate Professor of English. Ph.D. Cornell University of Oregon. Professor of Japanese. Ph.D. 1984 Columbia University. Associate Professor of Environmental Studies. University. Ivan Curcin (1969) D.Phil. Ph.D. 1991 Portland State University. Debra Gwartney (2004) M.F.A. Professor Emeritus of English. D.Phil. 1968 Timm Menke (1988) Ph.D. Elise Granek (2006) Ph.D. Assistant Professor of English: Nonfiction Oxford University (England). Professor of German. Ph.D. 1983 University Writing. M.F.A. 2004 Bennington College. Assistant Professor of Environmental of Washington. Thomas Doulis (1972) M.A. Sciences. Ph.D. 2006 Oregon State University. Maude Hines (2000) Ph.D. Professor Emeritus of English. M.A. 1963 Eva Núñez-Méndez (2002) Ph.D. Roy W. Koch (1982) Ph.D., P.E. Associate Professor of English. Ph.D. 1998 Stanford University. Associate Professor of Spanish. Ph.D. 1998 Duke University. Professor of Civil Engineering and University of Salamanca (Spain). Carol J. Fokine (1984) M.A. Environmental Sciences. Ph.D. 1982 Colorado David Arthur Holloway (1969) Ph.D. DeLys Ostlund (1991) Ph.D. Senior Instructor Emerita in English. M.A. State University. Associate Professor of English. Ph.D. 1975 1983 Portland State University. Associate Professor of Spanish. Ph.D. 1993 University of Chicago. Joseph Maser (1996) Ph.D. University of Maryland. Carol Franks (1981) M.A. Assistant Professor of Environmental Science. Greg Jacob (1994) Ph.D. Jonathan O. Pease (1986) Ph.D. Senior Instructor Emerita in English. M.A. Ph.D. 1977 University of Indiana. Associate Professor of English. Ph.D. 1982 1981 Portland State University. Professor of Chinese. Ph.D. 1986 University of Indiana University of Pennsylvania. Yangdong Pan (1996) Ph.D. Washington. Ross L. Garner (1967) Ph.D. Professor of Environmental Science. Ph.D. Marie Lo (2001) Ph.D. Jennifer Perlmutter (2002) Ph.D. Professor Emeritus of English. Ph.D. 1955 1993 Bowling Green State University. Assistant Professor of English. Ph.D. 2001 University of Chicago. Assistant Professor of French. Ph.D. 2001 University of California, Berkeley. John G. Rueter, Jr. (1979) Ph.D. Duke University Frederick Harrison (1962) Ph.D. Professor of Environmental Sciences. Ph.D. Michael McGregor (2001) M.F.A. Ma-Ji Rhee (1989) Ed.D. Associate Professor Emeritus of English. Ph.D. 1979 Massachusetts Institute of Technology. Associate Professor of English. M.F.A. 1997 1966 University of Washington. Professor of Korean and Japanese. Ed.D. 1989 Columbia University. Trygve Paul Steen (1970) Ph.D. Rutgers University. Michael A. Hollister (1966) Ph.D. Professor of Environmental Sciences. Ph.D. Leerom Medovoi (1999) Ph.D. Robert Sanders (2001) Ph.D. Professor Emeritus of English. Ph.D. 1967 1967 Yale University. Associate Professor of English. Ph.D. 1995 Stanford University. Associate Professor of Spanish. Ph.D. 2001 Stanford University. Mark D. Sytsma (1998) Ph.D. University of Arizona. Stanley L. Johnson (1955) Ph.D. Associate Professor of Environmental Sciences. Lorraine Mercer (1984) Ph.D. Dirgham H. Sbait (1985) Ph.D. Professor Emeritus of English. Ph.D. 1954 Ph.D. 1992 University of California, Davis. Assistant Professor of English. Ph.D. 1996 University of Southern California. Professor of Arabic/Semitic Languages, University of Oregon. J. Alan Yeakley (1994) Ph.D. Literatures, and Folklore. Ph.D. 1982 Marjorie M. Kirrie (1958) M.A. Associate Professor of Environmental Hildy Miller (2000) Ph.D. University of Washington. Professor Emerita of English. M.A. 1958 Sciences. Ph.D. 1993 University of Virginia. Associate Professor of English. Ph.D. 1990 University of Oregon. Cynthia Sloan (1992) Ph.D. University of Minnesota. Associate Professor of Spanish and Jae Num Lee (1967) Ph.D. Associated Faculty Randy Murphy (1990) M.A. Professor Emeritus of English. Ph.D. 1968 Portuguese. Ph.D. 1995 Vanderbilt University. Instructor in English. M.A. 1992 Portland University of New Mexico. Eugene Foster (1996) Ph.D. David Thompson (1994) M.Litt. State University. Adjunct Assistant Professor Environmental Senior Instructor of Latin. M.Litt. 1977 Elaine E. Limbaugh (1970) M.A. Science. Ph.D. 1996 Oregon State University. A. B. Paulson (1985) Ph.D. Professor of English. M.A. 1969 University of University of St. Andrews Associate Professor of English. Ph.D. 1974 Nebraska. Emeriti Faculty Stephen Wadley (1991) Ph.D. State University of New York, Buffalo. Ray P. Mariels (1967) Ph.D. Richard R. Petersen (1970) Ph.D. Professor of Chinese. Ph.D. 1987 University of Susan Reese (1991) M.F.A. Professor Emeritus of English. Ph.D. 1967 Professor Emeritus of Environmental Washington. Assistant Professor of English. M.F.A. 2006 University of Oregon. Sciences. Ph.D. 1970 Duke University. Ann Wales (2005) M.A. Pacific University. Carl Markgraf (1966) Ph.D. Instructor of Spanish. M.A. 2004 Portland Christine M. Rose (1989) Ph.D. Professor Emeritus of English. Ph.D. 1970 Department of State University. Professor of English. Ph.D. 1985 Tufts University. University of California, Riverside. Stephen Walton (1995) Ph.D. Jennifer Ruth (1999) Ph.D. Margaret B. Palmer (1959) M.A. Foreign Languages Assistant Professor of French. Ph.D. 1992 Associate Professor of English. Ph.D. 1999 Assistant Professor Emerita of English. M.A. and Literatures University of Wisconsin-Madison. Brown University. 1960 University of Portland. Ines Warnock (1999) M.A. John V. Smyth (1998) Ph.D. Nancy M. Porter (1968) M.A. Instructor of Spanish. M.A. 1999 Portland Professor of English. Ph.D. 1982 University of Professor Emerita of English. M.A. 1960 Yale Faculty State University. Pennsylvania. University. Sandra Freels (1981) Ph.D. Josphat Waruhiu (2005) M.Ed. Primus St. John (1973) Shelley C. Reece (1969) Ph.D. Chair, Department of Foreign Languages and Instructor of Swahili. M.Ed. 2000 Lewis & Professor of English. Professor Emeritus of English. Ph.D. 1967 Literatures; Professor of Russian. Ph.D. 1976 Clark University. Elizabeth Stafford (1994) M.A. University of Nebraska. Stanford University. Suwako Watanabe (1990) Ph.D. Instructor in English. M.A. 1995 Portland Mary Seitz (1981) M.A. Pelin Basci (1997) Ph.D. Professor of Japanese. Ph.D. 1991 State University. Senior Instructor Emerita in English. M.A. Associate Professor of Turkish. Ph.D. 1995 Georgetown University. Dennis Stovall (2000) B.A. 1978 Portland State University. University of Texas-Austin. Patricia J. Wetzel (1984) Ph.D. Assistant Professor of English, Coordinator of Christine Thompson (1964) Ph.D. Silvia Boero (2007) Ph.D. Professor of Japanese. Ph.D. 1984 Cornell Publishing Curriculum, Publisher of Ooligan Professor Emerita of English. Ph.D. 1984 Assistant Professor of Italian. Ph.D. 2005 University. Press. B.A. 1968 University of Oregon. University of Oregon. University of North Carolina, Chapel Hill. Manya Wubbold (2002) M.A. Jonathan Walker (2004) Ph.D. Robert C. Tuttle (1955) Ph.D. Laurie Cosgriff (1999) Ph.D. Instructor of Spanish. M.A. 2002 Portland Assistant Professor of English. Ph.D. Professor Emeritus of English. Ph.D. 1965 Assistant Professor of Classical Greek. Ph.D. State University. University of Illinois, Chicago University of Washington. 1994 University of North Carolina, Chapel Hill Angela Zagarella (1993) Anthony W. Wolk (1965) Ph.D. Donald W. Tyree (1970) Ph.D. Oscar Fernández (2003) Ph.D. Senior Instructor of Italian. Laurea in Lingue Professor of English. Ph.D. 1965 University of Professor Emeritus of English. Ph.D. 1978 Assistant Professor of Spanish and e Letterature straniere moderne 1986 Nebraska. University of Chicago. Comparative Literature. Ph.D. 2003 University of Catania (Sicily). Hildegard M. Weiss (1955) M.A. Pennsylvania State University. Professor Emerita of English. M.A. 1946 University of California, Los Angeles. 362 P ORTLAND S TATE U NIVERSITY

Associated Faculty Martin Lafrenz (2005) Ph.D. Richard E. Thoms (1964) Ph.D. Emeriti Faculty Mireille Balland (1998) M.A. Assistant Professor of Environmental Professor Emeritus of Geology. Ph.D. 1965 Elliot Benowitz (1966) Ph.D. Geography. Ph.D. 2005 University of Tennessee. University of California, Berkeley. Senior Instructor of French. M.A. 1992 Associate Professor Emeritus of History. Ph.D. Portland State University. Gil Latz (1983) Ph.D. 1966 University of Wisconsin. Vice Provost for International Affairs; Thomas Birnie (1990) Ph.D. Associated Faculty George A. Carbone (1961) Ph.D. Professor of Geography and International Elizabeth Carter (1993) Ph.D. Professor Emeritus of History. Ph.D. 1947 Adjunct Assistant Professor of Norwegian. Studies. Ph.D. 1986 University of Chicago. Ph.D. 1999 University of Washington Adjunct Research Associate in Geology. Ph.D. University of California, Berkeley. Joseph Poracsky (1982) Ph.D. 1993 University of Lausanne (Switzerland). Christina Kreft-Tengblad (2007) M.A. John P. Cavarnos (1964) D.Phil. Professor of Geography. Ph.D. 1984 Michael L. Feves (1984) Ph.D. Professor Emeritus of History. D.Phil. 1948 Instructor of Swedish. M.A. 1989 University University of Kansas. of Gothenburg (Sweden). Adjunct Professor of Geology. Ph.D. 1977 Athens University (Greece). Massachusetts Institute of Technology. Marjo H. Northup (1991) B.A. Emeriti Faculty Victor C. Dahl (1958) Ph.D. Instructor of Finnish. B.A. 1987 University of Jim E. O’Conner (1995) Ph.D. Professor Emeritus of History. Ph.D. 1959 Helsinki (Finland). Clarke H. Brooke (1955) Ph.D. Adjunct Associate Professor of Geology. Ph.D. University of California, Berkeley. Professor Emeritus of Geography. Ph.D. 1956 1990 University of Arizona. Inger M. Olsen (1983) M.A. Basil Dmytryshyn (1956) Ph.D. University of Nebraska. Thomas C. Pierson (1995) Ph.D. Professor Emeritus of History. Ph.D. 1955 Instructor of Danish. M.A. 1985 Portland John O. Dart (1955) Ph.D. Adjunct Associate Professor of Geology. Ph.D. State University. University of California, Berkeley. Professor Emeritus of Geography. Ph.D. 1953 1977 University of Washington. G. Bernhard Fedde (1958) J.D. University of Washington. Frank Reckendorf (1999) Ph.D. Adjunct Professor Emeritus of History and Emeriti Faculty Fritz Louis Kramer (1966) Ph.D. Adjunct Associate Professor of Geology. Ph.D. International Law. J.D. 1936 University of Jeanne Marie Bernard (1966) B.A. Professor Emeritus of Geography. Ph.D. 1957 1973 Oregon State University. Oregon. Associate Professor Emerita of French. B.A. University of California, Berkeley. Terry L. Tolan (1993) M.S. Jim F. Heath (1967) Ph.D. 1966 Portland State University. D. Richard Lycan (1970) Ph.D. Adjunct Research Assistant in Geology. M.S. Professor Emeritus of History. Ph.D. 1967 George T. Cabello (1975) Ph.D. Professor Emeritus of Geography and Urban 1982 Portland State University. Stanford University. Professor Emeritus of Spanish. Ph.D. 1974 Studies and Planning. Ph.D. 1964 University Joseph Walder (1999) Ph.D. Susan C. Karant-Nunn (1970) Ph.D. University of Arizona. of Washington. Adjunct Associate Professor of Geology. Ph.D. Professor Emerita of History. Ph.D. 1971 Roderic C. Diman (1960) Ph.D. Thomas M. Poulsen (1963) Ph.D. 1984 Stanford University. Indiana University. Professor Emeritus of Spanish. Ph.D. 1971 Professor Emeritus of Geography. Ph.D. 1963 J. Alan Yeakley (1995) Ph.D. Charles A. Le Guin (1959) Ph.D. University of Wisconsin. University of Wisconsin. Adjunct Associate Professor of Geology. Ph.D. Professor Emeritus of History. Ph.D. 1956 Louis J. Elteto (1970) Ph.D. Larry W. Price (1968) Ph.D. 1993 University of Virginia. Emory University. Professor Emeritus of German and Hungarian. Professor Emeritus of Geography. Ph.D. 1970 Thomas D. Morris (1967) Ph.D. University of Illinois. Ph.D. 1972 Louisiana State University. Department of History Professor Emeritus of History. Ph.D. 1969 Claudine G. Fisher (1972) D-es-L University of Washington. Professor Emerita of French. Doctorat-es- Department of Frederick M. Nunn (1965) Ph.D. Lettres 1983 University of Paris VIII (France). Faculty Professor Emeritus of History and International Franz Langhammer (1960) Ph.D. Geology Katrine Barber (2001) Ph.D. Studies. Ph.D. 1963 University of New Mexico. Professor Emeritus of German. M.A. 1952, Associate Professor of History. Ph.D. 1999 Michael F. Reardon (1964) Ph.D. Ph.D. 1956 Northwestern University. Faculty Washington State University. Professor Emeritus of History and Victoria C. Belco (2004) Ph.D. Humanities. Ph.D. 1965 Indiana University. Laureen K. Nussbaum (1973) Ph.D. Michael L. Cummings (1979) Ph.D. Assistant Professor of History. Ph.D. 2001 Professor Emerita of German. Ph.D. 1977 Chair, Department of Geology; Professor of Ann Weikel (1967) Ph.D. University of California at Berkeley. University of Washington. Geology. Ph.D. 1978 University of Wisconsin. Professor Emerita of History. Ph.D. 1966 Yale Richard Beyler (1998) Ph.D. University. Linda Parshall (1986) Ph.D. Scott F. Burns (1990) Ph.D. Associate Professor of History. Ph.D. 1994 Professor Emerita of German. Ph.D. 1974 Professor of Geology. Ph.D. 1980 University Charles M. White (1955) Ph.D. Harvard University. University of London. of Colorado. Professor Emeritus of History. Ph.D. 1959 Karen Carr (1992) Ph.D. University of Southern California. Earl L. Rees (1970) Ph.D. Sherry L. Cady (1998) Ph.D. Associate Professor of History. Ph.D. 1992 Professor Emeritus of Spanish. Ph.D. 1977 Associate Professor of Geology. Ph.D. 1994 University of Michigan. University of Southern California. University of California, Berkeley. Associated Faculty Timothy A. Garrison (1997) Ph.D. Kazem Tehrani (1975) Ph.D. Kenneth M. Cruikshank (1994) Ph.D. Shawn A. Smallman (1995) Ph.D. Associate Professor of History. Ph.D. 1997 Associate Professor Emeritus. Ph.D. 1974 Associate Professor of Geology. Ph.D. 1991 Professor. Ph.D. 1995 Yale University. University of Kentucky. Columbia University. Purdue University. James P. Grehan (2005) Ph.D. Rita Rose Vistica (1975) Ph.D. Andrew G. Fountain (1998) Ph.D. Assistant Professor of History. Ph.D. 1999 International Studies Professor of Geology and Geography. Ph.D. Associate Professor Emerita of French. Ph.D. University of Texas at Austin. 1965 Fordham University. 1992 University of Washington. David A. Horowitz (1968) Ph.D. Georg H. Grathoff (1998) Ph.D. Faculty Professor of History. Ph.D. 1971 University of Research Assistant Professor. Ph.D. 1996 Kofi Agorsah Ph.D. (Black Studies) Minnesota. Department of University of Illinois, Urbana. Harry Anastasiou Ph.D. (Conflict Resolution) David A. Johnson (1979) Ph.D. Christina L. Hulbe (2001) Ph.D. Geography Managing Editor, Pacific Historical Review; L. Rudolph Barton M.Arch. (Architecture) Associate Professor of Geology. Ph.D. 1998 Professor of History. Ph.D. 1977 University of Pelin Basci Ph.D. (Turkish) University of Chicago. Pennsylvania. Aomar Boum Ph.D. (International Studies) Faculty Richard C. Hugo (2001) Ph.D. William L. Lang (1994) Ph.D. Martha A. Works (1985) Ph.D. Research Associate. Ph.D. 1999 Washington Barbara Brower Ph.D. (Geography) Professor of History. Ph.D. 1974 University of Chair, Department of Geography; Professor of State University. Kimberley A. Brown Ph.D. Delaware. Geography and International Studies. Ph.D. David Percy (1998) B.S. (Applied Linguistics) Caroline Litzenberger (1999) Ph.D. 1985 Louisiana State University. Research Assistant. B.S. 1999 Portland State Nancy Benson Ed.D. (Education) Associate Professor of History. Ph.D. 1993 Barbara Brower (1994) Ph.D. University. University of Cambridge. Sharon A. Carstens Ph.D. (Anthropology) Professor of Geography and International R. Benjamin Perkins (2003) Ph.D. Thomas M. Luckett (1992) Ph.D. John J. Damis Ph.D. (Political Science) Studies. Ph.D. 1987 University of California, Research Assistant Professor. Ph.D. 2000 Associate Professor of History. Ph.D. 1992 Margaret Everett Ph.D. (Anthropology) Berkeley. Portland State University. Princeton University. Grant M. Farr Ph.D. (Sociology) Teresa Bulman (1990) Ph.D. Curt D. Peterson (1989) Ph.D. Jon E. Mandaville (1965) Ph.D. Oscar Fernandez (Spanish) Professor of Geography. Ph.D. 1990 Professor of Geology. Ph.D. 1983 Oregon Professor of History and International University of California, Davis. State University. Steven Fuller Ph.D. (German) Studies. Ph.D. 1969 Princeton University. Heejun Chang (2001) Ph.D. Alex Ruzicka (2000) Ph.D. Mel Gurtov Ph.D. (Political Science) John Ott (1999) M.A. Associate Professor of Geography. Ph.D. 2001 Assistant Professor. Ph.D. 1996 University of John B. Hall Ph.D. (Economics) Associate Professor of History. Ph.D. 1999 Pennsylvania State University. Arizona. Stanford University. Martha W. Hickey Ph.D. (Russian), Jiunn-Der (Geoffrey) Duh (2004) Ph.D. Martin J. Streck (1999) Ph.D. Director International Studies Assistant Professor of Geography. Ph.D. 2004 Kenneth Ruoff (1999) Ph.D. Associate Professor of Geology. Ph.D. 1994 Mark Kaplan Ph.D. (Community Health) University of Michigan. Associate Professor of History. Ph.D. 1997 Oregon State University. Laurence R. Kominz Ph.D. (Japanese) Andrew G. Fountain (1998) Ph.D. Columbia University. Professor of Geology and Geography. Ph.D. Patricia Schechter (1995) Ph.D. Gil Latz Ph.D. (Geography) 1992 University of Washington. Emeriti Faculty Associate Professor of History. Ph.D. 1993 Vice Provost, International Affairs. Gilbert T. Benson (1968) Ph.D. Princeton University. Junghee Lee Ph.D. (Art) Keith Hadley (1998) Ph.D. Associate Professor Emeritus of Geology. Friedrich Schuler (1990) Ph.D. Jon E. Mandaville Ph.D. (History) Associate Professor of Geography. Ph.D. 1990 Ph.D. 1963 Yale University. University of Colorado. Professor of History and International Ron Narode Ph.D. (Education) Paul E. Hammond (1963) Ph.D. Studies. Ph.D. 1990 University of Chicago. Thomas Harvey (1990) Ph.D. Frederick M. Nunn Ph.D. Professor Emeritus of Geology. Ph.D. 1963 Linda A. Walton (1980) Ph.D. Associate Professor of Geography. Ph.D. 1990 University of Washington. (Professor Emeritus) University of Minnesota. Chair, Department of History; Professor of Ansel G. Johnson (1973) Ph.D. Jonathan O. Pease Ph.D. (Chinese) Daniel M. Johnson (1977) Ph.D. History and International Studies. Ph.D. 1978 Professor Emeritus of Geology. Ph.D. 1973 University of Pennsylvania. Earl Rees Ph.D. (Professor Emeritus) Professor of Geography. Ph.D. 1978 Arizona Stanford University. State University. Ma-Ji Rhee Ed.D. (Korean, Japanese) Leopoldo Rodriguez, Ph.D. (Economics) D IRECTORIES 363

Ken Ruoff Ph.D. (History) Karen A. Marrongelle (2001) Ph.D. Leonard T. Nelson (1977) Ph.D. Aleksandar Jokic (1999) Ph.D. Dirgham Sbait Ph.D. (Semitic Languages) Assistant Professor of Mathematics and Professor Emeritus of Mathematical Sciences Associate Professor of Philosophy. Ph.D. 1991 Anousha Sedighi Ph.D. (Persian) Statistics. Ph.D. 2001 University of New and Education. Ph.D. 1968 University of University of California, Santa Barbara. Hampshire. Michigan. Cynthia Sloan Ph.D. (Spanish and Tom Seppalainen (1999) Ph.D. Portuguese) Joyce O’Halloran (1987) Ph.D. Robert L. Stanley (1961) Ph.D. Associate Professor of Philosophy. Ph.D. 1999 Professor of Mathematics and Statistics. Professor Emeritus of Mathematical Sciences University of Pittsburgh. Shawn Smallman Ph.D. (History) Ph.D. 1979 University of Washington. and Systems Science. Ph.D. 1951 Harvard David Weber (2001) M.A. Xiaoqin Sun-Irminger, Ed.D. (Education) Jeanette R. Palmiter (1990) Ph.D. University. Instructor of Philosophy. M.A. 1990 Gerald Sussman, Ph.D. (Urban Studies and Professor of Mathematics and Statistics. Leonard G. Swanson (1964) Ph.D. University of North Carolina, Chapel Hill. Planning, Speech Communication) Ph.D. 1986 Ohio State University. Professor Emeritus of Mathematical Sciences. Chad Wiener (2007) Ph.D. Patricia M. Thornton Ph.D. Serge Preston (1989) Ph.D. Ph.D. 1970 Oregon State University. Assistant Professor of Philosophy. Ph.D. 2007 (International Studies) Professor of Mathematics and Statistics. Ph.D. Vincent C. Williams (1965) Ph.D. University of Georgia. Barbara Tint, Ph.D. (Conflict Resolution) 1978 Steklov Institute of Mathematics (USSR). Professor Emeritus of Mathematical Sciences. Stephen Wadley Ph.D. (Chinese) Luis A. Saldanha (2004) Ph.D. Ph.D. 1961 Harvard University. Emeriti Faculty Linda A. Walton Ph.D. (History) Assistant Professor of Mathematics and Larry S. Bowlden (1968) Ph.D. Statistics. Ph.D. 2003 Vanderbilt University. Suwako Watanabe Ph.D. (Japanese) Associated Faculty Professor Emeritus of Philosophy. Ph.D. 1968 Michael Shaughnessy (1993) Ph.D. Patricia J. Wetzel Ph.D. (Japanese) Farag Abdel-Salam Attia (1990) Ph.D. University of Washington. Professor of Mathematics and Statistics. Adjunct Associate Professor of Mathematics Martha A. Works Ph.D. (Geography) Byron L. Haines (1965) Ph.D. Ph.D. 1976 Michigan State University. and Statistics. Ph.D. 1969 Oregon State Professor Emeritus of Philosophy. Ph.D. 1966 Birol Yesilada Ph.D. (Political Science) Dan L. Streeter (1983) M.S. University. University of Washington. Senior Instructor in Mathematics and Dongseok Choi (2002) Ph.D. John L. Hammond (1962) Ph.D. Department of Statistics. M.S. 1982 Portland State University. Adjunct Assistant Professor of Mathematics and Professor Emeritus of Philosophy. Ph.D. 1965 Mara Tableman (1990) Ph.D. Statistics. Ph.D. 1999 University of Chicago. Stanford University. Mathematics and Professor of Mathematics and Statistics. Linda Foreman (2002) Donald R. Moor (1964) Ph.D. Ph.D. 1984 Pennsylvania State University. Adjunct Senior Instructor of Mathematics and Professor Emeritus of Philosophy. Ph.D. 1975 Statistics Kwok-Wai Tam (1966) Ph.D. Statistics. University of Oregon. Professor of Mathematics and Statistics. Michael Freeman (2001) Ph.D. Dan Passell (1964) Ph.D. Faculty Ph.D. 1967 University of Washington. Adjunct Professor of Mathematics and Professor Emeritus of Philosophy. Ph.D. 1964 Jagdish C. Ahuja (1966) Ph.D. J.J.P. Veerman (2001) Ph.D. Statistics. Ph.D. 1965 University of California, Stanford University. Professor of Mathematics and Statistics. Ph.D. Associate Professor of Mathematics and Berkeley. Michael Philips (1968) Ph.D. 1963 University of British Columbia (Canada). Statistics. Ph.D. 1986 Cornell University. John Gorman (2005) Ph.D. Professor Emeritus of Philosophy. Ph.D. 1971 F. Rudolf Beyl (1983) Ph.D. Rachel Webb (2003) M.S. Adjunct Assistant Professor of Mathematics Johns Hopkins University. Associate Professor of Mathematics and Instructor in Mathematics and Statistics. M.S. and Statistics. Ph.D. 1994 Brown University. Statistics. Ph.D. 1972 Cornell University. 2003 Portland State University. Douglas A. Hanes (2006) Ph.D. Steven A. Bleiler (1988) Ph.D. Adjunct Assistant Professor of Mathematics Department of Professor of Mathematics and Statistics. Emeriti Faculty and Statistics. Ph.D. 1999 University of Physics Ph.D. 1981 University of Oregon. Charles B. Balogh (1964) Ph.D. Michigan. John S. Caughman, IV (2000) Ph.D. Professor Emeritus of Mathematical Sciences. Beatriz M. Lafferriere (1993) Ph.D. Associate Professor of Mathematics and Ph.D. 1965 Oregon State University. Adjunct Assistant Professor of Mathematics Faculty Statistics. Ph.D. 1998 University of Wisconsin. Mildred L. Bennett (1956) B.S. and Statistics. Ph.D. 1987 Rutgers University. Erik Bodegom (1984) Ph.D. Branford R. Crain (1978) Ph.D. Professor Emerita of Mathematical Sciences. Jodi Lapidus (2001) Ph.D. Chair, Department of Physics; Professor of Professor of Mathematics and Statistics. B.S. 1942 Oregon State University. Adjunct Assistant Professor of Mathematics Physics. Ph.D. 1982 Catholic University of Ph.D. 1972 Oregon State University. Gavin Bjork (1966) Ph.D. and Statistics. Ph.D. 1998 University of New America. Mexico. Dacian Daescu (2003) Ph.D. Professor Emeritus of Mathematical Sciences. Jonathan J. Abramson (1979) Ph.D. Assistant Professor of Mathematics and Ph.D. 1966 Washington State University. Robert Knighten (2003) Ph.D. Professor of Physics. Ph.D. 1975 University of Statistics. Ph.D. 2001 University of Iowa. Robert L. Broussard (1960) Ph.D. Adjunct Professor of Mathematics and Rochester. Professor Emeritus of Mathematical Sciences. Statistics. Ph.D. Massachusetts Institute of Albert S. Benight (2003) Ph.D. Joseph R. Ediger (1993) M.S. Technology. Senior Instructor in Mathematics and Ph.D. 1951 Louisiana State University. Professor of Chemistry and Physics. Ph.D. Statistics and Extended Studies. M.S. 1994 John B. Butler (1961) Ph.D. Motomi Mori (2002) Ph.D. 1983 Georgia Institute of Technology. Portland State University. Professor Emeritus of Mathematical Sciences. Adjuncy Professor of Mathematics and John L. Freeouf (2005) Ph.D. Statistics. Ph.D. 1989 University of Iowa. Marek Elzanowski (1988) Ph.D. Ph.D. 1954 University of California, Berkeley. Professor of Physics. Ph.D. 1973 University of Chair, Department of Mathematics and Frank S. Cater (1965) Ph.D. Douglas Neeley (1981) Ph.D. Chicago. Statistics; Professor of Mathematics and Professor Emeritus of Mathematical Sciences. Adjunct Professor of Mathematics and Jun Jiao (1999) Ph.D. Statistics. Ph.D. 1975 Institute of Ph.D. 1960 University of Southern California. Statistics. Ph.D. 1971 North Carolina State Professor of Physics. Ph.D. 1997 University of University. Fundamental Technological Research, Poland Richard Byrd Crittenden (1969) Ph.D. Arizona. Academy of Science (Poland). Professor Emeritus of Mathematical Sciences Roger B. Nelson (2006) Ph.D. Mohammad Aslam Khan Khalil (1995) Ph.D. John M. Erdman (1966) B.A. and Systems Science. Ph.D. 1964 University of Adjunct Professor of Mathematics and Professor of Physics. Ph.D. 1976 University of Associate Professor of Mathematics and Oregon. Statistics. Ph.D. 1969 Duke University. Texas; Ph.D. 1979 Oregon Graduate Center, Statistics. B.A. 1957 Lehigh University. Mary Lou Daily (1963) Ph.D. Joel Shapiro (2006) Ph.D. Beaverton. Andrew Flight (2002) M.S. Associate Professor Emerita of Mathematical Adjunct Professor of Mathematics and Rolf Kœnenkamp (2002) Ph.D. Instructor in Mathematics and Statistics. M.S. Sciences. Ph.D. 1972 Oregon State University. Statistics. Ph.D. 1970 University of Michigan. Gertrude F. Rempfer Professor of Physics. 1994 Portland State University. Eugene A. Enneking (1968) Ph.D. Nancy T. Waller (1979) Ph.D. Ph.D. 1984 Tulane; Habilitation 1998 Freie Robert L. Fountain (1992) Ph.D. Professor Emeritus of Mathematics and Adjunct Assistant Professor of Mathematical Universitát Berlin. Professor of Mathematics and Statistics. Statistics. Ph.D. 1966 Washington State Sciences. Ph.D. 1976 Michigan State Andrés H. LaRosa (1999) Ph.D. Ph.D. 1985 University of New Mexico. University. University. Associate Professor of Physics. Ph.D. 1996 Amy J. Hackenberg (2006) Ph.D. Marjorie A. Enneking (1968) Ph.D. James Wendel (2002) Ph.D. North Carolina State University. Assistant Professor of Mathematics and Professor Emerita of Mathematics and Adjunct Professor of Mathematics and Pui-Tak Leung (1988) Ph.D. Statistics. Ph.D. 2005 University of Georgia. Statistics. Ph.D. 1966 Washington State Statistics. Ph.D. 1948 California Institute of Professor of Physics. Ph.D. 1982 State Technology. Bin Jiang (2003) Ph.D. University. University of New York, Buffalo. Assistant Professor of Mathematics and Phillip J. Gold (1964) Ph.D. Terry Wood (2006) Ph.D. Peter Mœck (2002) Ph.D. Statistics. Ph.D. 1999 University of California, Professor Emeritus of Mathematical Sciences. Adjunct Professor of Mathematics and Assistant Professor of Physics. Diploma 1983 Santa Barbara. Ph.D. 1961 New York University. Statistics. Ph.D. 1964 Michigan State University. Leipzig University; Dr.rer.nat. 1991 Humboldt Jong Sung Kim (1999) Ph.D. J. Kenneth Harris (1962) Ph.D. University of Berlin. Associate Professor of Mathematics and Professor Emeritus of Mathematical Sciences. Department of Erik J. Sanchez (2002) Ph.D. Statistics. Ph.D. 1999 University of Iowa. Ph.D. 1962 University of Oregon. Assistant Professor of Physics. Ph.D. 1999 Subhash C. Kochar (2005) Ph.D. Bruce A. Jensen (1966) Ph.D. Philosophy Portland State University. Associate Professor of Mathematics and Professor Emeritus of Mathematical Sciences. Rajendra Solanki (2005) Ph.D. Statistics. Ph.D. 1979 Panjab University. Ph.D. 1966 University of Nebraska. Professor of Physics. Ph.D. 1982 Colorado Faculty State University. Gerardo A. Lafferriere (1990) Ph.D. Ethel L. Lawrence (1964) B.S. Angela Coventry (2004) Ph.D. Professor of Mathematics and Statistics. Associate Professor Emerita of Mathematical Assistant Professor of Philosophy. Ph.D. 2004 Ph.D. 1986 Rutgers University. Sciences. B.S. 1946 University of Oregon. University of North Carolina, Chapel Hill. Emeriti Faculty Sean P. Larsen (2004) Ph.D. Craig A. Magwire (1969) Ph.D. Robert C. Gillis (1993) M.A. Carl Bachhuber (1963) Ph.D. Assistant Professor of Mathematics and Professor Emeritus of Mathematical Sciences. Instructor of Philosophy. M.A. 1990 Associate Professor Emeritus of Physics. Ph.D. Statistics. Ph.D. 2004 Arizona State University. Ph.D. 1953 Stanford University. University of California, San Diego. 1965 University of Washington. M. Paul Latiolais (1989) Ph.D. Eugene A. Maier (1984) Ph.D. R. Kevin Hill (2004) Ph.D. Laird C. Brodie (1955) Ph.D. Professor of Mathematics and Statistics. Professor Emeritus of Mathematical Sciences Associate Professor of Philosophy. Ph.D. 1992 Professor Emeritus of Physics. Ph.D. 1954 Ph.D. 1984 Tulane University. and Extended Studies. Ph.D. 1954 University University of Illinois, Urbana-Champaign. Northwestern University. of Oregon. 364 P ORTLAND S TATE U NIVERSITY

Lee W. Casperson (1983) Ph.D. Thomas A. Kindermann (1989) Ph.D. Todd L. Duncan (1996) Ph.D. Don C. Gibbons (1969) Ph.D. Professor Emeritus of Electrical Engineering Associate Professor of Psychology. Ph.D. 1986 Adjunct Assistant Professor of Science Professor Emeritus of Sociology and Urban and Physics. Ph.D. 1971 California Institute of Free University of Berlin (Germany). Education and University Studies. Ph.D. 1997 Studies and Planning. Ph.D. 1956 University Technology. Eric S. Mankowski (1998) Ph.D. University of Chicago. of Washington. John Carruthers (2004) Ph.D. Associate Professor of Psychology. Ph.D. 1997 Patrick Edwards (2000) M.S. Nona Y. Glazer (1964) Ph.D. Professor Emeritus of Physics. 1967 University of Illinois at Urbana-Champaign. Instructor, Center for Science Education. M.S. Professor Emerita of Sociology. Ph.D. 1965 University of Toronto (Canada). Gabriela A. Martorell (2001) Ph.D. 2001 Portland State University. Cornell University. John Dash (1966) Ph.D. Assistant Professor of Psychology. Ph.D. 2000 Celine Fitzmaurice (2001) M.A. Lee J. Haggerty (1971) Ph.D. Professor Emeritus of Physics. Ph.D. 1966 University of California, Santa Barbara. Instructor, Center for Science Education. M.A. Professor Emeritus of Sociology. Ph.D. 1972 Pennsylvania State University. Katherine E. McDonald (2006) Ph.D. 1995 University of Minnesota. University of Wisconsin. Donald G. Howard (1965) Ph.D. Assistant Professor of Psychology. Ph.D. 2006 Michael J. Flower (1992) Ph.D. Jan Hajda (1967) Ph.D. Professor Emeritus of Physics. Ph.D. 1964 University of Illinois at Chicago. Associate Professor of University Honors and Professor Emeritus of Sociology. Ph.D. 1963 University of California, Berkeley. Dalton Miller-Jones (1992) Ph.D. Science Education. Ph.D. 1969 University of University of Chicago. Rudi H. Nussbaum (1959) Ph.D. Professor of Psychology. Ph.D. 1973 Cornell Wisconsin. Robert William Shotola (1970) Ph.D. Professor Emeritus of Physics. Ph.D. 1954 University. Linda A. George (1996) Ph.D. Professor Emeritus of Sociology. Ph.D. 1969 University of Amsterdam (The Netherlands). Cynthia Mohr (2001) Ph.D. Associate Professor, Center for Science University of Wisconsin. David I. Paul (1987) Ph.D. Assistant Professor of Psychology. Ph.D. 1999 Education. Ph.D. 1991 Portland State University. Professor Emeritus of Physics. Ph.D. 1956 University of Connecticut. Julie Smith (1996) Ph.D. Associated Faculty University of California, Los Angeles. C. Kerth O’Brien (1987) Ph.D. Assistant Professor of University Studies and Robert B. Everhart (1986) Ph.D. Arnold D. Pickar (1963) Ph.D. Associate Professor of Psychology. Ph.D. 1987 Science Education. Ph.D. 1995 Oklahoma State. Professor of Education and Adjunct Professor Professor Emeritus of Physics. Ph.D. 1962 University of Michigan. of Sociology. Ph.D. 1972 University of Oregon. University of Maryland. Robert R. Sinclair (2000) Ph.D. Department of Roberto DeAnda (2002) Ph.D. Gertrude F. Rempfer (1959) Ph.D. Associate Professor of Psychology. Ph.D. 1995 Assistant Professor. Ph.D. 1991 University of Professor Emerita of Physics. Ph.D. 1939 Wayne State University. Sociology Arizona. University of Washington. Ellen A. Skinner (1992) Ph.D. Donald K. Freeborn (1972) Ph.D. Adjunct Pieter K. Rol (1992) Ph.D. Professor of Psychology. Ph.D. 1981 Professor of Sociology. Ph.D. 1968 University Professor Emeritus of Physics. Ph.D. 1960 Pennsylvania State University. Faculty of Michigan. Veronica Dujon (1995) Ph.D. University of Amsterdam (The Netherlands). Cathleen L. Smith (1975) Ph.D. Carla Green (1999) Ph.D. Chair, Department of Sociology; Associate Cecil E. Sanford (1955) M.S. Professor of Psychology. Ph.D. 1976 Adjunct Professor of Sociology. Ph.D. 1999 Professor of Sociology. Ph.D. 1995 University Associate Professor Emeritus of Physics. M.S. University of Utah. Portland State University. of Wisconsin. 1949 University of Oregon. Donald M. Truxillo (1994) Ph.D. Merwyn R. Greenlick (1965) Ph.D. Randall Evan Blazak (1995) Ph.D. Jack S. Semura (1973) Ph.D. Professor of Psychology. Ph.D. 1987 Louisiana Vice President, Research, Kaiser Foundation Associate Professor of Sociology. Ph.D. 1995 Professor Emeritus of Physics. Ph.D. 1972 State University. Hospitals, and Director, Health Services Emory University. University of Wisconsin. Mo Wang (2005) Ph.D. Research Center; Adjunct Professor of Raymond Sommerfeldt (1966) Ph.D. Assistant Professor of Psychology. Ph.D. 2005 Matthew Carlson (2003) Ph.D. Sociology and Social Work. Ph.D. 1967 Professor Emeritus of Physics. Ph.D. 1964 Bowling Green State University. Associate Professor of Sociology. Ph.D. 1996 University of Michigan. University of Texas. Oregon State University. Arthur Neal (1999) Ph.D. Pavel K. Smejtek (1972) Ph.D. Emeriti Faculty Peter J. Collier (1997) Ph.D. Adjunct Professor of Sociology. Ph.D. 1959 Professor Emeritus of Physics. Ph.D. 1965 Associate Professor of Sociology. Ph.D. 1997 Ohio State. Barry F. Anderson (1968) Ph.D. Portland State University. Czechoslovak Academy of Sciences Professor Emeritus of Psychology. Ph.D. 1963 Clyde Riley Pope (1975) Ph.D. Grant M. Farr (1975) Ph.D. (Czechoslovakia). Johns Hopkins University. Adjunct Professor of Sociology. Ph.D. 1963 Makoto Takeo (1956) Ph.D. Professor of Sociology. Ph.D. 1974 University University of Oregon. Gerald Guthrie (1970) Ph.D. of Washington. Professor Emeritus of Physics. Ph.D. 1953 Professor Emeritus of Psychology. Ph.D. 1966 Heather Hartley (1999) Ph.D. University of Oregon. Clark University. Associate Professor of Sociology. Ph.D. 1999 Department Roger D. Jennings (1969) Ph.D. University of Wisconsin. Associated Faculty Professor Emeritus of Psychology. Ph.D. 1963 Marvin A. Kaiser (1993) Ph.D. of Speech and University of Colorado. Chris Butenhoff (2005) M.S. Dean, College of Liberal Arts and Sciences; Hearing Sciences Adjunct Assistant Professor of Physics. M.S. Robert E. Jones Jr. (1964) Ph.D. Professor of Sociology. Ph.D. 1979 University 1999 Portland State University. Professor Emeritus of Psychology. Ph.D. 1963 of Nebraska. University of Utah. Ciro Fusco (2006) Ph.D. Sharon M. Lee (1998) Ph.D. Faculty Adjunct Associate Professor of Physics. Ph.D. Chadwick Karr (1960) Ph.D. Professor of Sociology. Ph.D. 1982 Princeton Donna Boudreau (1997) Ph.D. 1999 Portland State University. Professor Emeritus of Psychology. Ph.D. 1958 University. Associate Professor of Speech and Hearing University of Washington. Chunfei Li (2003) Ph.D. Robert C. Liebman (1987) Ph.D. Sciences. Ph.D. 1997 University of Colorado. Assistant Professor of Physics. Ph.D. 1995 Hugo M. Maynard du Coudray (1967) Ph.D. Professor of Sociology and Urban Studies. Thomas G. Dolan (1985) Ph.D. Osaka University. Professor Emeritus of Psychology and Urban Ph.D. 1981 University of Michigan. Associate Professor of Speech and Hearing Studies. Ph.D. 1966 University of Oregon. Bjoern Seipel (2005) Ph.D. José Antonio Padin (1995) Ph.D. Sciences. Ph.D. 1983 University of Iowa. Adjunct Assistant Professor of Physics. Ph.D. James A. Paulson (1970) Ph.D. Associate Professor of Sociology. Ph.D. 1998 Lynn E. Fox (1998) Ph.D. 2003 University of Tübingen. Professor Emeritus of Psychology. Ph.D. 1973 University of Wisconsin. Associate Professor of Speech and Hearing Stanford University. Ralf Widenhorn (2005) Ph.D. Daniel M. Sullivan (2000) Ph.D. Sciences. Ph.D. 1998 University of Oregon. Adjunct Assistant Professor of Physics. Ph.D. Cord B. Sengstake (1964) Ph.D. Associate Professor of Sociology. Ph.D. 2000 Christina Gildersleeve-Neumann 2005 Portland State University. Professor Emeritus of Psychology. Ph.D. 1963 University of Wisconsin. (2002) Ph.D. University of Oregon. Melissa Thompson (2003) Ph.D. Assistant Professor of Speech and Hearing Ronald E. Smith (1955) Ph.D. Assistant Professor of Sociology. Ph.D. 2003 Sciences. Ph.D. 2001 University of Texas. Department of Professor Emeritus of Psychology. Ph.D. 1954 University of Minnesota. Susan Ginley (2001) M.A. University of Utah. Psychology Michael A. Toth (1990) Ph.D. Senior Instructor in Speech and Hearing Morris Weitman (1963) Ph.D. Professor of Sociology. Ph.D. 1973 University Sciences. M.A. 1985 University of Oregon. Professor Emeritus of Psychology and Urban of Utah. Anne Heassler (2006) M.S. Faculty Studies. Ph.D. 1960 New School for Social Clinical Instructor of Speech and Hearing Keith L. Kaufman (1998) Ph.D. Research. Emeriti Faculty Sciences. M.S. 2003 Portland State University. Chair, Department of Psychology; Professor of Frank Wesley (1958) D.Phil. Claudia Meyer (2006) M.S. Johanna Brenner (1981) Ph.D. Psychology. Ph.D. 1985 University of South Professor Emeritus of Psychology. D.Phil. Clinical Instructor of Speech and Hearing Professor Emerita of Sociology and Women’s Florida. 1964 Kulturminister (Germany). Sciences. M.S. 2002 Portland State University. Studies. Ph.D. 1979 University of California, Todd Bodner (2002) Ph.D. David F. Wrench (1966) Ph.D. Los Angeles. Ellen S. Reuler (1990) M.A. Assistant Professor of Psychology. Ph.D. 2000 Professor Emeritus of Psychology. Ph.D. 1961 Senior Instructor in Speech and Hearing Charles D. Bolton (1964) Ph.D. Harvard University. University of North Carolina. Sciences. M.A. 1973 Northwestern University. Professor Emeritus of Sociology and Urban Sherwin Davidson (1989) Ph.D. Studies and Planning. Ph.D. 1959 University Steve (An) Xue (2003) Ph.D. Professor of Psychology. Ph.D. 1978 of Chicago. Associate Professor of Speech and Hearing University of Utah. Center for Sciences. Ph.D. 1995 Kent State University. Leonard D. Cain, Jr. (1969) Ph.D. Janice K. Haaken (1979) Ph.D. Science Education Professor Emeritus of Sociology and Urban Professor of Psychology. Ph.D. 1979 Wright Studies and Planning. Ph.D. 1955 University Emeriti Faculty Institute, Los Angeles. Faculty of Texas, Austin. Robert L. Casteel (1966) Ph.D. Leslie B. Hammer (1990) Ph.D. Nanette J. Davis (1975) Ph.D. Professor Emeritus of Speech and Hearing Professor of Psychology. Ph.D. 1991 Bowling William G. Becker (1983) Ph.D. Sciences. Ph.D. 1969 Oregon Health & Director, Center for Science Education. Professor Emerita of Sociology. Ph.D. 1973 Green State University. Michigan State University. Science University Medical School. Keith James (2005) Ph.D. Professor of Science Education. Ph.D. 1981 Boston University. Kathryn A. Farr (1977) Ph.D. Mary E. Gordon-Brannan (1972) Ph.D. Professor of Psychology. Ph.D. 1986 Colorado Professor Emerita of Sociology. Ph.D. 1979 Professor Emerita of Speech and Hearing State University. Marion Dresner (1995) Ph.D. Sciences. Ph.D. 1993 Wichita State University. Associate Professor, Center for Science Portland State University. Education and Graduate School of Education. Ph.D. 1985 University of Michigan. D IRECTORIES 365

James F. Maurer (1966) Ph.D. Kristi Yuthas (1999) Ph.D. Leland Buddress (1990) Ph.D. Marketing Professor Emeritus of Speech and Hearing Swigert Professor in Information Systems; Associate Professor of Business Administration. Sciences. Ph.D. 1968 Oregon Health & Associate Professor of Business Ph.D. 1995 Michigan State University. Science University. Administration. B.S. 1982, Ph.D. 1990 Alan M. Cabelly (1980) Ph.D. Faculty Joan McMahon (1972) M.S. University of Utah. Professor of Business Administration. Ph.D. Don L. Dickinson (1998) M.B.A. Associate Professor Emerita of Speech and 1979 University of Washington. Instructor in Business Administration. M.B.A. Hearing Sciences. M.S. 1970 Portland State Emeriti Faculty Robert W. Eder (1991) D.B.A. 1972 Portland State University. University. Michael R. Gaines (1965) Ph.D., C.P.A. Professor of Business Administration. D.B.A. Thomas R. Gillpatrick (1982) Ph.D. Professor Emeritus of Business 1982 University of Colorado. Juan Young Professor in Marketing & Food Administration. Ph.D. 1969 University of Brenda Eichelberger (1998) M.B.A. Management; Professor of Business Women’s Studies Washington; C.P.A. Instructor in Business Administration. M.B.A. Administration. Ph.D. 1985 University of Program Donald L. Tang (1966) M.A., C.P.A. Portland State University. Oregon. Professor Emeritus of Business Jeanne Enders (2000) Ph.D. Robert R. Harmon (1979) Ph.D. Administration. M.A. 1961 University of Assistant Professor of Business Administration. Professor of Business Administration. Ph.D. Faculty North Dakota; C.P.A. Ph.D. University of Chicago. 1979 Arizona State University. Patti Duncan (2000) Ph.D. Donald A. Watne (1976) Ph.D., C.P.A. Berrin Erdogan (2002) Ph.D. Joanne M. Klebba (1985) Ph.D. Assistant Professor of Women’s Studies. Ph.D. Professor Emeritus of Business Assistant Professor of Business Administration. Professor of Business Administration. Ph.D. 2000 Emory University. Administration. Ph.D. 1977 University of Ph.D. 2002 University of Illinois, Chicago. 1978 University of Minnesota. Priya Kandaswamy (2007) Ph.D. California, Berkeley; C.P.A. David Gerbing (1987) Ph.D. Charla Mathwick (1998) Ph.D. Assistant Professor of Women’s Studies. Ph.D. Professor of Business Administration. Ph.D. Assistant Professor of Business Administration. 2007 University of California, Berkeley. Finance 1979 Michigan State University. Ph.D. 1997 Georgia Institute of Technology. Ann Mussey (2001) Ph.D. David L. Hansen (1999) M.B.A. Alan J. Resnik (1976) Ph.D. Director, Women’s Studies Program; Assistant Instructor in Business Administration. M.B.A. Professor of Business Administration. Ph.D. Professor of Women’s Studies. Ph.D. 2001 Faculty 1997 Portland State University. 1974 Arizona State University. Rutgers University. John M. Bizjak (1998) Ph.D. Jennifer C. Loney (1991) M.B.A. Michael Sisavic (1992) Ph.D. Cameron Faculty Fellow; Associate Professor Instructor in Business Administration. M.B.A. Assistant Professor of Business Administration. College of Liberal of Business Administration. Ph.D. 1992 1986 Portland State University. Ph.D. Portland State University. University of Utah. R. Scott Marshall (2000) Ph.D. L. P. Douglas Tseng (1988) Ph.D. Arts and Sciences Beverly Fuller (1987) Ph.D. Assistant Professor of Business Administration. Associate Professor of Business Administration. Emeriti Faculty Associate Professor of Business Ph.D. 2000 University of Oregon. Ph.D. 1988 University of Texas, Arlington. Administration. Ph.D. 1987 Virginia Madeleine Pullman (2005) Ph.D. Ramaprasad Unni (2000) Ph.D. William H. Hamilton (1970) Ph.D. Polytechnic Institute and State University. Associate Professor of Operations Assistant Professor of Business Administration. University Professor Emeritus. Ph.D. 1952 Janet Hamilton (1986) Ph.D. Management. Ph.D. 1997 University of Utah. Ph.D. Indiana State University. University of St. Andrews (Scotland). Associate Professor of Business David Raffo (1995) Ph.D. Administration. Ph.D. 1986 Michigan State Associate Professor of Business Administration. Emeriti Faculty University. Ph.D. 1995 Carnegie Mellon University. Edward L. Grubb (1966) Ph.D. School of Duncan Kretovich (1999) Ph.D. Neil Ramiller (1999) Ph.D. Professor Emeritus of Business Administration. Assistant Professor of Business Assistant Professor of Business Administration. Ph.D. 1965 University of Washington. Business Administration. Ph.D. 1985 Michigan State Ph.D. 1996 University of California, Los D. James Manning (1960) Ph.D. University. Angeles. Professor Emeritus of Business Administration. Administration John Oh (1979) Ph.D. Rohit Rampal (2001) Ph.D. Ph.D. 1966 University of Washington. Scott A. Dawson (1985) Ph.D. Professor of Business Administration. Ph.D. Assistant Professor of Business Administration. Jack L. Taylor Jr. (1962) M.B.A. Dean, School of Business Administration; Virgil 1978 University of Virginia. Ph.D. 1999 Oklahoma State University. Associate Professor Emeritus of Business M. Miller Professor of Business Administration. Shafiqur Rahman (1986) Ph.D. Mary S. Taylor (1989) Ph.D. Administration. M.B.A. 1965 University of Ph.D. 1984 University of Arizona. Professor of Business Administration. Ph.D. Professor of Business Administration. Ph.D. Portland. 1986 University of Illinois. 1989 University of Washington. Accounting Daniel A. Rogers (2001) Ph.D. Pamela Tierney (1992) Ph.D. Assistant Professor of Business Administration. Ames Professor in Management of Graduate School Ph.D. 1998 University of Utah. Innovation and Technology; Associate Faculty John W. Settle (1984) Ph.D. Professor of Business Administration. Ph.D. of Education Elizabeth Almer (2001) Ph.D., C.P.A. Associate Professor of Business 1992 University of Cincinnati. Randy Hitz (2006) Ph.D. Meadows Faculty Fellow, Associate Professor Administration. Ph.D. 1978 University of Jorge Walter (2006) D.B.A. Dean, Graduate School of Eduction. Ph.D. Business Administration. Ph.D. Arizona State Washington. Assistant Professor of Business 1980 Indiana State University, Terre Haute. University. Administration. D.B.A. 2005 University of Darrell Brown (1994) Ph.D., C.P.A. Emeriti Faculty St. Gallen. Faculty Associate Professor of Business Administration. Leslie P. Anderson (1986) Ph.D. Ellen L. West (1982) Ph.D. Janine M. Allen (1995) Ph.D. Ph.D. 1994 University of Utah. Professor Emerita of Business Administration. Associate Professor of Business Administration. Professor of Education. Ph.D. 1995 University Roger A. Chope (2002) Ph.D. Ph.D. 1960 University of Wisconsin. Ph.D. 1981 Oregon State University. of Oregon. Ph.D. 1981 University of Oregon. Chi-Cheng Hsia (1987) Ph.D. Alan R. Zeiber (1996) Ph.D. Joel R. Arick (1984) Ph.D. Jesse Dillard (2003) Ph.D. Professor Emerita of Business Administration. Assistant Professor in Business Administration. Professor of Education. Ph.D. 1981 University Retzlaff Chair in Accounting, Professor of Ph.D. 1974 University of California. Ph.D. 1996 Portland State University. of Oregon. Business Administration. Ph.D. 1976 James H. Hugon (1962) Ph.D. James O. Bickford (2001) Ed.D. University of South Carolina. Professor Emeritus of Business Emeriti Faculty Assistant Professor of Education. Ed.D. 1994 Cherie Francisco (2000) M.B.A., C.P.A. Administration. Ph.D. 1964 University of William F. Boore (1964) Ph.D. Portland State University. Instructor in Business Administration. M.B.A. Washington. Professor Emeritus of Business Administration. Christopher J. Borgmeier (2003) Ph.D. 1995 Bowling Green State University. J. Howard Widdowson (1965) Ph.D., C.L.U., Ph.D. 1963 University of Washington. Assistant Professor of Education. Ph.D. 2003 H. Thomas Johnson (1988) Ph.D. C.P.C.U. Lewis N. Goslin (1968) Ph.D. University of Oregon. Professor of Business Administration. Ph.D. Professor Emeritus of Business Administration. Professor Emeritus of Business Administration. David J. Bullock (1994) Ed.D. 1969 University of Wisconsin. Ph.D. 1963 University of Pennsylvania; C.L.U. Ph.D. 1964 University of Washington. 1963 American College of Life Underwriters; Director, Metropolitan Instructional Support Raymond N. Johnson (1980) Ph.D. William A. Manning (1969) Ph.D. C.P.C.U. 1967 American Institute of Property Lab. Ed.D. 2002 Portland State University. Professor of Business Administration. Ph.D. Professor Emeritus of Business Administration. and Liability Underwriters. Carolyn Carr (1999) Ph.D. 1981 University of Oregon. Ph.D. 1970 University of Oregon. Gerald D. Wygant (1970) J.D. Associate Professor of Education. Ph.D. 1992 William Kenny (1985) J.D. Roger L. Moseley (1967) Ph.D. Assistant Professor Emeritus of Business University of Texas, Austin. Professor of Business Administration. J.D. Professor Emeritus of Business Administration. Administration. J.D. 1960 Northwestern Micki M. Caskey (1998) Ph.D. 1973 Gonzaga University School of Law. Ph.D. 1966 University of Washington. College of Law. Associate Professor of Education. Ph.D. 1997 Donna R. Philbrick (1984) Ph.D., C.P.A. Leonard F. Robertson (1964) Ed.D. University of South Florida. Professor of Business Administration. Ph.D. Professor Emeritus of Business Education. Christine Chaille (1991) Ph.D. 1984 Cornell University. Management Ed.D. 1965 Colorado State College. Professor of Education. Ph.D. 1977 Rodney Rogers (1995) Ph.D., C.P.A. Richard J. Robinson (1962) D.B.A. University of California at Los Angeles. Associate Dean for Academic Programs; Professor Emeritus of Business Administration. Thomas Goodman Chenoweth (1988) Ph.D. Associate Professor of Business Faculty D.B.A. 1966 University of Washington. Associate Professor of Education. Ph.D. 1984 Administration. Ph.D. 1995 Case Western Melissa Appleyard (2003) Ph.D. Grover W. Rodich (1966) Ph.D. Stanford University. Reserve University; C.P.A. Ames Professor in Management of Professor Emeritus of Business Administration. Christine Cress (1999) Ph.D. Richard Sapp (1978) Ph.D., C.P.A. Innovation and Technology; Associate Ph.D. 1973 University of Oregon. Associate Professor of Education. Ph.D. 1999 Associate Dean of International Programs; Professor of Business Administration. Ph.D. University of California, Los Angeles. Professor of Business Administration. Ph.D. 1997 University of California, Berkeley. 1978 University of Houston. Talya N. Bauer (1994) Ph.D. Emily C. de la Cruz (1992) Ph.D. Associate Professor of Education. Ph.D. 1992 Mike Shuster (2002) M.B.A. Professor of Business Administration. Ph.D. University of California-Santa Barbara. Instructor of Business Administration. M.B.A. 1994 Purdue University. City University, C.M.A. 366 P ORTLAND S TATE U NIVERSITY

Ramin Farahmandpur (2002) Ph.D. David C. Cox (1984) Ph.D. Maxine L. Thomas (1966) Ed.D. Hamid Moradkhani (2004) Ph.D., P.E. Assistant Professor of Education. Ph.D. 2002 Associate Professor Emeritus of Education. Associate Professor Emerita of Education. Assistant Professor of Civil and California State University, Los Angeles. Ph.D. 1982 Ohio State University. Ed.D. 1980 University of Oregon. Environmental Engineering. Ph.D. 2004 Ann Fullerton (1990) Ph.D. Zola T. Dunbar (1968) D.Ed. George C. Timmons Jr. (1967) D.Ed. University of California, Irvine. Professor of Education; Chair, Special Professor Emerita of Education. D.Ed. 1979 Professor Emeritus of Education. D.Ed. 1964 Dundar F. Kocaoglu (1987) Ph.D., P.E. Education and Counseling. Ph.D. 1990 University of Oregon. University of Oregon. Director, Engineering Management Program; Vanderbilt University. Colin George Dunkeld (1970) Ph.D. Forbes W. Williams (1966) Ed.D. Professor of Civil Engineering. Ph.D. 1976 Susan E. Halverson (1999) Ph.D. Professor Emeritus of Education. Ph.D. 1970 Dean Emeritus of Undergraduate Studies; University of Pittsburgh. Associate Professor of Education. Ph.D. 1999 University of Illinois. Professor Emeritus of Education. Ed.D. 1965 Roy W. Koch (1982) Ph.D., P.E. College of William & Mary. Phillis Edmundson (1998) Ed.D. Stanford University. Professor of Civil and Environmental Samuel Henry (1992) Ed.D. Professor Emerita of Education. Ed.D. 1974 Mary E. York (1972) Ph.D. Engineering. Ph.D. 1982 Colorado State Associate Professor of Education. Ed.D. 1978 University of Northern Colorado. Professor Emerita of Education. Ph.D. 1972 University. Columbia University Teachers College. Jean P. Edwards (1968) M.S. University of Illinois. B. Kent Lall (1977) Ph.D., P.E. Stephen L. Isaacson (1995) Ph.D. Professor Emerita of Education. M.S. 1967 Professor of Civil Engineering. Ph.D. 1969 Professor of Education. Ph.D. 1985 Arizona University of Oregon. University of Birmingham (England). State University. Brad Eliot (1979) Ph.D. Helen Gordon Child Chris Monsere (2004) Ph.D., P.E. Dae Y. Kim (2004) Ph.D. Professor Emeritus of Education. Ph.D. 1961 Development Center Research Assistant Professor in Civil and Instructor in Education. Ph.D. 2006 New York University of Wisconsin. Environmental Engineering. Ph.D. 2001 Iowa Ellen J. Justice (1991) B.A. University. Robert B. Everhart (1986) Ph.D. State University. Co-Director, Helen Gordon Child Susan J. Lenski (2004) Ed.D. Professor Emeritus of Education; Adjunct Wendelin H. Mueller (1973) Ph.D., P.E. Development Center. B.A. 1982 University of Professor of Education. Ed.D. 1992 Northern Professor of Sociology. Ph.D. 1972 University Professor of Civil Engineering. Ph.D. 1972 California, Berkeley. Illinois University. of Oregon. University of Missouri, Rolla. William A. Parnell (1997) M.A. Cheryl L. Livneh (1987) Ed.D. Ruth A. Falco (1986) Ph.D. Jiayi Pan (2005) Ph.D. Co-Director, Helen Gordon Child Director, Continuing Education, Graduate Associate Emerita Professor of Education. Senior Research Associate in Civil and Development Center. M.A. 1993 Portland School of Education; Professor of Education. Ph.D. 1983 University of Oregon. Environmental Engineering. Ph.D. 1996 State University. Ed.D. 1986 Boston University. Michael A. Fiasca (1961) Ph.D. Chinese Academy of Science. Lolita Lawson (1989) M.S. Hanoch Livneh (1988) Ph.D. Professor Emeritus of Education. Ph.D. 1966 Franz N. Rad (1971) Ph.D., P.E. Coordinator, Student Parent Services. M.S. Professor of Education. Ph.D. 1976 University Oregon State University. Professor of Civil Engineering. Ph.D. 1973 1979 Lesley College. of Wisconsin, Madison. William D. Greenfield (1987) Ph.D. University of Texas, Austin. Russell D. Miars (1993) Ph.D. Professor Emeritus of Education. Ph.D. 1973 Trevor D. Smith (1983) Ph.D., P.E. Associate Professor of Education. Ph.D. 1981 University of New Mexico. Professor of Civil Engineering. Ph.D. 1983 University of Iowa. Loyde Hales (1978) Ed.D. Maseeh College Texas A&M University. Leslie J. Munson (1998) Ph.D. Professor Emeritus of Education. Ed.D. 1964 Kristin Tufte (2005) Ph.D. Associate Professor of Education. Ph.D. 1996 University of Kansas. of Engineering Research Associate in Civil and Vanderbilt University. Ulrich H. Hardt (1974) Ph.D. and Computer Environmental Engineering and Computer Swapna Mukhopadhyay (2002) Ph.D. Professor Emeritus of Education. Ph.D. 1974 Science. Ph.D. 2005 University of Wisconsin- Assistant Professor of Education. Ph.D. 1989 University of Oregon. Science Madison Syracuse University. Scott A. Wells (1987) Ph.D., P.E. Phyllis J. Hochstettler (1967) M.A. Robert D. Dryden (1995) Ph.D., P.E. Ronald B. Narode (1990) Ed.D. Professor Emerita of Education. M.A. 1955 Chair, Department of Civil and Environmental Dean, Maseeh College of Engineering and Engineering; Professor of Civil and Associate Professor of Education. Ed.D. 1989 University of Denver. Computer Science; Professor of Engineering. University of Massachusetts. Environmental Engineering. Ph.D. 1990 Errett E. Hummel (1955) D.Ed. Ph.D. 1973 Texas Tech University. Cornell University. Karen J. Noordhoff (1994) Ph.D. Professor Emeritus of Education. D.Ed. 1951 Jack Devletian (1999) Ph.D. Associate Professor of Education. Ph.D. 1993 University of Oregon. Associate Dean, Maseeh College of Associated Faculty Michigan State University. Harold C. Jorgensen (1967) Ed.D. Engineering and Computer Science; Professor Kenneth D. Peterson (1987) Ph.D. Professor Emeritus of Education. Ed.D. 1966 of Mechanical Engineering. Ph.D. 1972 Gerry Williams (1995) Ph.D., P.E. Professor of Education. Ph.D. 1976 University Oregon State University. University of Wisconsin. Adjunct Instructor in Civil and Environmental of California, Berkeley. Engineering. Ph.D. 2003 Portland State Joseph S. Kaplan (1978) Ed.D. Dan Hammerstrom (2005) Ph.D. University. Paula J. Stanovich (2003) Ph.D. Professor Emeritus of Education. Ed.D. 1972 Associate Dean, Maseeh College of Associate Professor of Education. Ph.D. 1994 University of Oregon. Engineering and Computer Science; Professor University of Toronto. Eric A. Kimmel (1978) Ph.D. of Electrical and Computer Engineering. Ph.D. Emeriti Faculty Dannelle D. Stevens (1994) Ph.D. Professor Emeritus of Education. Ph.D. 1973 1977 University of Illinois, Urbana. H. Chik M. Erzurumlu (1962) Ph.D., P.E. Associate Professor of Education. Ph.D. 1993 University of Illinois. Dean Emeritus, Maseeh College of Michigan State University. Mary Kinnick (1981) Ph.D. Engineering and Computer Science; Professor Jacqueline B. Temple (1997) Ph.D. Professor Emerita of Education. Ph.D. 1975 Department of Civil Emeritus of Civil Engineering. Ph.D. 1970 Associate Professor of Education. Ph.D. 1997 University of Colorado, Boulder. and Environmental University of Texas, Austin. University of Wisconsin-Madison. David A. Krug (1972) Ph.D. Yer J. Thao (2002) Ph.D. Professor Emeritus of Education. Ph.D. 1972 Engineering Department of Assistant Professor of Education. Ph.D. 2002 University of Washington. Claremont Graduate University. Keith H. Larson (1964) D.Ed. Faculty Computer Science Sandra Wilde (1992) Ph.D. Professor Emeritus of Education. D.Ed. 1964 Christopher Berger (1998) PhD., P.E. Professor of Education. Ph.D. 1986 University University of Oregon. Research Associate in Civil and Faculty of Arizona. John D. Lind (1971) Ed.D. Environmental Engineering. Ph.D. 2000 Sergio Antoy (1990) Ph.D. Dilafruz R. Williams (1990) Ph.D. Professor Emeritus of Education. Ed.D. 1970 Portland State University. Professor of Computer Science. Ph.D. 1987 Chair Educational Policy, Foundations, and University of Montana. Robert L. Bertini (2000) Ph.D., P.E. University of Maryland. Administrative Studies; Professor of David H. Martinez (1975) D.Ed. Associate Professor of Civil Engineering and Education. Ph.D. 1987 Syracuse University. James Binkley (1998) M.S. Associate Professor Emeritus of Education. Urban Studies and Planning. Ph.D. 1999 Network Scientist. M.S. 1981 Washington Elizabeth T. Wosley-George (1991) Ph.D. D.Ed. 1973 University of Oregon. University of California, Berkeley. State University. Associate Professor of Education. Ph.D. 1990 Gary R. Nave (1988) Ph.D. Robert L. Doneker (2002) Ph.D., P.E. Ohio State University. Andrew Black (2004) Ph.D. Associate Professor Emeritus of Education. Research Assistant Professor in Civil and Professor of Computer Science. Ph.D. 1984 Ph.D. 1987 University of Oregon. Environmental Engineering. Ph.D. 1989 University of Oxford. Emeriti Faculty Sorca M. O’Connor (1990) Ph.D. Cornell University. Cynthia Brown (1998) Ph.D. Nancy Benson (1981) Ed.D. Associate Professor of Education. Ph.D. 1986 Peter Dusicka (2004) Ph.D., P.E. Professor of Computer Science. Ph.D. 1977 Associate Professor Emerita of Education. Stanford University. Assistant Professor of Civil Engineering. Ph.D. University of Michigan. Ed.D. 1988 Portland State University. Ronald G. Petrie (1975) Ed.D. 2004 University of Nevada, Reno. Nirupama Bulusu (2004) Ph.D. Alma I. Bingham (1955) Ed.D. Professor Emeritus of Education. Ed.D. 1970 William Fish (1998) Ph.D. Assistant Professor of Computer Science. Ph.D. Professor Emerita of Education. Ed.D. 1957 Oregon State University. Associate Professor of Civil Engineering and 2002 University of California, Los Angles. Columbia University. Douglas F. Sherman (1990) Ph.D. Environmental Sciences and Resources. Ph.D. Su-Hui Chiang (2002) Ph.D. Chester Bowers (1992) Ph.D. Associate Professor of Education. Ph.D. 1983 1984 Massachusetts Institute of Technology. Assistant Professor of Computer Science. Professor Emeritus of Education. Ph.D. 1962 University of Oregon. Manouchehr M. Gorji (1981) Ph.D., P.E. Ph.D. 2001 University of Wisconsin, Madison. University of California. Richard Sonnen (1978) Ed.D. Associate Professor of Civil Engineering. Ph.D. Laszlo Csanky (1983) Ph.D. Steve A. Brannan (1966) Ed.D. Professor Emeritus of Education. Ed.D. 1971 1975 University of California, Los Angeles. Professor of Computer Science. Ph.D. 1974 Professor Emeritus of Education. Ed.D. 1965 University of Oregon. David A. Jay (2005) Ph.D. University of California, Berkeley. University of Northern Colorado. Joan H. Strouse (1985) Ph.D. Associate Professor of Civil and Lois Delcambre (2004) Ph.D. Carol Burden (1977) Ed.D. Professor Emeritus of Education. Ph.D. 1985 Environmental Engineering. Ph.D. 1987 Professor of Computer Science. Ph.D. 1982 Associate Professor Emerita of Education. University of Wisconsin, Madison. University of Washington. University of Louisiana at Lafayette. Ed.D. 1970 University of Illinois. M. Carrol Tama (1984) Ph.D. Gwynn R. Johnson (2002) Ph.D. Karla Steinbrugge Fant (2004) M.A. Thomas D. Capuzzi (1978) Ph.D. Professor Emerita of Education. Ph.D. 1982 Assistant Professor of Civil and Senior Instructor in Computer Science. M.A. Professor Emeritus of Education. Ph.D. 1968 Syracuse University. Environmental Engineering. Ph.D. 2001 2000 Portland State University. Florida State University. University of Arizona. D IRECTORIES 367

Wu-chang Feng (2006) Ph.D. W. Robert Daasch (1986) Ph.D. Jack C. Riley (1962) M.S., P.E. Joseph W. Cox (2003) Ph.D. Associate Professor of Computer Science. Professor of Electrical and Computer Associate Professor Emeritus of Electrical and Adjunct Professor of Engineering and Ph.D. 1999 University of Michigan. Engineering. Ph.D. 1982 University of Computer Engineering. M.S. 1950 Oregon Technology Management. Ph.D. 1967 Wu-chi Feng (2007) Ph.D. Washington. State University; Post Graduate 1951 Harvard University of Maryland. Professor of Computer Science. Ph.D. 1996 Mark Faust (2004) MSEE University. Paul R. Newman (2007) Ph.D. University of Michigan. Assistant Professor of Electrical and Rolf Schaumann (1988) Ph.D. Adjunct Professor of Engineering and Warren Harrison (1988) Ph.D. Computer Engineering. M.S.E.E. 1981 Professor Emeritus of Electrical and Technology Management. Ph.D. 1975 Professor of Computer Science. Ph.D. 1985 Carnegie-Mellon University. Computer Engineering. Ph.D. 1970 University Michigan State University. Oregon State University. Garrison Greenwood (2000) Ph.D. of Minnesota. Julie Reed (2003) J.D. James Hook (2004) Ph.D. Associate Professor of Electrical and Adjunct Associate Professor of Engineering Associate Professor of Computer Science. Computer Engineering. Ph.D. 1992 University Associated Faculty and Technology Management. J.D. 1995 Ph.D. 1988 Cornell University. of Washington. Richard Campbell (2004) Ph.D. Southern Methodist University. Mark Jones (2005) Ph.D. Melinda Holtzman (2005) Ph.D. Adjunct Research Associate Professor. Ph.D. Associate Professor of Computer Science. Assistant Professor of Electrical and 1984 University of Washington. Ph.D. 1992 University of Oxford. Computer Engineering. Ph.D. 2002 University Dan Hammerstrom (2004) Ph.D. Department of Karen Karavanic (2006) Ph.D. of Nevada, Reno. Associate Dean for Research in the Maseeh Mechanical and Associate Professor of Computer Science. Yih-Chyun Jenq (1990) Ph.D. College of Engineering and Computer Ph.D. 2000 University of Wisconsin, Madison. Professor of Electrical and Computer Science; Professor of Electrical and Computer Materials Jingke Li (1990) Ph.D. Engineering. Ph.D. 1976 Princeton University. Engineering. Ph.D. 1977 University of Illinois, Associate Professor of Computer Science. Jun Jiao (1999) Ph.D. Urbana-Champaign. Engineering Ph.D. 1990 Yale University. Associate Professor of Physics; Associate Bruce Lusignan (2006) Ph.D. David Maier (2004) Ph.D. Professor of Electrical and Computer Adjunct Associate Professor. Ph.D. 1963 Faculty Maseeh Professor of Computer Science. Ph.D. Engineering. Ph.D. 1997 University of Stanford University. Arizona, Tucson. Jack Devletian (1999) Ph.D. 1978 Princeton University. Siva Narendra (2006) Ph.D. Associate Dean for Academic Affairs; Bart Massey (2006) Ph.D. George G. Lendaris (1970) Ph.D. Adjunct Research Associate Professor. Ph.D. Professor of Mechanical Engineering. Ph.D. Associate Professor of Computer Science. Professor of Systems Science. Professor of 2002 Massachusetts Institute of Technology. 1972 University of Wisconsin. Ph.D. 1999 University of Oregon. Electrical and Computer Engineering. Ph.D. Daniel Rouseff (2006) Ph.D. 1961 University of California, Berkeley. Faryar Etesami (1984) Ph.D., P.E. Melanie Mitchell (2004) Ph.D. Adjunct Research Associate Professor. Ph.D. Associate Professor of Mechanical Engineering. Professor of Computer Science. Ph.D. 1990 Fu Li (1990) Ph.D., P.E. 1989 University of Washington. Ph.D. 1983 University of Wisconsin. Professor of Electrical and Computer University of Michigan. Hamid R. Sharifnia (1992) M.S. Victor Li (2001) Ph.D. Engineering. Ph.D. 1990, University of Rhode Adjunct Instructor in Electrical and Computer Leonard Shapiro (1987) Ph.D. Island. Research Associate Professor of Mechanical Professor of Computer Science. B.A. 1965 Engineering. M.S. 1988 Portland State Engineering. Ph.D. 1996 Oregon Graduate Reed College; Ph.D. 1969 Yale University. James McNames (1999) Ph.D. University. Institute of Science and Technology. Associate Professor of Electrical and Tim Sheard (2005) Ph.D. Computer Engineering. Ph.D. 1999 Stanford Lemmy Meekisho (1999) Ph.D. Professor of Computer Science. Ph.D. 1985 University. Department of Associate Professor of Mechanical University of Massachusetts at Amherst. Engineering. Ph.D. 1988 Carleton University, James E. Morris (2001) Ph.D. Ottawa, Canada. Tom Shrimpton (2004) Ph.D. Professor of Electrical and Computer Engineering and Assistant Professor of Computer Science. Engineering. Ph.D. 1971 University of Technology Gerald W. Recktenwald (1989) Ph.D. Ph.D. 2004 University of California at Davis. Saskatchewan (Canada). Chair, Department of Mechanical and Suresh Singh (2000) Ph.D. Management Materials Engineering; Associate Professor of Betsy Natter (2004) M.S. Mechanical Engineering. Ph.D. 1989 Professor of Computer Science. Ph.D. 1990 Instructor of Electrical and Computer University of Massachusetts. University of Minnesota. Engineering. M.S. 1998 Oregon Graduate Faculty Pavel Sumazin (2002) Ph.D. Institute. David Sailor (2002) Ph.D. Assistant Professor of Computer Science. Timothy R. Anderson (1995) Ph.D. Associate Professor of Mechanical Branimir Pejcinovic (1992) Ph.D. Associate Professor of Engineering and Engineering. Ph.D. 1993 University of Ph.D. 2002 State University of New York at Associate Professor of Electrical and Stony Brook. Technology Management. Ph.D. 1995 Georgia California, Berkeley. Computer Engineering. Ph.D. 1990 University Institute of Technology. Andrew Tolmach (1992) Ph.D. of Massachusetts. Graig A. Spolek (1980) Ph.D., P.E. Tugrul Daim (1997) Ph.D. Professor of Mechanical Engineering. Ph.D. Associate Professor of Computer Science. Marek A. Perkowski (1983) Ph.D. Ph.D. 1992 Princeton University. Associate Professor of Engineering and 1980 Washington State University. Professor of Electrical and Computer Technology Management. Ph.D. 1997 Kalman Toth (2003) Ph.D. Engineering. Ph.D. 1980 Technical University Derek Tretheway (2004) Ph.D. Portland State University. Associate Professor of Computer Science. of Warsaw (Poland). Assistant Professor of Mechanical and Ph.D. 1980 Carleton University. Robert Harmon (1987) Ph.D. Materials Engineering. Ph.D. 2000 University Shalini Prasad (2004) Ph.D. of California, Santa Barbara. Jonathan Walpole (2004) Ph.D. Assistant Professor of Electrical and Professor of Marketing (SBA) and Professor Professor of Computer Science. Ph.D. 1987 Computer Engineering. Ph.D. 2004 University of Engineering and Technology Management. David A. Turcic (1992) Ph.D. Lancaster University. of California, Riverside. Ph.D. Arizona State University. Associate Professor of Mechanical Engineering. Ph.D. 1982 Pennsylvania State Fei Xie (2004) Ph.D. Antonie Jetter (2005) Ph.D. Gerald M. Sheblé (2006) Ph.D., M.B.A. University. Assistant Professor of Computer Science. Maseeh Professor of Electrical and Computer Assistant Professor of Engineering and Ph.D. 2004 University of Texas at Austin. Engineering Ph.D. 1985 Virginia Polytechnic Technology Management. Ph.D. 2004 Aachen Mark Weislogel (2001) Ph.D. Associate Professor of Mechanical Engineering. Bryant York (2001) Ph.D. Institute. University. Ph.D. 1996 Northwestern University. Professor of Computer Science. Ph.D. 1981 Xiaoyu Song (1998) Ph.D. Dundar F. Kocaoglu (1987) Ph.D., P.E. University of Massachusetts. Professor of Electrical and Computer Chair, Department of Engineering and Chien Wern (1995) Ph.D. Engineering. Ph.D. 1991 University of Pisa Technology Management; Professor of Assistant Professor of Mechanical (Italy). Engineering and Technology Management Engineering. Ph.D. 1995 University of Emeriti Faculty and Civil Engineering. Ph.D. 1976 University Washington. Allen Taylor (2003) M.S.E.E. Maria Edith Balogh (1964) Ph.D. of Pittsburgh. Instructor of Electrical and Computer James Van Winkle (2000) Ph.D. Professor Emerita of Computer Science. Ph.D. Research Assistant Professor of Mechanical 1965 Oregon State University. Engineering. M.S.E.E. 1970 San Diego State Dragan Milosevic (1993) Ph.D. University. Associate Professor of Engineering and Engineering. Ph.D. 1999 Oregon Graduate Richard G. Hamlet (2005) Ph.D. Technology Management. Ph.D. 1981 Institute of Science and Technology. Richard P. E. Tymerski (1988) Ph.D. Professor Emeritus of Computer Science. Belgrade University (Yugoslavia). William Wood (1998) Ph.D. Ph.D. 1971 University of Washington. Associate Professor of Electrical and Liono Setiowijoso (1990) M.S. Professor of Mechanical Engineering. Ph.D. James L. Hein (2005) Ph.D. Computer Engineering. Ph.D. 1988 Virginia Polytechnic Institute and State University. Senior Instructor of Engineering and 1973 University of California, Berkeley. Professor Emeritus of Computer Science. Technology Management. M.S. 1995 Portland Sung Yi (2001) Ph.D. Ph.D. 1973 Northwestern University. Paul Van Halen (1985) Ph.D. Associate Professor of Electrical and State University. Associate Professor of Mechanical Computer Engineering. Ph.D. 1981 Catholic Charles W. Weber (2002) Ph.D. Engineering. Ph.D. 1992 University of Illinois, Department of University of Leuven (Belgium). Assistant Professor of Engineering and Urbana-Champaign. Lisa M. Zurk (2004) Ph.D. Technology Management. Ph.D. 2003 Hormoz Zareh (1987) Ph.D. Electrical and Associate Professor of Electrical and Massachusetts Institute of Technology. Associate Professor of Mechanical Engineering. Computer Computer Engineering. Ph.D. 1995 University Ph.D. 1986 University of Texas, Arlington. of Washington. Associated Faculty Engineering Jean-Claude Balland (2000) Ph.D. Emeriti Faculty Emeriti Faculty Adjunct Professor of Engineering and Nan-Teh Hsu (1958) Ph.D. Lee W. Casperson (1983) Ph.D. Technology Management. Docteur-es-Sciences Professor Emeritus of Mechanical Engineering. Faculty Physiques 1970 University of Lyon (France). Ph.D. 1956 California Institute of Technology. Malgorzata Chrzanowska-Jeske Professor Emeritus of Electrical and Computer Engineering. Ph.D. 1971 California Frederick Betz (2006) Ph.D. David A. Jannsen (1956) B.S. (1989) Ph.D. Associate Professor Emeritus of Mechanical Chair, Department of Electrical and Computer Institute of Technology. Professor of Engineering and Technology Douglas V. Hall (1990) Ph.D. Management. Ph.D. 1965 University of Engineering. B.S. 1950 Oregon State Engineering; Professor of Electrical and University. Computer Engineering. Ph.D. 1988 Auburn Associate Professor Emeritus of Electrical and California, Berkeley. University. Computer Engineering. Ph.D. 1995 Portland State University. 368 P ORTLAND S TATE U NIVERSITY

Herman J. Migliore (1977) D.Engr., P.E. Dorothy McKinney (2002) M.B.A. Charles Colbert (2000) Ph.D. Mary A. Constans (1968) M.S. Associate Dean Emeritus, Professor Emeritus Adjunct Professor of Systems Engineering. Assistant Professor of Art. Ph.D. 1978 Professor Emerita of Art. M.S. 1965 University of Mechanical Engineering. D.Engr. 1975 M.B.A. 1980 Pepperdine University. Harvard University. of Oregon. University of Detroit. Eleanor H. Erskine (1995) M.F.A. Jean K. Glazer (1959) M.A. Frank P. Terraglio (1966) Ph.D. Associate Professor of Art. M.F.A. 1988 Professor Emerita of Art. M.A. 1948 Institute Professor Emeritus of Mechanical School of Cranbrook Academy of Art. of Design, Illinois Institute of Technology. Engineering. Ph.D. 1964 Rutgers University. Harrell Fletcher (2004) M.F.A. Raymond M. Grimm (1956) M.S. C. William Savery (1980) Ph.D., P.E. Fine and Assistant Professor of Art. M.F.A. 1994 Professor Emeritus of Art. M.S. 1956 Southern Professor of Mechanical Engineering. Ph.D. California College of Arts & Crafts. Illinois University. 1969 University of Wisconsin. Performing Arts Walton B. Fosque (1984) M.A. James L. Hansen (1964) Cert-Fine Arts George A. Tsongas (1971) Ph.D., P.E. Barbara Sestak (1982) M. Arch Professor of Art. M.A. 1973 California State Professor Emeritus of Art. Cert-Fine Arts 1951 Professor of Mechanical Engineering. Ph.D. Dean, School of Fine and Performing Arts, University, Long Beach. Portland Museum Art School. 1969 Stanford University. Professor of Architecture. M.Arch 1977 Susan J. Harlan (1992) M.F.A. Frederick H. Heidel (1955) M.F.A. University of Washington. Professor of Art. M.F.A 1975 University of Professor Emeritus of Art. M.F.A. 1956 Art Associated Faculty Miami. Institute of Chicago. Sean Kohles (2003) Ph.D. Department of Junghee Lee (1995) Ph.D. James S. Hibbard (1967) M.A. Adjunct Associate Professor of Mechanical Professor of Art, Ph.D. 1984 University of Professor Emeritus of Art. M.A. 1966 and Materials Engineering. Ph.D. 1994 Architecture California, Los Angeles. University of Iowa. University of Wisconsin-Madison. William LePore (1997) M.S. L. Robert Kasal (1964) M.A. Lawrence Melvin III (2005) Ph.D. Associate Professor of Art. M.S. 1989 Professor Emeritus of Art. M.A. 1969 Adjunct Associate Professor of Mechanical Faculty University of Oregon. University of California, Berkeley. and Materials Engineering. Ph.D. 1994 L. Rudolph Barton (1988) M.Arch. Anne McClanan (1999) Ph.D. Melvin Katz (1966) Cert-Fine Arts University of Texas, Austin. Chair, Department of Architecture; Professor of Associate Professor of Art. Ph.D. 1997 Professor Emeritus of Art. Cert-Fine Arts 1953 Architecture. M.Arch. 1981 Harvard University. George Totten (2004) Ph.D. Harvard University. Cooper Union. Adjunct Associate Professor of Mechanical Clive Knights (1995) M.Phil. Daniel Pirofsky (1998) B.A. Claire C. Kelly-Zimmers (1971) Ph.D. and Materials Engineering. Ph.D. New York Professor of Architecture. M.Phil. 1988 Assistant Professor of Art. B.A. 1989 Naropa Associate Professor Emerita of Art. Ph.D. University. University of Cambridge. Institute. 1986 University of Iowa. Barbara A. Sestak (1982) M.Arch. Rita J. Robillard (1999) M.F.A. Leonard B. Kimbrell (1962) Ph.D. Professor of Architecture. M.Arch. 1977 Professor of Art. M.F.A. 1981 University of Professor Emeritus of Art. Ph.D. 1965 Systems Engineering University of Washington. California, Berkeley. University of Iowa. Program Sue Taylor (1997) Ph.D. Michihiro Kosuge (1978) M.F.A. Department of Art Associate Professor of Art. Ph.D. 1996 Professor Emeritus of Art. M.F.A. 1970 San University of Chicago. Francisco Art Institute. Faculty Jane Kristof (1973) Ph.D. Herman J. Migliore (1977) D.Engr., P.E. Faculty Emeriti Faculty Professor Emerita of Art. Ph.D. 1972 Associate Dean Emeritus and Director of Horia Boboia (2001) M.F.A. Columbia University. Systems Engineering; Professor Emeritus of Lisa F. Andrus-Rivera (1976) Ph.D. Assistant Professor of Art. M.F.A. 1985 Professor Emerita of Art. Ph.D. 1976 Robert Morton (1963) M.F.A. Mechanical Engineering. D.Engr. 1975 California Institute of the Arts, Los Angeles. University of Detroit. Columbia University. Professor Emeritus of Art. M.F.A. 1957 Lis Charman (2000) M.F.A. University of Washington. William “Ike” Eisenhauer (2003) M.Eng. Craig G. Cheshire (1964) M.F.A. Associate Professor of Art. M.F.A. 1992 Professor Emeritus of Art. M.F.A. 1961 Emily L. Young (1987) M.Ed. Adjunct Assistant Professor of Systems California Institute of the Arts. Engineering. M.Eng. 2003 Portland State University of Oregon. Professor Emerita of Art. M.Ed. 1964 University. University of Florida. D IRECTORIES 369

Department of Music Thomas S. Stanford (1981) D.M.A. Eileen Muench Brennan (1986) Ph.D. Linda S. Reilly (1987) M.S.W. Professor Emeritus of Music (clarinet, history). Associate Dean and Professor of Social Work. Instructor in Social Work. M.S.W. 1981 D.M.A. 1983 University of Oregon. Ph.D. 1977 University of Notre Dame. Portland State University. Faculty Tomas Svoboda (1970) M.M. Harold E. Briggs (1990) Ph.D. Joy L. Rhodes (1985) M.S.W. Ronald D. Babcock (1988) D.M.A. Professor Emeritus of Music. Prof. M.M. 1969 Professor of Social Work. Ph.D. 1988 Assistant Professor of Social Work. M.S.W. Associate Professor of Music (trombone, University of Southern California. University of Chicago. 1976 Portland State University. theory). D.M.A. 1993 University of North Texas. S. John Trudeau (1955) B.M. Daniel Coleman (2003) Ph.D. Julie M. Rosenzweig (1985) Ph.D. Joel Bluestone (1989) D.M.A. Dean Emeritus, School of Fine and Performing Assistant Professor of Social Work. Ph.D. Director, M.S.W. Program; Associate Professor of Professor of Music (percussion). D.M.A. 1987 Arts; Professor Emeritus of Music. B.M. 1954 2000 University of California, Berkeley Social Work. Ph.D. 1985 University of Kansas. State University of New York, Stony Brook. New England Conservatory of Music. Kevin J. Corcoran (1992) Ph.D. Susan Snyder (1993) M.S.W. Susan Chan (2004) D.M.A. William J. Tuttle (1977) D.M.A. Professor of Social Work. Ph.D. 1980 Assistant Professor of Social Work. M.S.W. Assistant Professor of Music (piano). D.M.A. Professor Emeritus of Music.; Director of University of Pittsburgh. 1984 Portland State University. 1994 Indiana University. Bands. D.M.A. 1977 University of Texas, Austin. Victoria Cotrell (1998) Ph.D. Maria M. Talbott (1984) D.S.W. Hamilton Cheifetz (1977) Gerald Webster (1994) M.M. Associate Professor of Social Work. Ph.D. Director, Ph.D. in Social Work and Social Professor of Music (cello, bass). Professor Emeritus of Music (trumpet). M.M. 1990 University of Texas. Research; Associate Professor of Social Work. Stephen Coker (2006) D.M.A. 1966 Indiana University. William E. Donlan (2006) Ph.D. D.S.W. 1986 University of California, Berkeley. Associate Professor of Music, Director of Assistant Professor of Social Work. Ph.D. Michael O. Taylor (2002) Ph.D. Choirs. D.M.A. 1986 University of Southern Associated Faculty 2006 Arizona State University. Assistant Professor of Child and Family California. Obo Addy (1996) Barbara J. Friesen (1983) Ph.D. Studies. Ph.D. 2002 Portland State University. Debbie Glaze (2003) M.M. Composer/Singer/Musician. Professor of Social Work. Ph.D. 1983 Gretchen Thiel (2001) M.S.W. Assistant Professor of Music, Music Education. James DePreist (1981) M.A. University of Washington. Site Coordinator, Distance Education Program. M.M. 1985 San Jose State University. M.A. 1961 University of Pennsylvania. Samuel W. Gioia (2000) M.S.W. M.S.W. 1976 Florida State University. Darrell Grant (1997) M.M. Huw Edwards (1996) M.M. Instructor in Social Work. M.S.W. 1987 Vikki L. Vandiver (1992) Dr.P.H. Professor of Music (jazz). M.M. 1986 M.M. 1990 Southern Methodist University. Portland State University. Associate Professor of Social Work. Dr.P.H. University of Miami. 1991 University of Texas. Monica Huggett (1999) Mindy Holliday (1997) M.S.W. Charles Gray (1988) M.M. Baroque Violin. Director of Distance Education; Assistant Stéphanie Wahab (2005) Ph.D. Professor of Music; Director of Jazz Studies. Professor of Social Work. M.A., M.S.W. 1988 Associate Professor of Social Work. Ph.D. M.M. 1988 North Texas State University. Gayle Neuman (1992) B.S. University of Michigan. 1997 University of Washington. Early Music. B.S. 1978 Southern Oregon State Bradley H. Hansen (2002) D.A. College. Pauline R. Jivanjee (1990) Ph.D. Professor of Music (theory). D.A. 1985 Associate Professor of Social Work. Ph.D. Emeriti Faculty University of Northern Colorado. Philip Neuman (1992) B.S. 1992 University of Kansas. Early Music. B.S. 1978 Southern Oregon State James L. Breedlove (1964) D.S.W. Barbara Heilmair (2007) D.M.A. College. Thomas E. Keller (2006) Ph.D. Professor Emeritus of Social Work. D.S.W. Assistant Professor of Music (clarinet, music Duncan and Cindy Campbell Professor of Social 1962 Case Western Reserve University. history). D.M.A. 2004 University of California Work. Ph.D. 2000 University of Washington. Arthur C. Emlen (1965) Ph.D. Los Angeles. Department of Nancy M. Koroloff (1973) Ph.D. Professor Emeritus of Social Work. Ph.D. 1965 Edward Higgins (2005) D.M.A. Associate Dean and Director, Regional Research Tulane University. Associate Professor of Music, Director of Theater Arts Institute for Human Services; Professor of Social Jack C. Finley (1967) Ph.D. Bands. D.M.A. 2000 University of Missouri- Work. Ph.D. 1985 University of Oregon. Associate Professor Emeritus of Social Work. Kansas City. Faculty Joy DeGruy Leary (2001) Ph.D. Ph.D. 1986 University of Oregon. Bryan Johanson (1978) B.S. Sarah E. Andrews-Collier (1981) M.A. Assistant Professor of Social Work. Ph.D. Guido Pinamonti (1969) D.S.W. Chair, Department of Music; Professor of Chair, Department of Theater Arts; Professor of 2001 Portland State University. Professor Emeritus of Social Work. D.S.W. Music (guitar). B.S. 1975 Portland State Theater Arts. M.A. 1996 University of London. Junghee Lee (2006) Ph.D. 1961 University of Southern California. University. Devon Allen (2005) M.F.A. Assistant Professor of Social Work. Ph.D. Joan F. Shireman (1985) Ph.D. Lawrence W. Johnson (1989) M.M. Associate Professor of Theater Arts. M.F.A. 2006 Arizona State University. Professor Emerita of Social Work. Ph.D. 1968 Associate Professor of Music (horns, theory). 1992 University of California, San Diego. Ellen Masterson (1987) M.S.W. University of Chicago. M.M. 1978 The Cleveland Institute of Music. Glenn G. Gauer (1977) M.F.A. Director of Field Education; Assistant Lynn Thompson (1968) M.S.W. Stephen H. Martin (1991) Ph.D. Professor of Theater Arts. M.F.A. 1973 Professor of Social Work. M.S.W. 1976 Associate Professor Emeritus of Social Work. Professor of Music (ethnomusicology, history) Carnegie-Mellon University. Portland State University. M.S.W. 1964 University of California, Berkeley. and International Studies. Ph.D. 1980 Bowen McBeath (2004) Ph.D. University of Washington. Bruce A. Keller (1988) M.A. James H. Ward (1988) Ph.D. Professor of Theater Arts. M.A. 1987 Case Assistant Professor of Social Work. Ph.D. Distinguished Professor Emeritus of Social Christine Meadows (2006) M.M. Western Reserve University. 2006 University of Michigan. Work. Ph.D. 1974 Ohio State University. Assistant Professor of Music (voice, opera). Jana Meinhold (2004) Ph.D. M.M. 1985 Indian State University. Karin Magaldi (1999) M.F.A. Norman L. Wyers (1974) D.S.W. Assistant Professor of Theater Arts. M.F.A. Assistant Professor of Child and Family Professor Emeritus of Social Work. D.S.W. Bonnie Miksch (2004) D.M.A. 1980 University of California, Los Angeles. Studies. Ph.D. 2005 Oregon State University. 1975 Columbia University. Assistant Professor of Music (composition). Paula Bates Mike (1983) M.S.W. D.M.A. 1998 University of Cincinnati. Scott W. Parker (1988) M.A. Associate Professor of Theater Arts. M.A. Assistant Professor of Social Work. M.S.W. Ken Seldon (2006) D.M.A. 1975 Portland State University. Associated Faculty 1977 Portland State University. Michael H. Balter (1998) D.P.A. Assistant Professor of Music, Orchestra Pamela J. Miller (1993) Ph.D. Director. D.M.A. 2005 Peabody Conservatory. Judith Patton (1978) M.A. Adjunct Assistant Professor of Social Work. Professor of Theater Arts. M.A. 1996 Reed Associate Professor of Social Work. Ph.D. D.P.A. 1981 Nova Southeastern University. Carol A. Sindell (1977) B.M. 1992 University of Pittsburgh. College. Steven Berman (2005) M.S.W. Professor of Music (violin, viola). B.M. 1969 Matthew J. Modrcin III (1985) Ph.D. Oberlin College. William M. Tate (1968) M.A. Adjunct Assistant Professor of Social Work. Professor of Theater Arts. M.A. 1967 Associate Professor of Social Work. Ph.D. M.S.W. 1970 University of Michigan. Karen L. Strand (1989) M.M. 1985 University of Kansas. University of Birmingham (England). Carlos Carreon (2005) M.S.W. Associate Professor of Music (oboe). M.M. Carol A. Morgaine (1995) Ph.D. 1982 Eastman School of Music. Richard J. Wattenberg (1990) Ph.D. Adjunct Assistant Professor of Social Work. Professor of Theater Arts. Ph.D. 1979 Director, Child and Family Studies; Professor M.S.W. 1979 Arizona State University. University of Wisconsin, Madison. of Child and Family Studies. Ph.D. 1990 University of Minnesota. Terry L. Cross (1987) M.S.W. Emeriti Faculty Assistant Professor of Social Work. M.S.W. Bruce S. Browne (1978) D.M.A. Emeriti Faculty James K. Nash (1999) Ph.D. 1977 Portland State University. Professor Emeritus of Music. D.M.A. 1976 Associate Professor of Social Work. Ph.D. 1999 University of Washington. Jack Lee Featheringill (1970) M.A. University of North Carolina, Chapel Hill. John Mark Eddy (2005) Ph.D. Professor Emeritus of Theater Arts. M.A. 1970 Adjunct Professor of Social Work. Ph.D. 1992 David Jimerson (1983) M.M. Indiana University. Kristine E. Nelson (1993) D.S.W. University of Oregon. Associate Professor Emeritus of Music (voice, Dean of Social Work; Professor of Social music education). M.M. 1972 University of Work. D.S.W. 1980 University of California, David H. Fuks (1994) M.S.W. Arizona. Berkeley. Adjunct Assistant Professor of Social Work. M.S.W. 1974 University of Michigan. Mary H. Kogen (1979) M.M. School of Scott Nine (2006) M.S.W. Professor Emerita of Music (piano, peda- Assistant Director of Field Education; Beth L. Green (2006) Ph.D. gogy). M.M. 1968 Northwestern University. Social Work Assistant Professor of Social Work. M.S.W. Adjunct Associate Professor of Social Work. Ph.D. 1993 Arizona State University. Wilma F. Sheridan (1959) Ph.D. 2002 Arizona State University. Dean Emerita, School of Fine and Performing Faculty Laura Burney Nissen (2000) Ph.D. Timothy T. Hartnett (2006) M.S.W. Arts; Professor Emerita of Music. Ph.D. 1979 Sandra C. Anderson (1978) Ph.D. Associate Professor of Social Work. Ph.D. Adjunct Instructor of Social Work. M.S.W. University of Oregon. Professor of Social Work. Ph.D. 1976 Rutgers 1997 University of Denver. 1987 University of Connecticut. Marilyn W. Shotola (1981) D.M.A. University. Laurie E. Powers (2004) Ph.D. Susan C. Hedlund (1986) M.S.W. Professor Emerita of Music (flute). D.M.A. Ben Anderson-Nathe (2006) Ph.D. Professor of Social Work. Ph.D. 1990 Instructor in Social Work. M.S.W. 1980 1989 University of North Texas. Assistant Professor of Child and Family University of Oregon. Portland State University. Gordon A. Solie (1960) M.M. Studies. Ph.D. 2005 University of Minnesota. Janet Putnam (1985) M.S.W. Ralph J. Holcomb (2006) Ph.D. Professor Emeritus of Music. M.M. 1968 Sarah S. Bradley (1998) M.S.W. Director of Student Affairs; Assistant Adjunct Associate Professor of Social Work. University of Arizona. Senior Instructor in Social Work. M.S.W. 1979 Professor of Social Work. M.S.W. 1973 Ph.D. 1992 University of Minnesota. William P. Stalnaker, Jr. (1968) Ph.D. Columbia University. Portland State University. Professor Emeritus of Music. Ph.D. 1968 Princeton University. 370 P ORTLAND S TATE U NIVERSITY

Paul E. Koren (1978) Ph.D. Sara Schwartz (2004) M.S.W. Victoria Gilbert (1982) B.A. W. Scott Cunningham (2003) Ph.D. Research Associate, Regional Research Senior Research Assistant, Regional Research Assistant Dean of Finance and Administration, Assistant Professor of Criminology and Criminal Institute for Human Services. Ph.D. 1978 Institute for Human Services. M.S.W. 2001 College of Urban and Public Affairs. B.A. 1980 Justice. Ph.D. 2003 University at Albany. University of Utah. Virginia Commonwealth University. Grinnell College. William H. Feyerherm (1990) Ph.D. Rebecca K. Lee (2006) M.P.A. Sandra Swart (2004) M.S.W. Vice Provost for Research and Graduate Director of Development. M.P.A. 2003 Research Associate, Regional Research Studies; Director, Criminal Justice Research Portland State University. Institute for Human Services. M.S.W. 2003 School of and Policy Institute. Ph.D. 1977 State Jennifer Linnman (2006) M.S.W. Portland State University. Community Health University of New York, Albany. Adjunct Assistant Professor of Social Work. Ron Talarico (1998) M.A. Kris Robert Henning (2001) Ph.D. M.S.W. 1997 Smith College. Assistant to the Director, Regional Research Associate Professor of Criminology and Wayne Scott (2004) M.A.S.W. Institute for Human Services. M.A. 1969 Faculty Criminal Justice. Ph.D. 1995 University of Adjunct Instructor of Social Work. M.A.S.W. University of Oregon. Carlos J. Crepso (2005) Dr.P.H. Vermont. 1989 University of Chicago. Alison Turner (2004) M.A. Director and Professor, School of Community Robert W. Lockwood (1975) J.D. Ann Shindo (2004) Ph.D. Research Associate, Regional Research Health. Dr.P.H. 1989 Loma Linda University. Professor of Criminology and Criminal Adjunct Assistant Professor of Social Work. Institute for Human Services. M.A. 1998 Gary R. Brodowicz (1986) Ph.D. Justice. J.D. 1974 University of Oregon. Ph.D. 2003 Portland State University. University of Massachusetts. Professor of Community Health. Ph.D. 1986 Brian C. Renauer (2000) Ph.D. John Spence (1998) Ph.D. Janet S. Walker (1998) Ph.D. Ohio State University. Associate Professor of Criminology and Adjunct Assistant Professor of Social Work. Senior Research Associate, Regional Research Stephanie Farquhar (2001) Ph.D. Criminal Justice. Associate Director, Criminal Ph.D. 1987 University of Washington. Institute for Human Services. Ph.D. 1997 Associate Professor of Community Health. Justice Research Institute. Ph.D. 2000 State Korinna Wolfe (2006) M.S.W. University of Chicago. Ph.D. 2000 University of Michigan School of University of New York at Albany. Adjunct Instructor of Social Work. M.S.W. Diane Yatchmenoff (1999) Ph.D. Public Health. Laura Hickman (2007) Ph.D. Portland State University. Research Assistant Professor, Regional Mark Kaplan (1997) Dr.P.H. Assistant Professor of Criminology and Research Institute for Human Services. Ph.D. Professor of Community Health. Dr.P.H. 1984 Criminal Justice. Ph.D. 2000 University of 2001 Portland State University. University of California, Berkeley. Maryland. Regional Research Siobhan C. Maty (2003) Ph.D. Danielle McGurrin (2007) M.S.* Assistant Professor of Community Health. Assistant Professor of Criminology and Institute for Center for Ph.D. 2002 University of Michigan. Criminal Justice. M.S. 1998 Eastern Kentucky Human Services Improvement of Child Jane Mercer (1986) M.S. University. Undergraduate Advisor. M.S. 1986 Portland Emily Salisbury (2007) M.A.* and Family Services State University. Assistant Professor of Criminology and Criminal Associated Faculty Leslie McBride (1985) Ph.D. Justice. M.A. 2002 Castleton State College. Mary Dallas Allan (2006) M.S.W. Faculty Associate Professor of Community Health. Senior Research Assistant, Regional Research Ph.D. 1979 Southern Illinois University. Emeriti Faculty Institute for Human Services. M.S.W. 2001 Katharine Cahn (2004) Ph.D. Randy Miller (1998) M.S.T. Virginia Commonwealth University. Executive Director, Child Welfare Partnership. Gary R. Perlstein (1971) Ph.D. Ph.D. 2003 Portland State University. Director, Service Course Programs in Physical Professor Emeritus of Criminology and Karen Cellarius (1999) M.P.A. Education. M.S.T. 1992 Portland State Glenn Huntley (1995) M.P.A. Criminal Justice. Ph.D. 1971 Florida State Research Associate, Regional Research University. University. Institute for Human Services. M.P.A. 1995 Assistant Director, Child Welfare Partnership. Margaret B. Neal (1983) Ph.D. Columbia University. M.P.A. 1996 Portland State University. Charles A. Tracy (1972) D.Crim. Director, Institute on Aging; Professor of Ginger Edwards (2005) M.S.W. Professor Emeritus of Criminology and Debra J. Elliott (1992) Ph.D. Community Health; Research Associate, Site Coordinator, Child Welfare Education Criminal Justice. D.Crim. 1976 University of Senior Research Associate, Regional Research Regional Research Institute for Human Program. M.S.W. 1998 Portland State California, Berkeley. Institute for Human Services. Ph.D. 1994 Ohio Services. Ph.D. 1985 Portland State University. State University. University. Jason T. Newsom (1996) Ph.D. Richard Hunter (2006), Ph.D. Kimberly Ford (2006) M.U.R.P. Associate Professor, School of Community Division of Director, Child Welfare Education Program. Research Associate, Regional Research Health. Ph.D. 1993 Arizona State University. Institute for Human Services. M.U.R.P. 2003 Ph.D. 1999 Portland State University. Political Science Karen Seccombe (1998) Ph.D. University of Minnesota. Marthe Lowrey (2003) M.S.W. Professor of Community Health. Ph.D. 1985 Training Director, Child Welfare Partnership. Rujuta Gaonkar (2006) M.P.H. Washington State University. Faculty Research Associate, Regional Research M.S.W. 1990 California State University, Jan Semenza (2000) Ph.D. Craig L. Carr (1985) Ph.D. Institute for Human Services. M.P.H. 1999 Sacramento. Professor of Community Health. Ph.D. 1991 Professor of Political Science. Ph.D. 1978 University of Michigan. Swiss Federal Institute of Technology. University of Washington. Sarah Geenen (2004) Ph.D. Associated Faculty Judith L. Sobel (1985) Ph.D. Richard L. Clucas (1995) Ph.D. Research Assistant Professor, Regional Jeff Alworth (1999) M..A. Associate Professor of Community Health. Associate Professor of Political Science. Ph.D. Research Institute for Human Services. Ph.D. Senior Research Assistant, Child Welfare Ph.D. 1981 University of Minnesota. 1990 University of California, Santa Barbara. 1998 DePaul University. Partnership. M.A. 1994 University of Lawrence Wallack (1999) Dr.P.H. John Damis (1971) Ph.D. Eleanor Gil-Kashiwabara (2004) Psy.D. Wisconsin, Madison. Professor of Community Health. Dr.P.H. 1982 Professor of Political Science and International Research Assistant Professor, Regional Mandy Davis (2002) M.S.W. University of California, Berkeley. Studies. Ph.D. 1970 Fletcher School of Law and Research Institute for Human Services. Psy.D. Senior Research Assistant, Child Welfare Diplomacy, Tufts University. 2002 Pacific University. Partnership. M.S.W. 1997 University of South Belinda Zeidler (1985) M.S.T. Undergraduate Advisor. M.S.T. 1996 Portland Mel Gurtov (1986) Ph.D. Kris Gowen (2006) Ph.D. Carolina, Columbia. State University. Professor of Political Science and Research Associate, Regional Research Kirstin O’Dell (1997) M.S.W. International Studies. Ph.D. 1970 University Institute for Human Services. Ph.D. 1998 Senior Research Assistant, Child Welfare of California, Los Angeles. Stanford University. Partnership. M.S.W. 1997 University of Mark O. Hatfield David Kinsella (2002) Ph.D. Kentucky, Lexington. Heidi Herinckx (1994) M.A. Associate Professor of Political Science. Ph.D. Senior Research Associate, Regional Research Anna Rockhill (1995) M.P.P. School of Government 1993 Yale University. Institute for Human Services. M.A. 1993 Senior Research Associate, Child Welfare Mark O. Hatfield (1997) M.S. Regina Lawrence (1999) Ph.D. Rutgers University. Partnership. M.P.P. 1989 University of Michigan. Distinguished Professor of Government. M.S. Associate Professor of Political Science. Ph.D. Jennifer Hogansen (2004) Ph.D. Angela C. Rodgers (1999) M.S. 1948 Stanford University. 1997 University of Washington. Research Assistant Professor, Regional Research Associate, Child Welfare Partnership. Elizabeth Furse (1999) Melody Rose (1996) Ph.D. Research Institute for Human Services. Ph.D. M.S. 1998 Portland State University. Institute for Tribal Government. 2004 University of Oregon. Associate Professor of Political Science. Ph.D. James White (2002) Ph.D. Gretchen Miller Kafoury (1999) M.P.A. 1996 Cornell University. Anna Malsch (2006) Ph.D. Research Associate, Child Welfare Partnership. Assistant Professor of Public Service. M.P.A. Melody Ellis Valdini (2006) Ph.D. Assistant Research Associate, Regional Research Ph.D. 1991 Portland State University. 2000 Portland State University. Institute for Human Services. Ph.D. 2005 Professor. Ph.D. University of California, San Claremont Graduate University. Ronald L. Tammen (2000) Ph.D. Diego, 2006. Director, Mark O. Hatfield School of Elizabeth McNeff (2004) M.P.A. Birol A. Yesilada (1998) Ph.D. College of Government. Ph.D. 1975 University of Professor of Political Science and International Research Associate, Regional Research Michigan. Institute for Human Services. M.P.A. 1993 Urban and Studies; Turkish Political Economy and Trade Portland State University. Chair. Ph.D. 1984 University of Michigan. Mary Oschwald (2004) Ph.D. Public Affairs Division of Research Assistant Professor, Regional Lawrence Wallack (1999) Dr.P.H. Emeriti Faculty Research Institute for Human Services. Ph.D. Dean, College of Urban and Public Affairs; Criminology and Ralph E. Bunch (1970) Ph.D. 2002 Portland State University. Professor of Public Health. Dr.P.H. 1982 Criminal Justice Professor Emeritus of Political Science. Ph.D. Mac Prichard (2001) M.P.A. University of California, Berkeley. 1968 University of Oregon. Research Assistant, Regional Research Craig Wollner (1981) Ph.D. Ladis K.D. Kristof (1971) Ph.D. Institute for Human Services. M.P.A. 1991 Associate Dean, College of Urban and Public Faculty Professor Emeritus of Political Science. Ph.D. Harvard University. Affairs; Professor of Public Administration. Annette I. Jolin (1990) Ph.D. 1969 University of Chicago. Cheryl Reed (2003) M.S. Ph.D. 1975 University of New Mexico. Chair, Criminology and Criminal Justice; Gary L. Scott (1979) Ph.D. Administrative Manager, Regional Research Professor of Criminology and Criminal Professor Emeritus of Political Science. Ph.D. Institute for Human Services. M.S. University Justice. Ph.D. 1985 Portland State University. 1973 University of Washington. of Oregon.

* PhDs expected spring/summer of 2007. D IRECTORIES 371

Associated Faculty Associated Faculty Loren Lutzenhiser (2002) Ph.D. Associated Faculty Lois Martin Brofman (1986) Ph.D. Timothy Baker (1994) Ph.D. Professor of Urban Studies and Planning. Adrianne Brockman (1992) J.D. Adjunct Professor of Political Science. Ph.D. Adjunct Assistant Professor of Public Ph.D. 1988 University of California, Davis. Adjunct Associate Professor of Urban Studies 1972 University of Oregon. Administration. Ph.D. 1994 Portland State William Barry Messer (1994) Ph.D. and Planning. J.D. 1981 Northwestern School Dale E. Hess (1980) Ph.D. University. Assistant Professor of Urban Studies and of Law. Adjunct Professor of Political Science. Ph.D. Mark A. Bonanno (1994) J.D. Planning. Ph.D. 1994 Portland State University. William P. Macht (1978) J.D. 1974 University of Oregon. Adjunct Professor of Public Administration. Gerard C.S. Mildner (1991) Ph.D. Adjunct Professor of Urban Studies and David M. Johns (1981) M.S., J.D. J.D. 1994 Northwestern School of Law of Associate Professor of Urban Studies and Planning. J.D. 1967 University of Virginia Law Adjunct Professor of Political Science. J.D. Lewis and Clark College. Planning. Ph.D. 1991 New York University. School. 1980 Columbia University Law School. Anna Foucek (2005) M.P.H. Connie Ozawa (1994) Ph.D. Edward J. Sullivan (1974) J.D. Adjunct Assistant Professor of Public Professor of Urban Studies and Planning. Adjunct Professor of Urban Studies and Administration. M.P.H. 2003 Portland State Ph.D. 1988 Massachusetts Institute of Planning. J.D. 1969 Willamette University. Division of Public University. Technology. Administration Jeffery Hammarlund (1996) M.A., M.S. Anthony M. Rufolo (1980) Ph.D. Adjunct Professor of Public Administration. Professor of Urban Studies and Planning. Ph.D. Systems Science M.A. 1975 University of Wisconsin, Madison. 1975 University of California, Los Angeles. Faculty Gregory Lee (1998) Ph.D. Ethan P. Seltzer (1992) Ph.D. Ph.D. Program Phillip Cooper (2004) Ph.D. Adjunct Assistant Professor of Public Director, School of Urban Studies and Planning; Professor of Public Administration. Ph.D. Adminstration. Ph.D. 1997 Portland State Professor of Urban Studies and Planning. Ph.D. Faculty University. 1983 University of Pennsylvania. 1978 Syracuse University. George G. Lendaris (1970) Ph.D. Jack Corbett (1996) Ph.D. John Meisenhelder (1990) M.P.A. Vivek Shandas (2005) Ph.D. Professor of Systems Science and Electrical Associate Professor of Public Administration. Adjunct Assistant Professor of Public Assistant Professor of Urban Studies and Engineering. Ph.D. 1961 University of Ph.D. 1974 Stanford University. Administration. 1996 M.P.A. Portland State Planning. Ph.D. 2005 University of Washington. California, Berkeley. University. Suzanne Feeney (1996) Ph.D. Irina Sharkova (1992) Ph.D. Wayne W. Wakeland (1976) Ph.D. Associate Professor of Public Administration. Candace Morgan (1996) M.L.S. Research Assistant Professor in Urban Studies Associate Professor of Systems Science. Ph.D. Ph.D. 1984 University of Washington. Adjunct Assistant Professor of Public and Planning and Center for Population 1977 Portland State University. Administration. M.L.S. 1964 Columbia Research and Census. Ph.D. 1991 Institute of Erna G. Gelles (1998) Ph.D. Martin Zwick (1976) Ph.D. University. Geography (Moscow, Russia) Assistant Professor of Public Administration. Professor of Systems Science. Ph.D. 1968 Ph.D. 1994 University of Georgia. Kathleen Sohl (1996) M.A.T. James G. Strathman (1982) Ph.D. Massachusetts Institute of Technology. Sherril B. Gelmon (1994) Dr.P.H. Adjunct Assistant Professor of Public Director, Center for Urban Studies; Professor of Urban Studies and Planning. Ph.D. 1981 Professor of Public Health. Dr.P.H. 1990 Administration. M.A.T. 1971 Reed College. Associated Faculty University of Michigan. Michael Wells (1998) M.A. University of Iowa. Andrew M. Fraser (1989) Ph.D. Georgia Harris (2004) Ph.D. Adjunct Assistant Professor of Public Gerald Sussman (1995) Ph.D. Administration. M.A. 1993 California State Professor of Urban Studies and Planning and Research Scientist; Los Alamos National Assistant Professor of Public Administration. Laboratory. Ph.D. 1988 University of Texas, Ph.D. 2003 Rutgers University. University, Dominguez Hills. Speech Communication. Ph.D. 1983 University of Hawaii. Austin. Marcus Ingle (2003) Ph.D. Timothy D.W. Williams (1981) Ph.D. Adjunct Professor of Public Administration. Richard L. White (1996) Ph.D. Michael Johnson (2006) Ph.D. Professor of Public Administration. Ph.D. Director, Care Data Analysis, Kaiser Permanente. 1977 Syracuse University. Ph.D. 1971 University of Minnesota. Assistant Professor of Urban Studies and Planning. Ph.D. 1996 Portland State University. Ph.D. 2006 Portland State University. Theresa Kaimanu (1988) Ph.D. James McNames (1999) Ph.D. Associate Professor of Public Administration. Nohad A. Toulan Emeriti Faculty Associate Professor of Electrical and Ph.D. 1988 University of Washington. Computer Engineering. Ph.D. 1999 Stanford Douglas Morgan (1996) Ph.D. School of Urban Charles D. Bolton (1964) Ph.D. University. Professor Emeritus of Sociology and Urban Professor of Public Administration. Ph.D. Melanie Mitchell (2004) Ph.D. 1971 University of Chicago. Studies and Planning Studies and Planning. Ph.D. 1959 University of Chicago. Professor of Computer Science. Ph.D. 1990 Masami Nishishiba (2003) Ph.D. University of Michigan. Leonard D. Cain, Jr. (1969) Ph.D. Assistant Professor of Public Administration. Faculty Nancy Perrin (1995) Ph.D. Ph.D. 2003 Portland State University. Professor Emeritus of Sociology and Urban Carl Abbott (1978) Ph.D. Studies and Planning. Ph.D. 1955 University Professor, OHSU School of Nursing. Ph.D. Sharron Noone (1986) Ph.D. Professor of Urban Studies and Planning. of Texas, Austin. 1986 Ohio State University. Associate Professor of Public Administration. Ph.D. 1971 University of Chicago. Danil Prokhorov (2004) Ph.D. Ph.D. 1994 Oregon State University. Nancy J. Chapman (1973) Ph.D. Sy Adler (1981) Ph.D. Professor Emerita of Urban Studies and Computational Intelligence Manager, Toyota. Craig Shinn (1996) Ph.D. Professor of Urban Studies and Planning. Planning. Ph.D. 1969 University of California, Ph.D. 1997 Texas Tech. Associate Professor of Public Administration. Ph.D. 1980 University of California, Berkeley. Berkeley. Patrick Roberts (2005) Ph.D. Assistant Ph.D. 1992 University of Washington. Ellen M. Bassett (2007) Ph.D. Kenneth J. Dueker (1979) Ph.D. Professor, OHSU Neuroscience Graduate Brian I. Stipak (1982) Ph.D. Assistant Professor of Urban Studies and Professor Emeritus of Urban Studies and Program. Ph.D. 1993 University of Professor of Public Administration. Ph.D. Planning. Ph.D. 2001 University of Wisconsin. Planning. Ph.D. 1967 University of Gothenberg. 1976 University of California, Los Angeles. Jennifer Dill (2001) Ph.D. Washington. Lisa Zurk (2005) Ph.D. Professor of Electrical Neal Wallace (2000) Ph.D. Associate Professor of Urban Studies and Don C. Gibbons (1969) Ph.D. and Computer Engineering. Ph.D. 1995 Associate Professor of Public Administration. Planning. Ph.D. 2001 University of California, Professor Emeritus of Sociology and Urban University of Washington. Ph.D. 1999 University of California, Berkeley. Berkeley. Studies and Planning. Ph.D. 1956 University Craig Wollner (1981) Ph.D. Michael S. Fogarty (2001) Ph.D. of Washington. Emeriti Faculty Associate Dean, College of Urban and Public Professor of Urban Studies and Planning. Paul L. Niebanck (1993) Ph.D. Harold A. Linstone (1970) Ph.D. Affairs; Professor of Public Administration. Ph.D. 1975 University of Pittsburgh. Professor Emeritus of Urban Studies and Professor Emeritus of Systems Science. Ph.D. Ph.D. 1975 University of New Mexico. Karen Gibson (1998) Ph.D. Planning. Ph.D. 1966 University of 1954 University of Southern California. Associate Professor of Urban Studies and Pennsylvania. Beatrice T. Oshika (1989) Ph.D. Emeriti Faculty Planning. Ph.D. 1996 University of California, Morton Paglin (1961) Ph.D. Professor Emerita of Systems Science. Ph.D. Ronald C. Cease (1966) Ph.D. Berkeley. Professor Emeritus of Economics and Urban 1973 University of Michigan. Professor Emeritus of Public Administration. John P. Gliebe (2005) Ph.D. Studies and Planning. Ph.D. 1956 University Ph.D. 1965 Claremont Graduate School. Assistant Professor of Urban Studies and of California, Berkeley. Walter G. Ellis (1976) Ph.D. Planning. Ph.D. 2004 Northwestern University. William A. Rabiega (1975) Ph.D. Professor Emeritus of Public Administration. Charles H. Heying (1995) Ph.D. Professor Emeritus of Urban Studies and Ph.D. 1971 University of Washington. Associate Professor of Urban Studies and Planning. Ph.D. 1973 Southern Illinois Henry D. Kass (1996) Ph.D. Planning. Ph.D. 1995 University of North University. Professor Emeritus of Public Administration. Carolina at Chapel Hill. Nohad A. Toulan (1972) Ph.D. Ph.D. 1969 The American University. George C. Hough (1995) Ph.D. Dean Emeritus, College of Urban and Public Daniel E. O’Toole (1977) Ph.D. Research Associate Professor of Urban Affairs; Professor of Urban Studies and Professor Emeritus of Public Administration. Studies and Planning and Director, Center for Planning. Ph.D. 1965 University of Ph.D. 1977 University of Southern California. Population Research and Census. Ph.D. 1994 Pennsylvania. University of Texas.

A PPENDIX 373

Appendix Residence Classification notification of the decision. The appeal to b. has been claimed as a dependent on the OUS Interinstitutional Residency the federal and state income tax returns Policy and Procedures Committee (IRC) must be in writing and of another person during the immedi- —Quick References filed with the institutional residency officer. ately preceding tax year. The decision of the IRC may be appealed In Oregon, as in all other states, tuition at to the Chancellor for Academic Affairs in Determination of Residence publicly supported four-year universities is writing within ten (10) days of notification 580-010-0030 higher for nonresident students than for of the IRC decision. The decision of the 1. For purposes of admission and resident students. The rules used in deter- Chancellor is final. instruction fee assessment, OUS institu- mining residency seek to ensure that only tions shall classify a student as Oregon res- bona fide Oregon residents are assessed Further Information ident or nonresident. In determining resi- the resident fee. Those rules—Oregon Persons interested in further information dent or nonresident classification, the pri- Administrative Rules, Chapter 580, on or assistance with residency classifica- mary issue is a person’s intent in coming Division 10 - Board of Higher Education— tion should contact the institutional resi- to Oregon. Intent is inferred from a per- appear in “Notice to Nonresidents of the dency officer at the institution where resi- son’s conduct and history as they relate to State of Oregon.” dency classification is sought. the requirements of these residency rules. Only duly authorized residency officers If a person is in Oregon primarily for the have authority to apply and interpret these OREGON BOARD OF HIGHER purpose of obtaining an education, that rules and procedures. No other indication EDUCATION ADMINISTRATIVE RULES person will be considered a nonresident. It or determination of residency by any other These are the residency rules of the Board is possible for an individual to qualify as a institutional office, department, program, of Higher Education currently in effect. resident of Oregon for purposes of voting or staff represents the official institutional Definitions or obtaining an Oregon driver’s license and determination of residency. 580-010-0029 not meet the residency requirements Here is a summary of a few key consid- For the purpose of OAR 580-010-0030 established by these rules. erations in determining classification as a through 580-010-0045, the following 2. An Oregon resident is a financially resident for tuition purposes. words and phrases mean: independent person who, prior to the 1. Establishment of a domicile and pre- 1. “Domicile” is a person’s true, fixed, term for which Oregon resident classifica- dominant physical presence in Oregon for and permanent home and place of habitation is requested, has both: a period of 12 months or more prior to tion. It is the place where a person intends a. established and maintained a domi- the beginning of the term for which resi- to remain and to which the person expects cile in Oregon as provided under OAR dency is sought. to return when the person leaves without 580-010-0029(1) for 12 consecutive 2. Financial dependence on an Oregon intending to establish a new domicile else- months; and resident or financial independence. where. In order to establish a domicile in b. during that period, has been prima- 3. Primary purpose for being in Oregon Oregon, a person must maintain a pre- rily engaged in activities other than other than to obtain an education. dominant physical presence in Oregon for those of being a college student. 4. Nature and source of financial 12 consecutive months after moving to 3. A student may be considered primarily resources. the state. engaged in educational activities regardless 5. Various other indicia of residency (e.g., 2. A “financially independent person” is a of the number of hours for which the stu- ownership of Oregon living quarters, per- person who, at the time of application for dent is enrolled. However, a student who manent Oregon employment, payment of residency status: is enrolled for more than 8 hours in any Oregon income taxes). a. declares himself or herself to be semester or quarter during the 12-month To be considered for classification as a financially independent; period referred to in section (2) of this resident, certain procedures and materials b. has not been claimed as a dependent rule shall be presumed to be in Oregon for must be submitted to the institutional resi- during the immediately preceding tax primarily educational purposes. Such peri- dency officer in a complete and timely year, and will not be claimed as a od of enrollment shall not be counted manner. dependent during the current tax year, toward the establishment of a bona fide 1. Obtain and complete the Residence on the federal or state income tax domicile of 12 consecutive months in this Information Affidavit, which is available returns of any other person; and state unless the student proves, in fact, from the institutional residency officer. c. has not received in the immediately establishment of a bona fide domicile in 2. Consult with the residency officer on preceding calendar year, and will not this state primarily for purposes other than the provision of all the required supportive receive during the current calendar year, educational. documents and materials. one-half or more of his or her support, 4. An Oregon resident is also a financial- 3. Submit the affidavit and all other in cash or in kind, from another person ly dependent person who is claimed as a required materials and documents by the or persons, except for support received dependent by another person who has last day to register for the term in which from his or her spouse. both: resident status is sought. 3. A “financially dependent person” is a a. established and maintained an Oregon domicile as provided under Residency Classification Appeals person who, at the time of application for OAR 580-010-0029(1) for 12 consecu- Any person may appeal an institutional residency status: tive months; and residency classification decision within ten a. declares himself or herself to be (10) days of the date of mailing or other financially dependent; and 374 P ORTLAND S TATE U NIVERSITY

b. during that period, has been prima- c. The lease of living quarters; a. Reside in this state while assigned to rily engaged in activities other than d. Admission to a licensed practicing duty at any base, station, shore estab- those of being a college student. profession in Oregon; lishment, or other facility in this state; 5. A financially dependent person who is e. Automobile registration; b. Reside in this state while serving as claimed as a dependent by another person f. Public records, for example, birth members of the crew of a ship that has who has not established and maintained and marriage records, Oregon driver’s an Oregon port of shore establishment an Oregon domicile shall be presumed to license; as its home port or permanent station; be a non-resident. This presumption may g. Continuous presence in Oregon dur- or be overcome by evidence of the student’s ing periods when not enrolled in c. Reside in another state or a foreign long-standing presence in Oregon and school; country and file Oregon state income demonstration of other factors under OAR h. Ownership of property in Oregon or taxes no later than 12 months before 580-010-0031. the payment of Oregon income or other leaving active duty. 6. The criteria for determining Oregon Oregon taxes; or 3. An Oregon resident entering the resident classification shall also be used to i. Domicile in Oregon of the student’s armed forces retains Oregon residence determine whether a person who has spouse. classification until it is voluntarily relin- moved from Oregon has established a 3. Reliance upon non-Oregon resources quished. non-Oregon residence. for financial support is an inference of res- 4. An Oregon resident who has been in 7. If institution records show that the idency in another state. the armed forces and assigned on duty residence of a student or the person upon outside of Oregon, including a person whom the student is dependent is outside Evidence of Financial Dependency who establishes residency under section of Oregon, the student shall continue to 580-010-0033 (2)(c) of this rule, must, within a reason- be classified as a nonresident until entitle- 1. In determining whether a student is able time, demonstrate an intent to retain ment to resident classification is shown. financially dependent, a student must classification as an Oregon resident. Such The burden of showing that the residence provide: intent may be shown by returning to classification should be changed is on the a. Evidence of established domicile as Oregon within six months after complet- student requesting the change. provided under OAR 580-010-0029(1) ing service in the armed forces. 8. Notwithstanding section (4) of this of the person claiming the student as a 5. A person who continues to reside in rule, a student who is financially depend- dependent; and Oregon after separation from the armed ent on a non-Oregon resident may b. The identification of the student as a forces may count the time spent in the state nonetheless be considered an Oregon resi- dependent on the federal and state while in the armed forces to support a claim dent if the student resides in Oregon for at income tax returns of the person claim- for classification as an Oregon resident. least 12 consecutive months with a parent ing the student as a dependent. 6. The dependent child and spouse of a or legal guardian who has both: Additional documentation to substantiate person who is a resident under section (2) a. established and maintained an dependency during the current calendar of this rule shall be considered an Oregon Oregon domicile under OAR 580-010- year may be required at a later time if resident. “Dependent child” includes any 0029(1) for 12 consecutive months; and deemed necessary by the institution. child of a member of the armed forces b. during that period, has been prima- c. A student who provides evidence that who: rily engaged in activities other than he or she is a financially dependent per- a. Is under 18 years of age and not those of being a college student. son under these rules shall not be married, otherwise emancipated or self- required to establish a 12-month domi- supporting; or Residency Consideration Factors cile prior to classification of resident sta- b. Is under 23 years of age, unmarried, 580-010-0031 tus, provided such a student may not be enrolled in a full-time course of study in 1. The following factors, although not classified as a resident while receiving an institution of higher learning, and necessarily conclusive or exclusive, have financial assistance from another state or dependent on the member for over one- probative value in support of a claim for state agency for educational purposes. half of his/her support. Oregon resident classification: a. Reside in Oregon for 12 consecutive Residence Classification of Armed Residence Classification of months prior to the beginning of the Forces Personnel Members of Oregon Tribes term for which resident classification is 580-010-0035 580-010-0037 sought and during that period be pri- 1. For purposes of this rule, members of 1. Students who are enrolled members of marily engaged in activities other than the armed forces means officers and enlist- federally recognized tribes of Oregon or those of a college student; ed personnel of: who are enrolled members of a Native b. Reliance upon Oregon resources for a. The Army, Navy, Air Force, Marine American tribe which had traditional and financial support; Corps, and Coast Guard of the United customary tribal boundaries that included c. Domicile in Oregon of persons legal- States; parts of the state of Oregon or which had ly responsible for the student; b. Reserve components of the Army, ceded or reserved lands within the state of d. Acceptance of an offer of permanent Navy, Air Force, Marine Corps, and Oregon shall be assessed resident tuition employment in Oregon; and Coast Guard of the United States; regardless of their state of residence. e. Ownership by the person of his or c. The National Guard of the United 2. For purposes of this rule, the federally her living quarters in Oregon. States and the Oregon National Guard. recognized tribes of Oregon are: 2. The following factors, standing alone, 2. Notwithstanding OAR 580-010-0030, a. Burns Paiute Tribe; do not constitute sufficient evidence to active members of the armed forces and b. Confederated Tribes of Coos, Lower effect classification as an Oregon resident: their spouses and dependent children shall Umpqua and Siuslaw; a. Voting or registration to vote; be considered residents for purposes of the c. Confederated Tribes of Grand Ronde b. Employment in any position normal- instructional fee if the members: Community of Oregon; ly filled by a student; A PPENDIX 375

d. Confederated Tribes of Siletz Indians shall be the earliest date upon which the Chancellor’s staff shall serve as chairper- of Oregon; 12-month residency requirements under son. A majority of the members of the e. Confederated Tribes of the Umatilla OAR 580-010-0030 may begin to accrue. Committee shall constitute a quorum. A Indian Reservation; 2. An immigrant granted refugee or polit- majority of a quorum may make decisions. f. Confederated Tribes of the Warm ical asylum in the United States. The date 2. Residence cases of unusual complexity, Springs Indian Reservation; of approval of political asylum or refugee especially where there may be conflict of g. Coquille Indian Tribe; status shall be the earliest date upon rules, may be referred by an institution h. Cow Creek Band of Umpqua which the 12-month residency require- residence classification officer to the IRC Indians; ments under OAR 580-010-0030 may for decision. i. Klamath Tribes. begin to accrue. 3. Any person who is aggrieved by the 3. For purposes of this rule, the Native 3. A person holding one of the following institution residence classification may, American tribes which had traditional and non-immigrant visa classifications: A, E, within ten (10) days of the date of mailing customary tribal boundaries that included G, H-1B, H-1C, the spouse or child of a or other service of classification decision, parts of the state of Oregon or which had person holding an H-1B or H-1C visa, I, appeal the classification to the IRC. The ceded or reserved lands within the state of K, L, NATO, O, R, S, T, TN, U, or V. The appeal must be in writing and shall be Oregon are: date of the issuance of a visa for one of filed with the institution. An aggrieved a. CALIFORNIA: Benton Paiute Tribe, these classifications shall be the earliest person may supply written statements to Big Bend Rancheria, Big Lagoon date upon which the 12-month residency the IRC for consideration in reviewing the Rancheria, Blue Lake Rancheria, requirements under OAR 580-010-0030 case and may also make an oral presenta- Bridgeport Indian Colony, Cedarville may begin to accrue. A person possessing tion to the IRC on a date to be scheduled Rancheria, Fort Bidwell Indian Tribe, a non-immigrant or temporary visa that is by the IRC. The decision of the IRC shall Hoopa Valley Tribe, Karuk Tribe of not identified under this rule shall not be be final unless appealed. California, Likely Rancheria, Lookout considered an Oregon resident. 4. A person dissatisfied with the IRC Rancheria, Lytton Rancheria, decision may, within ten days of the date Melochundum Band of Tolowa Indians, Changes in Residence Classification of the mailing or other service of the IRC Montgomery Creek Rancheria, Pit River 580-010-0041 decision, appeal the IRC decision to the Tribe, Quartz Valley Indian Community, 1 If an Oregon resident student enrolls in Chancellor for Academic Affairs or Redding Rancheria, Roaring Creek an institution outside of Oregon and later designee. An appeal to the Chancellor Rancheria, Smith River Rancheria, seeks to re-enroll in an OUS institution, shall be in writing only. The Chancellor’s Susanville Rancheria, Tolowa-Tututni the residence classification of that student decision shall be final. Tribe, Winnemucca Colony, XL Ranch, shall be re-examined and determined on 5. A person granted a meritorious hard- Yurok Tribe. the same basis as for any other person. ship exception to residency under this rule b. IDAHO: Nez Perce Tribe of Idaho, 2. A financially dependent student who prior to July 1, 1990, shall not lose the Shoshoni-Bannock Tribes. is dependent on a person who establishes exception solely because of the repeal of c. NEVADA: Duck Valley Shoshone- a permanent Oregon residence as defined the exception authorization. Paiute Tribes, Fallon Paiute-Shoshone in OAR 580-010-0030(2) during a term Tribe, Fort McDermitt Paiute-Shoshone when the dependent student is enrolled at Residents Under WICHE Tribe, Lovelock Paiute Tribe, Pyramid an OUS institution may register as a resi- 580-010-0047 Lake Paiute Tribe, Reno-Sparks Indian dent at the beginning of the next term. A certification officer, designated by the Colony, Summit Lake Paiute Tribe, 3. Once established, classification as a Board, shall determine the residence classi- Walker River Paiute Tribe, Winnemucca resident continues so long as the student fication of any person seeking certification Indian Colony, Yerington Paiute Tribe. remains in continuous academic year as an Oregon resident, pursuant to the d. OKLAHOMA: Modoc Tribe of enrollment in the classifying institution. terms of the WICHE Compact. Any per- Oklahoma. 4. A person who seeks classification as a son dissatisfied with the decision of the e. WASHINGTON: Chehalis resident under these rules shall complete certification officer may appeal to the IRC. Community Council, Colville and submit a notarized Residence The decision of the IRC shall be final Confederated Tribes, Quinault Indian Information Affidavit. The affidavit and all unless further appeal is made to the Nation, Shoalwater Bay Tribe, Yakama required supportive documents and mate- Chancellor for Academic Affairs pursuant Indian Nation. rials must be submitted by the last day to to OAR 580-010-0045(4). register for the term in which resident sta- 4. A student seeking to be assessed resi- Enrollment of Spouse and dent tuition under the provisions of this tus is sought. 5. No OUS institution is bound by any Dependent Children rule shall submit, following procedures 580-10-086 prescribed by the OUS institution where determination of residency except by duly authorized officials under procedures pre- 1. The spouse and dependent children of the student seeks to enroll, a photocopy of regular Department staff members with a tribal enrollment which documents tribal scribed by these rules including timely submittal of the notarized affidavit. full-time equivalent of at least .50 may membership. enroll as students at resident fee rates in Residence Classification of Non-Citizens Review of Residence Classification Department institutions. 580-010-0040 Decisions by IRC 2. The spouse and dependent children of A person who is not a citizen of the 580-010-0045 Department visiting instructors from other United States may be considered an 1. An interinstitutional residency com- countries or other states with a full-time Oregon resident if the person qualifies as a mittee (IRC) is established consisting of equivalent of at least .50 may enroll in resident under OAR 580-010-0030 and is the officers determining student residence Department institutions at resident fee rates one of the following: classification at OUS institutions and a during the terms that the parent, guardian, 1. A lawful permanent resident. The date member of the Chancellor’s staff appointed or spouse is serving a Department institu- of approval of lawful permanent residency by the Chancellor. The member of the tion as a visiting instructor.

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Index Alternative Loans, 23 Basic Graduate Fees, 66 A Alumni Relations, 32 Basic Health Insurance, 16 Academic Appeals Board, 50 American College Test (ACT), 39 Biology, Department of, 89 Academic Calendar, 6 American Studies Cluster, 52 Biomedical Informatics Program, 254 Academic Committees, 50 Anthropology, Department of, 81 Black Studies, Department of, 95 Academic Credit, 45 Appeals and Grievances, 50 Board of Higher Education, 355 Academic Dismissal, 47 Appeals, Admissions, 41 Box Office, 33 Academic Disqualification, 202 Appendix, 373 Branford Price Millar Library, 33 Academic Distribution Areas, 12 Application Fee, 41 Bus Service, 34 Academic Faculty: Application for a Degree: Business Administration, School of, 201 Administrative, 356 Graduate, 60 Business Administration, School of: Regular, 359 Undergraduate, 50 Admission Requirements, 202 Academic Honesty, 29, 65 Application for Financial Aid, 22 Food Industry Management Certificate, 204 Academic Load: Applied Linguistics, 85 Graduate Programs, 205 Credit, 45 Applying to PSU: International Business Studies Certificate, 204 Graduate, 63 Undergraduate, 39 Master of Business Administration, 205 Undergraduate, 45 Arabic, 131 Master of International Management, 205 Academic Probation Archaeology Cluster, 52 Master of Science in Financial Analysis, 205 Graduate, 65 Architecture, Department of, 282 Minor, 203 Undergraduate, 47 Area Studies Certificate Programs, Postbaccalaureate Accounting Certificate, 204 Academic Requirements Committee, 50 Language and, 160 Undergraduate Programs, 201 Academic Standing: Art Education: Secondary Education Graduate, 64 Program, 286 Undergraduate, 47 Art, Department of, 284 C Academic Support Program (ASP), 30 Asian Studies, 36, 160 Calendar, Academic, 6 Academic Warning, 47 Asian Studies Cluster, 52 Campus Activities, 27 Accessibility, 32 Assessments, 45 Campus Christian Ministry, 27 Accounting, 203 Assistantships, Graduate, 66 Campus Life, 25 Accounting, Postbaccalaureate Certificate Associated Students of Portland State in, 204 University (ASPSU), 27 Campus Map, 4 Accreditation, 20 Athletic Grants-in-Aid and Scholarships, 23 Campus Public Safety Office, 33 ACT, 39 Athletics, 27 Campus Recreation, 29 Administrative, Officers of, 356 Audit, 64 Campus services, 32 Admission Appeals, 41 Award Notification, 22 Canadian Studies Certificate, 160 Admission Requirements: Award Sources, 22 Cancellation of Admission to Graduate Program, 64 Entering Freshmen, 40 Awards, 24 Capstone Requirement, 51 High School College Course Transfer, 42 Capstone, Senior, 11 International Students, 41 Career Center, 26 Transfer Students, 40 B Catalog Eligibility, 45 Veterans, 43 Baccalaureate Degrees Requirements, 11 Center for Black Studies, 96 Admissions: Bachelor's Degree: Center for Public Health Studies, 321 Graduate, 60 Academic Credit, 45 Center for Science Education, 184 Undergraduate, 7, 39 Application for a Degree, 50 Center for Student Health and Counseling, 26 Advanced Placement Program, 48 Credit by Examination, 47 Center for Student Success, 225 Advancement to Candidacy, 73 Double Major, 45 Center for Transportation Studies, 354 Advertising Management, 203 Drops, 46 Center for Urban Studies, 354 Advising, General Education Requirements, 30 General Education Requirements, 11 Center, Population Research, 354 Advisory Committee for Doctoral Degrees, 71 GPA Repeat Policy, 46 Certficates, Graduate, 67 Affirmative Action and Equal Opportunity Grade Point Average, 46 Office, 32 Certificate in Teaching English as a Second Grade Requirement for Graduation, 47 Language, 86 African Studies, 160 Grading System, 45 Certificate in Teaching Japanese as a Foreign African Studies Cluster, 52 Honors, 46 Language, 129 Aging, Insitute on, 321 Language Requirement, 11 Certificate Programs, 44 Agriculture, Preprofessional, 177 Postbaccalaureate Studies, 44 Certificates, 78 Aid Delivery, 22 Requirements for, 44 Challenge Program, 57 Aid Eligibility, 22 Withdrawals, 46 Chemistry, Department of, 98 378 P ORTLAND S TATE U NIVERSITY

Chicano/Latino Studies, 103 Education, Graduate School of: Child and Family Studies, 306 D Accreditation, 221 Child Care Resources, 25 Danish, 132 Administration, 228 Child Welfare Partnership, 306 Deadline Appeals Board, 50 Bilingual Teacher Pathway (BTP) Children’s Center, 25 Dean of Students, 28 Program, 226 Chinese, 131 Degree Audits, 30 Community Counseling Specialization, 223 Chiron Studies Project, 57 Degree Completion, 79 Continuing Teaching License, 227 Civil and Environmental Engineering, Degree Requirements: Degree Programs, 221 Department of, 250 Doctoral, 71 Doctor of Education, 224 Class Standing, 45 Master’s, 69 Early Childhood Education (ECE), 226 Classic Greek Civilization Cluster, 52 Undergraduate, 11, 39 Educational Media/Librarianship, 227 CLEP Examinations, 48 Degrees Offered, 8 ESL/Bilingual Endorsement, 227 Clubs, 29 Dental Services, 26 Graduate Teacher Education Program, 226 Clusters, Upper-Division, 52 Dentistry, Preprofessional, 176 Initial K-12 Teaching License in Educational Media, 227 Co-admission Programs, 42 Departmental Honors, 57 Literacy Education, 228 Co-admitted Students, 11 Dependent Children, Enrollment of Spouse College of Urban and Public Affairs, 315 and, 375 Programs Leading to Licensure, 225 College of Liberal Arts and Sciences, 77 Deutsche Sommerschule am Pazifik, 129 READOregon, 227 Commencement, 28, 50 Diplomas, 28, 50 Rehabilitation Counseling Specialization, 223 Communication, Department of, 104 Directories, 355 School Counseling Licensing, 228 Community College Co-admission programs, 42 Disability Resource Center (DRC), 30 Special Education Licensure, 229 Community College Relations (CCR), 30 Disciplinary Proceedings, 47 Undergraduate Programs, 225 Community College Transfer, 42 Dismissal, Academic, 47 Undergraduate Teacher Preparation, 177 Community Counseling Specialization, Dissertation: Educational Equity Programs and Services, 30 Graduate School of Education, 223 Presentation, 72 Educational Grants, 23 Community Health, School of, 316 Proposal, 72 Educational Loans, 23, 67 Community Outreach, 36 Distance Learning, 33, 35 Educational Media/Librarianship, 227 Community Studies Cluster, 52 Diversity Scholarship Programs, 31 Educational Talent Search, 31 Comprehensive Doctoral Exam, 71 Doctor of Education, 68 Electrical and Computer Engineering, 255 Computer Engineering, 255 Doctor of Philosophy, 68 Employment Resources, 26 Computer Science, Department of, 253 Doctor of Philosophy in Environmental Engineering and Computer Science, Maseeh Computing and Networking Services, 33 Sciences and Resources, 124 College of: Conflict Resolution, 79 Doctoral Degree Requirements, 71 Accreditation, 247 Continuing Education Press, 35 Doctoral Degrees, Summary of Procedures Civil and Environmental Engineering, Department of, 250 Cooperative Degree Program in Public Health, 334 for, 14 Computer Science, Department of, 253 Correspondence Credit, 42 Doctoral Programs: Electrical and Computer Engineering, Correspondence Credit, Graduate, 63 Civil and Environmental Engineering, 252 Department of, 255 Counseling and Psychological Services, 26 Computer Science, 254 Engineering and Technology Management, Education, 224 Counseling, Career, 26 Department of, 257 Electrical and Computer Engineering, 256 Course Descriptions, Key, 15 Graduate Programs, 249 Environmental Sciences and Resources, 124 Course Load, Undergraduate, 45 Manufacturing Engineering, 249 Mathematical Sciences, 163 Course Numbering System, 15 Mechanical and Materials Engineering, Courses: Mathematics Education, 163 Department of, 259 Equivalent, 42 Mechanical Engineering, 261 Software Engineering, 249 Parallel, 42 Psychology, 179 Systems Engineering, 250 Repeat Policy, GPA, 46 Public Administration and Policy, 322 Undergraduate Programs, 247 Repetition of Graduate Courses, 62 Social Work and Social Research, 307 Engineering and Technology Credit by Examination, 47 Systems Science, 74 Management, 257 Advanced Placement, 48 Urban Studies, 344 English, Department of, 113 CLEP Examinations, 48 Doctoral Programs, Liberal Arts, 79 Enrollment of Spouse and Dependent Credit Distribution and Limitations for Double Major, 45 Children, 375 Master's, 63 Drops, 46 Enrollment Policies, Graduate, 62 Credits, Accredited School Transfer, 42 Dual Master’s Degree, 64 Enrollment Services, 44 Criminal Justice Policy Research Institute, 342 Environmental Sustainability Cluster, 52 Criminology and Criminal Justice, 324 Environmental Sciences and Resources, Curriculum and Instruction Courses, 231 E Doctoral Program, 124 Environmental Sciences and Resources, Early Childhood Training Center 225 Graduate Programs, 124 Economics, Department of, 108 Environmental Studies, Undergraduate Education Abroad, 38 Program, 122 European Studies, 160 A PPENDIX 379

European Studies Certificate, 160 French, 132 Credit Distribution and Limitations, European Studies Cluster, 52 Freshman Inquiry, 11, 51 Master’s, 63 Examinations: Fulbright Program, 38 Degree Application, 64 Advanced Placement, 48 Full-Time Student, 20 Degrees, 67 CLEP Examinations, 48 Departmental Requirements, 7, 61 Examinations, Comprehensive Doctoral, 71 Disqualification, 65 Excess Tuition Assessment, 16 G Dissertation in Absentia, 72 Doctoral Candidacy, 14 Executive Leadership Institute, 342 GED, 40 Doctoral Degrees, Summary of Executives, Oregon University System General Degree Requirements, 11 Institutional, 356 Procedures for, 14 General Management, 203 Expenses, 16 Doctoral Dissertation Presentation, 72 General Requirements for Doctoral Doctoral, Pre-candidacy, 14 Extended Studies, 35 Program, 71 Dual Master’s, 64 Extended Studies Program, 308 General Requirements for Master's Program, 69 Educational Loans, 67 General Science, 139 Enrollment Policies and Credit Regulations, 62 F General Social Science, 139 Examinations, Final Master's, 69 Faculty: General Studies Graduate Programs, 140 Examinations, Final Oral Doctoral, 72 Academic, 359 General University Requirements, 7 Examinations, Preliminary Doctoral, 72 Administrative, 356 Geography, Department of, 141 Financial Assistance, 67 Faculty Boards and Committees, 28 Geology, Department of, 147 Foreign Applicants, 60 Family Counseling Specialization, Graduate German, 133 General Requirements for Doctoral School of Education, 223 German Summer School, 129 Degree, 71 Family Studies Cluster, 53 Gerontology, Graduate Certificate in, 318 General Requirements for Master's Family Studies, Child and, 306 Global Environmental Change Cluster, 54 Degree, 69 Farsi, 132, 136 Government Student, 27 Grading System, 62 Federal Family Education Loan Program Government, Hatfield School of, 322 Graduate Assistantships, 16, 66 (FFELP), 23 GPA Repeat Policy, 46 Graduate Council, 65 Federal Pell Grants, 23 GPA Requirement, 24, 40 Graduate Fees, 66 Federal Perkins Loans, 23 Grade Point Average (GPA), 46 Graduate Governance, 59 Federal Supplemental Educational Opportunity Grading System Incompletes, 62 Grants, 23 Undergraduate, 45 Joint Campus Program, 63 Federal Work-Study Program, 23 Graduate, 62 Language Requirement, Doctoral, 71 Fees: Graduate Assistantships, 16 Language Requirement, Master's, 69 Graduate, 66 Graduate Certificates, 67 Laurels Graduate Tuition Remission Tuition and Fees, 16 Graduate Council, 65 Program, 66 FFELP PLUS Loans, 23 Graduate Degrees, 67 Leave of Absence, 64 FFELP Stafford Loans, 23 Graduate Fees, Basic, 66 Limitations for Faculty Members, 64 Film Studies, 104, 300 Graduate Governance, 59 Loans, 67 Finance, 203 Graduate School of Education, 221 Master of Arts, 67 Financial Aid, 22 Graduate Student Consultation Service, 34 Master of Arts in Teaching, 68 Financial Analysis, Master of Science in, 205 Graduate Studies: Master of Business Administration, 68 Fine and Performing Arts, School of: Academic Honesty and Integrity, 65 Master of Education, 68 Architecture, Department of, 282 Academic Load, 63 Master of Engineering, 68, 249 Art, Department of, 284 Academic Probation, 65 Master of Environmental Management, 68 Music, Department of, 293 Academic Standing, 64 Master of Fine Arts, 68 Theater Arts, Department of, 299 Admission of Foreign Applicants, 60 Master of International Management, 68 Finnish, 132 Admission Requirements, University, 7 Master of Music, 68, 294 First Year Experience, 25 Admission to, 60 Master of Public Administration, 68 Food Industry Management Certificate, 204 Admission, Exceptional, 7, 61 Master of Public Health, 68 Foreign Language Requirement: Admissions Requirements, 60 Master of Science, 67 Bachelor of Arts, 11 Advancement to Doctoral Candidacy, 72 Master of Science in Teaching, 67 Doctoral, 71 Application Documents, 60 Master of Social Work, 68, 307 Master's, 69 Application to, 60 Master of Urban and Regional Planning, 68 Foreign Languages and Literatures, Assistantships, 16, 66 Master of Urban Studies, 68 Department of, 128 Audit, 62 Master's Degrees, Summary of Foreign School Transfers, 42 Cancellation of Admission, 64 Procedures for, 13 Forestry, Preprofessional, 177 Certificate Status, 61 Microfilming, 71, 72 Framing the Two Cultures: Sciences and Minimum Enrollment, 63 Humanities Cluster, 53 Conditional Status, 7, 61 Missing Grades, 71, 72 Freedom, Privacy, and Technology Cluster, 54 Correspondence Credit, 63 Plagiarism, 65 380 P ORTLAND S TATE U NIVERSITY

Postbaccalaureate Status, 7, 61 Institute for Tribal Government, 342 Librarianship, Program in Educational Media, Qualified Status, 61 Institute of Portland Metropolitan Studies, 354 School, 227 Re-enrollment, 61 Institute on Aging, 321 Library, 33 Readmission After Disqualification, 65 Institutional Executives, Oregon University Library Courses, Education, 234 Regular Status, 7, 60 System, 356 Licensure, 163, 225 Repeat of Courses, 62 Intensive English Language Program (IELP), 41 Limitations, 12 Residence Credit, 63 Intensive Program in English as a Second LINK Program, 57 Language, 86 Scholarships, 67 Literacy Education, 227 Intercollegiate Athletic, 27 Summary of Procedures for Doctoral Littman and White Galleries, 34 Degree, 14 Interdisciplinary Studies, 199 Loans, 22, 23 Summary of Procedures for Master’s International Studies, 160 Locker Rental, 33 Degrees, 13 International Affairs Office, 36 Lost and Found, 33 Systems Science Ph.D. Program, 73 International Business Studies Certificate, 204 LV’s Uptown Jazz Lounge, 34 Television Courses, 63 International English Language Testing System Thesis, Master's, 70 (IELTS), 42 Time Limitation, Doctoral, 72 International Faculty Services, 37 M Time Limitation, Master's, 71 International Management, Master of, 205 Management, General, 203 Transfer Credit, 63 International Special Programs, 38 Management, Human Resources, 203 Western Interstate Commission for Higher International Student and Scholar Services, 37 Manufacturing Engineering, 249 Education (WICHE), 67 International Students, 41 Map, 4 Withdrawals, 62 Italian, 135 Marketing, 203 Graduate Teacher Education Program, 226 Maseeh College of Engineering and Computer Graduation, 28, 50 Science, 247 Graduation Requirements, 56 J Master of Arts, 67, 79 Grants, 22 Japanese, 135 Master of Arts in Foreign Language, 129 Greek, 134 Junior College Transfer, 42 Master of Arts in Foreign Literature and Greek Civilization Cluster, 52 Justice, Criminology and Criminal, Language, 129 Grievances, 50 Division of, 324 Master of Arts in Teaching, 68, 79, 117, 130, 141, 163, 295 Master of Arts in Teaching with Initial H K License, 130 Master of Business Administration, 68, 205 Handicapped Students, 30 K -12 Teacher Preparation, Preprofessional, 177 Master of Education, 68, 222 Hatfield Residency Program, 324 Key to Course Descriptions, 15 Master of Engineering, 68, 251 Hatfield School of Government, 322 Knowledge, Rationality, and Understanding Master of Environmental Management, 68, 124 Health Care Systems, Cooperative Degree Cluster, 54 Program in Community, 334 Korean, 135 Master of Fine Arts, 68 Health Resources, 26 Master of International Management, 68, 205, 206, 207, 208 Healthy People/ Healthy Places Cluster, 54 Master of Music, 68, 294 Hearing Sciences, Speech and, 191 L Master of Public Administration, 68 Hebrew, 135 Language and Area Studies Certificate Master of Public Administration: Health Helen Gordon Child Development Center, 25 Programs, 160 Administration, 334 History, Department of, 152 Language Requirement: Master of Public Health, 68, 316 Honorary Organizations, 28 Doctoral, 71 Master of Science, 67 Honors Degrees, 46, 56 Master's, 69 Master of Science in Environmental Housing Services Office, University, 17, 25 Late Fees, 21 Management, 124 Human Resource Management, 35, 203 Latin, 136 Master of Science in Financial Analysis, 205 Human Services, Regional Research Latin America Studies, 160 Master of Science in Materials Science and Institute for, 314 Latin American Studies Cluster, 54 Engineering, 260 Human Subjects Research Review Latin American Studies Certificate, 103, 160 Master of Science in Teaching, 68, 79, 125, 163, Committee, 70 Latin Honors, 46 184, 294 Laurels Graduate Tuition Remission Master of Social Work, 68, 307 Program, 66 Master of Urban and Regional I Law, Preprofessional, 177 Planning, 68, 345 IE3: Global Internships, 36 Leadership for Change Cluster, 54 Master of Urban Studies, 68 Incompletes, 46, 52 Leadership Programs, 28 Master's Degree, General Requirements for, 68 Independent Study, 35 Leap Into New Knowledge (LINK) Program, 57 Master's Degrees, Dual, 64 Information Systems, 203 Leave of Absence, Graduate, 64 Master's Degrees, Summary of Procedures for, 13 Information Technologies, 33 Legal Services, 32 Mathematical Sciences, Ph.D. Program, 163 Institute for Asian Studies, 36 Liberal Arts and Sciences, College of, 77 Mathematics and Statistics, Institute for Nonprofit Management, 342 Liberal Studies, 77 Department of, 162 A PPENDIX 381

Mathematics Education, Ph.D. Program, 163 Music, Campus Activities, 27 Pharmacy, Preprofessional,176 Mechanical Engineering, 259 Music, Department of, 293 Philosophy, Department of, 168 Media Studies Cluster, 54 Philosophy, Doctor of, 68 Mediation Services, 28, 32 Physics, Department of, 172 Medieval Studies Cluster, 54 N Plagiarism, 65 Microfilming, 71, 72 National Policy Consensus Center, 342 Podiatry, Preprofessional, 176 Middle East Studies, 160 National Student Exchange Program, 42 Policy Consensus Center, National, 342 Middle East Studies Center, 36 Native American Student Services, 31 Political Science, Division of, 328 Middle East Studies Certificate, 160 Native American Studies, 78 Popular Culture Cluster, 55 Middle East Studies Cluster, 54 Ninteenth Century Cluster, 55 Population Research Center, 354 Millar Library, 33 Nonaccredited Transfers, 41 Portland Metropolitan Studies, Institute of, 354 Minimum Enrollment, Graduate, 63 Nonadmitted Students, 43 Portland Teachers Program, 31 Minors, 8 Nonprofit Management, Institute for, 342 Portuguese, 136 Minors, Engineering: Northwest American-Turkish Research Computer Science, 254 Institute, 322 Postbaccalaureate Accounting Certificate, 204 Electrical Engineering, 256 Nursing: Postbaccalaureate Studies, 44 Environmental Engineering, 251 Cooperative Degree Program in Community Postbaccaluareate Certificate in Criminology and Criminal Justice, 325 Minors, Fine and Performing Arts: Health Care, 334 Pre-college Programs, 57 Architecture, 282 Preprofessional Program in, 176 Prepofessional Programs: Film Studies, 300 Transferring Credits, 42 Nondegree, 44 Music, 294 Transferring Credits, 42 Theater Arts, 300 Preprofessional Programs, 176 Minors, Liberal Arts and Sciences: O Agriculture, 177 Anthropology, 81 Office of International Affairs, 36 Health, Sciences, 176 Biology, 90 Office of Student Affairs, 28 Dentistry, Medicine, Osteopathy, and Black Studies, 95 Officers of Administration, Portland State Podiatry, 176 Chemistry, 99 University, 356 Forestry, 177 Communication, 104 Ombuds Office, 34 K-12 Teacher Preparation, 177 Computer Applications, 148 Online MBA Program, 205 Law, 177 Economics, 108 Oregon Education Licensure, 192 Pharmacy, 176 English, 114 Oregon Master of Software President's List, 46 Environmental Studies, 122 Engineering, 68, 249 President, Office of the, 356 General Information, 77 Oregon Opportunity Grants, 23 Presidents, Oregon University System, 356 Geography, 142 Oregon State Board of Higher Education, 355 Probation, Academic, 47 Geology, 147 Oregon Teacher Standards and Practices Commission, 221 Professional Development Center, 35 History, 153 Oregon Transfer Module (OTM), 41 Professional Organizations, 28 International Economics, 108 Oregon University System: Professional Programs and Schools, International Studies, 160 Members, 355 Admission to, 42 Mathematics, 162 Officers, 355 Professional Writing Minor, 114 Native American Studies, 78 Oregon University System Supplemental Professions and Power Cluster, 55 Philosophy, 169 Tuition Grants, 22 Programs of Study, 8 Physics, 172 Organizations, 28 Project PLUS Program, 31 Professional Writing, 114 Orientation Programs, 43 Psychological Services, 26 Psychology, 179 Overtime Enrollment, 16 Psychology, Department of, 178 Sociology, 187 Public Safety, 33 Space and Planetary Science, 148 Public Administration, Division of, 334 Women’s Studies, 196 P Public Health Studies, Center for, 321 Minors, Urban and Public Affairs: Parent Services, 25 Publications, 27 Civic Leadership, 334 Parking Services, 34 Community Development, 344 Part-time Students: Community Health, 317 R Expenses, 20 Criminology and Criminal Justice, 325 Graduate, 20 Re-enrollment: Political Science, 328 Library Privileges, 20 Undergraduate, 42 Real Estate Development, 344 Parking, 34 Graduate, 61 Missing Grades, 71 Revolving Charge Account Plan, 21 READOregon, 227 Morality Cluster, 55 Withdrawals and Fee Refunds, 21 Rearguard, 27 Multicultural Center (MCC), 29 Persian, 132, 136 Recreation, 29 Music Education: Certification Program Refunds, 21 (K-12), 293 Peter Stott Center, 29 Ph.D., 68 382 P ORTLAND S TATE U NIVERSITY

Regional Research Institute for Human Limitations for Faculty Members, 64 Services, 314 S Readmission After Disqualification, 65 Regular Student, 20 SAT, 39 Speech and Hearing Sciences Department, 191 Rehabilitation Counseling Specialization, Schedule of Classes, 16, 43, 62 Speech Communication, 104 School of Education, 223 Scholarships, 23, 67 Sports and Recreation, 27 Reinstatement, 47 Scholastic Aptitude Test (SAT), 39 Spouse and Dependent Children, Enrollment Religious Activities, 27 Scholastic Standards Committee, 50 of, 375 Renaissance Studies Cluster, 55 School Counseling Specialization. Graduate Stafford Loans, 23, 24 Repeat of Graduate Courses, 62 School of Education, 223 Standard Social Studies Endorsement, 140 Requirements: School Librarianship, Program in Educational Standard Teaching License, 140 Admission to Graduate Courses and Media, 224 State Board of Higher Education, 355 Programs, 7, 60 School of Extended Studies, 35 State Grants, 23 Admission to Undergraduate Studies, 41 School of Business Administration, 201 Statistics, 162 Baccalaureate Degree Requirements, 11 School of Community Health, 316 Student Activities, 29 Bachelor's Degree, 44 School of Education, Graduate, 221 Student Activities and Leadership Programs Committee, Academic Requirements, 50 School of Fine and Performing Arts, 281 (SALP), 29 Departmental and School Majors, 8 School of Social Work, 305 Student Affairs, 28 Departmental Graduate, 7, 61 Science Education Center, 184 Student Aid Eligibility, 22 Distribution, 11 Science Education Department, 184 Student Ambassadors Program, 29 Double Major, 45 Science Endorsement, Integrated, 140 Student Athlete Academic Adviser, 30 Foreign Language, 11 Science in the Liberal Arts Cluster, 55 Student Conduct Code, 29 Foreign Language, Doctoral Degree, 71 Science, General Studies, 139 Student Employment, 26 Foreign Language, Master's Degree, 69 Sciences and Humanities Cluster, 53 Student Exchange Program, 42 General University, 11 Second Baccalaureate Degree, 44 Student Financial Aid, 22 Grade Requirements for Graduation, 47 Senior Capstone, 11, 51 Student Government, 27 Master's Degree, General Requirement, 7 Senior Citizen Enrollment, 43 Student Health Service, 26 Residence, Doctoral Degree, 71 Senior Citizen Fee Schedule,21 Student Legal and Mediation Services, 29, 32 Undergraduate, 44 Seven-Year Rule, 45 Student Loans, 23 Veterans' Admission, 43 Sexualities Cluster, 56 Student Organizations, 28 Requirements Committee, 50 Short-Term Loans, 22 Student Orientation Programs, 43 Requirements for Admission, 41 Skills Enhancement and Tutoring Center, 30 Student Parent Services, 25 Research and Learning Center, 34 Smith Memorial Student Union, 33 Student Participation on Faculty Boards and Research Institutes: Social Organizations, 28 Committees, 28 Center for Black Studies, 96 Social Science, 139 Student Publications, 27 Center for Public Health Studies, 321 Social Studies Endorsement, Standard, 140 Student Records, 43 Center for Transportation Studies, 354 Social Work, Graduate School of: Student Rights and Conduct, 29 Center for Urban Studies, 354 Accreditation, 307 Student Services: Executive Leadership Institute, 342 Extended Studies, 308 Academic Support Program, 30 Institute for Nonprofit Management, 342 Ph.D. Program, 307 Alumni Relations, 32 Institute for Tribal Government, 342 Regional Research Institute for Human Campus Activities, 27 Institute of Portland Metropolitan Services, 314 Career Center, 26 Studies, 354 Sociology Department, 187 Child Care Resources, 25 Institute on Aging, 321 Software Engineering, 249 Counseling and Psychological Services, 26 National Policy Consensus Center, 342 Sophomore Inquiry, 11, 57 Disability Services for Students, 30 Population Research Center, 354 Spanish, 137 Educational Equity Programs, 30 Regional Research Institute for Human Special Education, 229 Employment Resources, 26 Services, 314 Special Education Courses, 240 General, 25 Residence Life, 17, 25 Special Education Licensure Programs, 229 General Education Requirements Advising, 30 Residence, Degree Credit: Special Events, 27 Health resources, 26 Undergraduate, 12 Special Regulations, Graduate: Helen Gordon Child Development Center, 25 Residential Facilities, 17 Academic Probation, 65 Housing, 25 Resource Fees, 16 Cancellation of Admission to Graduate Legal, 32 Resource Hub, 33 Program, 64 Parent Services, 25 Responsibilities of Students, 29 Degree Application, 64 Placement, 26 Returning Students, 42 Disqualification, 64 Student Athlete Academic Adviser, 30 Review, The Portland State University, 27 Dual Master’s Degrees, 64 Student Employment, 26 Revolving Charge Account Plan (RCAP), 21 Exceptional Admission Procedures, 61 Tutoring, 30 Rights of Students, 30 Graduate Policy on Academic Honesty Undergraduate Advising and Russian, 137 and Integrity, 65 Support Center (UASC), 30 Leave of Absence, 64 Veterans’ Services, 30 A PPENDIX 383

Student Support Services, Educational Transportation Services, 34 Upward Bound Program, 32 Opportunity Program (SSS/EOP), 31 Transportation Studies Center, 354 Urban and Public Affairs, College of: Student Union, 34 Tribal Government, Institute for, 342 Center for Public Health Studies, 321 Student-Taught Courses, 57 Tuition and Fee Schedules, 20 Center for Urban Studies, 354 Students with Disabilities, 30 Tuition and Fees: Community Health, School of, 316 Studies in Western Culture, 57 Calculation, 21 Criminal Justice Policy Research Institute, 342 Study Abroad, 38 Chart, 16 Executive Leadership Institute, 342 Supplemental Programs: Credits, Tuition, 21 Government, Hatfield School of, 322 Challenge Program, 57 Late Fees, 21 Criminology and Criminal Justice, 324 Chiron Studies Project, 57 Other Special Fees, 21 Political Science, 328 PSU LINK, 57 Part-time Students, 21 Public Administration, 334 Supply and Logistics Management, 203 Refund Schedule, 21 Graduate Certificate in Gerontology, 318 Swahili, 138 Revolving Charge Account Plan, 21 Institute for Nonprofit Management, 342 Swedish, 138 Self-support, Extended Studies, and Institute for Tribal Government, 342 Systems Engineering, 250 Noncredit, 21 Institute of Portland Metropolitan Systems Science Master's Program: Senior Citizens, 21 Studies, 354 Admissions, 73 Student Status, 20 Institute on Aging, 321 Degree Requirements, 74 Withdrawals and Fee Refunds, 21 Master of Public Administration: Health Systems Science Ph.D. Program: Tuition and Fees Chart, 16 Administration, 334 Admission Requirements, 73 Tuition and Fees, Graduate, 66 Master of Urban Studies, 344 Business Administration, 205 Turkish, 138 National Policy Consensus Center, 342 Civil and Environmental Engineering, 252 Tutoring, 310 Ph.D. in Urban Studies, 344 Economics, 109 Population Research Center, 354 Engineering Management, 259 Research Institutes, 354 Mathematical Sciences, 164 U Transportation Studies Center, 354 Urban Studies and Planning, Sociology, 188 Undergraduate: Toulan School of, 343 Academic Appeals Board, 50 Urban Studies, Master of, 344 Academic Load, 45 T Admissions, 39 Teacher Preparation, Preprofessional, 177 Advising, 30 V Teaching, Master of Arts, 68 Appeals and grievances, 50 VA Benefits, 30 Teaching, Master of Science, 68 Bachelor's Degree Requirements, 44 Validation of Out-of-Date Graduate Credit, 71 Technical and Vocational School, 42 Credit by Examination, 47 Veterans’ Certification Requirements, 43 Television Courses, Graduate, 63 Financial Aid, 22 Veterans’ Services, 30 Term and Latin Honors, 46 General Education Requirement, 11 Visitor Information Center, 33 Test of English as a Foreign Language Grading System, 45 Vocational and Technical Schools, 42 (TOEFL), 41 Requirements, 11 Theater Arts, Department of, 299 Scholastic Standards Committee, 50 Theater, Campus Activities, 28 Student Conduct Code, 29 W Thesis, Master's, 70 Transfer Credits, 63 Western Culture Studies, 57 Ticketmaster, 33 Tuition and Fees, 16 Western Interstate Commission for Higher Time Limitations: Undergraduate Advising and Education (WICHE), 67 Doctoral, 72 Support Center (UASC), 30 Withdrawals, 46, 62 Master's, 71 Undergraduate Teacher Preparation, 177 Women’s Studies, 195 Toulan School of Urban Studies University Honors, 56 Women’s Resource Center, 29 and Planning, 343 University Housing, 17, 25 Women’s Studies Cluster, 56 Transcripts, 39 University Relations, Office of, 359 Work-Study, 22, 27, 67 Transfer Credit Policies, 42 University Studies, 11, 51 Writing for Non-Native Residents, 86 Transfer Credits, 63 University Studies Clusters, 56 Writing, Master of Arts and Master of Transfer Students, 11, 51 Upper-Division Cluster, 11 Science in, 115 Transfer Transition Course, 51 Upper-Division Clusters, 52 384 P ORTLAND S TATE U NIVERSITY

Notes Portland State University Post Office Box 751 Portland, OR 97207-0751 www.pdx.edu

ADMISSIONS INFORMATION In metropolitan Portland: 503-725-3511 Toll free: 1-800-547-8887

CAMPUS CONTACTS Academic Affairs, 349 Cramer Hall...... 503-725-3422 Admissions, Registration and Records, Lobby Neuberger Hall...... 503-725-3511 Affirmative Action, 122 Cramer Hall ...... 503-725-4417 Alumni Relations, 1803 SW Park Avenue ...... 503-725-4948 Bookstore, 1715 SW Fifth Avenue ...... 503-725-3780 Campus Public Safety, 1939 SW Broadway...... 503-725-4407 Extended Studies, 109 Extended Studies Building. . 503-725-3276 Finance and Administration, 297 Extended Studies Building ...... 503-725-4444 Graduate Studies, Sixth Floor, Unitus Building . . . . 503-725-3483 University Housing Services Office, The Broadway Building...... 503-725-4333 Library ...... 503-725-4616 Ombuds Office, 169 Cramer Hall...... 503-725-5901 President’s Office, 341 Cramer Hall...... 503-725-4411 Residence Life Office, The Broadway Building. . . . . 503-725-4333 Registration...... www.pdx.edu/ Student Affairs, 433 Smith Memorial Student Union...... 503-725-4422 Summer Session, 101 Extended Studies Building . . . 503-725-8500

Portland State University supports equal opportunity in admissions, education, employment, and use of facilities by prohibiting discrimination in those areas based on age, color, disability, marital status, national origin, race, religion or creed, sex or gender, sexual orientation, or veteran status. This policy implements state and federal law (including Title IX); inquiries about it should be directed to the Office of Affirmative Action, 122 Cramer Hall, 503-725-4417; TTY: 503-725-6503. Portland State University Bulletin Post Office Box 751 Portland, Oregon 97207-0751