Bulletin 2009–2010 University Calendar

2009-10 2010-11 Fall Semester Aug. 31 Mon. Aug. 30 Semester begins: Classes begin at 8:10 a.m. Aug. 31 Mon. Aug. 30 Late registration begins Sept. 4 Fri. Sept. 3 Last day to drop courses with full tuition refund Sept. 4 Fri. Sept. 3 Last day to register or change registration (drop/add) Sept. 7 Mon. Sept. 6 Labor Day (Classes in session, offices closed) Oct. 19-23 Mon.-Fri. Oct. 18-22 Fall vacation, no classes Oct. 23 Fri. Oct. 22 Mid-semester (academic warnings) Nov. 2 Varies Nov. 1 Last day to apply for degree in May Nov. 10-13 Tue.-Fri. Nov. 9-12 Advanced registration for spring semester, seniors and juniors Nov. 16-19 Mon.-Thurs. Nov. 15-18 Advanced registration for spring semester, sophomores and freshmen Nov. 20 Fri. Nov. 19 Last day to change pass/no pass Nov. 20 Fri. Nov. 19 Last day to withdraw from courses

Nov. 26-27 Thurs.-Fri. Nov. 25-26 Thanksgiving vacation (begins 4 p.m., Wednesday) Dec. 11 Fri. Dec. 10 Last day of classes Dec. 14-17 Mon.-Thurs. Dec. 13-16 Semester examinations Dec. 17 Thurs. Dec. 16 Meal service ends with evening meal Dec. 18 Fri. Dec. 17 Degree candidates’ grades due in registrar’s office, 11 a.m. Dec. 18 Fri. Dec. 17 Christmas vacation begins, residence halls close Dec. 21 Mon. Dec. 20 Grades due in registrar’s office, 1 p.m. 2009-10 2010-11 Spring Semester Jan. 11 Mon. Jan. 17 Semester begins: Classes begin at 8:10 a.m. Jan. 11 Mon. Jan. 17 Late registration begins Jan. 15 Fri. Jan. 21 Last day to drop courses with full tuition refund Jan. 15 Fri. Jan. 21 Last day to register or change registration (drop/add) Feb. 1 Varies Feb. 1 Last day to apply for degree in August Mar. 1 Mon. Mar. 7 Advanced registration for Summer Session begins Mar. 5 Fri. Mar. 11 Mid-semester (academic warnings) Mar. 8-12 Mon.-Fri. Mar. 14-18 Spring vacation, no classes Mar. 16-19 Tue.-Fri. Mar. 29-Apr. 1 Advanced registration for fall semester, seniors and juniors Mar. 22-25 Mon.-Thurs. Apr. 4-7 Advanced registration for fall semester, sophomores and freshmen Mar. 26 Fri. Apr. 8 Last day to change pass/no pass Mar. 26 Fri. Apr. 8 Last day to withdraw from courses

Apr. 13 Tue. Apr. 12 Founders Day (Special Schedule) Apr. 2-5 Fri.-Mon. Apr. 22-25 Easter Vacation — No Classes (begins 4 p.m. Thursday) Apr. 23 Fri. Apr. 29 Last day of classes Apr. 26-29 Mon.-Thurs. May 2-5 Semester examinations Apr. 29 Thurs. May 5 Meal service ends with evening meal Apr. 30 Fri. May 6 Degree candidates’ grades due in registrar’s office, 11 a.m. May 1-2 Sat.-Sun. May 7-8 Commencement May 3 Mon. May 9 Residence halls close for graduating students May 3 Mon. May 9 All remaining grades due in registrar’s office, 1 p.m. May 17 Mon. May 16 Continuous registration for Summer Session 2010 2011 Summer Session May 17 Mon. May 16 Classes begin Aug. 6 Fri. Aug. 5 Summer Session ends Summer Session Calendar 2010

First Second First Second 6-week 6-week 8-week 8-week

Registration for Summer Mon. Session begins 3/2

Classes begin Mon. Mon. Mon. Mon. 5/17 6/28 5/17 6/14

Last day to pay tuition & fees Mon. Mon Mon. Mon. 5/17 6/28 5/17 6/14

Last date to register for a Mon. directed study, practicum, 6/28 thesis, or internship**

Last day to add or drop courses The end of the day of the second class meeting

Last day to withdraw from Thu. Thu. Fri. Fri. classes with 40% tuition refund* 5/20 7/1 5/21 6/18

Last day to change from Mon. pass/no pass 5/31

Last day to withdraw from Tues. Tues. Fri. Fri. classes 5/25 7/6 5/28 6/25

Last date to apply for Fri. Fri. Fri. Fri. August degree 6/11 7/23 6/11 7/9

Last day of classes Fri. Fri. Fri. Fri. 6/11 7/23 6/11 7/9

Independence Day observed Mon. University closed 7/5

Official transcript from other Mon. institutions due for graduation 8/2 candidates

Grades due (1:00 p.m.) Mon. Mon. Mon. Mon. 6/28 8/9 7/12 8/9

Grades available online Tue. 8/10

* Please note the registration fee is non-refundable. ** One-hour music performance and literature courses may be added through 7/6. For more information about the University, Contents contact the people listed below: General Information Academic Affairs 6 Curriculum Br. Donald J. Stabrowski, C.S.C., Ph.D., 8 Special Academic Programs Provost, (503) 943-7105 14 Academic Regulations e-mail...... [email protected] 21 Records Admissions 23 Financial Information Jason S. McDonald, M.Ed., Dean, (503) 943-7147 26 Athletics e-mail...... [email protected] 28 Garaventa Center for Catholic Intellectual Athletics Life and American Culture Lawrence R. Williams II, J.D., Director, 28 University Center for Entrepreneurship (503) 943-7704 29 Enrollment Management and Student Life e-mail...... [email protected] 34 Public Safety Campus Ministry 37 Information Services Division Rev. Gary S. Chamberland, C.S.C. 41 Wilson W. Clark Memorial Library Director, (503) 943-7131 43 College of Arts and Sciences e-mail...... [email protected] 73 Dr. Robert B. Pamplin, Jr. Development School of Business Administration J. Bryce Strang, Associate Vice President 85 School of Education (503) 943-7395 95 School of Engineering e-mail...... [email protected] 111 School of Nursing Financial Aid 115 Graduate School Janet Turner, Director, (503) 943-7311 137 Course Descriptions e-mail...... [email protected] 251 Administration Registrar 253 Faculty Roberta D. Lindahl, M.B.A., Registrar, 267 Degrees Conferred (503) 943-7321 283 Index e-mail...... [email protected] Students With Disabilities, Office for Notes About This Bulletin Melanie J. Gangle, M.S., Coordinator, The Bulletin has been published solely for infor- (503) 943-7134; FAX: (503) 943-7119; TTY: (503) mation; information as of June 1, 2009. Every 943-7484 effort has been made to ensure its accuracy. Its University Health Center contents do not constitute a contract between Paul R. Myers, Ph.D., Director, (503) 943-7134 the University and its students. If regulations, e-mail...... [email protected] program requirements, or services described Arts and Sciences, College of herein conflict with current practice the latter Rev. Stephen C. Rowan , Ph.D., Dean, will prevail. (503) 943-7221 Course descriptions appear alphabetically by e-mail..... [email protected] subject following the Graduate School section. Business Administration, Dr. Robert B. Course offerings and class times are published Pamplin, Jr. School of in the Registration Information and Course Robin D. Anderson, Ed.D., Dean, (503) 943-7224 Schedule available annually in April. e-mail...... [email protected] The University reserves the right to modify, Education, School of change, or discontinue at any time, any element Thomas G. Greene, Ed.D., Interim Dean, in its structure or organization, including its (503) 943-7135 professional schools, departments, programs of e-mail...... [email protected] study, undergraduate and graduate majors, and Engineering, School of individual courses, as well as any other services Zia A. Yamayee, Ph.D., Dean, (503) 943-7314 offered, or fees charged. e-mail...... [email protected] The University of Portland Bulletin is pub- Nursing, School of lished by the Office of Marketing and Commu- Joanne R. Warner, D.N.S., Dean, (503) 943-7211 nications, University of Portland, 5000 N. e-mail...... [email protected] Willamette Boulevard, Portland, Oregon 97203- Graduate School 5798, Br. Donald J. Stabrowski, C.S.C., Publisher. Thomas G. Greene, Ed.D., Associate Provost, Contacts Dean of the Graduate School The University address is 5000 N. Willamette (503) 943-7271 Blvd., Portland, Oregon 97203-5798. The general e-mail...... [email protected] information telephone number is (503) 943-8000; FAX: (503) 943-7399; Internet: www.up.edu. 2 Non-Discrimination credited by the Council on Social Work Educa- The University, in its educational policies, tion, 1725 Duke Street, Suite 500, Alexandria, programs, and procedures, provides equal VA, 22314-3457, phone (703) 683-8080; Fax: opportunity for all its students without regard to (703) 683-8099; E-mail: [email protected]. race, color, religion, sex, age, national or ethnic Approvals origin, or disability. The School of Education is approved at the un- The University of Portland does not discrimi- dergraduate and graduate level by the Oregon nate against qualified individuals with disabilities Teacher Standards and Practices Commission in the recruitment and admission of students, (TSPC): Public Service, 255 Capitol, N.E., Suite the recruitment and employment of faculty and 105, Salem, OR 97310-1332, (503) 378-3586. staff, and the operation of its programs and ac- The School of Nursing is approved by the tivities, as specified by applicable federal laws Oregon State Board of Nursing, 800 N.E. Oregon and regulations. The designated coordination St., Suite 465, Portland, OR, 97232, (503) 731- point for University compliance with Section 4745. 504 of the Rehabilitation Act of 1973 and for The bachelor of science degree in chemistry ADA is the Vice President for Financial Affairs, (option 1) is approved by the American Chemi- in coordination with the University Health Cen- cal Society, Committee on Professional Train- ter, Human Resources, and the Office for Uni- ing, 1155 Sixteenth Street, N.W., Washington, versity Events. DC, 20036, (202) 872-4589. Accreditation Memberships The University of Portland is accredited by the American Association of Higher Education Northwest Commission on Colleges and Univer- American Council on Education sities, 8060 165th Avenue N.E., Ste. 100, Red- Association of American Colleges and mond, WA, 98052-3981. Universities The bachelor’s and master’s degrees in drama Association of Catholic Colleges and Universities are accredited by the National Association of Association of Governing Boards of Colleges Schools of Theatre, 11250 Roger Bacon Drive, and Universities Suite 21, Reston, VA, 20190, (703) 437-0700. National Association of Independent Colleges The bachelor’s and master’s degrees in music and Universities and music education are accredited by the National Catholic Education Association National Association of Schools of Music, 11250 Oregon Independent Colleges Association Roger Bacon Drive, Suite 21, Reston, VA, 20190, Oregon Independent Colleges Foundation (703) 437-0700. Western Association of Graduate Schools The Dr. Robert B. Pamplin, Jr. School of Busi- Consumer Information Reports ness Administration’s undergraduate and As required by federal consumer information graduate programs are accredited by the Associ- regulations, the University of Portland provides ation to Advance Collegiate Schools of Business a variety of information to the campus commu- (AACSB International), 777 South Harbour Is- nity and prospective students. Detailed infor- land Boulevard, Suite 750, Tampa, FL 33602- mation and links to this consumer information 5730, (813) 769-6500 (Fax: 813-769-6559). is available on University of Portland’s website The School of Education is accredited until at www.up.edu/services/default.aspx?cid=9441. 2012 at the undergraduate and graduate level To obtain printed copies of this information, through the National Council for Accreditation please contact the Director of Financial Aid or of Teacher Education (NCATE), 2010 Massa- the offices listed below. chusetts Avenue NW, Suite 500, Washington, The University of Portland financial aid in- D.C., 20036-1023, (202) 466-7496. formation: The University of Portland finan- The bachelor of science degree programs in cial aid handbook and brochures provide civil, electrical, and mechanical engineering are information regarding the cost of attending the accredited by the Engineering Accreditation University of Portland, the financial assistance Commission and that in computer science is ac- that is available, how to apply for funds, and the credited by the Computing Accreditation Com- rights and responsibilities of financial aid recipi- mission of the Accreditation Board for ents. They are available upon request in the Engineering and Technology, Inc. (ABET), 111 Office of Financial Aid. Additional information Market Place, Suite 1050, Baltimore, MD, 21202, about the terms and conditions under which (410) 347-7700. students receive Federal Family Educational The School of Nursing baccalaureate and Loans, Direct Loans, and Perkins Loans is avail- master’s degree programs are accredited by the able from the Office of Financial Aid. Commission on Collegiate Nursing Education The University of Portland’s academic pro- (CCNE), One Dupont Circle, NW, Suite 530, gram and regulations: The University Bulletin Washington, DC, 20036-1120, (202) 887-6791. contains information regarding the University The bachelor’s degree in social work is ac- of Portland’s degree programs, academic regula- 3 tions, faculty, and facilities. The University Bul- copyrighted material (including unauthorized letin is available upon request from the Office of peer-to-peer file sharing and the prohibited use Admissions. of the institution’s information technology sys- The University of Portland student charac- tem for those activities) is available from the teristics and outcomes: Information about Office of Information Services. study body diversity, graduation rates for the general student body (broken down by race, gender, and financial aid status), graduation rates for students receiving athletically related student aid (broken down by race and gender within each sport), and retention rates for first- time, full-time, degree-seeking undergraduate students at the University of Portland is avail- able upon request from the Office of Institution- al Research. The Office of Institutional Research also can provide information about the types of graduate and professional educa- tion pursued by graduates of the University of Portland. The Office of Career Services can pro- vide information about the placement and types of employment obtained by graduates. The University of Portland’s current Public Safety Report: The Public Safety Report in- cludes the Campus Crime Report, Fire Safety Report, and Alcohol Policy. The Campus Crime Report includes statistics concerning crimes that occurred on campus; in certain off-campus buildings or property owned or controlled by the University of Portland; and on public prop- erty within, or immediately adjacent to an ac- cessible entry from the campus. The Fire Safety Report includes information about University of Portland’s campus fire safety policies and stan- dards. The Alcohol Policy provides information on the University of Portland’s policy concern- ing drug and alcohol use as well as information on other security related issues. This report is furnished annually to each enrolled student and is available, upon request, to any interested party in the Office of Admissions, the Informa- tion Center, and the Department of Public Safety. The University of Portland's Equity in Ath- letics (EADA) report: This report contains participation rates, financial support, and other information regarding men's and women's in- tercollegiate athletic programs. The report is available on the U.S. Department of Education website at http://ope.ed.gov/athletics/search.asp under the University of Portland listing. The University of Portland’s vaccine re- quirements: The University Health Center can provide information about vaccinations re- quired for all University of Portland students. The School of Nursing can provide information about additional vaccinations required for all nursing students. The University of Portland’s copyright in- fringement policy: Information about the Uni- versity of Portland’s policies and sanctions related to copyright infringement, including civil and criminal penalties for distributing GENERAL INFORMATION 5 General Information

he University of Portland was founded in 1901 by the Most Reverend Alexander Christie, Archbishop of Portland, with support and counsel Tfrom Rev. John A. Zahm, C.S.C., provincial of the American Province of the Congregation of Holy Cross, a Catholic religious community that shared his belief in the importance of education. In 1902, Archbishop Christie asked the Congregation to assume control of the University. For the next 65 years Holy Cross was solely responsible for the University’s operation. In 1967, as a means of ecumenical outreach and to involve lay people in the governance of the University, Holy Cross transferred control to a board of re- gents, but continued its commitment to offer the University the service of its members. As a result, the University of Portland is Oregon’s Catholic university, governed by an independent board of regents composed of men and women of various religious denominations, with Holy Cross priests and brothers as mem- bers of its faculty, staff, and administration. The University places superb teaching as both its first virtue and a central tenet of its mission. The five colleges of the campus — the College of Arts and Sciences, the Pamplin School of Business Administration, and the Schools of Education, Engineering, and Nursing — offer an education that stresses broad liberal arts learning, the development of personal skills, and the opening of the mind, the heart, and the soul. Ranked by U.S. News & World Report magazine as one of the ten best regional universities in the West, the University offers some 1,300 courses, 42 undergraduate programs of study, and 14 graduate degrees. The University is situated on a bluff near the confluence of the Willamette and Columbia rivers in one of the large metropolitan areas of the West. Located in a residential section of the city of Portland, the 130-acre campus offers lawns, hundreds of trees, and beautiful buildings in a quiet, peaceful setting, which is conducive to the learning process. Proximity to the river has suggested nautical names for the University’s athletic teams, the Pilots, and the student publica- tions, The Beacon and The Log. Mission The University of Portland is an independently governed Catholic university, a community of scholars composed of people of diverse races, ages, nationalities, and religions. Devoted since its inception in 1901 to a mission with three central tenets — teaching, faith, and service — the University is committed to the liber- al arts as the foundation of learning, and offers a curriculum of arts, sciences, humanities, and professional programs at the undergraduate and graduate lev- els. The University provides recognized leadership and leaders to the community and to the world through the quality and innovation of its programs and the preparation and contributions of its graduates. The University provides excel- lent teaching and individual attention in an environment that fosters develop- ment of the whole person. Central to the daily life of the University is a concern with issues of justice and ethical behavior. The University encourages service to God and neighbor. 6 GENERAL INFORMATION The arms of the University c. To provide a program in volunteer of Portland are a green services and to encourage partici- shield bearing a silver cross pants to reflect on the significance of Moline and crossed an- their volunteer experiences. chors. Beneath the cross III. To offer contemporary curricula and anchors are six wavy grounded in the liberal arts that pre- bars of silver and blue and pare students for lives of continued on a blue chief an open book with gold learning, including advanced study clasps. This is an adaptation of the arms of and in professional practice. the Congregation of Holy Cross and the a. To offer academic programs at an city of Portland. The motto is placed on an externally recognized level of qual- scroll under the shield and is Veritas vos lib- ity, through specialized accredita- erabit (“The truth will set us free”). The tion where appropriate. supporters flanking the coat of arms are b. To foster faculty development limbs of oak and laurel, symbolic of through sabbatical leaves, continu- strength and success. ing education, and research oppor- The University’s logo for marketing and tunities. advancement purposes was designed to c. To offer compensation that is ade- reflect the shield found in the University quate to attract and retain staff and Seal. faculty equal to the goals of the University. Goals and Objectives d. To provide and maintain facilities The University implicitly acknowledges and equipment equal to the needs the following goals and objectives as inher- of the University. ent to the implementation and realization e. To establish and maintain a system of its mission: of program review that includes ar- I. To be guided by Catholic academic, ticulation of purpose and evaluation intellectual, and pastoral traditions in of achievement, where possible the formation of a community of with the help of external evaluators. scholars. IV. To offer a core curriculum, required a. To offer a program that includes the of all baccalaureate students, that ad- study of Catholic life and thought vances basic knowledge in the liberal within the framework of a contem- and fine arts, the sciences, and the porary university curriculum. humanities; that supports the devel- b. To foster among its Catholic mem- opment of competencies in writing, bers a community that is support- critical thinking, and analysis; and ive of faith and finds its expression that helps to integrate the objectives in worship and service. of the various curricula. c. To foster an atmosphere that is sup- a. To clarify the purposes of the core portive of authentic religious belief curriculum and to communicate and the aspirations of other faiths. these purposes to students. II. To assist faculty and students in ex- b. To examine at regular intervals the panding their vision beyond the limits evidence of its success and its inte- set by their own social and economic gration with other curricula. background, geographic experience, c. To foster connections among disci- and nationality. plines and between academic pro- a. To seek the contribution of those of grams and student services. diverse cultural experiences and V. To foster programs and learning at background in study and in related levels of excellence that earn broad activities. recognition and that contribute in sin- b. To offer a range of opportunities gular ways to the well-being of the for study about and in other coun- larger community. tries and cultures. a. To support the quality of selected programs in such a way as to earn broad recognition and to present GENERAL INFORMATION 7 models for innovation and effec- IX. To demonstrate concern for ethical tiveness. issues, in curriculum and in practice. b. To recruit and support outstanding a. To support study and research on students and to prepare them for ethical and social justice issues. distinguished service. b. To encourage service to the needi- c. To provide within the University est members of the community the financial stability needed to and reflection on this experience. achieve these marks of excellence. c. To provide the opportunity for hear- VI. To provide a community in which in- ing and redressing of injustices, both dividual, personal needs receive within and outside of the University. recognition. a. To maintain the size of the Univer- sity, its programs, its component Undergraduate parts, and the ratio of staff and fac- ulty to students so that the needs Curriculum of individuals are easily recognized and served. b. To foster opportunities for faculty, Curriculum Objectives staff, and students to interact in ways I. To provide for all students a common that support the combined goals of fundament of knowledge, a core cur- academic and personal development. riculum, developed within the frame- VII. To give primacy to teaching and the work of the liberal tradition in west- quality of instruction in academic pro- ern culture. grams. II. To provide major programs leading to a. To recognize the primacy of teach- bachelor degrees which prepare ing in faculty development, in re- students for future employment or view for promotion and tenure, further study. and in compensation. III. To provide service courses in the b. To recognize the essential and humanities, arts, social sciences, and complementary contribution of natural and mathematical sciences for scholarship to the quality of in- the curricula of the college and pro- struction. fessional schools. c. To uphold scholarship, including IV. To develop the student’s ability to ex- research and creative endeavors, plore and analyze the basic questions as integral to a community of about human nature and society, the scholars. universe, and God; to develop the VIII.To provide for the development of the student’s ability to think clearly and whole person through programs which objectively about these ultimate ques- support and complement the goals of tions in order to move from the unex- the academic curricula. amined life to a more coherent and a. To maintain programs in student comprehensive verification of person- activities including athletics that al convictions and actions. foster leadership, social responsi- V. To develop an understanding of the bility, and creative contributions to findings and insights of the humani- the community through extra and ties, arts, sciences, and fields of pro- curricular activities. fessional study in order to prepare b. To encourage responsible commu- students and graduates to live in a nity living through a campus resi- complex and changing world. dence program. VI. To develop skills in (1) critical, c. To foster interaction and mutual ethical, and historical thinking; support between academic and co- (2) cultural literacy, reading, and curricular student programs. listening, proficient writing and d. To support quality intramural and speaking; and (3) research methodol- competitive intercollegiate athletic ogy, including theoretical and mathe- programs. matical analysis, computing, problem 8 GENERAL INFORMATION solving, and evaluation. ty of scholars, faculty and students approach VII. To encourage additional service to and key questions about life by gathering and as- links with the community beyond the sessing evidence about them: we explore University through participation in cultures of the past and present for their an- consortia with other private colleges swers; we examine the natural world and and universities, faculty research and universe for data about them; we study reli- consultation, student internships, gious traditions and practices, philosophies, urban and rural plunges, and produc- literature and other arts, and ourselves for tions, festivals, and performances. answers. Through this process, we know that good questions lead to more questions. Core Curriculum As a Catholic university, these funda- Beginning with the rise of universities in mental questions, threaded throughout Paris and Bologna in the Twelfth Century, students’ years here, must engage us all: the Catholic intellectual tradition has been I Who am I? Who am I becoming? Why am rooted in reasoned inquiry that crosses I here? scholarly disciplines to engage and inform I How does the world work? How could each of them. This tradition creates a the world work better? framework in which great questions facing I How do relationships and communities humankind can and should be addressed. function? What is the value of difference? This undergraduate program was crafted I What is the role of beauty, imagination, to educate students so that they will make and feeling in life? contributions to the world guided by con- I Who or what is God? How can one relate cerns for issues of justice and ethical be- to God? havior. The core curriculum will offer I What is a good life? What can we do courses to help students: about injustice and suffering? [1] develop the foundational knowledge Lenses for Examining the Questions and skills necessary for informed inquiry, In creating this core curriculum, the faculty decision making, and communication; has been guided by the University of Port- [2] develop the knowledge, skills, and com- land’s place in the history of Catholic high- mitment for acting ethically in everyday life; er education and by its contemporary mis- [3] learn to use and value the lenses of sion. Therefore, the faculty requires that different disciplines, and seek the connec- students use these courses as the lenses tions among them; through which to begin their study of the [4] examine faith, its place in one’s own fundamental life questions introduced by life, and in the lives of others; the core curriculum. [5] critically examine the ideas and tradi- Hrs. Area Hrs. Area tions of western civilization; 3 Fine Arts 6 Philosophy [6] learn to live and contribute in a diverse 3 History 6 Science society and interdependent world; and 3 Literature 6 Social Sciences (2 disciplines) [7] value the importance of learning and 3 Mathematics 9 Theology reflection throughout one’s life. The upper division theology course may be a Fundamental Questions Theological Perspectives class that can be used The faculty of the University of Portland to satisfy the distribution requirements of both fashions this core curriculum because we theology and a companion subject. believe that learning originates in seeking Lenses for Seeing and Learning answers to important life questions. Learn- Essential Skills and Values ing springs from active inquiry conducted The faculty is committed to teaching stu- through different intellectual disciplines, dents essential skills and values for learning each with its own tools, methods, and mea- and life. Enhanced attention to writing, oral sures. Learning is ongoing and integrates communication, critical thinking, techno- various perspectives. University of Portland logical literacy, information literacy, and the students learn how various disciplines use implications of diversity will be embedded their different lenses to study the same uni- elements of courses distributed throughout verse and all its experience. As a communi- the core curriculum. Students will thus have GENERAL INFORMATION 9 opportunities in their core courses to learn University Academic and refine their understanding and application of each of these elements. Programs of Study The University requires course work in: The University of Portland consists of one Hrs. Area college with 13 departments, four profes- 3 Fine Arts —Fulfilled by FA 207 only. sional schools, and a graduate school. Under- 3 History —Fulfilled by any history graduate majors are available in all depart- course up to and in- ments of the College of Arts and Sciences cluding 300 level. and in each of the professional schools. 3 Literature —Fulfilled by ENG 112 The Graduate School offers advanced only. degrees in the schools/departments of 3 Mathematics—Fulfilled by any mathe- business administration, communication matics course above studies, drama, education, engineering, MTH 120. music, and nursing. 6 Philosophy —Fulfilled only by PHL Students entering the University indicate 150 and PHL 220. the program of studies they wish to follow 6 Science —Fulfilled by any 100 level and will be under the direction of the dean BIO, ENV, CHM, PHY, of the college or school administering that ofrSCI or courses in a sci- program. Students may elect at any time ence major. Consult pro- to petition for a change of major or change grams for options. of school. 6 Social College of Arts & Sciences Sciences —2 disciplines fulfilled Biochemistry, B.S. from among SOC 101, Biology, B.S. PSY 101, ECN 120, POL Chemistry, B.S. 200, POL 201, POL 202, Communication, B.A. POL 203, CST 225. Drama, B.A. 9 Theology —Lower-division require- English, B.A. ments fulfilled only by Environmental Ethics and Policy, B.A. THE 101 and 205. Environmental Science, B.S. Upper-division THE French Studies, B.A. course may be a Theo- General Studies, B.S., B.A. logical Perspectives German Studies, B.A. class that can be used to History, B.A. satisfy the distribution Life Science, B.S. requirements of both Mathematics, B.S., B.A. theology and a compan- Music, B.A. ion subject. Organizational Communication, B.S. The core curriculum applies to transfer Philosophy, B.A. students. No substitutions may be made Philosophy, Politics, and Policy, B.A. without special permission from the dean. Physics, B.S., B.A. Exemptions from the University core will Political Science, B.A. be evaluated by the Academic Senate in col- *Pre-law study laboration with the president. Exemptions †Pre-medicine study will be reviewed at the time of the internal Psychology, B.A. review process that normally takes place in Social Work, B.A. the year preceding the periodic external ac- Sociology, B.A. creditations of the professional schools. Sociology/Criminal Justice Track, B.A. Spanish, B.A. Theology, B.A.

*Law schools require a bachelor’s degree for admission, but no specific major is required; there is no “pre-law major’’ as such. Students are helped to select a program acceptable to various law schools. †Both chemistry and biology provide a complete preparatory program for dentistry, medicine, pharmacy, optometry, or veterinary medicine. 10 GENERAL INFORMATION Dr. Robert B. Pamplin, Jr. Psychology School of Business Administration Social Justice Accounting, B.B.A. Sociology Economics, B.B.A., B.A. Spanish Finance, B.B.A. Sport Exercise and Fitness Global Business, B.B.A. Theology Marketing and Management, B.B.A. Operations Technology Management, B.B.A. Graduate B.B.A./M.B.A. Program for Accounting Majors School of Education Curriculum Elementary Education, B.A.Ed. Music Education, B.M.Ed. The Graduate School offers rigorous edu- Secondary Education, B.S.S.E. cational experiences in a personalized School of Engineering learning environment. The University of Civil and Environmental Engineering, Portland’s graduate curricula are designed B.S.C.E. to provide candidates with the cutting- Computer Science, B.S.C.S. edge knowledge and skills they need to Electrical Engineering, B.S.E.E. provide insightful, global, and ethical lead- Engineering Management, B.S.E.M. ership within their professions, both now Mechanical Engineering, B.S.M.E. and into the future. See the Graduate School of Nursing School section of the Bulletin for descrip- Nursing, B.S.N. tions of the degrees listed below. See page 125 for information about the curriculum Minor Programs for each graduate degree. Minors consist of no fewer than 12 and no Business Administration, M.B.A. more than 18 credit hours of upper-division Communication, M.A. courses excluding prerequisites. Academic Education, M.A., M.A.T., M.Ed. regulations governing courses applied to Education (licensure and post-master’s) major programs also apply to minors. Engineering, M.E. Approved minors include: Finance (M.S.F.) Biology Management Communication (M.S.) Business Administration Music, M.A. Catholic Studies Nursing, M.S., D.N.P. Chemistry Pastoral Ministry (M.A.P.M.) Communication Theatre (M.F.A.) Computer Science Drama Economics Special Academic Education English Programs Entrepreneurship In addition to the major and minor acade- Environmental Policy mic programs, the University also offers Environmental Studies special opportunities through which stu- Fine Arts dents may gain particular credentials or French otherwise enhance their education. German Health and Physical Education Air Force ROTC History Mathematics Aerospace Studies Music Col. Terry Kono, professor of aerospace studies Philosophy Faculty: Durrell, Lehne, McGowan, Gates Physics The faculty of Aerospace Studies is organ- Political Science ized to administer the Air Force Reserve GENERAL INFORMATION 11 Officer Training Corps (ROTC) classes and For further information, contact the related experiences. Aerospace Studies Program, University of Air Force ROTC offers to men and women Portland, 5000 N. Willamette Blvd., Port- four- and three-year programs which lead land, Oregon 97203-5798. Telephone (503) to an Air Force commission. A two-year 943-7216. Toll Free (800) 227-4568, ext. 7216. commissioning program is also available for qualified individuals. Students who Army ROTC Military qualify may elect to pursue any one of these programs. In addition, Air Force Science and Leadership ROTC offers many scholarships to quali- Lt. Col. Lewis Doyle, professor of military fied students. Two-, three-, and four-year science and leadership scholarships are available which pay tu- Faculty: Brown, Cardiel, Fabre, Larsen, ition, fees, a book allowance, and a month- Lontai, Patterson ly stipend that varies by academic year. The University of Portland, in cooperation The four-year program requires student with the U.S. Army, established the Depart- participation during four academic years. ment of Military Science and Leadership to The first two years, students are enrolled operate the Army Reserve Officer Training in the General Military Course (GMC) one Corps (ROTC). Army ROTC provides leader- credit hour each term. During the spring ship training and scholarships so that stu- term of the sophomore year, students may dents may earn an Army officer commis- apply for entry into the Professional Offi- sion. Students enrolled in ROTC may earn a cer Course (POC). Those selected will at- commission as an Army second lieutenant tend a four-week Field Training course, while achieving an academic degree (un- normally during the summer between dergraduate or graduate) in an academic their sophomore and junior years, and discipline of their choice. First- and second- enter the POC at the beginning of their year courses are open to any University stu- junior year. In the POC, cadets hold the dent and may be taken without obligation rank of cadet officers and participate in to the U.S. Army. planning, organizing, and conducting the Program Description Leadership Laboratory training. This train- Army ROTC has traditionally been a four- ing is the application of leadership and year program. Individuals with prior mili- management theory they have learned. tary service, members of Reserve or On completion of the POC, the four-week National Guard units and summer ROTC Field Training course, and receipt of a bac- leadership training course attendees may calaureate degree, cadets are commis- obtain advanced placement credit and sioned in the Air Force as second lieu- enter and complete the program in two tenants. years. Normally all students enroll in one The three-year program is similar to the military science and leadership course and four-year program but requires students in leadership laboratory per semester. Physical their first year of AFROTC to be either con- fitness of all enrolled students is stressed currently enrolled in both the sophomore and closely monitored. The Army ROTC and freshman GMC course, a total of two program consists of two phases, basic and semester hours each term, or attend an ex- advanced military science and leadership. tended field training unit the summer be- tween their sophomore and junior year. Basic Course Entry Requirements All students accept- All students are eligible for enrollment in ed into the Professional Officer Course basic military science and leadership (POC) must: courses without incurring a military obliga- [1] Be a citizen of the United States. tion. Requirements for completion of the [2] Successfully pass the Air Force Officer basic course are MSL 101, MSL 102, MSL Qualifying Test. 201, and MSL 202, and associated labs and [3] Successfully pass a physical examina- physical training classes. tion (paid for by the Air Force). [4] Meet minimum predetermined acade- mic and qualitative selection standards. 12 GENERAL INFORMATION Advanced Course allowance per school year for books. Upon fulfillment of the basic military sci- Students need not be enrolled in Army ence and leadership requirements, stu- ROTC to apply for and compete for three- dents become eligible for entrance into ad- and two-year scholarships. No commit- vanced military science and leadership. ment is incurred until the student accepts Advanced military science and leader- an offered scholarship and receives pay- ship consists of twelve academic credits of ment for school expenses. For more infor- classroom instruction and associated labs mation, call the Army ROTC department at and physical training. Students also attend (503) 943-7353. a paid, six-week advanced leadership and Uniforms and Texts tactics practicum, the ROTC leader devel- Army ROTC uniforms, basic course texts, and opment and assessment course (LDAC), equipment are furnished without charge. between their junior and senior years. In addition, advanced military science Nursing Program and leadership students become the stu- Army ROTC offers challenging training for dent leaders for the University of Portland students interested in a bachelor of sci- Pilot Battalion. ence in nursing degree. In addition to clin- Completion of all military science and ical and academic experiences, cadets leadership requirements qualifies the stu- learn leadership and organizational skills, dent to apply for Congressional appoint- enhancing their clinical decision-making ment as a commissioned officer in the Unit- and critical task management. Army ed States Army. ROTC pays for summer clinical and lec- Entry Requirements All students accept- ture classes, in addition to ROTC scholar- ed into the advanced course must: ships and University incentives. Students [1] Be a citizen of the United States. spend three weeks working in a military [2] Successfully pass the Army physical hospital. fitness test. Extracurricular Activities [3] Successfully pass a physical examina- Ranger Challenge: An Army ROTC varsity tion (paid for by the Army). sport designed to provide its members [4] Meet minimum predetermined acade- with additional adventure training in basic mic and qualitative selection standards. and advanced tactics, rappelling, and For further information, contact the cross-country land navigation. Army Department of Military Science and Color Guard: The University of Portland Leadership, University of Portland, 5000 N. Army ROTC Color Guard participates in a Willamette Blvd., Portland, Oregon 97203- variety of school and civic functions. 5798. Telephone (503) 943-7353. Toll Free Drill Team: Army ROTC offers an exhibi- (800) 227-4568, ext. 7353. tion drill team that performs at social and Financial Assistance military functions. Each advanced military science and leader- Advanced Special Skills Qualification ship student receives a subsistence allow- Training: Advanced military science and ance of $350-$500 per month. Cooperative leadership students and select basic mili- programs available with the Army Reserve tary science and leadership students may and Army National Guard pay advanced mil- participate in regular Army training itary science and leadership non-scholarship schools: Airborne, Air Assault Schools, students approximately $4,000 per year for Northern Warfare School, and Cadet Troop simultaneous membership in Army ROTC Leadership training. and a Reserve or National Guard unit. Catholic Studies Minor Scholarships Directors: Rev. James M. Lies, C.S.C., Ph.D., All freshman, sophomore, and graduate psychology; Rev. Charles B. Gordon, C.S.C., students may compete for ROTC scholar- Ph.D., theology ships covering full tuition and fees. All The Catholic studies minor is a university- Army ROTC scholarship recipients also wide, interdisciplinary minor designed to receive $300-$500 per month for up to ten permit and encourage students to reach months of each school year, plus a $1,200 GENERAL INFORMATION 13 into the broad tradition from which tions of the Oregon Independent Colleges Catholicism as an intellectual tradition de- Association (OICA). veloped, to deepen their understanding of The program allows students to take a Catholicism’s rich and living heritage, to maximum of one undergraduate course examine the contributions the tradition per semester on a “space available” basis at has made to culture and the contributions a participating institution. There is no ad- it has received from culture, and to be ditional cost for tuition if the student is en- aware of its development and influence in rolled full-time at their home institution. the contemporary culture. The minor is Interested students should first contact open to all students and it is intended to be their academic advisor and dean for interdisciplinary. It provides opportunities course approval. Contact the Office of the to explore the dynamic interaction be- Registrar for the OICA cross-registration tween Church and culture as well as cul- form and additional information at (503) ture and Church. It is intended to chal- 943-7321. lenge students to understand and to con- Participating institutions include Concor- tribute to the transformative power of dia University, Corban College, George Church teaching in every aspect of life and Fox University, Lewis & Clark College, to understand the development of Church Linfield College, Marylhurst University, teaching in history. It is intended to pro- Mt. Angel Seminary, Multnomah Universi- vide opportunities for students to engage ty, National College of Natural Medicine, in sustained reflection on the Catholic Northwest Christian University, Oregon tradition and to experience Catholicism in College of Art & Craft, Oregon College of its many facets—intellectual, spiritual, Oriental Medicine, Pacific N.W. College of liturgical, artistic, and service. The inter- Art, Pacific University, Reed College, Uni- disciplinary nature of the new minor versity of Portland, Warner Pacific College, distinguishes it from theology, and the Western Seminary, Western States Chiro- more intense intellectual focus as opposed practic College, and Willamette University. to more focused social justice component For detailed information, call (503) 943- distinguishes the new minor from the so- 7321. cial justice program. The Catholic studies minor requires 18 Entrepreneur Scholars credit hours—two required courses and four elective courses. The distribution is as (E-Scholars) Program follows: (a) required course: PHL 150: In- Robin D.Anderson, Ed.D., Franz Chair in troductory Philosophy (3 credit hours); (b) Entrepreneurship required course: THE 457: Foundation of The entrepreneur scholars (E-Scholars) Catholic Theology (3 credit hours); and (c) program is a comprehensive entrepreneur- elective upper-division courses (12 credit ial development program incorporating hours) carrying Catholic studies credit. classroom activity and applied experience. These twelve hours taken for the Catholic It is limited to 25 students, and students studies minor are to be distributed among from any discipline may be admitted to three academic disciplines. There are the program. Students apply in their presently seven academic disciplines that sophomore year for participation in their have courses in the Bulletin that are listed junior year. E-Scholars program classes in the Catholic studies minor. For more in- are: Creating a World-Class Venture (BUS formation about the minor please contact 480); Entrepreneur Apprenticeship (BUS either of the directors ([email protected] or 481); and Global Entrepreneurship (BUS [email protected]). 482). This innovative program is made possible through individual and corporate Cross-Registration Program named sponsorships of $5,000; each E- Roberta Lindahl, M.B.A., registrar Scholar pays $3,000 for this unique combi- nation of classroom work, interaction with Full-time University of Portland students world class entrepreneurs and enterprises, may participate in a cross-registration pro- and international travel. Past experiences gram sponsored by the member institu- have taken place in Australia, Brazil, Chile, 14 GENERAL INFORMATION China, Malaysia, South Africa, Vietnam, various off-campus transformative experi- and Ukraine, among other countries. In ences such as participation in conferences, 2003, the E-Scholars Program received a and special projects. To remain in the hon- $100,000 grant to replicate the program na- ors program, students must maintain a cu- tionally. mulative GPA of 3.0, complete all honors For more information about the pro- assignments, and regularly attend honors gram, contact the director of the Center for events and meetings. For details contact Entrepreneurship, University of Portland, the director of the honors program, Buck- 5000 N. Willamette Blvd., Portland, OR ley Center 201, University of Portland, 97203-5798. Telephone (503) 943-7769. 5000 North Willamette Blvd., Portland, OR 97203. Telephone: (503) 943-7286. Toll Honors Program free: (800) 227-4568. E-mail: [email protected]. John C. Orr, Ph.D., assistant to the provost The University of Portland offers the hon- Social Justice Program ors program to enhance the intellectual Lauretta Frederking, Ph.D., co-director life of the University community by men- Rev. Jim Lies, C.S.C., Ph.D., co-director toring high achieving and intrinsically mo- The social justice program is open to all tivated students to serve as public intellec- students from any major or school at the tuals at the University and beyond. The University. The social justice program in- program fosters in these passionate and stills in students a commitment to work gifted students a love for the life of the for justice and peace and for an approach mind and the desire to enrich their com- to life that promotes social integrity, eco- munities. Honors students may be en- nomic prosperity and defense of human rolled in any major. rights for all. The curriculum fulfills a portion of the The service dimension of learning at this University core requirements for gradua- university is expressed in a unique and ef- tion. Freshmen take a one-week colloqui- fective way within the social justice pro- um before the fall semester. They then gram. It challenges students to place their take a first year course that fulfills one personal development and career choices (and in some cases two) core require- into an ethical world view within an inter- ment(s). In their sophomore year students disciplinary context. take an additional core class. In the first All participants in this program — which two years honors students are also as- includes a wide range of religious denomi- signed a faculty mentor with whom they nations and a principled adherence to ethi- meet regularly and with whom they write cal behavior — prepare themselves to chal- reflective papers integrating their educa- lenge unjust systems and become leaders tional experience with their personal de- who will create a better world. velopment. The sophomore year culmi- The program includes courses in its cur- nates with a reflective retreat at which stu- riculum such as business, education, Eng- dents develop personal mission state- lish, history, mathematics, philosophy, po- ments. In the junior and senior years, the litical science, sociology, and theology. focus of the honors students is in their ma- The program leads to a certificate in social jors. Each major has its own set of honors justice or a minor in social justice. In addi- requirements, including a senior honors tion, the program is available as a continu- project. The junior and senior years also ing education opportunity. see honors students participating in two The certificate program requires stu- one-credit interdisciplinary reading and dents to complete 12 credit hours in social discussion courses. Additionally, honors justice with a minimum grade of C in each students are supported and encouraged to course. These 12 credit hours must be take advantage of a number of special op- completed in at least three different acade- portunities including, but not limited to, mic disciplines. study abroad programs, internships, sum- Requirements for the minor include the mer research opportunities, nationally successful completion of SJP 200 (Perspec- competitive scholarships, service projects, tives of Social Justice) and SJP 452 (Social GENERAL INFORMATION 15 Justice Leadership Capstone) and 12 other Studies Abroad upper-division credit hours in at least three different academic disciplines. Rev. Arthur F. Wheeler, C.S.C., Ph.D., assis- For complete details, contact the pro- tant to the provost gram co-directors at 5000 N. Willamette There are many opportunities for students Blvd., Portland, Oregon 92703-5798. Tele- at the University of Portland to study abroad. phone (503) 943-8076 or e-mail frederki@ The University provides an academic-year up.edu, or (503) 943-8356 or [email protected]. program in Salzburg, Austria, fall and Toll free: (800) 227-4560. spring semester programs in Fremantle, Australia or Rome, and summer-study pro- Certificate in Spanish grams in Salzburg, London, Tokyo, Lora Looney, Ph.D., coordinator Broome, Australia, Montreal, Canada, Segovia, Spain, and Morelia, Mexico. The The University offers a certificate program University is also a member of the in Spanish designed for students who are Independent Liberal Arts Colleges Abroad not majoring in Spanish, but who wish to consortium, which offers a fall or spring gain genuine proficiency at the same time semester program in London, and a fall or they are pursuing their own majors. The spring semester program in Granada, certificate requires 21 upper-division Spain. In conjunction with the Institute for semester hours including an overseas ex- the International Education of Students perience approved by the foreign language (IES), the University offers a one-semester program. Approved one-semester pro- program in Paris or Nantes, France, for stu- grams include the ILACA program in dents interested in advanced studies in the Granada, Spain and the University’s sum- French language, and a one-semester pro- mer program in Morelia, Mexico and gram in Freiburg, Germany, for students in- Segovia, Spain. terested in advanced studies in the German The certificate in Spanish is awarded at language. Business internships are avail- the same time as the baccalaureate degree able at a variety of sites through IES. in the student’s major. For information concerning these pro- Prior to applying to a study abroad pro- grams, contact Rev. Arthur Wheeler, C.S.C., gram for the certificate, a student must Ph.D., Director of Studies Abroad, University have completed a 301-level language of Portland, 5000 N. Willamette Blvd., Port- course (or equivalent), maintained a mini- land, Oregon, 97203-5798. Telephone (503) mum 3.0 grade point average in the target 943-7857. Toll-free (800) 227-4568. language, and 2.5 grade point average overall. The following is what a semester- Salzburg abroad course schedule might look like: René Horcicka, M.A., director in residence Hrs. Eva Brandauer, Ph.D., assistant director 3 302+ level of foreign language study Faculty: E. Aussermair, J. Aussermair, 3 Foreign literature course Feldner, Hemetsberger, Hieke, Horcicka, Loos, 3 Core course Nadel, Schratzberger, Walterskirchen, Zecha 6 Electives It is recommended that students start as Students can enhance their education at the early as possible in planning their semes- University of Portland by participating in ter abroad. the University’s oldest studies abroad pro- For complete details contact the foreign gram, which is located in Salzburg, Austria. language coordinator or the director of Since 1964, the Salzburg Program, an acad- studies abroad, University of Portland, emic year of studies in the humanities, has 5000 N. Willamette Blvd., Portland, OR provided an opportunity for students to 97203-5798. Telephone (503) 943- immerse themselves into a different 7286/7221. Toll-free: (800) 227-4568. culture, travel to all corners of Europe, and experience personal growth as a member of the University community in Salzburg. The University sponsors academic tours for the students while they are abroad. On the fall tours, students examine firsthand 16 GENERAL INFORMATION the art, religion, and history of Austria, Summer Studies in Japan France, and Germany. The spring tour takes A four-week study/cultural experience is students to the ancient ruins where the available in Tokyo. Although a basic heart of the Greco-Roman culture once Japanese course is offered, this is not a flourished. A three-week break between language program. Instead, students par- semesters and three-day weekends allow for ticipate in a series of lecture courses independent travel throughout Austria and taught in English by specialists on Japan- other parts of Europe; Salzburg lies within related topics. In addition, conducted tours an overnight train trip to Berlin, Paris, enable students to learn about the people Amsterdam, Zurich, Rome, Budapest, and of Japan firsthand. Course offerings in Prague, and many places in between. Asian studies deal with Japanese social At the University of Portland Center in structure, economics, history, art, religion, Salzburg, students enroll in courses taught and business and management practices. in English by an Austrian faculty. German The program is open to all qualified stu- language study enhances each student’s dents, with a preference for global busi- ability to communicate with Austrian and ness majors. Those interested should German people. An important aspect as apply early to ensure acceptance. Satisfac- well is the community living situation at tory academic achievement and favorable the University of Portland Center. All stu- personal recommendations are required. dents are actively involved in the various Students will choose two courses from academic, cultural, social, and spiritual as- among 12 offered by Sophia University. Six pects of the program. undergraduate credits may be earned. The full-year Salzburg Program is open to The London Summer Program all qualified students, normally for their The London program is a five-week oppor- sophomore year. The University also tunity for firsthand study of English cul- offers two summer sessions in Salzburg, ture and its contributions to the develop- including courses in engineering, history, ment of Western Civilization. The program literature, science, philosophy, political is headquartered in residential facilities in science, psychology, and theology. London, convenient to all major sites in Australia the city. The program is open to all quali- Nicole Schiffer, rector fied students after their freshman year. Fall or spring semester programs are avail- Enrollment is limited and admission is able in Fremantle, the port city for Perth, competitive; application must be made in Western Australia, by arrangement with October; selection of participants will be the University of Notre Dame Australia, an made and announced in early January. independent Catholic institution with a wide The six-credit curriculum consists of two range of offerings in the arts, humanities, three-semester-hour courses taught by Uni- social sciences, and business. The program versity of Portland professors. Credits from is designed for juniors; nursing students both courses can normally be applied to and accounting students may participate core curriculum requirements at the Uni- as sophomores. The program includes a versity. The courses are drawn from the arts field trip to the aboriginal community at and sciences. Specialized summer programs Broome. In odd-numbered summers, a are also available in London for business five-week program for biology students is students. offered in Broome. Morelia, Mexico Rome Programs in advanced Spanish, social Fall semester programs are available in work, Mexican health systems, and Mexi- Rome, by arrangement with John Cabot can traditions are available every summer University, an independent international in Morelia, Mexico. All instruction is in university with strength in international Spanish and students live with Spanish- relations and international business. The speaking families. program is open to juniors and seniors. GENERAL INFORMATION 17 Segovia, Spain the contributions of others, including differ- Advanced classes in Spanish literature and ing or opposing points of view. culture are available in the summer in The University’s interest in maintaining Segovia, Spain in odd-numbered summers. compliance with this standard is grounded All instruction is in Spanish, and students in nothing less than its identity as a schol- live with Spanish families. arly community in the Roman Catholic tradition. As a Roman Catholic institution of higher learning, the University seeks to Academic provide an educational opportunity for its students within a Judeo-Christian context Regulations that promotes respect, honesty, and fair- ness in service to God and neighbor. In the The following articles set forth the rules and words of its mission, the University is com- regulations of the University whereby the mitted to providing “an environment that deans administer the academic affairs of the fosters development of the whole person,” respective college and schools under the co- including the moral and ethical self, and to ordinating direction of the provost. All stu- promoting “a concern with issues of justice dents, including those who participate in in- and ethical behavior” that is “central to the tercollegiate athletics, are responsible for daily life of the University.” knowledge of these regulations and will be As a scholarly community, the Universi- governed by them. Additional regulations for ty believes that it is vital to the academic graduate students can be found in the Grad- process, as well as desirable in itself, to uate School section. maintain an environment in which ideas, accomplishments, and information can be I. Code of Academic exchanged freely and creatively without Integrity misgivings as to the honesty and openness of one’s colleagues. Beyond this, the Uni- Academic integrity is openness and hon- versity’s stature and reputation as a schol- esty in all scholarly endeavors. The Uni- arly community depend on the quality of versity of Portland is a scholarly communi- its research and pedagogy, as well as its ty dedicated to the discovery, investiga- ability to certify its achievements in these tion, and dissemination of truth, and to the areas. In conferring credentials, recogniz- development of the whole person. Mem- ing competencies, and awarding degrees, bership in this community is a privilege, honors, promotions, and distinctions to requiring each person to practice academ- students, faculty, and other associates of ic integrity at its highest level, while ex- the University, it is imperative that the pecting and promoting the same in others. University have full confidence that all Breaches of academic integrity will not be concerned parties have conducted them- tolerated and will be addressed by the selves in accordance with its standard of community with all due gravity. academic integrity. The University of Portland defines acade- In line with this, the University holds mic integrity as “openness and honesty in that a consistent, active commitment to its all scholarly endeavors.” This standard is to standard of academic integrity not only be upheld by faculty, students, administra- benefits all members of the University tion, and staff to the extent that their roles community, but also is the responsibility in the University involve or influence of each and every member, without excep- scholarly activities, both on and off campus. tion. Thus, each person who participates The University expects each faculty mem- in the mission of the University of Port- ber and each student to engage in and pro- land and shares its privileges is account- mote scholarship in such a way that peers able to the University not only for his or and experts will recognize his or her work her own actions with regard to the stan- as a scholarly undertaking, thorough and dard of academic integrity, but also for the consistent with regard to the standards of actions of groups of which he or she is a one’s discipline, appropriately cautious and part. Furthermore, each person is respon- self-critical, and cognizant and respectful of sible for encouraging academic integrity in 18 GENERAL INFORMATION others by means of direct communication ing or inventing academic credentials or and personal example, for discouraging letters of recommendation; [3] falsifying breaches of academic integrity, for con- official signatures of any member of the fronting persons who commit breaches, University community; [4] altering docu- and for reporting breaches to the appropri- ments affecting academic records. ate authorities. Plagiarism—Plagiarism is the use or rep- resentation of words or ideas of another Guidelines for without attribution, so that they appear to be one’s own. It includes, but is not limited Implementation of the to: [1] using another’s words, ideas, University’s Code of methodology, or formulation of a problem without proper acknowledgment; [2] Academic Integrity using approximate wording or paraphras- Examples of Violations of Academic ing inappropriately; [3] claiming someone Integrity else’s work as one’s own; [4] allowing stu- Violations of academic integrity include dents or research assistants to gather re- cheating, forgery and plagiarism. The fol- search information without recognition of lowing are presented as examples only, their work; [5] failure to acknowledge all not as a comprehensive list. For further ex- sources of information or contributions to amples or more precise information, one an assignment or other academic work. should consult the recognized sources of authority in a particular field of study. Stu- Levels of Violations dents should consult directly with their All violations of Academic Integrity will be teachers. Ignorance of these or other penalized as appropriate. In determining breaches of academic integrity will not be the appropriate penalty, consideration deemed by the University as an excuse for should be given to the knowledge-level failure to meet its expectations. and experience of the person committing Cheating—Cheating is the violation of the the violation, the degree of intention in letter or spirit of an academic endeavor in the violation, the nature of the violation, order to gain an advantage, put someone and whether of not this is a first offense or else at a disadvantage, or both. It includes, a repeat offense. but is not limited to: [1] using or attempt- Level 1—Level 1 violations may occur be- ing to use unauthorized materials, notes, cause of the violator’s lack of knowledge in information, and study aids on an exami- cases where this knowledge could be rea- nation;[2] copying someone else’s paper; sonably expected. The violation is not in- [3] fabricating or falsifying information; tentional and is the first offense. In gener- [4] submitting the work of another as al, the nature of the violation is minor and one’s own; [5] using or circulating previ- may involve only one assignment in a ous examination materials without the in- course. Penalties are educative rather than structor’s permission; [6] submitting the punitive, and may include: [1] making up same work for more than one class with- t the assignment; [2] requiring the student out the permission of both instructors; [7] to rewrite a paper for a minimally passing accessing or using computer information grade; [3] requiring acquisition of specific without authorization; [8] encouraging, knowledge related ethics; [4] community assisting, or otherwise facilitating any vio- service for a specified number of hours. lation of academic integrity; [9] any form Level 2—Level 2 violations are of a more of intentional obstruction or destruction serious nature. The violation occurs when that inhibits the progress, accomplish- the violator has some knowledge or expe- ment, or evaluation of academic endeav- rience and the violation was committed ors in order to gain an advantage, put with some degree of intent. Penalties may someone else at a disadvantage, or both. include: [1] an academic warning for a Forgery—Forgery refers to falsifying or in- stated period of time (not to exceed one venting information, data, or citations. It year) during which time any further viola- includes, but is not limited to: [1] fraudu- tion will constitute grounds for a Level 3 lently using academic records; [2] falsify- penalty; [2] assigning no credit to the GENERAL INFORMATION 19 work; [3] assigning a failing grade in the the student to discuss the incident and to course; [4] writing a short paper on the determine if a violation occurred. b) gath- ethical issues related to the violation and er and preserve any relevant evidence. c) what was learned from the experience. document the incident and the evidence Level 3—Level 3 violations are of a very as soon as possible. d) if a violation is serious nature. The violation is intentional deemed to have occurred, prepare a report and premeditated. It directly benefits the for the student’s dean, including a descrip- violator or harms others, or both. The na- tion of the incident, the evidence, and the ture of the violation is major. Repeated penalty. Where the penalty requires the Level 2 violations may constitute a Level 3 powers of the dean to implement it, the offense. Mitigating circumstances may in- faculty member will make a recommenda- clude the acceptance of responsibility by tion of the appropriate penalty. e) normal- the violator when confronted. Penalties ly the faculty member is expected to take may include: [1] academic probation for a action and/or make a recommendation stated period of time (may exceed one within one week after receiving a report or year and include the loss of some or all witnessing an incident. benefits of programs, university related The dean will: a) review the report, in- scholarships, and the like); during this cluding any recommendation. b) maintain time any further violation will constitute a file of all reports. grounds for a Level 4 penalty;[2] assigning If the dean agrees that a violation has oc- a failing grade in the course; [3] restitu- curred, he or she will: a) determine an ap- tion for damages; [4] probated suspension propriate penalty if further action is neces- from the University for one or more se- sary, document the violation, and notify mesters with notification that further vio- the Provost. b) in appropriate circum- lations will result in dismissal from the stances, obtain the approval of the Provost University; [5] withdrawal of University before taking further action. c) inform the funding. student in writing of the charge and the Level 4—Level 4 violations are the most penalty. serious violations. The violation is inten- If the dean disagrees with the recom- tional and premeditated. It directly bene- mendation of the faculty member, he or fits the violator and harms others. Repeat- she will notify the faculty member of this ed Level 2 or 3 violations may constitute a determination his or her reasons for dis- Level 4 offense. Penalties may include: [1] agreement. dismissal from the University; [2] perma- Appeals nent notation on the student’s transcript; Students may appeal the decision of the [3] restitution for damages; [4] revocation dean. Such appeals will follow the Univer- of an awarded degree. sity of Portland appeals process as pub- Procedures for Addressing lished in the University Bulletin under Violations “Grading Appeals.” All individuals accused of a violation of academic integrity have the right to notice II. Course Registration of the specific charges, a fair consideration [A] The dates for registration of students of the charges, a fair review of the evi- in both semesters and summer session are dence, and confidentiality as allowed by set forth in the University calendar con- law and in fairness to other affected per- tained in this Bulletin. sons. [B] Providing the general requirements for Any person who believes that there has admission to the University are met, the been a violation of this policy and wishes dean of each college or school of the Univer- to report it, should report it to an appropri- sity has the sole right to admit and register ate faculty member. In some cases the fac- students in his or her college or school. ulty member will be the only person [C] Students will not receive credit for any aware that there may have been a viola- class for which they are not properly regis- tion. tered. Students who register for a class, fail The faculty member will: a) meet with to attend, and fail to withdraw properly 20 GENERAL INFORMATION will be assigned a grade of F for the course. the requirements for the successful com- [D] No one may register for any course after pletion of a given course. The instructor will the latest date for registration. Students may inform students in writing of these require- change courses (drop/add) with the permis- ments and grading policies within the first sion of the dean of the college or school in- week of the opening of the class. In those volved during the first week at the beginning cases in which a student misses class meet- of the semester. ings due to participation in activities which [E] Students may not register for more than are officially approved by the provost, the 18 semester hours of credit (nine semester student will be permitted to fulfill the hours in the summer session), without the missed requirements of the course. consent of their dean. [C] As a general standard, one semester [F] The University reserves the right to can- credit hour is to represent 45 hours of stu- cel courses for which there is not sufficient dent involvement. In the fall and spring se- registration, to close enrollment in courses mesters the portion of this involvement that which are filled, and to modify course offer- is dedicated to recitation or lecture is estab- ings when necessary. Every effort will be lished as 55 minutes in length per week over made to announce such changes promptly. 14 weeks. In summer sessions and in other [G] The dates for closing the late registration time-shortened arrangements an equivalent and the latest date for dropping or adding of of this dedication is required exclusive of reg- classes are listed in the University calendar. istration and final examination periods. [H] Registration is not complete until a stu- dent has been cleared by the Office of Stu- IV. Examinations dent Accounts (by payment of all tuition In courses in which semester examinations and fees and the signing of any financial aid are required, the examinations are to be checks, etc. prior to the start of the term). given during the scheduled times published The University reserves the right to cancel by the registrar. During the week prior to the registration of any student who has not final examination week, no examinations been cleared once the term has begun. may be given, except in laboratory practica. [I] Advanced undergraduate students may enroll in a graduate course for either un- V. Grades and Credits dergraduate credit or reservation for possi- [A] Academic Warning At least by the ble graduate credit. The written approval mid-point of each semester, instructors of the department chairman, dean, and shall give a written academic warning or graduate program director is required. mid-term grade to each student who is [J] Certain departments/schools offer doing failing or near failing work. A copy courses which represent guided inquiry by of this warning will be turned in to the Of- special arrangement with faculty mem- fice of the Registrar. bers, or which carry varying amounts of [B] Change of Grade No one but the in- credit based upon the level of work being structor of a course can give a grade in that submitted. These directed study or vari- course or change a grade once given. The able credit courses require the written ap- change of any grade other than the I , IP, proval of the instructor and dean of the or original data entry error must be justi- school in which the course is offered. fied in writing to the associate provost. [K] Students who register for classes but [C] Grade Report A grade report for each decide not to attend them must cancel student is available online during the their registration in writing at the Office of week following the close of each semester. the Registrar by the last day for registra- A paper copy will be mailed to the stu- tion. If classes have begun, students must dent’s permanent address upon request. follow the withdrawal procedure. Grades will not be released or redirected over the telephone. If a student has any ac- III. Course Requirements count balances or obligations such as tu- [A] If an instructor is 10 minutes late, the ition, library or parking fines, loans, etc., a class is considered dismissed. hold will be placed on grade reports, tran- [B] The instructor of a class determines scripts, and/or diplomas until paid. [D] Grading System The grading system GENERAL INFORMATION 21 is based upon achievement in course work Courses attempted under the pass/no attempted. The grades and points of this pass system and completed successfully grade point average (G.P.A.) system are as will carry academic credit, while unsuc- follows: cessful performance will carry no credit Points per Semester Hour Grade but will be listed on a student’s transcript. A 4.0 C 2.0 However, neither result will be included in A- 3.7 C- 1.7 the computation of the grade point aver- B+ 3.3 D+ 1.3 age. Grades assigned will include P for per- B 3.0 D 1.0 formance ranging from D- to A and NP for B- 2.7 D- .7 F. The instructor will not be made aware C+ 2.3 F .0 that a student is enrolled under the sys- In addition, the following symbols are used: tem. The grades he/she submits will be P — Pass translated into either a P or an NP by the NP — No Pass registrar. Within the parameters above, AD — Audit one change in registration from regular I — Work Incomplete status to pass/no pass or vice versa will be IP —In Progress (given only for Thesis 599 allowed in a given course up to the date and other approved courses) listed in the University calendar. W — Withdrew (with permission) [H] Repeating Courses Only courses in NG — No Class Grade Register Submitted which a grade of C-, D+, D, D-, F, or NP The G.P.A. is the total points divided by has been received may be repeated at the the total semester hours in which grades of University of Portland for academic credit. A through F are received. All courses A course may be repeated only once and which the student does not successfully only the latest grade is included in the com- complete will be denoted on the transcript putation of the G.P.A. and the total number by the symbol I, IP, F, or NP. of credit hours required for graduation. [F] Incomplete The grade I is allowed only Both courses and grades will remain on with the approval of the dean. An incom- the permanent academic record, with the plete may be given when a student needs no original course denoted by the symbol E. further formal instruction but is unable to While courses repeated at the University complete some requirement of the course of Portland may change one’s grade point due to circumstances beyond their control. average, equivalent courses taken at an- The instructor must inform the dean in writ- other institution, even when fulfilling Uni- ing of their reasons for the incomplete and versity requirements, cannot be used to re- the agreed upon date for completion of the place any course or grade entered on the requirement (not to exceed one year). The I permanent academic record, or to change will convert to an F if the requirement is not one’s University of Portland G.P.A. completed by the deadline. [I] Withdrawal To receive a W, a student [G] Pass/No Pass Certain courses, because must officially withdraw from a course in of their content and scope, are graded on which he/she chooses not to continue. the pass/no pass basis. These courses are The withdrawal is effective the date it is determined by the dean of the college or filed in the registrar’s office, and in no in- professional school which offers the courses stance later than the date listed in the Uni- involved upon recommendations of the fac- versity calendar. ulty of a department or professional school. Students who seek an exception from Such courses will not be subject to the regu- this regulation for individual courses after lations on student options below. the deadline must meet with the appropri- Courses that are required by the Univer- ate department head and academic dean sity core, college curriculum, or depart- who will make a recommendation to the mental program may not be taken pass/no associate provost in accord with Reg. XI e. pass. To fulfill the remaining credit hours In no instance will a request be considered for graduation, three courses may be taken for a late withdrawal from an individual pass/no pass. The student must have the course without academic penalty that has approval of his/her academic advisor and not been forwarded with the recommenda- dean. tion of the academic dean. 22 GENERAL INFORMATION [J] Leave/Readmission Students must the following steps: be continuously enrolled during fall and [A] Appeal the question to the head of the spring semesters or seek a leave of ab- department (unless the department head sence. A leave form may be secured from is a party to the grievance). the registrar. Students must secure the req- [B] Submit the appeal to the dean of the uisite signatures on the form in order to academic college. The dean together with obtain an approved leave. Students who the department head will take all reason- are not enrolled and do not seek a leave able and proper actions to resolve the must reapply for admission. Readmission question at their level. is not automatic and requires approval by [C] Should the aggrieved students believe the dean of admissions. that their rights were abridged at the de- [K] Medical Leave of Absence Medical partmental and college levels, they may leave of absence is designed to allow an file a request for review with the associate undergraduate or graduate student to pur- provost, making clear the substance of the sue treatment for medical or psychiatric appeal. The associate provost will consult conditions, or to accommodate students with the dean, the department head, and too ill to complete the semester. A granted faculty member in question and make a medical leave allows a student to leave recommendation regarding the issue: that school for not more than one year without the original evaluation and decision subsequent academic penalty, and with should stand; or that there appears to have minimal financial implications. The stu- been unfair evaluation or treatment by the dent will have grades of W recorded for instructor. In the latter instance, the asso- the semester of departure. For students re- ciate provost will suggest that the instruc- turning to campus within the allowed tor correct the wrong. medical leave period, financial aid policy allows all institutionally controlled funds VI. Advanced Placement previously awarded the student to be re- [A] Students may challenge courses stored. (For full details, please go to the and/or receive advanced placement with University of Portland website at http:// credit upon permission from their acade- www.up.edu/finaid/, click on “Links and mic dean and on certification from the Resources,” and pull up the most recent Fi- head of the department which offers the nancial Aid Handbook.) A medical leave course. Courses may be challenged only of absence is granted at the discretion of once. Courses may not be challenged in the Office of the Provost; however, re- which the student has been previously en- quests for a medical leave of absence origi- rolled at the University of Portland.* nate at the University Health Center. [B] Credit may be granted for advanced To return after a medical leave, a student placement for those courses required in must present appropriate documents to the student’s major program.* the University Health Center. [C] Students who have earned 60 or more semester hours of college credit cannot gain Grading Appeals additional credit through the College Level Students are responsible for maintaining Examination program (CLEP) general tests. standards of academic performance estab- They may receive credit for satisfactory lished for each course in which they are scores in specialized subject examinations. enrolled. Whenever students believe that their work has been improperly evaluated VII. Probation and or that they have been treated in a capri- cious or prejudiced manner, they are ex- Dismissal Due to pected to discuss this directly with the fac- Poor Scholarship ulty member involved. If, after earnest in- Any student who earns a semester G.P.A. quiry, the matter remains unreconciled, below 2.00 will be placed on academic pro- the students may seek assistance through bation. Furthermore, the records of those

*Forms for requesting approval to challenge courses and for certifying credit are available in the Office of the Registrar, and must be presented to the proper academic dean before examination is taken. GENERAL INFORMATION 23 students who withdraw from more than IX. Student Classification four credit hours during a semester will be reviewed by the dean. When the academic [A] Undergraduate degree-seeking stu- progress of such a student is judged unsat- dents are classified as freshmen if they isfactory, that student will be placed on have earned less than 30 semester hours; academic probation. as sophomores if they have earned at least If at the end of the next regular semester 30 semester hours; as juniors if they have the student is not placed on probation, the earned at least 60 semester hours; as se- student returns to regular academic stand- niors if they have earned at least 90 semes- ing. A student who is placed on probation ter hours. for two semesters in any twelve-month pe- [B] Special students are those who qualify riod may be dismissed from the University. by maturity and ability to perform satisfac- In addition, regardless of the number of torily at the university level, but who fail semesters on probation, a student may be to meet the requirements for freshman or dismissed if, in the opinion of the dean, advanced standing. the student’s academic progress is inade- [C] Nonmatriculated students are those quate to assure successful continuation at who have been admitted in order to regis- the University. Students who have been ter for credit but who have not been ac- dismissed from the University for academic cepted into any degree program at the reasons may appeal in writing to the Acad- University. See page 31 of this Bulletin for emic Standing Committee for a review of specific requirements for admission to this the decision of dismissal and/or for re- student status. admission to the University. The letter [D] Postgraduate students are those who should be addressed to the associate have earned an undergraduate degree and provost, who is chair of the Academic are in a program that leads to a certificate Standing Committee. It is only with the or other non-degree credential. approval of this committee that a student, [E] Graduate degree-seeking students are once dismissed, may be re-admitted to the those who have earned a baccalaureate de- University. gree and who have been accepted into a program leading to an advanced degree. VIII. Transfer of Credits X. Graduation and [A] Transfer to the University or from one college or school within the University to Degrees another may be made only with the ap- [A] In order to earn a baccalaureate de- proval of the dean in each area. gree, students must successfully complete For students who transfer within the at least 120 semester credit hours, and University, courses common in require- more in most programs. The particular re- ments to all schools and divisions of the quirements in each college or school are University will be accepted in transfer and listed under each program in this Bulletin. both credit earned and grade received A minimum of 30 semester hours at the shall be used in computing the G.P.A. of University of Portland is required for a de- the student. Other courses may be accept- gree. Normally, these 30 semester hours ed at the discretion of the dean and shall must be those which immediately precede be used in computing the G.P.A. the completion of degree requirements. It [B] If, after enrolling in a degree program is expected that students will complete all at the University of Portland, a student of the upper division courses in their wishes to take a course at another institu- major at the University of Portland. How- tion and use it toward the degree, prior ever, the deans of the schools or colleges approval of the student’s academic dean may accept up to 25 percent of the upper- should be obtained. Official transcripts of division major course requirements in credits earned in other institutions (high transfer from other accredited institutions. school, college, or university) must come Students seeking a second baccalaureate directly from the school to the University degree from the University are required to of Portland. complete an additional 30 semester hours 24 GENERAL INFORMATION at the University and fulfill the course re- XII. Miscellaneous quirements of the college or school in which the second degree is sought. Regulations [B] In addition to satisfying the above [A] Applicability Students and University quantitative requirements, students must personnel are bound by all published Uni- have a cumulative G.P.A. of at least 2.0 in versity rules and regulations. courses taken at the University of Port- [B] Administrative Withdrawal The land, and a 2.0 average in their major field. University reserves the right to withhold [C] The undergraduate and graduate de- or terminate the privilege of attending the grees listed elsewhere in this Bulletin are University when such official action is granted by the University through the deemed advisable or necessary in the in- College of Arts and Sciences and the vari- terest of the student or of the University or ous schools. (For master’s degree require- both. When such action involves termina- ments, refer to the Graduate School chap- tion of attendance within a semester or ter of this Bulletin beginning on page 113.) session, it shall be termed “Administrative [D] Eligible candidates for graduation Withdrawal.’’ An appropriate record shall should file an application for degree with be kept in the confidential files of the vice the registrar during the semester prior to president for enrollment management and the semester in which they expect to grad- student life and a notation of such action uate, but no later than the date specified in shall be kept in the student’s file in the Of- the academic calendar. fice of the Registrar. [E] Although a number of administrative [C] Course Numbers The number as- and faculty advisors are ready to help stu- signed to a course indicates in a general dents in planning and checking the progress way its academic level. of their degree program, the final responsi- Generally, courses numbered in the one bility for completing all requirements for a hundreds (1xx) are for freshmen; courses degree rests with the student. If a student numbered in the two hundreds (2xx) are has not satisfied all of the requirements, for sophomores. Courses numbered in the the degree for that student will be with- three hundreds (3xx) are upper-division held pending adequate fulfillment. courses for undergraduates only. Four hundred courses (4xx) are principally for XI. Honors at upper-division undergraduate students, but a limited number of such courses may Graduation be applied toward advanced degrees with Honors for undergraduate degrees at grad- the permission of the department head uation are determined one semester prior and the associate provost. Five hundred to graduation by computing the G.P.A. in courses (5xx) are graduate courses which all courses (both University of Portland may be taken for undergraduate credit by and transfer) applicable toward gradua- advanced students with the permission of tion. Transfer students who have not com- the head of the department in which the pleted 30 semester hours in residence by course is taught and the dean of the col- one semester prior to graduation will be lege. Courses numbered in the seven hun- evaluated at the conclusion of all work. dreds (7xx) are reserved for continuing ed- Fall semester graduates are included with ucation credit courses ordinarily not ac- the subsequent spring semester and sum- ceptable as fulfilling requirements in pro- mer semester graduates are included with grams leading to academic degrees. the previous spring semester in determin- Course numbers in the eight hundreds ing honors at graduation. Honors are (8xx) are reserved for non-credit continu- based on the following formula: within a ing education courses. Course numbers in given college or school, summa cum laude the nine hundreds (9xx) are reserved for will be awarded to all students receiving a continuing education courses taken for 4.00 G.P.A.; maxima cum laude to the next continuing education units (CEUs) only. 3%; magna cum laude to the next 7%; cum [D] Dean’s List The undergraduate laude to the next 10%. dean’s list is compiled at the end of each GENERAL INFORMATION 25 semester by the Office of the Registrar. To draws from all classes at any time during qualify for the dean’s list, a student must the school year must complete the with- complete at least 12 semester hours of drawal form available from the Office of credit which count toward their grade the Registrar. Failure to do so will result in point average; receive a grade of C or responsibility for grades submitted by the above in all classes which count toward instructors. their grade point average, receive no F or [I]University Communication All Uni- NP grades; and earn a semester G.P.A. of versity of Portland students, faculty, and 3.50 or higher. There is no dean’s list dur- staff are required to obtain access to the ing the summer or in the Graduate School. University network, the campus portal (Pi- [E] Exceptions Exception to any academ- lotsUP,) and a University of Portland e-mail ic regulation is permitted only for extraor- account (@up.edu) for communication dinary reasons, and then only by the purposes. Communication from Universi- provost. ty offices is posted on the campus portal or [F] Student Address Students are re- sent to the up.edu address and students, quired to report in writing or online to the faculty, and staff are responsible for any Office of the Registrar their off-campus, information that is conveyed. local address and any changes of address, both local and permanent, each semester. (Note: Residence hall students’ addresses Records and telephone numbers are automatically recorded.) Family Educational [G] Transcripts A transcript of credit is a complete and faithful copy of the student’s Rights and Privacy Act University academic record. Official tran- (FERPA) scripts bear the seal of the University and The Family Educational Rights and Priva- the signature of the registrar. Requests for cy Act (FERPA) affords students certain transcripts must be made in writing in- rights with respect to their education cluding the student’s signature. We are un- records. These rights include: able to accept telephone or e-mail requests [1] The right to inspect and review the since the student’s signature is required to student’s education records within 45 days release their transcript. To order a tran- of the day the University receives a re- script, please send an original, signed let- quest for access. A student should submit ter indicating where you would like your to the registrar, dean, head of the academic transcripts to be sent, or download and department, or other appropriate official, mail the transcript request form from our a written request that identifies the website at www.up.edu/registrar. Please record(s) the student wishes to inspect. include in your written request the follow- The University official will make arrange- ing information: name(s) under which you ments for access and notify the student of may have attended; U.P. ID number; date the time and place where the records may of birth; and dates you attended the Uni- be inspected. If the records are not main- versity of Portland. Transcripts are normal- tained by the University official to whom ly mailed within 2 working days of receiv- the request was submitted, that official ing the request. You can order a rushed shall advise the student of the correct offi- transcript for an additional fee and it will cial to whom the request should be ad- be processed immediately. Please allow dressed. additional days for processing if you at- [2] The right to request the amendment of tended the University prior to 1983. The the student’s education records that the University will not issue transcripts for student believes are inaccurate, mislead- anyone with outstanding account balances ing, or otherwise in violation of the stu- or obligations. Note: For transcripts from dent’s privacy rights under FERPA. A stu- previous educational institutions attended dent who wishes to ask the University to students must contact each institution di- amend a record should write the Universi- rectly. ty official responsible for the record, clear- [H] Withdrawal The student who with- 26 GENERAL INFORMATION ly identify the part of the record the stu- an invasion of privacy if released. If you dent wants changed, and specify why it do not want the University to disclose di- should be changed. If the University de- rectory information without your prior cides not to amend the record as request- consent, you must notify the registrar in ed, the University will notify the student writing by the end of the first week of in writing of the decision and the student’s classes. In the event that such written no- right to a hearing regarding the request for tification is not filed, the University as- amendment. Additional information re- sumes that the student does not object to garding the hearing procedures will be the release of the directory information. provided to the student when notified of Directory information includes: name; ad- the right to a hearing. dress; telephone number; e-mail address; [3] The right to provide written consent name(s) and address(es) of parent(s); before the University discloses personally country of citizenship; major field of identifiable information from the student’s study; enrollment status (full-time, part- education records, except to the extent time); participation in recognized activi- that FERPA authorizes disclosure without ties and sports; weight and height of mem- consent. The University discloses educa- bers of athletic teams; photographs; dates tion records without a student’s prior writ- of attendance; degrees, honors and awards ten consent under the FERPA exception received; class-year in school; and previ- for disclosure to school officials with legiti- ous educational institutions attended. mate educational interests. A school offi- Disciplinary Records All records of disci- cial is a person employed by the Universi- plinary proceedings are maintained ty in an administrative, supervisory, acad- through the Office of the Associate Vice emic, or research, or support staff position President for Student Life. Such records (including law enforcement unit person- are destroyed seven years after the last nel and health staff); a person or company entry into the student’s record. (In compli- with whom the University has contracted ance with the Clery Act (20 USC § 1092 as its agent to provide a service instead of (f).) Information in these records is not using University employees or officials made available to persons other than the (such as an attorney, auditor, or collection president of the University, the vice presi- agent); a person serving on the board of re- dent for enrollment management and stu- gents; or a student serving on an official dent life, and student life office staff on a committee, such as a disciplinary or griev- need-to-know basis, and as allowed or re- ance committee, or assisting another quired in compliance with Federal Law 20 school official in performing his or her USC §1092, and USC § 1232. tasks. A school official has a legitimate ed- Counseling Records Counseling records ucational interest if the official needs to re- are privileged and confidential as required view an education record in order to fulfill (and except as limited) by law in accor- his or her professional responsibilities for dance with state and federal statutes and the University. regulations. Generally, information may [4] The right to file a complaint with the not be disclosed to another person or U.S. Department of Education concerning agency outside of the University Health alleged failures by the University to com- Center (including parents, teachers, or resi- ply with the requirements of FERPA. The dence life staff) without the written consent name and address of the office that admin- of the student. isters FERPA is: Medical Records Medical records are Family Policy Compliance Office privileged and confidential as required U.S. Department of Education (and except as limited) by law in accor- 400 Maryland Avenue, SW dance with state and federal statutes and Washington, DC 20202-5901 regulations. Generally, information may Directory Information FERPA allows not be disclosed to another person or the University to provide “directory infor- agency outside of the University Health mation” to others without a student’s con- Center (including parents, teachers or resi- sent. Directory information is information dence life staff) without the written con- that is generally not considered harmful or sent of the student. Medical records may GENERAL INFORMATION 27 be released to necessary personnel to ap- propriately respond to an emergency. Office of Records Not Available to Students or Third Parties The following items are not Financial Affairs available to students or outside parties: alumni giving records; campus safety and security records for law enforcement pur- 2009-2010 Tuition & Fees poses; parents’ financial information; per- sonal records kept by individual staff TUITION PER SEMESTER members; score reports of standardized Undergraduate—per semester/ tests; student employment records; and 12 hours or more* $ 15,400.00 transcripts of grades sent by other educa- Undergraduate—per semester tional institutions. hour/11 hours or fewer $ 970.00 Graduate—per semester hour† $ 860.00 Enrollment Certification Auditor—50% of tuition, 100% The University can certify a student’s en- of course fees rollment status for the current semester or Students 65 years and older— for past enrollment semesters. Requests 50% of tuition for the current semester are processed Business, Computer Science, after the end of the first week of classes. Economics, Education‡, Current enrollment status is based on the Engineering, Nursing courses number of registered semester credit per semester hour fee $ 35.00 hours. Undergraduate full-time enroll- PER SEMESTER FEES ment is 12 semester hours (6 in summer). Health insurance—full-time Graduate full-time enrollment is 9 semes- undergraduate only unless ter hours (5 in summer). Students should waived before or during submit requests for enrollment certifica- registration as explained tion in writing to the Office of the Regis- under “Payment Schedule” $ 528.00 trar. After the first week of the semester, Student Government Fee — allow one week for processing, not includ- Full-time undergraduate only $ 70.00 ing time needed for the certification to Music—Private lessons, per travel by mail. Most certifications for auto semester hour $ 300.00 insurance, credit card applications, travel Summer Session—Consult Summer discounts, etc., will be referred to the Na- Session Catalog tuition schedule and fees. tional Student Clearinghouse. Definitions Laboratory/Workshop Fees—See course of full- and part-time status are used for listings. enrollment certification purposes only, not for financial aid purposes. See Finan- RESIDENCE HALL & FOOD cial Aid Handbook for specific information SERVICE RATES about financial aid. The University offers the following on- campus living options per semester: Additional Academic ROOM Regulations for Graduate Traditional Halls Standard Room $2,112.50 Students Single Room $2,537.50 Please note that additional regulations for Double/Single $2,895.00 graduate students are found in the Gradu- Village Residence Halls ate School section. Standard Room $2,690.00 Single Room $3,112.50 Double/Single $3,540.00

* For foreign programs contact program director. †For theology, education programs contact graduate program director. ‡ Graduate education programs are exempt from professional fees unless noted under course descriptions. 28 GENERAL INFORMATION BOARD dents residing in a University residence Option 1—20 meals $2,445.00 hall, $100.00 of this deposit will be held as Option 2—15 meals $2,335.00 a room reservation deposit and, as such, Option 3—10 meals + 195 will not appear as a credit on the student’s flex points $2,445.00 account. This $100.00 will be held in es- Option 4—15 meals + 245 crow as long as the student continues to flex points $2,560.00 reside on campus. Minor maintenance Option 5—7 meals + 395 services and hall damages over and above flex points $2,445.00 the normal occupancy usage will be de- ducted from the deposit. When the student Special accommodations—rates on request leaves the residence hall system, any un- Residence hall damage deposit $ 100.00 paid charges on the student’s account will Activity Fee For All Residence Halls and be deducted from the room reservation de- University Village $10.00 posit first, then any balance will be refund- Private Baths ed to the student. 1 person $180.00 2 people $90.00 INCIDENTAL FEES 3 people $60.00 Student parking 4 people $45.00 permit, full year $ 100.00 MEAL PLAN OPTIONS Student parking Non-resident students may purchase permit, one semester $ 70.00 Meal Plans 1, 2, 3, 4, or 5 in the Student University Court and Accounts Office. Only non-resident students Haggerty Hall parking permit, may purchase the following meal plans at one semester $ 100.00 the Food Service Office in The Commons. Late payment fee if financial Meal Plan 5 arrangements are not Any 50 meals per semester completed by: plus $150.00 of flex allowance § $ 400.00 Fall semester—August 14, 2009 Meal Plan 6 Spring semester— Any 20 meals per semester January 4, 2010 $ 50.00 plus $125.00 of flex allowance § $ 250.00 (An additional $50.00 late fee will be as- Munch Money is a prepaid individually sessed if financial arrangements still have funded account for food service purchases not been completed on the second week on campus. Munch Money accounts may following the original due date.) be established at any time throughout the Late registration fee for not registering year by any University of Portland student on or by: at the Food Service Office in the Commons. Fall semester—August 31, 2009 Spring semester— HOUSING/FOOD SERVICE CONTRACT January 11, 2010 $ 25.00 EXCLUSIONS Lost or stolen ID card fee $ 10.00 Between fall and spring semesters Returned check fee $ 35.00 (Christmas vacation) the residence halls Thesis in progress fee $ 40.00 are closed and food service is not available. Credit by examination fee for All resident students must find accommo- special comprehensive dations off campus. examinations given to students ENTRANCE FEES/DEPOSITS who challenge a course—per semester Registration/Housing Deposit—$400.00 credit hour (non-refundable) $ 50.00 A non-refundable registration/housing de- posit is required of all students. Ordinarily, this amount will be applied as a credit to the student’s account. However, for stu-

§The flex allowance is the same as cash, and is redeemable at any University of Portland campus food facility. This is non-refundable and must be used during the academic year in which it was purchased. These plans are outlined in publications available in the residence life or Bon Appetit offices. *Books, supplies, etc. are estimated. GENERAL INFORMATION 29 SAMPLE OF EXPENSES full-time undergraduate students. Students Per Semester 2008-2009 who are already covered by a health insur- All Students: ance program may have this requirement Tuition $ 15,400.00 waived by submitting the online health Health Insurance $ 528.00 waiver at www.aetnastudenthealth.com. A *Books, Supplies, Etc. $ 600.00 waiver is required for each academic year Student Government Fee $ 70.00 and must be received by the day of regis- Total $ 16,598.00 tration at the beginning of the fall semes- On Campus Residents ter. Any health waivers received after this Tuition, Health Ins., fees, timeline will not be accepted for the cur- books (from above) $ 16,598.00 rent semester. Waivers are available online Standard Room $ 2,112.50 at www.aetnastudenthealth.com. Meal Plan Option 3 $ 2,445.00 Student Government Fee The student Residence Hall Activity government fee is used by the Associated Fee $ 10.00 Students of the University of Portland to Total $ 21,165.50 promote activities. Parents or guardians will be held responsible Payment Schedule for all bills contracted by their dependent Payment in full for tuition, room, and students even though the student may be board (where applicable), and any assessed self-supporting. A student’s account must be fees are due on or before August 14, 2009 paid in full in order to register for upcoming for the fall 2009 semester and January 4, classes. Accounts that are more than 90 days 2010 for the spring 2010 semester. Students past due may be referred to an outside must make financial arrangements for any agency for collection. The student is then re- unpaid portion of their bill with the Office sponsible for all charges due the University of Student Accounts prior to the due date as well as all collection costs incurred by the in order to be cleared for class. Payment agency. Degrees and transcripts will not be for any special charges and adjustments in- issued to any student whose account has not curred during the semester is due at the been paid in full. If a past due account is paid time of adjustment. by personal check, the degree and transcript Student accounts creates an invoice in will be released two weeks after the receipt mid July for fall semester, first part of De- of payment. cember for spring semester, and the first Expenses incurred because of damage to part of April for summer semester. The in- University property will be billed to the voice reflects all current charges based on student who caused the damage. a student’s registration at the time of in- The University is not responsible for any voicing for the new semester. Invoices are loss of, or damage to, the personal property generated at the beginning of ever month of a student. during the academic year and are e-mailed Tuition and Fees Refund Policies Stu- to the student. dents are admitted to the University of Payment of tuition entitles the student to Portland with the understanding they will receive a validated student body card that remain until the end of the semester.† permits: admission to the University When students register for classes, they library, gymnasium, and student recre- incur charges and are responsible for pay- ational facilities; admission to concerts, ment of these charges whether or not they lectures, and athletic events at no charge attend. The University of Portland, a non- or a reduced rate; and free access to stu- profit institution of higher learning, in es- dent publications. Full-time students are, tablishing any student account, extends additionally, entitled to use of the Univer- credit to students solely for the purpose of sity health center services. financing their education. Any balance Health Insurance Participation in the due is hereby acknowledged as a student health insurance program is required of all loan and will be considered non-discharge-

*Books, supplies, etc. are estimated. † Students enrolled in off-campus programs should refer to the program handbook. 30 GENERAL INFORMATION able under Chapter 13 and 7 of the federal rollment status definitions for tuition and and state laws governing bankruptcy. To financial aid purposes. have the charge removed, students must Room Refund All students residing on process a drop or withdrawal through the campus are required to complete a Resi- registrar’s office within the refund period. dence Hall and Food Service Contract. This If a student is dismissed or suspended, no legal contract describes both University and part of the tuition and fees for the remain- student obligations and is for the entire acad- der of the semester will be refunded. If a emic year. Release from this contract will be student finds it necessary to withdraw granted only in the event of December grad- completely or from specific courses, the uation, voluntary withdrawal from the Uni- following policies apply: versity, or serious extenuating circum- Fall and Spring Semesters Tuition and stances beyond the student’s control. Fees In all cases of withdrawal,whether Food Service Meal Plan charges will be complete or partial, and counting from prorated if a student withdraws from the the first day courses begin each semester, University or is released from the Resi- the following refund schedule applies: dence Hall and Food Service Contract. During the first week —100% of tuition Munch Money will be refunded upon writ- and fees ten request to the Food Service Office. During the second week—75% of tuition During the third week—50% of tuition During the fourth week—25% of tuition Athletics After the fourth week—No refund Tuition refunds are effective from the Athletics/Intramurals date a completed application to withdraw Lawrence R. Williams II, J.D., director or drop courses is received in the Office of the Registrar, not from the last day of at- The mission of the University’s athletics tendance. If you must withdraw after the programs has four features: refund period due to unusual circum- I To educate the minds, hearts, and spirits stances, you may contact the Office of of student-athletes, in such areas as fair- Student Accounts to apply for an exception ness, discipline, teamwork, competitive- to the refund policy. ness, and sacrifice; A different refund policy applies to I To advance the University toward preem- students receiving Federal Financial Aid. inence among its peers by fielding teams Please contact the Office of Financial Aid and student-athletes that are talented and regarding this policy. competitive at the NCAA Division I level; Credit balances are reviewed twice a I To provide additional non-curricular year and are automatically generated for “teaching moments” for all students; credit balances in excess of $10.00. Credit I To formulate and perpetuate programs balances under $10.00 will not be refund- that reflect the University as a whole, and ed unless requested, and will be written which symbolize the University’s mission. off if they are over one year old. Since the University’s founding nearly a Hold Policy Accounts with an outstand- century ago, sport has been both a central ing balance of $25 or greater will be en- means of education for the student body cumbered. The hold will prevent registra- and one of the many ways that the Univer- tion changes, including section changes, sity is bound together as a community. release of transcripts, and diplomas. A stu- The University’s inter-collegiate and in- dent that has a hold in placed on their ac- tramural athletics programs have allowed count is encouraged to contact the Office many thousands of students a form of edu- of Student Accounts. cation respected since the time of the an- Paying by Check Accounts paid by check cient Greeks. On playing fields and courts, creating a credit balance will have a mini- University students have focused their mum of two weeks postponement before physical, mental, and emotional efforts; releasing the credit balance. learned the benefit of discipline and team- Summer Session See current Summer work; channeled competitiveness, creativ- Session Catalog for refund policy and en- ity, and energy toward goals both individ- GENERAL INFORMATION 31 ual and common; and realized one aspect of the University’s attempt to teach them Campus Ministry what it means to be a wholly educated per- son, alert to knowledge of the mind, body, Rev. Gary S. Chamberland, C.S.C., director and spirit. The Office of Campus Ministry works in The University’s athletics programs have support of the University’s mission to edu- also served as an important means of bind- cate the whole person, to concern itself ing the University community together, in with issues of justice and ethics, and to common support of the student-athletes serve God and neighbor. The University of representing the University, and in com- Portland is a Catholic university, and cam- mon support of the athletics staff charged pus ministry, as an institutional Catholic with caring for and teaching the students presence, witnesses to the University’s on their teams. Coaches, trainers, and ad- mission in all areas of campus life. It does ministrators in the athletics department not minister exclusively to the Catholic are considered teachers of direct or indi- community but offers a variety of activi- rect influence. Through their conversa- ties open to all members of the University. tion, conduct, and personal and profes- sional activities, athletics personnel are Chapel of Christ the colleagues in the University’s effort to edu- cate mind, heart, and spirit. Teacher The University’s participation at the The principal center of activity for campus NCAA Division I level is characterized by ministry is the Chapel of Christ the adhering to the NCAA’s standards of acade- Teacher. The director of campus ministry mic quality and degree completion and by and the associate directors have offices in striving for regional and national promi- the chapel building and in the Pilot House. nence. The University is committed to be The primary activity in the chapel is wor- an institution that abides by NCAA rules ship. It is open and available for prayer and and regulations as well as those of the meditation to all members of the University West Coast Conference (WCC). community every day of the year. Each Sun- Programs: The men’s and women’s inter- day the Catholic Eucharist is celebrated at collegiate program competes in the WCC 10:30 a.m., and at 9 p.m. when classes are in in basketball, golf, tennis, soccer, and cross session. In addition, Mass is celebrated every country. The men also compete in the weekday at 12:05 p.m. The life of prayer and WCC in baseball, and the women compete worship is at the heart of what campus min- in the WCC in volleyball. The track pro- istry contributes to the University and much gram for both men and women competes time and energy is invested in it. Students, as an independent. faculty, and staff are encouraged to partici- The intramural program offers a wide pate in the Mass as musicians, singers, read- variety of organized sports and recreation- ers, and eucharistic ministers as well as to al activities for the student body, faculty, help plan other prayer and worship activities and staff. Both “pro” and “rec” divisions are that take place in the chapel. During the spe- offered in basketball, volleyball, indoor/out- cial seasons of the Church’s year (Advent, door soccer, ultimate frisbee, tennis, soft- Lent, and Easter) appropriate liturgical ser- ball, and other sports. Activities include vices are planned to enhance their obser- biking, camping, snow skiing, hiking, vance. snowshoeing, and rafting. Classes are of- fered in many activities including tae kwon Campus Ministry do, boxing, scuba diving, yoga, and aerobics. For more information contact recreational Programs services at (503) 943-7177. Each year campus ministry offers to the Uni- versity community a variety of retreat expe- riences. The Encounter retreat is almost en- tirely planned and given by students them- selves. Other retreats are organized with spe- cial groups in mind (e.g., seniors or fresh- 32 GENERAL INFORMATION men). Faculty and staff from the University are invited to participate in the retreats. Garaventa Center Campus ministry provides sacramental preparation for students preparing for for Catholic Intel- marriage. The Rite of Christian Initiation for Adults and preparation for the sacra- lectual Life and ment of confirmation are also offered. The campus ministry staff assists with the American Culture organization and guidance of inter-denom- inational Bible study groups on campus. Rev. James M. Lies, C.S.C., Ph.D., executive They also provide resources to the Univer- director sity community for prayer, meditation, Jamie Powell, director and study groups. The University of Portland Garaventa Cen- Campus ministry collaborates closely with ter for Catholic Intellectual Life and Amer- the Moreau Center for Service and Leader- ican Culture was dedicated in 2005 as a gift ship because of the intimate connection be- of the Garaventa family of Concord, Cali- tween faith and service to those who are fornia. most in need. It also supports other Univer- The Garaventa Center for Catholic Intel- sity efforts to sensitize the community to the lectual Life and American Culture is dedi- plight of the poor. cated to the examination of the intersec- Campus ministry collaborates with the tion of Catholic intellectual life and Ameri- Office of Residence Life through its Pas- can culture. The mission of the Center is toral Residents Program, which places rooted in the identity of the University as a committed Christian adults (usually Holy Catholic, Holy Cross, and American insti- Cross priests and brothers) in residence in tution of higher learning. Because of that student residence halls. Pastoral residents identity, the Center is uniquely situated, are available to students for spiritual direc- and hence especially obligated, to con- tion and pastoral counseling; they also are tribute to the intellectual, moral, and reli- a resource for hall staffs. Campus ministry gious development of our communities to assists in the celebration of hall Masses on serve the common good. As Catholic, this week nights. Campus ministry also main- commitment is informed by the values tains a conveniently located office in the that stem from the recognition that all life student lounge area of the Pilot House. is a gift from a loving Creator, that all Complete details are available by contact- human beings have intrinsic dignity, and ing the Director of Campus Ministry, Uni- that the goods of the earth and the goods versity of Portland, 5000 N. Willamette of human ingenuity have been given by Blvd., Portland, Oregon 97203-5798. Tele- God for the sake of all God’s creatures. As phone (503) 943-7131. Toll free (800) 227- Holy Cross, this commitment is to excel- 4568, ext. 7131. lence in teaching in an environment that fosters the development of the whole per- son—the heart and the mind—to con- tribute to a just and lasting social order. As American, this commitment is mindful that the spirit of freedom and the spirit of religion together marked the founding of this nation and that freedom and religion can together guide the continued flourish- ing of the nation and its people. The University of Portland Garaventa Center for Catholic Intellectual Life and American Culture is located in Suite 214 in Buckley Center and can be contacted at (503) 943-7702 or [email protected]. GENERAL INFORMATION 33 University Center Enrollment for Entrepreneur- Management and ship Student Life Jon Down, Ph.D., director John T. Goldrick, J.D., vice president for Robin D. Anderson, Ed.D., Franz Chair in enrollment management and student life Entrepreneurship Rev. John Donato, C.S.C., Ed.D., associate Nicole Andrade, academic programs director vice president for student life Laura Steffen, coordinator for sustainable The Division of Enrollment Management entrepreneurship and Student Life is charged with managing The University of Portland Center for the University’s enrollment and developing Entrepreneurship was established in 1998 and maintaining a quality of student life con- through a generous seed endowment by sistent with the University’s mission and Robert W. Franz. Cross-disciplinary activi- Catholic identity, a quality that enhances the ties of the center make a positive impact development of the whole person and fos- on students, faculty, alumni, and support- ters an environment in which students learn ers of all five colleges of the University. from campus experiences and interaction The Center forms partnerships with the with the University community. Portland business community to offer pro- grams on new venture creation, social en- Policies and Regulations trepreneurship, not-for-profit entrepre- The University community has developed neurship, global entrepreneurship, and in- regulations which describe the expecta- novation and technology management. tions and limitations of student behavior The University of Portland $16K Chal- consistent with the objectives and purpose lenge is administered by the Center. The of the University. It is the responsibility of program is an event designed to motivate each student to be familiar with these reg- and support University of Portland students ulations, which are published annually in in creating new world-class ventures. the Student Handbook. Participants form teams which are judged The vice president for enrollment man- by a local pool of entrepreneurs, venture agement and student life has full and di- capitalists, and other successful mentors rect responsibility for implementing stu- who evaluate the teams’ business plans, dent life policies for all students. The poli- awarding a total of $16,000 in cash and cies have been established by the presi- prizes among winners of the competition. dent and the regents of the University. For This experience provides opportunities details contact the vice president for en- through team building, mentoring, educa- rollment management and student life at tion, networking, and capital formation. (503) 943-7207. The Center also administers the annual Bauccio Lecture in Entrepreneurship, Office of crafted to bring national and international leaders in entrepreneurship to the cam- Admissions pus. The endowed lecture series is named Jason S. McDonald, M.Ed., dean for its founders, Fedele Bauccio ’64, ’66, and his wife Linda. The University welcomes applicants for The Center for Entrepreneurship is locat- admission to any of our five undergradu- ed in Buckley Center, Room 216, (503) 943- ate schools. Admission to the University of 7769, or [email protected]. Portland is competitive. Students are se- lected on the basis of individual merit. Applications for the 2010-2011 year may be submitted beginning September 1, 2009. The University encourages appli- 34 GENERAL INFORMATION cants to visit the campus and meet with an space allows. In making an application for admissions counselor, members of the fac- admission, candidates must complete the ulty, and students. To make an appoint- following procedures: ment call (503) 943-7147; toll free (888) Application Form Submit a University of 627-5601. Portland application to the Office of Ad- missions. Attach a non-refundable process- Documents ing fee of $50.00 to the application. Please Official transcripts, sent directly from any note: any incoming student interested in a institutions attended by the applicant to major in Nursing must indicate this intent the Office of Admissions, University of on the application. Portland, and showing all high school and Pre-College Testing Take the Scholastic college work attempted, are required. Aptitude Test (SAT 1) or the American Col- Since all official transcripts that are sub- lege Test (ACT) prior to February of the se- mitted become property of the University nior year in high school. Submit official of Portland and cannot be copied or re- copies of your results to the Office of Ad- turned to the student, students are encour- missions. aged to obtain unofficial copies of their transcripts for advising or personal pur- Advanced Placement poses directly from the institutions they With Credit In recognition of the strength have attended. of many advanced programs in secondary Students who knowingly submit altered schools, college credits will be awarded on transcripts or falsified applications jeopar- the basis of satisfactory scores on Advance dize their admission status and could have Placement (AP), International Baccalaure- their acceptance canceled. ate (IB), and the College Level Examina- tion Program (CLEP) examinations. Three Entering Freshmen or more semester hours’ credit may be Students admitted as freshmen must grad- granted for each AP examination passed uate from high school before enrollment. with a score of 4 or 5 and higher level IB Admission is determined by the Universi- examinations passed with a score of 5 or ty’s estimate of the student’s probable suc- better. CLEP provides a series of objective cess in college-level work. This estimate is examinations to assess student proficiency based upon the number of and the grades in several general fields: natural science, in high school academic subjects, together social science/history, humanities, Eng- with the SAT 1 or ACT test scores, recom- lish composition, and mathematics. Sub- mendations, an essay, and the major the ject examinations are also offered in a student plans to pursue. The best prepara- wide variety of fields. These tests measure tion for study at the University of Portland competence in specific college-level acad- includes four years of English, three to emic areas. four years of mathematics, three to four There is no grade attached to advanced years of laboratory science, three to four placement, international baccalaureate, or years of social sciences/history, and two to CLEP credit. Therefore, it is not included four years of a foreign language. in the grade point average of the student. To prepare for some majors, a more in- Without Credit Those who do not qualify tensive background in certain academic for advanced placement with credit ac- areas is recommended. For example, one cording to the provisions mentioned above, year of high school chemistry is required may, nevertheless, be assigned to advanced for students interested in the School of freshman or sophomore sections of certain Nursing and one year of Pre-Calculus is classes, if in the judgment of the dean of the preferred minimum math require- the college or school, the student’s prepa- ment for the School of Engineering. ration is adequate. In the event of such ad- Candidates should complete the follow- vanced placement no credit is given for ing procedures by February 1 for priority any preparatory classes bypassed. consideration. Additional admission deci- sions will be made to later applicants as GENERAL INFORMATION 35 International Students Transfer Students All international students, both freshmen The upper division programs of the Uni- and transfers, must submit official copies versity are the center of increasing atten- of their secondary school record. In addi- tion from students transferring from other tion to the regular admission procedures, four-year institutions and community col- international students are required to pro- leges. Applications of such students will be vide proof of English language compe- given the fullest individual attention by tence through one of the following proce- the University. dures: Test of English as a foreign language Students seeking admission with fewer (TOEFL) or the International English Lan- than 26 semester hours of acceptable guage Testing System (IELTS). transfer credit will be required to follow The TOEFL or the IELTS is required of all the same admission procedure as entering applicants whose native language is not freshmen, in addition to furnishing the English. A minimum composite score of University a transcript from the colleges at- 71 (or 6.5 on IELTS) must be attained for tended. Students planning to transfer 26 or acceptance as an undergraduate student. more semester hours may be considered Performance on TOEFL subsections will for admission if they have an overall grade also be considered. A minimum of 79 (7.0 point average of 2.5 and are in good acade- on IELTS) is required for acceptance as a mic standing in the college most recently graduate student, except for the master’s attended. Admission to the University is programs in business administration, com- determined by the dean’s evaluation of the munication studies, music, and nursing. In student’s academic record. Many academic business administration the minimum programs require specific course work and score is 88 (7.0 on IELTS); in communica- a college grade point average above 2.5. tions, music, and nursing it is 100 (7.5 on When students transfer from an accredited IELTS). An I-20 document will not be is- college or university, all acceptable credits sued until the student is accepted at the are counted in determining the class rating. University. After the TOEFL or IELTS re- (Students are classified as a sophomore if quirement is met, it is required that under- they have obtained at least 30 semester graduate students take the English place- hours of credit; as juniors, 60 hours; as se- ment examination at the University of niors, 90 hours.) Students transferring into Portland before registering for classes. If the University as sophomores, juniors, or the score on this test is not satisfactory, the seniors will complete the requirements in student will be required to take and pass, the curriculum in which they are enrolled. with at least a grade of C, the English class With the approval of the dean, credits or classes in line with the deficiency. Until designated as transfer (100-level or above) English proficiency is judged satisfactory, with a grade of C (2.00) or higher, may be the student must take a reduced load in accepted from community colleges and the major area of study. Thus, it may take baccalaureate degree granting institutions the student an extra semester or more to accredited by regional accrediting associa- obtain an undergraduate degree. tions, as well as by professional accredit- An exception to the above may be made ing agencies when appropriate, subject to in the following case: Applicants present- the limitations imposed by the degree re- ing GCE certificates in English language quirements of a student’s specific major. from the University of London, or GCE Academic credit for other courses and ad- certificates from examining bodies recog- vanced placement may also be given with nized as equivalent to the University of approval of the dean. London need not take the TOEFL test, but Transfer Applicant Information In they will be required to take the University making application for admission, the of Portland English placement examina- candidate must complete the following tion with the conditions mentioned above. procedures at least one month prior to the semester of enrollment. Application Form Submit a University of Portland application to the Office of Ad- 36 GENERAL INFORMATION missions. Attach a non-refundable process- sired courses will be required. ing fee of $50.00 to the application. Please Nonmatriculated student status at the note: transfer students interested in a undergraduate level requires that the stu- major in nursing must indicate this intent dent reapply prior to each term. In no case on the admission application and must be is a student allowed to accumulate more prepared to enter the University as a ju- than 15 semester hours or to be enrolled nior (obtaining 60 or more semester hours for more than two semesters, and, any with the appropriate prerequisites). such student who accumulates 15 semes- Transcripts Have official transcripts sent ter hours or two semesters is required to directly from all colleges attended to the seek regular admission to a degree pro- Office of Admissions, University of Portland. gram in keeping with procedures deter- Essay Complete the essay as indicated on mined by the Office of Admissions. the application form. Submit with the ap- Accumulation of more than 9 hours of plication (for Education majors only). graduate credit in the nonmatriculated status is not permitted, and any such Postgraduate and student who accumulates 9 semester hours is required to seek regular admission to a Graduate Students degree program in keeping with proce- Admission to the University as a postgradu- dures determined by the Graduate School. ate or non-matriculated student does not imply acceptance to a graduate degree pro- Auditors gram. Regular admission to the Graduate Students who wish to attend classes but School must be obtained from the dean of who do not desire credit may enroll as au- the Graduate School before any work will be ditors. Regularly matriculated students may accepted toward a graduate degree. Graduate audit courses with the approval of their re- students should consult the graduate section spective deans. Auditors must furnish suf- of the Bulletin for admission procedures. ficient evidence of their ability to take the courses involved. They are not required to Nonmatriculated Students perform any of the work assigned in the Nonmatriculated students are students course, nor may they take the examinations. who apply for admission in order to regis- Registration for audit is done in the same ter for credit but who are not degree-seek- manner as for credit. Those who audit ing students at the University. Enrollment courses are not eligible for credit by exami- as a nonmatriculated student implies no nation in such courses, nor may auditors commitment on the part of the University register for credit after the last official day regarding regular admission at a later to add/drop a class. No changes to or from time. Credits earned while in the nonma- auditor status are permitted after the last triculated classification may but do not day to add/drop a class. Courses taken by necessarily apply toward requirements for audit are entered on the student’s perma- a degree should a student later be accept- nent record and indicated with the symbol ed into a degree program. AD. Admission as a nonmatriculated student requires that the student submit a nonma- Veterans triculated student application to the office Prospective students who are eligible for of undergraduate admission if they do not veterans’ benefits should contact the veter- have a bachelor’s degree, or to graduate ad- ans’ coordinator in the registrar’s office at mission if they do. A $50.00 application the University at the time application for fee is required, as well as relevant tran- admission is made. Such students should scripts, and other requested documents also report to the veterans’ coordinator no prior to their initial registration. If a non- later than the first week of each semester’s matriculated student wishes to register for classes. The veterans’ coordinator will sub- courses in business, nursing, engineering, mit the necessary application forms to the education, or for upper-division courses in Department of Veterans Affairs (DVA) re- the College of Arts and Sciences, then evi- gional office for processing. dence of adequate preparation for the de- GENERAL INFORMATION 37 Recipients desiring advanced payment of resume writing, job searching, choosing a the initial benefit check should know that major, and interviewing; the DVA requires application at least 30 I On-campus recruiting and job fairs; days prior to the start of the term. I Electronic job postings (website), intern- Veterans and others eligible for educa- ships, and summer jobs; tional benefits from the DVA are subject to I Contacts with corporations and alumni the standard of satisfactory progress as re- for informational interviews. quired by DVA rules and regulations. I Assistance in all phases of graduate and Benefit recipients are required to notify professional school applications. the veterans’ coordinator of any adds, For details contact the director, career ser- drops, withdrawals, or changes of program vices, 5000 N. Willamette Blvd., Portland, of study. Oregon 97203-5798. Phone (503) 943-7201 or The educational records of the students (800) 227-4568. E-mail: [email protected]. receiving benefits as well as other students Webpage: www.up.edu/career. not on benefits (for comparison), may be provided to authorized state and federal personnel without prior consent of the stu- Financial Aid dent under 45 CFR. Part 99.3 and Part Janet Turner, director 99.35 (Protection and the Right of Privacy The goal of the Financial Aid Office at the of Parents and Students). University of Portland is to serve students Additional information regarding Depart- by recognizing that every student’s family ment of Veterans Affairs policies and pro- financial need is unique. We help students grams may be obtained from the veterans’ invest in their futures to attain their educa- coordinator in the Office of the Registrar tional goals by providing financial options in Waldschmidt Hall, (503) 943-7321 or through the financial aid awarding process. contact the Department of Veterans Affairs The process for applying for financial aid at (800) 827-1000. begins in the admissions office, where var- ious types of merit-based institutional aid Career Services are determined. Then, the Office of Finan- cial Aid reviews the information that each Amy E. Cavanaugh, M.S., director student provides on their Free Application The Office of Career Services assists stu- for Federal Student Aid (FAFSA) in order to dents in all aspects of career development, determine eligibility for other aid options. from helping students identify and choose This application is accessible at major fields of study, plan and develop ca- www.fafsa.ed.gov. reers, and apply effective job search skills After reviewing the student FAFSA infor- for finding internships, summer jobs, and mation, financial aid counselors create in- full-time employment; post-graduate vol- dividual financial aid packages based on unteer service; and graduate and profes- applicant data. These financial aid pack- sional school applications. ages can include grants, loans, work study, Freshmen through seniors, as well as and scholarships. alumni, are encouraged to visit and use Detailed information covering eligibility, the career services facility, located in Orri- financial aid programs, and application co Hall. Professional staff are available for procedures can be found in the Financial individual sessions or workshops to guide Aid Handbook located online at www.up. students and alumni through every stage edu/finaid/handbook. of college and career development: Additionally, every student should read I Individual career advising and job search and understand the Satisfactory Academic assistance; Progress Policy before accepting their fi- I Guidance in choosing a major; nancial aid award. This policy is included I Resources, including career publications in the Financial Aid Handbook online at and videos, computers, copier, scanner, www.up.edu/finaid/handbook. fax, phone for career search, extensive ca- Grants can be federal, state or institution- reer library; al and are awarded on the basis of need I Workshops on various topics, including 38 GENERAL INFORMATION and fund availability to undergraduate stu- dents. Financial need is determined by the International following formula: cost of attendance minus expected family contribution Student Services equals financial need. Michael J. Pelley, director Educational loans are a form of financial The Office of International Student Services aid that must be repaid with interest. Un- provides services to more than 150 interna- dergraduate loans come in three major cat- tional students from more than 40 sovereign egories: student loans (e.g., Stafford and nations. The director serves as liaison to Perkins loans), parent loans (e.g., PLUS U.S. Citizenship and Immigration Services, loans) and private student loans (also NAFSA (Association of International Educa- called alternative student loans). For stu- tors), the Institute of International Educa- dents attending graduate school there are tion, and other local, state, national, and in- graduate PLUS loans. ternational programs and agencies. Work study is employment that provides The office advises international students students with an opportunity to work in a and student groups, evaluates foreign tran- job that requires a small number of hours scripts, provides international students of work per week, making it easier to orientation, administers the international maintain a job while going to school. Job scholarship program, and sponsors a vari- postings can be found at www.up.edu/fi- ety of programs including the Friendship naid/studentjobs. Partners Program and the Cultural Con- Scholarships are a form of aid that helps nections Program. Complete details are students pay for their education. Unlike available by contacting the director, Uni- student loans, scholarships do not have to versity of Portland, 5000 N. Willamette be repaid. Scholarships come from numer- Blvd., Portland, Oregon 97203-5798. Tele- ous sponsors. Some scholarships are re- phone (503) 943-7367. Toll free (800) 227- served for students with special qualifica- 4568. tions, such as academic, athletic, or artistic talent. Scholarship awards are also avail- able for students who are interested in par- Public Safety/ ticular fields of study, who are members of Parking underrepresented groups, who live in cer- tain areas of the country, or who demon- Harold Burke-Sivers, M.T.S., director strate financial need. Monday through Friday, from 8 a.m. to Please visit our website at www.up.edu/ 4 p.m., during fall and spring semesters, finaid for more information. all vehicles parking on campus must dis- play a parking permit. This permit allows Withdrawal/Refund students to park in “general” parking areas. The lot around Waldschmidt Hall is Policies restricted from student parking year For detailed withdrawal and refund poli- round. Students may purchase a permit at cies regarding federal, state and institu- the Office of Public Safety. Visitor parking tional financial aid, please refer to the Fi- permits may be obtained at the Pilot nancial Aid Handbook online at www.up. House Information Center during busi- edu/finaid/handbook. ness hours or at the Office of Public Safety Contact Information: E-mail: finaid@ anytime. up.edu. Telephone: 503-943-7311 or toll- Freshmen resident students may not free 800-227-4568. Fax: 503-943-7508. bring a car to campus nor may they park on city streets in the neighborhood sur- rounding campus. If this policy poses a hardship, an exception may be granted by public safety. The University also restricts parking in certain neighborhood areas by all members of the University community. GENERAL INFORMATION 39 Students should familiarize themselves faith, and service mission of the University. with the various campus traffic and park- The Office of Residence Life also man- ing regulations. A copy of these regula- ages more than 40 rental properties hous- tions is available at the Information Center ing students. All houses and apartments and at the Office of Public Safety. are located in the immediate neighbor- hood of the University. For more informa- Residence Life tion, please e-mail [email protected]. Michael Walsh, director Shepard Freshman The Office of Residence Life is committed to creating supportive living environments Resource Center that are safe and inclusive. Residence Life Brenda Greiner, director promotes mutual respect, faith, and serv- ice to others in communities focused on The Shepard Freshman Resource Center the development of students. Residents was established under the provost’s office are called to communal responsibility and by regent Steve Shepard. Its objective is to encouraged to explore and develop spiritu- help first-year students make a successful ality and leadership skills for continued transition to University life. The Center education of the mind and the heart out- oversees counseling and advising for first- side the classroom. year students, helping them resolve issues Through their experience in the halls, with career planning, financial aid, regis- students learn what it means to love thy tration, and social adjustment. The Center neighbor while also caring for one’s self. assists undeclared first-year students as Student and professional leadership pro- they select a major course of studies. vide residents with a safe, healthy environ- The Freshman Center also directs a ment enriched with opportunities to de- freshman seminar workshop program, led velop spiritually, ethically, and socially. by upper-class students, to instruct first- The residential community consists of year students in college learning strategies nine buildings with a choice of single gen- and to mentor them in University culture der and co-ed. Each hall mixes freshman and procedures. Additionally, the Center through senior students together, except offers upper-class mentors for first-year for Haggerty and Tyson halls, which house students. First-year students of any major only juniors, seniors, and graduate stu- are welcome to use the Center’s resources. dents. The Shepard Freshman Resource Center Every community has a chapel and is located in 113 Buckley Center and can be weekly Mass. Other communal amenities reached at (503) 943-7895 or [email protected]. and programs include lounges, recreation rooms, storage, and laundry rooms. A re- Early Alert ception desk offers security, services, and a friendly face for residents and their Program guests. Paul Myers, Ph.D., director Leadership in the hall includes a profes- Thomas Greene, Ed.D., director sional hall director and assistant hall direc- The Early Alert program is intended to tor, a resident assistant (junior and senior support sophomores, juniors, and seniors students), and one or more pastoral resi- and is accessed primarily by faculty and dents, usually Holy Cross priests, who staff, but also by students and parents. work to build the hall’s faith community. While most students at the University ex- Student leadership in the halls also con- perience success in their academic and so- sists of the hall council, the Residence cial experiences, the University is commit- Halls Association, and student administra- ted to helping all students reach their po- tive positions. tential. Students manifesting acute med- Student and professional leaders combine ical, mental, or academic issues can be re- to offer a diverse experience out of the ferred to the Early Alert referral system. classroom that supports the overall teaching, Early Alert personnel will then contact the 40 GENERAL INFORMATION student and if the student responds to the provided by ASUP include ADvantage, an contact and agrees to the support, the stu- advertising service for campus events; dent is referred to the one of many sup- Espresso UP, a free “latte break” on Wednes- port personnel on campus (campus min- day evenings in St. Mary’s lounge; and the istry, counseling, medical, Freshman Re- Pilot Express, a limited shuttle service to source Center, academic centers, etc.) to the airport and train station in conjunction activate the appropriate support. On the with official University breaks. University’s website, there is a white bar The University celebrates cultural differ- with a pull-down menu. Simply open the ences among students and values multi- menu and scroll down to Early Alert. You cultural programs that enrich the educa- may contact Early Alert through the e-mail tional experience for all students. Student hot link found on the page. activities provides programs that encour- age the sharing of different cultural tradi- tions and values. Multicultural programs Student Activities include: Ohana, the freshman pre-orienta- Jeromy Koffler, M.A., director tion program for multicultural students; The University aims to enhance the edu- special diverse campus programs and ini- cational experience of students by encour- tiatives; the U.P. Diversity Committee; and aging and supporting a wide range of stu- student diversity coordinators. dent interests and organizations, including The Office of Students Activities serves student government, student media, and a as a resource to students over 25 years old rich variety of clubs. Students who take ad- who may have different needs and con- vantage of the activities and participate in cerns than traditional college students. organizations gain invaluable experience The student activities office coordinates in leadership and organizational skills, an orientation program for new under- technical and professional skills, political graduates at the start of the fall and spring and social skills. The Office of Student semesters, including events planned espe- Activities serves student organizations and cially for transfer students, minority stu- leaders in learning and exercising their dents, commuter freshmen, and adult stu- skills in the pursuit of their activities. dents. It coordinates events for Junior Par- Approximately 60 student-run organiza- ents and Families Weekend each spring, tions are recognized by the University, in- an event which gives juniors and their cluding social clubs, academic honors and families time to spend together on The professional societies, club sports, service Bluff. Student activities publishes the an- groups, and groups organized for cultural nual Student Handbook, which includes the or academic interests. As student interests student code of conduct and other impor- change, the list of clubs changes; the most tant policies and information. Each stu- recent list is published in the Student Hand- dent should receive a copy of the Student book each year and updated regularly on Handbook every year. the student activities website (www.up.edu/ activities). Student media include a week- University Health ly student newspaper, The Beacon; a year- book, The Log; and a student radio station, Center KDUP 1580 AM. Paul R. Myers, Ph.D., director The Associated Students of the Universi- ty of Portland (ASUP), the student govern- The services and programs of the Univer- ment of the undergraduate student body, sity health center are made available to all allocates the student activity fee, provid- students to promote wellness and enhance ing support for many of the student-run the quality of life at the University. The organizations, and gives voice to student focus of care is on the individual student concerns. Campus Program Board (CPB), with a concern for overall growth and de- under the auspices of ASUP, coordinates a velopment in academic, social-emotional, multi-faceted program of social, cultural, physical, vocational, and spiritual domains. and educational programs. Other services Confidential personal, spiritual, and learning assistance counseling, as well as GENERAL INFORMATION 41 health care are provided at no cost for pro- more efficient use of their time, energy, fessional services. Nominal fees are charged and personal resources. The program fo- for psychological assessment, medication, cuses on academic issues which generally laboratory studies, and medical supplies. confront all university students, such as: I Understanding and meeting classroom Health & Counseling expectations; Services I Developing effective study strategies; I Dealing with test anxiety; Advanced nursing services are available for I Enhancing test-taking abilities; most common health concerns. Referrals to I Improving concentration and memory; community-based health care professionals I Increasing academic motivation and self- are made as appropriate. (Emergencies are confidence; referred to public safety or to area hospitals I Balancing work, school and social life; as appropriate.) Health promotion services I Improving reading or writing skills; offer challenges and opportunities for ex- I Finding academic resources, support, ploring lifestyle choices which impact and assistance. health. Wellness counseling in areas such For more information contact the health as nutrition, stress management, sexuality, center at (503)943-7134 or go to the health AIDS awareness, and exercise is available. center webpage at www.up.edu/health- Counseling services are available to facili- center/. tate personal growth and development. Skill- ful professional counselors can assist in deal- Office for Students with ing with difficult personal issues, improve re- lationship skills, enhance coping effective- Disabilities ness, assist in spiritual/faith issues, improve Melanie J. Gangle, M.S., coordinator decision-making, and facilitate personal suc- In keeping with the University’s mission, cess at the University. The health center also the Office for Students with Disabilities provides substance abuse prevention, assess- works in partnership with students with ment, and referral services. disabilities, faculty, and University offices to coordinate reasonable accommodations Health History Form and access. Appropriate documentation of All full-time students must submit a health disability must be provided by the student history form before entering the first semes- before any consideration of accommoda- ter. This form is obtained from the Univer- tions or support can be provided. Guide- sity health center or the admissions office. lines for providing disability documenta- The University also requires completed tion are available from the OSWD website immunization records, including docu- or from the coordinator upon request. Stu- mentation of measles immunity (e.g., pro- dents with disabilities are encouraged to viding proof of having received two doses contact the coordinator for further infor- of MMR vaccine) in compliance with Ore- mation during the admission process and gon state law. Current tubercular testing is at the beginning of each semester at (503) also required for all full-time international 943-7134; TTY (503) 943-7484, or students. Information and vaccinations are www.up.edu/healthcenter/oswd. available at the University health center. Persons 18 years or over may assume re- sponsibility for their own health care in Moreau Center the State of Oregon. For more information call (503) 943-7134 or go to the health center web- for Service and page at www.up.edu/healthcenter/. Leadership Learning Assistance Laura N. Goble, director The University Health Center provides a The Moreau Center for Service and Leader- learning assistance program for individual ship provides students with opportunities for assessment, workshop training, and coun- direct service and social change, for those in seling opportunities to help students make need in the larger Portland community and 42 GENERAL INFORMATION beyond. From ongoing weekly service to Help Desk one-time efforts, programs are complement- The help desk is the main point of contact ed by educational opportunities to analyze for requesting technology services and and critique contemporary social issues and support. Located in Buckley Center room to probe the links between teaching, faith, 018, the help desk is open Monday through and service. Frequent reflection on service is Thursday from 8 a.m. to 7:30 p.m., and Fri- integral to the mission of the office. The of- day from 8 a.m. to 5 p.m. The help desk fice also supports faculty and students in de- provides account services (e.g., network, veloping service-learning experiences which electronic mail, portal, and Banner), and link course content and community service. telephone/onsite support for help with Opportunities include project manage- software applications, hardware issues, ment, tutoring children and recent and telephones, including voicemail. Con- refugees, mentoring, visiting the elderly tact the help desk at (503) 943-7000; exten- and mentally disabled, serving meals to sion 7000 on campus; or [email protected]. the homeless, building and repairing Help sheets are also available on the infor- homes, working with disabled children mation services website under “Technical and adults, study of migrant farm issues, Support.” study of inner city problems, and more. More information is available by calling Media Services (503) 943-7132 or toll free (800) 227-4568, Audiovisual equipment and services are online at www.up.edu/moreaucenter, or e- available from media services, located in mail [email protected]. Buckley Center room 012. Hours of opera- tion are 8 a.m. to 9 p.m., Monday through Thursday, and Friday from 8 a.m. to 5 Information p.m. Equipment such as overhead projec- tors, slide projectors, audio recording and Services Division playback decks, sound systems, VCRs, cameras, video (computer) projectors, James Ravelli, vice president for information screens, easels, flip charts, smart carts, services laptop computers, and peripherals may be The University of Portland manages infor- checked out or scheduled for delivery. Ad- mation technology to support an integrat- ditional services include scanning equip- ed, open, collaborative environment. The ment for multiple choice bubble tests and Information Services Division pursues this evaluations (faculty must provide their vision by providing a technological envi- own bubble sheets), audiovisual equip- ronment that supports the access, analy- ment and services, and assistance and sis, and management of information bene- training with instructional media materi- fiting all University constituencies. Infor- als (e.g., audio tape recording, CD/DVD mation services provides high quality, reli- duplication, videotape duplication, edit- able, contemporary, and integrated tech- ing). Semester-long, standing orders nology-based services to students, faculty, should be made one week before the se- and staff to facilitate the University’s mis- mester begins. One-time orders should be sion of learning, teaching, research, and made at least 48 hours in advance. All re- service. The personnel who provide these quests are filled on a first-come, first- services are dedicated professionals ready served basis. Students requiring the use of to meet constituents’ needs. University audiovisual equipment require a release community members are encouraged to form completed and signed by the spon- take the time to consult with them with soring faculty. Voice teleconferencing questions, problems, or needs which relate equipment can be reserved on a limited to the use and application of information basis. Video teleconferencing requires spe- technology. cial equipment and circuit activations that must be funded by the individual college or school. Reservations can be made by calling (503) 943-7774; extension 7774 on campus; or [email protected]. GENERAL INFORMATION 43 Technology Training smart classrooms. By request, non-mediat- Information services provides a variety of ed classrooms can also be equipped with ongoing training and support opportuni- an interactive cart on a first-come, first- ties for students, faculty, staff, and the served basis. There are twelve smart carts, University community to enable them to each containing a laptop computer, use technology more creatively and effec- VCR/DVD player, video projector, and tively. To request a class, training session, sound system. or to receive more information on how to implement technology in the classroom, Computer Labs (General contact or visit the training specialist locat- Purpose) ed in Franz Hall room 113 at (503) 943- There are three general purpose computer 8543, or extension 8543 on campus. labs on campus, located in Franz 111, the Clark Memorial Library, and Buckley Cen- Computer Classrooms ter 212 (when not being used as a comput- There are nine computer classrooms on er classroom). Each lab contains PCs or campus with computers for students and Macintosh computers or, in some cases, a an instructor’s computer connected to a mix of the two. Operating hours for the video projector. The computer classrooms labs match facility hours. Information ser- are located in Franz 107 and 125; Buckley vices employs student workers as laborato- Center 015, 211, and 212; Engineering 249 ry assistants, who are responsible for labo- and 206; and Old Science 201 and 206. The ratory operations including answering computer classrooms contain personal questions, cleaning computers, filling computers (PCs) with the exception of printers with paper and toner, and report- Franz 125 and Buckley Center 212, which ing broken or missing equipment. contain Macintosh computers. Engineer- ing 206 and 249 are also Macintosh com- Computer Labs (Special puters to dual boot capability that allows Purpose) for both Windows and iMac use. All com- There are eight special purpose computer puter classrooms have network and Inter- labs on campus, located in Franz 120 (for- net access. eign language lab), Franz 119/120 (learn- ing resource center), Franz 111 (assistive Smart Classrooms, Seminar technology lab), Buckley Center 304, (En- Rooms, and Carts gineering 214 and 215), and Swindells 128, There are eighteen smart classrooms and 143, and 241. Each lab contains PCs or six smart seminar classrooms on campus. Macintosh computers and specialty soft- Smart classrooms and seminar rooms con- ware as determined by faculty. Special tain the latest in audiovisual technology to purpose labs are available for use by stu- provide the utmost in interactive educa- dents enrolled in courses in engineering, tion. Smart classrooms are located in biology, chemistry, mathematics, comput- Franz 006, 015, 026, 034, 125, 206, 214, 223, er science, nursing, physics, and foreign and 231; Engineering (109, 216, 313), and languages, and by students with special 314; and Buckley Center Auditorium, 209, needs. In some cases, a computer class- 307, 310, and 314. The smart seminar room will double as a computer lab for cer- rooms are located in Franz 106, 108, 205, tain courses (e.g., music, GIS, and remote and 210, as well as Buckley Center 303 and sensing). 309. Each smart seminar room contains a computer, network and Internet access, Access Computing VCR/DVD player, video projector, screen, There are twenty full-featured kiosk PCs and overhead projector with sound sys- that provide quick-stop access to PilotsUP tem. Smart classrooms also include a tape and the Internet. They are located in the player and some house a laserdisc player. Pilot House, St. Mary’s Student Center These rooms can be used for instructor lounge, Buckley Center, and Franz Hall. lectures and student presentations. As a Additionally, each resident hall has a clus- result of high demand for these rooms, in- ter of PCs available for use by residents formation services continually adds more and staff. PCs are available in the base- 44 GENERAL INFORMATION ments of Villa Maria, Mehling, Kenna, applications, information services pro- Christie, and Shipstad Halls; in Corrado vides specialized software and training Hall on the second floor, both wings; and through the University Web Management Haggerty and Tyson Hall in the University Center for individuals who manage cam- Village lobby. pus websites and communities ranging from the College of Arts and Sciences and Pilots Wireless Network professional schools to student groups and Students, faculty, staff, and members of media organizations. Contact web and ad- the University community can access the ministrative systems at (503) 943-7880 or Pilots wireless network using 802.11b and extension 7880 on campus. 802.11g wireless devices such as laptops, notebooks, tablets, PDAs, handhelds, Software Palms, Pocket PCs, Blackberrys, and cell Twice per year, information services asks phones. The information services division faculty to provide their software require- has completed the installation of wireless ments for the summer, fall, and spring access points that provide 100 percent cov- computer classroom and lab software erage of University of Portland buildings builds. The College of Arts and Sciences and common areas. and the professional schools are responsi- ble for funding specialized software. Infor- PilotsUP mation services requires compliance with PilotsUP (pilots.up.edu) is the campus por- all software copyright laws and regula- tal that serves as a one-stop online source tions. Deep Freeze software has been in- for access to e-mail, announcements, Self- stalled on all computers in classrooms and Serve, campus events, the network folders, labs that will bring the computers back to Learning@UP, and more. their original state when rebooted. Learning@UP Telephone Service Learning@UP is an online course manage- Information services provides telephone ment system used by faculty and students service (including voicemail) to faculty to manage class messages, announce- and staff, and provides local dial tone to ments, assignments, PowerPoint presenta- students in campus residence halls. Con- tions, online quizzes, course links, and dis- tact the help desk in Buckley Center 018 cussion boards. Learning@UP is accessible (7000 or [email protected]) to reset voicemail via the PilotsUP portal at pilots.up.edu. or request telephone service. E-mail Network Storage Information services provides a secure, Information services provides a nine ter- standards-based messaging and collabora- abyte storage area network. This highly tion system known as Microsoft Exchange. available storage area network enables in- The system allows timely, seamless, and formation services to distribute and pro- integrated access to information through tect critical data to support increasing ap- Microsoft Outlook (PC), Microsoft Entour- plication requirements without system age (Mac), Outlook Web Access (OWA), and downtime. Each faculty or staff member Outlook Mobile Access (OMA). Outlook has departmental data storage on the “U” Web Access is available within PilotsUP drive and an additional one gigabyte of (pilots.up.edu) or directly at https://web- personal data storage on the “P” drive. mail.up.edu. Each student receives 500 megabytes of personal data storage on the “P” drive. Web Services Files can be accessed off-campus via the Information services actively defines and PilotsUP portal at pilots.up.edu. communicates an integrated strategy for the development, maintenance, and use of Policies the Web as a strategic tool for the Universi- The following policies are available on ty. In addition to content management the information services website at support and training, space on supported www.up.edu/is: web servers and access to specialized web GENERAL INFORMATION 45

I Acceptable Use Policy: reflects the ethi- cal principles of the University communi- ty and indicates, in general, the privileges, responsibilities, and limitations of those using University computing resources. I Backup Policy: articulates information technology best practices which call for daily, weekly, monthly, and yearly system backups. I Data Standards: records University data standards so as to ensure data integrity, consistency, and completeness. I Electronic Letterhead: provides guidance for standardized University electronic let- terhead as well as the template itself. I E-mail Policy: standardizes naming of e-mail accounts and file storage associated with these accounts. I Information Security Policy: articulates the University’s position involving the principles to which students, faculty, staff, and the University community must ad- here when handling information owned by or entrusted to the University of Port- land. I Mass E-mail Policy: articulates the Uni- versity’s position involving mass e-mail (sometimes called “bulk email”) to distrib- ute official and commercial messages to members of the University community. I Password Policy: establishes a standard for the creation of strong passwords. I Peer-to-Peer Policy: articulates the Uni- versity’s position involving any peer-to- peer application that promotes copyright infringement or the illegal sharing of copy- righted files without permission of the owner or distributor. WILSON W. CLARK MEMORIAL LIBRARY 47 Wilson W.Clark Memorial Library

Drew Harrington, M.L.S., university librarian Faculty: Hinken, Mann, Michel, Parks, Senior, Sotak

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

Services Electronic Resources The library faculty and staff provide on- and Traditional Collec- campus and distance education instruc- tion, research expertise, library collection tions development, and day-to-day library assis- The library subscribes to an expansive tance. collection of electronic resources—subject Reference librarians provide one-on-one research databases, full-text and citation research support and teach course specific e-journals, and e-books. The library faculty information literacy sessions on how to and staff work with students and faculty to find, evaluate, and apply information re- facilitate access to these powerful informa- sources. tion resources. The library’s interlibrary loan/document Traditional print and media collections delivery unit requests and rapidly delivers in the library number more than 200,000 electronic and print materials not held in items, providing a rich and ever-evolving our collections. selection of books, journals, CDs, DVDs, The library's circulation unit manages e-books, videos, slides, and microforms. checkout of library materials and assists These important collections support re- students and faculty with both electronic search, reading, and critical thinking skills and print course reserves. developed through broad exposure to The library media center is available for ideas. the University community to view or lis- The Clark Memorial Library collections, ten to multimedia materials individually built collaboratively by librarians and subject or in groups. A self-service graphics pro- faculty, are mindfully selected to comple- duction lab is available for the creation of ment and enrich the University curriculum. instructional materials including posters, Thousands of electronic, print, and media transparencies, signs, banners, and other resources are added annually to support a graphics. broad range of disciplines and interests, re- The technical services department of the flecting the academic offerings of the Uni- library manages the collections and creates versity. The library also offers curriculum- and maintains the library’s on-line catalog focused special collections in Catholic the- and related access tools. ology and philosophy, and American his- tory. Additionally, the library conserves a collection of over 1,000 rare books and 48 WILSON W. CLARK MEMORIAL LIBRARY manuscripts housed in the library’s Spe- cial Collection room. These materials are available for use through special arrange- ment. University of Portland students, faculty, and staff can tap into more than 26 million additional library resources through the University’s membership in the SUMMIT consortium, which provides students ei- ther remote or on-site borrowing privi- leges at all member institutions. SUMMIT borrowing is available on the Clark Memo- rial Library web pages, allowing users to search and select resources from the col- lections of 36 academic libraries in Oregon and Washington. Library Hours and Contact Numbers The library telephone number is (503) 943-7111 or (800) 841-8261 (toll-free). The fax number is (503) 943-7491. Library hours are 7:30 a.m. until midnight, Mon- day through Thursday; 7:30 a.m. until 9 p.m. on Friday; 10 a.m. until 6 p.m. on Saturday; and 10 a.m. until midnight on Sunday. Special hours are posted for the summer session and for times when school is not in session. Archives and Artifacts Rev. Robert Antonelli, C.S.C, archivist These adjunct collections are located in the basement of Shipstad Hall. The archives houses collections of historical documents, publications, and photographs relating to the history of the University. The archives is open to researchers Mon- day through Friday, from 8 a.m. to 4 p.m. The University archivist may be reached by telephone at (503) 943-7116. The museum houses a display of photos and artifacts connected with the history and development of the University. Stu- dents and faculty are encouraged to visit the museum, which is open to visitors and researchers Monday through Friday, 8 a.m. to 12 noon, and 1 p.m. to 4 p.m. The Museum director may be reached by tele- phone at (503) 943-8038. COLLEGE OF ARTS AND SCIENCES 49 College of Arts and Sciences

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

College Requirements quirement. CST 101, CST 107, CST 307, ENG 107, and ENG 311 can be used by The undergraduate programs are designed transfer students. to build on the University core curriculum to educate students so that they will make Metaphysics contributions to the world guided by con- Metaphysics is the study of the most basic cerns for issues of justice and ethical be- and general features of reality and our havior. In addition to the University core, conceptions of them. It helps students the college requires courses in communi- learn to use and value the lenses of differ- cation and metaphysics. ent disciplines, and see the connections among them. In these courses, PHL 33x, Effective Communication students critically examine the ideas and All students in the college are required to traditions of western civilization and seek take a 3-credit course designed to help answers to the following questions: Who them develop the foundational knowledge am I? Who am I becoming? Why am I and skills necessary for informed inquiry, here? Who or what is God? How can one decision making, and communication. relate to God? Freshmen take CST 100 to fulfill this re- 50 COLLEGE OF ARTS AND SCIENCES Major Programs include a foundational liberal arts educa- The College of Arts and Sciences awards tion. The B.S.degree generally requires in- both the bachelor of arts (B.A.) and bache- depth study within the major field and/or lor of science (B.S.) degrees. Degree pro- may involve additional supporting techni- grams are designed in accordance with the cal or professional coursework. B.S. de- principles of the liberal arts to ensure ap- grees have more major and prerequisite propriate breadth and depth. All the pro- hours and may typically lead to a specific grams approximate the following or professional career path. distribution: I 1/3 of the courses are in the major with Requirements for the Bachelor at least 24 credits of upper division work of Arts Degree (B.A.) in a single discipline. The degree requires 15 credits of upper- I 1/3 of the courses are in the University division learning outside the primary core program. major. Nine of these credits must come I 1/3 of the courses are college and degree from at least three different college disci- requirements or electives. plines outside the primary major. A minimum of 120 credits is required for Recognizing that language is the gateway a degree with at least a 2.0 grade point av- to culture, every student in B.A. degree erage in the major discipline. At least 48 programs will demonstrate proficiency credits must be upper-division work with through the intermediate level of one lan- at least 75 percent of these credits earned guage. This requirement may be satisfied at the University of Portland. Specific re- in the following ways. quirements can be found throughout this [1]Four years of high school study of one document. language with grades of C or above. Across most academic institutions, the [2] Completion of French, German, or scope of the academic program or a course Spanish 202. of study determines if a B.A. or B.S. degree [3] International students whose first lan- is awarded. In general, the majority of B.A. guage is not English. degrees provide breadth in the liberal arts and for a major in one or more areas. B.S. Minor Programs degrees typically have considerably more Minor programs are offered by most de- depth in a particular field of study and partments in the College of Arts and Sci- may include courses in closely related ences. Minors consist of no fewer than 12, fields or with professional or technical em- nor more than 18, credit hours of upper- phasis, while also providing for a founda- division courses, excluding prerequisites. tional liberal arts education. Academic regulations governing courses applied to major programs also apply to Bachelor of Arts minors. Transfer credits applied to a minor A Bachelor of Arts (B.A.) degree generally may not exceed 25% of the total number of provides a comprehensive liberal arts edu- hours required for the minor. Students cation with a major in one or more specific must achieve a minimum average of 2.0 in areas. The B.A. degree provides the oppor- their minor fields. tunity to develop breadth in the knowl- edge of arts, humanities, natural sciences, Biology quantification and social and behavioral Required: 15 upper-division hours and at sciences. In general, the B.A. degree has least two courses must include a laboratory fewer major and prerequisite hours, more component. Prerequisites: BIO 206-207, liberal arts electives hours, and foreign BIO 276-277. language experience. Catholic Studies Bachelor of Science Required: PHL 150 (Introduction to Philos- A Bachelor of Science (B.S.) degree gener- ophy) and THE 457 (Foundation of ally provides for in-depth study within a Catholic Theology) and 12 upper division major discipline or may integrate knowl- hours distributed across three disciplines: edge from more than one discipline and PCS 320 Anglo-Saxon and Medieval Litera- COLLEGE OF ARTS AND SCIENCES 51 ture (ENG), PCS 323 Chaucer (ENG 323), DRM 310, DRM 333, DRM 427, DRM 450, PCS 330 Divine Comedy (ENG 330), PCS or DRM 471. 333 Medieval Europe (HST 333), PCS 334 Problem of Being (PHL 334), PCS 335 Eu- English rope in the Age of Religious War (HST Required: 15 upper-division hours with at 335), PCS 345 Spain from 1000 - 1700 (HST least 6 hours taken at the 300 level and at 345), PCS 354 Colonial Latin America least 6 hours taken at the 400 level. Pre- (HST 345), PCS 391Renaissance Europe requisite: ENG 112. 1350-1600 (HST 391), PCS 400 Integrating Environmental Policy Seminar in Environmental Studies (ENV Required: 16 upper-division hours. One of 400), PCS 405 Poets, Prophets, Divas, and the following biology courses with lab: Divines (THE 405), PCS 422 Modern Ecology and lab (BIO 442/472), Marine Catholic Ethics (THE 422), PCS 425 Biology of the Pacific Northwest and lab Catholic Social Teaching (THE 425), PCS (BIO 338/368), Freshwater Ecology and 426 Comparative Economics (ECN 426), lab (BIO 363/373) (4 hours), or Stream PCS 435 Bioethics (PHL 435), PCS 438 Ecology and lab (BIO 362/372); one of the Catholic Mass (THE 438), PCS 441Re- following theology courses: Ecology in sponding to God: An Introduction to Spiri- Theological Perspective (THE 428) or The- tual Practice (THE 441), PCS 442 ological Environmental Ethics (THE 427) Introduction to Christian Spirituality (THE (3 hours), or Theology in Ecological Per- 442), PCS 452 Social Justice Leadership spective (THEP 482); two courses from the (SJP 452, PSY 452), PCS 453 Religion and following list: Environmental Policy (ENV Science (THE 453), PCS 456 Literary 349), States and the Market (POL 378), Busi- Catholicism (THE 456) PCS 459 Theologi- ness in a Political World (POL 379), Public cal Themes in Catholic Literature (THE Administration (POL 333), Law and the 459), PCS 463 Mystic, Thinker, Teacher: American Judiciary (POL 405), Interna- Life and Works of Augustine (THE 463), tional Law and Organization (POL 351), PCS 467 History of the Catholic Church in Women, Theology, and Globalization (THE America (THE 467), PCS 469 Great 458), or American Public Policy (POL 335) Philosophers (Philosophers in the Catholic (6 hours); and Environmental Economics Tradition) (PHL 469), PCS 472 Medieval (ECN 322) (3 hours). Total: 16 hours. Philosophy (PHL 472), PCS 480 Creating a World Class Venture (E-scholars only) Environmental Science (BUS 480), PCS 482 Theology in Ecological Required: 16 upper-division hours com- Perspective (THEP 482), PCS 486 Mysti- prised of Ecology in Theological Perspective cism of Resistance (THEP 486, SJP 486), (THE 428) or Theological Environmental PCS 491 Special Offerings in Theology Ethics (THE 427) or Theology in Ecologi- (THE 491). cal Perspective (THEP 482) (3 hours); Ecology with lab (BIO 442/472) (4 hours); Chemistry and 9 hours from the following list: Ani- Required: 15 upper-division hours. All mal Behavior (BIO 347), Freshwater Ecolo- prerequisites for these courses must be gy (BIO 363), Freshwater Ecology Lab satisfied. (BIO 373), Seed Plant Biology (BIO 341), Communication Seed Plant Lab (BIO 371), Marine Biology Required: 15 upper-division hours. of the Pacific Northwest (BIO 338), Marine Biology Lab (BIO 368), Stream Ecology Drama (BIO 391), Stream Ecology Lab (BIO 392), Prerequisite: DRM 210. Required: 15 upper- Invertebrate Zoology (BIO 436), Inverte- division hours to include DRM 321, DRM brate Lab (BIO 476), Vertebrate Biology 350, and DRM 407 or DRM 408. Three of (BIO 345), Vertebrate Lab (BIO 375), Envi- the remaining hours must be a design ronmental Geoscience (ENV 383), Remote practicum elective: DRM 351, DRM 353, Sensing and GIS (ENV 384), Environmen- DRM 363, or DRM 365. The remaining tal Microbiology (ENV 385), Environmen- three hours must be a theory elective: tal Chemistry (ENV 386), Environmental Lab (ENV 387), Environmental Engineer- 52 COLLEGE OF ARTS AND SCIENCES ing (CE 367), Analytical Chemistry (CHM uisite: Any 200-level political science 314), Analytical Labs (CHM 374/379), Ad- course. vanced Instrumental Methods (CHM 412), or Advanced Instrumental Techniques Psychology (CHM 472) (9 hours). Total: 16 hours. Required: 15 upper-division hours. Prereq- uisite: PSY 101. Fine Arts Required: 12 credits in lower-division (to Social Justice include FA 125, FA 207, and at least three Required: SJP 200 and SJP 452 and 12 different introductory-level studio cours- upper-division hours from Social Justice es) and 12 upper-division credits (to in- Program (SJP) listed courses distributed clude FA 350 and FA 351 and 6 additional among three academic disciplines. hours). Salzburg students may substitute Sociology FA 203 and 304 for FA 207 and 351, respec- Required: 15 upper-division hours. Prereq- tively, and may substitute 3 upper-division uisite: SOC 101. fine arts credits for FA 350. Theology Foreign Languages Required: 15 upper-division hours, select- (Minors are offered in French, German, ed in consultation with the department ad- and Spanish.) Required: 12 upper-division visor, with no more than six hours in any hours. All lower- and upper-division hours one area of specialization. Prerequisites: must be taken in the same language. Pre- THE 101 and THE 205. requisite: 12 lower-division hours or equiv- alent. History Degrees and Required: 15 upper-division hours. Prerequi- site: One 200-level History course. Programs Mathematics Required: 15 upper-division hours (except Biology and Life MTH 387). Sciences Music Required lower-division prerequisites: Katie O’Reilly, Ph.D., chair MUS 001 (2 semesters), MUS 101, MUS Faculty: Ahern-Rindell, Alexander, Beadles- 103, MUS 105, ensembles (2 semesters), Bohling, Brown, Favero, Flann, Houck, private study (2 semesters). Upper-divi- Hunt, Kodadek, Lafrenz, Moore, O’Reilly, sion requirements: MUS 001 (2 semesters), Snow, VanHoomissen MUS 301 or MUS 302, MUS 331, ensembles In an increasingly technological world, (2 semesters), private study (2 semesters), educated citizens need value-based scien- electives (2). tific expertise and skills in critical think- ing. The Department of Biology strives to Philosophy achieve excellence in the teaching of sci- Required: 15 upper-division hours includ- ence to all levels of undergraduate stu- ing at least one course from PHL 331-335 dents. Students majoring in biology and and at least two 400-level PHL courses. life science achieve comprehensive prepa- Prerequisites: PHL 150 and PHL 220. ration for careers as future scientists, Physics health care practitioners, and technical personnel. Students in these majors ac- Required: 15 upper-division hours; up to quire a breadth of knowledge along with three hours of advanced laboratory credit technical and analytical skills, while re- may be included. Prerequisites: PHY 204- flecting on ethical values that link science 205. and society. Undergraduate research is Political Science emphasized throughout the curriculum, Required: 15 upper-division hours. Prereq- reinforcing independent learning and COLLEGE OF ARTS AND SCIENCES 53 allowing students to develop talents in ences within the context of a broad liberal critical thinking and problem solving arts education. while refining advanced laboratory or field The University offers courses that satisfy skills in observation and data collection. the admission requirements for all accred- Students in nursing, education, and envi- ited U.S. medical and dental schools, and ronmental studies complete biological for most other health professions pro- coursework relevant to their professional grams and graduate programs in the bio- training. A biology major and a life science medical sciences. Most professional and major are offered; a minor is available in graduate programs require students to biology. A concentration in biology is of- complete a set of prerequisite science fered through the environmental studies courses, but students may complete these program. requirements while pursuing a degree in any academic major. The University en- Learning Outcomes for Biology courages students to pursue a major of and Life Science their choice and take a broad spectrum of Graduates of this program should be able to: coursework, while completing the specific I Demonstrate knowledge of the levels of requirements for a particular professional biological organization and the ability to or graduate program. Students interested integrate them: cellular/molecular, organ- in the biological sciences may fulfill these ismal, population; requirements while completing a bache- I Demonstrate the ability to integrate the lor’s degree in biology or life science. physical sciences (chemistry, physics and The Department of Biology offers sup- mathematics) with biology; porting courses in the University’s envi- I Employ appropriate experimental design ronmental studies program. Students and methods to solve problems in biology; interested in entering environmental I Obtain, critically evaluate, and commu- careers at the bachelor degree level, or nicate biological information; entering graduate programs in the environ- I Demonstrate knowledge of contempo- mental sciences may obtain a B.S. degree rary social and ethical issues related to bi- in environmental science with a concen- ology and the professional responsibilities tration in biology. A description of this of a biologist. program and its requirements may be found in the environmental studies sec- Preparation for Careers in tion of this Bulletin (pg. 53). Health Science, Biology, and Environmental Science Scholarship Requirements Programs of coursework to prepare for Students majoring in biology or life sci- post-graduate study or employment in ence must maintain a G.P.A. of 2.0 in all bi- many areas of health science, biology, and ology courses required for the major in environmental studies are offered by the order to be eligible for a degree. Department of Biology. Students should consult with their academic advisor or Capstone Experience with the health professions advisors to de- It is required that students earning a B.S. velop a schedule of courses that will meet degree in biology or life sciences partici- individual educational goals. pate in a biologically-oriented capstone ex- The Department of Biology oversees a perience sometime during their junior or comprehensive undergraduate program senior year. This capstone experience will for students preparing to enter a variety of provide the student an opportunity to syn- health professions, including medicine, thesize their biological course material dentistry, dental hygiene, pharmacy, occu- into a cohesive and integrated body of pational therapy, optometry, physical knowledge. A capstone experience in the therapy, podiatry, veterinary medicine, biology discipline can be achieved through and biomedical research. The pre-health the following options: professions program at the University of Hrs. 3 BIO 442, Ecology Portland focuses on providing students 3 BIO 453, Evolution with a solid foundation in the natural sci- 54 COLLEGE OF ARTS AND SCIENCES 3 BIO 493, Research 3 BIO 497, Internship Life Science, B.S. 3 BIO 499, Senior or Honors Thesis The life science major is designed to allow 3 ENV 400, Integrating Seminar in Environ- students to combine coursework in biology mental Studies with classes towards a minor in another discipline such as psychology, sociology, Biology, B.S. business, or communication. It is appro- The program in biology is designed to give priate for students preparing for admission students a rigorous and comprehensive back- to doctoral or master’s degree programs in ground in biology, with additional support- physical therapy, hospital administration, ing coursework in the physical sciences and genetic counseling; it can also be used and mathematics. The program is suitable to meet admission requirements for pro- for either a terminal degree or as prepara- grams in occupational therapy, optometry, tion for medical or dental schools or gradu- environmental law, scientific illustration, ate study in the biological sciences. The public health, and science communica- degree program requires 120 credit hours. tion, among many possibilities. This is a more flexible program than the traditional University Core Requirements — 30 hours (see pg. 8-9.) biology major on which it is based. Howev- The two core science and core mathematics re- er, to ensure students meet the graduation quirements are satisfied by: requirement for 48 hrs. of upper-division 3 BIO 206 — Organismal and Popula- course work, a minor in a complementary tion Biology discipline is strongly recommended. The 3 BIO 207 — Introductory Cell Biology degree program requires 120 credit hours. and Genetics 3 MTH 161 — Elementary Statistics University Core Requirements — 30 hours (see pg. 8-9.) College Requirements, B.S. — 6 hours The two core science and core mathematics re- Hrs. quirements are satisfied by: 3 Persuasion and Leadership (CST 100) 3 BIO 206 — Organismal and Popula- 3 Metaphysics (PHL 33x) tion Biology Major Requirements — 44 hours 3 BIO 207 — Introductory Cell Biology Hrs. and Genetics 4 BIO 206/276 Organismal and Population 3 MTH 161 — Elementary Statistics Biology/Lab Recommend 3xx History course. 4 BIO 207/277 Introductory Cell Biology and College Requirements, B.S. — 6 hours Genetics/Lab Hrs. 36 Upper-division hours Science Electives (27 3 Persuasion and Leadership (CST 100) upper-division hours must be in Biology 3 Metaphysics (PHL 33x) and at least two courses must include a lab- oratory component) Major Requirements — 47 hours Hrs. Degree Requirements — 40 hours 4 BIO 206/276 —Organismal and Popula- Hrs. tion Biology/Lab 8 CHM 207-208/— General Chemistry/ 4 BIO 207/277 —Introductory Cell Biology 277-279 — Labs and Genetics/Lab 8 CHM 325-326/— Organic Chemistry/ 27 Upper-division Biology electives (at least 375-376 — Labs two courses must include a laboratory com- 8 PHY 201-202/ — General Physics/ ponent) 271-272 — Labs 12 Science electives (lower-division or upper- or division BIO, CHM, CS, EGR, ENV, MTH, 8 PHY 204-205 —General Physics Lecture PHY, SCI) and Lab 3 MTH 161 — Elementary Statistics Degree Requirements — 37 hours 4 MTH 201 — Calculus I Hrs. 9 Free electives 8 CHM 207-208/— General Chemistry/ 277-279 — Labs 48 hrs. upper-division coursework required 3 MTH 161 — Elementary Statistics for graduation. 26 Free electives Total Credit Hours — 120 COLLEGE OF ARTS AND SCIENCES 55 48 hrs. upper-division coursework required Major Requirements — 40 hours for graduation. Hrs. Total Credit Hours — 120 8 CHM 207-208/— General Chemistry I-II/ 277-279 — Laboratories 4 CHM 314/379 — Analytical Chemistry/ Chemistry, B.S. Laboratory 8 CHM 325-326/— Organic Chemistry/ Steven Mayer, Ph.D., chair 375-376 — Laboratories Faculty: R.R. Bard, R.S. Bard, Cantrell, Hoff- 4 CHM 331/372 — Physical Chemistry/ man, S.G. Mayer, Urnezius, Valente, Wood Laboratory There are three options available to stu- 8 MTH 201-202 — Calculus I-II dents pursuing a bachelor of science in 8 PHY 204-205/ — General Physics or chemistry. Each of the options provides a 8 PHY 201/271, solid preparation for professional practice PHY 202/272 — General Physics/Labs in chemistry and a variety of related areas and for entrance to graduate school. Each Option 1 option requires 120 total credit hours. A Requirements for Degree with Ameri- senior capstone experience is required in can Chemical Society Certification either lecture or laboratory/research. The department offers a curriculum for Scholarship Requirements majors that is certified by the American A grade of C- or better in the first semester Chemical Society. Upon notification by is recommended for continuation to the the department, the society issues a cer- second semester of all sequence science tificate recognizing the academic achieve- courses (for example: CHM 207-208). An ment of the student. In addition to the average G.P.A. of 2.0 must be maintained above common requirements, the follow- in all science, mathematics, and engineer- ing courses are required to earn an Ameri- ing courses required for the major. can Chemical Society approved degree. Option 1 Requirements — 44 hours Learning Outcomes for Chem- Hrs. istry Majors 4 CHM 332/373 — Physical Chemistry/Lab The American Chemical Society approved 3 CHM 444 — Inorganic Chemistry curriculum at the University of Portland is 1 CHM 473 — Inorganic Synthesis and designed to graduate students who can: Characterization I Ask questions, design experiments, and 1 CHM 477 — Digital Data Acquisition interpret results according to established and Instrument Control scientific theory; 2 CHM 412/472 — Advanced Instrumental Methods/Advanced In- I Obtain and use data from the chemical strumental Techniques literature; 4 MTH 301 — Vector Calculus I Effectively communicate orally and in 5 Upper-division science, engineering, or writing; mathematics electives (2 hours must be in I Work effectively with a safety-conscious chemistry) CHM 493, Research, strongly attitude; recommended I Demonstrate knowledge of chemistry in General Electives—24 hrs. (6 must be four of the five sub-disciplines. upper-division) University Core Requirements — 30 hours Total Credit Hours — 120 (see pg. 8-9.) General Chemistry satisfies the science core Option 2 requirement. Calculus satisfies the core mathe- This curriculum is designed for the stu- matics requirement. Additional core courses in dent who wants to complement an interest science and math are not required. in chemistry with an interest in a related College Requirements, B.S. — 6 hours field such as engineering, business, com- Hrs. puter science, education, patent law, sci- 3 Effective Communication (CST 100) ence communication, or any of the liberal 3 Metaphysics (PHL 33x) arts. Specific course recommendations are

*For the ACS certified biochemistry program, students must also take CHM 332. 56 COLLEGE OF ARTS AND SCIENCES available from the department for those related areas. In addition to the core and Communication college, and major requirements listed above, the requirements for this option are: Studies Jeffrey Kerssen-Griep, Ph.D., chair Option 2 Requirements — 44 hours Hrs. Faculty: Heath, Kerssen-Griep, Lattin, Mul- 4 CHM 332/373 — Physical Chemistry/Lab crone, Pierce, Rabby, Shapiro, Simmons 2 CHM 412/472 — Advanced Instrumental The mission of the Department of Com- Methods/Advanced In- munication Studies is to understand how strumental Techniques people use symbols to construct knowl- 3 CHM 444 — Inorganic Chemistry edge and exert influence. At the heart of 10 Upper-division science, engineering, or mathematics electives (3 hours must be in its mission is the fundamental concern upper-division chemistry) with the processes through which humans convey messages to audiences and a belief General Electives—25 hrs. (7 must be that human communication is central in upper-division) creating just societies. The department is Total Credit Hours — 120 dedicated to educating students in the lib- Option 3 eral arts tradition to produce knowledge- Biochemistry* able, responsible, and skilled professional This curriculum is recommended for stu- communicators that understand how to dents who are interested in the molecular communicate effectively and ethically in basis of biological problems and plan on all human arenas. pursuing advanced study in biochemistry or a medically related field. It leads to a B.S. Learning Outcomes of the Com- in chemistry (biochemistry) degree. In ad- munication Studies Major dition to the core and college, and major re- Students who successfully complete all quirements listed above, the requirements the requirements for a degree in the for this option are the following: Department of Communication Studies should be able to: Option 3 Requirements — 44 hours [1] Demonstrate knowledge of the com- Hrs. munication process in its ethical, social, 4 BIO 206/276 —Organismal and Popula- tion Biology/Lab legal, relational, and cultural dimensions. 4 BIO 207/277 —Introductory Cell Biology [2] Demonstrate knowledge of the com- and Genetics/Lab munication theories relevant to her/his 2 CHM 412/472 — Advanced Instrumental specialty within the discipline. Methods/Advanced In- [3] Demonstrate knowledge of communi- strumental Techniques cation technology and its impact on 7 CHM 453-454/ — Biochemistry I-II/ human communication practices. 471 — Laboratory [4] Demonstrate skills expected of a fu- 3 CHM 444 — Inorganic Chemistry ture professional in the field, including 4 Upper division biology electives (BIO 445/475, Genetics with lab, BIO 454/474, abilities to: Cell Biology with lab, BIO 359/379, Microbi- I Interpret and conduct communication- ology with lab, or BIO 460, Immunology are related research; strongly recommended) I Apply human communication theory in 5 Upper division science elective, minimum experiential settings from interpersonal to of 1 in chemistry (CHM 493, research, is organizational and public; strongly recommended) I Write well for both academic and profes- General Electives—15 hrs. (5 must be sional audiences; upper-division) I Speak well in a variety of situations and Total Credit Hours — 120 for various audiences; I Influence and be influenced appropriate- ly via communication. [5] Demonstrate values central to the dis- cipline: COLLEGE OF ARTS AND SCIENCES 57

I Incorporate ethical communication into public relations, sales, management, etc. his or her life; Students in both areas of emphasis can I Respect and not fear diverse human soci- take an academic internship that will help ety; them explore various career options. I Participate in the civic life of their com- University Core Requirements — 39 hours munities; (See pg. 8-9.) I Encourage freedom of expression and College Requirements, B.A. — 18-30 hours defend its centrality to democratic practice. Hrs. The department offers courses in com- 3 Metaphysics (PHL 33x) munication and organizational communi- 15 Credits of upper-division courses outside cation. The bachelor of arts degree is the primary major, 9 of which must come granted in communication, as is the degree from 3 different disciplines in the College of master of arts. The bachelor of science Arts and Sciences. This requirement is not degree is awarded in organizational com- fulfilled by the University core. munication, in cooperation with the Dr. 0-12Intermediate level of one language (pg. 50) Robert B. Pamplin, Jr. School of Business Communication Core Requirements — 24 Administration. The master of science hours degree is granted in management commu- Hrs. nication, also in cooperation with the 3 CST 101 — Introduction to Communi- Pamplin School of Business Administration. cation Studies 3 CST 107 — Effective Public Speaking Requirements 3 CST 225 — Fundamentals of Interper- Students must earn an overall G.P.A. in the sonal Communication major of 2.0 or higher. Each senior is re- 3 CST 300 — Communication Research quired to complete a capstone project in 3 CST 301 — Media and Society order to graduate. 3 CST 320 — Rhetorical Theory and Criticism Communication, B.A. 3 CST 332 — Small Group Communica- tion The bachelor of arts in communication 3 CST 352 — Writing and Reporting has two emphasis areas from which to choose—journalism or media studies—and Media Studies Track — 9 hours broadly focuses on the role that mediated 3 CST 440 — Broadcast Criticism 3 CST 445 — Cinema and Society messages play in shaping societal atti- 3 CST 470 — Communication History tudes, values, or beliefs. The journalism emphasis area engages Journalism Track — 9 hours students in the kind of writing professional 3 CST 363 — Journalism Writing Practicum journalists need. Students take a variety of 3 CST 403 — Communication Law writing courses, such as public affairs re- 3 CST 452 — Public Affairs Reporting porting, as well as participate in a practicum 9 Communication electives course. These students can elect to take General Electives — 9-21 hours feature writing, opinion writing, and an in- Total Credit Hours — 120 ternship course as part of their nine cred- its of electives. Graduates with a journalism Organizational emphasis area will find jobs in newspapers, television studios, and corporations focus- Communication, B.S. ing on journalistic and technical writing. The bachelor of science program in orga- Students pursuing the media studies em- nizational communication educates stu- phasis area are involved in critically as- dents to communicate effectively and sessing the social, political, cultural, and ethically in modern organizations. Students economic aspects of mass media. These complete communication and business students take courses such as broadcast courses that provide insights into the con- criticism,cinema and society, advertising, cepts and practices that underlie human and and visual communication. Students grad- technical organizational communication uating with a media studies emphasis will systems. This major can prepare students find professional careers in advertising, for graduate study in organizational com- 58 COLLEGE OF ARTS AND SCIENCES munication or for professional careers in 3 BUS 471 — Integrated Marketing fields such as corporate communication, Communications public relations, or personnel management. Total Credit Hours — 120 University Core Requirements — 39 hours (See pg. 8-9.) English College Requirements, B.S. — 18 hours Herman Asarnow, Ph.D., chair Hrs. 3 Metaphysics (PHL 33x) Faculty: Asarnow, Brassard, Buck-Perry, 15 Credits of electives Grossboetzl, Hersh, Hiro, Larson, Masson, McDonald, Olivares, Orr, Rowan, Sherrer, Major Requirements (Communication Walterskirchen Courses) — 51 hours Hrs. The mission of the English program at the 3 CST 101 — Introduction to Communi- University of Portland is to guide practice cation Studies in critical reading and competent writing 3 CST 107 — Effective Public Speaking for all levels of University students. In the 3 CST 225 — Fundamentals of Interper- courses provided for the University’s liber- sonal Communication al arts core, as well as in those of its own 3 CST 300 — Communication Research 3 CST 301 — Media and Society major and minor, the English program in- 3 CST 320 — Rhetorical Theory and creases the breadth and depth of each stu- Criticism dent’s literary experience, the development 3 CST 332 — Small Group Communica- of appropriate reading and writing skills, tion the understanding of the humane values 3 CST 433 — Organizational Communi- at the center of literary study, and the cation Theory appreciation of the power and pleasure of 3 CST 352 — Writing and Reporting literature. 15 Major electives (15 hours of selected upper- English faculty members engage the in- division communication courses) 9 Upper-division electives within or outside tellects and imaginations of their students the major through careful attention to the reading Human Resource Track and writing of literature, its context, and Major Requirements (Business Courses) — its art. In addition to their classroom teach- 12 hours ing, faculty strive to model the personal Hrs. and ethical qualities inherent in the Uni- 3 BUS 200 — Entrepreneurial Marketing versity’s mission, including the discipline 3 BUS 442 — Cross Cultural Manage- and commitment necessary for scholarly ment research and creative expression. They are 3 BUS 360 — Organizational Behavior committed to student-centered instruction, or which develops the skills and confidence 3 BUS 364 — Managing Innovation and Change English majors need to be successful in or graduate programs, as well as in a variety 3 BUS 380 — Family Business and Small of careers, including teaching, law, pub- Business Management lishing, and business. 3 BUS 462 — Human Resource Manage- The department offers an English major ment and minor. The English program offers Public Relations/Advertising Track courses in British, American, and world Major Requirements (Business Courses) — literature, and in academic and creative 12 hours writing. Prospective English majors and Hrs. minors should consult with the depart- 3 BUS 200 — Entrepreneurial Marketing ment chair about designing their programs 3 BUS 370 — Marketing Research of study. 3 BUS 371 — Consumer Behavior 3 BUS 443 — International Marketing Management English, B.A. or The English program provides students with courses of study that will develop both academic and creative writing, an un- COLLEGE OF ARTS AND SCIENCES 59 derstanding of language, and a critical en- 0-12Intermediate level of one language (pg. 50) gagement with literature. To achieve these Major Requirements — 31 hours objectives, English majors are expected to Hrs. develop and refine their writing abilities 3 ENG 225 — Introduction to Literary and critical understanding of language and Studies literature through extensive reading and One of the following courses: discussion. 3 ENG 320 — Anglo-Saxon and Medieval All students who desire to major in Eng- Literature 3 ENG 324 — Renaissance British Litera- lish will be required to complete 28 upper- ture division credit hours of English courses 3 ENG 325 — Eighteenth-Century approved by the department chair and British Literature demonstrate satisfactorily their possession 3 ENG 344 — Romantic Literature of the basic skills of literary criticism and 3 ENG 345 — Victorian Literature research through completion of ENG 225. 3 ENG 355 — Nineteenth-Century After being accepted as English majors the American Literature students will, in consultation with their ad- Two courses chosen from the above list or below: visers, decide upon a program of studies 3 ENG 346 — British Literature:1900- 1945 best suited to their needs and interests, 3 ENG 356 — American Modernism(s) whether in preparation for teaching, ad- 3 ENG 447 — British Literature: 1945- vanced study, professional writing, or Present other vocations in which their liberal edu- 3 ENG 457 — Contemporary American cation may prove an asset. In their senior Literature year, all English majors write a senior 6 400-level English electives paper as a capstone experience. 12 English Electives 1 ENG 499 — Senior Thesis Learning outcomes for English General Electives — 17-29 hours Majors Total Credit Hours — 120 [1] Possess a coherent overview of litera- Note: Foreign language literature courses ture in English, including familiarity with will no longer count toward the English genres, literary history, and problems of major, beginning with the Class of 2011. canonicity. [2] Read texts closely and think critically, with openness, confidence, and acuity— Environmental understanding that literary texts are com- Science plex and resist simple interpretation. [3] Write with clarity and compose well- Steven A. Kolmes, Ph.D., chair argued essays. Russell Butkus, Ph.D., B.A. track director [4] Know how to conduct productive re- Barnes, Butler, Butkus, Hill, Wasowski search in literary studies, equipped with a We live in an era of climate change, con- basic understanding of the major ap- cerns about environmental toxins, and di- proaches of literary criticism. minishing forests and fisheries. We also [5] Experience literature as a powerful live in an era of alternate energy innova- way of knowing about cultures and the tions, vibrant public discourse, and a new lived life. ethos of sustainability. The environmental University Core Requirements — 39 hours science department prepares B.A. majors (See pg. 8-9.) in environmental ethics and policy and B.S. majors in environmental science to College Requirements, B.A. — 21-33 hours serve as leaders in this 21st century of Hrs. 3 Effective Communication (CST 100) challenges and opportunities. The depart- 3 Metaphysics (PHL 33x) ment gives all its majors, regardless of the 15 Credits of upper-division courses outside track they pursue, an understanding of the the primary major, 9 of which must come scientific implications of environmental from 3 different disciplines in the College of study, and the theological, philosophical, Arts and Sciences. This requirement is not economic, and political issues at the heart fulfilled by the University core. of this challenge. The department is also 60 COLLEGE OF ARTS AND SCIENCES dedicated to creative interaction with problem-solving regional environmental other schools of the University, such as the issues. environmental engineering track in the civil engineering degree program, and the Environmental Ethics sustainable entrepreneurship offerings in and Policy, B.A. the Pamplin School of Business Adminis- tration. Taken together, this encourages a The University’s bachelor of arts in envi- rich and constructive conversation on our ronmental ethics and policy is designed to campus that centers on the place of hu- provide students with a firm foundation in mankind and human activities in an envi- environmental science and ecology and ronmentally sustainable future. the influence these sciences have on the The goal of the environmental science development of political policy, environ- department program is to graduate stu- mental ethics, and recent theological dents who have gained enough insight into reformulation within the Judeo-Christian the present environmental situation, and tradition. The program culminates in a the interconnected elements involved in capstone experience designed to challenge discerning a path towards sustainability, to students to apply their area of study to specific provide leadership as environmental pro- issues germane to the Pacific Northwest. fessionals. As Oregon’s Catholic University, University Core Requirements — 39 hours the University of Portland is perfectly situ- (See pg. 8-9.) ated as a place where the discussion of College Requirements, B.A. — 6-18 hours moral and ethical dimensions of environ- Hrs. mental decisions is part of normal discourse. 3 Persuasion and Leadership (CST 100) B.A. and B.S. majors are brought together 3 Metaphysics (PHL 33x) several times in the course of their under- 0-12Intermediate level of one language (pg. 50) graduate work: in the University’s core cur- Major Requirements — 59 hours riculum courses, in environmental studies Hrs. courses, laboratories, and field trips, and in 29 credits from below: a senior capstone seminar which involves 4 * BIO 338/368 — Marine Biology of the case studies and team-approach problem- Pacific Northwest/Lab or solving in regional environmental issues. 4 * BIO 363/373 — Introduction to Fresh- Minors are available in environmental water Ecology/Lab science and in environmental policy. or 4 * BIO 391/392 — Stream Ecology/Lab Learning Outcomes for Envi- 3 † THE 423 — Christian Social Ethics ronmental Science Majors or These programs are designed to graduate 3 † THE 422 — Modern Catholic Ethics students who have: or 3 THE 427 — Theological Environmen- I An understanding of the scientific impli- cations of environmental study, and the the- tal Ethics 3 THE 428 — Ecology in Theological ological, philosophical, economic, and Perspective political issues at the heart of this challenge; or I Gained enough insight into the present 3 THEP 482 — Theology in Ecological environmental situation, and the intercon- Perspective nected elements involved in any solution, or to provide leadership as environmental 3 THE 453 — Religion and Science professionals; 3 ECN 322 — Environmental Economics I Cultivated critical intelligence and con- sciousness regarding the multifaceted na- 3 ENV 400 — Integrating Seminar in Environmental Studies ture of environmental ethics and 3 PHL 412/ environmental policy; SJP 412 — Philosophy of Law I Learned to use a team approach in * Students may substitute BIO 442/472 Ecology and lab for the 8 credits taken from BIO 338/388 or BIO 362/372 or BIO 363/373 if they have taken BIO 206. †THE 422 or 424 may be substituted for THE 428 or 453 with the director’s/associate director’s approval. COLLEGE OF ARTS AND SCIENCES 61 or 3 HST 359 — The Modern City 3 PHL 422 — Philosophy of Science 3 PHL 412 — Philosophy of Law or 3 PHL 413/ 3 PHL 433 — Heidegger and Ecological SJP 413 — Socio-Political Philosophy Ethics 3 PHL 414/ or SJP 414 — Philosophy and Feminism 3 PHL 437 — The Sublime in Nature 3 PHL 422 — Philosophy of Science 3 SCI 110 — Earth Systems Science 3 PHL 433 — Heidegger and Ecological or Ethics 3 SCI 111 — Natural Hazards in the 3 PHL 437 — The Sublime in Nature Pacific Northwest 3 POL 320 — United States Urban Poli- or tics 3 SCI 162 — Introduction to Marine 3 POL 333 — Public Administration Science 3 POL 356 — Building World Peace 3 SCI 182 — Environmental Science 3 POL 378 — States and the Market 21 credits from below: 3 POL 379 — Business in a Political 3 ENV 349 — Environmental Policy World 3 ENV 493 — Environmental Research 3 SOC 434 — Urban Society 1-6 ENV 497 — Environmental Internship 3 SOC 466 — Violence, Poverty, and 3 HST 357 — Technology, Resources, the Environment and Environment in 3 THE 445 — Human Development in World History Theological Perspective 3 PHL 434 — Environmental Ethics 3 THE 454 — God and the Theological 3 POL 320 — United States Urban Politics Imagination 3 POL 333 — Public Administration 3 THE 458 — Women, Theology, and 3 POL 335 —American Public Policy Globalization 3 POL 351 — International Law and General Electives — 4-16 hours Organization Total Credit Hours — 120 (48 hrs. must be 3 POL 356 — Building World Peace upper-division) 3 POL 378 — States and the Market 3 POL 379 — Business in a Political Environmental Science, World 3 POL 405 — Law and the American B.S. Judiciary The B.S. majors with concentrations in bi- 3 SOC 466 — Violence, Poverty, and the ology, chemistry, and physics let students Environment of varying interests develop both breadth 3 THE 402 — Prophets, Divas, and and depth in their training as environ- Divines 3 THE 458 — Women, Theology, and mental scientists. Students in all of these Globalization concentrations will take 48 semester hours of core courses and 36 semester hours in Major Electives — 9 hours the sciences in common, along with their Courses selected from the following: varied advanced scientific courses. Hrs. 3 CST 401 — Rhetoric and Politics University Core Requirements — 33 hours 3 ENG 363 — The Literature of Nature (see pg. 8-9.) and the Out-of-Doors The science and mathematics requirements are 3 ENG 430 — The International Litera- satisfied by the program. ture of Peace and Justice College Requirements, B.S. — 6 hours 3 ENG 461 — Oregon and Northwest Hrs. Writers 3 Persuasion and Leadership (CST 100) 3 ENV 383 — Environmental Geo- 3 Metaphysics (PHL 33x) science 3 ENV 384 — Remote Sensing and GIS Major Requirements — 28 hours 3 ENV 385 — Environmental Microbiol- Hrs. ogy 4 BIO 206/276 —Organismal and Popula- 3 ENV 386 — Environmental Chemistry tion Biology/Lab 1 ENV 387 — Environmental Laboratory 4 BIO 207/277 —Introductory Cell Biology 3 ENV 493 — Environmental Research and Genetics/Lab 1-6 ENV 497 — Environmental Internship 8 CHM 207-208/— General Chemistry/ 3 HST 314 — American Frontier 277-279 — Laboratories 62 COLLEGE OF ARTS AND SCIENCES 3 ENV 383 — Environmental Geoscience 4 CHM 331/372 — Physical Chemistry/Lab 3 ENV 400 — Integrating Seminar in or Environmental Studies 4 CHM 353/371 — Biochemistry/Lab 3 POL 200 — Introduction to U.S. Politics or 3 THE 453, Religion and Science, or THE 4 ENV 386/387 — Environmental Chem- 427, Theological Environmental Ethics, or istry/Lab THE 428, Ecology in Theological Perspec- or tive, or THEP 482, Theology in Ecological 4 CE 367 — Environmental Engineer- Perspective. ing and Concentration Options 1 CE 376 — Environmental Engineer- Biology Concentration Requirements — 36 ing Lab hours or Hrs. 1 ENV 387 — Environmental Lab 4 BIO 442/472 — Ecology/Lab or 8 Major Electives (Selected from: BIO 341/371, 4 ENV 493 — Environmental Research Seed Plant Biology/Lab; BIO 345/375, Verte- or brate Biology/Lab; BIO 347, Animal Behav- 4 CS 203/233 — Computer Science I/Lab ior; BIO 363/373, Freshwater Ecology/Lab; or BIO 338/368, Marine Biology/Lab; BIO 4 ENV 497 — Environmental Internship 391/392, Stream Ecology/Lab; BIO 436/476, 3 CHM 412/472 — Advanced Instrumental Invertebrate Zoology/Lab; ENV 384, Remote Methods/Techniques Sensing and GIS; ENV 385, Environmental 8 MTH 201-202 — Calculus I-II Microbiology; ENV 387, Environmental Lab- 8 PHY 201-202 — General Physics/ oratory; CE 367, Environmental Engineer- 271-272 — General Physics Labs ing; CS 203/273, Computer Science/Lab; ENV 493, Research; ENV 497, Environmen- General Electives — 15 hours tal Internship.) Total Credit Hours — 120 (48 hrs. must be 8 CHM 325-326 — Organic Chemistry/ upper-division) 375-376 — Laboratories Physics Concentration Requirements — 4 CHM 314 — Analytical Chemistry/ 41 hours 379 — Lab Hrs. 4 MTH 201 — Calculus 4 BIO 338/368 — Marine Biology of the 8 PHY 201-202 — General Physics/ Pacific Northwest/Lab 271-272 — Labs or General Electives — 17 hours 4 BIO 341/371 — Seed Plant Biology/Lab Total Credit Hours — 120 (48 hrs. must be or 4 BIO 345/375 — Vertebrate Biology/Lab upper-division) or Chemistry Concentration Requirements — 4 BIO 363/373 — Introduction to Fresh- 38 hours water Ecology/Lab Hrs. or 4 BIO 363/373 — Introduction to Fresh- 4 BIO 391/392 — Stream Ecology/Lab water Ecology/Lab or or 4 BIO 436/476 — Invertebrate Zoology/Lab 4 BIO 341/371 — Seed Plant Biology/Lab or or 4 BIO 442/472 — Ecology/Lab 4 BIO 338/368 — Marine Biology of the 8 MTH 201-202 — Calculus I/II Pacific Northwest/Lab 4 MTH 301 — Vector Calculus or 3 MTH 321 — Differential Equations I: 4 BIO 345/375 — Vertebrate Biology/Lab Ordinary Differential or Equations 4 BIO 391/392 — Stream Ecology/Lab 8 PHY 204-205 — General Physics/ or 274-275 — Labs 4 BIO 436/476 — Invertebrate Zoology/Lab 3 PHY 306 — Modern Physics or 1 PHY 376 — Modern Physics Lab 4 BIO 442/472 — Ecology/Lab 4 PHY 371/ 4 CHM 314/ — Analytical Chemistry/ 471 or 472 — Analog and Digital Elec- 379 — Lab tronics 8 CHM 325-326/— Organic Chemistry/ — Advanced Laboratory 375-376 — Laboratories 6 credit hours of the following courses: COLLEGE OF ARTS AND SCIENCES 63 3 PHY 312 — Mechanics offers a German studies major, a Spanish 3 PHY 321 — Electrodynamics major, a French studies major, a certificate 3 PHY 322 — Optics in Spanish, and minors in French, Ger- 3 CE 367 — Environmental Engineering man, and Spanish. The foreign languages 3 ENV 384 — Remote Sensing and GIS program offers courses in French, Ger- 3 ENV 493 — Environmental Research 4 CS 203/273 — Computer Science/Lab man, and Spanish language, literature, and 3 ENV 497 — Environmental Internship culture. Students interested in a foreign language major, certificate, or minor General Electives — 12 hours should consult with the department chair. Total Credit Hours — 120 (48 hrs. must be upper-division) Learning Outcomes for Foreign Languages Foreign Languages Students graduating from the University of Kathleen Regan, Ph.D., chair Portland with a B.A. in French studies, Faculty: Booth, Echenique, Genske, Hill, German studies, or Spanish should Looney, McLary, Regan, Warshawsky demonstrate intermediate-high proficien- cy in the target language, based on the The mission of the foreign languages pro- ACTFL Proficiency Guidelines*, in speak- gram (Spanish, German, and French) at ing, listening, writing, reading, and cultur- the University of Portland is to prepare al proficiency as described below. and motivate students to understand, live, Speaking study, and work in international commu- Students demonstrating intermediate-high nities at home and abroad. In the foreign proficiency in speaking are able to: language courses required of all B.A. stu- I handle a variety of uncomplicated com- dents, as well as in those of its major, mi- municative tasks and social situations nors, and certificates, the program: I narrate and describe in all major time [1] Builds proficiency in speaking, listen- frames (past, present, future), using con- ing, reading, and writing the target lan- nected discourse guage; I interact with native speakers when the [2] Fosters appreciation for other cultures conversation topics are pertinent to every- and the international global community; day life and current events. [3] Develops the critical thinking skills Listening and humane values inherent in the Uni- Students demonstrating intermediate-high versity’s liberal arts tradition. proficiency in listening are able to: Foreign language faculty members guide I understand and respond appropriately to and inspire students to experience other conversations about daily life that include cultures through the study of language and family, school, work and leisure literature, and through periods of total im- I comprehend the main idea in authentic mersion abroad. In their teaching and in broadcast media their research, faculty are dedicated to the I understand discussions related to topics study of language and literature for its own of interest when delivered at a normal power and pleasure, and as a means of speed in standardized forms of the lan- promoting understanding and enjoyment guage of cultural differences. They are commit- Writing ted to student-centered instruction, which Students demonstrating intermediate-high develops the foreign language proficiency proficiency in writing are able to: and confidence majors and certificates I meet all practical writing needs such as need to be successful in graduate pro- taking notes on familiar topics, writing un- grams, as well as in a wide range of ca- complicated letters, simple summaries, reers, such as business, government, and compositions related to work, school education, social work, and health care. experiences, and topics of current and The Department of Foreign Languages *The proficiency goals are based on the ACTFL Proficiency Guidelines published by the American Council on the Teaching of Foreign Languages. See http://www.actfl.org/i4a/pages/index.cfm?pageid=4236 and Alice Omaggio Hadley, Teaching Language in Context, Boston, MA: Heinle & Heinle Publishers, 1993. 64 COLLEGE OF ARTS AND SCIENCES general interest which directly relates to France and I write simple descriptions and narrations French-speaking countries. of paragraph length on everyday events The program is designed to offer its ma- and situations in different time frames, al- jors the opportunity to achieve proficiency though not consistently in writing, speaking, comprehending, and I demonstrate style essentially corre- reading the French language, while at the sponding to the spoken language same time broadening and deepening Reading their knowledge, understanding, and ap- Students demonstrating intermediate-high preciation of the cultures of France and proficiency in reading are able to: the francophone world. I read authentic materials consistently on Since the goal of the French studies familiar subjects such as cultural issues major is to focus on the acquisition of lan- and current events found in newspapers guage proficiency and to incorporate con- and magazines published for the general tributions from more than one field of public study, it prepares students for careers in I read, within the limits of identifiable vo- international law, teaching, government cabulary and structural complexity, arti- services, foreign missions, translating, the cles and essays on academic topics and non-profit sector, and for positions in busi- carefully selected literature ness that require a knowledge of the French language and culture. Cultural Proficiency Students pursuing a B.A. degree in The acquisition of cultural competency is French studies are required to complete 18 closely linked to the development of lan- upper-division credit hours of French guage proficiency, therefore, students courses and 9 upper-division credit hours graduating with intermediate-high lan- from at least two of the following disci- guage proficiency will demonstrate an plines: history, philosophy, fine arts, and equivalent level of cultural proficiency. political science. Students pursuing a B.A. They will be able to live, study and work in degree in French studies also must spend target culture after a short period of adjust- a minimum of six weeks studying French ment. While they will not necessarily be in France or a francophone country. Should mistaken for native speakers, they will be a student be unable to study abroad, the able to function as respectful ambassadors department chair in consultation with the in the target culture. French faculty may approve a substitute See also the following Web site for more language immersion experience such as a complete descriptors of intermediate-high local internship. Study abroad opportuni- foreign language proficiency: www.sil.org/ ties include IES programs in Paris (sum- lingualinks/LANGUAGELEARNING/Oth- mer or semester), Nantes (semester only) erResources/ACTFLProficiencyGuide- and Arles (summer only). lines/TheACTFLGuidelines.htm. If a student studies in France for six All students beginning their study of weeks in the summer, he or she may earn French, German, or Spanish at the Univer- up to six credits towards the French Stud- sity of Portland are encouraged to take a ies major. If a student studies abroad for free online placement test. After taking one semester, he or she may earn up to 15 the test, the student will receive informa- credits towards the major. tion indicating which course will provide In addition to any certificate or degree a the best fit for the student’s level of profi- student may earn from the University of ciency. Contact the chair of the foreign Portland, it is recommended that all candi- languages department for information on dates take both oral and written proficien- how to access the exam. cy tests in French in their senior year or the spring of their fifth year immediately French Studies, B.A. after graduation. These tests are adminis- The French studies major is an inter- tered by outside certified proficiency ex- disciplinary major which combines courses aminers for a fee. (The American Council from the department of French with those of Teachers of Foreign Languages (ACTFL) from other disciplines, the content of and the federal government offer oral/ COLLEGE OF ARTS AND SCIENCES 65 aural proficiency testing.) The testing of German Studies, B.A. the students’ competency will give the stu- dents national certification of their actual The German studies major provides stu- skill levels; such certification of both oral dents with the opportunity to become and written skills should provide students proficient in German language while also and employers with an accurate compara- becoming knowledgeable about social, tive indicator of a student’s overall compe- historical, and political factors that shape tency in the language. and define German-speaking cultures. By nature the German studies major is inter- University Core Requirements — 39 hours disciplinary, and it creates connections (see pg. 8-9.) among a number of disciplines which are College Requirements, B.A. — 21-33 hours cornerstones of the liberal arts tradition. Hrs. 3 Effective Communication (CST 100) The combination of these courses under a 3 Metaphysics (PHL 33x) cohesive curriculum allows students to 15 Credits of upper division courses outside gain proficiency in German language the primary major, 9 of which must come while also learning to think and reason from 3 different disciplines in the College of across disciplinary boundaries. Additionally, Arts and Sciences. This requirement is not the current trend toward globalization fulfilled by the University core. means that students must become not 0-12Intermediate level of one language (pg. 50) only informed citizens and leaders within Major Requirements — 27 hours their own community and country but It is possible to begin studying French as a also in the world at large. By becoming first-year student and still complete all re- knowledgeable in global political and quirements for the French studies major. social processes through German studies, Hrs. students will learn to understand complex 18 upper division credits in French (FRN 301 international relationships and gain an and above). appreciation for different cultures. The Three courses outside the French program German studies major supports students from at least two different disciplines chosen from the following list: in their developing roles as leaders in their 3 HST 347 —Modern France community and the world. 3 HST 333 —Medieval Europe All students pursuing a major in German 3 HST 343 —Age of Dictatorship studies must complete 18 upper-division 3 HST 342 —Age of Nationalism credit hours of German courses and 9 3 POL 358 —Politics of the European upper-division credit hours from at least Union two of the following disciplines: philosophy, 3 POL 372 —Politics of Modern Europe history, political science, fine arts, and the- 3 POL 453 —Great Powers and their ology. Students are also required to spend Foreign Policies 3 PHL 414 —Philosophy and Feminism at least six weeks studying German in a (when focusing on a German-speaking country. Should a stu- French philosopher) dent be unable to study abroad, the depart- 3 PHL 469 —Great Philosophers (when ment chair, in consultation with the focusing on a French German faculty, may approve a substitute philosopher) language immersion experience such as a 3 PHL 479 —Existentialism local internship. Options for study abroad 3 PHL 476 —Contemporary Continental include the University’s year-long program Philosophy in Salzburg, Austria; German-immersion Study Abroad — 6 hours courses in Salzburg during a summer ses- General Electives —15-27 hours sion; and IES programs in Freiburg, Vien- Total Credit Hours—120 na, and Berlin. Students may also take courses containing In addition to any certificate or degree a significant content relating to francophone countries offered on a one-time basis or subse- student may earn from the University of quently added to permanent course offerings. Portland, it is recommended that all candi- Students must seek the approval of the French dates take both oral and written proficien- studies advisor before counting such courses cy tests in German in their senior year or toward the French studies major. the spring of their fifth year immediately 66 COLLEGE OF ARTS AND SCIENCES after graduation. These tests are adminis- studies advisor before counting such courses to- tered by outside certified proficiency ex- ward the German studies major. aminers for a fee. (The American Council Study Abroad — 6 hours of Teachers of Foreign Languages (ACTFL) General Electives — 15-27 hours and the federal government offer oral/ Total Credit Hours — 120 aural proficiency testing.) The testing of the students’ competency will give the stu- Spanish, B.A. dents national certification of their actual The Spanish program seeks to prepare skill levels; such certification of both oral students for living and working with individ- and written skills should provide students uals from Spanish-speaking countries either and employers with an accurate compara- overseas or within the borders of the United tive indicator of a student’s overall compe- States. The program includes courses which tency in the language. develop language proficiency in listening comprehension, speaking, writing, and read- University Core Requirements — 39 hours ing. Courses focus on pertinent cultural (See pg. 8-9.) issues, literary analysis and history, and pro- College Requirements, B.A. — 21-33 hours fessional terminology. This major will pre- Hrs. pare students for careers in education, social 3 Effective Communication (CST 100) services, business, and medicine. 3 Metaphysics (PHL 33x) 15 Credits of upper-division courses outside The Spanish major requires that the stu- the primary major, 9 of which must come dent complete 27 credit hours which must from 3 different disciplines in the College of include SPN 301, SPN 302, one survey of Arts and Sciences. This requirement is not Spanish literature class, and one Latin fulfilled by the University core. American literature course. The Spanish 0-12 Intermediate level of one language (pg. 50) major requires one semester abroad in a Major Requirements — 27 hours Spanish-speaking country or participation Hrs. in the University’s summer program in 18 upper-division credits in German (GRM 301 Morelia, Mexico or Segovia, Spain.* Should and above) a student be unable to study abroad, the Three courses outside the German program department chair, in consultation with from at least two different disciplines, chosen Spanish faculty, may approve a substitute from the following list: language immersion experience such as a 3 PHL 474 — Hegel and 19th-Century Philosophy local internship. 3 PHL 475 — Contemporary Analytical In addition to any certificate or degree a Philosophy student may earn from the University of 3 PHL 476 — Contemporary Continen- Portland, it is recommended that all candi- tal Philosophy dates take both oral and written proficien- 3 THE 433 — Theological Implications cy tests in Spanish in their senior year or of the Holocaust (Salzburg the spring of their fifth year immediately only) after graduation. These tests are adminis- 3 POL 358 — Politics of the European tered by outside certified proficiency ex- Union 3 HST 370 — Early Modern Europe aminers for a fee. (The American Council 3 POL 372 — Politics of Modern Europe of Teachers of Foreign Languages (ACTFL) 3 HST 342 — Age of Nationalism and the federal government offer oral/ 3 HST 343 — Age of Dictatorship aural proficiency testing.) The testing of 3 HST 346 — History of Modern Germany the students’ competency will give the stu- 3 FA 304 — Development of the Fine Arts dents national certification of their actual in Europe (Salzburg only) skill levels; such certification of both oral Students may also take courses containing sig- and written skills should provide students nificant content relating to German-speaking and employers with an accurate compara- countries offered on a one-time basis or subse- quently added to permanent course offerings. tive indicator of a student’s overall compe- Students must seek the approval of the German tency in the language.

*Spanish majors may earn three credit hours towards the major for a course taught in English related to Spain or Latin America subject to approval by the department chair. COLLEGE OF ARTS AND SCIENCES 67 University Core Requirements — 39 hours States, and other areas of the world, togeth- (See pg. 8-9.) er with the institutions and structures of College Requirements, B.A. — 21-33 hours organized society. Its curriculum is de- Hrs. signed to inculcate a familiarity with par- 3 Effective Communication (CST 100) ticular periods and issues in the past, with 3 Metaphysics (PHL 33x) the discipline of history, and with the use 15 Credits of upper-division courses outside of historical inquiry for analysis of con- the primary major, 9 of which must come temporary self and society. from 3 different disciplines in the College of Beyond the history major, the program Arts and Sciences. This requirement is not fulfilled by the University core. meets such goals as a part of both the Uni- 0-12Intermediate level of one language (pg. 50) versity core as well as the general educa- tion requirements for the bachelor of arts Major Requirements — 27 hours majors. Furthermore, the program in- Hrs. 3 SPN 301 — Advanced Spanish Con- cludes courses which provide vital knowl- versation and Composition edge for students in other programs, 3 SPN 302 — Advanced Spanish Con- including secondary education, political versation and Culture science, foreign languages, theology, 3 Culture/Literature of Spain (SPN 303, 304, ROTC, and environmental studies. 407, 408, 410, 412, 422, 480, 482, or 484) 3 Culture/Literature of Latin America (SPN Learning Outcomes for History 303, 315, 416, 421, 422, 424, or 430) Majors 15 Major electives The curriculum is specifically designed Study Abroad — 6 hours to provide the following learning goals and General Electives — 15-27 hours outcomes: Total Credit Hours — 120 [1] Demonstrate knowledge of key histori- cal facts, values, and ideas that have General Studies, shaped civilizations throughout history. [2] Analyze primary sources in their his- B.A., B.S. torical context. Though most students will develop a [3] Analyze secondary sources and identi- depth of knowledge in their upper-division fy various approaches to historical inter- work through concentrated study in a sin- pretation through critical reading. gle area, the college recognizes that some [4] Construct historical arguments based students may better attain their personal on primary sources and the historical objectives through a broader program of method. studies. Such students may opt to follow [5] Demonstrate the ability to conduct in- the General Studies Program which re- dependent historical research. quires 24 semester hours of upper-division University Core Requirements — 39 hours work in two areas within the College of (See pg. 8-9.) Arts and Sciences. All other requirements College Requirements, B.A. — 21-33 hours for the B.A. or B.S. degree must be fulfilled. Hrs. General studies majors are under the guid- 3 Effective Communication (CST 100) ance of the dean or associate deans. 3 Metaphysics (PHL 33x) 15 Credits of upper-division courses outside the primary major, 9 of which must come History, B.A. from 3 different disciplines in the College of Elise Moentmann, Ph.D., chair Arts and Sciences. This requirement is not Faculty: Connelly, Covert (emeritus), Eifler, fulfilled by the University core. 0-12 Intermediate level of one language (pg. 50) Els, Hancock, Moentmann, Wheeler, Wolf, Zimmerman (emerita) Major Requirements — 36 hours (33 be- yond University core requirement) The history program offers all the Univer- Hrs. sity’s undergraduates the opportunity to 9 Lower-division history (HST 220 and 221 re- acquire a working familiarity with the quired, plus any other 200-level history history of Western civilization, the United course) 68 COLLEGE OF ARTS AND SCIENCES 3 HST 400 — History and Historians [3] Be able to read and communicate math- 3 HST 401 — Senior Seminar ematics with understanding and clarity; 15 Upper-division history courses (must in- [4] Possess an understanding of the clude at least one course each in American, breadth of the mathematical sciences and European, and non-Western history at 300- their deep interconnecting principles; level) 6 400-level seminars (must be two different [5] Be able to apply mathematics to a courses, excluding 400, 401; i.e. 420, 430, or broad spectrum of complex problems; 450) [6] Understand theory and applications of calculus and the basic techniques of dis- General Electives — 12-24 hours Total Credit Hours — 120 crete mathematics and abstract algebra; [7] Gain experience in problem-solving, mathematical reasoning, communication, Mathematics scientific computing, and mathematical Gregory M. Hill, Ph.D., chair modeling. Faculty: Akerman, Hallstrom, Hill, Kroon, Lum, Niederhausen, Nordstrom, Salomone, Mathematics, B.S. Wootton The Department of Mathematics offers a Mathematics, an ancient discipline, is both program leading to the bachelor of science an art and a science. As a basic discipline degree in mathematics. The program is in the liberal arts, the mathematics program constructed for the general mathematics strives to teach problem solving, logical student; however, it is particularly appro- analysis, and abstraction. Through its cur- priate for students who are also interested riculum it fosters the development of un- in physical science or computer science. derstanding and mathematical skills. It University Core Requirements — 30 hours provides the opportunity for students to (See pg. 8-9.) experience the connections that exist among General Physics and Calculus fulfill the core other disciplines, and opens students to the science and mathematics requirements. ideas and visions they might never have College Requirements, B.S. — 6 hours considered otherwise. Very practically, Hrs. mathematics provides students with the 3 Effective Communication (CST 100) foundational skills to become effective 3 Metaphysics (PHL 33x) leaders in a wide variety of other disciplines Major Requirements (Mathematics as ethical and professional individuals. Courses) — 45 hours The Department of Mathematics offers Hrs. programs leading to the bachelor of science 8 MTH 201-202 — Calculus I-II 4 MTH 301 — Vector Calculus and the bachelor of arts degrees. We have 3 MTH 311 — Discrete Structures made it easy to combine a major or minor 3 MTH 321 — Ordinary Differential in mathematics with a major or minor in Equations computer science or physics. Students in 3 MTH 341 — Linear Algebra mathematics can prepare themselves for 6 MTH 401-402 — Real Analysis I-II graduate work or for careers in teaching, 3 MTH 404 — Complex Variables business, industry, or government. 6 MTH 441-442 — Modern Algebra I-II 9 Major electives (CS 411, CS 451, PHY 321, PHY Learning Outcomes For Mathe- 356, PHY 411, PHY 412, PHY 441 may count here. 3 hours must be in an upper division matics Majors mathematics course. MTH 431, Geometry; The following learning outcomes are MTH 461, Probability and Statistics I, and drawn from the Mathematical Association MTH 345, Number Theory, are recommend- of America’s Committee on the Under- ed for prospective high school teachers.) graduate Program in Mathematics “Guide- Major Requirements (Science Courses) — lines for Assessment of Student Learning” 24 hours (August 2005). Students should: Hrs. [1] Learn to apply precise, logical reason- 4 CS 203/273 — Computer Science I/Lab ing to problem solving; 12 PHY 204-205, [2] Develop persistence and skill in explo- 306/376 — General Physics I-II, Mod- ration, conjecture, and generalization; ern Physics/Lab COLLEGE OF ARTS AND SCIENCES 69 8 CHM 207-208/— General Chemistry I-II/ 277-278 — Labs Performing and or 8 Two approved computer science courses Fine Arts with laboratories. Michael Connolly, D.M.A., chair General Electives — 15 hours Faculty: Abbott , Ashton, Bartos, Boelling, Total Credit Hours — 120 Bognar, Bowen, Bower, Briare, Connolly, Conkle, Cox, Culver, Dailing, Doyle, Edelblut, Mathematics, B.A. Edson, Follett, Ghyselinck, Golla, Hoddick, This degree is appropriate for students Homan, Horning, Iimori, Kerns, Kleszynski, who wish to major in mathematics as part Larsen, Leroi- Nickel, Lindner, M. Logan, H. of a broader inter-disciplinary program. In Logan, Martin, Mitchell, Montgomery, Neuman, particular, this course of study would be D. Parker, W. Parker, Paul, Pirruccello, Poris, suitable for students who wish to couple a Powell-Ascroft, Pynes, Ratzlaf, Richards, Schooler, mathematics major with a second major in Sessa, Shakhman, Soltero, Trigg, Wilson a liberal arts field, business, or education. The Department of Performing and Fine University Core Requirements — 36 hours Arts (PFA) is dedicated to fostering an ap- (See pg. 8-9.) preciation of the best of human creative College Requirements, B.A. — 21-33 hours expression. Its major programs in music Hrs. and drama, along with its enrichment of- 3 Effective Communication (CST 100) ferings in dance and the visual arts, are in- 3 Metaphysics (PHL 33x) tegral to the University’s commitment to 15 Credits of upper-division courses outside the liberal arts. Each area in the department the primary major, 9 of which must come extends an open invitation to all University from 3 different disciplines in the College of students to participate and does so in an at- Arts and Sciences. This requirement is not mosphere that is personal and supportive. fulfilled by the University core. 0-12Intermediate level of one language (pg. 50) Within the department, majors are of- fered in drama and music. The depart- Major Requirements (Mathematics ment is an accredited institutional Courses) — 37 hours member of the National Association of Prerequisites (12 cr. hrs) Schools of Music (NASM) and the National Hrs. Association of Schools of Theatre (NAST). 8 MTH 201-202 — Calculus I-II Although the degree programs are sepa- 4 CS 203/273 — Computer Science I/Lab rate, there is considerable flexibility be- Required Courses for the Major (25 cr. hrs.) tween them, allowing the possibility for 4 MTH 301 — Vector Calculus students in one degree program to take 3 MTH 311 — Discrete Structures courses in the other. 3 MTH 341 — Introduction to Linear Al- Graduate programs leading toward the gebra 3 MTH 401 — Real Analysis I M.F.A. in directing and the M.A. in music 3 MTH 441 — Modern Algebra I are available. (See Graduate School section.) 9 At least 9 units of elective upper-division mathematics credit. Drama, B.A. It is recommended (but not required) that The drama program at the University of Mathematics B.A. students enroll in at Portland is dedicated to providing a broad- least one of the following to fulfill their based generalist foundation for undergrad- two-course core science commitment: uate students with the knowledge, skills, 8 PHY 204-205 — General Physics I-II and opportunities necessary for establish- 8 CHM 207-208/— General Chemistry I-II/ ing a life-long association with the theatre. 277-278 — Labs Furthermore, its aim is to demonstrate a 8 BIO 206/207 — Organismal and Popula- tion Biology/Introduction strong commitment to teaching and learn- Cell Biology and Genetics ing in a personal, energetic, interactive, (with labs) liberal arts environment. This is done by offering a broad-based curriculum of the- General Electives — 14-26 hours Total Credit Hours — 120 atre courses that provides a common 70 COLLEGE OF ARTS AND SCIENCES knowledge base and skill level. Beyond Emphasis Options that, the program provides advanced Performance Emphasis — 15 hours course work in areas of specialization that Hrs. prepare students for a myriad of career 3 DRM 322 — Acting Workshop II and educational options. Finally, the pro- 3 DRM 335 — Voice for the Stage gram provides a variety of production 3 DRM 422 — Advanced Acting 3 DRM 437 — Audition Workshop opportunities open to the entire campus One design elective selected from: student community. Students are encour- 3 DRM 351 — Stage Light and Sound aged, mentored, and supervised in these 3 DRM 353 — Stage Design productions, where they are challenged to 3 DRM 363 — Costume Design use their academic background and techni- 3 DRM 365 — Theatrical Makeup cal training in the real laboratory of the live Design/Technical Emphasis — 15 hours theatre. Hrs. 3 DRM 351 — Stage Lighting and Sound Learning Outcomes for Drama 3 DRM 353 — Stage Design Majors 3 DRM 363 — Costume Design Students who successfully complete the One production elective selected from: B.A. in drama should be able to: 3 DRM 365 — Theatrical Makeup 3 DRM 450 — Production Management I Know the individuals who have influ- enced contemporary world theatre and 3 DRM 456 — Decorative Arts 3 DRM 467 — Costume Construction understand and articulate the fundamen- 3 DRM 471 — Theatre Management tal theories and conventions that helped One advanced design elective selected from: shape it. 3 DRM 451 — Advanced Lighting and I Demonstrate the fundamental skills and Sound techniques required of a modern theatre 3 DRM 453 — Advanced Stage Design practitioner; performer, designer, or man- 3 DRM 463 — Advanced Costume ager. Design I Work in an environment of collaboration Production Management Emphasis — 15 in a variety of production experiences. hours I Apply critical thinking and analytical Hrs. skills to dramatic literature as it applies to 3 DRM 333 — Directing for the Theatre production; performance, design and man- 3 DRM 351 — Stage Light and Sound agement. 3 DRM 450 — Production Management 3 DRM 471 — Principles of Theatre Man- University Core Requirements — 39 hours agement (See pg. 8-9.) 3 DRM 472 — Management Internship College Requirements, B.A. — 21-33 hours Basic Drama Endorsement for Education Hrs. Certificate — 21 hours 3 Effective Communication (CST 100) Hrs. 3 Metaphysics (PHL 33x) 3 DRM 210 — Introduction to Theatre 15 Credits of upper-division courses outside 3 DRM 321 — Acting Workshop I the primary major, 9 of which must come 3 DRM 333 — Directing for the Theatre from 3 different disciplines in the College of 3 DRM 350 — Theatre Crafts Arts and Sciences. This requirement is not 3 DRM 351 — Light and Sound Design fulfilled by the University core. 3 DRM 407 — Theatre History I 0-12Intermediate level of one language (pg. 50) or Major Common Requirements — 23 hours 3 DRM 408 — Theatre History II Hrs. One advanced design elective selected from: 3 DRM 210 — Introduction to Theatre 3 DRM 353 — Stage Design 1 DRM 272 — Performance Practicum I 3 DRM 363 — Costume Design 3 DRM 310 — Modern Production Theory 3 DRM 365 — Theatrical Makeup 3 DRM 321 — Acting Workshop I General Electives — 10-22 hours 3 DRM 350 — Theatre Crafts Total Credit Hours — 120 1 DRM 372/373 — Production Practicum II 3 DRM 407 — Survey of Theatre History I 3 DRM 408 — Survey of Theatre History II 3 DRM 498 — Senior Capstone COLLEGE OF ARTS AND SCIENCES 71 Music, B.A. their degree program, must demonstrate an acceptable proficiency in keyboard, (For B.M.Ed. see School of Education, aural, and sightsinging skills. Specific de- pg. 95.) tails about these requirements are con- The music program strives to advance the tained in the Music Study Handbook. comprehensive formation of musicians The Music Study Handbook also contains who can perform music, organize music details about the requirements for MUS (composition, improvisation), and analyze 001 (Performance Attendance); and MUS music (theory, history). The program ac- 186, MUS 286, MUS 386, and MUS 486 (Pri- complishes this aim through a wide range vate lessons), and necessary information of teaching and performance situations, about the senior presentation. The hand- including private lessons, traditional class- book is presented to all music majors at room environments, and large group re- the beginning of each year. It is considered hearsals. These opportunities are offered an addendum to the University Bulletin. to the entire University. Opportunities for individual performance As a nationally accredited unit of the Col- are available through regularly scheduled lege of Arts and Sciences, the music pro- student recitals. They are included as a gram is committed to its role within the part of Music at Midweek, a weekly series University mission (especially the devel- of professional and non-professional per- opment of the whole person), compliance formances. Attendance at these and other with the standards of the National Associa- designated campus performances is re- tion of Schools of Music, and ongoing eval- quired of all music students. (See MUS 001). uation of the program in all its aspects. Unsatisfactory attention to this require- There are two degree programs for music ment can delay or deny graduation. Stu- majors at the University. The bachelor of dents choosing to work toward the bachelor arts degree in music provides students the of arts in music will complete their studies widest possible education in the sciences with a senior presentation supervised by a and the humanities as they give particular faculty member. The selection of a topic emphasis to the comprehensive study of and work toward that completion will music. The School of Education, in cooper- begin during the junior year. ation with the music faculty, offers profes- sional instruction leading to the bachelor Learning Outcomes for Music of music education degree for students Majors who plan to teach in elementary or sec- The music program at the University of ondary schools. Portland is designed to form musicians in New students, including transfer stu- three areas: performance, organization of dents, will be accepted as music majors on the sounds of music, and analysis of a probationary status until they present a music. Students who successfully com- satisfactory audition at one of the follow- plete the B.A. in music or B.M.Ed. should ing: 1) scholarship audition; 2) the perfor- be able to: mance final examination at the end of the I Perform capably as a soloist or within an first semester; or 3) by special arrange- ensemble; ment with the faculty. I Organize the sounds of music through A variety of large and chamber ensem- basic composition and improvisation; bles are open to all University students I Understand the structure and style of with prior musical experience. These en- compositions, as performers and listeners; sembles, which perform music of all types I (For the B.MEd.) Apply sound principles and styles, include the University Singers, of teaching music in the classroom. University Concert Band, University Choral Union, University Community Orchestra, University Core Requirements — 39 hours Jazz Ensemble, Guitar Ensemble, Cham- (See pg. 8-9.) ber Ensemble, and Chapel Music Ensem- College Requirements, B.A. — 21-24 hours ble. Each presents a series of performances Hrs. throughout the academic year. 3 Effective Communication (CST 100) All music majors, before completion of 3 Metaphysics (PHL 33x) 15 Credits of upper-division courses outside 72 COLLEGE OF ARTS AND SCIENCES the primary major, 9 of which must come ern civilization. By enabling students to from 3 different disciplines in the College of become reflective, critical, and articulate Arts and Sciences. This requirement is not about their own beliefs and values, philos- fulfilled by the University core. ophy makes an essential contribution to 0-12Intermediate level of one language (pg. 50) the education of individuals, whatever Typical B.A. Program their vocational plans, and to the develop- Major Requirements — 59 hours ment of the community. 0 MUS 001 — Performance Attendance (every semester) 3 MUS 101 — Music Theory I Philosophy, B.A. 3 MUS 102 — Music Theory II The major in philosophy is intended to 1 MUS 103 — Aural Skills Development meet the needs of various types of stu- Laboratory I dents, including those who plan to do grad- 1 MUS 104 — Aural Skills Development uate work in philosophy; those who plan Laboratory II to do graduate work in other fields like 3 MUS 105 — The Joy of Music—Listen- law, medicine, business, journalism, min- ing with Understanding istry, or any of the liberal arts; those who 3 MUS 106 — Music of the Non-Western World wish to pursue a double major in philoso- 8 MUS 186-486 — Private Lessons (every se- phy and some other discipline of the hu- mester) manities, sciences, or professional areas; 8 MUS 242-243 — Ensembles (every semes- and those who wish to get a solid liberal ter) education. Philosophy may also be taken 3 MUS 201 — Music Theory III as a minor, as part of an interdisciplinary 3 MUS 202 — Music Theory IV major, or within other programs such as 1 MUS 230 — Introduction to the Piano the social justice program. 3 MUS 231 — Keyboard Lab 3 MUS 301 — History of Musical Styles I Learning Outcomes for Philoso- 3 MUS 302 — History of Musical Styles II 3 MUS 305 — Analytical Techniques phy Majors 3 MUS 331 — Conducting Philosophy graduates of the University of 1 MUS 498/499 — Senior Project Portland should be able to: 6 Upper-division music electives [1] Demonstrate proficiency in the con- General Electives—3-9 hours tent of the discipline; 131 Total credit hours [2] Engage in the art of dialogue; [3] Write technically competent philo- SPECIAL MUSIC FEES sophical essays; Private Lessons (MUS 186/286/386/ [4] Integrate diverse views in developing 486/586): $300 per semester hour. their positions on an issue; Practice room use limited to students [5] Demonstrate proficiency in the basic enrolled in music courses or by permission concepts of logic. of the director of the music program. University Core Requirements — 39 hours (See pg. 8-9.) Philosophy College Requirements, B.A. — 21-33 hours Norah Martin, Ph.D., chair Hrs. Faculty: Askay, Baillie, Evangelist, Faller, 3 Effective Communication (CST 100) Gauthier, Martin, Santana, Trout 3 Metaphysics (one course from PHL 331 through 335) Philosophy plays a central role in Catholic 15 Credits of upper-division courses outside liberal arts education as the primary inte- the primary major, 9 of which must come grating discipline across the curriculum. from 3 different disciplines in the College of Training in philosophy develops the Arts and Sciences. This requirement is not student’s ability to explore and critically fulfilled by the University core. reflect upon the most fundamental ques- 0-12 Intermediate level of one language (pg. 50) tions about human beings and society, the Philosophy Major Option 1 universe, and God. By focusing on its own This curriculum features a strong empha- history, philosophy acquaints students sis on the history of philosophy and is de- with the intellectual foundations of West- COLLEGE OF ARTS AND SCIENCES 73 signed for students planning to go on to Option 3 Requirements — 66 hours beyond graduate work in philosophy, or whose core and college requirements primary interest is in the history of philos- Hrs. ophy. 3 PHL 413 — Socio-Political Philosophy 3 PHL 421 — Logic Option 1 Requirements — 25 hours beyond 3 PHL 471 — Ancient Philosophy core and college requirements 3 PHL 473 — Modern Philosophy Hrs. 3 ECN 120 — Introduction to Macroeco- 3 PHL 421 — Logic nomics 3 PHL 471 — Ancient Philosophy 3 ECN 121 — Introduction to Microeco- 3 PHL 472 — Medieval Philosophy nomics 3 PHL 473 — Modern Philosophy 3 POL 200 — Introduction to United 3 PHL 474 — Hegel and 19th Century States Politics Philosophy 3 POL 201 — Introduction to Interna- 9 Electives tional Relations 1 PHL 499 — Capstone or General Electives — 23-35 hours 3 POL 202 — Modern Foreign Govern- Total Credit Hours — 120 ments 3 POL 203 — Introduction to Political Philosophy Major Option 2 Theory Designed for students who desire to com- 3 POL 300 — Political Inquiry and plement an interest in philosophy with an Analysis interest in a related field such as business, 3 Either POL 305 (Ancient and Medieval education, or any of the liberal arts. Stu- Political Thought), POL 306 (Modern Politi- dents choosing this option should consult cal Thought), or POL 307 (Contemporary with their advisor for specific course rec- Political Theory) ommendations to complement their inter- 3 Either POL 335 (American Public Policy) or POL 413 (Ethics and Public Policy) ests in related fields of study. 3 PHL/POL 490 — Directed study, junior year Option 2 Requirements — 25 hours beyond 3 PHL/POL 499 — Senior thesis core and college requirements 21 Electives—choose from the following 3 Hrs. credit courses (at least 12 credits must be from 3 Logic — PHL 421 political science, with 6 being 400 level, and 9 6 History — PHL 471, 472, 473, or 474 credits must be from philosophy): PHL 412, Phi- 3 Metaphysics losophy of Law; PHL 414, Philosophy and Femi- or nism; PHL 422, Philosophy of Science; PHL Epistemology — PHL 331, 332, 333, 334, 335, 430, Advanced Ethics; PHL 434, Environmental 422, 452, 472, 473, or 479 Ethics; PHL 435, Bioethics; PHL 472, Medieval 3 Ethics Philosophy; PHL 474, Hegel and 19th Century or Philosophy; PHL 470, Existentialism; POL 314, Politics — PHL 413, 414, 430, 434, 435 American Political Thought. 9 Electives Total Credit Hours — 126 1 Capstone — PHL 499 General Electives — 23-35 hours Total Credit Hours — 120 Physics Philosophy Major Option 3: Philosophy, Osiel Bonfim, Ph.D., chair Politics, and Policy Faculty: Bonfim, Breen, S.K. Mayer, More, This curriculum is designed for students Utlaut with an interest in philosophy and politi- How does the world work? How do we cal science with an emphasis on public know? What is the evidence and why do policy. Students choosing this option will we accept it? Physics is the science that have a double major in philosophy and po- seeks to understand natural phenomena litical science. as simply as possible and so provide the foundation for the other sciences and engi- neering. Whatever questions they ask, physicists have discovered that the an- swers ultimately involve the same elegant general principles, such as symmetry, en- 74 COLLEGE OF ARTS AND SCIENCES ergy and momentum, mass and charge. derstanding of the world; Rather than simply describe one observa- [4] Gain critical thinking and quantitative tion, a physicist seeks to connect that ob- problem solving skills in addition to broad servation with many others and apply or practical training in science and technology; extend comprehensive theories. Physicists [5] Learn to work effectively as a member look for and study patterns among natural of a team; phenomena, including those that are read- [6] Exhibit ethical scientific conduct. ily apparent (like the orbits of planets) and those that are apparent only to deep analy- Physics, B.S. sis and careful observation (like the quan- The Department of Physics offers a pro- tum transitions of atoms). gram leading to the bachelor of science de- A physics major provides a rigorous gree in physics. grounding in the scientific process and a University Core Requirements — 30 hours firm scientific understanding of the world. (See pg. 8-9.) It fosters critical thinking and quantitative General Physics (PHY 204-205) satisfies the sci- problem solving skills and provides broad ence requirement. The core requirement for practical training in science and technolo- mathematics is satisfied by Calculus (MTH 201). gy. It can lead to graduate study and basic College Requirements, B.S. — 6 hours research (in a variety of disciplines), to Hrs. stimulating jobs in industry, or to challeng- 3 CST 100 — Effective Communication ing and rewarding careers in teaching. 3 PHL 33x — Metaphysics Our faculty members are engaged in orig- Major Requirements — 75 hours inal research and physics majors are drawn Hrs. early into collaborative research projects 8 MTH 201-202 — Calculus I-II with the faculty. Students learn to think as 4 MTH 301 — Vector Calculus physicists, not just work physics problems, 3 MTH 321 — Differential Equations: and faculty welcome students' curiosity, Ordinary Differential questioning, and new perspectives. Equations A physics major is essential for students 3 MTH 341 — Introduction to Linear planning to pursue a graduate degree in Algebra 4 CS 203/273 — Computer Science I/Lab physics. A physics major also provides a 4 PHY 204 or 208 — General Physics/Lab solid foundation for students who antici- 4 PHY 205 or 209 — General Physics/Lab pate a career in secondary education, engi- 8 CHM 207-208 — General Chemistry I-II neering, or medical research. Students CHM 277-278 — Laboratory looking for a broad scientific grounding as 37 upper division science, math or engineer- part of their liberal arts education are also ing credit hours with a minimum of 28 well served by the physics major. hours in physics, including: 3 PHY 306 — Modern Physics Learning Outcomes for Physics 3 PHY 356 — Mathematical Methods for Majors Physicists 1 PHY 376 — Modern Physics Lab The curriculum is specifically designed 2 PHY 371 — Analog and Digital Elec- to help students reach the following learn- tronics ing goals. Students will: 4 Two of the following advanced labs: PHY [1] Understand the general principles of 372, 470, 471, 472 symmetry, energy, force, momentum, 24 Additional courses in science, math or engi- mass and charge as underlying founda- neering, of which 15 hours must be in tions for other sciences and engineering; physics. [2] Be able to recognize patterns among General Electives — 9 hours natural phenomena, including those that Total Credit Hours — 120 are readily apparent (like the orbits of planets) and those that are apparent only Physics, B.A. to deep analysis and careful observation The Department of Physics offers a pro- (like the quantum transitions of atoms); gram leading to the bachelor of arts degree [3] Develop a rigorous grounding in the in physics. The program is suited especial- scientific process and a firm scientific un- COLLEGE OF ARTS AND SCIENCES 75 ly for students who are interested in com- courses to all students and by preparing bining a degree in physics with the study majors to enter careers in business, jour- of another discipline (such as biology, life nalism, religious organizations, and for sciences, environmental science, or a local, national, and international service. major in the humanities). Majors are prepared to enter graduate University Core Requirements—30 hours studies in political science, law, and other (See pg. 8-9) professional disciplines in top graduate General Physics (PHY 204-205) satisfies the sci- schools worldwide. ence requirement. The core requirement for The program in political science is de- mathematics is satisfied by Calculus (MTH 201). signed to provide an understanding of the College Requirements, B.A.—21-33 hours discipline centered around a set of specific Hrs. strategies for gathering and analyzing in- 3 CST 100 — Effective Communication formation about political life. These strate- 3 PHL 33x — Metaphysics gies—conceptual, historical, structural, 15 Credits of upper-division courses outside the institutional, and behavioral—are explored primary major, 9 of which must come from 3 in the light of their respective theoretical different disciplines in the College of Arts and materials. Sciences. This requirement is not fulfilled by the University Core. Learning Outcomes for Political 0-12 Intermediate level of one language (pg. 50) Science Majors Major Requirements—48 hours The curriculum is specifically designed Hrs. to do the following: 8 MTH 201-202 — Calculus I - II 4 MTH 301 — Vector Calculus [1] Provide students with a foundation in 4 CHM 207/277 — General Chemistry I (with normative political inquiry and analysis; lab) [2] Introduce students to the methodology or of social science; 4 BIO 206/276 — Organismal and Popula- [3] Provide students with the knowledge tion Biology (with lab) and skills necessary to engage in compara- 4 PHY 201/271 or tive analysis of political systems; 204 or 208 — General Physics/Lab [4] Provide students with the knowledge 4 PHY 201/271 or and skills necessary to understand politi- 205 or 209 — General Physics/Lab 4 PHY 306/376 — Modern Physics (with lab) cal events within the context of the inter- 3 PHY 356 — Mathematical Methods for national system; Physicists [5] Provide students with the knowledge 17 Major electives (PHY 312, PHY 317, PHY and skills necessary to understand and an- 321, PHY 322, PHY 370, PHY 371, PHY 372, alyze the American political system; PHY 422, PHY 441, PHY 470, PHY 471, PHY [6] Provide students an opportunity to ex- 472). perience practical application of the disci- General Elective — 9-21 hours pline through internships. Total Credit Hours—120 University Core Requirements — 39 hours (See pg. 8-9.) Political Science, College Requirements, B.A. — 21-33 hours Hrs. B.A. 3 Effective Communication (CST 100) Gary Malecha, Ph.D., chair 3 Metaphysics (PHL 33x) 15 Credits of upper-division courses outside Faculty: Curtis, Frederking, Malecha, Pomer- the primary major, 9 of which must come leau, Stabrowski from 3 different disciplines in the College of The mission of the political science program Arts and Sciences. This requirement is not is to prepare students to become engaged fulfilled by the University core. citizens and leaders in political societies. It 0-12Intermediate level of one language (pg. 50) provides students with the necessary tools Major Requirements — 36 hours for understanding a complex world and for Hrs. active civic involvement. Political science 3 POL 200 — Introduction to United provides this by offering introductory States Politics 76 COLLEGE OF ARTS AND SCIENCES 3 POL 201 — Introduction to [3] The ability to understand, interpret, International Relations and design psychological research; or [4] The capacity to express themselves 3 POL 202 — Modern Foreign Govern- both orally and in writing. ment 3 POL 203 — Introduction to Political University Core Requirements — 39 hours Theory (See pg. 8-9.) 3 POL 300 — Political Inquiry and College Requirements, B.A. — 21-33 hours Analysis Hrs. 3 POL 305 — Ancient Medieval Political 3 Effective Communication (CST 100) Thought 3 Metaphysics (PHL 33x) or 15 Credits of upper-division courses in the Col- 3 POL 306 — Modern Political Thought lege of Arts and Sciences outside the prima- or ry major, 9 of which must come from 3 3 POL 307 — Contemporary Political different disciplines.This requirement is Theory not fulfilled by the University core. 21 Major electives (must include at least one 0-12Intermediate level of one language (pg. 50) course each in American Politics, Interna- tional Relations, and Comparative Politics, Major Requirements — 30 hours one of which must be at the 400 level.) Hrs. 3 PSY 214 — Research Methods: Design General Electives — 12-24 hours 3 PSY 215 — Research Methods: Total Credit Hours — 120 Analysis 3 PSY 498 — Senior Seminar Philosophy, Politics, and Students must take PSY 101 as one of their core social science courses. Students may substitute Policy, B.A. PSY 499, Thesis, for PSY 498, Senior Seminar. Students interested in a philosophy/politi- Psychology-sociology double majors may do a cal science double major with a policy em- combined thesis with joint supervision in place phasis should consult the chairs of the of PSY 498. philosophy and political science programs. 21 Upper-division psychology electives , in- cluding 6 credits from Group 1: PSY 310, Behavioral Neuroscience; PSY 320, Psychology, B.A. Learning; PSY 330, Cognition; PSY 340, Sen- Robert Duff, Ph.D., chair sation and Perception; and 6 credits from Faculty: Baillet, Downs, Guest, Julka, Lies, Group 2: PSY 350, Social Psychology; PSY 360, Life Span Development; PSY 370, Per- Smith sonality; PSY 380, Abnormal Psychology. The psychology curriculum is designed to A maximum of six non-classroom hours may be provide students with the basic conceptual, used for completion of the major. methodological, and applied tools of con- General Electives — 18-30 hours temporary psychology. The major pre- Total Credit Hours — 120 pares students to apply psychological principles in the field and provides a thor- ough background for graduate or profes- Social Sciences sional study. Understanding methods and principles of the social sciences, as well as Social Work, B.A. those of psychology, are emphasized. Robert Duff, Ph.D., chair Faculty: Gallegos, Rogers Learning Outcomes for The social work program defines general- Psychology Majors ist social work practice as a service profes- Psychology majors leave with a variety of sion based upon an eclectic knowledge capacities that are valuable in today’s base used to enable professional engage- world, including: ment in a problem-solving process on be- [1] A sophisticated understanding of be- half of social systems within a context of havior, thought, and emotion; value-based interventions. This definition [2] The capacity to think critically about emanates from a number of sources. The behavior, to question assumptions, and to program is named after Dorothy Day, who consider alternatives; COLLEGE OF ARTS AND SCIENCES 77 was a Catholic social activist in the best ucational foundation necessary for ad- tradition of social work. vanced graduate study in social work Additionally, this definition incorporates through a curriculum that enables stu- the importance of ethics and values in the dents to consider personal and profession- practice of social work drawn from the so- al options regarding specialization and cial teachings of the Catholic Church. graduate education. These qualities provide a framework for Goal III: The encouragement and enabling the program mission; to prepare students of student to assume leadership roles in to assume leadership roles in global soli- meeting the social service needs of vulner- darity and community within an increas- able populations. Objective: To enable stu- ingly diverse society through cultural dent to incorporate leadership concepts competence and commitment to social and principles into their personal and pro- justice. fessional lives through critical thinking The social work program incorporates a and ethical behavior aimed at the genera- systems perspective that provides a way to tion of solutions to social problems. In organize conceptualizations about theories pursuit of this end, students are encour- and methods of social work practice. Social aged to participate in student organizations, workers apply theories and knowledge the National Association of Social Workers, from the liberal arts to understand biologi- local, national, and international boards, cal, social, cultural, psychological, and committees, and conferences as possible. spiritual development. The social work program was awarded Cultural competence and a dedication to accreditation status in October, 2006. Ac- social justice for vulnerable populations creditation status makes graduates from through global and local solidarity are sig- this program eligible for advanced stand- nature aspects of the Dorothy Day Social ing in most master’s of social work pro- Work Program at the University of Port- grams across the country. Graduates are land. The objectives of transferring the therefore eligible to receive an MSW in values, skills, and knowledge inherent in one year instead of two. While most of our this goal are embedded throughout the graduates go on to graduate school, many program through courses, sponsored re- distinguish themselves in national and in- search, and community service in local ternational service beforehand. and international settings. Students are University Core Requirements — 39 hours taught to support and enhance efforts at all (See pg. 8-9.) levels of society to uphold human rights College Requirements, B.A. — 21-33 hours and dignity; to assure fair access to re- Hrs. sources; and to influence social, economic, 3 Effective Communication (CST 100) and political systems so that they become 3 Metaphysics (PHL 33x) more just and equitable. 15 Credits of upper-division courses in the Col- lege of Arts and Sciences outside the prima- Learning Outcomes for Social ry major, 9 of which must come from 3 Work Majors different disciplines. This requirement is The primary goals of the program are: not fulfilled by the University core. Goal I: The preparation of students for 0-12Intermediate level of one language (pg. 50) generalist practice in entry-level positions Major Requirements — 42 hours is the primary function of the program. Hrs. Objective: To provide students with the 3 SW 305 — Social Work: Service and knowledge, skill, and values necessary to Social Justice enable practice on an entry-level with in- 3 SW 313 — Social Welfare Policy 3 SW 214 — Research Methods: Design dividuals, families, groups, organizations, 3 SW 325 — Cultural Diversity and and communities in a variety of practice Cultural Competence settings and with a focus upon social jus- 3 SW 343 — Human Behavior and the tice. Social Environment Goal II: The preparation of students for 3 SW 387 — Interviewing/Counseling advanced graduate study in social work. 3 SW 480 — Theory and Practice of SW Objective: To provide students with the ed- Intervention I 78 COLLEGE OF ARTS AND SCIENCES 3 SW 481 — Theory and Practice of SW ent disciplines. This requirement is not ful- Intervention II filled by the University core. 6 SW 482 — Social Work Practicum I 0-12Intermediate level of one language (pg. 50) 6 SW 483 — Social Work Practicum II Major Requirements — 30 hours Students must take PSY 101 and SOC 101 as Hrs. their core social science courses. 3 SOC 214 — Research Methods: Design 6 Major electives 3 SOC 215 — Research Methods: Analysis General Electives — 6-18 hours 3 SOC 380 — Sociological Theory Total Credit Hours — 120 3 SOC 498 — Senior Project Seminar Students must take SOC 101 as one of their core Sociology, B.A. social science courses. Students may substitute SOC 499, Thesis, for SOC 498, Senior Project Robert Duff, Ph.D., chair Seminar. Psychology-sociology double majors Faculty: Duff, Monto, McRee, Rookey may do a combined thesis with joint supervi- The sociology curriculum is designed to sion in place of SOC 498. impart to students an understanding of so- 18 Upper-division sociology electives (A maxi- ciety and culture as it is organized in vari- mum of 6 non-classroom hours may be ous social institutions. The major provides used for the completion of the major) training in the methods of social research General Electives — 18-30 hours and familiarity with the various theories of Total Credit Hours — 120 social organization and social change. The variety of topic areas offered for Criminal Justice Track students in this major include marriage This is an interdisciplinary track of the so- and family, criminology, urban society, ciology major that encourages a critical ex- gerontology, minority relations, social psy- ploration of criminal behavior and the chology, gender, social inequality, and the criminal justice system. The program, study of culture. which includes a year-long educationally directed field experience in the senior Learning Outcomes for year, is particularly appropriate for stu- Sociology Majors dents interested in law enforcement work Sociology majors graduate with a variety or corrections. of capacities that are valuable in today’s Learning Outcomes for Crimi- world, including: [1] The ability to see larger social process- nal Justice Track es and be aware of social change; Students in the criminal justice track [2] The ability to think critically about so- graduate with: cial life, to question assumptions, and to [1] An understanding of the operation of consider alternatives; the criminal justice system, and the inter- [3] An understanding of the social forces relationships between the components of that shape individuals and the way that the system and the community; these forces limit or enable us; [2] A supervised experience observing [4] The ability to understand, interpret, and working with a particular department and design social research; or agency of the justice system; [5] The ability to express themselves [3] The capacity to interact effectively through the written and spoken word; with persons of diverse backgrounds; [6] An understanding of culture and the [4] The capacity to understand the social way it shapes our perception of the world. and psychological causes of criminal activity; University Core Requirements — 39 hours [5] The capacity to think and communi- (See pg. 8-9.) cate effectively through writing; College Requirements, B.A. — 21-33 hours [6] An understanding of the ways that so- Hrs. cial class, race, ethnicity, gender, and sexu- 3 Effective Communication (CST 100) al orientation will influence and 3 Metaphysics (PHL 33x) complicate the performances of their roles. 15 Credits of upper-division courses in the Col- lege of Arts and Sciences outside the primary Major and Track Requirements — 39 hours major, 9 of which must come from 3 differ- Hrs. COLLEGE OF ARTS AND SCIENCES 79 Students must take PSY 101 and SOC 101 as ods of Catholic/Christian theology, the de- their core social science courses. partment, in the spirit of Ex Corde Ecclesiae 3 SOC 214 — Research Methods: Design (1990), contributes to the manner in 3 SOC 305 — Introduction to Criminal which service to God and humanity is val- Justice ued and personified in our graduates. 3 SOC 325 — Cultural Diversity: Cultur- al Competence The Department of Theology seeks to 3 SOC 325 — Cultural Diversity and fulfill its own mission and the stated objec- Cultural Competence tives of the University by providing, as or part of the core curriculum, a theology SOC 436 — Race and Ethnic Relations core program consisting of 9 credit hours. 3 SOC 360 — Criminology As part of the theology core program, all 3 SOC 380 — Sociological Theory students are required to take three theolo- 6 SOC 446-447 — Criminal Justice gy courses. The first, THE 101, introduces Practicum I & II students to the nature of religion, the great 3 SOC 498 —Senior Project Seminar Students may substitute SOC 499, Thesis, for world religions, and the discipline of theol- SOC 498, Senior Project Seminar. Psychology- ogy. The second, THE 205, surveys bibli- sociology double majors may do a combined cal tradition and culture. The third course thesis with joint supervision in place of SOC must be taken from a range of 400-level 498. courses, which provides students with ad- 3 Elective (POL 344, Civil Liberties; POL 345, vanced study of a more focused topic with- Constitutional Law; POL 405, Law in the Po- in Christian theology, possibly one related litical Arena; or course in criminal law) to the student’s major or one of personal 9 Upper-division Psychology or Sociology interest. electives, at least one of which must include SOC 408, Juvenile Delinquency; SOC 410, THE 101 and 205 are prerequisites for all Corrections; or SOC 444, Deviant Behavior. upper-division theology courses. The Department of Theology offers a General Electives — 9-21 hours program of courses leading to the bachelor Total Credit Hours — 120 of arts degree with a major in theology, a theology minor (described on pg. 52), a Theology Catholic studies minor (described on Willoughby H. Deming, Ph.D., chair pages 10 and 50) and a master’s degree in Faculty: Baasten, Butkus, Cameron, Dem- pastoral ministry (described on pg. 148). ing, Dempsey, Gordon, Hosinski, LaBarre, McManus, McNamara, Rutherford Theology, B.A. Theological studies have a prominent role Students desiring to orient themselves in the University and College of Arts and more thoroughly in the study of religious Sciences core curricula. The Department values and influences choose theology as a of Theology is the academic unit of the valuable integrating major in the College College of Arts and Sciences whose pur- of Arts and Sciences. Some declare theol- pose is to offer quality theological educa- ogy as a second major or interdisciplinary tion. Within a Catholic context and in an area with communication, drama, educa- ecumenical perspective it provides a foun- tion, philosophy, psychology, and social dation for: a) critical, spiritual, and ethical service, to mention the most frequent reflection, and its expression; b) nurturing combinations. Majors may qualify for en- theological scholarship and dialogue; and rollment in the national honor society for c) pastoral service on campus and in local religious studies and theology (Theta churches. Alpha Kappa). The Department of Theology is one of In addition to THE 101 and 205, theology the most direct and visible ways in which majors take 27 hours of upper-division the University promotes its mission as an courses. Of these 27 hours, 3 are allotted to independently governed Catholic universi- biblical studies, 3 to the history of Chris- ty, fulfilling its commitment to the central tianity, 3 to systematic theology, 3 to theo- tenets of faith and service. By providing for- logical ethics, 3 to Christian worship, and 3 mative training in the content and meth- to spirituality. The remaining 9 hours are 80 COLLEGE OF ARTS AND SCIENCES allotted to upper-division theology elec- [3] Examine faith, its place in one’s own tives, three hours of which may be satis- life, and in the lives of others. fied by taking a THEP course. [4] Write coherent theological essays and In their senior year, students must com- papers in a reflective and analytical man- plete the Capstone Experience, a culmi- ner. nating event for the theology major. In [5] See the ethical aspects of human activ- consultation with his or her advisor during ity and society and develop the knowledge the junior year, the theology major choos- and skills necessary to analyze them with es from among the following year’s offer- theological concepts, beliefs, and values. ings (ordinarily for the fall semester) an University Core Requirements — 39 hours upper-division course that relates to a par- (See pg. 8-9.) ticular area of interest, e.g. bible, ethics, College Requirements, B.A. — 21-33 hours systematics, etc. With the direction of the Hrs. course professor the student writes a for- 3 Effective Communication (CST 100) mal paper of substantive length, usually at 3 Metaphysics (PHL 33x) least twenty (20) pages. The paper may be 15 Credits of upper-division courses outside interdisciplinary, i.e., written in conversa- the primary major, 9 of which must come tion with other theology faculty and/or with from 3 different disciplines in the College of faculty outside the theology department. Arts and Sciences. This requirement is not The public presentation of the theology fulfilled by the University core. capstone paper occurs in two parts. In part 0-12Intermediate level of one language (pg. 50) one, the department schedules a theology Major requirements — 27 hours (24 beyond colloquium. There the student presents University core requirements) the paper publicly to theology majors and Biblical Studies — 3 hours minors, department faculty, and any inter- History of Christianity — 3 hours ested faculty and students from the Uni- versity community. The colloquium aims Systematic Theology — 3 hours to both feature a student’s work in a formal Theological Ethics — 3 hours setting and to engage the University Christian Worship — 3 hours community in a scholarly conversation and inquiry. The theology department Spirituality — 3 hours encourages creation of a format that in- Theology Upper-Division Electives — 9 cludes student responses from inside or hours outside the discipline. Part two is a presen- General Electives — 21-33 hours tation of the work to a wider, non-theologi- Total Credit Hours — 120 cal audience at the University’s Founders Day in early April. The theology capstone is recommended for current theology majors. It is mandatory for all theology majors entering in the fall 2005 semester (Class of 2010). Learning Outcomes for Theology Majors Graduates in theology from the University of Portland will be able to: [1] Gain an understanding of the major sub-disciplines of Christian/Catholic theol- ogy, their content, and their respective methodologies. [2] Develop the ability to examine a par- ticular issue from multiple viewpoints using two or more of the lenses of the six sub-disciplines of theology or the lenses of theology and another discipline. PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION 81 Dr.Robert B.Pamplin, Jr. School of Business Administration

Robin D. Anderson, Ed.D., dean Bruce H. Drake, Ph.D., associate dean Howard D. Feldman, Ph.D., associate dean Lisa J. Reed, J.D., assistant dean Faculty: Adams, Adrangi, Allender, Anderson, Barnes, Beauchamp, Bernard, Chatrath, DeHoratius, Drake, Eaton, Easton, Eom, Feldman, Gritta, Gudigantala, Holloway, Jurinski, Kondrasuk, Lewis, Lin, Lippman, Martin, Mitchell, Meckler, Reed, Schouten, Seal, Stephens he Dr. Robert B. Pamplin, Jr. School of Business Administration was founded in 1939, and it is one of the few schools of business in Oregon Taccredited by the Association for the Advancement of Collegiate Schools of Business (AACSB). The school offers the bachelor of business administration (B.B.A.) degree and the bachelor of arts in economics (B.A.) degree at the un- dergraduate level and the master of business administration (M.B.A.) degree at the graduate level. The Pamplin School of Business Administration’s innovative curriculum is an outgrowth of its mission statement. This mission is to create a collaborative learning environment that develops our students' knowledge of effective busi- ness practices, enhances their analytic and interpersonal skills, and enables them to be successful and ethical leaders in their communities and the chang- ing world. This mission challenges the Pamplin School of Business Administration to provide students with: I The opportunity to obtain a comprehensive understanding of business and sustainable business practices; I The leadership skills needed to manage organizations - communication, prob- lem-solving, teamwork, and the utilization of technology; I A series of professional development activities throughout the four years to provide self-insight and assessment of career expectations and opportunities; I State-of-the-art curricula taught by highly motivated and concerned faculty on the leading edge of their disciplines; and I An entrepreneurial mindset to recognize and seize opportunities.

Degrees and Programs ing, economics, finance, marketing and The undergraduate program in the School management, operations and technology of Business Administration includes six management, and global business. Both majors leading to a B.B.A. degree and one the B.B.A. and B.A. degrees include a gen- major in economics leading to a B.A. de- eral education component based on the gree. The B.B.A. majors include account- University core curriculum. This is fol- 82 PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION lowed by other foundation and major hours) is composed of lower- and upper- courses depending upon the specific division courses taken by all B.B.A. majors. major. Minors are offered in business ad- (The B.A. degree in economics includes ministration, economics, and entrepre- different foundation courses centered in neurship. the arts and sciences curriculum.) Lower- The General Education Component division courses are sequenced to provide students foundational skills in leadership, The general education component of the software, economics, accounting, and man- program is driven by the philosophy in the agement information systems, as well as University’s common curriculum where broader perspectives on marketing, and three interrelated educational goals are es- the legal and social responsibilities of busi- tablished: ness. BUS 100, Introduction to Leadership, I Discovering and acquiring knowledge of must be completed in the student’s first the world and the place of the individual two semesters. Students who transfer into in it; the program after the freshman year are I Identifying and developing personal and also required to complete this course. social values and goals; Upper-division foundation courses fur- I Developing and refining skills, abilities, ther develop business skills in finance, de- and ways of knowing. cision modeling, organizational behavior, Students are required to take the follow- and operations and technology manage- ing courses to meet these goals. ment. A final course involves integrating University Core Requirements — 39 hours these various foundational skills in manag- Hrs. ing overall company policy and operations. 3 ENG 112 — Introduction to Literature Prior to entering upper-division business 3 FA 207 — Fine Arts 3 * MTH 121 — Calculus for Business courses, students must complete statistics or (ECN 220 or MTH 161) and other math re- 3 * Open elective quirements (MTH 121 if required and 6 Science Electives MTH 141). MTH 121 Calculus is required 3 History (Any 200 or 300-level course) for economics, finance, operations and 6 Social science (Courses chosen from two technology management majors and for different disciplines: POL 200, Introduction global business majors who select these to United States Politics; POL 201, Introduc- concentrations. Students must earn a mini- tion to International Relations; POL 202, In- mum grade of C in each of these courses. troduction to Comparative Politics; POL 203, Introduction to Political Theory; PSY Some approved higher level math courses 101, General Psychology; SOC 101, Intro- can be substituted for these courses. All ductory Sociology; CST 225, Fundamentals students must enroll in a math course of Interpersonal Communication) every semester until the math require- 6 Philosophy (PHL 150, Introductory ments are completed. Philosophy; PHL 220, Ethics) Students must complete all of the lower- 9 Theology (THE 101, Introduction to Religion division the business foundation courses and Theology; THE 205, Biblical Tradition with a combined GPA of 2.0 before declar- and Culture; upper-division theology elective) ing their major and taking upper-division business courses. Common Business Requirements for B.B.A. degrees — 52-57 hours Business Majors Component of In addition to the University core require- B.B.A. Degree ments, students in the six B.B.A. majors The six majors leading to the B.B.A. degree take similar non-business and business require different courses tailored to each courses. The non-business courses (9-15 major. Economics, finance, marketing and hours) taken in the College of Arts and Sci- management, and operations and technol- ences assist in developing essential skills in ogy management require 24 credit hours speaking, writing, and mathematics. including three to four courses specific to The common business foundation (42

*MTH 121 Calculus for Business is required for economics, finance, and operations technology management concentrations. The marketing and management concentration has an open elective. PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION 83 each major and four to five elective hours. not require certification. Accounting requires 30 hours of account- The five-year program is most appropri- ing courses. Global business requires 24 to ate for students who intend to pursue CPA 30 hours including required, elective and certification. Candidates writing the CPA language requirements. Different require- exam in Oregon (and most other states) ments exist in the B.A. degree in economics. must have earned at least 150 semester Students should check the specific require- credit hours. Thirty additional hours (be- ments and options within each major. yond the 120 required for accounting stu- dents) will allow students to meet the Professional Development (P4) minimum requirements of most states. Students in the Pamplin School of Busi- Specific requirements on course work vary ness will be engaged in a series of profes- by state, so students should review their sional development activities throughout state’s requirements. It is strongly recom- their four years in the program. This will mended that students choose among the include skills assessment and resume following options: building activities in the freshman year. [1] The B.B.A./M.B.A. with a major in ac- This is followed by researching career op- counting on page 92; tions, job shadowing, interviewing skills, [2] A double major, for example, account- and related career development activities ing and finance; in the sophomore through senior years. [3] A major in accounting with one or more minors which enhance the student’s Honors Pledge skill set or match the student’s interests, The faculty of the Pamplin School of Busi- such as economics, psychology, fine arts, ness encourages students to acknowledge or a foreign language. the ethical component of teaching and University Core Requirements — 39 hours learning that is an essential factor in fulfill- Hrs. ing the University’s mission in the class- 3 ENG 112 — Introduction to Literature room. Students are asked to reflect upon 3 FA 207 — Fine Arts the core value of academic integrity and 3 MTH 141 — Finite Mathematics make this an integral part of their work at 6 Science electives the University. Students are asked to sign 3 History (Any 200 or 300-level course) an honors pledge and attach it to all sub- 6 Social Science (Courses chosen from two different disciplines: POL 200, Introduction mitted course work to affirm the integrity to United States Politics; POL 201, Introduc- of their scholarship to all concerned. tion to International Relations; POL 202, In- troduction to Comparative Politics; POL Degree Programs 203,Introduction to Political Theory; PSY 101, General Psychology; SOC 101, Intro- B.B.A. with a Major in Accounting ductory Sociology; CST 225, Fundamentals The accounting program is structured to of Interpersonal Communication) meet the needs of students pursuing ei- 6 Philosophy (PHL 150, Introductory Philoso- ther a four or five-year program. phy; PHL 220, Ethics) The four-year program is appropriate for: 9 Theology (THE 101, Introduction to Reli- [1] Students who wish to pursue profes- gion and Theology: THE 205, Biblical Tra- sional certification such as a certified man- dition and Culture; upper-division theology agement accountant (CMA), certified elective) internal auditor (CIA), certified financial Common Business Requirements — 51 hours planner (CFP), etc., where a four-year de- In conjunction with the general education gree is appropriate; requirements, all business students re- [2] Students who may pursue certified gardless of major take the common busi- public accountant (CPA) certification in ness requirements. the future but intend to work for a period Non-Business Courses —9 hours of time before returning to complete the Hrs. necessary education; 3 CST 107 — Effective Public Speaking [3] Students who wish to pursue a career 3 ENG 107 — College Writing in accounting or a related field that does 3 ECN 220 — Statistics for Business or 84 PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION 3 MTH 161 — Elementary Statistics University Core Requirements — 39 hours Business Foundation Lower Division—26 Hrs. hours 3 ENG 112 — Introduction to Literature 3 FA 207 — Fine Arts Hrs. 3 MTH 141 — Finite Mathematics 3 BUS 100 — Introduction to Leadership 6 Science Electives 1 BUS 101 — Software Application 3 History (Any 200 or 300-level course) Workshop 6 Social science (Courses chosen from two 3 ECN 120 — Principles of Macroeco- different disciplines: POL 200, Introduction nomics to United States Politics; POL 201, Introduc- 3 ECN 121 — Principles of Microeco- tion to International Relations; POL 202, In- nomics troduction to Comparative Politics; POL 3 BUS 200 — Entrepreneurial Market- 203, Introduction to Political Theory; PSY ing 101, General Psychology; SOC 101, Intro- 1 BUS 202 — Professional Development ductory Sociology; CST 225, Fundamentals 3 BUS 209 — Financial Accounting of Interpersonal Communication) 3 BUS 210 — Managerial Accounting 6 Philosophy (PHL 150, Introductory Philoso- 3 BUS 250 — Legal and Social Responsi- phy; PHL 220, Ethics) bilities in Business 9 Theology (THE 101, Introduction to Religion 3 BUS 255 — Management Information and Theology; THE 205, Biblical Tradition Systems and Culture; upper-division theology Business Foundation Upper Division—16 elective) hours Common Business Requirements — 57 hours Hrs. In conjunction with the general education re- 1 BUS 302 — Professional Development quirements, all business students regardless of 3 BUS 305 — Business Finance major take the common business requirements. 3 BUS 355 — Decision Modeling Non-Business Courses—15 hours 3 BUS 360 — Organizational Behavior Hrs. 3 BUS 361 — Technology and Opera- 3 CST 107 — Effective Public Speaking tions Management 3 ENG 107 — College Writing 3 BUS 400 — Management Decisions 3 MTH 121 — Calculus for Business and and Policy Social Science 0 BUS 402 — Professional Development 3 ECN 220 — Statistics for Business Workshop or Major Requirements — 30 hours 3 MTH 161 — Elementary Statistics 3 BUS 310 — Intermediate Accounting I 3 Open elective 3 BUS 311 — Intermediate Accounting II Business Foundation Lower Division—26 3 BUS 312 — Cost Accounting hours 3 BUS 365 — Accounting Information Hrs. Systems 3 BUS 100 — Introduction to Leader- 3 BUS 411 — Advanced Accounting ship 3 BUS 450 — Advanced Business Law 1 BUS 101 — Software Applications 3 BUS 464 — Business Taxation Workshop 3 BUS 465 — Auditing 3 ECN 120 — Principles of Macroeco- 3 BUS 466 — Not for Profit and Interna- nomics tional Accounting 3 ECN 121 — Principles of Microeco- 3 BUS 467 — Personal Taxation nomics 3 BUS 200 — Entrepreneurial Market- Total Credit Hours — 120 ing 1 BUS 202 — Professional Development B.B.A. with a Major in Finance 3 BUS 209 — Financial Accounting The finance program has four required 3 BUS 210 — Managerial Accounting courses, including International Finance, 3 BUS 250 — Legal and Social Responsi- which provides a global perspective. In ad- bilities in Business dition, students take 12 hours of elective 3 BUS 255 — Management Information courses that advance their understanding Systems of the complementary areas of economics, accounting, and/or marketing. PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION 85 Business Foundation Upper Division—16 6 Science Electives hours 3 History (Any 200 or 300-level course) Hrs. 6 Social science (Courses chosen from two 1 BUS 302 — Professional Development different disciplines: POL 200, Introduction 3 BUS 305 — Business Finance to United States Politics; POL 201, Introduc- 3 BUS 355 — Decision Modeling tion to International Relations; POL 202, In- 3 BUS 360 — Organizational Behavior troduction to Comparative Politics; POL 3 BUS 361 — Technology and Opera- 203, Introduction to Political Theory; PSY tions Management 101, General Psychology; SOC 101, Intro- 3 BUS 400 — Management Decisions ductory Sociology; CST 225, Fundamentals and Policy of Interpersonal Communication) 0 BUS 402 — Professional Development 6 Philosophy (PHL 150, Introductory Workshop Philosophy; PHL 220, Ethics) Major Requirements — 24 hours 9 Theology (THE 101, Introduction to Religion Hrs. and Theology; THE 205, Biblical Tradition and 3 BUS 330 — Managerial Finance Culture; upper-division theology elective) 3 BUS 430 — Investments Common Business Requirements — 57 hours 3 BUS 431 — Financial Markets and In- In conjunction with the general education re- stitutions quirements, all business students regardless of 3 BUS 441 — International Finance major take the common business requirements. Four of the following electives: 3 BUS 310 — Intermediate Accounting I Non-Business Courses —15 hours 3 BUS 311 — Intermediate Accounting II Hrs. 3 BUS 312 — Cost Accounting 3 CST 107 — Effective Public Speaking 3 BUS 365 — Accounting Information 3 ENG 107 — College Writing Systems 3 ECN 220 — Statistics for Business 3 BUS 371 — Consumer Behavior or 3 BUS 401 — Business Internship 3 MTH 161 — Elementary Statistics 3 BUS 411 — Advanced Accounting 6 Open electives 3 BUS 432 — Personal Financial Plan- Business Foundation Lower Division—26 ning hours 3 BUS 450 — Advanced Business Law Hrs. 3 BUS 464 — Business Taxation 3 BUS 100 — Introduction to Leader- 3 BUS 467 — Personal Taxation ship 3 BUS 472 — Personal Selling 1 BUS 101 — Software Applications 3 * BUS 480 — Creating a World-Class Workshop Venture 3 ECN 120 — Principles of Macroeco- 3 BUS 485 — Entrepreneurial Ventures nomics 3 Choice of one upper-division Economics 3 ECN 121 — Principles of Microeco- course nomics Total Credit Hours — 120 3 BUS 200 — Entrepreneurial Market- ing 1 BUS 202 — Professional Development B.B.A. with a Major in Marketing 3 BUS 209 — Financial Accounting and Management 3 BUS 210 — Managerial Accounting The required courses in the marketing and 3 BUS 250 — Legal and Social Responsi- management program include two essential bilities in Business marketing offerings, the human resource 3 BUS 255 — Management Information management course, and a management Systems class focused on organizational innovation Business Foundation Upper Division—16 and change. Business electives provide ad- hours ditional background in these fields along Hrs. with a required international course. 1 BUS 302 — Professional Development University Core Requirements — 39 hours 3 BUS 305 — Business Finance 3 BUS 355 — Decision Modeling Hrs. 3 ENG 112 — Introduction to Literature 3 BUS 360 — Organizational Behavior 3 FA 207 — Fine Arts 3 BUS 361 — Technology and Opera- 3 MTH 141 — Finite Mathematics tions Management

*BUS 480 is open only for students in the Entrepreneur Scholars program. See page 91. 86 PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION 3 BUS 400 — Management Decisions Common Business Requirements — 57 hours and Policy In conjunction with the general education re- 0 BUS 402 — Professional Development quirements, all business students regardless of Workshop major take the common business requirements. Major Requirements — 24 hours Non-Business Courses —15 hours Hrs. Hrs. 3 BUS 364 — Managing Innovation and 3 CST 107 — Effective Public Speaking Change 3 ENG 107 — College Writing 3 BUS 370 — Marketing Research 3 MTH 121 — Calculus for Business and 3 BUS 371 — Consumer Behavior Social Science 3 BUS 462 — Human Resource Manage- 3 ECN 220 — Statistics for Business ment or †One of the following international courses: 3 MTH 161 — Elementary Statistics 3 BUS 442 — Cross-Cultural Manage- 3 Open elective ment Business Foundation Lower Division —26 3 BUS 443 — International Marketing hours Management Hrs. Three of the following electives: 3 BUS 100 — Introduction to Leader- 3 BUS 452 — Project Management ship 3 BUS 453 — Supply Chain Management 1 BUS 101 — Software Applications 3 BUS 471 — Integrated Marketing Workshop Communications 3 ECN 120 — Principles of Macroeco- 3 BUS 472 — Personal Selling nomics 3 BUS 485 — Entrepreneurial Ventures 3 ECN 121 — Principles of Microeco- 3 Choice of one upper-division Business, Eco- nomics nomics, or Communication Studies elective. 3 BUS 200 — Entrepreneurial Marketing Total Credit Hours — 120 1 BUS 202 — Professional Development 3 BUS 209 — Financial Accounting B.B.A. with a Major in Operations 3 BUS 210 — Managerial Accounting and Technology Management 3 BUS 250 — Legal and Social Responsi- The operations and technology manage- bilities in Business ment program includes four required 3 BUS 255 — Management Information courses covering managerial finance, Systems managing innovation and change, project Business Foundation Upper Division—16 management, and supply chain manage- hours ment. In addition students take 12 credit Hrs. hours of electives. 1 BUS 302 — Professional Development 3 BUS 305 — Business Finance University Core Requirements — 39 hours 3 BUS 355 — Decision Modeling 3 ENG 112 — Introduction to Literature 3 BUS 360 — Organizational Behavior 3 FA 207 — Fine Arts 3 BUS 361 — Technology and Opera- 3 MTH 141 — Finite Mathematics tions Management 6 Science Electives 3 BUS 400 — Management Decisions 3 History (Any 200 or 300-level course) and Policy 6 Social science (Courses chosen from two 0 BUS 402 — Professional Development different disciplines: POL 200, Introduction Workshop to United States Politics; POL 201, Introduc- tion to International Relations; POL 202, In- Major Requirements — 24 hours troduction to Comparative Politics; POL Hrs 203, Introduction to Political Theory; PSY 3 BUS 330 — Managerial Finance 101, General Psychology; SOC 101, Intro- 3 BUS 364 — Managing Innovation and ductory Sociology; CST 225, Fundamentals Change of Interpersonal Communication) 3 BUS 452 — Project Management 6 Philosophy (PHL 150, Introductory 3 BUS 453 — Supply Chain Manage- Philosophy; PHL 220, Ethics) ment 9 Theology (THE 101, Introduction to Religion Four of the following electives–two of the first and Theology; THE 205, Biblical Tradition four are required: and Culture; upper-division theology elective) 3 BUS 356 — Database Management

†Students may choose to take the remaining international course as one of their business electives. PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION 87 3 BUS 456 —Systems Analysis and De- troduction to Comparative Politics; POL sign 203, Introduction to Political Theory; PSY 3 BUS 457 —Inventory Management 101, General Psychology; SOC 101, Intro- 3 BUS 458 —Service Operations ductory Sociology; CST 225, Fundamentals of Interpersonal Communication) 3 BUS 312 —Cost Accounting 6 Philosophy (PHL 150, Introductory 3 ECN 319 —Intermediate Microeco- Philosophy; PHL 220, Ethics) nomics 9 Theology (THE 101, Introduction to Religion 3 BUS 401 —Business Internship and Theology; THE 205, Biblical Tradition 3 BUS 440 —International Economics and Culture; upper-division theology elective) 3 BUS 441 —International Finance Common Business Requirements — 57 hours 3 BUS 442 —Cross-Cultural Manage- In conjunction with the general education re- ment quirements, all business students regardless of Total Credit Hours — 120 major take the common business requirements. Non-Business Courses—15 hours B.B.A. with a Major in Global Hrs. Business 3 CST 107 — Effective Public Speaking As with the other business majors, global 3 ENG 107 — College Writing business has a foundation of four required 3 * MTH 121 — Calculus for Business courses that cover different but interrelat- or ed business disciplines. However, the busi- 3 * Open elective ness electives are reduced to six credit 3 ECN 220 — Statistics for Business or hours to allow for a language requirement 3 MTH 161 — Elementary Statistics of up to twelve credit hours (i.e., all stu- 3 Open elective dents must complete a foreign language at the intermediate level as a minimum). Business Foundation Lower Division—26 hours Completion of an appropriate language Hrs. course will fulfill the upper-division non- 3 BUS 100 — Introduction to Leader- business elective requirement. Students ship who place into 300-level language when 1 BUS 101 — Software Applications they enter the program can complete a Workshop language minor in the 12 hours of the cur- 3 ECN 120 — Principles of Macroeco- riculum allotted for language courses. nomics Finally, the cultural immersion require- 3 ECN 121 — Principles of Microeco- ment can be met through study abroad nomics 3 BUS 200 — Entrepreneurial Market- programs sponsored by the University in ing Austria, Australia, England, Germany, 1 BUS 202 — Professional Development Japan, Mexico, and Spain, or by participat- 3 BUS 209 — Financial Accounting ing in programs offered through the Insti- 3 BUS 210 — Managerial Accounting tute for the International Education of 3 BUS 250 — Legal and Social Responsi- Students (IES). Students are strongly ad- bilities in Business vised to study in a country that will help 3 BUS 255 — Management Information them further their language proficiency. Systems University Core Requirements — 39 hours Business Foundation Upper Division—16 Hrs. hours 3 ENG 112 — Introduction to Literature Hrs. 3 FA 207 — Fine Arts 1 BUS 302 — Professional Development 3 MTH 141 — Finite Mathematics 3 BUS 305 — Business Finance 6 Science Electives 3 BUS 355 — Decision Modeling 3 History (Any 200 or 300-level course) 3 BUS 360 — Organizational Behavior 6 Social science (Courses chosen from two 3 BUS 361 — Technology and Opera- different disciplines: POL 200, Introduction tions Management to United States Politics; POL 201, Introduc- 3 BUS 400 — Management Decisions tion to International Relations; POL 202, In- and Policy

*MTH 121 Calculus for Business is required for economics, finance, and operations technology management concentrations. The marketing and management concentration has an open elective. 88 PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION 0 BUS 402 — Professional Development Global Business: Study Abroad Workshop Requirement Major Requirements — 18 hours Global business majors are required to 3 ECN 440 — International Economics study abroad in a summer, semester, or 3 BUS 441 — International Finance year-long program. The University does 3 BUS 442 — Cross Cultural Manage- not guarantee that the students who wish ment to major in global business will be chosen 3 BUS 443 — International Marketing to participate in a program abroad. The se- Management lection process is competitive and is based The two global business major electives on factors which include, but are not limit- must be chosen from one of the five con- ed to, academic performance, disciplinary centration areas below: record, maturity, flexibility, and potential Accounting: Choose two of these classes: for success in the environment abroad as 3 BUS 310 — Intermediate Accounting I judged by faculty, staff, and others who 3 BUS 311 — Intermediate Accounting II have come into contact with the applicant. 3 BUS 312 — Cost Accounting Global business majors are responsible for Economics: Choose two of these classes: maintaining strong academic credentials, 3 ECN 310 — Econometrics as well as a positive profile in the other 3 ECN 319 — Intermediate Microeco- areas, to position themselves to be selected nomics 3 ECN 320 — Intermediate Macroeco- for a study abroad program. Ultimately, it nomics is solely the student’s responsibility to ful- fill this requirement. Finance: Choose two of these classes: During the sophomore year, the dean’s 3 BUS 330 — Managerial Finance 3 BUS 430 — Investments office will use the aforementioned factors 3 BUS 431 — Financial Markets and to evaluate students intending to major in Institutions global business. During this process, stu- dents may be called in to discuss these fac- Marketing and Management: Choose two of these classes: tors and their plans for study abroad. 3 BUS 364 — Managing Innovation and Students who do not meet the require- Change ments to be selected for a study abroad pro- 3 BUS 370 — Marketing Research gram will not be allowed to graduate with a 3 BUS 371 — Consumer Behavior global business major. Students who apply 3 BUS 462 — Human Resources Man- to transfer into the Pamplin School of Busi- agement ness Administration, either from within or Operations and Technology Management: outside the University, may undergo this Choose two of these classes: evaluation immediately upon their request 3 BUS 330 — Managerial Finance to transfer, depending on the percentage of 3 BUS 364 — Managing Innovation and curriculum they have already completed. Change Finally, students who intend to study 3 BUS 452 — Project Management abroad are encouraged to begin research- 3 BUS 453 — Supply Chain Manage- ment ing programs and planning ahead during their freshman year. Application deadlines Language Requirement — 6 to 12 hrs. fall well in advance of most programs’ start Each student must demonstrate proficien- dates, and students who plan ahead usual- cy through the intermediate level of one ly can integrate overseas study into their language (other than their native lan- four-year plan without delaying their grad- guage) as determined by the foreign lan- uation. After narrowing down their choic- guages department. If proficiency is es, students should meet with business attained in less than six hours, students school staff to plan their remaining course must take two additional electives to meet schedules so as to avoid duplication of the six hour minimum for language. courses offered abroad and to assess any Courses with an international flavor, in- additional ramifications (for example, the cluding additional language classes, are need for summer school). particularly encouraged. Total Credit Hours — 120-126 PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION 89 B.B.A. with a Major in Economics 3 BUS 250 — Legal and Social Responsi- The economics program includes three re- bilities in Business quired courses covering econometrics, in- 3 BUS 255 — Management Information termediate microeconomics, and Systems intermediate macroeconomics. In addi- Business Foundation Upper Division—16 tion, students take 15 credit hours of eco- hours nomics electives. Hrs. 1 BUS 302 — Professional Development University Core Requirements — 39 hours 3 BUS 305 — Business Finance Hrs. 3 BUS 355 — Decision Modeling 3 ENG 112 — Introduction to Literature 3 BUS 360 — Organizational Behavior 3 FA 207 — Fine Arts 3 BUS 361 — Technology and Opera- 3 MTH 141 — Finite Mathematics tions Management 6 Science Electives 3 BUS 400 — Management Decisions 3 History (Any 200 or 300-level course) and Policy 6 Social science (Courses chosen from two 0 BUS 402 — Professional Development different disciplines: POL 200, Introduction Workshop to United States Politics; POL 201, Introduc- tion to International Relations; POL 202, In- Major Requirements — 24 hours troduction to Comparative Politics; POL Hrs. 203, Introduction to Political Theory; PSY 3 ECN 310 — Econometrics 101, General Psychology; SOC 101, Intro- 3 ECN 319 — Intermediate Microeco- ductory Sociology; CST 225, Fundamentals nomics of Interpersonal Communication) 3 ECN 320 — Intermediate Macroeco- 6 Philosophy (PHL 150, Introductory nomics Philosophy; PHL 220, Ethics) Five of the following electives: 9 Theology (THE 101, Introduction to Religion 3 ECN 322 — Environmental Economics and Theology; THE 205, Biblical Tradition 3 ECN 420 — Industrial Organization and Culture; upper-division theology elective) 3 ECN 424 — Income Inequality 3 ECN 426 — Comparative Economics Common Business Requirements — 57 hours 3 ECN 427 — Sports Economics In conjunction with the general education re- 3 ECN 428 — Public Finance quirements, all business students regardless of 3 ECN 429 — Development Economics major take the common business requirements. 3 ECN 431/ Non-Business Courses—15 hours BUS 431 — Financial Markets and In- Hrs. stitutions 3 CST 107 — Effective Public Speaking 3 ECN 440 — International Economics 3 ENG 107 — College Writing Total Credit Hours — 120 3 MTH 121 — Calculus for Business and Social Science B.A. in Economics 3 ECN 220 — Statistics for Business A second economics major is offered in or 3 MTH 161 — Elementary Statistics the School of Business based on a founda- 3 Open elective tion of courses in Arts and Sciences rather than the business foundation of the B.B.A. Business Foundation Lower Division—26 major. Students in the B.A. degree take hours Hrs. three prerequisite economics and statistics 3 BUS 100 — Introduction to Leader- courses, followed by three required and ship five elective courses in economics. 1 BUS 101 — Software Applications University Core Requirements — 39 hours Workshop 3 ENG 112 — Introduction to Literature 3 ECN 120 — Principles of Macroeco- 3 FA 207 — Fine Arts nomics 3 MTH 141 — Finite Mathematics 3 ECN 121 — Principles of Microeco- 6 Science Electives nomics 3 History (any 200 or 300-level course) 3 BUS 200 — Entrepreneurial Market- 6 Social Science (Courses chosen from two ing different disciplines: POL 200, Introduction to 1 BUS 202 — Professional Development United States Politics: POL 201, Introduction to 3 BUS 209 — Financial Accounting International Relations; POL 202, Introduction 3 BUS 210 — Managerial Accounting to Comparative Politics; POL 203, Introduction 90 PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION to Political Theory; PSY 101, General Psycholo- Double Majors gy; SOC 101, Introductory Sociology; CST 225, Students who want to major in two areas Fundamentals of Interpersonal Communica- of business must complete the majority of tion) these programs through separate electives. 6 Philosophy (PHL 150, Introductory Philoso- phy; PHL 220, Ethics) Only two upper-division electives may be 9 Theology (THE 101, Introduction to Reli- cross counted for double majors. gion and Theology; THE 205, Biblical Tradition and Culture; upper-division theology elective.) Minors College of Arts and Sciences To be awarded a minor at graduation, stu- Requirements — 33-45 hours dents must achieve an average G.P.A. of 3 CST 100 — Persuasion and Leader- 2.50 or better in their minor classes. Only ship one upper-division elective can be cross 3 ENG 107 — College Writing counted for a minor. 3 ECN 220 — Statistics for Business or Business Administration Minor 3 MTH 161 — Elementary Statistics The business administration minor is 12 Twelve credit concentration in one of the open to students outside the Pamplin following: Mathematics, Philosophy, Politi- cal Science, Psychology, or Sociology. School of Business Administration. 12 Credits of upper-division CAS courses, 9 of Students desiring to minor in business which must come from 3 different disci- must declare this intent with the Pamplin plines. School of Business Administration by the 0-12 *Language competency at the intermediate beginning of their junior year. level. Minor Prerequisites — 6 hours Major Requirements — 34 hours 3 BUS 200 — Entrepreneurial Marketing Prerequisite courses 3 BUS 209 — Financial Accounting 1 BUS 101 — Software Applications Students should take ECN 120 as one of their Workshop social science requirements. MTH 161, MTH 3 ECN 120 — Principles of Macroeco- 461, ECN 220, or EGR 360 and BUS 209 should nomics be taken before BUS 305. 3 ECN 121 — Principles of Microeco- Minor Requirements — 15 hours nomics 3 BUS 305 — Business Finance 3 MTH 121 — Calculus for Business and 3 BUS 360 — Organizational Behavior Social Science 9 Three upper-division business electives. Required courses This may include one upper-division eco- 3 ECN 310 — Econometrics nomics elective, and one Entrepreneur Scholars 3 ECN 319 — Intermediate Microeco- Program elective. nomics Economics Minor 3 ECN 320 — Intermediate Macroeco- nomics An economy is a system that produces Five of the following electives: output and distributes it among members 3 ECN 322 — Environmental Econom- of a society. Economics studies show that ics system functions and how it can be im- 3 ECN 420 — Industrial Organization proved. For a student majoring in another 3 ECN 424 — Income Inequality social science, the study of economics is a 3 ECN 426 — Comparative Economics way to broaden their analysis of society. 3 ECN 427 — Sports Economics For a student majoring in business, the 3 ECN 428 — Public Finance study of economics will expand their un- 3 ECN 429 — Development Economics 3 ECN 431/ derstanding of the business environment. BUS 431 — Financial Markets and In- The minor in economics is open to stu- stitutions dents both inside and outside the Pamplin 3 ECN 440 — International Economics School of Business. It requires completing Electives: 2-14 hours two lower-division and five upper-division elective courses, listed below. Only one Total Credit Hours — 120 upper-division economics course can be

*See language requirements for the bachelor of arts degree on page 50. PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION 91 cross-counted in both the minor and an- 3 BUS 380 — Family Business and other major. Business students who minor Small Business Manage- in economics may use two economics ment (required for non- courses both for the minor and for their business majors) upper division non-business electives. 3 BUS 480 — Creating A World-Class Venture (required for En- Minor Prerequisites — 6 hours trepreneur Scholars only) 3 ECN 120 — Principles of Macroeco- and nomics 3 BUS 485 — Entrepreneurial Ventures 3 ECN 121 — Principles of Microeco- (Prerequisite: BUS 200) nomics Choose three electives from the following: Minor Requirements — 15 hours 3 BUS 364 — Managing Innovation and At least one of the following: Change 3 ECN 319 — Intermediate Microeco- 3 * BUS 401 — Business Internship (per- nomics mission of instructor re- 3 ECN 320 — Intermediate Macroeco- quired*) nomics 3 BUS 471 — Integrated Marketing Choose four of the following: Communications 3 ECN 310 — Econometrics 3 BUS 472 — Personal Selling 3 ECN 322 — Environmental Economics 3 BUS 481 — Entrepreneur Apprentice- 3 ECN 420 — Industrial Organization ship (Entrepreneur Schol- 3 ECN 424 — Income Inequality ars only) 3 ECN 426 — Comparative Economics 3 BUS 482 — Global Entrepreneurship 3 ECN 427 — Sports Economics (Entrepreneur Scholars 3 ECN 428 — Public Finance only) 3 ECN 429 — Development Economics 3 CST 333 — Organizational Communi- 3 ECN 431/ cation Skills BUS 431 — Financial Markets and 3 CST 481/581 — Advanced Business Com- Institutions munication 3 ECN 440 — International Economics 3 DRM 471 — Principles of Theatre Man- agement Entrepreneurship Minor 2 EGR 481 — Capstone Project The entrepreneurship minor is open to all 2 EGR 482 — Capstone Project students on campus and is interdiscipli- 3 ENG 311 — Advanced Writing nary in nature. The program consists of 3 ENV 400 — Integrating Seminar in Environmental Studies two required courses and three electives for a total of 15 credit hours. The required Entrepreneur Scholars Program courses include one of three courses de- Application to this competitive program is pending on the student’s major and BUS open to all University of Portland students 485, which is required of all students. Be- and consists of: fore taking BUS 485, students must take 3 BUS 480 — Creating a World-Class the prerequisite of BUS 200, Entrepreneur- Venture ial Marketing. The electives are selected 3 BUS 481 — Entrepreneur Apprentice- from the College of Arts and Sciences, ship 3 BUS 482 — Global Entrepreneurship School of Engineering, and the Pamplin The program matches each student with School of Business Administration. an entrepreneurial mentor and provides Prerequisite the opportunity for domestic and interna- 3 BUS 200 — Entrepreneurial Marketing tional travel to meet with business leaders Minor Requirements — 15 hours and practice global business. Business stu- Required courses include the following 6 credit dents who are selected for this program hours. Choose one of the following depending can participate in their junior or senior on your major and BUS 485: year after they have completed their math 3 BUS 305 — Business Finance (re- and lower division business core require- quired for business ma- jors) ments. For business students, with the ex- ception of accounting and global business,

*All internships for credit must be preapproved by the director of the internship program within the Pam- plin School of Business. 92 PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION three credits of this nine-credit program Capstone Component—3 hours count toward their major. 3 BUS 580 — Strategic Issues and Appli- cations in Management B.B.A./M.B.A. Program For Elective Courses—9 hours Accounting Majors 9 Students may take any three graduate busi- Candidates who plan to sit for the CPA ness courses beyond the core courses. exam in Oregon (and most other states) must have completed 150 semester credit Eligibility hours before taking the test. To provide To be eligible for the five-year B.B.A./ these students with the necessary hours, M.B.A. program with the abbreviated the Pamplin School of Business Adminis- M.B.A. requirement of 30 semester credit tration has developed a separate five-year hours, students must do the following: B.B.A./M.B.A. program that allows stu- [1] Complete a B.B.A. at the University of dents to complete both degrees (120 se- Portland with a major in accounting and mester credit hour B.B.A. and 30 semester earn at least a B in each of the following: credit hour M.B.A.) in five years. This ab- 3 ECN 120 — Macroeconomics breviated M.B.A. program is intended only 3 ECN 121 — Microeconomics 3 ECN 220 — Statistics for Business for students who will be completing their or undergraduate accounting degree includ- 3 MTH 161 — Elementary Statistics ing taking BUS 465 and BUS 466. The latter 3 BUS 200 — Entrepreneurial Market- are cross listed as graduate courses, thus ing making the program the equivalent of 36 3 BUS 209 — Financial Accounting hours. Because specific requirements for 3 BUS 210 — Managerial Accounting CPA licensing vary by state, students should 3 BUS 255 — Management Information review their state’s CPA requirements. Systems 3 BUS 305 — Business Finance 3 BUS 361 — Technology and Opera- M.B.A. Program Requirements—30 tions Management graduate credit hours 3 BUS 365 — Accounting Information Prerequisite Systems 3 BUS 500 — Statistical and Quantita- [2] Earn a cumulative G.P.A. of at least tive Analysis (can be 3.00 through fall semester of senior year. waived with a grade of B [3] Earn at least 500 on the Graduate Man- or better in ECN 220 Busi- agement Admissions Test (GMAT). An ad- ness Statistics or MTH 161 missions index score is calculated as 200 Elementary Statistics) times the applicant’s undergraduate G.P.A. Values Perspective —6 hours plus the GMAT test score. An index of 1100 Students select two courses from the list below. is required for admission. The third course may be taken as an elective. [4] Formally apply to the M.B.A. program 3 BUS 511 — Cross-Cultural Manage- through the graduate school by April 15 of ment 3 BUS 512 — Leadership and Higher the senior year. Students must have been Level Management accepted into the M.B.A. program prior to 3 BUS 513 — Social Responsibility in enrolling in any courses at the graduate Organizations level. Students should note that admission Core courses —12 hours to the M.B.A. program is based on the en- Students may waive a core course and take an tire application, not merely quantitative advanced course in the same field with the factors. Application requirements may be preapproval of the M.B.A. program director. subject to change. 3 BUS 505 — Operations Management [5] Enter the M.B.A. program within two 3 BUS 520 — Applied Marketing Strate- semesters after the completion of their gies B.B.A. requirements at the University of 3 BUS 530 — Corporate Finance Portland. 3 International course chosen from: BUS 525 Students who choose the B.B.A./M.B.A. Sales and the Global Market; BUS 531 Interna- tional Finance; BUS 535 International Econom- option are strongly encouraged to com- ics; BUS 582 Global Business Law plete an accounting internship before PAMPLIN SCHOOL OF BUSINESS ADMINISTRATION 93 graduating. Students should note that the B.B.A./M.B.A. is composed of two separate programs. Un- dergraduate financial aid and scholarships do not continue in the M.B.A. program. However, financial aid is available in the graduate program. Executive Certificate in Finan- cial Planning Program This non-credit program is registered with the Certified Financial Planner Board of Standards, Inc. as an educational program that satisfies CFP Board’s education re- quirement. Students who successfully complete this program and meet the CFP Board’s other requirements are qualified to sit for the national CFP® Certification Ex- amination. Ours is a sequential six-module program which meets on Friday evenings and on Saturdays, every other weekend. Students can expect to complete the pro- gram in nine months. The program is de- signed to be taken in its entirety—it is not possible to register for single modules or to take the modules out-of-sequence. Two programs start each year, one in January and one in late summer/early fall. The cost of the program is $4,500 (price does not include books, which cost approxi- mately $1,200). Certified Financial Plan- ner Board of Standards, Inc. owns the certification marks CFP®, Certified Finan- cial Planner™, and federally registered CFP (with flame design)® in the U.S., which it awards to individuals who suc- cessfully complete CFP Board’s initial and ongoing certification requirements. For program details contact the director, CFP® Certification Education, School of Busi- ness, 5000 N. Willamette Blvd., Portland, Oregon 97203. Phone (503) 943-7727. E-mail: [email protected] Webpage: http://business.up.edu/cfp. SCHOOL OF EDUCATION 95 School of Education

Thomas G. Greene, Ed.D., interim dean Faculty: Ackley, Anctil, Arwood, Carroll, Christen, Ciriello, Eifler, Greene, Grote, Hood, Merk, Moore, Morrell, Owens, Thacker, Waggoner, Wall, Weitzel

uided by the University vision of learning as a preparation for community service and leadership, the mission of the School of Education is to de- Gvelop exceptional professional educators whose practices are informed by current research and who respond effectively to the personal, professional, and ethical challenges educators face in dynamic and diverse communities. The purpose of the School of Education is to prepare individuals in various stages of their careers to teach and lead in public and private schools. Such edu- cators, the School of Education believes, demonstrate a range of knowledge, skills, and dispositions. They are life-long learners who are empathetic and re- spectful of others. They are exceptional communicators and can work effective- ly with others. Knowledgeable of both theory and practice, they have a broad and deep knowledge about students, the curriculum, and learning, and the con- comitant skills to organize classrooms, schools, and districts and employ in- structional strategies to meet the diverse needs of learners. The degree programs offer the opportunity for initial and continuing teacher licensure at one of four levels: early childhood (PreK through grade 4); elemen- tary (grades 3 through 8), associated with the degree in elementary education; middle (grades 5 through 9); and high school (grades 9 through 12), associated with the degree in secondary education. The curriculum is based on a well-re- searched knowledge base including effective teaching practice, reflective teach- ing, and leadership of the teacher in the classroom, in the school, and in the community. Embedded in a broad liberal arts tradition, the program integrates liberal studies, content, professional, and pedagogical knowledge with planned field experiences. The curriculum develops professionals with pedagogical compe- tencies and personal attributes characteristic of exceptional educational leaders. The School of Education is accredited through the National Council for Accreditation of Teacher Education and its programs are approved by the Ore- gon Teacher Standards and Practices Commission. The school receives further recognition by the University of Portland’s accreditation from the Northwest Association of Schools and Colleges. The school is a member of the American Association of Colleges for Teacher Education, the Association of Teacher Edu- cators, and the Association of Independent Liberal Arts Colleges of Teacher Education. Federal law requires that all schools of education report required teacher licensure exams and the percentage of graduates from their programs passing those exams. All candidates within our programs must receive passing scores on the California Basic Educational Skills Test or the PRAXIS I: Pre-Professional Skills Test and the Multiple Subjects Assessment for Teachers. Middle and high school authorized teachers must receive passing scores on the PRAXIS II tests 96 SCHOOL OF EDUCATION in their specific licensure content area. with fall semester field placement includ- Since passing scores are required on all ing concurrent professional education licensure exams as a program completion coursework. The spring semester com- requirement, all candidates who complete pletes the professional coursework and University of Portland School of Education culminates with full-time student teaching programs have received passing scores on responsibilities in a classroom. each licensure exam. Ordinarily, elementary and secondary The programs of the University of Port- undergraduate majors must take a mini- land School of Education have been ap- mum of 12 semester hours in education proved with no unmet standards by the courses at the University of Portland in Oregon Teacher Standards and Practices order to enter the professional year. In ad- Commission through 2012. dition, secondary candidates must take and successfully complete 75 percent of Admission the courses required in the endorsement The undergraduate teacher education pro- area at the University of Portland. The per- gram has two strategic points during the mission of the associate dean must be ob- four-year program, namely (1) admission tained for an exception. to the School of Education, and (2) ad- Candidates may not advance to the pro- vancement to the professional year. fessional year until all appropriate classes Admission to the School of Education, required in the endorsement area and all Freshmen: Because teachers work closely content courses required by TSPC have with minors, admission to the School of been completed. Should it be necessary, a Education requires all candidates to have clear plan for completing these require- recent fingerprinting clearance. Thus all ments by the summer before the beginning freshman and transfer candidates must be of the professional year must be filed be- cleared before participating in any PK-12 fore application to the University Teacher field based experiences. Education Committee (UTEC) is made. Admission of freshman candidates is The school will advance to student teach- based upon a derived matrix score which ing only those candidates who satisfy the includes a combination of predictors of requirements for scholarship and personal probable success: SAT scores (or equiva- qualification suitable for teaching. Candi- lent basic skills test scores approved by the dates must successfully meet the require- associate dean), academic records (includ- ments of all course work while demon- ing grade point average), essay sample, strating academic integrity. In addition, and a personal recommendation. The ma- ethical, competent behavior is required trix components are reviewed annually by during all field experiences and practica. the School of Education faculty. Music ed- The process of advancement to the pro- ucation candidates must apply concur- fessional year entails review by the School rently to the music education program. of Education assistant dean and approval Transfer Candidates: Admission of trans- by the University Teacher Education Com- fer candidates is determined on the evalu- mittee (UTEC). ation of college transcripts (high school Ordinarily, placements occur only in dis- transcripts if fewer than 26 semester or 39 tricts where professional year candidates quarter hours of college work have been do not have personal relationships with completed), essays, a personal recommen- employees of the district. dation, and passage of CBEST (passing Prerequisites apply to all candidates de- scores are set by TSPC); scores must be sirous of advancing to the professional year: submitted as a prerequisite for admission. [1] Passage of CBEST test and ORELA sub- Music education applicants must obtain tests 1 and 2 for all levels of authorization. approval from the director of music educa- Passage of subject area Praxis II tests for tion to be admitted to the program. the middle school and high school levels of Advancement to the Professional Year: authorization (TSPC determines passing The professional year is a two-semester scores); student teaching experience, beginning [2] Minimum of 2.50 cumulative G.P.A. for all academic work at the University of SCHOOL OF EDUCATION 97 Portland; agencies. The specific program objectives [3] A minimum cumulative G.P.A. of 2.70 are identified in the handbooks related to in all education courses; the degree. Candidates are responsible to [4] A grade of C or better in all education secure a copy of the handbook for their re- courses (Candidates who receive a grade lated degree and acquaint themselves with of C- or lower in any education course its contents. must repeat the course); The School of Education faculty involve [5] Minimum 2.70 G.P.A. in the teaching the candidates in continuous assessment specialty (secondary/endorsement) area, of their progress in attaining the program with a minimum grade of C in all endorse- objectives and retains only those candi- ment courses; dates who satisfy the requirements of [6] Passage of ENG 107 and CST 107 or scholarship, health, and personal suitabili- equivalent course with a grade of B- or better; ty. Candidates must fulfill the require- [7] Satisfactory completion of all field ex- ments for the theoretical and field periences prior to the professional year; components of the major. [7a] Music education candidates must Elementary Education The bachelor of pass all performance assessments; arts in education degree leads to recom- [8] Recommendations from two Univer- mendation for Oregon licensure. To quali- sity of Portland School of Education faculty fy for the degree and recommendation for for elementary education candidates. For Oregon licensure, the following require- secondary education candidates, an addi- ments must be met: tional recommendation from a faculty [1] Passage of CBEST and ORELA subtests member in the endorsement area is re- 1 and 2 (TSPC determines passing scores); quired; [2] Completion of a minimum of 120 [9] All paperwork and approvals neces- semester hours of study; sary for student teaching must be complet- [3] Successful completion of all course- ed by June 1 prior to fall semester for site work with a minimum cumulative G.P.A. placement in the professional year. of 2.50; Requisites of the Professional Year: [4] A minimum cumulative G.P.A. of 2.70 [1] Candidates must enroll in designated in all education classes; program of study courses; [5] A grade of C or better in all education [2] Courses outside the designated pro- courses (Candidates who receive a grade gram of study may be taken only with of C- or lower in any education course written permission of the associate dean; must repeat the course); [3] Candidates must continue to maintain [6] Successful completion of student a C or better in all fall semester education teaching to include two work samples, one or endorsement courses. at each authorization level; Multiple Endorsements A candidate [7] Recommendation for licensure from may earn more than one subject area en- the associate dean; dorsement when the prescribed program [8] Passage of PRAXIS tests (TSPC deter- of study has been completed, related tests mines passing scores); are passed, and a practicum including [9] Subject to approval by the dean, candi- work samples are completed. Permission dates who are not able to complete student of the associate dean is required to enroll teaching and student teaching seminar in the related practicum. and/or other licensure requirements may be recommended for graduation without Degree Requirements licensure by substituting upper-division The School of Education offers three un- coursework which meets University re- dergraduate degrees: elementary educa- quirements for a degree. tion, secondary education, and music Secondary Education The bachelor of education. Each degree has special re- science in secondary education leads to quirements, but all degrees lead to compe- recommendation for Oregon licensure tence in a composite of objectives from with endorsements available in biology, relevant learned societies and licensing chemistry, French, German, language arts, advanced mathematics, music, 98 SCHOOL OF EDUCATION physics, social studies, and Spanish. We semester hours of study, and all require- also offer a course of study to prepare high ments of the music education degree; school religion teachers. [3] Successful completion of all course- To qualify for the degree and recommen- work with a minimum cumulative G.P.A. dation for Oregon licensure, the following of 2.50; requirements must be met: [4] A minimum cumulative G.P.A. of 2.70 [1] Passage of CBEST and ORELA subtests in all education classes; 1 and 2 (TSPC determines passing scores); [5] A grade of C or better in all education [2] Completion of a minimum of 120 courses (Candidates who receive a grade semester hours of study; of C- or lower in any education course [3] Successful completion of all course- must repeat the course); work with a minimum cumulative G.P.A. [6] Completion of a teaching endorsement of 2.50; (major) in at least one of the secondary en- [4] A minimum cumulative G.P.A. of 2.70 dorsement areas with a cumulative G.P.A. in all education classes; of at least 2.70 in that area, and a grade of [5] A grade of C or better in all education C in all endorsement classes. Ordinarily, a courses (Candidates who receive a grade minimum of 75 percent of the credits in of C- or lower in any education course an endorsement area of the secondary must repeat the course); specialty area must be taken at the Univer- [6] Completion of a teaching endorsement sity of Portland for a secondary undergrad- (major) in at least one of the secondary en- uate major to student teach in that area. dorsement areas with a cumulative G.P.A. The permission of the associate dean must of at least 2.70 in that area, and a grade of be obtained for an exception; C in all endorsement classes. Ordinarily, a [7] Candidates in the music education minimum of 75 percent of the credits in degree must pass their senior recital; an endorsement area of the secondary [8] Passage of PRAXIS tests (TSPC deter- specialty area must be taken at the Univer- mines passing scores); sity of Portland for a secondary undergrad- [9] Successful completion of student uate major to student teach in that area. teaching to include two work samples; The permission of the associate dean must [10] Recommendation for licensure from be obtained for an exception; the associate dean; [7] Passage of PRAXIS tests (TSPC deter- [11] Subject to approval by the dean, can- mines passing scores); didates who are not able to complete stu- [8] Successful completion of student teach- dent teaching and student teaching seminar ing to include two work samples; and/or other licensure requirements may [9] Recommendation for licensure from the be recommended for graduation without associate dean; licensure by substituting upper-division [10] Subject to approval by the dean, candi- educational coursework which meets Uni- dates who are not able to complete student versity requirements for a degree. teaching and student teaching seminar and/or other licensure requirements may Degrees and Programs be recommended for graduation without licensure by substituting upper-division Elementary Education, educational coursework which meets B.A.Ed. University requirements for a degree. University Core Requirements — 39 hours Music Education The bachelor of music Hrs. education leads to recommendation for 3 Fine Arts (FA 207) Oregon licensure. To qualify for the degree 3 History (HST 210 or HST 211) and recommendation for Oregon licen- 3 Literature (ENG 112) 3 Mathematics (MTH 161) sure, the following requirements must be 6 Philosophy (PHL 150 and PHL 220) met: 6 Science (PHY 109 and ENV 110) [1] Passage of CBEST rest and ORELA sub- 6 Social Science electives tests 1 and 2 (TSPC determines passing 9 Theology (THE 101, THE 205, plus scores); upper-division theology elective) [2] Completion of a minimum of 120- SCHOOL OF EDUCATION 99 Major Requirements — 78 hours 3 PHL 150 — Introductory Philosophy Hrs. 15 Total 3 ED 150 — Introduction to Education Hrs. Spring Semester 3 ED 230 — ECE/ELEM Human Devel- 3 ED 230 — ECE/ELEM Human Devel- opment opment 3 ED 300 — ECE/ELEM Psychology of 3 CST 107 — Effective Public Speaking I Learning 3 MTH 106 — Mathematics for Elemen- 3 ED 320 — Foundations of Education tary Teachers II 3 ED 330 — Policies and Practices for 3 SCI 109 — Powerful Ideas in Physical Diverse Learners Science 3 ED 400 — ECE/ELEM Curriculum 3 THE 101 — An Introduction to and Instruction Theology and Religion 3 ED 411 — Assessment 15 Total 3 ED 414 — Children’s and Adolescent Literature and Library Sophomore Year 3 ED 426 — ECE/ELEM Classroom Re- Hrs. Fall Semester lationships and Manage- 3 ED 330 — Policies and Practices for ment Diverse Learners 3 ED 442 — ECE/ELEM School Read- 3 HPE 340 — ECE/ELEM Physical Edu- ing and Language Arts cation Methods 3 ENG 112 — Introduction to Literature 3 ED 445 — ECE/ELEM Math and Sci- 3 PHL 220 — Ethics ence Methods 3 SCI 103 — Human Biology 3 ED 447 — Fostering Creativity in the 3 GEO 301 — Cultural Geography Classroom 18 Total 3 ED 470 — ECE/ELEM Student Hrs. Spring Semester Teaching 3 ED 320 — Foundations of Education 3 ED 472 — ECE/ELEM Student 3 ED 300 — ECE/ELEM Psychology of Teaching Learning 3 ED 476 — ECE/ELEM Student 3 FA 207 — Fine Arts Teaching - Advanced 3 THE 205 — Judeo-Christian Culture 3 ED 481 — Reading, Language, and 3 MTH 161 — Elementary Statistics Cultural Diversity in 3 Elective Schools 18 Total 3 ED 487 — ECE/ELEM Seminar for Student Teachers Junior Year 3 ENG 107 — College Writing Hrs. Fall Semester 3 GEO 301 — Cultural Geography 3 ED 400 — ECE/ELEM Curriculum 3 HPE 340 — ECE/ELEM Physical Educa- and Instruction tion 3 ED 414 — Children’s and Adolescent 3 MTH 105 — Mathematics for Elemen- Literature and Library tary Teachers I 3 ED 481 — Reading, Language, and 3 MTH 106 — Mathematics for Elemen- Cultural Diversity in tary Teachers II Schools 3 CST 107 — Effective Public Speaking I 3 SCI 110 — Earth Systems Science 3 SCI 103 — Human Biology 3 Social science elective 9 Electives 15 Total Total — 120 hours Hrs. Spring Semester 3 ED 426 — ECE/ELEM Classroom Re- Sample Program lationships and Manage- Freshman Year ment Hrs. Fall Semester 3 ED 442 — ECE/ELEM School Reading 3 ED 150 — Introduction to Education and Language Arts Methods 3 ENG 107 — College Writing 3 Theology elective 3 MTH 105 — Mathematics for Elemen- 3 Social Science elective tary Teachers I 3 Elective 3 HST 210 — History of the United 15 Total States: Early America or 3 HST 211 — History of the United States: Modern America 100 SCHOOL OF EDUCATION Professional Year 3 ED 457 — MS/HS Content Methods: Hrs. Fall Semester Science 3 ED 411 — Assessment 3 ED 471 — MS/HS Student Teaching 3 ED 445 — ECE/ELEM Math and 3 ED 473 — MS/HS Student Teaching Science Methods 3 ED 475 — MS/HS Student Teaching: 3 ED 470 — ECE/ELEM Student Advanced Teaching 3 ED 486 — MS/HS Seminar for Stu- 3 Elective dent Teachers 12 Total 3 ENG 107 — College Writing Hrs. Spring Semester 3 CST 107 — Effective Public Speaking I 3 ED 447 — Fostering Creativity in the 6 Electives Classroom 30 Endorsement courses 3 ED 472 — ECE/ELEM Student Total — 120 hours Teaching 3 ED 476 — ECE/ELEM Student Sample Program Teaching - Advanced Freshman Year 3 ED 487 — ECE/ELEM Seminar for Student Teachers Hrs. Fall Semester 3 ED 150 — Introduction to Education 12 Total 3 HST 210 — History of the United 120 Total for four years States: Early America or Secondary Education, B.S.S.E. HST 211 — History of the United University Core Requirements — 39 hours States: Modern America Hrs. 3 ENG 107 — College Writing 3 Fine Arts (FA 207) 3 PHL 150 — Introductory Philosophy 3 History (HST 210 or HST 211) 3 Endorsement course 3 Literature (ENG 112) 15 Total 3 Mathematics (MTH 161) Hrs. Spring Semester 6 Philosophy (PHL 150 and PHL 220) 3 ED 231 — MS/HS Human Develop- 6 Science (SCI 182 and any other science ment course) 3 CST 107 — Effective Public Speaking I 6 Social Science electives 3 MTH 161 — Elementary Statistics 9 Theology (THE 101, THE 205, plus 3 THE 101 — An Introduction to upper-division theology elective) Theology and Religion Major Requirements — 81 hours 3 Endorsement course Hrs. 15 Total 3 ED 150 — Introduction to Education 3 ED 231 — MS/HS Human Development Sophomore Year 3 ED 301 — MS/HS Psychology of Hrs. Fall Semester Learning 3 ED 301 — MS/HS Psychology of 3 ED 320 — Foundations of Education Learning 3 ED 330 — Policies and Practices for 3 ED 330 — Policies and Practices for Diverse Learners Diverse Learners 3 ED 411 — Assessment 3 ENG 112 — Introduction to Literature 3 ED 427 — MS/HS Classroom Rela- 3 PHL 220 — Ethics tionships and Management 3 Endorsement course 3 ED 450 — Models of Teaching and 3 Endorsement course Literacy Development 18 Total 3 ED 452 — MS/HS Content Methods: Hrs. Spring Semester Language Arts 3 ED 320 — Foundations of Education or 3 FA 207 — Fine Arts 3 ED 453 — MS/HS Content Methods: 3 SCI 182 — Environmental Science Math 3 THE 205 — Judeo-Christian Culture or 3 Endorsement course 3 ED 454 — MS/HS Content Methods: 3 Endorsement course World Language 18 Total or 3 ED 456 — MS/HS Content Methods: Social Studies or SCHOOL OF EDUCATION 101 Junior Year 6 Social Science electives Hrs. Fall Semester 9 Theology (THE 101, THE 205, plus 3 ED 427 — MS/HS Classroom Rela- upper-division theology elective) tionships and Management Major Requirements (Music Courses) — 62 3 Endorsement course hours 3 Endorsement course Hrs. 3 Theology elective 0 MUS 001 — Performance Attendance 3 Science elective (per semester, no credit) 15 Total 6 MUS 101- Hrs. Spring Semester 6 MUS 102 — Music Theory I and II 3 ED 450 — Models of Teaching and 2 MUS 103- Literacy Development 6 MUS 104 — Aural Skills Development 3 Endorsement course Laboratory I and II 3 Endorsement course 3 MUS 105 — The Joy of Music - Listen- 6 Social science elective ing With Understanding 15 Total 6 MUS 201- 6 MUS 202 — Music Theory III and IV Professional Year 1 MUS 230 — Introduction to the Piano Hrs. Fall Semester 3 MUS 231 — Keyboard Lab 3 ED 452 — MS/HS Content Methods: 1 MUS 232 — The Basics of Playing Brass Language Arts and Percussion Instru- or ments 3 ED 453 — MS/HS Content Methods: 1 MUS 233 — The Basics of Playing Math Woodwind Instruments or 1 MUS 234 — The Basics of Playing 3 ED 454 — MS/HS Content Methods: Stringed Instruments World Language 1 MUS 235 — Group Voice Workshop or 1 MUS 236 — Beginning Guitar 3 ED 456 — MS/HS Content Methods: 7 MUS 186/ — Private Lessons Social Studies 286/386/486 or 6 MUS 301-2 — History of Musical Styles I 3 ED 457 — MS/HS Content Methods: and II Science 3 MUS 307 — Scoring and Arranging 3 ED 471 — MS/HS Student Teaching 3 MUS 310 — Fundamentals of Music 3 Elective Technology 3 Endorsement course 3 MUS 331 — Conducting Techniques 12 Total 2 MUS 338 — Teaching Elementary Hrs. Spring Semester School Music 3 ED 411 — Assessment 2 MUS 339 — Teaching Middle School 3 ED 473 — MS/HS Student Teaching Music 3 ED 475 — MS/HS Student Teaching: 2 MUS 340 — Teaching Secondary Advanced School Music 3 ED 486 — MS/HS Seminar for Stu- 7 Ensembles (one per semester), to be dent Teachers chosen from: 12 Total MUS 2/443 — University Concert Band 120 Total for four years MUS 2/444— University Singers MUS 2/445— University Community Basic Program in Music Orchestra Education (K-12), B.M.Ed. MUS 2/452— University Choral Union University Core Requirements — 39 hours MUS 2/453— University Jazz Ensemble Hrs. 1 MUS 498 — Senior Recital 3 Fine Arts (FA 207) Major Requirements — 39 hours 3 History (HST 210 or HST 211) Hrs. 3 Literature (ENG 112) 3 ED 150 — Introduction to Education 3 Mathematics (MTH 161) 3 ED 231 — MS/HS Human Develop- 6 Philosophy (PHL 150 and PHL 220) ment 6 Science (SCI 182 and any other science 3 ED 301 — MS/HS Psychology of course) Learning 102 SCHOOL OF EDUCATION 3 ED 320 — Foundations of Education Hrs. Spring Semester 3 ED 330 — Policies and Practices for 3 ED 330 — Policies and Practices for Diverse Learners Diverse Learners 3 ED 411 — Assessment 3` HST 210 — History of the United 3 ED 427 — MS/HS Classroom Rela- States: Early America tionships and Management or 3 ED 471 — MS/HS Student Teaching 3 HST 211 — History of the United 3 ED 473 — MS/HS Student Teaching States : Modern America 3 ED 475 — MS/HS Student Teaching: 3 SCI 182 — Environmental Science Advanced 3 THE 205 — Judeo-Christian Culture 3 ED 486 — MS/HS Seminar for Stu- 0 MUS 001 — Performance Attendance dent Teachers 3 MUS 202 — Theory IV 3 ENG 107 — College Writing 1 MUS 231 — Keyboard Lab 3 CST 107 — Effective Public Speaking I 1 MUS 286 — Private Lesson Total — 140 1 Lower division ensemble elective 1 MUS 232 — Basics of Playing Brass and Sample Program Music Percussion Freshman Year 1 MUS 235 — Basics of Singing Hrs. Fall Semester 20 Total 3 ED 150 — Introduction to Education 3 ENG 107 — College Writing Junior Year 3 PHL 150 — Introduction to Philosophy Hrs. Fall Semester 0 MUS 001 — Performance Attendance 3 ED 427 — MS/HS Classroom Rela- 3 MUS 101 — Theory I tionships and Management 1 MUS 103 — Aural Skills Lab I 3 Social Science elective 3 MUS 105 — Joy of Music Listening 0 MUS 001 — Performance Attendance 1 MUS 230 — Introduction to the Piano 3 MUS 301 — History of Musical Styles I 1 MUS 186 — Private Lessons 3 MUS 331 — Conducting 1 Lower division ensemble elective or 19 Total 3 MUS 307 — Scoring & Arranging Hrs. Spring Semester 1 MUS 386 — Private Lesson 3 ED 301 — Psychology of Learning 1 Upper division ensemble elective 3 CST 107 — Effective Public Speaking I 2 MUS 338 — Teaching Elementary 3 MTH 161 — Elementary Statistics School Music 3 THE 101 — Introduction to Theology 16 Total and Religion Hrs. Spring Semester 0 MUS 001 — Performance Attendance 3 FA 207 — Fine Arts 3 MUS 102 — Theory II 3 Science elective 1 MUS 104 — Aural Skills Lab II 3 Theology elective 1 MUS 231 — Keyboard Lab 0 MUS 001 — Performance Attendance 1 MUS 186 — Private Lesson 3 MUS 302 — History of Musical Styles II 1 Lower-division ensemble elective 3 MUS 310 — Fundamentals of Music 1 MUS 236 — Beginning Guitar Technology 20 Total 1 MUS 386 — Private Lesson 1 Upper division ensemble elective Sophomore Year 2 MUS 339 — Teaching Middle School Hrs. Fall Semester Music 3 ED 231 — MS/HS Human Develop- 19 Total ment 3 ED 320 — Foundations of Education Professional Year 3 ENG 112 — Introduction to Literature Hrs. Fall Semester 3 PHL 220 — Ethics 3 ED 471 — MS/HS Student Teaching 0 MUS 001 — Performance Attendance 3 Social science elective 3 MUS 201 — Theory III 0 MUS 001 — Performance Attendance 1 MUS 231 — Keyboard Lab 3 MUS 331 — Conducting 1 MUS 286 — Private Lesson or 1 Lower division ensemble elective 3 MUS 307 — Scoring and Arranging 1 MUS 233 — Basics of Playing Woodwinds 1 MUS 486 — Private Lesson 1 MUS 234 — Basics of Playing Strings 1 Upper-division ensemble elective 20 Total 1 MUS 498 — Senior Recital SCHOOL OF EDUCATION 103 2 MUS 340 — Teaching Secondary Health and Physical Education School Music Minor in Sport Exercise 14 Total Hrs. Spring Semester and Fitness 3 ED 411 — Assessment This minor is for those interested in as- 3 ED 473 — MS/HS Student Teaching pects of physical education beyond partici- 3 ED 475 — MS/HS Student Teaching: pation in sports and those interested in Advanced meeting graduate school requirements in 3 ED 486 — Student Teaching Seminar: athletic training programs. MS/HS 12 Total Minor Requirements — 29 hours 140 Total for four years 3 SCI 103 — Human Biology (or equiv- alent) Education Minor— General 3 NRS 202 — Nutrition The education minor is for candidates in- 3 HPE 204 — Introduction to Athletic Training terested in general educational studies and 3 HPE 210 — Lifetime Health and those preparing for advanced study in edu- Fitness cation related areas such as law, social 4 BIO 307/377 — Human Anatomy with work, and politics. Lab Minor Requirements — 18 hours 3 HPE 405 — Kinesiology for Physical 3 ED 230 or 231 — Human Development Educators 3 ED 320 — Foundations of Education 4 BIO 308/378 — Human Physiology with 3 ED 330 — Policies and Practices for Lab Diverse Learners 3 HPE 406 — Medical Aspects of 9 Upper-division education electives Athletic Injury Field experience is required in some 3 HPE 408 — Exercise Physiology for Physical Educators courses. Candidates interested in this Candidates interested in this minor should minor should declare intent with the declare intent with the School of Education. School of Education. Education Minor (Preparation for 5th Year Optional Endorsements MAT) — 18 hours Candidates may add any of the following This minor is for candidates who wish to special endorsements to initial licenses at major in a content area while preparing to any authorization level: basic mathematics, enter an augmented Master of Arts in English for speakers of other languages, Teaching program (MAT) after graduation. reading, special educator, or speech. Hrs. Details on requirements may be obtained 3 ED 230/231 — Human Development through the School of Education at (503) 3 ED 300/301 — Psychology of Learning 943-7135. 3 ED 320 — Foundations of Education 3 ED 330 — Policies and Practices for The Reading Endorsement advances Diverse Learners teachers’ abilities to provide reading in- 3 ED 426/427 — Classroom Management struction and to diagnose and remediate 3 ED 442 — ECE/ELEM Reading and reading problems in diverse instructional Language Arts Methods settings. Coursework leads to reading en- or dorsement. 3 ED 450 — Models of Teaching and Literacy Development Reading Endorsement Requirements —18 hours Field experience is required in some Hrs. courses. Candidates interested in this 3 ED 464 — Reading Practicum PK-12 minor must declare intent with the School 3 ED 480 — Elements of Reading of Education. Candidate must comply with 3 ED 481 — Reading, Language, and specific G.P.A. and testing requirements in Cultural Diversity in order to qualify for the MAT program. Schools 3 ED 482 — Content Area Literacy 3 ED 483 — Diagnosis and Instruction of Learning Problems Re- lated to Reading and Lan- guage Differences PK-12 104 SCHOOL OF EDUCATION 3 ED 584 — Administration and Evalu- ation of Reading The Special Educator Endorsement advances teachers’ abilities to assess special needs children and develop and design appropriate instruction support for these children. Coursework leads to a special education endorsement. candi- dates must complete ED 330 before begin- ning special educator endorsement courses. Special Educator Endorsement Require- ments — 18 hours Hrs. 3 ED 403 — Language and Communi- cation: Supports and Strategies 3 ED 404 — School, Parent, and Com- munity Relations 3 ED 405 — Behavior Support: Consul- tative and Collaborative 3 ED 406 — Assessment, Evaluation, and Diagnosis of Excep- tional Learners and Eng- lish Language Learners 3 ED 408 — Methods and Materials for Teaching Diverse Learners 3 ED 468 — Special Educator Practicum: PK-12 The English for Speakers of Other Lan- guages (ESOL) Endorsement advances teachers’ abilities to provide assessment, instruction, and evaluation of English lan- guage learners. Coursework leads to an English for speakers of other languages en- dorsement. Linguistics is a co-requisite course. English for Speakers of Other Languages Endorsement Requirements — 18 hours Hrs. 3 ED 403 — Language and Communi- cation: Supports and Strategies 3 ED 404 — School, Parent, and Com- munity Relations 3 ED 406 — Assessment, Evaluation, and Diagnosis of Excep- tional Learners and Eng- lish Language Learners 3 ED 409 — Methods and Materials for Teaching ESOL Students 3 ED 481 — Reading, Language,and Cultural Diversity in Schools 3 ED 469 — ESOL Practicum PK-12 SCHOOL OF ENGINEERING 105 School of Engineering

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

ngineering is a dynamic and creative profession dedicated to achieving the technological aims of society and helping humankind progress to a Ebetter standard of living and well-being. It is a profession in which the knowledge of natural sciences and mathematics is applied with judgement to develop ways to utilize, economically and with concern for the environment and society, the materials and forces of nature for the benefit of humankind. Engineers enjoy a unique professional satisfaction. They can usually point to tangible evidence of their efforts. For example, every skyscraper, bridge, televi- sion set, VCR, computer, robot, airplane, or automobile is a lasting testimonial to the engineers responsible for its design and creation. Mission: The School of Engineering continues its progress within the frame- work of the University of Portland mission statement, which appears on page 3 of this Bulletin. The School of Engineering is committed to providing the best possible engi- neering education to its students, thus enabling the students to become compe- tent practicing engineers and computer scientists. The programs also provide a base for both graduate study and lifelong learning in support of evolving career objectives. These objectives include being informed, effective, and responsible participants in the engineering profession and society. The school endeavors to develop qualities that are essential for the practice of engineering and benefi- cial service to the community. These qualities include a knowledge of engineer- ing principles, the ability to apply those principles to solve problems, and the development of professional, personal, and social values. The school provides a personalized and caring learning environment for its students, enhanced by high quality faculty, staff, facilities, and equipment. The environment includes exceptional instruction; frequent opportunities for rele- vant laboratory experience; practice of communication and teamwork skills; the challenge of undertaking realistic engineering projects; and the personal attention, guidance, and example of faculty and administrators. This environ- ment is also enhanced by students who have an aptitude and motivation for engineering study, as well as general intellectual curiosity. 106 SCHOOL OF ENGINEERING Educational Objectives Engineers (IEEE) Society of Automotive Engineers (SAE) The primary goal of the School of Society of Women Engineers (SWE) Engineering is to provide an excellent en- All students are encouraged to join gineering and computer science education organizations of interest to them. consistent with the mission, goals, and ob- The University of Portland Oregon jectives of the University of Portland as Gamma Chapter of Tau Beta Pi, the nation- articulated in the University Bulletin. To al engineering honor society, offers admis- achieve this goal, the School has estab- sion to the top upper-division engineering lished the following program educational students. objectives: [1] Prepare students for entry-level posi- tions and graduate school. Community College [2] Prepare graduates who have a broad Transfers background in fundamentals and the Transfers from community colleges are ability to solve problems. accepted regardless of whether they have [3] Prepare graduates who possess techni- completed a course of study or not. cal proficiency and sound judgement. Students from engineering transfer pro- [4] Prepare graduates who are competent grams can generally complete the B.S. in written and oral communication, and degree requirements with no loss of time. possess computer proficiency. Students who are interested in transfer- [5] Prepare graduates who have an under- ring to the University are encouraged to standing of professional issues such as eco- seek individual counseling both at their nomics, ethics, teamwork, and leadership. community college and at the University. [6] Provide a stimulating environment Discussions at the University can be used and promote lifelong learning. both to develop a suitable academic plan The School of Engineering offers both and to develop a suitable financial plan. undergraduate and graduate degree pro- Prospective transfer students are strong- grams. In the undergraduate studies, the ly urged to counsel at the University at curriculum progresses from mathematics least one semester before they plan to and science courses in the first year to en- transfer. In this way potential deficiencies gineering science topics in the sophomore can be spotted. Deficiencies can cause year. Junior and senior year studies con- sequencing problems and delay gradua- centrate more on the analysis, design, and tion. In some cases students can save a full synthesis aspects of the topics learned in semester by taking a key course in the the first two years. This process of synthesis summer preceding planned entry. culminates in the capstone design projects in the senior year. Here, students embark on an in-depth study of a particular device, Degrees structure, or system and design it from the and Programs ground up using the knowledge they have gained in previous years. The School of Engineering offers four-year bachelor of science degrees in civil engi- Professional Societies neering (B.S.C.E.), electrical engineering (B.S.E.E.), and mechanical engineering Student chapters of the following profes- (B.S.M.E.), as well as engineering manage- sional societies currently are active on ment (B.S.E.M.). In addition, a bachelor of campus: science degree in computer science American Society of Civil Engineers (ASCE) (B.S.C.S.) is offered in the Department of American Society of Mechanical Electrical Engineering and Computer Sci- Engineers (ASME) ence. This department also offers a “comput- ASM–International er track” under its degree programs. Simi- Association for Computing Machinery larly, the Department of Civil Engineering (ACM) offers an “environmental track.” Engineers Without Borders–USA Because the University believes in a Institute of Electrical and Electronics SCHOOL OF ENGINEERING 107 broad education for all students, the engi- of civil engineers whose education meets neering program includes studies in history, the objectives of the School of Engineering fine arts, literature, social sciences, as well as those set in the mission of the theology, and philosophy. University. The faculty has established the A master of engineering degree is offered following program educational objectives: in the School of Engineering. It combines [1] Prepare students for entry-level posi- courses from engineering, business, and tions and graduate school. communication studies. Details of this de- [2] Prepare graduates who have a broad gree program are given in the graduate background in fundamentals and the section of this bulletin on page ___. ability to solve problems. [3] Prepare graduates who possess techni- Undergraduate cal proficiency and sound judgement. Curriculum [4] Prepare graduates who are competent in written and oral communication, and The first semester of the freshman year is possess computer proficiency. common to all engineering curricula. [5] Prepare graduates who have an under- During the freshman year the student lays standing of professional issues such as eco- the foundation for later engineering stud- nomics, ethics, teamwork, and leadership. ies. This foundation consists of courses in [6] Provide a stimulating environment mathematics, science, introduction to en- and promote life long learning. gineering, and core curriculum. During The civil engineering program offers two the second year the study of mathematics optional paths of study: the civil engi- and science continues, and courses in neering track and the environmental basic engineering theory and application engineering track, both leading to a are introduced. With careful planning the bachelor of science in civil engineering. student can postpone the selection of a Civil engineering encompasses a wide particular engineering major until the end range of technological matters of vital con- of the second year. In the junior and senior cern to modern society. The basic areas in- years the curriculum consists primarily of clude: structural analysis and design, envi- courses in the student’s specialization. ronmental protection and control, water re- There is a progression from analysis- sources, transportation, geotechnical engi- oriented courses to design and manufac- neering, and construction engineering. turing-oriented courses. In all programs a The course of study provides a progres- capstone design project is required in the sion of course work from basic science and senior year. mathematics through engineering analysis Some variation in the order in which and design. The curriculum includes each courses are taken is permissible, so long as aspect of civil engineering: surveying, the prerequisites are satisfied. structures, construction materials, geot- Throughout the four years, the student echnical engineering, hydromechanics, takes liberal arts courses to broaden his or environmental engineering, transporta- her education and to improve communica- tion, and engineering economics. The pro- tion skills. gram integrates communication, team- Students are encouraged to take the Funda- work, experimentation, analysis, and de- mentals of Engineering examination prior sign, and provides a cohesive experience to graduation. This nationwide examination aimed at preparing the graduate to func- is a step toward registration as a Profess- tion as a successful engineer. ional Engineer (P.E.). Our students’ pass- The first three semesters are common for ing rates have been well above the nation- all civil engineering students. In addition, al average in this examination. all students take courses in the areas of structural engineering, geotechnical engi- Civil Engineering, B.S.C.E. neering, transportation engineering, and Mehmet I. Inan, D.C.E., P.E., chair environmental engineering, allowing stu- The Department of Civil Engineering has dents to become proficient in each of made as its primary goal the preparation these major areas. Students in the civil track take additional courses in construc- 108 SCHOOL OF ENGINEERING tion materials, structural analysis and de- 4 PHY 205 — General Physics Lecture and sign, while students in the environmental Lab track take courses in the basics of environ- Common Civil Engineering mental microbiology, environmental Requirements — 51 hours chemistry, and water and wastewater Hrs. treatment plant design. 1 CE 200 — Civil Engineering Seminar Both tracks in the civil engineering pro- 2 CE 201 — Civil Engineering Design gram lead to a bachelor of science in civil Graphics engineering (B.S.C.E.) degree. The degree 2 CE 223 — Surveying 3 CE 315 — Transportation Engineering program is accredited by the Engineering 3 CE 321 — Geotechnical Engineering Accreditation Commission of the Accredita- 3 CE 351 — Structural Analysis I tion Board for Engineering and Technology, 3 CE 362 — Hydraulic Engineering Inc. (EAC/ABET). 3 CE 367 — Environmental Engineering Core and College Requirements — 27 hours 1 CE 371 — Geotechnical Engineering Hrs. Laboratory 3 ENG 112 — Introduction to Literature 1 CE 376 — Environmental Engineering 3 FA 207 — Fine Arts Laboratory 3 History (see Core Curriculum, pg. 8-9) 3 CE 401 — Computational Methods in 6 Social science (see Core Curriculum, pg. Civil Engineering 8-9) 2 CE 481 — Civil Engineering Senior 6 Philosophy (PHL 150, PHL 220) Design Project I 9 Theology (THE 101, THE 205; upper- 3 CE 482 — Civil Engineering Senior division theology elective. The upper- Design Project II division theology elective may be a 3 EGR 211 — Engineering Mechanics — Theological Perspectives (THEP) class Statics that can be used to satisfy the distribu- 3 EGR 322 — Strength of Materials tion requirements of both theology and a 3 ME 311 — Mechanics of Fluids I companion subject.) 12 †Technical electives A number of options are available for Civil Track Requirements — 15 hours Theological Perspectives courses which fulfill Hrs. the requirements of both an upper-division the- 1 CE 224 — Surveying Laboratory ology course and a companion core course. 2 CE 301 — Construction Materials Students are required to consult with their advi- 2 CE 352 — Structural Analysis II sors regarding this issue. 1 CE 372 — Construction Materials Mathematics and science requirements Laboratory in the core curriculum are satisfied by Calculus 3 CE 442 — Reinforced Concrete Design and General Physics. 3 EGR 212 — Engineering Mechanics — Common Engineering Requirements — Dynamics 34 hours 3 ‡Science elective Hrs. Environmental Track Requirements — 15 3 CHM 207— General Chemistry I hours 1 CHM 277— General Chemistry Hrs. Laboratory 1 CE 400 — Environmental Engineering 2 * EGR 110 — Introduction to Engineering Seminar 3 EGR 351 — Engineering Economics 3 CE 466 — Water and Wastewater Design 2 EGR 360 — Analysis of Engineering Data 3 CHM 208— General Chemistry II 4 MTH 201— Calculus I 1 EGR 213 — Introduction to Dynamics 4 MTH 202— Calculus II 3 ENV 385 — Environmental Microbiology 4 MTH 301— Vector Calculus 3 ENV 386 — Environmental Chemistry 3 MTH 321— Ordinary Differential 1 ENV 387 — Environmental Laboratory Equations Total — 127 credit hours 4 PHY 204 — General Physics Lecture and Lab

*For transfer students who have not had an Introduction to Engineering course, the dean may approve the sub- stitution of another technical course, provided these students transfer in 30 or more hours of technical courses. †Approved upper-division technical electives (12 hours — 9 hours in CE). ‡ Approved science elective. SCHOOL OF ENGINEERING 109 Sample Program — Civil Track 3 CE 362 — Hydraulic Engineering Freshman Year 3 CE 367 — Environmental Engineering Hrs. Fall Semester 1 CE 376 — Environmental Engineering 2 * EGR 110 — Introduction to Engineering Laboratory 4 MTH 201— Calculus I 3 EGR 351 — Engineering Economics 3 PHL 150 — Introductory Philosophy 15 Total 4 PHY 204 — General Physics Lecture and Lab Senior Year 3 THE 101 — An Introduction to Religion Hrs. Fall Semester and Theology 3 CE 401 — Computational Methods in 16 Total Civil Engineering Hrs. Spring Semester 3 CE 442 — Reinforced Concrete Design 1 CE 200 — Civil Engineering Seminar 2 CE 481 — Civil Engineering Senior 3 CHM 207— General Chemistry I Design Project I 1 CHM 277— General Chemistry Lab 3 FA 207 — Fine Arts 3 ENG 112 — Introduction to Literature 6 †Technical electives 4 MTH 202— Calculus II 17 Total 4 PHY 205 — General Physics Lecture and Hrs. Spring Semester Lab 3 CE 482 — Civil Engineering Senior 16 Total Design Project II 3 History Sophomore Year 3 Social Science Hrs. Fall Semester 6 †Technical electives 2 CE 201 — Civil Engineering Design 15 Total Graphics 127 Total for four years 2 CE 223 — Surveying 1 CE 224 — Surveying Laboratory 3 EGR 211 — Engineering Mechanics — Sample Program — Environmental Statics Track 4 MTH 301— Vector Calculus Freshman Year 3 ‡Science elective Hrs. Fall Semester 15 Total 2 * EGR 110 — Introduction to Engineering Hrs. Spring Semester 4 MTH 201— Calculus I 3 EGR 212 — Engineering Mechanics — 3 PHL 150 — Introductory Philosophy Dynamics 4 PHY 204 — General Physics Lecture and 3 EGR 322 — Strength of Materials Lab 2 EGR 360 — Analysis of Engineering Data 3 THE 101 — An Introduction to Religion 3 MTH 321— Ordinary Differential and Theology 16 Total Equations Hrs. Spring Semester 3 PHL 220 — Ethics 1 CE 200 — Civil Engineering Seminar 3 THE 205 — Biblical Tradition and Culture 3 CHM 207— General Chemistry I 17 Total 1 CHM 277— General Chemistry Lab Junior Year 3 ENG 112 — Introduction to Literature Hrs. Fall Semester 4 MTH 202— Calculus II 2 CE 301 — Construction Materials 4 PHY 205 — General Physics Lecture and 3 CE 321 — Geotechnical Engineering Lab 3 CE 351 — Structural Analysis I 16 Total 1 CE 371 — Geotechnical Laboratory 1 CE 372 — Construction Materials Sophomore Year Laboratory Hrs. Fall Semester 3 ME 311 — Mechanics of Fluids I 2 CE 201 — Civil Engineering Design 3 Theological Perspectives Graphics 16 Total 2 CE 223 — Surveying Hrs. Spring Semester 3 CHM 208— General Chemistry II 3 CE 315 — Transportation Engineering 3 EGR 211 — Engineering Mechanics — 2 CE 352 — Structural Analysis II Statics

*For transfer students who have not had an Introduction to Engineering course, the dean may approve the sub- stitution of another technical course, provided these students transfer in 30 or more hours of technical courses. †Approved upper-division technical electives (12 hours — 9 hours in CE). ‡Approved science elective. 110 SCHOOL OF ENGINEERING 4 MTH 301— Vector Calculus 3 THE 205 — Biblical Tradition and Culture Electrical Engineering 17 Total and Computer Science Hrs. Spring Semester Robert J. Albright, Ph.D., P.E., chair 1 EGR 213 — Introduction to Dynamics Steven R. Vegdahl, Ph.D., associate chair 3 EGR 322 — Strength of Materials 2 EGR 360 — Analysis of Engineering Data The academic programs of electrical engi- 3 ENV 385 — Environmental Microbiology neering and computer science are estab- 3 MTH 321— Ordinary Differential lished within the mission of the School of Equations Engineering to provide high quality pro- 3 PHL 220 — Ethics fessional specialization in the context of a 15 Total strong liberal arts education at the Junior Year University of Portland. Hrs. Fall Semester 3 CE 321 — Geotechnical Engineering Electrical Engineering, B.S.E.E. 3 CE 351 — Structural Analysis I Electrical engineering is a broad field of 1 CE 371 — Geotechnical Laboratory study and practice that encompasses 3 EGR 351 — Engineering Economics many specialties, including electronics, 3 ME 311 — Mechanics of Fluids I computers, communication systems, con- 3 Theological Perspectives trol systems, and power systems. 16 Total Specific objectives of the electrical engi- Hrs. Spring Semester 3 CE 315 — Transportation Engineering neering program are: 3 CE 362 — Hydraulic Engineering [1] Prepare students for entry-level posi- 3 CE 367 — Environmental Engineering tions and graduate school. 1 CE 376 — Environmental Engineering [2] Prepare graduates who have a broad Laboratory background in fundamentals and the abili- 3 ENV 386 — Environmental Chemistry ty to solve problems. 3 *Technical elective [3] Prepare graduates who possess techni- 16 Total cal proficiency and sound judgement. Senior Year [4] Prepare graduates who are competent Hrs. Fall Semester in written and oral communication, and 3 CE 401 — Computational Methods in possess computer proficiency. Civil Engineering [5] Prepare graduates who have an under- 3 CE 466 — Water and Wastewater Design standing of professional issues such as eco- 2 CE 481 — Civil Engineering Senior nomics, ethics, teamwork, and leadership. Design Project I [6] Provide a stimulating environment 3 FA 207 — Fine Arts and promote life long learning. 3 History 3 *Technical elective The program of study provides both 17 Total breadth and depth of topics in a progres- Hrs. Spring Semester sion of course work, beginning with a 1 CE 400 — Environmental Engineering foundation of mathematics, science, and Seminar engineering fundamentals during the 3 CE 482 — Civil Engineering Senior freshman and sophomore years. Courses Design Project II during the junior year provide additional 1 ENV 387 — Environmental Laboratory theoretical foundation and laboratory ex- 6 *Technical electives perience. Capstone course work during 3 Social science 14 Total the senior year enables students to pursue 127 Total for four years special areas of interest through in-depth analysis, experimentation, and design. Development of written and oral commu- nication skills and teamwork are incorpo- rated as important components of the edu- cational experience.

*Approved upper-division technical electives (12 hours — 9 hours in CE). SCHOOL OF ENGINEERING 111 The electrical engineering program of- 4 MTH 201— Calculus I fers study in two tracks: the electrical 4 MTH 202— Calculus II track and the computer track. The tracks 4 MTH 301— Vector Calculus have a common foundation of study and 3 MTH 321— Ordinary Differential differ only in emphasis, primarily during Equations 4 PHY 204 — General Physics Lecture and the senior year. Students selecting the Lab electrical track can focus on two or more 4 PHY 205 — General Physics Lecture and complementary subject areas of electrical Lab engineering. Students selecting the com- Common Electrical Engineering puter track of electrical engineering can Requirements — 48 hours focus on the hardware, software, and appli- Hrs. cation aspects of computers. 3 CS 203 — Computer Science I The electrical engineering program leads 1 CS 273 — Computer Science to a bachelor of science in electrical engi- Laboratory I neering degree, regardless of the chosen 3 CS 303 — Data Structures I track. The program is accredited by the 2 EE 111 — Introduction to Multimedia Engineering Accreditation Commission of Processing the Accreditation Board for Engineering 3 EE 231 — Logic Design 3 EE 261 — Electrical Circuits and Technology, Inc. (EAC/ABET). 3 EE 262 — Signals and Systems Core and College Requirements — 27 hours 1 EE 271 — Electrical Circuits Laboratory Hrs. 3 EE 301 — Electromagnetic Fields 3 ENG 112 — Introduction to Literature 3 EE 332 — Digital Systems Design 3 FA 207 — Fine Arts 3 EE 333 — Computer Organization 3 History (see Core Curriculum, pg. 8-9) 3 EE 351 — Electronic Circuits I 6 Social science (see Core Curriculum, pg. 3 EE 352 — Electronic Circuits II 8-9) 1 EE 371 — Electronic Circuits Laboratory 6 Philosophy (PHL 150, PHL 220) 1 EE 373 — Digital Logic Laboratory 9 Theology (THE 101, THE 205; upper-di- 3 EE 480 — Senior Design Project vision theology elective. The upper-divi- Preparation sion theology elective may be a 3 EE 481 — Senior Design Project Theological Perspectives (THEP) class 3 ME 331 — Fundamental Thermo- that can be used to satisfy the distribu- dynamics tion requirements of both theology and a 3 †Restricted science or math elective companion subject.) Electrical Track Requirements — 21 hours A number of options are available for Hrs. Theological Perspectives courses which fulfill 3 EE 403 — Communication Systems the requirements of both an upper-division the- 3 EGR 404 — Automatic Control Systems ology course and a companion core course. 3 ‡Restricted electrical track elective Students are required to consult with their advi- 12 Electrical track electives sors regarding this issue. Total Credit Hours — 130 Mathematics and science requirements in Computer Track Requirements — 21 hours the core curriculum are satisfied by Calculus Hrs. and General Physics. 3 CS 304 — Data Structures II Common Engineering Requirements — 34 3 EE 433 — Microprocessor Interfacing hours and Communications Hrs. 3 CS 446 — Operating Systems 3 CHM 207— General Chemistry I 12 Computer track electives 1 CHM 277— General Chemistry Lab Total Credit Hours — 130 2 *EGR 110 — Introduction to Engineering 3 EGR 351 — Engineering Economics 2 EGR 360 — Analysis of Engineering Data

*For transfer students who have not had an Introduction to Engineering course, the dean may approve the substitution of another technical course, provided these students transfer in 30 or more hours of technical courses. †BIO 205, CHM 208, PHY 306, MTH 341, or any other science or mathematics course approved by the elec- trical engineering faculty. ‡EE 420, EE 433, or EE 438. 112 SCHOOL OF ENGINEERING Sample Program: Electrical Track Hrs. Spring Semester Freshman Year 3 EE 301 — Electromagnetic Fields Hrs. Fall Semester 3 EE 352 — Electronic Circuits II 2 *EGR 110 — Introduction to Engineering 1 EE 371 — Electronic Circuits Laboratory 4 MTH 201— Calculus I 3 EE 403 — Communication Systems 3 PHL 150 — Introductory Philosophy 3 Social Science 4 PHY 204 — General Physics Lecture and 3 ‡Restricted electrical track elective Lab 16 Total 3 THE 101 — Introduction to Religion and Theology Senior Year 16 Total Hrs. Fall Semester 3 EE 480 — Senior Design Project Hrs. Spring Semester 3 CHM 207— General Chemistry I Preparation 1 CHM 277 — General Chemistry Laboratory 3 EGR 351 — Engineering Economics 2 EE 111 — Introduction to Multimedia 6 § Electrical track electives Processing 3 †Restricted science or math elective 3 ENG 112 — Introduction to Literature 15 Total 4 MTH 202— Calculus II Hrs. Spring Semester 4 PHY 205 — General Physics Lecture and 3 EE 481 — Senior Design Project Lab 3 History 6 §Electrical track electives 17 Total 3 FA 207 — Fine Arts Sophomore Year 15 Total 130 Total for four years Hrs. Fall Semester 3 CS 203 — Computer Science I 1 CS 273 — Computer Science Sample Program: Computer Track Laboratory I Freshman Year 3 EE 231 — Logic Design Hrs. Fall Semester 3 EE 261 — Electrical Circuits 2 *EGR 110 — Introduction to Engineering 1 EE 271 — Electrical Circuits Laboratory 4 MTH 201— Calculus I 3 MTH 321— Ordinary Differential 3 PHL 150 — Introductory Philosophy Equations 4 PHY 204 — General Physics Lecture/Lab 3 THE 205 — Biblical Tradition and 3 THE 101 — An Introduction to Religion Culture and Theology 17 Total 16 Total Hrs. Spring Semester Hrs. Spring Semester 3 CS 303 — Data Structures I 3 CHM 207— General Chemistry I 3 EE 262 — Signals and Systems 1 CHM 277— General Chemistry Lab 3 EE 332 — Digital Systems Design 2 EE 111 — Introduction to Multimedia 1 EE 373 — Digital Logic Laboratory Processing 4 MTH 301— Vector Calculus 3 ENG 112 — Introduction to Literature 3 PHL 220 — Ethics 4 MTH 202— Calculus II 17 Total 4 PHY 205 — General Physics Lecture, Lab 17 Total Junior Year Sophomore Year Hrs. Fall Semester 3 EE 333 — Computer Organization Hrs. Fall Semester 3 CS 203 — Computer Science I 3 EE 351 — Electronic Circuits I 1 CS 273 — Computer Science 2 EGR 360 — Analysis of Engineering Data Laboratory I 3 EGR 404 — Automatic Control Systems 3 EE 231 — Logic Design 3 Theological Perspectives 3 EE 261 — Electrical Circuits 3 ME 331 — Fundamental Thermodynamics 1 EE 271 — Electrical Circuits Laboratory 17 Total *For transfer students who have not had an Introduction to Engineering course, the dean may approve the substitution of another technical course, provided these students transfer in 30 or more hours of technical courses. †BIO 205, CHM 208, PHY 306, MTH 341, or any other science or mathematics course approved by the elec- trical engineering faculty. ‡EE 420, EE 433, or EE 438. §Chosen from a list of approved courses. SCHOOL OF ENGINEERING 113 3 MTH 321— Ordinary Differential ence program are: Equations [1] Prepare students for entry-level posi- 3 THE 205 — Biblical Tradition and tions and graduate school. Culture [2] Prepare graduates who have a broad 17 Total background in fundamentals and the abili- Hrs. Spring Semester 3 CS 303 — Data Structures I ty to solve problems. 3 EE 262 — Signals and Systems [3] Prepare graduates who possess techni- 3 EE 332 — Digital Systems Design cal proficiency and sound judgement. 1 EE 373 — Digital Logic Laboratory [4] Prepare graduates who are competent 4 MTH 301— Vector Calculus in written and oral communication, and 3 PHL 220 — Ethics possess computer proficiency. 17 Total [5] Prepare graduates who have an under- Junior Year standing of professional issues such as eco- Hrs. Fall Semester nomics, ethics, teamwork, and leadership. 3 EE 333 — Computer Organization [6] Provide a stimulating environment 3 CS 304 — Data Structures II and promote life long learning. 3 EE 351 — Electronic Circuits I The program of study provides both 2 EGR 360 — Analysis of Engineering Data breadth and depth of topics in a progres- 3 ME 331 — Fundamental sion of course work, beginning with a Thermodynamics foundation of mathematics and computer 3 Theological Perspectives science fundamentals during the fresh- 17 Total man and sophomore years. Courses dur- Hrs. Spring Semester 3 EE 301 — Electromagnetic Fields ing the junior year provide additional the- 3 EE 352 — Electronic Circuits II oretical and practical background in com- 1 EE 371 — Electronic Circuits Laboratory puter science. Capstone course work dur- 3 EE 433 — Microprocessor Interfacing ing the senior year enables students to and Communications pursue their areas of interest through in- 3 CS 446 — Operating Systems depth analysis, experimentation, and de- 3 Social Science sign. Development of written and oral 16 Total communication skills and teamwork are Senior Year incorporated as important components of Hrs. Fall Semester the educational experience. 3 EE 480 — Senior Design Project The computer science program leads to a Preparation bachelor of science in computer science 3 EGR 351 — Engineering Economics degree. The program is accredited by the 6 * Computer track electives Computing Accreditation Commission of 3 †Restricted science or math elective the Accreditation Board for Engineering 15 Total and Technology, Inc. (CAC/ABET). Hrs. Spring Semester 3 EE 481 — Senior Design Project Core and College Requirements — 30 hours 3 History 3 ENG 112 — Introduction to Literature 6 * Computer track electives 3 FA 207 — Fine Arts 3 FA 207 — Fine Arts 3 History (see Core Curriculum, pg. 8-9) 15 Total 6 Social Science (see Core Curriculum, pg. 130 Total for four years 8-9) 6 Philosophy (PHL 150, PHL 220) Computer Science, B.S.C.S. 9 Theology (THE 101, THE 205; upper- Computer science is a dynamic field of division theology elective. The upper- study and practice that encompasses many division theology elective may be a Theological Perspectives (THEP) class. aspects including programming languages, Mathematics and science requirements in the data structures, computer organization, the- core curriculum are satisfied by Calculus and ory, and software design and development. General Physics. Specific objectives of the computer sci- *Chosen from a list of approved courses. †BIO 205, CHM 208, PHY 306, MTH 341, or any other science or mathematics course approved by electri- cal engineering faculty. 114 SCHOOL OF ENGINEERING Computer Science Requirements — 97 hours Hrs. Spring Semester Hrs. 3 CS 203 — Computer Science I 3 CS 203 — Computer Science I 1 CS 273 — Computer Science Labora- 3 CS 204 — Computer Science II tory I 1 CS 273 — Computer Science Laboratory I 3 ENG 112 — Introduction to Literature 1 CS 274 — Computer Science 4 MTH 202 — Calculus II Laboratory II 4 PHY 205 — General Physics Lecture/Lab 3 CS 303 — Data Structures I 15 Total 3 CS 304 — Data Structures II 3 CS 352 — Programming Languages Sophomore Year 1 CS 373 — Data Structures Laboratory Hrs. Fall Semester 1 CS 374 — Computing Systems 3 CS 204 — Computer Science II Laboratory 1 CS 274 — Computer Science Labora- 2 CS 400 — Seminar tory II 3 CS 411 — Analysis of Algorithms 3 MTH 311 — Discrete Structures 3 CS 441 — Software Engineering 3 Social Science Elective 3 CS 446 — Operating Systems 3 THE 205 — Biblical Tradition and 3 CS 451 — Theory of Computation Culture 3 CS 452 — Compiler Design 4 †Restricted science elective and laboratory 3 CS 480 — Senior Design Project 17 Total Preparation Hrs. Spring Semester 3 CS 481 — Senior Design Project 3 CS 303 — Data Structures I 3 EE 231 — Logic Design 1 CS 373 — Data Structures Laboratory 3 EE 333 — Computer Organization 3 EE 231 — Logic Design 2 EGR 110 — Introduction to Engineering 3 ‡ Math or science elective 4 MTH 201 — Calculus I 3 MTH 341 — Introduction to Linear Algebra 4 MTH 202— Calculus II 3 PHL 220 — Ethics 3 MTH 311 — Discrete Structures 16 Total 3 MTH 341— Introduction to Linear Algebra Junior Year 3 MTH 461— Probability and Statistics I Hrs. Fall Semester 4 PHY 204 — General Physics Lecture and 3 CS 304 — Data Structures II Lab 1 CS 374 — Computing Systems Lab 4 PHY 205 — General Physics Lecture and 3 ‡Computer Science elective Lab 3 EE 333 — Computer Organization 15 ‡Computer science electives 3 History 4 †Restricted science elective and laboratory 3 MTH 461— Probability and Statistics I 3 ‡Math or science elective 16 Total Total Credit Hours—127 Hrs. Spring Semester 3 CS 352 — Programming Languages Sample Program 3 CS 411 — Analysis of Algorithms Freshman Year 6 ‡Computer science electives 3 Social Science Hrs. Fall Semester 15 Total 2 *EGR 110 — Introduction to Engineering 4 MTH 201 — Calculus I Senior Year 3 PHL 150 — Introductory Philosophy Hrs. Fall Semester 4 PHY 204 — General Physics Lecture and 3 CS 441 — Software Engineering Lab 3 CS 451 — Theory of Computation 3 THE 101 — An Introduction to Religion 3 CS 480 — Senior Design Project and Theology Preparation 16 Total 2 CS 400 — Seminar 3 FA 207 — Fine Arts 3 ‡Computer science elective 17 Total *For transfer students who have not had an Introduction to Engineering course, the dean may approve the substitution of another technical course, provided these students transfer in 30 or more hours of technical courses. †BIO 206/276, CHM 207/277, or PHY 306/376. ‡Chosen from a list of approved courses. SCHOOL OF ENGINEERING 115 Hrs. Spring Semester riculum has been designed with the goals 3 CS 446 — Operating Systems of educating students in engineering 3 CS 452 — Compiler Design analysis, design, computational methods 3 CS 481 — Senior Design Project and modern experimental and data analy- 3 ‡Computer science elective 3 Theology elective (400-level) sis techniques. The students develop the 15 Total ability to formulate problems, synthesize 127 Total for four years information, think creatively, communi- cate clearly and effectively, and work in Computer Science Minor teams. A minor in computer science is available Mechanical engineering encompasses a for those students who may want to add wide variety of specialties ranging from this option to their major program of study. machinery, surface and space vehicles, Requirements for the minor are listed material handling systems, and manufac- below: turing complexes to energy conversion 3 CS 204 — Computer Science II and utilization and fluid power. 1 CS 274 — Computer Science Lab II The program offers coursework in all of 3 CS 303 — Data Structures I the above areas beginning with mathe- 3 CS 304 — Data Structures II matics and science topics in the freshman 2 CS 373 and CS 374 Data Structures Laboratory and Computing Systems year and engineering science courses in Laboratory the sophomore year. Junior and senior 6 Upper division computer science courses year curriculum is devoted to analysis and 18 Total design aspects of mechanical engineering. For engineering students, the 6 credits of Technical electives in various specialties upper division computer science courses are available for students to pursue their must be in addition to any that are used to particular fields of interest. satisfy the requirements for their major. Throughout the four-year curriculum, emphasis is placed on teamwork and co- Mechanical Engineering, operation, good oral and written commu- nication skills, and hands-on laboratory B.S.M.E. and project work to graduate well-rounded Kenneth E. Lulay, Ph.D., P.E., chair engineers from the program. The mechanical engineering program at the The mechanical engineering program University of Portland is an integral part of leads to a bachelor of science in mechanical the School of Engineering, and as such engineering (B.S.M.E.) degree accredited by provides for an excellent engineering edu- the Engineering Accreditation Commission cation based on a strong liberal arts foun- of the Accreditation Board for Engineering dation. The major program objectives are: and Technology, Inc. (EAC/ABET). [1] Prepare students for entry-level posi- Core and College Requirements — 27 hours tions and graduate school. Hrs. [2] Prepare graduates who have a broad 3 ENG 112 — Introduction to Literature background in fundamentals and the abili- 3 FA 207 — Fine Arts ty to solve problems. 3 History (see Core Curriculum, pg. 8-9) [3] Prepare graduates who possess techni- 6 Social science (see Core Curriculum, pg. 8-9) cal proficiency and sound judgement. 6 Philosophy (PHL 150, PHL 220) [4] Prepare graduates who are competent 9 Theology (THE 101, THE 205; upper-di- in written and oral communication, and vision theology elective. The upper-divi- possess computer proficiency. sion theology elective may be a [5] Prepare graduates who have an under- Theological Perspectives (THEP) class standing of professional issues such as eco- that can be used to satisfy the distribu- nomics, ethics, teamwork, and leadership. tion requirements of both theology and a [6] Provide a stimulating environment companion subject.) and promote life long learning. A number of options are available for Theological Perspectives courses which fulfill To achieve the above objectives, the cur- the requirements of both an upper-division the-

‡Chosen from a list of approved courses. 116 SCHOOL OF ENGINEERING ology course and a companion core course. 2 ME 481 — Mechanical Engineering Students are required to consult with their advi- Project I sors regarding this issue. 2 ME 482 — Mechanical Engineering Mathematics and science requirements Project II in the core curriculum are satisfied by Calculus 3 †Restricted math or science elective and General Physics. 12 ‡Technical electives Common Engineering Requirements — Total Credit Hours — 129 34 hours Hrs. Sample Program 3 CHM 207— General Chemistry I Freshman Year 1 CHM 277— General Chemistry Lab Hrs. Fall Semester 2 * EGR 110 — Introduction to Engineering 2 *EGR 110 — Introduction to Engineering 3 EGR 351 — Engineering Economics 4 MTH 201— Calculus I 2 EGR 360 — Analysis of Engineering Data 3 PHL 150 — Introductory Philosophy 4 MTH 201— Calculus I 4 PHY 204 — General Physics Lecture and 4 MTH 202— Calculus II Lab 4 MTH 301— Vector Calculus 3 THE 101 — An Introduction to Religion 3 MTH 321— Ordinary Differential and Theology Equations 16 Total 4 PHY 204 — General Physics Lecture/Lab Hrs. Spring Semester 4 PHY 205 — General Physics Lecture/Lab 3 CHM 207— General Chemistry I Mechanical Engineering Requirements — 1 CHM 277— General Chemistry 68 hours Laboratory Hrs. 3 ENG 112 — Introduction to Literature 1 CS 201 — Introduction to Scientific 2 ME 111 — Engineering Graphics Programming 4 MTH 202— Calculus II 3 EE 261 — Electrical Circuits 4 PHY 205 — General Physics Lecture/Lab 1 EE 271 — Electrical Circuits Laboratory 17 Total 3 EGR 211 — Engineering Mechanics— Statics Sophomore Year 3 EGR 212 — Engineering Mechanics— Hrs. Fall Semester Dynamics 1 CS 201 — Introduction to Scientific 3 EGR 221 — Materials Science Programming 1 EGR 270 — Materials Laboratory 3 EGR 211 — Engineering Mechanics— 3 EGR 322 — Strength of Materials Statics 2 ME 111 — Engineering Graphics 3 EGR 221 — Materials Science 2 ME 301 — Mechanical Engineering 2 EGR 360 — Analysis of Engineering Data Analysis 4 MTH 301— Vector Calculus 3 ME 304 — Computer-Aided 3 THE 205 — Biblical Tradition and Engineering Culture 3 ME 311 — Mechanics of Fluids I 16 Total 2 ME 312 — Mechanics of Fluids II Hrs. Spring Semester 3 ME 331 — Fundamental Thermo- 3 EE 261 — Electrical Circuits dynamics 1 EE 271 — Electrical Circuits Laboratory 2 ME 332 — Applied Thermodynamics 3 EGR 212 — Engineering Mechanics 3 ME 336 — Heat Transfer Dynamics 3 ME 341 — Modern Manufacturing 1 EGR 270 — Materials Laboratory Processes 3 EGR 322 — Strength of Materials 2 ME 351 — Mechanical Systems 3 MTH 321— Ordinary Differential Laboratory Equations 1 ME 374 — Fluids Laboratory 3 PHL 220 — Ethics 1 ME 376 — Thermodynamics Laboratory 17 Total 4 ME 401 — Machine Design

*For transfer students who have not had an Introduction to Engineering course, the dean may approve the substitution of another technical course, provided these students transfer in 30 or more hours of technical courses. †BIO 205, BIO 207, CHM 208, PHY 3xx, MTH 3xx, or any other science or mathematics course approved by mechanical engineering faculty. ‡Approved upper-division technical electives (12 hours). SCHOOL OF ENGINEERING 117 Junior Year background in fundamentals and the ability Hrs. Fall Semester to solve problems. 0 ME 300 — Junior Workshop [3] Prepare graduates who possess techni- 2 ME 301 — Mechanical Engineering cal proficiency and sound judgement. Analysis [4] Prepare graduates who are competent 3 ME 304 — Computer-Aided Engineering in written and oral communication, and 3 ME 311 — Mechanics of Fluids I possess computer proficiency. 3 ME 331 — Fundamental Thermo- [5] Prepare graduates who have an under- dynamics standing of professional issues such as eco- 3 ME 341 — Modern Manufacturing nomics, ethics, teamwork, and leadership. Processes [6] Provide a stimulating environment 2 ME 351 — Mechanical Systems and promote life long learning. Laboratory Typical fields of activity for graduates are in 16 Total manufacturing and production, scheduling, Hrs. Spring Semester 2 ME 312 — Mechanics of Fluids II quality control, technical marketing, sales 2 ME 332 — Applied Thermodynamics engineering, field work, contract supervi- 3 ME 336 — Heat Transfer sion, and construction management. Some 1 ME 374 — Fluids Laboratory graduates will become entrepreneurs. 4 ME 401 — Machine Design Students who wish to lead research or design 3 Theological Perspectives projects should obtain a bachelor’s degree in 15 Total an appropriate engineering specialization. The course of study includes the same Senior Year mathematics, science, basic engineering, Hrs. Fall Semester and liberal arts courses as the other engi- 1 ME 376 — Thermodynamics Laboratory 2 ME 481 — Mechanical Engineering neering disciplines. However, some of the Project I upper-division engineering courses are re- 6 ‡Technical electives placed with courses in economics, account- 3 †Restricted math or science elective ing, and marketing and management. The 3 University core student has ample opportunity to take 15 Total electives. These can be chosen from civil, Hrs. Spring Semester electrical, and mechanical engineering, and 3 EGR 351 — Engineering Economics from marketing and management, account- 2 ME 482 — Mechanical Engineering ing, and finance. Project II 6 ‡Technical electives The engineering management program 6 University core leads to a bachelor of science in engineer- 17 Total ing management (B.S.E.M.) degree. 129 Total for four years Core and College Requirements — 27 hours Engineering Hrs. Management, B.S.E.M. 3 ENG 112 — Introduction to Literature Khalid H. Khan, Ph.D., chair 3 FA 207 — Fine Arts 3 History (see Core Curriculum, pg. 8-9) Many engineering students wish to pursue 6 Social science (see Core Curriculum, pg. a management-oriented career rather than 8-9) a career in research or design. The engi- 6 Philosophy (PHL 150, PHL 220) neering management program is aimed at 9 Theology (THE 101, THE 205; upper-di- these students. Specific objectives of the vision theology elective. The upper-divi- Engineering Management program are: sion theology elective may be a [1] Prepare students for entry-level posi- Theological Perspectives (THEP) class that can be used to satisfy the distribu- tions and graduate school. tion requirements of both theology and a [2] Prepare graduates who have a broad companion subject.)

†BIO 205, BIO 207, CHM 208, PHY 3xx, MTH 3xx, or any other science or mathematics course approved by mechanical engineering faculty. ‡Approved upper-division technical electives (12 hours). 118 SCHOOL OF ENGINEERING A number of options are available for 3 †Restricted math or science elective Theological Perspectives courses which fulfill 12 ‡Technical electives the requirements of both an upper-division the- 3 # Restricted technical elective ology course and a companion core course. 6 §Business electives Students are required to consult with their advi- Total Credit Hours —123 sors regarding this issue. Mathematics and science requirements Sample Program in the core curriculum are satisfied by Calculus and General Physics. Freshman Year Hrs. Fall Semester Common Engineering Requirements — 2 * EGR 110 — Introduction to Engineering 34 hours 4 MTH 201— Calculus I 3 PHL 150 — Introductory Philosophy Hrs. 3 CHM 207— General Chemistry I 4 PHY 204 — General Physics Lecture/Lab 1 CHM 277— General Chemistry Laboratory 3 THE 101 — An Introduction to Religion 2 * EGR 110 — Introduction to Engineering and Theology 3 EGR 351 — Engineering Economics 16 Total 2 EGR 360 — Analysis of Engineering Data Hrs. Spring Semester 4 MTH 201 — Calculus I 3 CHM 207— General Chemistry I 4 MTH 202— Calculus II 1 CHM 277— General Chemistry Laboratory 4 MTH 301— Vector Calculus 3 ENG 112 — Introduction to Literature 3 MTH 321— Ordinary Differential 2 ME 111 — Engineering Graphics Equations 4 MTH 202— Calculus II 4 PHY 204 — General Physics Lecture and 4 PHY 205 — General Physics Lecture/Lab 17 Total Lab 4 PHY 205 — General Physics Lecture and Sophomore Year Lab Hrs. Fall Semester 3 BUS 209 — Financial Accounting Engineering Management 1 CS 201 — Introduction to Scientific Requirements — 62 hours Programming Hrs. 3 EGR 211 — Engineering Mechanics Statics 3 BUS 200 — Entrepreneurial Marketing 3 EGR 221 — Materials Science 3 BUS 209 — Financial Accounting 4 MTH 301— Vector Calculus 3 BUS 210 — Managerial Accounting 3 THE 205 — Biblical Tradition and Culture 3 BUS 305 — Business Finance 17 Total 3 BUS 360 — Organizational Behavior Hrs. Spring Semester 3 BUS 361 — Technology and Operations 3 BUS 200 — Entrepreneurial Marketing Management 3 EE 231 — Logic Design 1 CS 201 — Introduction to Scientific or Programming EGR 322 — Strength of Materials 3 ECN 121 — Principles of 1 EGR 270 — Materials Laboratory Microeconomics 2 EGR 360 — Analysis of Engineering Data 3 EE 231 — Logic Design 3 PHL 220 — Ethics or 3 University core 3 EGR 322 — Strength of Materials 15 Total 3 EGR 211 — Engineering Mechanics — Statics Junior Year 3 EGR 221 — Materials Science Hrs. Fall Semester 1 EGR 270 — Materials Laboratory 3 BUS 305 — Business Finance 2 EGR 481 — Capstone Project 3 BUS 360 — Organizational Behavior 2 EGR 482 — Capstone Project 3 ECN 121 — Principles of Micro- 2 ME 111 — Engineering Graphics economics

*For transfer students who have not had an Introduction to Engineering course, the dean may approve the substitution of another technical course, provided these students transfer in 30 or more hours of technical courses. †CHM 208, PHY 317, MTH 322, MTH 341, or any other science or mathematics course approved by the program chair. ‡Technical electives approved by the program chair (12 hours). §Business electives (6 hours) approved by the program chair. #CE 301 and CE 372, EE 333, or ME 331. SCHOOL OF ENGINEERING 119 3 MTH 321— Ordinary Differential Equations 3 Theological Perspectives 15 Total Hrs. Spring Semester 3 BUS 210 — Managerial Accounting 3 EGR 351 — Engineering Economics 3 †Restricted math or science elective 3 ‡Technical elective or 3 # Restricted technical elective 3 University core 15 Total Senior Year Hrs. Fall Semester 3 BUS 361 — Technology and Operations Management 2 EGR 481 — Capstone Project 3 ‡Technical elective 3 ‡Technical elective or 3 # Restricted technical elective 3 University core 14 Total Hrs. Spring Semester 6 §Business electives 6 ‡Technical electives 2 EGR 482 — Capstone Project 14 Total 123 Total for four years

‡Technical electives approved by the program chair (12 hours). §Business electives (6 hours) approved by the program chair. #CE 301 and CE 372, EE 333, or ME 331. SCHOOL OF NURSING 121 School of Nursing

Joanne Rains Warner, D.N.S., dean Susan Randles Moscato, Ed.D., associate dean Carol Craig, Ph.D., associate dean Faculty: Banks, Bell, Cameron, Chorpenning, Copeland, Craig, Davis Sills, Decker, Firestone, Gatlin, Kaakinen, Krautscheid, Martin, Moscato, Napolitano, Oakes, O’Lynn, Orton, Potter, Rosenstiel, Shillam, Simmons,, Stragnell, Veltri, Vines, Warner, Wilson-Anderson, Woo

he School of Nursing offers a bachelor of science in nursing, a master of science degree in nursing, and a doctorate of nursing practice. Con- Tvinced of the intrinsic dignity of the human person, the University be- lieves that the best interests of nurses and, through them, of the persons to whom they minister, can most effectively be met and maintained by a program of stud- ies integrating the professional courses with those primarily designed to develop the humane qualities of the students. Professional nursing is a therapeutic profession with responsibilities of judg- ment, interpretive thinking, and critical analysis. Professional nurses must take their places as contributing, self-reliant members of the health team. In order to do this they must develop a broad understanding of people, of society, and of current health needs. They need to be able to discern changes in the social pat- terns and to develop a readiness to meet problems of the future. The upper-division major, in combination with a blend of the humanities and sciences, enables students to construct a substantial framework on which they may continue to build through experience and further academic study. Accreditation: The School of Nursing is approved by the Oregon State Board of Nursing, is accredited by the Commission on Collegiate Nursing Education (CCNE), and is a member of the American Association of Colleges of Nursing. Professional by concentrated study in the professional nursing major. The program provides the Society students with the opportunity to develop Omicron Upsilon, the University of Port- competency in the assessment of health land School of Nursing’s chapter of Sigma needs and in the promotion, maintenance, Theta Tau International Honor Society, in- and restoration of health. A rich variety of vites to membership seniors and graduate settings are utilized to reflect the array of students who have demonstrated superior actual and potential health problems expe- academic achievement in nursing. Award- rienced by individuals, families, and com- ing membership encourages, fosters, and munities throughout the life cycle. actively supports further professional de- The baccalaureate graduate of the School velopment, thus promoting nursing schol- of Nursing will be a: arship, leadership, creativity, and [1] Knowledge user: Practices theory- commitment to nursing. guided, evidence-based nursing care repre- sentative of the various ways of knowing. Program Outcomes [2] Critical thinker: Demonstrates out- The baccalaureate program in nursing at come-directed clinical reasoning in the the University provides students with a lib- delivery and management of safe client- eral arts and science foundation followed centered nursing care. 122 SCHOOL OF NURSING [3] Spiritual carer: Promotes the spiritual use a PC for word processing, e-mail, and dimension of health directed toward issues access to the Internet) is required. of meaning, hope, and faith. [4] Culturally competent provider: Pro- Student Handbook vides respectful and holistic care within a The School of Nursing handbook is avail- diverse and changing society. able on the School of Nursing website. Stu- [5] Steward: Uses physical, fiscal, and dents have the responsibility to acquaint human resources to achieve quality, safe, themselves with its contents and are held and effective outcomes. accountable for all statements therein. [6] Effective communicator: Communi- cates appropriately and effectively with Career Opportunities clients, health care team members, stake- The curriculum is designed to prepare holders, policy-makers, and the public. graduates for the practice of professional [7] Healthcare leader: Provides leadership nursing in a variety of settings. Graduates in the design, delivery, management, and of this program are eligible to sit for the evaluation of health care. NCLEX-RN, a requirement in all states to [8] Healthcare advocate: Advocates for obtain professional R.N. licensure. Stu- clients, society, and the nursing profession dents/graduates may apply for appoint- by applying principles of ethics, legal ments in the Air Force, Army, or Navy frameworks, and social justice in the pro- nurse programs. vision of healthcare. [9] Professional nurse: Incorporates the Providence Scholars values and standards of the nursing profes- sion in practice. Program The Providence Scholars program, a part- Admission nership between Providence Health and Requirements Services (PHS) and the University of Port- land, was created to address the national Applicants for admission must meet the nursing shortage. Undergraduates selected general entrance requirements of the Uni- to be Providence Scholars will have 100 versity as set forth in the general informa- percent of their tuition paid by PHS and tion section of this Bulletin. Students may the University of Portland. The Provi- be admitted as freshmen or transfer stu- dence Scholars program applies to the ju- dents into the School of Nursing. All enter- nior and senior years of the undergraduate ing freshmen will have completed a high nursing program (bachelor of science in school- or college-level general chemistry nursing). The student will sign a three- course prior to enrolling in BIO 205. All year employment contract with PHS in ex- entering freshmen whose recentered change for tuition coverage. score is less than 530 on the verbal SAT, or its equivalent, must take ENG 107. Program Requirements Acceptance into upper-division nursing courses is dependent upon: The program is eight semesters and one [1] A cumulative G.P.A. of 2.70 or above. summer session in length. Electives will [2] A cumulative G.P.A. of 2.70 or above in be individually planned considering the the required sciences with a minimum student’s interests, ability, and schedule grade of C in each required science course. requirements. The requirement for gradu- Pass/No Pass grades are not allowed. ation is 120 semester hours. [3] Completion of all the prerequisite Students must receive a grade of C or bet- course work. Lower-division credit may be ter in all nursing courses and a grade of taken at any accredited college or university, Pass (P) in NRS 498. but only courses graded C or above will be The school retains only those students accepted. Courses graded Pass/No Pass will who satisfy the requirements of scholar- not be accepted in transfer. ship, health, and professionalism for nurs- Computer experience/literacy (ability to ing. Students must consistently demonstrate academic integrity and ethi- SCHOOL OF NURSING 123 cal conduct. Students must fulfill the re- 2 NRS 418 — Nursing of Families quirements for the classroom and clinical 6 NRS 421 — Advanced Physiological components of the major. Students must Nursing (includes 135 clini- pass a two-part comprehensive exam prior cal hours) to graduation. 6 NRS 422 — Maternal-Child Nursing (includes 90 clinical hours) 4 NRS 424 — Applied Population Health Nursing, B.S.N. Nursing in a Multicultural The School of Nursing curriculum design Context (includes 90 clinical is as follows: hours) University Core Requirements — 39 hours 3 NRS 429 — Leadership in Professional Hrs. Nursing 3 FA 207 — Fine Arts 1 NRS 436 — Personal Preparation for 3 History Licensure 3 Literature 4 NRS 498 — Capstone Clinical Immer- 3 Mathematics (MTH 161 Elementary sion (includes 135 clinical Statistics satisfies the core mathematics hours) requirement) Total Credit Hours — 120 (includes 720 6 Science (BIO 307 Human Anatomy and total clinical hours) BIO 308 Human Physiology satisfy the core science requirement) Sample Program of Study 6 Social science (2 different disciplines) Below is a sample schedule for students 6 Philosophy who enter the BSN program as freshmen. 9 Theology (must include THE 448) Nursing students who wish to study Major Requirements — 81 hours abroad or to minor in another field of Hrs. study need to work with the nursing pro- 3 BIO 205 — Foundations of Biology gram counselor. 4 BIO 307/ 377 — Human Anatomy/Lab Freshman Year 4 BIO 308/ Hrs. Fall Semester 378 — Human Physiology/Lab 3 NRS 101 — Introduction to Nursing and 4 BIO 359/ Health Care 379 — Medical Microbiology/Lab 0 NRS 001 — First Year Workshop 3 MTH 161— Elementary Statistics 3 BIO 205 — Foundations of Biology 3 THE 448 — Theological Dimensions of 0 BIO 005 — BIO 205 Workshop Suffering and Death 3 PHL 150 — Introductory Philosophy 6 Electives 3 Social science 3 NRS 101 — Introduction to Nursing and 3 THE 101 — Introduction to Religion and Health Care Theology 3 NRS 202 — Nutrition 15 Total 3 NRS 203 — Life Processes and Health Hrs. Spring Semester Promotion Across the Life 3 FA 207 — Fine Arts Span 3 History 2 NRS 301 — Nursing Theory and Know- 3 Social science ing: Concepts and Issues 3 MTH 161 — Elementary Statistics 3 NRS 310 — Introduction to Population 3 ENG 112 — Introduction to Literature Health Nursing in a Multicul- 15 Total tural Context 2 NRS 311 — Communication in Nursing Sophomore Year 5 NRS 312 — Introduction to Professional Hrs. Fall Semester Nursing Practice (includes 3 BIO 308 — Human Physiology 45 lab/clinical hours) 1 BIO 378 — Laboratory 3 NRS 313 — Pathophysiology 3 BIO 359 — Medical Microbiology 3 NRS 315 — Pharmacotherapeutics 1 BIO 379 — Laboratory 4 NRS 321 — Psychiatric Mental Health 3 NRS 202 — Nutrition Nursing (includes 90 clinical 3 Elective hours) 14 Total 6 NRS 322 — Physiological Nursing (in- cludes 135 clinical hours) 3 NRS 414 — Evidence-based Nursing 124 SCHOOL OF NURSING Hrs. Spring Semester 3 BIO 307 — Human Anatomy 1 BIO 377 — Laboratory 3 THE 205 — Biblical Tradition and Culture 3 NRS 203 — Life Processes and Health Promotion Across the Life Span 3 PHL 220 — Ethics 3 Elective 16 Total

Junior Year Hrs. Fall Semester 2 NRS 301 — Nursing Theory and Know- ing: Concepts and Issues 3 NRS 310 — Introduction to Population Health Nursing in a Multicul- tural Context 2 NRS 311 — Communication in Nursing 5 NRS 312 — Introduction to Professional Nursing Practice 3 NRS 315 — Pharmacotherapeutics 15 Total Hrs. Spring Semester 3 NRS 313 — Pathophysiology 4 NRS 321 — Psychiatric Mental Health Nursing 6 NRS 322 — Physiological Nursing 13 Total

Senior Year Hrs. Summer Session 3 NRS 414 — Evidence-based Nursing 6 NRS 421 — Advanced Physiological Nursing 9 Total Hrs. Fall Semester 2 NRS 418 — Nursing of Families 6 NRS 422 — Maternal-Child Nursing 3 THE 448 — Theological Dimensions of Suffering and Death 11 Total Hrs. Spring Semester 4 NRS 424 — Applied Population Health Nursing in a Multicultural Context 3 NRS 429 — Leadership in Professional Nursing 1 NRS 436 — Personal Preparation for Licensure 4 NRS 498 — Capstone Clinical Immer- sion 12 Total 120 Total for Four Years GRADUATE SCHOOL 125 Graduate School

Thomas G. Greene, Ed.D., dean he Graduate School offers rigorous educational experiences in a person- alized learning environment. UP's graduate curricula are designed to Tprovide candidates with the cutting-edge knowledge and skills they need to provide insightful, global and ethical leadership within their professions, both now and into the future. University of Portland graduate education strives to: I.] Expand and deepen applied and conceptual knowledge in a particular disci- pline or profession, while also fostering the interdisciplinary exploration that can uncover new knowledge at intersections of disciplines and professional fields. II.] Offer an environment that supports degree completion and candidate suc- cess through rigorous and relevant coursework, personalized attention, and manageable program length. III.] Foster instructional experiences that are embedded with professional ethi- cal practices promoting respect, justice, sustainability, and other Catholic social teachings, while also wrestling with the paradoxes. IV.] Be accessible to all exceptionally qualified candidates. V. ] Connect respective industries, employers, and professions to the classroom to encourage entrepreneurship, professional internships, and practica. VI.] Employ innovative approaches that demand team-work, develop leader- ship through expert service, and require the highly developed communication and collaboration aptitudes necessary for global work and living. VII.] Conduct research and develop performance and capstone projects that in- tegrate multiple domains of knowledge and promote lifelong learning and habits of mind. The Graduate School encompasses 13 degree programs in eight academic areas, The courses, curricula and faculty are provided cooperatively by the Pamplin School of Business Administration, the Schools of Education, Engineer- ing, and Nursing, and the College of Arts and Sciences, Each program is admin- istered by a director within its school or department. These directors, together with the dean of the Graduate School, comprise the Graduate School Council.

Master of Education (M.Ed.) Degrees Offered Master of Arts in Teaching (M.A.T.) Business: Engineering: Master of Business Administration (M.B.A.) Master of Engineering (M.Eng.) Master of Science in Finance (M.S.F.) Music: Communications Studies: Master of Arts (M.A.) Master of Arts (M.A.) Nursing: Master of Science (M.S.) Master of Science (M.S.) Drama: Doctorate of Nursing Practice (D.N.P.) Master of Fine Arts (M.F.A.) Theology: Education: Master of Arts in Pastoral Ministry (M.A.) Master of Arts (M.A.) 126 GRADUATE SCHOOL the individual programs for the precise re- Academic quirements as some programs require Regulations more than 30 hours.) [7] G.P.A. of 3.00 is required in graduate The academic regulations listed in the courses for an advanced degree. opening section of this University Bulletin [8] A student must maintain a G.P.A. of also apply to graduate students with the 3.00 to remain in good standing. A student following modifications: who is not in good standing will be given [1] No student may register for more than specific conditions by the program direc- 12 semester hours of credit in a semester tor. If these conditions are not fulfilled, the or for more than nine semester hours of student will be dismissed from the Gradu- credit in summer school without the con- ate School by the dean of the Graduate sent of the dean of the Graduate School School. and the program director. (An extra three [9] Master’s degrees requiring 30 to 36 hours is automatically permitted in one semester hours must normally be com- summer for the 30-hour programs to allow pleted within a period of five years. Master’s for a degree to be earned in three summers.) degrees requiring 37 or more semester [2a] The grade of C is the lowest grade that hours must normally be completed within carries with it graduate credit. Courses re- a period of six years. In exceptional cases ceiving lower grades (e.g. C-) will not carry these periods may be extended by the graduate credit, but will be included in the dean of the Graduate School upon recom- student’s cumulative grade point average mendation of the graduate program direc- (G.P.A.) calculated according to the point tor. system described in the University Acade- [10] Students completing a master’s de- mic Regulations (IV. Grades and Credits). gree with a thesis requirement must com- [2b] Only courses in which a grade of C-, plete the thesis in compliance with regula- D+, D, D-, or NP has been received may tions adopted by the Graduate School be repeated at the University of Portland Council. Copies are available from the for academic credit. In such cases the new Graduate School or the graduate program grade and credit will replace the original director for your degree program. in the calculation of grade point average; [11] Transfer of credits: however both courses and grades will re- [a] With the approval of the dean of the main on the permanent record, with the Graduate School, a maximum of nine original course denoted by the symbol RP. semester hours may be transferred to a [3] Students who receive an IP in Thesis master’s degree program from an ac- 599 or a graduate course are normally ex- credited institution if they are accept- pected to comply with the academic regu- able for graduate degree credit in the lation that the work be completed within source institution. (Consult the individ- one year. However, in exceptional cases ual graduate programs for details as the dean of the Graduate School may, some allow less than nine hours of upon recommendation of the graduate transfer credit.) However, credits or program director, extend the period of courses used to satisfy the requirements time which students have to complete of any other degree cannot be applied to their thesis or the course and receive a the fulfillment of a subsequent degree grade. in the Graduate School. [4] No course or practicum numbered [b] Only those courses graded B or bet- above 499 may be taken on a “pass/no ter are eligible for transfer. pass” basis for hours required toward an [c] No credits transferred from another advanced degree except Thesis 599. institution may be applied to a master’s [5] Students may not use credits obtained degree if they were earned in courses by challenge or advanced placement toward that began more than five years before the hours required for an advanced degree. the date that will appear on the degree. [6] Thirty semester hours of courses num- [d] Graduate credits earned through dis- bered 500 and above are the minimum re- tance learning will be considered for quirements for a master’s degree. (Consult transfer, subject to the same criteria as GRADUATE SCHOOL 127 traditional courses with respect to quali- graduate degree program. Regular admis- ty, relevance, and timeliness as well as sion to the Graduate School must be ob- the accreditation of the source institu- tained from the dean of the Graduate tion, including the provisions of regula- School before any work will be accepted tion 10[g] below. towards a graduate degree. [e] Normally credits should be trans- Nonmatriculated graduate student is ferred at the time of the applicant’s orig- one who applies for admission in order to inal acceptance into a graduate program register for credit but who is not a degree- so they may be integrated into the plan- seeking student at the University. Enroll- ning of a program. A request for a later ment as a nonmatriculated student im- transfer may be denied. plies no commitment on the part of the [f] To transfer graduate credits taken at University regarding regular admission at another university during the time of a a later time. Credits earned while in the student’s graduate work at the Univer- nonmatriculated classification do not nec- sity of Portland requires written author- essarily apply toward requirements for a ization before such work is taken. degree should a student later be accepted [g] Where the University of Portland into a degree program. graduate program has a special accredi- Admission as a nonmatriculated student tation, the source institution may be re- requires that the student submit a nonma- quired to have the same or an equiva- triculated student application to the Grad- lent accreditation. uate School along with a $50.00 applica- [h] M.B.A. students who qualify for ad- tion fee, relevant transcripts, and other re- mission may transfer more than nine quested documents prior to their initial hours of graduate credit under provi- registration. sions of the multilateral admissions Accumulation of more than 9 hours of grad- agreement. uate credit in the nonmatriculated status is [12] Students may not accumulate more not permitted, and any such student who ac- than nine hours of credit in the nonmatric- cumulates 9 semester hours is required to ulated status. After nine credit hours, a stu- seek regular admission to a degree program dent must seek admission to a program in in keeping with procedures determined by order to have the hours apply to a degree. the Graduate School. [13] A student who expects to receive a Post graduate student is one admitted into a degree at the end of a semester or the certificate program or graduate coursework summer session must apply for the degree extending educational experiences beyond within the time limits set by the registrar. the master’s degree. [14] Unless excused by the dean of the Graduate School, the candidate for a mas- ter’s degree is expected to attend com- Application mencement exercises at which the degree and Admission is conferred. [1] Correspondence concerning admission to the Graduate School under any classifi- Student cation should be addressed to the Gradu- ate School, 5000 N. Willamette Blvd., Classification Portland, OR 97203-5798; phone: (503) 943- All students, regardless of classification, 7107; toll free: (800) 227-4568; e-mail: must apply for admission. [email protected]. Graduate degree student is one who has [2] Before applicants will be considered for been accepted into a program leading to a admission as degree students the following master’s degree. must have been received or met: Postbaccalaureate student is one who is [a] Completed and signed application admitted to the University for postbac- forms. calaureate work and not into a degree pro- [b] The non-refundable admission fee. gram. Admission as a postbaccalaureate (Graduates of the University of Portland student does not imply acceptance to a are exempt from this fee.) 128 GRADUATE SCHOOL [c] An official transcript sent directly to cluding undergraduate G.P.A., of individ- the University of Portland showing all ual degree programs are listed in the in- college credit attempted and/or com- dividual programs’ information. pleted from each college and university [3] Admission to a program leading to a previously attended. Transcripts from master’s degree is given only by the dean foreign universities must be in English of the Graduate School when the following or be accompanied by an English trans- conditions are fulfilled: lation certified as authentic. Evidence of [a] The documentation required above possession of the bachelor’s degree is complete. from an accredited institution is re- [b] A positive recommendation is re- quired. All official transcripts submitted ceived from the graduate program direc- become the property of the University tor of the department or school and cannot be copied or returned to the involved. (A personal interview may be applicant. required.) [d] Three recommendations from per- [4] Applications should be complete not sons knowledgeable of the applicant’s abil- later than one month before the student’s ity. Two should normally be from former beginning class at the University to pro- professors. Note: The M.A.T. program re- vide time for adequate consideration and quires four letters of recommendation program arrangement. Some programs and a resume. The M.Ed. program re- have a fixed deadline for submission of all quires three letters of recommendation, a materials. resume, and a copy of the teaching certifi- [5] Students who fail to register in the first cate. The Post Master Specialty program semester after admission, or who in the requires two letters of recommendation, regular year-round program fail to register a resume, and a copy of the teaching cer- for a semester, or who in a summer-only tificate. Nursing requires two letters of program fail to register for a summer ses- recommendation. sion, must seek re-admission from the [e] Evidence of scholastic background dean of the Graduate School. that indicates ability to do satisfactory [6] The graduate student who desires to graduate work. Usually this is consid- change to a different degree program must ered to be a B average. submit a formal change of program appli- [f] Appropriate score on a standardized cation to the dean of the Graduate School. test. The Graduate Management Admis- sion Test is required in business. In edu- 2009-2010 Tuition and cation the Miller Analogies Test or Grad- Fees uate Record Examination is required for the M.Ed. A Basic Skills Test, and the Information on tuition and fees can be Oregon Educator Licensure Assessment found on page 27 of this Bulletin. Test (ORELA) and the appropriate PRAXIS Specialty Test (if applicable) are required for the M.A.T. degree. For all other programs the General Test of the Graduate Record Examination is re- quired. The Test of English as a Foreign Language is required for applicants whose native language is not English. A minimum score of 550 is required ex- cept for the master’s programs in busi- ness administration (where the score is 570) and communication studies and music (where the minimum score is 600). [g] A statement of academic or profes- sional goals, appropriate to the specific program. [h] Specific admission requirements, in- GRADUATE SCHOOL 129 and technology management. Students may also choose to design their own con- Programs centration by selecting courses from more than one field. Business I A capstone course providing a final inte- gration of the themes covered in the MBA Administration program with an emphasis on the strategic Howard D. Feldman, Ph.D., associate dean, role played by top management in inte- director of graduate business programs grating corporate policies. Melissa McCarthy, M.B.A., director of M.B.A. program Admission Requirements Faculty: Adams, Adrangi, Allender, Ander- M.B.A. applicants should have a bachelor’s son, Barnes, Beauchamp, Bernard, Chatrath, degree from an accredited college or uni- DeHoratius, Drake, Easton, Eaton, Eom, versity recognized by the University of Feldman, Gritta, Gudigantala, Holloway, Ju- Portland and an admissions index of 1100 rinski, Kondrasuk, Lewis, Lin, Lippman, or higher. This index is the sum of the ap- Martin, Meckler, Mitchell, Reed, Schouten, plicant’s Graduate Management Admis- Seal, Stephens sions Test (GMAT) and 200 times the appli- cant’s undergraduate grade point average (G.P.A.) on a 4-point scale. Current admis- Master of Business Ad- sions standards are a score of 500 on the ministration (M.B.A.) GMAT and a G.P.A. of 3.00. Admission to The Dr. Robert B. Pamplin, Jr. School of the M.B.A. program is based on the entire Business Administration was founded in application and letters of recommenda- 1939, and the master’s program in busi- tion, not merely quantitative factors. It is ness administration (M.B.A.) began in strongly recommended that applicants 1959. The University of Portland’s pro- have three to four years of professional ex- gram is one of only a few graduate univer- perience after their bachelor’s degree to sities in the State of Oregon that is accred- fully benefit from the program. Applica- ited by AACSB, the Association for the Ad- tion requirements may be subject to vancement of Collegiate Schools of Busi- change. ness. Applicants whose native language is not The M.B.A. curriculum focuses on con- English or who did not complete their de- temporary leadership by challenging grad- gree at a university where all courses were uate students to think cross-functionally taught in English must achieve a mini- about a variety of large and small business mum score on the Test of English as a For- issues. To operationalize these objectives, eign Language (TOEFL) of 570 (230 CAT the basic structure of our M.B.A. program version or 88 iBT) or the International consists of the following components: English Language Testing System (IELTS) I A prerequisite class in statistical and of 7.0. See the M.B.A. program director for quantitative analysis. specific requirements. I Values perspective courses introducing students to issues of leadership, under- Jesuit Transfer Agreement standing cultural differences and develop- The University of Portland is a participant ing multicultural skills, and the role of in an educational consortium with more business in society. than twenty other faith-based and AACSB- accredited institutions. This program al- I Core courses exploring the application of analytic tools in economic analysis, mar- lows M.B.A. students exceptional flexibili- keting, finance, operations and accounting ty if their education is affected in such a in identifying and solving contemporary way as to require a move to another geo- business problems. graphic location. Under this agreement, students who I A concentration component allowing students to specialize in an area of interest have completed at least 50 percent of their in entrepreneurship, finance, health care credits at the University of Portland may management, marketing, or operations attend another AACSB-accredited M.B.A. 130 GRADUATE SCHOOL program at one of the participating schools proficiencies in statistics and Excel appli- involved in this consortium and transfer cations, all entering students are required units back to the University of Portland to to attend a one-day workshop in Statistical complete their degree. If a student has less and Quantitative Analysis. Workshops are than 50 percent of the credits required to scheduled before the start of every semes- award an M.B.A. degree, they may apply to ter (fall, spring, and summer). Students a participating school and transfer the should plan on participating in the work- credits already earned at the University of shop scheduled in conjunction with their Portland to that university. Under this registration for BUS 500. (See the M.B.A. agreement, the student transferring out of program director for further details and the University of Portland is required to scheduling.) meet all application and admission criteria Students may be waived from one or of the receiving school and will, in turn, more of the basic core courses if they have earn their degree from that school. For fur- completed comparable courses from an ther details please see the M.B.A. program AACSB-accredited school with a grade of B director. or better within eight years of acceptance to the M.B.A. program. Where appropriate, Honors Pledge work experience directly related to the The faculty of the Pamplin School of Busi- core course will be taken into account. ness encourages students to acknowledge These waivers must be approved by the the ethical component of teaching and M.B.A. program director. If a waiver is ap- learning that is an essential factor in fulfill- proved, students will substitute an ad- ing the University’s mission in the class- vanced course in that discipline from a list room. Students are asked to reflect upon of eligible courses. If a student has course- the core value of academic integrity and work from a non-AACSB accredited make this an integral part of their work at school, it will be further reviewed for ac- the University. Students are asked to sign ceptability by the M.B.A. program director. an honors pledge and attach it to all sub- mitted course work to affirm the integrity Values Perspective and Core Classes of their scholarship to all concerned. The Values Perspective courses are designed to provide a common set of managerial ex- Degree Requirements periences that foster thinking across func- The M.B.A. program consists of 36 to 39 tional disciplines. The courses provide a hours of course work: a 3 credit hour pre- framework for considering ethics, social requisite in statistics (if necessary), 6 cred- responsibility, diversity and multicultural- it hours of values perspective courses, 15 ism, and the changing role of managers. hours of core courses, 12 hours of elec- The core courses are designed to provide tives, and a 3 credit hour capstone course. students with the quantitative and qualita- tive tools used in business problem solv- Prerequisite Course and Competency ing. Students begin with economic analy- Exam sis and then move to other advanced top- All students must take the prerequisite ics in marketing, finance, operations man- course BUS 500 (Statistics) or pass a statis- agement, and accounting. The emphasis tics competency exam in one of the first in these courses is on applying analytic two semesters in the program. A student tools and concepts to emerging issues in passing this exam will have the BUS 500 business practices. class waived from their course require- ments and will have a 36 hour program. Concentrations (See the M.B.A. program director for de- Students may select a concentration from tails on the Statistics Competency Exam.) one of five areas: entrepreneurship, fi- Please note: students are expected to have nance, health care management, opera- some familiarity with statistics and a basic tions and technology management, and proficiency with Excel applications before marketing. Alternatively, students who do entering the BUS 500 class. not want to focus in one particular area To ensure students have the required may select courses from two or more GRADUATE SCHOOL 131 fields. Many students find that a special- 3 BUS 520 — Applied Marketing Strate- ized concentration helps in marketing gies: if waived based on their degree to prospective employers. completion of three mar- Others find that selecting courses from dif- keting courses, students ferent fields gives them a broader founda- may substitute any mar- keting elective. tion for management. Students choosing 3 BUS 530 — Corporate Finance: if not to concentrate in one area may select waived based on comple- any four elective courses. tion of three finance courses, students may Capstone Class substitute any finance The M.B.A. program closes with the cap- elective. stone strategy course (BUS 580) taken in Concentration/Elective Courses —12 credit the student's last semester. This course hours brings together the skills learned within Students can select up to four electives in the program through a final interdiscipli- one concentration area if they seek greater nary look at problem solving strategies specialization in a particular field. Concen- and solutions. trations are offered in (1) Entrepreneur- ship, (2) Finance, (3) Health Care Manage- Degree Requirements ment, (4) Marketing, and (5) Operations Prerequisite—3 hrs. and Technology Management. Students 3 BUS 500 — Statistical and Quantita- choosing not to specialize in one concen- tive Analysis tration can mix any combination of elec- Values Perspective— 6 hrs. tive courses if they meet the prerequisites. Students select 2 courses from the list below. Students may also elect to take the third The third course may be taken as an elective. values course if they want to have a broad- 3 BUS 511 — Cross-Cultural Manage- er preparation in this area. ment 3 BUS 512 — Leadership and Higher Capstone Component—3 hours Level Management Hrs. 3 BUS 513 — Social Responsibility in 3 BUS 580 — Strategic Issues and Appli- Organizations cations in Management Core Courses—15 hrs. M.B.A. Concentrations—12 hours Students complete core courses in five dis- Entrepreneurship cipline areas. If the basic course is waived Hrs. then a more advanced course must be 3 BUS 523 — Negotiation and Persua- completed to fulfill the requirement of five sion Strategies core classes. 3 BUS 544 — Managing Innovation and 3 BUS 501 — Economic Analysis: if Change waived based on comple- 3 BUS 571 — New Venture Manage- tion of micro-economics ment and macro-economics, 3 BUS 572 — Family Business Planning students can substitute 3 BUS ? — Nonprofit Management any business elective. 3 BUS ? — Social Entrepreneurship 3 BUS 505 — Operations Management: Finance if waived based on com- Hrs. pletion of three OTM 3 BUS 531 — International Finance courses including opera- 3 BUS 532 — Security and Portfolio tions management, stu- Analysis dents may substitute BUS 3 BUS 533 — Financial Markets and In- 555 or any OTM elective. stitutions 3 BUS 506 — Principles of Accounting: 3 BUS 534 — Derivatives and Risk Man- if waived based on com- agement pletion of managerial and 3 BUS 535 — International Economics financial accounting, stu- and Trade dents may substitute BUS 3 BUS 553 — Health Care Finance 560 or another related 3 BUS ___ — Financial and Economic elective. Forecasting 132 GRADUATE SCHOOL Health Care Management 30 credit hours (ten courses) of finance Hrs. coursework and must satisfy the common 3 BUS 551 — Introduction to Health body of knowledge (CBK) required of the Care Management M.S.F. program. 3 BUS 552 — Health Care Marketing 3 BUS 553 — Health Care Finance Admission Requirements 3 BUS 554 — Health Care Information M.S.F. applicants must have a bachelor’s Systems 3 BUS 556 — Ethical Issues in Health degree from an accredited college or uni- Care versity recognized by the University of Portland. Admissions guidelines include a Marketing preferred index of 1240 or higher. This Hrs. 3 BUS 521 — Consumer Behavior index is the sum of the applicant’s Gradu- 3 BUS 522 — Marketing Research ate Management Admissions Test (GMAT) 3 BUS 523 — Negotiation and Persua- and 200 times the applicant’s undergradu- sion Strategies ate grade point average (G.P.A.) on a four- 3 BUS 524 — Integrated Marketing point scale. Preferred admissions stan- Communications dards are a score of 600 on the GMAT and 3 BUS 525 — Sales and the Global Mar- an undergraduate G.P.A. of 3.2 or higher. ket Admission may be considered for those 3 BUS 552 — Health Care Marketing not strictly meeting these criteria but hav- Operations and Technology Management ing extensive work experience in finance. Hrs. Admission to the M.S.F. program is based 3 BUS 516 — Management Information on the entire application and letters of rec- Systems ommendation, not merely quantitative 3 BUS 545 — Project Management 3 BUS 555 — Decision Modeling factors. It is strongly recommended that 3 BUS ___ — Supply Chain Manage- applicants have at least three to four years ment of professional experience after their bach- 3 BUS ___ — Systems Analysis and De- elor’s degree to fully benefit from the pro- sign/Data Base Mgt gram. Application requirements may be 3 BUS ___ — Inventory Management subject to change. 3 BUS ___ — Competitive Advantage Applicants whose native language is not for Operations Manage- English or who did not complete their de- ment gree at a university where all courses were Additional Course Options taught in English must achieve a mini- Other courses, such as BUS 581 (Advanced mum score on the Test of English as a For- Business Communication) and special eign Language (TOEFL) of 570 (230 CAT topic courses offered with a BUS 590-592 version or 88 iBT) or the International designation, may be used in a concentra- English Language Testing System (IELTS) tion with the approval of the M.B.A. pro- of 7.0. See the M.B.A. coordinator for spe- gram director. cific requirements. Master of Science in Finance Degree Requirements (M.S.F.) Students can choose one of two tracks: a Master of science in finance programs are thesis option or a non-thesis option. designed to provide specialized skills for those interested in careers in corporate fi- [1] Non-thesis Option: a minimum of 30 nance, investments, financial analysis, hours beyond the common body of knowl- and/or risk management. The M.S.F. pro- edge. gram has a rigorous and quantitative cur- Common body of knowledge prerequi- riculum in finance that integrates theories sites (CBK): The prerequisite courses pro- and applications from economics, ac- vide incoming M.S.F. students with the counting, mathematics, strategy, and basic knowledge necessary for graduate- other fields. level course work in the Pamplin School of The M.S.F. program is expected to be op- Business. Students without the necessary erational in 2010. Students must complete background may take M.B.A. equivalent GRADUATE SCHOOL 133 classes to fulfill the CBK requirements. 3 BUS 563 — Financial Statement The number of prerequisite courses re- Analysis quired will be determined by the M.B.A. Electives (15 hours) program director after reviewing the stu- Hrs. dent’s previous academic record. Howev- 3 BUS 531 — International Finance er, all students must take BUS 500 (Statisti- 3 BUS 59x — Real Estate Finance cal and Quantitative Analysis) or pass a 3 BUS 59x — Corporate Financial Strat- statistics competency exam in their first egy: M&A, Restructuring two semesters in the program. A student 3 BUS 59x — Research Methods in Finance passing this exam will have the BUS 500 3 BUS 59x — Personal Financial Plan- class waived from their course require- ning ments. Please note that students are ex- 3 BUS 59x — Financial and Economic pected to have some familiarity with statis- Forecasting tics and a basic proficiency with Excel ap- 3 BUS 545 — Project Management plications before entering the BUS 500 class. 3 BUS 59x — Income Tax Planning To ensure that students have the re- 3 BUS 59x — Independent Study (maxi- quired proficiencies in statistics and Excel mum of 3 hours) applications, all entering students are re- [2] Thesis Option: a minimum of 27 quired to attend a one-day workshop in hours beyond the common body of knowl- Statistical and Quantitative Analysis. edge. Workshops are scheduled before the start of every semester (fall, spring, and sum- Common Body of Knowledge (CBK) Re- mer). Students should plan on participat- quirements ing in the workshop scheduled in conjunc- I Financial Accounting tion with their registration for BUS 500. I Managerial Accounting Please see the M.B.A. program director for I Principles of Microeconomics further details and scheduling. I Principles of Macroeconomics Students may be waived from one or more I Business Statistics of the core courses if they have completed I Calculus for Business or equivalent comparable courses from an AACSB-ac- Required Courses (15 hours) credited school with a grade of B or better M.S.F. students will complete a “Trading- within eight years of acceptance to the Room Project” in each required course. M.S.F. program. If a student has coursework Hrs. from a non-AACSB accredited school, it 3 BUS 530 — Corporate Finance will be reviewed for acceptability by the 3 BUS 532 — Security and Portfolio M.B.A. coordinator and program director. Analysis 3 BUS 533 — Financial Markets and Common Body of Knowledge (CBK) Re- Institutions quirements 3 BUS 534 — Derivatives and Risk I Financial Accounting Management I Managerial Accounting 3 BUS 563 — Financial Statement I Principles of Microeconomics Analysis I Principles of Macroeconomics Electives (15 hours) I Business Statistics Hrs. I Calculus for Business or equivalent 3 BUS 531 — International Finance 3 BUS 59x — Real Estate Finance Required Courses (15 hours) 3 BUS 59x — Corporate Financial Strat- M.S.F. students will complete a “Trading- egy: M&A, Restructuring Room Project” in each required course. 3 BUS 59x — Research Methods in Hrs. Finance 3 BUS 530 — Corporate Finance 3 BUS 59x — Personal Financial Plan- 3 BUS 532 — Security and Portfolio ning Analysis 3 BUS 59x — Financial and Economic 3 BUS 533 — Financial Markets and Forecasting Institutions 3 BUS 545 — Project Management 3 BUS 534 — Derivatives and Risk 3 BUS 59x — Income Tax Planning Management 134 GRADUATE SCHOOL Thesis (3 hrs) program has a wide array of elective Hrs. coursework and offers rigorous courses in 3 BUS 59x — Written Thesis with Oral many specialized areas that provide a Defense unique opportunity for training and schol- The thesis will follow the guidelines pro- arship to graduate students. vided by the Graduate School of the Uni- Students can update an older degree, versity of Portland. gain additional training, and add a new Business Internship specialty to their skills by completing the Students can take a one-credit business in- post M.B.A. certificate program. ternship course. This credit does not count Students complete a 12 credit hour pro- toward the degree requirement but is gram in one of the following areas: entre- available for students who need to receive preneurship, finance, health care manage- academic credit to be eligible for an intern- ment, marketing, or operations and tech- ship due to company policy, visa require- nology management, and then receive a ment, or other employment regulations. post M.B.A. certificate in that area. To be admitted to this program, students must B.B.A./M.B.A. hold an M.B.A. degree from an AACSB ac- For information on the B.B.A./M.B.A. pro- credited institution, and submit the follow- gram in accounting, please refer to pg. 92 ing application components: an applica- in the Pamplin School of Business section. tion, $50 application fee, official tran- scripts documenting graduate work, and a Technology Entrepreneurship statement of goals. The courses to choose Certificate Program from are listed below. The program in technology entrepreneur- Entrepreneurship ship is jointly delivered by the University Hrs. of Portland (U.P.), and Oregon Health and 3 BUS 523 — Negotiation and Persua- Science University (OHSU).This program sion Strategies is offered to complement or extend an in- 3 BUS 544 — Managing Innovation and dividual's graduate education and provides Change students with a variety of opportunities to 3 BUS 571 — New Venture Manage- ment learn commercialization skills in an envi- 3 BUS 572 — Family Business Planning ronment that combines practice and theo- 3 BUS ___ — Nonprofit Management ry. Courses for this program have been ap- 3 BUS ___ — Social Entrepreneurship proved by the OHSU School of Medicine Finance Graduate Council and the University of Hrs. Portland. 3 BUS 530 — Corporate Finance The program requires two years and 12 3 BUS 531 — International Finance semester credits (or 18 quarter credits). It 3 BUS 532 — Security and Portfolio provides a unique experiential learning Analysis opportunity for a small cohort of selected 3 BUS 533 — Financial Markets and In- graduate students. Training in the com- stitutions mercialization of technology is provided 3 BUS 534 — Derivatives and Risk Man- with the expectation that new ventures agement 3 BUS 535 — International Economics will be started by those completing the and Trade program. Courses include: Introduction to 3 BUS 553 — Health Care Finance the Commercialization of Technology; Ex- ternal Programs and Networking; Technol- Health Care Management Hrs. ogy, Entrepreneurship and Law; Manage- 3 BUS 551 — Introduction to Health ment and the Commercialization of Tech- Care Management nology; and Technology Practicum. (See 3 BUS 552 — Health Care Marketing the director of the Franz Center for Entre- 3 BUS 553 — Health Care Finance preneurship for further information.) 3 BUS 554 — Health Care Information Systems Post M.B.A. Certificate Program 3 BUS 556 — Ethical Issues in Health The Pamplin School of Business M.B.A. Care GRADUATE SCHOOL 135 Marketing ted into a thesis or non-thesis course of Hrs. study. 3 BUS 520 — Applied Marketing Strate- The M.S. program in management com- gies munication reflects the important role that 3 BUS 521 — Consumer Behavior communication plays in organizing and 3 BUS 522 — Marketing Research 3 BUS 523 — Negotiation and Persua- developing personnel in organizations. sion Strategies The program combines advanced academ- 3 BUS 524 — Integrated Marketing ic and professional study in communica- Communications tion and business, which should be espe- 3 BUS 525 — Sales and the Global Mar- cially valuable to persons pursuing careers ket in public relations, personnel or human 3 BUS 552 — Health Care Marketing resources, or in organizational communi- Operations and Technology Management cation. Hrs. Admission Requirements 3 BUS 505 — Operations Management In addition to the admission requirements 3 BUS 516 — Management Information previously cited, the standards for admis- Systems sion include a minimum 60th percentile 3 BUS 545 — Project Management score on the verbal portion of the Gradu- 3 BUS 555 — Decision Modeling 3 BUS ___ — Supply Chain Manage- ate Record Exam (GRE) and a 3.25 under- ment graduate grade point average. At the dis- 3 BUS ___ — Systems Analysis and De- cretion of the graduate program director, a sign/Data Base Manage- higher grade point average may compen- ment sate for a GRE result less than the stated 3 BUS ___ — Inventory Management minimum, and, conversely, a superior 3 BUS ___ — Competitive Advantage GRE score may compensate for a G.P.A. for Operations Manage- lower than the stated criterion. Applicants ment whose native language is not English must Course Offerings achieve a score of 100 on the Test of Eng- Graduate courses in business administra- lish as a Foreign Language (TOEFL iBT) or tion and finance begin on pg. 157. a 7.5 on the International English Lan- guage Testing System (IELTS). Communication Communication, M.A. Studies The M.A. program has two options: Option A (thesis) is recommended for Elayne Shapiro, Ph.D., director students with academic aspirations be- Faculty: Heath, Kerssen-Griep, Lattin, yond the master’s level and is intended to Mulcrone, Pierce, Rabby, Shapiro prepare the student for doctoral study. The Department of Communication Studies Option B (non-thesis) is designed for the offers graduate programs leading to master student who seeks advanced professional of arts and master of science degrees. The preparation with an academic foundation. master of arts program prepares students Both options require a minimum of 36 broadly for professional advancement or hours of communication courses, includ- for doctoral academic work. The master of ing nine hours in core courses and six science program is a specialized course of hours in each of two areas of emphasis. study in management communication of- Students must complete core course re- fered in conjunction with the Dr. Robert B. quirements with a minimum B average. Pamplin, Jr. School of Business Adminis- Core Requirements — 21 hours tration. Hrs. Areas of emphasis in the M.A. program 3 CST 500 — Research and Writing include media studies, organizational com- 3 CST 510 — Communication Theory munication, and communication/rhetori- 3 CST 535 — Advanced Visual Persua- cal studies. Depending on their goals and sion background, M.A. students may be admit- 12 Communication electives (six hours each in two areas of selected emphasis) 136 GRADUATE SCHOOL Option A (thesis) Public Relations/Advertising Track Requirements — 15 hours Hrs. Hrs. 3 BUS 502 — Marketing Management 3-6 CST 599 — Thesis (students must pass 3 BUS 510 — Competing in the Global an oral examination on the Economy thesis and related topics) 3 BUS 520 — Applied Marketing Strate- 9-12 Communication electives gies 3 BUS 521 — Consumer Behavior Total Credit Hours — 36 3 BUS 522 — Marketing Research Option B (non-thesis) 3 BUS 524 — Integrated Marketing Requirements — 15 hours Communications Hrs. 3 BUS 544 — Managing Innovation and 15 Communication electives Change 3 BUS 571 — New Venture Management Total Credit Hours — 36 Human Resources Track Hrs. Management 3 BUS 510 — Competing in the Global Communication, M.S. Economy This degree requires a minimum of 36 3 BUS 511 — Cross-Cultural Manage- ment hours of communication and business 3 BUS 512 — Leadership and Higher courses. A thesis and a related oral defense Level Management are optional. 3 BUS 513 — Social Responsibility in Students must complete the core course Organizations requirements with a minimum B average. 3 BUS 523 — Negotiation and Persua- sion Strategies Core Courses — 12 hours 3 BUS 541 — Human Resource Manage- Hrs. ment 3 CST 500 — Research and Writing 3 BUS 544 — Managing Innovation and 3 CST 510 — Communication Theory Change 3 CST 533 — Organizational Communi- cation Theory Total Credit Hours — 36 3 CST 534 — Examining Organizational Course Offerings Communication in Natur- Graduate courses in communication stud- al Settings ies begin on pg. 170. Program Electives (Communication Business courses required for the M.S. in Courses) — 12 hours management communication are listed Hrs. among the business administration course 3 CST 502 — Computer Mediated Com- offerings beginning on pg. 157. munication in Context 3 CST 511 — Communication Across Barriers Drama 3 CST 516 — Negotiation and Conflict Andrew W. Golla, director Management 3 CST 525 — Advanced Interpersonal Faculty: Bowen, Golla, Hoddick, Larsen, Communication Logan 3 CST 531 — Intercultural Communica- The master of fine arts degree program in tion directing introduces the student to the 3 CST 581 — Advanced Business Com- need for a solid research-based foundation munication to support a common historical, theoreti- 3 CST 574 — Graduate Internship 3-6 CST 593 — Advanced Research Project cal, literary, and conceptual approach to 3-6 CST 599 — Thesis theatre. In addition, the degree allows for a tightly focused emphasis on the practical Program Electives (Business Courses) — skills in directing. This terminal degree 12 hours Students will pick (in consultation with their program acknowledges the professional- graduate program advisor) twelve hours of busi- level potential, while it also recognizes its ness electives from the following: educational applications. The requirements are evenly divided between the academic and the practical and systematically evalu- GRADUATE SCHOOL 137 ated through an oral defense of both the Directing, M.F.A. practical and written aspects of the thesis directing project. Each student is given a A minimum of 60 semester hours is re- minimum of two practical production op- quired for the master of fine arts in direct- portunities, including the thesis project, ing. which is done with full departmental sup- Following the production season an- port. The degree program also includes an nouncement, each M.F.A. candidate will internship in which the student serves in a begin the thesis production planning and production capacity with a regional profes- research process with the advisor, and sub- sional theatre-related organization. mit to the advisor, within one month, a The graduate program in directing is the written synopsis of the intended direct- only master of fine arts (M.F.A.) in direct- ing/design concept for approval. ing in the state of Oregon. The degree pro- A two-phase oral examination on the the- gram offers a unique combination of gen- sis is required of each M.F.A. candidate: eralized core courses, a specialized focus on [1] An oral examination on the thesis pro- the directing and acting courses, outreach duction will be held during the week fol- opportunities, and electives, all intended lowing the production; to provide excellent training for those [2] An oral examination on the completed seeking professional careers in the theatre. thesis manuscript will be held not later The master of fine arts degree in direct- than three weeks prior to the intended ing is designed to be a three-year (6 semes- date of commencement. ter) program which involves the student in Core Requirements — 39-45 hours a total experiential range of activity and Hrs. study related to the understanding, cre- 3 DRM 500— Graduate Research ation, and production of drama for a live Techniques 3 DRM 507— Survey of Theatre History I presentation. A broad range of productions 3 DRM 508— Survey of Theatre History II are presented each season with the em- 3 DRM 510— Theories of Dramatic phasis on exposure to a variety of theatri- Criticism cal periods and styles. 3 DRM 531 — Advanced Production Seminar Admission Requirements 3 DRM 539— Production Process Qualifier Applicants will be required to have an ade- 3 DRM 541— Script Analysis Seminar quate undergraduate preparation in 9 DRM 571/ dramatic literature and theatre. A compre- DRM 573— Program Extension Tutorial hensive résumé must be submitted 3-9 DRM 579— Production Internship 6 DRM 599— Thesis demonstrating the applicant’s background in the practical aspects of theatre produc- Directing Focus tion, which may include experience in act- Requirements — 12 hours ing, designing, stage management, or Hrs. other areas in addition to directing. Nor- 3 DRM 522— Advanced Acting mally, only two new applicants are accept- 3 DRM 533— Advanced Directing ed to the program each year. Members of 3 DRM 537— Advanced Directing Seminar the drama faculty will review the applica- 3 Collaborative design elective tion along with the standard graduate Enrichment — 9 hours school materials including undergraduate 9 Electives (Courses taken in an area of transcripts, a statement of purpose, and specialization of the student’s choice. letters of recommendation. Applicants will Areas could include music (voice study be accepted into the M.F.A. directing pro- or other options), education, business or gram based on an assessment of the ability other specialized courses and projects in of the program to serve the student’s goals the drama program) and aspirations and of the student to con- Total Credit Hours — 60 tribute to the program. Once accepted, the student will work with the graduate pro- Course Offerings gram director on an appropriate plan, Graduate courses in drama begin on pg. which may include prerequisite courses 177. not carrying graduate credit. 138 GRADUATE SCHOOL admission to a graduate program. The Education M.A.T. and the post master initial adminis- Bruce Weitzel, Ph.D., director trator programs also require an interview Faculty: Ackley, Anctil, Arwood, Carroll, before admission. All master’s degree appli- Christen, Ciriello, Eifler, Greene, Grote, Hood, cants must meet the specific requirements Merk, Moore, Morrell, Owens, Thacker, Wag- of the program of interest. goner, Wall, Weitzel Admission requirements for each pro- The School of Education offers advanced gram are available through the Graduate teacher preparation leading to the master School and are listed in the School of Edu- of education (M.Ed.) degree as well as ini- cation graduate manual. tial teacher preparation for graduate candi- dates leading to the master of arts in teach- Master of Education ing (M.A.T.) degree. Professional multidis- (M.Ed.) ciplinary studies preparation may be The master of education (M.Ed.) degree is found with the master of arts (M.A.) designed for practicing educators to con- degree. All graduate programs within the tinue building upon professional knowl- School of Education are designed to in- edge and experience. This advanced clude a sequence of courses and field ex- preparation program is delivered on the periences that focus on student learning University of Portland campus as well as at and development, pedagogical knowledge, other approved off-campus sites. All M.Ed an understanding of cultural and special candidates complete an 18-hour core of needs diversity, the use of technological professional knowledge and research skills, an integration of foundational theory courses. On-campus candidates, in consul- with practice, a strong emphasis on reflec- tation with an academic advisor, choose a tion and inquiry, a research component, specialty option in educational leadership, and a capstone exit project or thesis. reading, special education, English speak- The School of Education offers courses in ers of other languages, initial administra- professional development for which credit tor licensure, continuing administrative li- is given but which are not applicable to re- censure, or continuing licensure. Off-cam- quirements for degree programs. Such pus candidates are expected to follow a courses are indicated on individual tran- two-year sequence of courses in the spe- scripts with the prefix CED. cialty options of educational leadership.* Federal law requires that all schools of Most School of Education degree programs education report required teacher licen- are 36 credit hours in length. sure exams and the percentage of graduates from our programs passing these exams. Core Requirements — 18 hours Hrs. 3 ED 550 — Personal and Professional Master’s Degree Programs Growth and Development Admission Requirements 3 ED 551 — Social and Cultural Foun- The School of Education uses a holistic ap- dations proach in evaluating application materials. 3 ED 555 — Teacher as Researcher Upon completion of all application materi- 3 ED 558 — Educational Research for als submitted to the Graduate School, the Improved Student Learn- ing School of Education associate dean re- 3 ED 598 — M.Ed. Capstone Project views the materials and makes a recom- 3 ED 562 — Professional Development mendation to the dean of the Graduate Process: Portfolio (with School. The undergraduate cumulative CTL) grade point average, along with the appro- or priate test scores, letters of recommenda- 3 ED 5xx — Elective tion, and goals statements are used together to determine a candidate’s preparation for

*Students in the off campus M.Ed. (except for Guam) must complete a three-hour residency requirement at the University of Portland campus. GRADUATE SCHOOL 139 Specialty Options English for Speakers of Other Languages Educational Leadership Requirements (on (ESOL) Endorsement Requirements (on- and off campus) — 18 hours campus) — 18 hours Hrs. Hrs. 3 ED 570 — Curriculum Development 3 ED 503 — Language and Com- and Implementation munication: Support and 3 ED 571 — Enhancing Classroom Strategies Relationships 3 ED 504 — School, Parent, and Com- 3 ED 573 — Quality Teaching and munity Relations Peer Consultation 3 ED 506 — Assessment, Evaluation, 3 ED 574 — The Teacher as Leader: and Diagnosis of Excep- Challenges and Opportu- tional Learners and Eng- nities lish Language Learners 3 ED 575 — Transforming Schools and 3 ED 509 — Methods and Materials for Systemic Change Teaching ESOL Students 3 ED 578 — Improving the Instruc- 3 ED 581 — Reading, Language, and tional Process Cultural Diversity in Schools Total Credit Hours — 36 3 ED 569 — ESOL Practicum PK-12 Reading Endorsement Requirements (on- Total Credit Hours — 36 campus) — 18 hours Hrs. Initial Administrator License Require- 3 ED 564 — Reading Practicum PK-12 ments (on-campus) — 18 hours 3 ED 580 — Elements of Reading PK-12 Hrs. 3 ED 581 — Reading, Language, and 3 ED 544 — Human Resource Devel- Cultural Diversity in opment and Management Schools 3 ED 545 — Leadership and Organiza- 3 ED 582 — Content Area Literacy tional Change 3 ED 583 — Diagnosis and Instruction 3 ED 546 — Policy, Ethics, and the Law of Learning Problems Re- 3 ED 547 — Resource Allocation, lated to Reading and Lan- Finance, and Management guage Difficulties PK-12 3 ED 548 — Supervision for Instruc- 3 ED 584 — Administration and Evalu- tional Improvement ation of Reading Programs 3 ED 549 — IAL Leadership Practicum Total Credit Hours — 36 Total Credit Hours — 36 Special Educator Endorsement Require- Master of Arts in ments (on-campus) — 18 hours Hrs. Teaching (M.A.T.) 3 ED 503 — Language and Communi- The master of arts in teaching program is cation: Support and an initial teacher preparation degree for Strategies those who want to obtain Oregon licensure 3 ED 504 — School, Parent, and Com- at two of four levels of authorization: early munity Relations childhood (PreK through grade 4), elemen- 3 ED 505 — Behavior Support: Consul- tary (grades 3 through 8), middle (grades 5 tative and Collaborative 3 ED 506 —Assessment, Evaluation, through 9), or high school (grades 9 and Diagnosis of Excep- through 12). This includes coursework for tional Learners and Eng- a graduate degree and simultaneous lish Language Learners preparation for initial licensure. Because 3 ED 508 — Methods and Materials for teachers work closely with minors, admis- Teaching Diverse Learners sion to the School of Education M.A.T. pro- 3 ED 568 — Special Education gram requires all candidates to have recent Practicum: PK-12 fingerprinting clearance. Thus all M.A.T. Total Credit Hours — 36 candidates must be cleared before partici- pating in a PK-12 field based experience. Candidates may not transfer credits into the program. The minimum number of hours for this degree is 36 semester hours. 140 GRADUATE SCHOOL 3 Semester (On-Campus) Program 3 ED 551 — Social and Cultural Foundations M.A.T. Requirements — 36 hours 3 ED 555 — Teacher as Researcher Hrs. 3 ED 558 — Education Research for 3 ED 530 — Dimensions of Education Improved Student 3 ED 531 — Theories of Development Learning and Learning 3 ED 563 — Master of Arts Capstone 3 ED 532 — Assessment and Evaluation Project in Inclusive Classrooms and 3 ED 533 — Methods of Teaching and 3 Elective Learning or 3 ED 534 — Classroom Management 6 ED 599 — Thesis and Organization 3 ED 535 — Literacy Across the Cur- riculum Emphasis Options 3 ED 536 — Student Teaching Seminar Emphasis Requirements — 18 hours 3 ED 537 — Research in Schools Emphasis option programs are constructed 3 ED 538 — Master of Arts in Teaching with the assistance of the academic advisor. Capstone Project The option program may include courses 3 ED 540 — Student Teaching from the areas of business, communica- 3 ED 541 — Student Teaching 3 ED 542 — Student Teaching: tion studies, drama, education, health and Advanced physical education, history, mathematics, music, political science, and theology. Total Credit Hours — 36 Total Credit Hours — 36 Master of Arts (M.A.) — General Program Post Master’s Specialty This program is a professional degree, pre- Options paring candidates for work beyond the The School of Education offers advanced master’s. Applicants for this degree are as- preparation specialty programs for educa- signed to an academic advisor who assists tors who have completed master’s degrees. in selecting the specific program of cours- Post masters require a minimum of 12 es along with faculty from cooperating dis- graduate hours taken at the University of ciplines to comprise a three-person com- Portland. Successful completion of special- mittee. The program of study is normally ty programs must conform to the academ- arranged at the beginning of the first se- ic regulations of the graduate school. mester of study. Requirements for this degree include 18 Admission Requirements semester hours in education and 18 semes- [1] Application with goals statement and ter hours in an emphasis option to be se- fee. lected in consultation with the candidate’s [2] Master’s degree in education related advisory committee, for a total of 36 hours. area. The M.A. program has two options: Option [3] Current teaching license. A is for candidates who plan to continue [4] Two letters of recommendation. beyond the master’s level and wish to com- [5] Current résumé. plete a thesis. Option B is for candidates who [6] Interview for administrative licensure seek professional preparation as a practi- program. tioner and select to do a non-thesis project. The advisory committee may require the Reading Endorsement Specialty candidate to complete additional semester Advances teachers’ abilities to provide hours for this degree. The courses in edu- reading instruction and to diagnose and re- cation include the following: mediate reading problems in diverse in- structional settings. Successful completion Core Requirements — 18 hours of course work and passing scores on the Hrs. 3 ED 550 — Personal and Professional appropriate Praxis test will result in an Growth and Development Oregon endorsement. GRADUATE SCHOOL 141 Reading Endorsement Specialty Require- English for Speakers of Other Languages ments (on-campus) — 18 hours (ESOL) Endorsement Specialty Require- Hrs. ments — 18 hours 3 ED 564 — Reading Practicum PK-12 Hrs. 3 ED 580 —Elements of Reading PK-12 3 ED 503 — Language and Communi- 3 ED 581 —Reading, Language, and cation: Support and Strate- Cultural Diversity in gies Schools 3 ED 504 — School, Parent, and Com- 3 ED 582 —Content Area Literacy munity Relations 3 ED 583 —Diagnosis and Instruction 3 ED 506 — Assessment, Evaluation, of Learning Problems Re- and Diagnosis of Excep- lated to Reading and Lan- tional Learners and Eng- guage Differences PK-12 lish Language Learners 3 ED 584 —Administration and Evalu- 3 ED 509 — Methods and Materials for ation of Reading Programs Teaching Diverse Learners 3 ED 581 — Reading, Language, and Special Educator Endorsement Cultural Diversity in Specialty Schools Advances teachers’ abilities to assess spe- 3 ED 569 — ESOL Practicum PK-12 cial needs children and develop and de- Continuing Licensure Specialty sign appropriate instructional support for (CTL) these children. Successful completion of Allows teachers to demonstrate advanced course work and passing scores on the ap- teaching competencies and to examine propriate Praxis test will result in an Ore- classroom strategies at a graduate level. gon endorsement. This specialty fulfills the coursework Special Educator Endorsement Specialty along with a master’s degree component Requirements (on-campus) — 18 hours of the continuing licensure requirements Hrs. for the State of Oregon. 3 ED 503 —Language and Communi- cation: Support and Strate- Continuing Licensure— 6 hours gies 3 ED 550 —Personal and Professional 3 ED 504 —School, Parent, and Com- Growth and Development munity Relations 3 ED 562 —Professional Development 3 ED 505 —Behavior Disorders and Process: Portfolio Interventions 3 ED 506 —Assessment, Evaluation, Initial Administrator License and Diagnosis of Excep- Specialty tional Learners and Eng- Provides teachers with experiences in ad- lish Language Learners dressing the leadership and management 3 ED 508 —Methods and Materials for needs of contemporary schools. Successful Teaching Diverse Learners 3 ED 568 — Special Education completion of course work and passing Practicum: PK-12 scores on the appropriate Praxis test will result in an Oregon endorsement. English for Speakers of Other Lan- Initial Administrator License Specialty guages Endorsement Specialty Requirements —18 hours Advances teachers’ abilities to provide as- Hrs. sessment, instruction, and evaluation of 3 ED 544 —Human Resource Develop- English language learners. Successful ment and Management 3 ED 545 —Leadership and Organiza- completion of course work and passing tional Change scores on the appropriate Praxis test will 3 ED 546 — Policy, Ethics, and the Law result in an Oregon endorsement. Linguis- 3 ED 547 —Resource Allocation, tics is a co-requisite course. Finance, and Management 3 ED 548 —Supervision for Instruc- tional Improvement 3 ED 549 —IAL Leadership Practicum 142 GRADUATE SCHOOL Continuing Administrative License the Graduate School. Candidates who hold Specialty a bachelor’s degree in engineering, mathe- Provides administrators with experiences matics, or physical science will be consid- in developing abilities and skills in leader- ered for graduate admission. Consultation ship and management of school districts. with the graduate program director is high- Successful completion of the program can ly recommended early in the process of lead to continuing administrator licensure applying for graduate admission. This in Oregon. could point out any deficiencies in the Continuing Administrative License Special- candidate’s background and appropriate ity Requirements — 18 hours undergraduate courses could be taken to Hrs. make up these deficiencies. 3 ED 552 — Leadership for Sustaining Degree Requirements the Vision Thirty semester hours of graduate courses 3 ED 553 — Leadership for Instruc- are required. Any undergraduate courses tional Improvement taken to make up deficiencies do not 3 ED 554 — Leadership for Effective count toward these hours. Up to twelve se- Data Driven Decision mester hours may be taken in the area of Making 3 ED 556 — Leadership in the Socio- business administration and may include Political Context a course in business communication from 3 ED 557 — Ethical Leadership and the communication studies department. Moral Imperative for In- All courses must be approved by the grad- clusive Practice uate program director or the student’s 3 ED 559 — CAL Leadership graduate advisor. No thesis is required but Practicum an optional thesis or project may be used as part of the major requirements. A maxi- Engineering mum of six hours of credit is allowed for thesis or projects. Khalid H. Khan, Ph.D., director Course Offerings Faculty: Albright, Crenshaw, Doughty, Hoff- Graduate offerings in engineering can be beck, A. Inan, M. Inan, Kennedy, Khan, found on the following pages: civil engi- Kuhn, Lu, Lulay, Male, Murty, Nuxoll, O’Hal- neering, pg. 167; computer science, pg. loran, Osterberg, Schenberger, Takallou, Van- 174; electrical engineering, pg. 194; engi- DeGrift, Vegdahl, Ward, Yamayee neering, pg. 196; mechanical engineering, The School of Engineering offers a gradu- pg. 214. Graduate offerings in business ate program leading to a master of engi- begin on pg. 244. neering degree. Students in this innovative program can take courses in engineering, Music business, and communication. This pro- gram capitalizes on the strengths of both Roger O. Doyle, D.M.A., director the School of Engineering and the Pamplin Faculty: Connolly, Doyle, Kleszynski, Mont- School of Business Administration and gomery, Murphy caters to the individual needs of the gradu- The graduate program in music offers ate student. Courses in engineering are courses leading to the master of arts de- selected from civil, environmental, electri- gree. The purpose of this degree is the con- cal, computer, and mechanical engineer- tinued development of (a) individual tal- ing as well as computer science. Courses ents, interests, and philosophies which in business are chosen in the areas of en- can be used creatively both to preserve trepreneurship, marketing and manage- and extend our cultural heritage; (b) pro- ment, and new venture development. In fessional competence and evaluation of addition, students can take a course in knowledge; (c) scholarly competence in business communication from the Depart- the organization, interpretation, and eval- ment of Communication Studies. uation of knowledge; (d) professional com- Admission Requirements petence in the communication and dis- The following should be noted in addition semination of knowledge; and (e) individ- to the general admission requirements of uals with the potential to solve contempo- GRADUATE SCHOOL 143 rary problems in various aspects of music. 6 Graduate seminars (MUS 591-592) The master of arts degree is intended for 7 Electives (May be outside of music; must be the student who plans a career in such ac- approved by the graduate advisor.) tivities as solo performance, teaching, Course Offerings composition and arranging, church music, Graduate offerings in music begin on pg. 220. or advanced conducting. This degree also is an excellent preparation for additional Nursing work toward a doctoral degree. Susan Randles Moscato, Ed.D., director Admission Requirements Faculty: Copeland, Craig, Decker, Kaakinen, A candidate for admission to the graduate Moscato, Napolitano, O’Lynn, Potter, Rosen- degree program in music must meet the Shillam, Vines, Warner, Woo following requirements in addition to those established for admission to the The School of Nursing offers a doctorate of Graduate School: nursing practice (D.N.P.) and a master of [1] The baccalaureate degree should be in science (M.S.) degree in nursing, each de- music. In some cases, a minor in music signed to provide an opportunity for nurs- also would qualify the applicant. es to pursue advanced study and practice [2]Applicants must present themselves in nursing. for an application interview with the Graduates of the doctoral and master’s music faculty. Any deficiencies, either in programs will be a: undergraduate preparation or as identified [1] Knowledge user: Practices theory- by the interview will be noted and must be guided, evidence-based nursing care repre- remedied early in the program, and before sentative of the various ways of knowing. admission to degree status is granted. The [2] Critical thinker: Demonstrates out- application interview is arranged by the come-directed clinical reasoning in the graduate program director at the request delivery and management of safe client- of the applicant. centered nursing care. [3] Applicants must pass a performance [3] Spiritual carer: Promotes the spiritual audition with the departmental faculty dimension of health directed toward issues and/or present evidence of distinguished of meaning, hope, and faith. scholarship or creative activity that might [4] Culturally competent provider: Pro- also assure the faculty of the applicant’s vides respectful and holistic care within a readiness for graduate study. diverse and changing society. [5] Steward: Uses physical, fiscal, and Music, M.A. human resources to achieve quality, safe, A written comprehensive examination and and effective outcomes. an oral examination on the thesis project [6] Effective communicator: Communi- will be required. For thesis projects involv- cates appropriately and effectively with ing public performance, the thesis docu- clients, health care team members, stake- ment must be completed prior to the con- holders, policy-makers, and the public. cert or recital. [7] Healthcare leader: Provides leadership in the design, delivery, management, and Requirements — 30 hours Hrs. evaluation of health care. 3 MUS 500 — Graduate Research Tech- [8] Healthcare advocate: Advocates for niques in the Performing clients, society, and the nursing profession Arts by applying principles of ethics, legal 3 MUS 501 — Seminar in Musical Styles frameworks, and social justice in the pro- and Analysis vision of healthcare. 3 MUS 599 — Thesis [9] Professional nurse: Incorporates the 4 Music electives (Chosen from MUS 586, values and standards of the nursing profes- Private Lessons; MUS 542-546, MUS 552- sion in practice. 553, University performance ensembles; and/or MUS 531, Advanced Conducting.) Graduate Degree Requirements 4 Music electives (A balanced selection of To complete the requirements for a gradu- music courses subject to the approval of the ate degree in nursing, students must: graduate advisor.) [1] Complete required semester credit 144 GRADUATE SCHOOL hours for the track selected. tions for clinical placement [2] Maintain a cumulative G.P.A. of 3.0. [6] For post-master’s nurse practitioner [3] Earn a grade of B or above in all nurs- applicants: Current nurse practitioner cer- ing courses with a clinical component. tification and/or history of nurse practi- [4] Earn a grade of B- or above in all non- tioner practice. clinical courses. [7] Written essay that reflects on the F.N.P. role, the D.N.P. role, and integrative health. Student Handbook [8] Three recommendations from persons The School of Nursing handbook is avail- able to evaluate current competency in able on the School of Nursing website. Stu- nursing and potential for nursing practice dents have the responsibility to acquaint at the most advanced level. themselves with its contents and are held [9] College-level statistics course. accountable for all statements within. [10] Ability to use a PC for word process- ing, e-mail and Internet. Doctorate of Nursing Practice [11] Current résumé. (D.N.P.) An admission interview may be requested. The School of Nursing offers an innovative doctorate of nursing practice (D.N.P.) pro- Doctor of Nursing Practice Curriculum Hrs. gram in the family nurse practitioner 3 BUS/NRS 500— Statistical and Quantita- (F.N.P.) specialty. The program prepares tive Analysis nurses for the highest level of clinical 3 NRS 501 — Theoretical Foundations for nursing practice by awarding a profession- Advanced Nursing Practice al doctorate. The curriculum is designed to Leadership address the societal desire for collabora- 3 NRS 502 — Professional Role Develop- tive, relationship-based care. The program ment for Advanced Practice also features an integrative health compo- Nursing nent, which prepares graduates as holistic 3 NRS 519 — Advanced Pathophysiology 3 NRS 520 — Health Assessment for Ad- practitioners who incorporate the spiritual vanced Practice (includes 45 dimension of health in their practice. Truth, lab hours) social justice, and integrity are empha- 2 NRS 521 — Nursing of Families for Ad- sized as central concepts to guide nursing vanced Practice practice. The program has three tracks: (1) 5 NRS 522 — Management of Adults with post-baccalaureate for nurses wanting the Acute and Simple Chronic F.N.P. specialty, (2) post-master’s for nurs- Conditions (includes 180 es certified as nurse practitioners and (3) clinical hours) post-master’s for clinical nurse leaders 4 NRS 523 — Management of Pediatric Clients with Acute and wanting the F.N.P. specialty. Chronic Conditions (in- D.N.P. Admission Requirements cludes 120 clinical hours) [1] Bachelor of science in nursing or a 3 NRS 525 — Management of Conditions master’s degree in nursing from a school Common to Women (in- of nursing accredited by an appropriate cludes 112 clinical hours) national nursing accrediting body. 3 NRS 527 — Management of Adults and [2] Cumulative G.P.A. of 3.0 or higher. Older Adults with Complex [3] For B.S.N. to D.N.P. applicants: Gradu- Chronic Illnesses (includes ate Record Examination (GRE) score of 120 clinical hours) 2 NRS 533 — Management of Conditions 500 on verbal and 3.5 or above on analyti- Common to Men cal writing or a score of 50 or greater on 3 NRS 537 — Management of Common the Miller Analogies Test (MAT). Post- Mental Health Conditions in master’s applicants are not required to Primary Care (includes 60 submit GRE or MAT scores. clinical hours) [4] TOEFL iBT score of 100 or a IELTS score 1 NRS 538 — Focused Practicum on Well- of 7.5, if native language is not English. ness and Screening (includes [5] Current registered nurse (R.N.) license 30 clinical hours) to practice nursing in Oregon; Washington 3 NRS 543 — Social and Health Policy licensure is encouraged for increased op- GRADUATE SCHOOL 145 3 NRS 547 — Organizational and Systems CNL Program includes 500 hours of clini- Leadership cal experience. 3 NRS 548 — Translational Research The Clinical Nurse Leader project is de- 3 NRS 566 — Resources Management in signed for the student to meet multiple the Micro Environment AACN CNL End-of-Program competencies, 3 NRS 567 — Communication and Rela- tionships including but not limited to clinician, edu- 3 NRS 568 — Information Knowledge cator, risk anticipator, and team manager. Systems The project is designed to facilitate evi- 3 NRS 569 — Human Population Ecology dence-based organizational change identi- 3 NRS 575 — Advanced Pharmacothera- fied through a systematic assessment of peutics the microsystem. Projects integrate best 3 NRS 581 — Integrative Health I: Con- practices, principles of effective leadership cepts of Health and Healing and negotiation skills, use of information 2 NRS 582 — Integrative Health II: systems to evaluate patient outcomes, and Approaches to Care 2 NRS 583 — Integrative Health III: Nutri- theories of organizational behavior in the tion and Herbal Therapy design of their project. Examples of stu- 2 NRS 584 — Integrative Health IV: Mind dent projects may include evaluating and Body Connections and/or modifying current practice stan- 3 NRS 589 — Applied Research: Evalua- dards, increasing clinical application of ev- tion and Evidenced Based idence-based interventions, or adapting or Practice designing a research based intervention. 2 NRS 597 — Practice Improvement Project Students will develop, implement and 6 NRS 598 — Residency (includes 360 clin- evaluate the CNL project in the three clini- ical hours) 82 Total Semester Hours (includes 1,027 cal courses (NRS 593, NRS 595, NRS 596). total clinical hours) CNL Admission Requirements [1] Bachelor of science in nursing degree Clinical Nurse Leader (CNL) from a school of nursing accredited by an The focus of the graduate nursing program appropriate national nursing accrediting is the clinical nurse leader (CNL). The body; or completion of Alternate Entry graduate program prepares the nurse to Master’s Program at the University of Port- function in an advanced practice role. land (AEM UP) pre-licensure component. The CNL provides leadership for the [2] Cumulative G.P.A. of 3.0 or above. nursing care of clients at the point of care. [3] Graduate Record Examination (GRE) With a broad based graduate education, with a score of 500 on verbal and 3.5 or the CNL oversees the care coordination of above on analytical writing or a score of 50 a distinct group of clients, be they individ- or greater on the Miller Analogies Test uals, families or populations. Clinically (MAT). competent from focused experiences as a [4] TOEFL iBT score of 100 or a IELTS score registered nurse and the clinical emphasis of 7.5 if native language is not English. of the program, the CNL actively provides [5] Current R.N. license to practice nurs- direct care in complex situations. This ing in Oregon; Washington licensure is en- clinician puts evidence-based practice into couraged for increased options for clinical action to ensure that clients benefit from placement. the latest innovations in care delivery. The [6] A written statement of personal nurs- CNL collects and evaluates client out- ing philosophy. comes, assesses cohort risk, and has the [7] 500-word statement that describes how decision-making authority to change care becoming a clinical nurse leader will help plans when necessary. This clinician func- achieve personal and professional goals. tions as part of an interdisciplinary team [8] Two recommendations from persons by communicating, planning, and imple- able to evaluate current and potential menting care directly with other health competency in nursing, preferably at least care professionals, including physicians, one from a recent employer. pharmacists, social workers, clinical nurse [9] A college-level statistics course. specialists, and nurse practitioners. The [10] Ability to use a PC for word process- ing, e-mail, and Internet. 146 GRADUATE SCHOOL [11] Current résumé. point average (G.P.A.). An interview may be requested. [3] Science G.P.A. of 3.0 or above (only in Clinical Nurse Leader Curriculum required science courses). Hrs. [4] Graduate Record Examination (GRE) 3 BUS/NRS 500— Statistical and Quantita- with a score of 500 on verbal and 3.5 or tive Analysis above on analytical writing score or a 3 NRS 501 — Theoretical Foundations for score of 50 or greater on the Miller Analo- Advanced Nursing Practice gies Test (MAT). Leadership 5] TOEFL iBT score of 100 or a IELTS score 2 NRS 534 — Role and Portfolio Develop- of 7.5 if native language is not English. ment 3 NRS 566 — Resources Management in [6] 500-word statement that describes how the Micro Environment becoming a clinical nurse leader will help 3 NRS 567 — Communication and Rela- achieve personal and professional goals. tionships [7] Two recommendations that speak to 3 NRS 568 — Information Knowledge Systems the applicant’s academic abilities and pro- 3 NRS 569 — Human Population Ecology fessional qualities indicating a fit for nurs- 4 NRS 570 — Advanced Clinical Founda- ing and the academic rigors of the program. tions (includes 45 lab hours) [8] Completion of all prerequisites by the 3 NRS 581 —Integrative Health I: Con- first class date. cepts of Health and Healing 3 NRS 589 — Applied Research: Evalua- [9] Ability to use a PC for word processing, tion and Evidenced Based e-mail and Internet. Practice [10] Candidates who are competitive after 3 NRS 593 — CNL as Practice I (includes the admission screening (GRE, G.P.A., pre- 100 clinical hours) requisites) will be invited to participate in 3 NRS 595 — CNL as Practice II (includes an interview. 100 clinical hours) [11] $500 deposit if offered a seat in the 6 NRS 596 — CNL Residency (includes 300 program. clinical hours) AEM UP Prerequisites 42 Total Semester Hours (includes 500 total clinical hours) Biology with genetics Chemistry (high school or college) Alternate Entry Master’s Pro- Human Anatomy and Lab gram at University of Portland Human Physiology and Lab (AEM UP) Medical Microbiology and Lab This program is for individuals with a non- Life Processes Across the Lifespan nursing bachelor’s degree who seek to Nutrition enter the profession of nursing. AEM UP Statistics students will complete the clinical nurse AEM UP Pre-Licensure Curriculum leader (CNL) specialty area. The program Hrs. is a total of 12 semesters in length and has 6 NRS 507 — Population Health Nurs- two components: ing in a Multicultural Con- text (includes 90 clinical [1] Pre-licensure—this component con- hours) sists of 5 semesters of full-time study (6-13 2 NRS 510 — Nursing of Families semester hours per semester plus 765 clin- 4 NRS 511 — Physiological Nursing (in- ical hours). It requires full-time commitment cludes 90 clinical hours) for class and clinical experience. 2 NRS 512 — Clinical Skills (includes 90 [2] Advanced nursing practice—this com- lab and clinical hours) ponent includes employment as an RN, a 3 NRS 513 — Pathophysiology professional seminar, coursework plus ex- 3 NRS 515 — Pharmacotherapeutics tensive clinical experience. 1 NRS 516 — Professional Role Devel- opment I AEM UP Admission Requirements 7 NRS 517 — Advanced Physiological [1] Bachelor’s degree in a field other than Nursing (includes 135 nursing from a regionally accredited col- clinical hours) lege or university. 4 NRS 518 — Mental Health Nursing [2] 3.25 minimum undergraduate grade (includes 90 clinical hours) GRADUATE SCHOOL 147 3 NRS 524 — Leadership for Advanced RN to MS Nursing Practice This graduate program is for registered 5 NRS 529 — Practicum with Seminar nurses (RNs) whose highest nursing cre- (includes 180 clinical hours) dential is an associate degree in nursing. 2 NRS 536 — Professional Role Devel- Using a cohort model, this program offers opment II associate degree-prepared nurses a cre- 6 NRS 545 — Nursing of Childbearing & ative opportunity to efficiently earn a mas- Childrearing Families (in- ter's degree and thereby increase their op- cludes 90 clinical hours) tions for career mobility. All students in 3 NRS 546 — Evidence-based Nursing the registered nurse (RN) to master of sci- 1 NRS 563 — Comprehensive Review ence (MS) program must complete specif- Course ic undergraduate general education cours- 52 Total Semester Hours (includes 765 total clinical hours) es and bridge courses before entry into the AEM UP students are evaluated accord- clinical nurse leader (CNL) master’s cur- ing to the undergraduate grading require- riculum. A master of science in nursing ments during the pre-licensure curricu- degree is awarded upon completion of the lum. At the end of pre-licensure, a cumula- program; a bachelor of science in nursing tive grade point average of 3.0 must be (BSN) is not granted. For more informa- achieved for entry into the advanced por- tion about this curricular option, see the tion of the program. A current RN license School of Nursing website (http://nurs- to practice nursing in Oregon must also be ing.up.edu) or call the School of Nursing at obtained for entry into the advanced por- (503) 943-7211. tion of the program. Nursing Education Certificate AEM UP Advanced Nursing Practice Cur- Program riculum for Clinical Nurse Leader The nursing education certificate program Hrs. is designed for nurses with a master’s de- 3 BUS/NRS 500— Statistical and Quantita- tive Analysis gree in nursing or currently enrolled in a 3 NRS 501 — Theoretical Foundations for graduate nursing program interested in Advanced Nursing Practice pursuing the teaching of nursing. This 10- Leadership credit sequence culminates in the award- 2 NRS 534 — Role and Portfolio Develop- ing of a certificate in nursing education. ment Courses include: 3 NRS 566 — Resources Management in Hrs. the Micro Environment 2 NRS 553 — Dimensions of Adult Learn- 3 NRS 567 — Communication and Rela- ing tionships 2 NRS 554 — Curriculum Development in 3 NRS 568 — Information Knowledge Sys- Nursing tems 2 NRS 555 — Course Design and Imple- 3 NRS 569 — Human Population Ecology mentation in Nursing 4 NRS 570 — Advanced Clinical Founda- 4 NRS 556 — Teaching in Nursing tions (includes 45 lab and Practicum clinical hours) The nursing education certificate pro- 3 NRS 581 — Integrative Health I: Con- gram courses are offered when a cohort of cepts of Health and Healing interested students is formed. For more in- 3 NRS 589 — Applied Research: Evalua- tion and Evidenced Based formation about this certificate option, see Practice the School of Nursing website (http://nurs 3 NRS 593 — CNL as Practice I (includes ing.up.edu) or call the School of Nursing 100 clinical hours) (503-943-7211). 3 NRS 595 — CNL as Practice II (includes 100 clinical hours) 6 NRS 596 — CNL Residency (includes 300 Theology clinical hours) The Northwest Center for Catholic 42 Total Semester Hours (includes 500 Graduate Theology (NWGT) is a collabo- total clinical hours) ration of the University of Portland and Gonzaga University. This collaborative en- 148 GRADUATE SCHOOL terprise brings together over 30 theology ligious, and deacons or diaconate aspirants faculty members — experts in every who are or will be involved in professional sphere of the theological disciplines. Recs- pastoral ministry. The program includes a ognized for their professional expertise, practicum/internship. outstanding teaching abilities, publication The curriculum for the M.A.P.M. pro- records, and pastoral expertise, this group gram is specifically designed to provide of men and women have come together to the following learning goals and outcomes. better serve men and women throughout Graduate students will be able to: the Northwest and beyond. [1] Examine faith, its place in one’s own University of Portland life and in the lives of others. Mary LaBarre, Ed.D., director [2] Integrate theological and ministerial Deborah MacKinnon, coordinator knowledge and skills in the context of the Faculty: Baasten, Butkus, Cameron, lived everyday experience of ministry. Deming, Dempsey, Gordon, Hosinski, [3] Understand and appreciate the LaBarre, McManus, McNamara, Rutherford Catholic connection of faith and justice in a local and global context. Gonzaga University [4] Demonstrate the capacity to write and Linda Shearing, CSJ, chairperson speak appropriately to serve the people to Faculty: Cook, Downey, Egan, Garvin, whom they minister. Hartin, Kuder, Large, McCormick, McCrudin, a. Demonstrate the capacity to speak Milos, Schearing, Siejk, Willis publically with ease and clarity. As a service to the churches of the North- b. Produce written work adapted to spe- west, this collaboration brings a range of cific audiences. outstanding programs in theology and [5] Identify and use appropriate theologi- ministry training to men and women who cal resources within a ministerial setting. seek renewal and wish to minister in the churches, and to do so with knowledge Requirements — 40 hours and professionalism. Hrs. 6 Introductory courses (Old and New Testa- The NWGT sees theology as an effort to ment, Systemic and Applied Theology) understand the mystery of God. This theo- 12 Theological Foundations (Christology, logical vision recovered both through the Issues in Religion and Culture, Contempo- Second Vatican Council and through ecu- rary Ecclesiology, Church and Social Jus- menical conversation empowers all mem- tice, and Theology of Ministry) bers of the Church to fully partake in its 6 Ministerial Skills (Religious Education, Pas- life and ministry. toral Counseling) The NWGT approaches theology not only 12 Ministerial Resources (courses are chosen as an exciting enterprise, but also as a criti- from among those offered in areas of spiri- tuality, liturgy and sacraments, scripture, cally important service to the Church. Stu- and ethics based on the needs of the cohort) dents and faculty are together engaged in 3 Practicum in Ministry (The practicum the serious task of doing theology in a way should be closely related to the student’s that is mutually formative and relevant for field of concentration and goals. Its design the changing conditions of both church is the responsibility of the student with the and society. assistance of the advisor or designated fac- Admission Requirements ulty member. The advisor must approve all In addition to the general admission re- placements and supervision. The student quirements of the Graduate School previ- and the on-site supervisor are to submit a full report and evaluation to the advisor) ously cited, an applicant must have an un- 1 Research Methods dergraduate G.P.A. of 3.0. RELI course descriptions are found on Theology, M.A.P.M. pg. 239. This is a graduate professional program designed to provide pastoral ministers with sound theological foundations, basic ministerial skills, and resources for min- istry and personal spirituality. The pro- gram is primarily oriented toward laity, re- COURSE DESCRIPTIONS Aerospace Studies — 149 Course Descriptions

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

*Leadership Laboratory is taken a maximum of two hours per week for lower-division and three hours per week for upper-division students. Instruction is conducted within the framework of an organized cadet corps with a progression of experiences designed to develop each student’s leadership potential. Leadership Laboratory involves a study of Air Force customs and courtesies; drill and ceremonies; career opportunities in the Air Force; and the life and work of an Air Force junior officer. Students develop their leadership po- tential in a practical, supervised laboratory, which includes field trips to Air Force installations. †Normally attended in the summer between sophomore and junior years. ‡Prerequisite for AS 301. 150 — Aerospace Studies/Biology COURSE DESCRIPTIONS familiarization with the mission of an Air Force requisite: BIO 205 or BIO 207. BIO 378 may be installation. The final four weeks are essentially taken concurrently.) the same as those conducted at the four-week field BIO 320 Biology of Exercise—3 cr. hrs. training period. While at field training, the cadet is This course examines the mechanisms that paid at the current established rate. underlie physiological changes following acute and chronic exercise and other forms of stress. Biology Emphasis is placed on the interrelationships of BIO 205 Foundations of Biology—3 cr. hrs. the skeletal, muscular, nervous, respiratory, cir- Introductory principles of biology, including the culatory, endocrine, and digestive systems. nature of scientific inquiry, biochemistry, cell (Prerequisites: BIO 206-207/276-277). structure and function, genetics, and reproduc- BIO 330 Human Genetics—3 cr. hrs. tive physiology. Three hours of lecture per The basic principles of human genetics and the week. Credit for BIO 205 will not be granted to societal impact resulting from technological students who have completed BIO 207. advances in the field. Topics include gene ther- BIO 206 Organismal and Population Biolo- apy, genetic engineering, and the Human gy—3 cr. hrs. Genome Project. Three hours of lecture per Introductory principles of biology including week. (Prerequisites: BIO 206-207, and CHM morphological and physiological analysis of 207-208 or equivalent.) plant and animal organisms, population biology, BIO 333 Genetics Laboratory—1 cr. hr. evolution, and ecology. Three hours of lecture Overview of laboratory methodology in genet- per week. (BIO 276 may be taken concurrently.) ics. Three hours of laboratory per week. (Coreq- BIO 207 Introductory Cell Biology and uisite: BIO 330 or 445.) Fee: $60. Genetics—3 cr. hrs. BIO 336 Embryology and Developmental Introductory principles of biology, including the Biology—3 cr. hrs. nature of scientific inquiry, biochemistry, cell Gametogenesis, fertilization, development, structure and function, membrane transport, growth, and differentiation of organisms. Three photosynthesis, cellular respiration, and genet- hours of lecture per week. (Prerequisites: BIO ics. Three hours of lecture per week. Credit for 206-207, CHM 207-208 or equivalent. BIO 376 BIO 207 will not be granted to students who may be taken concurrently.) have completed BIO 205. (BIO 277 may be BIO 338 Marine Biology of the Pacific taken concurrently.) Northwest—3 cr. hrs. BIO 276 Organismal and Population Biology Taxonomy, morphology, physiology, and Lab—1 cr. hr. ecology of Northwest marine fauna. (Prerequi- Laboratory investigation into the structure and sites: BIO 206-207 or SCI 162. BIO 368 may be function of living organisms. Three hours of labo- taken concurrently.) ratory per week. (Corequisite: BIO 206.) Fee: $60. BIO 341 Biology of Seed Plants—3 cr. hrs. BIO 277 Introductory Cell Biology and Morphology, anatomy, and physiology of gym- Genetics Lab—1 cr. hr. nosperm and angiosperm plants. Emphasis is Laboratory investigation into the structure, given to plants native to the Pacific Northwest. function, and development of cells and living Three hours of lecture per week. (Prerequisites: organisms. Three hours of laboratory per week. BIO 206, CHM 207-208, or equivalent. BIO 371 (Corequisite: BIO 207.) Fee: $60. may be taken concurrently.) BIO 290 Directed Study—credit arranged. BIO 342 Neurobiology— 3 cr. hrs. Independent study in a specialized field under Course will examine anatomy and physiology the direction of a staff member. Maximum of of the nervous system with a particular focus on eight credits under the number. Permission of neurons as well as the electrical and chemical the staff member is required. signaling used in neural communication. Three BIO 307 Human Anatomy—3 cr. hrs. hours of lecture per week. (Prerequisites: BIO Gross anatomy of the nervous, endocrine, 206-207.) skeletal, muscular, cardiovascular, respiratory, BIO 345 Vertebrate Biology—3 cr. hrs. digestive, excretory, and reproductive systems Natural history of vertebrates including mor- will be covered. Emphasis is on associating phology, physiology, evolution, and taxonomy function with structure. Three hours of lecture of the vertebrate classes. Three hours of lecture per week. (Prerequisite: BIO 205 or 207. BIO 377 per week. (Prerequisite: BIO 206. BIO 375 may may be taken concurrently.) be taken concurrently.) BIO 308 Human Physiology—3 cr. hrs. BIO 347 Animal Behavior—3 cr. hrs. This course emphasizes understanding the Course will review the history of ethology and function of the human body as an integrated set behavioral ecology, and examine the behavior of systems using homeostatic control mecha- of both invertebrate and vertebrate organisms nisms. Three hours of lecture per week. (Pre- in physiological, ecological, adaptive, and phy- COURSE DESCRIPTIONS Biology — 151 logenetic contexts. Three hours of lecture per BIO 377 Anatomy Laboratory—1 cr. hr. week. (Prerequisites: BIO 206-207.) Gross anatomy of the human body will be stud- BIO 354 Cell and Molecular Biology— ied using human bones and cadavers. Three 3 cr. hrs. hours of laboratory per week. (Corequisite: BIO The structure and function of cells and their com- 307.) Fee: $60. ponents, including cell metabolism, cell commu- BIO 378 Physiology Laboratory—1 cr. hr. nication, cell death, and cell/subcellular tech- Homeostatic control of body systems will be niques. (Prerequisites: BIO 206-207, CHM 207-208 explored using the students’ bodies and com- or equivalent. BIO 372 may be taken concur- puter-interfaced physiological recording equip- rently.) ment. Three hours of laboratory per week. BIO 359 Microbiology—3 cr. hrs. (Corequisite: BIO 308.) Fee: $60. Structure, physiology, and genetics of cellular BIO 379 Microbiology Laboratory—1 cr. hr. microorganisms and viruses, discussed in rela- Laboratory investigation of microorganisms tion to the pathogenesis, treatment, and pre- that affect human health, with an emphasis on vention of infectious diseases. Three hours of proper handling of specimens, selective and dif- lecture per week. (Prerequisite: BIO 205 or 207. ferential cultivation, laboratory diagnosis, and BIO 379 may be taken concurrently.) evaluation of antimicrobial agents. Three hours *BIO 363 Freshwater Ecology—3 cr. hrs. of laboratory per week, and follow-up at times The physical, chemical, and biological compo- other than the scheduled lab period. (Corequi- nents of freshwater ecosystems. (Prerequisites: site: BIO 359.) Fee: $60. BIO 206 or SCI 182, or BIO 338 and written per- BIO 384 Remote Sensing and Geographic mission of instructor. Corequisite: BIO 373.) Information Systems—3 cr. hrs. BIO 368 Marine Biology Laboratory—1 cr. hr. This course focuses on environmental applica- Laboratory and field experience in the taxono- tions of multispectral remote sensing (RS) and my, morphology, physiology, and ecology of its integration into geographic information sys- Northwest marine fauna.(Prerequisite: BIO 206 tems (GIS). Specific RS topics include sensor or SCI 162. Corequisite: BIO 338.) Fee: $60. systems, digital image processing, and automat- BIO 371 Plant Biology Laboratory—1 cr. hr. ed information extraction. Specific GIS topics Laboratory and investigation of the morphology, include spatial database management systems, anatomy, and physiology of gymnosperm and data analysis, and environmental modeling. angiosperm plants. Emphasis is given to plants Special emphasis will be placed on biological native to the Pacific Northwest. Three hours of applications (e.g., vegetation mapping, habitat laboratory per week. (Corequisite: BIO 341.) identification, wildfire regeneration, and field Fee: $60. data mapping). Three hours of lecture per week. BIO 372 Cell and Molecular Biology Labora- (Also listed as ENV 384.) tory—1 cr. hr. BIO 385 Environmental Microbiology— An overview of current methodology in cell 3 cr. hrs. biology, including microscopy, cell culture, and Morphology, physiology, and ecology of macromolecular isolation/analysis techniques. microorganisms, emphasizing their role in envi- Three hours of laboratory per week. (Corequi- ronmental processes such as nutrient cycling, site: BIO 354.) Fee: $60. bioremediation, waste treatment, and food pro- *BIO 373 Freshwater Ecology Laboratory— duction. Three hours of lecture per week. (Pre- 1 cr. hr. requisites: CHM 207-208. Also listed as ENV 385.) Field and laboratory investigation of freshwater BIO 387 Service Learning In Biology— ecosystems. (Corequisite: BIO 363.) Fee: $60. 1 cr. hr. BIO 375 Vertebrate Biology Laboratory— Faculty-directed student outreach experience in 1 cr. hr. community educational institutions. Before Field and laboratory experience in the natural enrolling, a student must consult with a faculty history and taxonomy of vertebrate organisms. member to define the project. May be repeated for Three hours of laboratory per week. (Corequi- credit. (Prerequisite: BIO 206-207.) site: BIO 345.) Fee: $60. BIO 391-392 Biology Seminar—credit BIO 376 Embryology and Developmental arranged. Biology Laboratory—1 cr. hr. BIO 397 Internship-credit arranged Experimental and microscopic techniques are Field experience in selected industries or agen- used to study the development of organisms. cies. Department permission and supervision is Three hours of laboratory per week. (Corequi- required. P/NP. (Prerequisites: BIO 206- site: BIO 336.) Fee: $60. 207/276-277).

*Course offered Summer Session only. 152 — Biology/Business Administration COURSE DESCRIPTIONS BIO 415 Readings in Biology—1 cr. hr. structure, productivity, and population dynam- Seminar on topics in biology, including medi- ics. Three hours of laboratory per week. (Prereq- cine, ecology, animal behavior, biochemistry, uisite: MTH 161. Corequisite: BIO 442.) Fee: $60. genetics and evolution. One hour of discussion †BIO 476 Invertebrate Zoology Laboratory— per week. (Prerequisite: BIO 206-207, BIO 276- 1 cr. hr. 277, and permission of instructor.) Laboratory and field investigation of the inver- †BIO 436 Invertebrate Zoology—3 cr. hrs. tebrate phyla. Three hours of laboratory per Morphology, physiology, and taxonomy of the week. (Corequisite: BIO 436.) Fee: $60. invertebrate phyla. Three hours of lecture per BIO 477 Human Anatomy Dissection— week. (Prerequisite: BIO 206-207. BIO 476 may 1 cr. hr. be taken concurrently.) Completion of BIO 377 (Human Anatomy Lab) BIO 442 Ecology—3 cr. hrs. and permission of instructor required. Students Principles of ecology including structure and func- engage in independent dissection of human tion of ecosystems, ecosystem development, cadavers to gain a more in-depth and compre- behavioral ecology, and population biology. Three hensive understanding of the human body. hours of lecture per week. (Prerequisite: BIO 206. Appropriate techniques are taught to dissect BIO 472 may be taken concurrently.) and prepare cadavers as prosections for use in BIO 445 Molecular Genetics—3 cr. hrs. BIO 377. A minimum of 3 hours/week is Principles of eukaryotic and prokaryotic genet- required. Fee: $60. ics, including the nature of the genetic material, BIO 490 Directed Study—credit arranged. gene expression and regulation, mutation and BIO 491-492 Biology Seminar—credit repair, and molecular genetics techniques. (Pre- arranged. requisites: BIO 206-207/276-277, and CHM 325. BIO 493 Research—1-3 cr. hrs. BIO 475 may be taken concurrently.) Faculty-directed student research. Before BIO 447 Cancer Biology—3 cr. hrs. enrolling, a student must consult with a faculty Cancer is defined by cellular characteristics and member to define the project. May be repeated behaviors resulting from a handful of genetic for credit. (Prerequisites: BIO 206-207/276-277.) alterations. New technologies have assisted in Fee: $60. the identification of major molecular, genetic, BIO 497 Internship—credit arranged. and cellular bases of cancer. Exploration of Intensive field experience in selected industries these fundamental characteristics of cancer or agencies. Department permission and super- cells yields a deeper understanding of the biolo- vision is required. (Prerequisites: BIO 206-207/ gy of healthy cells and provides a basis for 276-277.) understanding rational approaches to cancer BIO 499 Senior Thesis—1-6 cr. hrs. therapy. (Prerequisites include any of the fol- Research, study, or original work under the lowing courses: BIO 330, BIO 354, BIO 445, or direction of a faculty mentor, leading to a schol- permission of the instructor). arly thesis document with a public presentation BIO 453 Evolution—3 cr. hrs. of results. Requires approval of thesis director, Introduction to the theories of life, sources of department chair, and the director of the hon- genetic variation, speciation, and extinction. ors program, when appropriate. (Prerequisites: Three hours of lecture per week.(Prerequisites: Senior standing; 3.0 G.P.A. in the thesis area or BIO 206-207.) good standing in the honors program.) †BIO 460 Immunology—3 cr. hrs. Principles of immunology including structure Business Administration and function of antibody molecules; the nature *BUS 100 Introduction to Leadership— of antigens; development and function of B and 3 cr. hrs. T lymphocytes; humoral and cell mediated reac- Introduces students to the key skill bases in lead- tions with antigen in vivo and in vitro and immun- ership (team building, communication, and ological disorders. (Prerequisites: BIO 206-207/BIO problem solving) that are a foundation of the 276-277. BIO 470 may be taken concurrently.) undergraduate curriculum in business. Covers †BIO 470 Immunology Laboratory—1 cr. hr. these skills within global and ethical frame- Laboratory exercises on immunological tech- works. Must be completed by all students during niques including cell tissue culture, ELISA their first two semesters in the business pro- immunoassay, agglutination, immunization, and gram. (Prerequisite: Business majors only. Fall antibody measurement. Three hours of laborato- semester restricted to first-time freshmen. Spring ry per week. (Corequisite: BIO 460.) Fee: $60. semester open to all business students.) Fee BIO 472 Ecology Laboratory—1 cr. hr. $115. Laboratory and field investigation of community

*Required of all undergraduate B.B.A. majors in business. †Course may be offered periodically. COURSE DESCRIPTIONS Business Administration — 153 *BUS 101 Software Applications Workshop— *BUS 255 Management Information 1 cr. hr. Systems—3 cr. hrs. Examines the coordinated usage of software Introduces the technology, applications, and applications commonly found in businesses management of computer-based information today and approaches for utilizing them to systems in organizations with dual emphases enhance productivity. Covers analysis tools on the digital firm and database management (e.g. Excel) including modeling and features of systems. Provides the necessary frameworks, Word and PowerPoint that improve effective- concepts, and principles to guide students to ness. understand and effectively address the issues * BUS 200 Entrepreneurial Marketing— pertaining to the vast and fast-growing field of 3 cr. hrs. computer-based information systems (IT/CBIS) Covers fundamentals of entrepreneurial and in the context of an enterprise. (Prerequisite: marketing concepts, including idea generation, BUS 101 or EGR 110.) market research, and product development. *BUS 302 Professional Development Intern- Other concepts in the entrepreneurial model ship —1 cr. hr. include environmental influences, consumer Includes several P4 workshops and career behavior, feasibility studies, and the creation and development activities in junior year. Students execution of strategies for reaching objectives. then will arrange an internship experience of at (Prerequisite: Sophomore status.) least 40 hours after their junior year that is BUS 202 Professional Development—1 cr. related to their chosen major concentration. hr. Students will submit short reflection papers This course will introduce the necessary ele- during this internship and a performance evalu- ments of professionalism, and prepare students ation from their supervisor. The P4 internship for future career development activities. As a requirement applies to students entering in required class of the Pamplin Professional 2008-2009 and subsequent academic years. Preparation Program (P4), students will create a (Prerequisite: BUS 202, preapproval by intern- personal marketing plan, complete a job shad- ship director.) ow, and participate in workshops such as Dress *BUS 305 Business Finance—3 cr. hrs. for Success and an Etiquette Luncheon. (Pre- Emphasizes the goal of financial management, requisites: BUS 100 and sophomore status in value maximization, and the financing, invest- business.) ment, and dividend decisions that lead to this *BUS 209 Financial Accounting—3 cr. hrs. goal. Topics include cash flow analysis, finan- Covers the preparation and interpretation of cial mathematics, capital budgeting decisions, basic financial information. Includes the usage financial leverage and the effects on sharehold- of information from the multiple perspectives er returns, investment risk analysis, valuation of owners, creditors and investors of both large of bonds and common stock, cost of capital to and small businesses who use this information the firm, and dividend payout policies. (Prereq- in their lending and investing decisions. uisites: BUS 209 and ECN 220 or EGR 360 or *BUS 210 Managerial Accounting—3 cr. hrs. MTH 161.) Examines the use of accounting information for BUS 310 Intermediate Accounting I— planning, control, internal decision-making, and 3 cr. hrs. performance evaluation. Introduces mathemati- Examines theoretical issues involving the valu- cal tools and techniques for producing manager- ing, classifying, recording, and reporting of ial information and considers the behavioral accounting transactions related to asset and rev- effects of the information. (Prerequisite: BUS enue recognition. Includes the analysis of finan- 209.) cial statements, in particular the statement of *BUS 250 Legal and Social Responsibility in financial position and statement of profit and Business—3 cr. hrs. loss. (Prerequisites: BUS 209, BUS 210, Junior Provides an overview of the legal and ethical status.) concerns of managers. Topics include govern- BUS 311 Intermediate Accounting II— mental regulation of business, diversity in the 3 cr. hrs. workplace and the global legal environment. Continuation of BUS 310. Examines theoretical Explores private law topics including contracts issues involving the valuing, classifying, record- and tort law. Designated as a writing enhanced ing, and reporting of accounting transactions course involving writing instruction and com- related to liabilities and equity. Includes the pletion of several writing assignments. analysis of financial statements in particular the statement of financial position, the statement of changes in stockholder’s equity, and the state- ment of cash flows. (Prerequisite: BUS 310.)

*Required of all undergraduate B.B.A. majors in business. 154 — Business Administration COURSE DESCRIPTIONS BUS 312 Cost Accounting—3 cr. hrs. ment of operations and technology. Develops Develops analytical skills used in cost and man- student understanding of the strategic impor- agerial accounting that are used for internal tance and competitive market-place advantage decision-making as distinct from external finan- from operations. It is highly recommended that cial accounting. Topics include: the accountant’s students take the optional lab session. (Prereq- role in the organization, cost terms and purpos- uisites: BUS 355, Junior status.) es, cost-volume profit analysis, job costing, activ- BUS 364 Managing Innovation and ity based costing, budgeting, variance analysis, Change—3 cr. hrs. direct costing and other relevant information for Explores issues related to the management of decision making. (Prerequisite: BUS 210.) technology, innovation, and change within BUS 330 Managerial Finance—3 cr. hrs. organizations. Examines the range of forces Provides a conceptual and theoretical treatment impacting new product/process/service devel- to topics such as the role of risk in asset pricing, opment and the implementation and coordina- capital structure, currency-risk management, tion of these activities with internal operations and dividend policy. Considers the function of and external markets. (Prerequisite: BUS 360 finance in relation to the overall objectives of recommended, junior status.) the organization. (Prerequisite: BUS 305.) BUS 365 Accounting Information *BUS 355 Decision Modeling—3 cr. hrs. Systems—3 cr. hrs. Develops understanding of quantitative deci- Evaluates the design, implementation and con- sion making by considering problems in trol of accounting information systems. Topics accounting, finance, human resources, market- include understanding and documenting trans- ing, operations, and strategic business manage- action cycles, evaluating internal control envi- ment. Examines the impact of uncertainty on ronment, and using resources-events-agents business results, as well as the application of (REA) method to model information systems. tools and methods useful in making business (Prerequisites: BUS 255, BUS 310.) decisions under uncertainty. The course stress- BUS 370 Marketing Research—3 cr. hrs. es the use of computer software (Microsoft Surveys the field of marketing research, defined Excel, Visual Basic for Applications, statistical as all activities that provide information to guide software, etc.) in performing business analysis. marketing decisions. Provides understanding (Prerequisites: BUS 255 and ECN 220 or MTH about informational objectives, data sources, 161.) design and implementation of data collection BUS 356 Database Management—3 cr. hrs. procedures, analysis of data, and presentation of Provides an understanding of how database results. (Prerequisites: BUS 200 and ECN 220 or technology supports business objectives and MTH 161, Junior status.) information technology initiatives. Focuses on BUS 371 Consumer Behavior—3 cr. hrs. the design and implementation of a business Provides an in-depth examination of the inter- database using the relational database model nal mental processes and external factors that and database life cycle methodology. Covers shape consumers’ responses to marketing database skills including data flow diagrams, the strategies, their purchase decisions, and prod- entity-relationship models and object-oriented uct usage behavior. Emphasizes application of modeling, e-business/Internet integration, as core concepts to marketing decisions. (Prereq- well as database implementation skills in using uisites: BUS 200, Junior status.) Microsoft Access, Oracle, or Structural Query BUS 380 Family Business and Small Busi- Language. (Prerequisite: BUS 255.) ness Management—3 cr. hrs. *BUS 360 Organizational Behavior—3 cr. hrs. Develops the entrepreneurial mindsets and Increases student understanding of human skills needed to create or build a business. behavior in organizations. Emphasis on student Focus is on issues pertinent to family business- skill building and problem solving in topics es, understanding of critical success factors, including personality, values, motivation, com- small business management and marketing, munication, teamwork, conflict management, and ability to read and use financial statements. decision-making, and leadership. Includes P4 (Open only to non-business majors. Prerequi- activities where students update resumes, do site: junior status.) practice interviews and engage in other career *BUS 400 Management Decisions and development activities. (Prerequisite: Junior Policy—3 cr. hrs. status.) Examines the process of managing the strategy, *BUS 361 Technology and Operations Man- formulation, and implementation functions of a agement—3 cr. hrs. firm. Teaches students to think strategically Develops quantitative and theoretical knowl- and to consider the perspective of the total edge of issues related to the design and manage- enterprise utilizing cases, readings, and a com-

*Required of all undergraduate B.B.A. majors in business. COURSE DESCRIPTIONS Business Administration — 155 puter simulation. Taken during one of the stu- rate determination and currency-risk manage- dent’s last two semesters. (Business majors ment techniques employing forward, futures, only.) and options contracts. Considers the functions BUS 401 Business Internship—3 cr. hrs. of international financial management in rela- Students may complete a second internship tion to the overall objectives of the organization. related to their major areas in a different organi- (Prerequisite: BUS 305.) zation than a previous internship. Students will BUS 442 Cross-Cultural Management— submit short reflective papers during their 3 cr. hrs. internship and a performance evaluation from Helps students gain a systematic understanding their supervisor. (Prerequisites: Preapproval by of cultural differences across and within nations internship director, and senior status in busi- and the impact thereof on business practice and ness). managerial behavior. Includes in-depth com- *BUS 402 Professional Development Work- parative cultural analysis. Develops students’ shop—1 cr. hr. global mindsets and multicultural skills, includ- Students will complete a variety of career devel- ing cultural sensitivity, intercultural communi- opment activities including mock interviews, a cation, negotiations, and cooperation. (Prereq- senior service project, and job fairs. Students uisite: BUS 360.) will finish their professional portfolio. (Prereq- BUS 443 International Marketing Manage- uisite: BUS 302 and senior status.) ment—3 cr. hrs. BUS 411 Advanced Accounting—3 cr. hrs. Applies marketing principles to the contexts of Examines critical issues necessary to evaluate international and global business. Topics and report on business combinations, corporate include strategies, risks, and benefits of market- consolidations, and partnerships. Includes ing across national and cultural boundaries. accounting research methodology and case Also examines consequences and ethical con- analysis. (Prerequisite: BUS 311.) siderations of globalization. (Prerequisite: BUS BUS 430 Investments—3 cr. hrs. 200. Also listed as SJP 443.) Surveys the field of investment analysis and port- BUS 450 Advanced Business Law—3 cr. hrs. folio management. Topics include: The invest- Study of the legal and ethical concerns of man- ment process and financial planning, the struc- agers. Topics include government regulation of ture of capital markets (stock exchanges, etc.), the business, environmental issues, and the global definition and statistical measurement of risk and legal environment. The course also explores return in the global market, security law and private law topics including commercial paper, ethics, stock market indicators and their calcula- secured transactions, credit and suretyship, tion, investment media and risks, stock and bond bankruptcy, and professional liability. (Prereq- valuation models, real estate investment, munici- uisite: BUS 250.) pal bonds, government securities, etc. (Prerequi- BUS 452 Project Management—3 cr. hrs. site: BUS 305.) Takes a comprehensive view of the concepts, BUS 431 Financial Markets and Institutions— tools and realities of successfully managing pro- 3 cr. hrs. jects. Examines how the technical/tool aspects Examines the various financial markets that of project management integrate with interper- play a crucial role in helping individuals, corpo- sonal and cultural factors in impacting the over- rations, and governments obtain financing and all management of dynamic projects. Covers invest in financial assets such as stocks, bonds, project selection, justification, planning and mortgages, and derivatives. Includes the study of scheduling, and cash flow management includ- financial institutions that facilitate management ing methods such as PERT/CPM, Critical Chain, of financial market transactions. (Prerequisite: Earned Value Analysis, and Simulation. ECN 120 and BUS 305. Also listed as ECN 431.) Addresses important management and leader- BUS 432 Personal Financial Planning— ship issues including contracts, team composi- 3 cr. hrs. tion, team building, motivation and compensa- Provides the informational and decision-mak- tion/incentives. (Prerequisite: BUS 355.) ing tools needed for planning and implement- BUS 453 Supply Chain Management— ing a successful personal financial program. 3 cr. hrs. Topics include money management models, Develops skills in examining and improving the consumer finance issues, insurance, investing, flow of materials and information through the retirement and estate planning. (Prerequisite: network of suppliers, manufacturers, distribu- BUS 305.) tors, and retailers in order to effectively match BUS 441 International Finance—3 cr. hrs. supply with demand. Topics include inter- and Provides an in-depth examination of interna- intra- firm coordination, incentive design, the tional money and capital markets, exchange- impact of uncertainty, and the role of informa-

*Required of all undergraduate B.B.A. majors in business. 156 — Business Administration COURSE DESCRIPTIONS tion technology. Special emphasis is given to business entities. Emphasizes how tax issues understanding how the business context shapes impact decision-making. (Prerequisite: BUS 210.) the strategic design and management of the BUS 465 Auditing—3 cr. hrs. supply chain. (Prerequisite: BUS 361.) Provides information on the theory, methodology, BUS 456 Systems Analysis and Design— and specific techniques used in the verification 3 cr. hrs. and presentation of financial data provided to out- Provides fundamental systems analysis and siders. Introduces specific verification services, design concepts and methodologies essential including assurance, attest, and audit services. for successful development of complex infor- Class work includes a team project requiring an mation systems. Approaches the development audit of an organization. (Prerequisite: BUS 311.) of business systems from a problem-solving per- BUS 466 Not-for-Profit and International spective involving system designers, business Accounting—3 cr. hrs. analysts, and other stakeholders in developing, Covers both accounting for not-for-profit enti- documenting, and maintaining information sys- ties and international/foreign currency tems. Intended for students who plan on accounting. Examines accounting regulations becoming business analysts or information sys- for governments, charitable organizations, col- tem developers (Prerequisite: BUS 255. BUS 356 leges and universities, and hospitals. Considers recommended.) transactions made by U.S. entities but denomi- BUS 457 Inventory Management—3 cr. hrs. nated in foreign currencies and international Covers inventory as more than simple raw accounting standards compared to U.S. stan- materials or finished goods, including any dards. (Prerequisite: BUS 311.) assets awaiting sale or use such as money, per- BUS 467 Personal Taxation—3 cr. Hrs. sonnel, time, capacity, and energy. Presents a Covers the fundamentals of the federal taxation comprehensive view of managing the flow of of individuals and investments. Emphasis on inventory to, within, and from the organization. planning transactions to minimize tax. Includes Deals with the balance between shortages and research using both print and computerized tax excesses in an environment characterized by materials and the Internal Revenue Code. (Pre- demand and supply uncertainty. Includes criti- requisite BUS 210.) cal aspects of contemporary strategies such as BUS 471 Integrated Marketing Communica- JIT, lean, and reverse logistics (sustainable sup- tions—3 cr. hrs. ply chains). Emphasizes both theory and practi- Provides a detailed examination of the uses of cal applications. (Prerequisite: BUS 361.) advertising, sales promotions, public relations, BUS 458 Service Operations—3 cr. hrs. personal selling, and other promotional tools in Covers concepts and techniques for designing, achieving different types of marketing goals. planning and controlling service operations Emphasizes hands-on learning through devel- including service site location, service facilities opment of a communication plan. (Prerequi- design, managing capacity and demand in serv- site: BUS 200.) ice operations, work force scheduling, produc- BUS 472 Personal Selling—3 cr. hrs. tivity and quality management, and the impact Discuss and practice current theories regarding of new technology on service operations. the selling process and personal selling strate- Addresses strategic analysis and operational gies. Develop interpersonal communication and decision making. Emphasizes sectors such as analytical skills. Seminar format with extensive health care, technical support services, banking role plays, guest speakers, and discussion, and financial services, transportation, hospitali- emphasizing selling as a skill and profession. ty and education. (Prerequisite: BUS 361.) (Prerequisites: BUS 200, Junior status.) BUS 462 Human Resource Management— BUS 480 Creating a World-Class Venture— 3 cr. hrs. 3 cr. hrs. Examines theories and practices of staffing, Coverage of conceptual entrepreneurial skills training, assessing, and compensating employ- needed to create a business that is globally com- ees from the perspectives of line management petitive. Emphasis on creation and implemen- and the human resource department. Explores tation of a plan for a potential world-class ven- union/management interactions and healthy ture. (Open only to Entrepreneur Scholars. Also workplace environment while considering listed as PCS 480.) Fee: $3,000. employment laws, the diverse labor force, and BUS 481 Entrepreneur Apprenticeship— internal influences. (BUS 360 recommended, 3 cr. hrs. junior status.) Business plan development and implementation BUS 464 Business Taxation—3 cr. hrs under supervision of the director of the Center for Provides a survey of income tax issues for busi- Entrepreneurship and the mentorship of an entre- nesses. Includes overview of tax theory, taxa- preneur. (Open only to Entrepreneur Scholars.) tion of corporations, partnerships and other COURSE DESCRIPTIONS Business Administration — 157 BUS 482 Global Entrepreneurship—3 cr. hrs. approaches to resource allocation, statistical Prepares students to conduct international busi- techniques for quality control, inventory mod- ness by comparing and contrasting the business els, project scheduling networks, and basic practices of entrepreneurs in the United States queuing systems. (Prerequisite: BUS 500.) with entrepreneurs globally. Immerses stu- BUS 506 Principles of Accounting—3 cr. hrs. dents in a foreign culture where they transact Introduction to financial and managerial business on foreign soil. (Open only to Entre- accounting and reporting issues. Topics include preneur Scholars.) the preparation, analysis, and interpretation of BUS 485 Entrepreneurial Ventures—3 cr. hrs. general purpose financial reports and uses of Designed for juniors and seniors interested in accounting information for decision-making creating a new business venture or students at purposes. this level who wish to familiarize themselves BUS 511 Cross-Cultural Management— with the concepts, issues, and techniques of 3 cr. hrs. new venture creation and entrepreneurship. Promotes a systematic understanding of cultur- The course will focus on identifying and evalu- al differences across and within nations and the ating new business opportunities. (Prerequisite: impact thereof on business practice and man- BUS 200.) agerial behavior. Students will conduct in-depth BUS 490 Directed Study—3 cr. hrs. comparative cultural analysis, and develop Designed for superior students desiring exten- their global mindsets and multicultural skills sive and intensive study in a particular area of (e.g., cultural sensitivity, intercultural commu- interest. (Prerequisite: Permission of instructor, nication, negotiations, and cooperation) through- advisor, and dean.) out the course. This course is particularly help- BUS 491-492 Business Seminars—3 cr. hrs. ful for students who plan to work overseas or in In the semesters in which offered, varying sub- multicultural environments. ject matter as business faculty deems appropri- BUS 512 Leadership and Higher Level Man- ate for needs of the student in meeting the objec- agement—3 cr. hrs. tives of the undergraduate business program. Explores the role of leadership within organiza- BUS 499 Senior Thesis—3 cr. hrs. tions focusing on integrative roles of middle Research, study, or original work under the and higher level managers. Topics include a direction of a faculty mentor, leading to a schol- survey of leadership theory, team building arly thesis document with a public presentation skills, conflict and politics, and the manage- of results. Requires approval of thesis director, ment of change. dean, and director of the honors program, when BUS 513 Social Responsibility in Organiza- appropriate. (Prerequisites: Senior standing, 3.0 tions—3 cr. hr. GPA in the thesis area or good standing in the Explores the role of business in society. Cover- honors program.) age of company values, actions, and outcomes that affect employees, investors, business part- Graduate Courses ners, communities, and the natural environ- M.B.A. program information can be found in the ment. Examines business ethics in these rela- Graduate School section on page 129. tionships and ways that leaders can improve BUS 500 Statistical and Quantitative Analy- corporate citizenship. sis—3 cr. hrs. BUS 516 Management Information Covers the statistical and quantitative tools for Systems—3 cr. hrs. conducting basic research in the business envi- This course is an introduction to the technolo- ronment. Topics include descriptive statistics, gy, applications, and management of computer- probability distributions, and hypothesis test- based information systems in organizations ing, with extensive treatment of multiple with dual emphases on the digital firm and data- regression models. Course presumes some base management systems. It is designed to familiarity with statistics and a basic proficiency provide the necessary frameworks, concepts, with Microsoft Excel. See the M.B.A. coordina- and principles to guide students to understand tor for details on required statistics workshop. and effectively address the issues pertaining to (Also listed as NRS 500.) the vast and fast-growing field of computer- BUS 501 Economic Analysis—3 cr. hrs. based information systems (IT/CBIS) in the Provides a comprehensive review of macro- and context of an enterprise. microeconomics topics as background for BUS 520 Applied Marketing Strategies— M.B.A. study. 3 cr. hrs. BUS 505 Operations Management—3 cr. hrs. Develops marketing plans and strategies for Introduces a variety of quantitative techniques products and services in an increasingly com- with wide-ranging application potential in areas petitive environment. Examines processes for of operations management and analysis. Topics serving these markets in ways that are econom- will typically include linear programming ically, environmentally and socially sustainable. 158 — Business Administration COURSE DESCRIPTIONS BUS 521 Consumer Behavior—3 cr. hrs. text, international capital budgeting, and eco- Offers a detailed analysis of consumer decision nomic developments reshaping the financing processes, product usage behavior, and responses and investment environment. (Prerequisite: to various elements of marketing strategy. BUS 530 or equivalent.) Explores external environmental influences BUS 532 Security and Portfolio Analysis— and internal mental processes that help shape 3 cr. hrs. consumer behavior. (Prerequisite: BUS 520 or Surveys the field of investments. Topics include equivalent.) investment objectives, short-term and long- BUS 522 Marketing Research—3 cr. hrs. term media, real estate media, stock and bond Presents a problem-solving approach to under- valuation theory, the capital asset pricing standing the ways information is used to guide model and portfolio theory, the efficient market marketing and management decisions. Using hypothesis, options, and futures. (Prerequisite: an experiential method, students learn to BUS 530 or equivalent.) define research objectives, choose and evaluate BUS 533 Financial Markets and Institu- data sources, implement data collection proce- tions—3 cr. hrs. dures, and analyze and present research Studies the global financial system and the results. (Prerequisite: BUS 520 or equivalent.) financial markets and intermediaries that com- BUS 523 Negotiation and Persuasion Strate- prise this system. The course examines related gies—3cr. hrs. topics such as interest rates and the pricing of Applies negotiation strategies and tactics in a financial assets, regulation, and the risk analy- variety of business and nonprofit environ- sis and management of banks and other finan- ments; emphasis on collaborative and competi- cial institutions. (Prerequisite: BUS 530 or tive styles of negotiating. Seminar-style course equivalent.) with multiple bargaining simulations through- BUS 534 Derivatives and Risk Manage- out the semester. (Prerequisite: BUS 520 or ment—3 cr. hrs. equivalent.) Examines derivatives, their markets, and their BUS 524 Integrated Marketing Communica- role in portfolio- and corporate financial man- tions—3 cr. hrs. agement. Emphasis on risk management tech- Provides an in-depth examination of how to niques employing derivatives, and the pricing build a brand for a corporation or non-profit of options, futures, forward contracts, and organization through uses of various elements swaps. Other topics include market structure, of marketing communication, including adver- speculation, and arbitrage. (Prerequisite: BUS tising, sales promotion, public relations, and 530 or equivalent.) event sponsorships. (Prerequisite: BUS 520 or BUS 535 International Economics and equivalent.) Trade—3 cr. hrs. BUS 525 Sales and the Global Market— Deals with the exchange of goods, services, and 3 cr. hrs. capital across national boundaries. The record Understand the personal selling function as a of these transactions, the balance of payment means to develop buyer-seller interrelation- accounts, is analyzed extensively. Other topics ships. Provides an opportunity to discuss and include theories of trade, exchange rate deter- practice the selling process and personal selling mination, and economic growth. (Prerequisite: strategies with an emphasis on managing across BUS 501 or equivalent.) cultures. Role plays and cases are featured com- BUS 541 Human Resource Management— ponents for enhancing marketing and sales 3 cr. hrs. skills. (Prerequisite: BUS 520 or equivalent.) Covers theories, practices, and research in BUS 530 Corporate Finance—3 cr. hrs. employment, development, appraisal, and Examines in depth the key theories and prac- compensation of employees from the views of tices in corporate finance. Covers the corpora- line management and the human resource tion’s financing, investing, and distribution department. Also covers government regula- activities, the assessment and management of tions, the diverse labor force, job analysis, safe- risk, a critical analysis of financial reports, and ty and health, and globalization. Strategic impli- the valuation of claims and contingent claims. cations and skill-building are emphasized. Quantitative content. (Prerequisite: BUS 500.) BUS 544 Managing Innovation and Change BUS 531 International Finance—3 cr. hrs. —3 cr. hrs. Examines international financial institutions, Examines approaches that leading organiza- markets, and instruments. Emphasis on tions use to improve innovation and organiza- exchange-rate determination, and currency-risk tional performance. Topics include innovation management techniques employing forward, and technology management, organization futures, and options contracts. Other topics design, and organizational development. include international money and capital mar- Develops methods to assess current organiza- kets, portfolio theory in an international con- COURSE DESCRIPTIONS Business Administration — 159 tional relationships, design improvements, and BUS 563 Financial Statement Analysis— successfully implement these changes. 3 cr. hrs. BUS 545 Project Management—3 cr. hrs. Develops skills for examining financial infor- Takes a comprehensive view of project man- mation by external users (lenders, stock ana- agement, addressing both the technical and the lysts, and owners/shareholders). Includes socio-cultural aspects of the field. Examines study of properties of financial information, how the technical/tools aspects of project man- choices of generally accepted accounting princi- agement integrate with the socio-cultural ples, income manipulation, methods of infor- aspects in successfully managing projects. Uti- mation disclosure, and off-balance sheet lizes lectures, group problem-solving exercises, accounting. (Prerequisite: BUS 506 or equiva- team planning activities, and case discussions lent.) to emphasize the various aspects and dynamic BUS 565 Auditing—3 cr. hrs. nature of project management concepts, tools, Examines the theory, methodology, and specif- and realities. (Prerequisite: BUS 505 or equiva- ic techniques used in the verification and pre- lent.) sentation of financial data provided to out- BUS 551 Introduction to Health Care Man- siders. Introduces specific verification services, agement—3 cr. hrs. including assurance, attest, and audit services. Provides a survey of the American health care A team project requires an audit of an organiza- system and the linkage of organizations in the tion. (Prerequisite: BUS 311 or equivalent.) health care industry. Explores the evolution of BUS 566 Not-for-Profit and International health care policy and the economics of alterna- Accounting—3 cr. hrs. tive health care delivery systems. Covers both accounting for not-for-profit enti- BUS 552 Health Care Marketing—3 cr. hrs. ties and international/foreign currency Explores marketing concepts and their applica- accounting. Examines accounting regulations tion in health care. Topics include marketing for governments, charitable organizations, col- for health care delivery systems, medical prod- leges and universities, and hospitals. Considers ucts, and health care services in both for-profit transactions made by U.S. entities but denomi- and non-profit organizations. (Prerequisite: BUS nated in foreign currencies and international 502 or equivalent.) accounting standards compared to U.S. stan- BUS 553 Health Care Finance—3 cr. hrs. dards. (Prerequisite: BUS 311 or equivalent.) Explores basic and emerging trends in the finan- BUS 568 Taxes and Business Strategy— cial management of health care organizations 3 cr. hrs. and the health care industry. Topics include Examines how to integrate tax strategy into financial analysis, resource management, business decision-making in both the domestic financing of health care systems, and relation- and international business environments. The ships between health care providers, insurers focus is not on technical tax rules but on opti- and other parties. (Prerequisite: BUS 530.) mizing the operational structure of firms and BUS 554 Health Care Information structuring specific business transactions to Systems—3 cr. hrs. maximize after tax returns. Topics include: fun- Explores the design of health care information damentals of the U.S. tax system; corporate systems for integrating medical records, billing, structure, mergers, and liquidations; property personnel, and other services in both adminis- dispositions; compensation issues including trative and health research systems. employee stock options; international and BUS 556 Ethical Issues in Health Care—3 cr. interstate tax planning; family tax planning; hrs. dealing with the IRS. (Prerequisite: BUS 506 or Explores ethical issues arising in health care equivalent.) delivery systems including patient care issues, BUS 571 New Venture Management— professional and administrative conduct, med- 3 cr. hrs. ical research, and the provision of health care Examines the entrepreneurial process—the crit- products and services. ical ingredients determining a startup’s success BUS 560 Managerial Accounting Applica- or failure and the driving forces behind this tions— 3 cr. hrs. event through the eyes of the entrepreneur. Provides students with accounting and analyti- Course exposes students to the role of the entre- cal skills useful for managerial decision-making. preneur and the process used in finding, Topics covered include: performance evalua- screening, and evaluating new business oppor- tion, pricing and operational decisions, strategy, tunities. cost allocation, variance analysis, inventory and BUS 572 Family Business Planning— capital budgeting, among others. (Prerequisite: 3 cr. hrs. BUS 506 or equivalent.) Explores the personal, family, and business issues found in family owned firms. Focus on development of relevant analytical and man- 160 — Business Administration/Catholic Studies COURSE DESCRIPTIONS agerial skills. Topics include family business systems, family business governance, succes- Catholic Studies sion, and family wealth planning. PCS 320 Anglo-Saxon and Medieval Litera- BUS 580 Strategic Issues and Applications ture—3 cr. hrs. in Management—3 cr. hrs. From Beowulf to 1500, readings from key poets, Examines the competitive process through the playwrights, and prose writers from the Anglo- firm’s management of its strategic issues. Com- Saxon and medieval periods examined in the petition is at the heart of the success and failure context of linguistic, social, and literary history. of firms. Students are exposed to the techniques In addition to Beowulf, readings will include used by managers to evaluate their firm’s com- selections from The Canterbury Tales, Sir Gawain petitive position, to develop a strategy based on and the Green Knight, hagiographies (saints’ competitive advantages, and to successfully lives), and The Book of Margery Kempe. (Also list- execute their chosen strategy. Course should be ed as ENG 320.) taken in student’s graduating semester. PCS 323 Chaucer —3 cr. hrs. BUS 581 Advanced Business Communica- A study of The Canterbury Tales in Middle Eng- tions—3 cr. hrs. lish with references to modern English ver- Course designed to help students attain profes- sions. We will explore Chaucer’s self-conscious- sional-level competence in oral and written ly ambiguous and playful language within the business communication. Students learn rhetor- context of theological, philosophical, social, and ical principles and apply them to business com- economic transformations comprising the munication situations. Included: making formal author’s fourteenth-century milieu. oral presentations, conducting meetings, writ- PCS 330 Dante’s Divine Comedy—3 cr. hrs. ing business reports. (Also listed as CST 581.) A study of Dante the pilgrim’s journey through BUS 582 Global Business Law—3 cr. hrs. the realms of hell, purgatory, and heaven in Examines the impact of U.S., foreign, and inter- search of Beatrice— “the one who will make national law on global businesses and compari- him happy”— with commentary and satire son of U.S. and foreign commercial legal sys- along the way on the state of his times tems. Topics include laws governing multina- (medieval Florence and Italy), which are a dis- tional firms; international sales transactions; tant mirror of our own, the need for justice, and trade and transportation issues; protection of the nature of true love. A study also of Dante’s intellectual property; finance, accounting, and Vita Nuova, the book that records how Dante tax issues; and dispute resolution including the came to write the Comedy. (Also listed as ENG use of arbitration. 330.) BUS 583 Graduate Business Internship— PCS 333 Medieval Europe—3 cr. hrs. 1 cr. hr. A broad study of the history of Medieval Europe, Allows highly-qualified M.B.A. students to com- from St. Augustine to the Hundred Years’ War, plete an internship for credit to gain work expe- with special emphasis on politics and culture. rience in a functional area. Interns must fulfill (Also listed as HST 333.) an academic component in addition to the con- PCS 334 The Problem of Being—3 cr. hrs. tact time with the company. Open to full-time This course studies some of the major topics students. Course counts as elective only. (Pre- and approaches in the history of philosophical requisites: Approval of the M.B.A. director.) reflection on Being and ontology from the be- BUS 590 Directed Study—credit arranged ginnings of metaphysical speculation in the pre- Designed for strong students desiring to do Socratics through the contemporary period. extensive study in a particular area of interest These include discussions of potency and act, for which there is currently no University essence and existence, causality, the ontological course offered. Students electing to do a direct- foundations of logic, the nature of language, ed study must find a professor with a particular and the question of God. The course may take area of expertise to serve as their faculty spon- up these discussions from a variety of different sor. (Prerequisite: Permission of the instructor, approaches. (Also listed as PHL 334.) MBA director, and dean.) PCS 335 Europe in the Age of Religious BUS 591-592 Seminars—3 cr. hrs. War—3 cr. hrs. In the semesters in which they are offered, cours- This course will examine European history es cover a variety of subjects the M.B.A. staff from 1500 to 1688. This period runs from the considers appropriate for the needs of the stu- Reformation to the birth of the modern state dents in meeting the objectives of the MBA pro- system. Special emphasis on intellectual, artis- gram. tic, and cultural developments as well as the theological and military transformations in European life during this time. (Also listed as HST 335.) COURSE DESCRIPTIONS Catholic Studies — 161 PCS 345 Spain from 1000 to 1700, Medieval McCormick, who have influenced the develop- and Early Modern Spain—3 cr. hrs. ment of Catholic ethics. A critical examination This course will examine Spain’s long centuries of natural law, human freedom, conscience, of contact and conflict between Christian and authority, and the moral and rational capacity. Muslim regions and its expansion abroad as a (Also listed as THE 422.) world power. Topics will include the nature of a PCS 425 Catholic Social Teaching: A Living frontier society, the development of the politi- Tradition of Thought and Action—3 cr. hrs. cal systems of Castile and Aragon, Iberia’s con- By examining the relationship between nections to the rest of Europe and to the Catholic social teaching and social action this Mediterranean world, cultural and artistic course considers the theological perspectives, developments, the interactions among the socio-historical contexts, key principles within three religious groups (Christians, Muslims, this tradition such as the dignity of the human Jews), the expansion into the Atlantic and ulti- person and the common good, approaches to mately to the Americas, the growth and admin- moral argument, and methods of social analysis istration for the Spanish Empire in Latin Ameri- that have shaped the Catholic tradition of ca and the effect that the colonies had on Spain. thought and practice. (Also listed as SJP 425, (Also listed as HST 345.) THE 425.) PCS 354 Colonial Latin America—3 cr. hrs. PCS 426 Comparative Economics—3 cr. hrs. Course will begin with a brief study of the main Examines major economies of the world from a indigenous civilizations in Central America, historical, theoretical and applied perspective. then proceed to a study of Portuguese and Span- Students will analyze how different national ish exploration and rule until the colonies economic systems have evolved through time gained independence in the early 19th century. as changing economic ideas and practices (Also listed as HST 354.) spread across national boundaries. Examples of PCS 391 Renaissance Europe 1350-1600—3 possible case studies include the end of the cr. hrs. Soviet economic experiment, the extraordinary Course examines the origins, development, and growth rates of Post-World War II East Asia, the influence of the Renaissance on European cul- U.S. economic boom in the 1990s, and the late ture and society in the 14th, 15th, and 16th cen- 1990s crisis in developing economies. (Prereq- turies. Primary emphasis will be on the leading uisites: ECN 120 or the permission of instructor. trends in Renaissance philosophy and on the Also listed as ECN 426.) role of Renaissance humanism in Europe’s PCS 435 Bioethics—3 cr. hrs. political, social, and religious life. Appreciation This course will explore the foundations of sci- of the artistic achievements of the Renaissance ence, ethics, law, and medicine and from that will form a secondary aspect of the course. foundation explore contemporary issues in the PCS 400 Integrating Seminar in Environ- intersection of those fields including the influ- mental Studies—3 cr. hrs. ence of culture on science, medicine, law, and A project-oriented seminar in which student ethics, professional codes, the concept of teams with varying backgrounds in environ- informed consent, issues at the beginning of mental studies develop action plans to deal with life, cloning, stem cell research, reproductive regional environmental issues. (Also listed as technologies, genetics, biomedical research and ENV 400.) technology, the global AIDS epidemic, and jus- PCS 402 Poets, Prophets, Divas, and tice in the distribution of health care. (Also list- Divines—3 cr. hrs. ed as PHL 435.) This course offers students the opportunity to PCS 438 The Catholic Mass: Yesterday, trace the development of prophecy and the Today, and Tomorrow—3 cr. hrs. prophetic tradition as it unfolds in the biblical A historical and theological examination of the text and world and in our world today. Various Catholic Mass (Lord’s Supper) in Church teach- prophets and their writings are studied in order to ing and ecumenical perspective. Special understand the person and personality of a emphasis to be given to the intrinsic nature of prophet, prophetic imagination and creativity, the its parts in Word and Eucharist, to devout and role of religious experience, the search for divine active participation by the faithful, and to its sig- justice and compassion. Central to the course is nificance as source and summit of Christian the study of the prophets’ vision of hope and spirituality in contemporary time and culture. transformation for all times. Students are invited (Also listed as THE 438.) to explore how they can be shakers and movers, PCS 441 Responding to God: An Introduc- history-makers and hearers, and prophetic leader tion to Spiritual Practice—3 cr. hrs. of a new day. (Also listed as SJP 402, THE 402.) The primary purpose of this course is to facilitate PCS 422 Modern Catholic Ethics—3 cr. hrs. the development of a set of skills and under- Analysis of several contemporary Catholic ethi- standings drawn from the Christian tradition cists, including Curran, O’Connell, Regan, and that will aid students in enriching their aware- 162 — Catholic Studies COURSE DESCRIPTIONS ness of and responses to God’s presence in their Besides being the most provocative teacher in lives. Students will engage in a variety of spiritual the history of Western Christianity, only Saint practices, such as lectio divina, meditation, and Augustine of Hippo (354-430) remains a force in contemplation. Students will also explore key contemporary thought. Besides his ranking concepts informing these practices, such as dis- importance in Christian theology for more than cernment, freedom, desire, surrender, and grat- fifteen hundred years, his thinking still informs itude. This course will require the learning of fields as diverse as psychology, political sci- factual material, commitment to self-reflection, ence, and philosophy. This course will track the and active participation in spiritual practice. life and thought while situating it in the context (Also listed as THE 441.) of late Roman antiquity and Christianity’s grow- PCS 442 Introduction to Christian Spiritu- ing domination. Alongside our focus on Augus- ality—3 cr. hrs. tine as a person, philosopher, theologian, and In this course students will read dialogically and mystic, particularly in his classic Confessions, critically selected texts in the genre of Christian special attention will be paid to his interpreta- spirituality. They will construct their own tion of the Bible. We will also note Augustine’s hermeneutical strategies to dialogue with and influence in medieval, Reformation (Protestant interpret these texts in light of the following and Catholic), and modern periods. (Also listed context: Christian spiritual themes; explicit and as THE 463.) implied images of God and ways of communi- PCS 467 History of the Catholic Church in cating with God. Students will also read critical- America—3 cr. hrs. ly to elicit from the texts and from their own Study of the development of the Catholic experiences suggestions about ways of being in Church in America with emphasis on signifi- fruitful relationships with themselves, others cant social, political, and cultural ideas and and the world in light of the incarnation. This issues. (Also listed as THE 467.) course will also require a commitment to self- PCS 469 Great Philosophers—3 cr. hrs. reflection and to active participation in an ongo- This course is devoted to an intensive study of ing conscious engagement with oneself, others, the work of a single philosopher. Different philo- the world, and the texts at hand. (Also listed as sophers will be featured in different semesters. THE 442.) (Also listed as PHL 469.) PCS 452 Social Justice Leadership—3 cr. hrs. PCS 472 Medieval Philosophy—3 cr. hrs. This course serves as a capstone to the social The major philosophers from Augustine justice minor program. The course will address through late scholasticism with particular atten- social justice from a local, national, internation- tion to Augustine, Anselm, Aquinas, Bonaven- al, and global perspective. Students will design, ture, Scotus, and Ockham. Taught biennially. plan and implement a social justice project that (Prerequisite: PHL 220 or equivalent. Also listed will engage other students. Through participa- as PHL 472.) tion, mentoring, reading, and reflection stu- PCS 480 Creating a World-Class Venture— dents will develop their leadership capacities. 3 cr. hrs. (Also listed at SJP 452, PSY 452.) Coverage of conceptual entrepreneurial skills PCS 453 Religion and Science—3 cr. hrs. needed to create a business that is globally com- Historical development of conflicts, especially petitive. Emphasis on creation and implemen- over the theory of evolution, and the variety of tation of a plan for a potential world-class ven- positions presented today by theologians, scien- ture. (Open only to Entrepreneur Scholars. Also tists, and philosophers. (Also listed as THE 453.) listed as BUS 480.) Fee: $3,000. PCS 456 Literary Catholicism—3 cr. hrs. PCS 482 Theology in Ecological Perspective— This course will explore the Catholic theological 3 cr. hrs. tradition, primarily as it finds expression in six Explores contemporary Christian theology and novels whose writing is influenced by that tradi- its response to environmental and ecological tion. (Also listed as THE 456.) issues. The course will investigate the nature of PCS 459 Theological Themes in Catholic our current ecological crisis and the emerging Literature—3 cr. hrs. theological insights by Christians deeply con- Course will explore the Catholic theological tra- cerned about our global environment. Special dition primarily as it finds expression in recent emphasis will be given to the God-world relation- Catholic writing. Examples of subjects to be dis- ship, biblical and ethical considerations, as well cussed include Jesus Christ, Revelation, the fall as ecological issues germane to the Northwest. of humanity and the problem of evil, the nature (Also listed as ENV 482, THEP 482.) of sacraments, and the implications of faith for PCS 486 The Mysticism of Resistance: Glob- personal relationships. (Also listed as THE 459.) al Perspectives on Gender, Poverty, and PCS 463 Mystic, Thinker, Teacher: The Life Violence—3 cr. hrs. and Work of Augustine of Hippo, 354- This course is designed to engage students in 430—3 cr. hrs. critical theological reflection rooted in social COURSE DESCRIPTIONS Catholic Studies/Chemistry — 163 analysis of women’s experiences of violence site: CHM 208.) Fee: $60. and poverty in a context of globalization. *CHM 279 General and Analytical Chemistry Through classroom and experimental learning Laboratory—1 cr. hr. students will come to understand the feminist Accelerated one three-hour laboratory per week paradigm as a model for transformation. (Also with an emphasis on analytical techniques to listed as SW 486, SJP 486, THEP 486.) include data collection and interpretation. PCS 491 Special Offerings. Required for chemistry/biochemistry majors. (Corequisite: CHM 208.) Fee: $60. Chemistry CHM 290 Directed Study—credit arranged. CHM 007-008 General Chemistry Work- For special lower division study under the direc- shops—2 sems., 0 cr. hrs. tion and with the permission of a staff member. These workshops are based on the Peer-Led Content and credit to be arranged. Can be repeated. Team Learning model (PLTL) with students *CHM 293 Special Chemistry Lab—1-3 cr. hrs. working individually and in small groups to For special lower-division laboratory projects. learn and exercise problem solving techniques. Content and credit to be arranged. Fee: $60 per The problems presented in these workshops are credit hour. often not amenable to solution through ready- CHM 314 Analytical Chemistry—3 cr. hrs. made formulas and require the individual to Lecture presentation of the principles of wet interact with peers in a reflective manner. The and instrumental methods and the treatment of workshop is 90-120 minutes each week. (Coreq- analytical data. (Prerequisites: CHM 208, CHM uisite: CHM 207-208.) 279, or permission of instructor. May be taken CHM 025-026 Organic Chemistry Work- concurrently with CHM 379.) shops—2 sems., 0 cr. hrs. †CHM 325-326 Organic Chemistry—2 sems., These workshops are based on the Peer-Led 6 cr. hrs. Team Learning model (PLTL) with students This sequence will allow the student to develop working individually and in small groups to a broad understanding of the theoretical con- learn and exercise problem solving techniques. cepts of organic chemistry. Modern mechanistic The problems presented in these workshops are theory of acid-base reactions, substitution, elimi- often not amenable to solution through ready- nation and addition reactions will be developed made formulas and require the individual to in detail. Nomenclature, model building and interact with peers in a reflective manner. The stereochemistry are important components of workshop is 90 minutes each week. (Corequi- this sequence. Nuclear magnetic resonance, site: CHM 325-326.) infrared, ultraviolet and mass spectrometry are †CHM 207 General Chemistry I—3 cr. hrs. important techniques for the assignment of mol- For science and engineering majors. Introduc- ecular structure and support of the presented tion to stoichiometry, atomic structure, bond- theories. Molecules of biological importance will ing, and reactions. Principles of solution chem- be studied using the concepts developed earlier istry and chemical thermodynamics included. in this sequence. (Prerequisite for CHM 325: (Prerequisite or corequisite: 100-level mathe- CHM 208. Corequisite for CHM 325: CHM 025. matics course or equivalent. May be taken con- Prerequisite for CHM 326: CHM 325. Corequi- site for CHM 326: CHM 026) currently with CHM 277.) CHM 331 Physical Chemistry I—3 cr. hrs. †CHM 208 General Chemistry II—3 cr. hrs. Postulates of quantum mechanics, particle in a Principles of chemical kinetics, thermodynam- box, harmonic oscillator, rigid rotator, and ics, and equilibrium will be studied with hydrogen atom with application to electronic emphasis on acid-base chemistry and electro- structure of atoms and molecules and to atomic chemistry. Other topics may include intermole- and molecular spectra. (Prerequisites: CHM cular forces, phase changes, colligative proper- 208, PHY 205, MTH 202, or permission of ties, organic chemistry, nuclear chemistry, instructor.) polymers, and biochemistry. (Prerequisite: CHM 332 Physical Chemistry II—3 cr. hrs. CHM 207 or equivalent. May be taken concur- Classical and statistical thermodynamics to rently with CHM 278/279.) include Boltzmann statistics, partition func- *CHM 277 General Chemistry Laboratory— tions, and ensembles with applications to phase 1 cr. hr. equilibria, chemical equilibria, solute-solvent One three-hour laboratory period per week. interactions, and non-equilibrium thermody- (Corequisite: CHM 207.) Fee: $60. namics. Chemical kinetics. (Prerequisite: CHM *CHM 278 General Chemistry Laboratory— 331 or permission of instructor.) 1 cr. hr. One three-hour laboratory per week. (Corequi- *Protective eye wear required. †Workshops may be recommended or required. 164 — Chemistry COURSE DESCRIPTIONS *CHM 370 Special Chemistry Laboratory— CHM 387 Service Learning in Chemistry— 1-3 cr. hrs. 1 cr. hr. For special upper-division laboratory projects. Faculty directed student outreach in community Content, credit, and fee to be arranged. (Prerequi- educational institutions. Before enrolling, stu- site: CHM 326.) Fee: $60 per credit hour. dents must consult with a faculty member to *CHM 372 Physical Chemistry Laboratory I— define goals for the project. May be repeated for 1 cr. hr. credit. (Prerequisite: CHM 207-208.) Atomic and molecular spectroscopy to illustrate CHM 390 Directed Study—credit arranged. the postulates of quantum mechanics, particle CHM 393 Research in Chemistry—1-3 cr. hrs. in a box, harmonic oscillator, rigid rotator, and Faculty directed student research. Before electronic structure of atoms. (Prerequisite: enrolling, students must consult with a faculty CHM 331.) Fee: $60. member to define the project. May be repeated *CHM 373 Physical Chemistry Laboratory for credit. Fee: $60 per credit hour. II—1 cr. hr. CHM 412 Advanced Instrumental Methods— Experiments designed to investigate thermody- 1 cr. hr. namics with applications to phase equilibria, Theory and practice of modern chemical instru- chemical equilibria, solute-solvent interactions, mentation. (Prerequisite: CHM 331 or permis- and electrochemistry. (Prerequisite: CHM 332.) sion of instructor. Corequisite: CHM 472.) Fee: $60. CHM 444 Inorganic Chemistry—3 cr. hrs. *CHM 375-376 Organic Chemistry Atomic structure examined from elementary Laboratory—2 sems., 2 cr. hrs. quantum mechanics, valence bond theory, mol- Techniques used in the synthesis, separation, ecular orbital theory, ligand field theory, inor- characterization of organic compounds will be ganic stereochemistry, periodic properties of developed. Mechanistic investigations of nucle- elements, electrochemistry, acid-base theories. ophilic and aromatic electrophilic substitution (Prerequisite: CHM 331 or permission of instructor.) reactions will be presented. With the consent of CHM 453 Biochemistry—3 cr. hrs. the instructor, students will have the opportuni- Physical-chemical basis of life processes. Topics ty to modify reactants, reagents and/or condi- include: structure and function of proteins, car- tion for reactions. Development and comple- bohydrates, and fats; metabolism of carbohy- tion of a multiple-week, individual project is an drates and fats; and metabolic control process- important component of CHM 376. The student es. (Prerequisite: CHM 326, or permission of will learn the operation and capabilities of our instructor.) FT-IR, FT-NMR and GC-MS instruments. One CHM 454 Biochemistry II—3 cr. hrs. three-hour lab period per week. (Corequisite for Continuation of CHM 453. Emphasis is on bio- CHM 375: CHM 325. Prerequisite for CHM 376: synthesis of macromolecules. Topics include CHM 375. Corequisite for CHM 376: CHM 326.) photosynthesis, metabolism of amino acids, Laboratory Fee: $60 per semester. membrane synthesis, nucleic acid and protein *CHM 379 Analytical Chemistry biosynthesis, current topics in biochemistry. Laboratory—1 cr. hr. (Prerequisite: CHM 453, or permission of Experiments in quantitative analysis, including instructor.) wet, spectroscopic, electrochemical, and chro- ‡CHM 464 Polymer Science—3 cr. hrs. matographic methods. Additional emphasis on A study covering the synthesis, physical proper- statistics, computerized data analysis, and report ties, fabrication processes, and uses of nonbio- writing. (Corequisite: CHM 314.) Fee: $60. logical polymers. Specific topics to be discussed ‡CHM 386 Environmental Chemistry—3 cr. hr. are kinetics of polymerization, condensation This course is organized into three main sec- and addition polymerizations, copolymers, elas- tions in which chemical topics relevant to the tomers, thermosetting, glass transition temper- atmosphere, hydrosphere, and terrestrial envi- atures, molecular weight distributions, analysis, ronments are discussed. The course also crystal structures, plasticizers, properties of addresses anthropogenic effects on the environ- commercial polymers and plastics, fiber and ment, toxicology, risk assessment, environmen- elastomer processing technologies. (Prerequi- tal analysis, computer modeling, and the politi- site: CHM 326 or permission of instructor.) cal and sociological aspects of environmental *CHM 470 Special Chemistry Laboratory— topics. (Prerequisite: CHM 208. Also listed as credit arranged. ENV 386.) For special upper division laboratory projects. Content and credit to be arranged. (Prerequisite: CHM 331.) Fee: $60 per credit hour.

*Protective eye wear required. †Workshops may be recommended or required. ‡Course offered in alternate years. COURSE DESCRIPTIONS Chemistry/Civil Engineering — 165 *CHM 471 Biochemistry Laboratory—1 cr. hr. Techniques include modern methods for separa- Civil Engineering CE 200 Civil Engineering Seminar—1 cr. hr. tion and quantitation of biological materials, Survey of the civil engineering profession and including centrifugation, high pressure liquid its works. Invited speakers, field trips, and pro- chromatography, spectrophotometry, and gel jects. electrophoresis. (Prerequisite or corequisite: CE 201 Civil Engineering Design Graphics— CHM 453.) Fee: $60. 2 cr. hrs. *CHM 472 Advanced Instrumental Tech- Graphical communication of civil engineering niques—1 cr. hr. design ideas using computer and traditional A survey of modern instrumentation analysis methods. Use of graphical modeling in civil engi- including the use of spectroscopy, electrochem- neering design with an extended course project. istry and chromatography for quantitative and CE 223 Surveying—2 cr. hrs. qualitative analysis. (Corequisite: CHM 412.) Introduction to surveying. Topics include theory Fee $60. of measurements and error analysis; distance *‡CHM 473 Inorganic Synthesis and and angle measurements; traverse, area, and Characterization—1 cr. hr. volume computations; horizontal and vertical Techniques of inorganic synthesis including curves; topographic surveys; construction sur- nitrogen-vacuum line, drybox, non-aqueous sol- veys and mapping. vents. Methods of purification and characterization. CE 224 Surveying Laboratory—1 cr. hr. (Prerequisite: CHM 331.) Fee: $60. Introduction to basic surveying emphasizing ‡CHM 477 Digital Data Acquisition and In- construction-related activities; use of automatic strument Control—1 cr. hr. level, theodolite, and total station; field activi- Instruction in electronic circuits and computer ties include taping, different leveling, traverses, programming for use in data acquisition and horizontal curves layout; construction layout instrument control. Fee: $60. and mapping. (Corequisite: CE 223.) Fee: $20. CHM 490 Directed Study—credit arranged. CE 301 Construction Materials—2 cr. hrs. CHM 491-492 Chemistry Seminar—credit Introduction to the properties and applications arranged. of construction materials for civil engineers. Special topic seminar. Lectures, panel discus- Topics include mineral aggregates, Portland sions, student research paper, and oral presen- cement, concrete, asphalt cements, timber, and tation. (Prerequisite: CHM 331.) steel. (Prerequisite: EGR 322. Corequisite: CE CHM 493 Research in Chemistry—1-3 cr. hrs. 372.) Faculty directed student research. Before CE 315 Transportation Engineering— enrolling, students must consult with a faculty 3 cr. hrs. member to define the project. May be repeated Introduction to transportation systems and for credit. Fee: $60 per credit hour. modes; transportation planning; driver, pedestri- CHM 497 Industrial Internship—credit an, and vehicle characteristics; fundamental arranged principles of traffic flow; highway capacity analy- Intensive field experience in selected chemical sis; geometric design of highways; traffic opera- industries. Department permission and chem- tions; design of the intersection and interchange; istry G.P.A. of 3.0 required. (Prerequisite: CHM parking design; transportation safety and envi- 331.) ronmental impacts; introduction to pavement CHM 498 Senior Capstone Project in Chem- design. (Prerequisite: CE 223.) istry—1-3 cr. hrs. CE 321 Geotechnical Engineering—3 cr. hrs. For chemistry seniors who are developing and Introduction to soil mechanics. Weight-volume preparing their capstone project for public pre- relationships, classification, compaction, soil sentation. Before enrolling, students must con- hydraulics; subsurface stresses, consolidation, sult with a faculty member to define the project. and strength concepts. (Prerequisite: EGR 322. CHM 499 Senior Thesis—3-6 cr. hrs. Corequisite: CE 371.) Research, study, or original work under the CE 351 Structural Analysis I—3 cr. hrs. direction of a faculty mentor, leading to a schol- Concepts of stability and determinacy. Analysis arly thesis document with a public presentation of displacements and internal forces of determi- of results. Requires approval of thesis director, nate and indeterminate structures: trusses, department chair, dean, and the director of the beams, and frames. Influence line diagrams. honors program, when appropriate. (Prerequi- Introduction to indeterminate structures. (Pre- sites: Senior standing; 3.0 G.P.A. in the thesis requisite: EGR 322.) area, or good standing in the honors program.)

*Protective eye wear required. †Workshops may be recommended or required. ‡Course offered in alternate years. 166 — Civil Engineering COURSE DESCRIPTIONS CE 352 Structural Analysis II— 2 cr. hrs. discrete and continuous mechanical systems. Analysis of indeterminate structures by slope (Prerequisite: MTH 321. Corequisite: CE 351.) deflection method; moment distribution CE 404 Construction Engineering—3 cr. hrs. method; approximate methods of analysis. Construction management and planning, man- Introduction to space structures. (Prerequisite: agement organization, principles and proce- CE 351.) dures for estimating and bidding of construction CE 362 Hydraulic Engineering—3 cr. hrs. projects, construction contracts, contract docu- Study of water flow in open channels and ments, construction insurance and bonds; labor closed conduits. Topics include pipe friction, law, labor relations, and project safety; project fluid measurements, steady and unsteady planning and scheduling techniques, including closed conduit flow, steady open channel flow, CPM, PERT; resource allocations; project con- and pump and turbine design. Application of trol and treatment of uncertainty. (Prerequisite: hydraulic principles to water distribution and Junior standing.) storm water management. (Prerequisite: ME 311.) CE 411 Pavement Design—3 cr. hrs. CE 367 Environmental Engineering— Design of flexible and rigid pavements; physical 3 cr. hrs. and chemical properties of pavement compo- Introduction to environmental engineering, con- nents and highway material characterization; centrating on scientific aspects and how they pavement distress and performance evaluation. relate to design and operation of environmental Introduction to pavement evaluation, rehabili- control facilities. Quantitative analysis and tation, and pavement management. (Prerequi- description of human and natural environmental site: CE 321.) disturbances. Topics include materials balance, CE 416 Traffic Engineering—3 cr. hrs. application of environmental chemistry and Introduction to traffic engineering; traffic microbiology, overview of potable water treat- stream components and characteristics; funda- ment, pollution control, and surface water quality. mental principles of traffic flow; studies of traf- (Prerequisites: CHM 207, MTH 202.) fic speed, volume, travel time, delay, and CE 371 Geotechnical Laboratory—1 cr. hr. pedestrian; capacity analysis of freeways, high- Basic soil mechanics experiments: index tests, ways, signalized and unsignalized intersections; compaction, permeability, consolidation, direct traffic control devices; traffic signals; traffic shear and triaxial strength testing, and soil accidents and safety; and traffic management. exploration techniques. Application to field situ- (Prerequisite: CE 315.) ations with written and oral reports. (Corequi- CE 422 Geotechnical Design—3 cr. hrs. site: CE 321.) Fee: $20. Foundations, including footings, piers, and CE 372 Construction Materials piles, and raft foundations. Permanent retain- Laboratory—1 cr. hr. ing structures, mechanically stabilized earth, Laboratory experiments with concrete, timber, and soil nailed walls. Temporary shoring of and steel. Determining strength and stiffness excavations. Slope stability fundamentals. (Pre- properties of these materials by mechanical test- requisite: CE 321.) ing. (Prerequisite: EGR 322.Corequisite: CE 301.) CE 441 Structural Steel Design—3 cr. hrs. CE 376 Environmental Engineering Labora- Design of structural steel elements for buildings tory—1 cr. hr. using the LRFD method. Includes tension mem- Experiments on chemical and biological analy- bers, columns, beams, and beam-columns. Bolt- sis of water including alkalinity, turbidity, hard- ed and welded connections. Design methods ness, biochemical oxygen demand, dissolved are applied in a course project. (Prerequisite: oxygen, solids and fecal coliform. Softening, jar CE 351.) testing, and reactor tracer studies are also con- CE 442 Reinforced Concrete Design— ducted. (Prerequisite: ME 311. Corequisite: CE 3 cr. hrs. 367.) Fee: $20. Properties of an efficient concrete mix. Analysis CE 400 Environmental Engineering Semi- and design of rectangular and T-beams. One- nar—1 cr. hr. way and two-way slab design. Compression A project-oriented seminar in which student members subject to axial and eccentric loads. teams develop action plans to deal with regional Primary emphasis on the ultimate strength environmental issues. design method and to recent ACI Building CE 401 Computational Methods in Civil Code. (Prerequisite: CE 351.) Engineering—3 cr. hrs. CE 444 Structural Systems Design—3 cr. hrs. Application of computational methods to civil Introduction to analysis and design of structural engineering problems. Numerical differentiation systems and elements. Lateral force resistance and integration. Matrix methods for structural to wind and seismic forces: diaphragms and analysis. Solving differential equations with finite shear walls. Fundamental aspects of masonry difference and variational methods. Analysis of and prestressed concrete design. Advanced COURSE DESCRIPTIONS Civil Engineering — 167 structural analysis methods: approximate meth- investigations and feasibility studies, fate and ods of analysis, computer structural analysis. transport analysis, remediation of contaminat- Introduction to building system constraints: ed groundwater and soils. (Corequisite: CE 367 Architectural, mechanical, electrical and gener- or consent of instructor.) al program constraints. Emphasis on the Inter- CE 481 Civil Engineering Senior Design national Building Code requirements. (Prerequi- Project I—2 cr. hr. site: CE 351. Corequisite: CE 442.) The student will select a project with the CE 445 Timber Design—3 cr. hrs. approval of the faculty. Design criteria will be Analysis and design of structures employing developed for the selected project. Alternatives timber beams, columns,and tension members. will be explored and the student will submit a Design of laminated components, structural formal proposal. Occasional seminars. (Prereq- diaphragms, shear walls, and connections. Wind uisite: Senior standing in civil engineering.) and earthquake forces are considered. Design CE 482 Civil Engineering Senior Design methods are applied in a course project. (Pre- Project II—3 cr. hrs. requisite: CE 351.) Project alternatives developed in CE 481 will be CE 452 Earthquake Engineering—3 cr. hrs. measured against criteria. A preliminary design Response of structures to seismic loads and will be executed followed by a final design ground motion. Response spectra and their which will be formally presented in the form of application to earthquake analysis of structures. reports and/or plans and specifications. Occa- Seismic design criteria and provisions for build- sional seminars. (Prerequisite: CE 481.) ings and other structures. Use of current codes CE 490 Directed Study—1-3 cr. hrs. for earthquake resistant design of structures. Selected study, project, or research in civil engi- (Prerequisites: CE 321, CE 352, MTH 321.) neering for upper-division students. Must be CE 462 Sustainable Design—3 cr. hrs. arranged between the student and an individual This course will address aspects that contribute faculty member, and subsequently approved by to the design of sustainable communities. Top- the dean of engineering. No more than three of ics will include: sustainable measures, facility the technical elective hours taken at the Univer- location, stormwater management, water use, sity may be satisfied with individualized study. energy use, appropriate materials, and waste CE 491-492 Seminars—credit arranged. minimization. Guest speakers and field trips will be featured. (Prerequisite: Junior standing Graduate Courses or consent of instructor.) CE 504 Construction Engineering—3 cr. hrs. CE 464 Water Resources Engineering— Construction management and planning, man- 3 cr. hrs. agement organization, principles and proce- Study of the hydrologic cycle; rainfall and dures for estimating and bidding of construction streamflow measurement and analysis, surface projects, construction contracts, contract docu- and groundwater occurrence and movement. ments, construction insurance and bonds; labor Prediction of infiltration, evapotranspiration, law, labor relations, and project safety; project runoff and unit hydrograph analysis. Flood and planning and scheduling techniques, including drought probability analysis. Introduction to CPM, PERT; resource allocations; project con- reservoir operation and flood routing. (Corequi- trol and treatment of uncertainty. site: CE 362, EGR 360, or consent of instructor.) CE 511 Pavement Design—3 cr. hrs. CE 466 Water and Wastewater Design— Design of flexible and rigid pavements; physical 3 cr. hrs. and chemical properties of pavement compo- Study of the fundamental concepts required to nents and highway material characterization; design and operate processes used for drinking pavement distress and performance evaluation. water treatment and distribution and waste- Introduction to pavement evaluation, rehabili- water collection and disposal. Design of physi- tation, and pavement management. cal, chemical, and biological processes for water CE 516 Traffic Engineering—3 cr. hrs. treatment and wastewater disposal. Design of Introduction to traffic engineering; traffic water supply and wastewater collection infra- stream components and characteristics; funda- structure. (Prerequisites: CE 362 and CE 367.) mental principles of traffic flow; studies of traf- CE 468 Solid and Hazardous Waste Engi- fic speed, volume, travel time, delay, and neering—3 cr. hrs. pedestrian; capacity analysis of freeways, high- Introduction to the technology used to manage ways, signalized and unsignalized intersections; solid and hazardous wastes and immediate sites traffic control devices; traffic signals; traffic contaminated with toxic chemicals, solid waste accidents and safety; and traffic management. collection, recycling, refuse derived fuels, and CE 552 Earthquake Engineering—3 cr. hrs. sanitary landfill design. Risk assessment, treat- Response of structures to seismic loads and ment/storage disposal facility design, remedial ground motion. Response spectra and their 168 — Civil Engineering/Communication Studies COURSE DESCRIPTIONS application to earthquake analysis of structures. Seismic design criteria and provisions for build- Communication Studies ings and other structures. Use of current codes CST 100 Persuasion and Leadership— for earthquake resistant design of structures. 3 cr. hrs. CE 562 Sustainable Design—3 cr. hrs. Course provides a framework for students to This course will address aspects that contribute improve oral communication abilities essential to the design of sustainable communities. Top- for leadership responsibilities in professional, ics will include: sustainable measures, facility social, or volunteer groups. This course will location, stormwater management, water use, enhance a student’s ability to present ideas in energy use, appropriate materials, and waste dyads, small groups, and public presentations. minimization. Guest speakers and field trips The course will help student articulate argu- will be featured. ments, analyze messages, and evaluate evi- CE 564 Water Resources Engineering— dence in the course of achieving goals. Differ- 3 cr. hrs. ent sections will address specific content areas Advanced study of the hydrologic cycle; rainfall such as poverty, the environment, or politics. and streamflow measurement and analysis, sur- (Restricted to freshmen only.) face and groundwater occurrence and move- CST 101 Introduction to Communication ment. Prediction of infiltration, evapotranspira- Studies—3 cr. hrs. tion, runoff, and unit hydrograph analysis. Introduces theories of communication. Builds Flood and drought probability analysis. Intro- academic writing and research strategies. Con- duction to reservoir operation and flood rout- siders various academic and career options. ing. Design aspects culminate in engineering CST 107 Effective Public Speaking—3 cr. hrs. design reports. Theory and practice of oral communication, CE 566 Water and Wastewater Design— with special emphasis on issue analysis and 3 cr. hrs. argumentation in public communication. Advanced study of the fundamental concepts CST 200 University Speech Team—1 cr. hr. required to design and operate processes used for This course is designed for students participating drinking water treatment and distribution and in intercollegiate forensics. Students are actively wastewater collection and disposal. Design of involved in researching and writing speeches, physical, chemical, and biological processes for debate cases, and oral interpretations. water treatment and wastewater disposal. Design CST 225 Fundamentals of Interpersonal of water supply and wastewater collection infra- Communication—3 cr. hrs. structure. Design aspects culminate in engineer- Students study theories and pragmatics of inter- ing design reports. personal communication. Topics include per- CE 568 Solid and Hazardous Waste Engi- ception, language, self-concept, nonverbal mes- neering—3 cr. hrs. sages, formation and deterioration of relation- Advanced study in the technology used to man- ships. age solid and hazardous wastes and remediate CST 290 Directed Study—credit arranged. sites contaminated with toxic chemicals. Solid CST 297 Practicum—1-3 cr. hrs. waste collection, recycling, refuse derived fuels, CST 300 Communication Research—3 cr. hrs. and sanitary landfill design. Preparation of a Introduces students to quantitative research comprehensive design report encompassing methods used to study human communication. risk assessment, treatment/storage disposal Designed to prepare students to be critical con- facility design, remedial investigations and fea- sumers of research reports. (Prerequisite: MTH sibility studies, fate and transport analysis, 161.) remediation of contaminated groundwater and CST 301 Media and Society—3 cr. hrs. soils. Course views mass media from a variety of per- CE 590 Directed Study—credit arranged. spectives: psychological, sociological, political, CE 591-592 Seminars—credit arranged. cultural, and commercial. CE 599 Thesis—credit arranged. CST 307 Advanced Public Speaking— CE 599x Thesis in Progress—0 cr. hrs. 3 cr. hrs. Registration for any graduate student who has Students attain advanced public speaking skills received the grade of IP in Thesis 599 is required through the study and application of rhetorical while the thesis is in progress. Fee: $40. elements. Emphasis is on persuasive speaking. (Prerequisite: CST 107.) CST 320 Rhetorical Theory and Criticism— 3 cr. hrs. Introduces students to theories and concepts of rhetoric useful in understanding and evaluating persuasive communication. (Prerequisite for CST 435, 440, 445.) COURSE DESCRIPTIONS Communication Studies — 169 CST 332 Small Group Communication— Students investigate: problems of doing research 3 cr. hrs. in CMC, identity in virtual space, creating com- Provides theory and experiences necessary to munity on-line, effectiveness of social support in develop an understanding of group dynamics cyberspace, creating and maintenance of rela- and the role of communication in building tionships on-line, computer-supported coopera- group skills. Emphasizes understanding groups tive work, organizational use of CMC, long-dis- as they are situated in natural contexts. Stu- tance learning, and political uses of CMC. dents use theories of collaboration, dialogue, *CST 403 Communication Law—3 cr. hrs. principled negotiation and consensus decision Survey course designed to increase students’ making as applied to group process. understanding of First Amendment law as it CST 333 Organizational Communication relates to individual citizens, mass media, and Skills—3 cr. hrs. corporate communication. Ethical considera- Designed to develop and apply oral and written tions inherent in communication law decisions communication skills in organizational settings. will be emphasized. Skills such as web page design, conducting and *CST 410 Communication Theory—3 cr. hrs. responding to interviews, group decision mak- Course investigates the major social scientific ing, and writing business reports are studied. theories of communication, with emphasis on CST 352 Writing and Reporting—3 cr. hrs. understanding theorizing as a process of con- Instruction in news gathering and writing. structing visions of reality. Students develop the Includes a variety of assignments such as hard ability to analyze critically the underlying news, speeches, sports, feature subjects, and assumptions of theoretical models of communi- interviews. cation. *CST 361 Introduction to Advertising— *CST 411 Communication Across Barriers— 3 cr. hrs. 3 cr. hrs. Study of theory, practical, and ethical aspects of Exploration of barriers to effective communica- the advertising business. The course includes tion between members of differing sexes, races, guest lectures and interviews with professionals. and generations. Consideration of causes of (Prerequisite: CST 352 or concurrent enrollment.) problems and effective strategies for solutions. CST 362 Introduction to Public Relations— (Also listed as SJP 411.) 3 cr. hrs. CST 416 Negotiation and Conflict Manage- Survey course provides understanding of the ment—3 cr. hrs. role of public relations in the profit-making and An intensive study of orientations toward man- non-profit sectors, and specific working knowl- aging disputes and of specific processes and edge of the various facets of the public relations techniques currently in use. Course includes process. Planning and implementing public consideration of both organizational and inter- campaigns will be discussed. (Prerequisite: CST personal disputes and also focuses on the role of 352 or concurrent enrollment.) the mediator. (Also listed as SJP 416.) CST 363 Journalistic Writing Practicum— *CST 425 Advanced Interpersonal Communi- 3 cr. hrs. cation—3 cr. hrs. Instruction and experience in writing for publica- Investigates the dynamics of human communi- tion. Student class work will be published in either cation in building, maintaining, or altering The Beacon or other publications. Course may be interpersonal relationships. Particular empha- repeated one time. (Prerequisite: CST 352.) sis is given to family communication. *CST 364 Visual Communication—3 cr. hrs. *CST 431 Intercultural Communication— Study of effective communication of visual mes- 3 cr. hrs. sages in the mass media. Students will learn Course provides an introduction to the dynamics design, concept, and composition strategies for of intercultural communication. Content includes visual messages in print media. the importance of understanding one’s own cul- CST 391-392 Seminars—credit arranged. ture, the culture similarities and differences in *CST 401 Rhetoric and Politics—3 cr. hrs. communication, relationships, and the work- Detailed study of the role of political rhetoric place, and the ability to adapt to various cultures. and mass media in the formulation of public (Also listed as SJP 431.) policy. State and national elections are studied, CST 433 Organizational Communication and students write criticisms of campaign Theory–3 cr. hrs. rhetoric and mass media. Exposes students to theories of organizational *CST 402 Computer-Mediated Communica- communication and to methods used in their tion in Context—3 cr. hrs. application. Emphasis is on solving actual business This course explores communication implications and organizational communication problems. of on-line interaction in a variety of contexts.

*Course offered in alternate years. 170 — Communication Studies COURSE DESCRIPTIONS CST 434 Examining Organizational Com- organizations. May be taken twice. Only 3 cred- munication in Natural Settings—3 cr. hrs. its can apply to the major. This course focuses on the qualitative research CST 475 Senior Project—3 cr. hrs. methods in an organizational setting. Students Under faculty supervision, each student works explore designing and implementing a qualita- independently on a comprehensive project tive research project. designed to display advanced skills. (Prerequi- *CST 435 Advanced Visual Persuasion— site: Senior standing.) 3 cr. hrs. CST 483 Grace In The Wilderness: Conflict Study of current visual persuasion theory and in The Bible—3 cr. hrs. critical studies of mass-mediated, persuasive Offers students the opportunity to explore the images used in culture. Class provides active topic of conflict through a biblical, theological, practice of creating persuasive visual messages and social scientific lens. Using biblical text, using visual crafting and formatting software. related topical readings, and conflict theory, the (Prerequisite: CST 364.) course examines intrapersonal conflict, inter- *CST 440 Broadcast Criticism—3 cr. hrs. personal conflict, and conflict between humans Students will study and write televisual criticism and God. The course also provides students the which closely analyzes messages as cultural opportunity to explore a variety of conflict repositories of meaning or which investigates mediation and negotiation skills aimed at devel- the interaction between television and culture. oping just and transformative relationships for Emphasis is on the method, stance, and purpose life in a complex world. Fulfills requirement of of broadcast critics. (Prerequisite: CST 320.) a 400-level theology course and either a social *CST 445 Cinema and Society—3 cr. hrs. science or upper-division College of Arts and Explores the influence of movies on American Sciences elective. Fulfills the requirements of culture. Students explore theories and ideas CST 416. (Prerequisites: THE 101 and THE 205. concerning film, society, conflict, visual persua- Also listed as THEP 483.) sion, and narrative. Students view popular CST 485 Rhetoric of Social Justice—3 cr. hrs. American movies as focal points for lecture and This class covers the rhetoric of social justice discussion. (Prerequisite: CST 320.) through the lens of U.S. social movements. *CST 452 Public Affairs Reporting—3 cr. hrs. From the founding of the United States, to aboli- Provides instruction about news reporting of tion, suffrage, labor rights, and civil rights public affairs, and covers such areas as crime groups of Americans have joined together to cre- and police, courts, government, politics, and ate messages in order to change the fabric of our education. Students learn the common prob- cultural norms. We will acquaint ourselves with lems and techniques for covering public affairs some of the rhetorical theories, research and agencies. (Prerequisite: CST 352.) issues that deal with social movement message *CST 463 Opinion Writing—3 cr. hrs. making. These issues will include an examina- Survey of various forms of opinion writing. tion of the available means and limits of rhetori- Includes instruction in writing and critiqued cal influence within the context of social move- written assignments. (Prerequisite: CST 352.) ments other topics. (Also listed as SJP 485.) *CST 464 Feature Writing—3 cr. hrs. CST 490 Directed Study—credit arranged. Instruction in writing feature stories. Students CST 491-492 Seminars—credit arranged. study, write, and critique a number of kinds of CST 495-496 Workshops—credit arranged. stories, including recollections, profiles, issue CST 499 Senior Thesis—3-6 cr. hrs. stories, travel and leisure features, and trend Research, study, or original work under the articles. (Prerequisite: CST 352.) direction of a faculty mentor, leading to a schol- *CST 470 Communication History—3 cr. hrs. arly thesis document with a public presentation Surveys the development of communication of results. Requires approval of thesis director, history from the colonial period to the late- department chair, dean, and the director of the twentieth century. Examines communication honors program, when appropriate. (Prerequi- as both an institution and as a set of historically sites: Senior standing; 3.0 G.P.A. in the thesis grounded social practices. Includes a research area, or good standing in the honors program.) component in which students conduct histori- cal research using primary sources. Graduate Courses CST 474 Communication Studies Intern- CST 500 Research and Writing—3 cr. hrs. ship—3-6 cr. hrs. Introduction to methods and findings of critical, Academic internships are available for certified analytical, qualitative, and quantitative students. Communication or organizational research and techniques of preparing graduate- communication majors may be assigned to on- level research papers. the-job training positions with professional *CST 501 Rhetoric and Politics—3 cr. hrs. Detailed study of the role of political rhetoric *Course offered in alternate years. COURSE DESCRIPTIONS Communication Studies — 171 and media in the formulation of public policy. CST 533 Organizational Communication State and national elections are studied, and Theory—3 cr. hrs. students write criticisms of campaign rhetoric Exposes students to theories of organizational and media coverage. communication and to methods used in their ap- *CST 502 Computer-Mediated Communica- plication. Emphasis is on solving actual business tion in Context—3 cr. hrs. and organizational communication problems. This course explores communication implica- *CST 534 Examining Organizational Com- tions of on-line interaction in a variety of con- munication in Natural Settings—3 cr. hrs. texts. Students investigate problems of doing This course focuses on the qualitative research research in CMC, identity in virtual space, cre- methods in an organizational setting. Students ating community on-line, effectiveness of social explore designing and implementing a qualita- support in cyberspace, creating and mainte- tive research project. nance of relationships on-line, computer-sup- *CST 535 Advanced Visual Persuasion—3 cr. ported cooperative work, organizational use of hrs. CMC, long-distance learning, and political uses Study of current visual persuasion theory and of CMC. critical studies of mass-mediated, persuasive *CST 510 Communication Theory—3 cr. hrs. images used in culture. Class provides active Course investigates the major social scientific practice of creating persuasive visual messages theories of communication, with emphasis on using visual crafting and formatting software. understanding theorizing as a process of con- *CST 540 Broadcast Criticism—3 cr. hrs. structing visions of reality. Students develop the Students will study and write televisual criti- ability to analyze critically the underlying assump- cism which closely analyzes messages as cultur- tions of theoretical models of communication. al repositories of meaning or which investigates *CST 511 Communication Across Barriers— the interaction between television and culture. 3 cr. hrs. Emphasis is on the method, stance, and pur- Exploration of barriers to effective communica- pose of broadcast critics. (Prerequisite: CST 520 tion between members of differing sexes, races, or permission of instructor.) and generations. Consideration of causes of prob- *CST 545 Cinema and Society—3 cr. hrs. lems and effective strategies for solutions. Explores the influence of movies on American CST 516 Negotiation and Conflict Manage- culture. Students explore theories and ideas ment—3 cr. hrs. concerning film, society, conflict, visual persua- An intensive study of orientations toward man- sion, and narrative. Students view popular aging disputes and of specific processes and American movies as focal points for lecture and techniques currently in use. Course includes discussion. (Prerequisite: CST 520 or permis- consideration of both organizational and inter- sion of instructor.) personal disputes and also focuses on the role of *CST 552 Public Affairs Reporting—3 cr. hrs. the mediator. Provides instruction about news reporting of CST 520 Rhetorical Theory and Criticism— public affairs, and covers such areas as crime and 3 cr. hrs. police, courts, government, politics, and educa- Introduces students to theories and concepts of tion. Students learn the common problems and rhetoric useful in understanding and evaluating techniques for covering public affairs agencies. persuasive communication. *CST 563 Opinion Writing—3 cr. hrs. *CST 525 Advanced Interpersonal Communi- Survey of various forms of opinion writing. cation—3 cr. hrs. Includes instruction in writing and critiqued Investigates the dynamics of human communi- written assignments. cation in building, maintaining, or altering *CST 564 Feature Writing—3 cr. hrs. interpersonal relationships. Particular empha- Instruction in writing feature stories. Students sis is given to family communication. study, write, and critique a number of kinds of sto- *CST 531 Intercultural Communication— ries, including recollections, profiles, issue stories, 3 cr. hrs. travel and leisure features, and trend articles. Course provides an introduction to the dynamics *CST 570 Communication History—3 cr. hrs. of intercultural communication. Content includes Surveys the development of communications the importance of understanding one’s own cul- history from the colonial period to the late- ture, the culture similarities and differences in twentieth century. Examines communication communication, relationships, and the work- as both an institution and as a set of historically place, and the ability to adapt to various cultures. grounded social practices. Includes a research component in which students conduct histori- cal research using primary sources.

*Course offered in alternate years. 172 — Communication Studies/Computer Science COURSE DESCRIPTIONS CST 574 Graduate Internship—3 cr. hrs. CS 273 Computer Science Laboratory I— Academic internships are available for qualified 1 cr. hr. students. Graduate students may be assigned to Weekly three-hour laboratory to support CS on-the-job training positions with professional 203. (Corequisite: CS 203.) organizations. An average of 20 hours of work CS 274 Computer Science Laboratory II— per week is required. 1 cr. hr. CST 581 Advanced Business Communi- Weekly three-hour laboratory to support CS cation—3 cr. hrs. 204. (Corequisite: CS 204.) Course designed to help students attain profes- CS 290 Directed Study—credit arranged. sional-level competence in oral and written CS 303 Data Structures I—3 cr. hrs. business communication. Students learn rhetor- Continues the study of computer science and ical principles and apply them to business com- software engineering methodologies. Analysis munication situations. Included: making formal of common data structures, time and space effi- oral presentations, conducting meetings, writ- ciency, stacks, queues, linked lists, basic trees, ing business reports. (Also listed as BUS 581.) recursion, searching, and sorting algorithms. CST 590 Directed Study—credit arranged. Study of program language features required to CST 591-592 Seminars—credit arranged. support dynamic memory arrays. (Prerequisite: CST 593 Advanced Research—3 cr. hrs. CS 203.) This course is for students nearing completion CS 304 Data Structures II—3 cr. hrs. of their academic program. It will provide an Advanced data structures, including advanced opportunity for students to explore a research trees, graphs, hash tables, heaps. Study of the project in more depth and explore areas of spe- program language features required to support cial interest in communication. templates, inheritance, and exception handling. CST 595-596 Workshops—credit arranged. (Prerequisite: CS 303.) CST 599 Thesis—3-6 cr. hrs., 1 or 2 sems. CS 352 Programming Languages—3 cr. hrs. CST 599x Thesis in Progress—0 cr. hrs. Comparative analysis of several modern high Registration for any graduate student who has level languages in terms of data types and control received the grade of IP in Thesis 599 is required structures, with emphasis on run-time behavior of while the thesis is in progress. Fee: $40. programs. (Prerequisite: CS 304.) CS 373 Data Structures Laboratory—1 cr. hr. Computer Science Weekly 3-hour laboratory to support CS 303. CS 201 Introduction to Scientific Program- Use of software tools and data structures to sup- ming—1 cr. hr. port software development (UNIX operating Introduction to programming. Numeric vari- system). (Prerequisite or corequisite: CS 303.) ables, control structures, arrays, functions, and CS 374 Computing Systems Laboratory— file input/output. Emphasis on writing numeri- 1 cr. hr. cally-oriented programs to solve engineering Weekly 3-hour laboratory. Assembly language and and scientific problems. systems programming. (Prerequisite: CS 303.) CS 203 Computer Science I—3 cr. hrs. CS 382 Advanced Programming Create a foundation for computer science and Techniques—1 cr. hr. the software development process. Emphasis The course focuses on developing and practic- on good design and programming techniques ing techniques for rapid programming in a through practice in writing, running, and small team environment: approaches to prob- debugging programs. Study of a programming lem assessment, selection of data structures language which incorporates objects, structured and algorithms, implementation, and testing. control statements, classes, inheritance, strong Students will hone their skills by working in data typing, and sub-programs with parameters. small teams to produce correct solutions to a (Corequisite: CS 273.) wide variety of computing problems under time CS 204 Computer Science II—3 cr. hrs. constraints. (Prerequisite or corequisite: CS 303.) Continue to build a computer science founda- CS 400 Seminar—2 cr. hrs. tion. Study of intermediate programming lan- In-depth study of professional responsibility in guage constructs: event handling, graphical user the field of computer science. Students are interfaces, threads, and networking. Introduc- expected to read journal papers, articles, and tion to the software engineering process and pro- books, participate in class discussions, and give gramming-in-the-large. (Prerequisite: CS 203. presentations. (Prerequisite: Upper-division standing.) Corequisite: CS 274.) CS 411 Analysis of Algorithms—3 cr. hrs. Design, analysis and correctness proofs of important algorithms from areas such as combi- natorics, seminumerical algorithms, data stor- *Course offered in alternate years. COURSE DESCRIPTIONS Computer Science — 173 age and retrieval, systems programming, and management (including virtual memory), dead- artificial intelligence. Includes a study of com- locks in computer systems, concurrent process- plexity theory. (Prerequisites: CS 304, MTH 311, es and programming, threads, and protection. and MTH 461.) (Prerequisite: CS 304 or equivalent.) *CS 421 Artificial Intelligence—3 cr. hrs. *CS 447 Game Design and Theory—3 cr. hrs. The history and applications of artificial intelli- This course will provide an introduction to the gence. Topics include: inference, knowledge field of computer game design. The philosophy, representation, search, cognitive architecture, objectives, and history of this field will be decision making under uncertainty, and explored. In addition, the course will emphasize machine learning. Course is taught in fall of practical applications of some of the more odd-numbered years. (Prerequisite or corequi- prevalent techniques. Course is taught in spring site: CS 304.) of even-numbered years. (Prerequisite or coreq- *CS 432 Computer Graphics—3 cr. hrs. uisite: CS 304. Prerequisite: CS 421.) An examination of topics in computer graphics, *CS 448 Computer Systems Security—3 cr. hrs. including graphical output devices, line-draw- Cryptography, program security, security in ing and clipping algorithms, representation and operating systems, security in computer net- drawing of curves, techniques for transforming works, security administration and policies. graphical images, and methods of modeling and Course is taught in fall of even-numbered years. rendering in three-dimensions. Course is taught (Prerequisite: CS 303.) in spring of even-numbered years. (Prerequi- CS 451 Theory of Computation—3 cr. hrs. sites: MTH 201 and CS 303.) Introduction to finite automata, Turing machines, *CS 434 Database Management Systems—3 formal languages, and computability. (Prerequi- cr. hrs. site or corequisite: CS 304. Prerequisite: MTH The design and implementation of databases 311.) with an emphasis on the use of relational data- CS 452 Compiler Design—3 cr. hrs. base management systems (DBMS). Query lan- Lexical analysis, syntactic analysis, type check- guages, table and index design, query evalua- ing, and code generation. Introduction to opti- tion, transaction management, tuning, security. mization. (Prerequisites: CS 304, CS 374, and CS Course taught in fall of even-numbered years. 451.) (Prerequisite or corequisite: CS 304.) CS 480 Senior Design Project Preparation— CS 441 Software Engineering—3 cr. hrs. 3 cr. hrs. Software lifecycle models. Requirements engi- Selection of and preparation for a senior cap- neering. Planning and managing software pro- stone project in computer science. Students jects. Software design methods. System integra- work in teams to prepare a formal proposal and tion, software quality assurance, testing, and design to meet performance specifications validation. Software maintenance. (Prerequi- and/or research goals. Written and oral reports site: CS 303 or equivalent.) on the design project or research are required. *CS 442 Software Engineering for Internet (Prerequisite: Senior standing.) Applications—3 cr. hrs. CS 481 Senior Design Project—3 cr. hrs. Students will design, develop, and evaluate a A continuation of CS 480, this course provides web-based application. Emphasis on human fac- practical design or research experience in a tors, security, databases. Course is taught in team environment. Students work in teams to spring of odd-numbered years. (Prerequisite: CS implement, test, and evaluate their design. 304.) Written and oral reports are required. Success- CS 445 Computer Networks and Internet- ful completion of a comprehensive examination working—3 cr. hrs. based on the CS curriculum is a graduation A broad first course in computer networks and requirement as part of this course. (Prerequi- internetworking. OSI and TCP/IP layered mod- site: CS 480.) els, TCP/IP protocol suite, transmission media, CS 490 Directed Study—credit arranged. local area networks, network and transport- CS 491-492 Seminars—credit arranged. layer protocols, internetworking, internet CS 499 Senior Thesis—3-6 cr. hrs. addressing and routing. Course is taught in Research, study, or original work under the spring of odd-numbered years. (Prerequisite: CS direction of a faculty mentor, leading to a schol- 304 or equivalent.) arly thesis document with a public presentation CS 446 Operating Systems—3 cr. hrs. of results. Requires approval of thesis director, Functions, structure, design, and problems of department chair, dean, and the director of the operating systems. Concepts and principles of honors program, when appropriate. (Prerequi- operating system design and implementation sites: Senior standing; 3.0 G.P.A. in the thesis including file system, CPU scheduling, memory area or good standing in the honors program.)

*Course offered in alternate years. 174 — Computer Science/Dance COURSE DESCRIPTIONS Graduate Courses local area networks, network and transport- A computer science graduate degree is not layer protocols, internetworking, internet offered, but courses are offered that may apply addressing and routing. Course is taught in toward graduate programs in education or engi- spring of odd-numbered years. neering. The following courses are available CS 546 Operating Systems—3 cr. hrs. and offered annually or in alternate years. Functions, structure, design, and problems of CS 500 Seminar—2 cr. hrs. operating systems. Concepts and principles of In-depth study of professional responsibility in operating system design and implementation the field of computer science. Students are including file system CPU scheduling, memory expected to read journal papers, articles, and management (including virtual memory), dead- books, participate in class discussions, and give locks in computer systems, concurrent process- presentations. es and programming, threads, and protection. CS 511 Analysis of Algorithms—3 cr. hrs. *CS 547 Game Design and Theory—3 cr. hrs. Design, analysis, and correctness proofs of This course will provide an introduction to the important algorithms from areas such as combi- field of computer game design. The philosophy, natorics, seminumerical algorithms, data stor- objectives, and history of this field will be age and retrieval, systems programming, and explored. In addition, the course will empha- artificial intelligence. Includes a study of com- size practical applications of some of the more plexity theory. prevalent techniques. Course is taught in spring *CS 521 Artificial Intelligence—3 cr. hrs. of even-numbered years. The history and applications of artificial intelli- *CS 548 Computer Systems Security—3 cr. hrs. gence. Topics include: inference, knowledge Cryptography, program security, security in representation, search, cognitive architecture, operating systems, security in computer net- decision making under uncertainty, and works, security administration and policies. machine learning. Course is taught in fall of Course is taught in fall of even-numbered years. odd-numbered years. CS 551 Theory of Computation—3 cr. hrs. *CS 532 Computer Graphics—3 cr. hrs. Introduction to finite automata, Turing machines, An examination of topics in computer graphics, formal languages, and computability. including graphical output devices, line-draw- CS 552 Compiler Design—3 cr. hrs. ing and clipping algorithms, representation and Lexical analysis, syntactic analysis, type check- drawing of curves, techniques for transforming ing, and code generation. Introduction to opti- graphical images, and methods of modeling and mization. rendering in three-dimensions. Course is taught CS 590 Directed Study—credit arranged. in spring of even-numbered years. CS 591-592 Seminars—credit arranged. *CS 534 Database Management Systems—3 cr. hrs. Dance The design and implementation of databases DNC 214 Jazz Dance—2 cr. hrs. with an emphasis on the use of relational data- A jazz dance technique class. Emphasis in learn- base management systems (DBMS). Query lan- ing proper body alignment, and the value of body guages, table and index design, query evalua- conditioning. Class includes warm-up and jazz tion, transaction management, tuning, security. combinations of movement. May be repeated for Course is taught in fall of even-numbered years. a maximum of 6 credit hours. May not be audited. CS 541 Software Engineering—3 cr. hrs. DNC 216 Introduction to Ballet I—2 cr. hrs. Software lifecycle models. Requirements engi- Beginning instruction in classical ballet neering. Planning and managing software pro- includes barre and center exercises designed to jects. Software design methods. System integra- develop coordination, balance, and strength for tion, software quality assurance, testing, and dance and fitness. May be repeated for a maxi- validation. Software maintenance. mum of 6 credit hours. May not be audited. *CS 542 Software Engineering for Internet DNC 315 Jazz and Modern—2 cr. hrs. Applications—3 cr. hrs. Dance technique class. Emphasis on jazz and Students will design, develop, and evaluate a modern dance. Class includes warm-up, web-based application. Emphasis on human fac- strengthening and stretching exercises, and tors, security, databases. Course is taught in combinations of movement and fundamental spring of odd-numbered years. steps to music. May be repeated for a maximum CS 545 Computer Networks and Internet- of 6 credit hours. May not be audited. working—3 cr. hrs. DNC 316 Jazz Dance II—2 cr. hrs. A broad first course in computer networks and An exploration of various dance styles. May be internetworking. OSI and TCP/IP layered mod- repeated for a maximum of 6 credit hours. May els, TCP/IP protocol suite, transmission media, not be audited. (Prerequisite: DNC 315.)

*Course offered in alternate years. COURSE DESCRIPTIONS Dance/Drama — 175 DNC 317 Ballet II—2 cr. hrs. ing methods based upon the concepts of Kon- Continuation of Ballet I. May be repeated for a stantin Stanislavsky, Uta Hagen, Stella Adler, maximum of 6 credit hours. May not be audited. Stanford Meisner, and others. The student will learn the necessity of script analysis and how to Drama make choices based on circumstances, objec- DRM 210 Introduction to Theatre—3 cr. hrs. tives, and actions. They will understand the Introductory course examines the development importance of discovering the physical, vocal, of theatre from historical, aesthetic, and pro- and psychological aspects of the character and duction perspectives. It looks at the individual will apply this process to specific dramatic texts components of theatre and shows how they through scene study and performance. work in collaboration. Prerequisite for fresh- *DRM 333 Directing for the Theatre—3 cr. hrs. men anticipating drama-related degrees or Course involves the study of stage directorial endorsements; suitable introductory course for techniques. Includes text analysis, the visual non-majors. elements of composition, picturization, and DRM 272 Production Practicum I—1 cr. hr. movement, as well as the communicative skills Supervised participation in one or more phases of needed in working in this collaborative art form. the production process (set construction, costume DRM 335 Voice for the Stage—3 cr. hrs. construction, lighting, sound, props, stage man- Course is designed to help students incorporate agement, box office, public relations, etc.) on the significant elements of vocal production two University productions. Required of drama into their acting. The process then proceeds majors spring semester of the freshman year one step further by applying these skills to when registered as full-time students. (Graded dialect work. Class will focus on correct pronun- on a pass/no pass basis.) ciation using the International Phonetic Alpha- DRM 290 Directed Study—credit arranged. bet (IPA). (Prerequisite: DRM 321 or 325.) Individualized programs which focus on a spe- DRM 337 Stage Combat/Movement for the cialized area of theatre. These are available only Actor—3 cr. hrs. when developed through a contractual agree- Course is designed to introduce the student to ment between the student and a supervising various types of combat used on stage (i.e. faculty member. hand-to-hand, rapier/dagger, broadsword). Also DRM 310 Modern Production Theory— introduces different movement techniques and 3 cr. hrs. incorporate movement to enhance character This course is designed to give students a foun- work. (Prerequisite: DRM 322.) dation of primary sources that have influenced *DRM 343 Drama and Children—3 cr. hrs. our sense and expectations of modern theatre. Course is designed for students who expect to The course will explore major acting and design work with young children. Techniques include theories, along with modern philosophies of storytelling, creative dramatics, and ideas for performance, direction, and design. Works will using drama to enliven the general elementary- include those of Stanislavski, Brook, Schechner, age curriculum. Students will apply theories and Robert Edmond Jones, Lee Simonson, Grotow- techniques through classroom presentations. DRM 350 Theatre Crafts—3 cr. hrs. ski, Brecht, and others. DRM 321 Acting Workshop I—3 cr. hrs. Introductory course for majors and minors to This course explores the fundamentals of acting familiarize them with the basic techniques, for both majors or those anticipating drama- tools, and materials of construction for both related degrees. Includes the study of relax- scenery and costumes for the stage. (Prerequi- ation, concentration, imagination, and physical site: DRM 210 or permission of instructor.) and psychological awareness. Focuses on the *DRM 351 Stage Lighting and Sound—3 cr. hrs. basic tenets of Stanislavski’s acting system.( For An introductory study of the principles of stage majors and minors only.) lighting and sound design for theatrical produc- DRM 322 Acting Workshop II—3 cr. hrs. tion. Emphasis will be on both design and oper- Continuation of DRM 321. Focuses to a greater ation of sound and lighting equipment. Students extent on Stanislavski method of acting. Contin- will apply theory through a number of projects. ues to assist the actor with a process for charac- *DRM 353 Stage Design—3 cr. hrs. ter development while stressing actor interac- An introductory study of the theories and skills tion through basic scene work taken from realis- of stage design. Assignments will guide the stu- tic plays. (Prerequisite: DRM 321 or 325.) dent to learning the practices of drafting, per- DRM 325 Acting for Non-Majors—3 cr. hrs. spective drawing, and watercolor rendering. The purpose of this course is to introduce the A focus on the necessity of how to obtain good elements of the acting process to the beginning visual research will be studied. Students will student. The class will practice a variety of act-

*Course offered in alternate years. 176 — Drama COURSE DESCRIPTIONS apply these learned techniques and research film production. Emphasis upon writing, work- skills to several projects. shop critiques, and discussion of students’ plays *DRM 363 Costume Design—3 cr. hrs. and screenplays. Survey of costume history, rendering, and design DRM 437 Audition Techniques—3 cr. hrs. techniques. Students will be expected to apply This course is designed to prepare the student the historical and technical elements to render- for the entire professional auditioning process. ings of specific theatrical periods and works. It focuses on selection and performance of DRM 365 Theatrical Makeup—3 cr. hrs. monologues, prepared auditions, cold readings, Introductory course in the basic principles of commercial and film auditions. It also covers the art and technique of makeup. Emphasis will creating appropriate resumes, getting the best be on both creative design and execution of a head shots, and the details of getting a theatrical range of methods and styles. agent and working in union and non-union situ- DRM 372 Production Practicum II—1 cr. hr. ations. (Prerequisite: DRM 322.) Supervised participation in one or more phases *DRM 450 Production Management— of the production process (set construction, cos- 3 cr. hrs. tume construction, lighting, sound, props, etc.) An advanced stage craft course which will focus on two University productions. Required of on the theories and practices of stage, produc- drama majors during spring semester of the tion, and artistic management. There will be a junior year. (Graded on a pass/no pass basis.) focus on union stipulation and rules and how DRM 373 Management Practicum II–1 cr. they apply to the professional arena. Students hr. will be able to apply learned principles to sever- Supervised participation in one or more phases al projects and written presentations. (Prerequi- of management responsibilities (box office, site: DRM 310 and DRM 350 or permission of public relations, events coordination, etc.) dur- instructor.) ing the spring semester of the junior year. *DRM 451 Advanced Stage Lighting and (Graded on a pass/no pass basis.) Sound—3 cr. hrs. *DRM 407 Survey of Theatre History I— Advanced course of study in the area of lighting 3 cr. hrs. for musicals, opera, dance, TV, and film as well A chronological study of the historical develop- as a focus in the areas of projections and effects ment of theatre from its beginnings through the for the stage. The student will also get a English Restoration. Emphasis will be on histor- stronger understanding of sound recording and ical research and dramatic literature. production. Theories and principles will be *DRM 408 Survey of Theatre History II— applied through several in-class assignments 3 cr. hrs. and project presentations. (Prerequisite: DRM A chronological study of the historical develop- 351 or permission of instructor.) ment of theatre from the eighteenth century to *DRM 453 Advanced Stage Design—3 cr. hrs. the present. Emphasis will be on historical A course in stage design where students will be research and dramatic literature. introduced to the more advanced practices of DRM 422 Advanced Acting—3 cr. hrs. stage design, model building, and drafting. Stu- First of a rotating series of upper-division acting dents will apply learned theories and skills to courses. Course focuses on a variety of dramatic several projects and written presentations. (Pre- styles. Students will perform monologues and requisite: DRM 353 or permission of instructor.) scenes from Greek plays as well as those of the DRM 455 Musical Theatre Workshop— English Renaissance, French Neoclassic period, 3 cr. hrs. and English Restoration. (Prerequisite: DRM 322.) Study of theatrical singing and acting tech- DRM 424 Graduate Preparation niques as applicable to all varieties of musical Workshop—1 cr. hr. theatre pieces. Students are expected to partici- One of a rotating series of upper division acting pate in various performances prepared by the courses, this course prepares the student for the class. Open to all students with instructor’s per- rigors of graduate school auditions. The course mission. (Also listed as MUS 455.) will focus on building the audition portfolio *DRM 456 The History and Use of Decorative from selection of contrasting pieces to obtaining Arts for the Stage—3 cr. hrs. professional head shots and developing an This course is an elective course for undergrad- effective resume. It will also prepare students uate students with an interest in directing or for the process, from entering the room through design. It will give students a historical founda- the post-audition interview. (Prerequisite: per- tion of the decorative arts for the varying styles mission of instructor.) of theatre production. The student will apply *DRM 427 Stage and Screen Writing—3 cr. hrs. this knowledge to several scenic arts projects. Study of the aesthetics and techniques involved in the the written dramatic form for stage, video, and *Course offered in alternate years. COURSE DESCRIPTIONS Drama — 177 *DRM 463 Advanced Costume Design— DRM 499 Senior Thesis—3-6 cr. hrs. 3 cr. hrs. Research, study, or original work under the Students will participate in advanced discussions direction of a faculty mentor, leading to a schol- and projects in textiles, color palettes, silhou- arly thesis document with a public presentation ettes, and costume fashion research. These con- of results. Requires approval of thesis director, cepts will be implemented in formal costume department chair, dean, and the director of the design projects utilizing a variety of dramatic honors program, when appropriate. (Prerequi- styles. (Prerequisite: DRM 363 or equivalent.) sites: Senior standing; 3.0 G.P.A. in the thesis *DRM 467 Costume Construction—3 cr. hrs. area, or good standing in the honors program.) This course is designed to encourage students to master construction techniques through Graduate Courses building their own designs. Pattern drafting, DRM 500 Research Techniques in the Per- tailoring, and fabric manipulation will be forming Arts—3 cr. hrs. emphasized. Students will be expected to pro- Intensive examination of research methods and vide fabrics and notions for most projects. resources and the principles of advanced schol- *DRM 471 Principles of Theatre Manage- arly writing in the performing arts. Must be ment—3 cr. hrs. taken within the first nine hours of graduate Course introduces students to the diverse issues study. (Also listed as MUS 500.) involved in managing a theatre company. It *DRM 507 Survey of Theatre History I—3 cr. hrs. begins with a history of the issues leading up to A chronological study of the historical develop- the regional theatre movement and includes an ment of theatre from its beginnings through the examination of the manager’s role, budgeting, Restoration period. Emphasis will be on histori- marketing, fundraising, the role of a board of cal research and dramatic literature. directors, as well as an understanding of the *DRM 508 Survey of Theatre History II— modern context/trends/needs of artists which 3 cr. hrs. management supports. This course serves as A chronological study of the historical develop- capstone experience for students in Theatre ment of theatre from the eighteenth century to Management Emphasis. the present. Emphasis will be on historical DRM 472 Management Internship—3 cr. hrs. research and dramatic literature. Qualified students are assigned to the manage- *DRM 510 Theories of Dramatic Criticism— ment office or production team of a local the- 3 cr. hrs. atre production company or closely affiliated Study of selected theories of dramatic criticism arts organization for work experience. Place- from Aristotle to the present. ment is arranged through the faculty member DRM 522 Advanced Acting—3 cr. hrs. assigned as program director. Intensive work on scene study, development of DRM 490 Directed Study—credit arranged. characterizations, and advanced acting Individualized programs which focus on a spe- approaches. Work in acting theory and history. cialized area in theatre. These are available *DRM 527 Stage and Screen Writing—3 cr. only when developed through a contractual hrs. agreement between the student and a supervis- Study of the aesthetics and techniques involved in ing faculty member. the writing of plays. Selected readings, lectures, DRM 491-492 Seminar—3 cr. hrs. and discussions. Emphasis upon writing, work- DRM 493-494 Research—credit arranged. shop critiques, and discussion of student plays. DRM 495-496 Workshops—credit arranged Will include a public reading of final projects. DRM 497 Internship—credit arranged *DRM 531 Advanced Production Seminar— DRM 498 Senior Capstone Project—3 cr. hrs. 3 cr. hrs. This is a capstone course for all majors with a A graduate course that helps students develop a Performance or Design/Technical Emphasis in personal creative process for conceptualization the B.A. program. Each student, in consultation and collaboration necessary in theatrical pro- with a supervising faculty member, is responsi- duction. Students will explore proper produc- ble for designating a specific project to satisfy tion procedures and techniques. Finally, stu- this requirement. The project may be in the dents will practice approaches to writing about areas of performance, directing, costume design conceptual ideas for thesis projects. and construction, scene design, lighting, or *DRM 533 Advanced Play Direction—3 cr. hrs. research. Documentation of the project will be This advanced course is designed to include lec- determined by the faculty advisor. A public pre- tures and practical experience in directorial sentation of the results will be made by the stu- techniques. dent at the end of spring term.

*Course offered in alternate years. 178 — Drama COURSE DESCRIPTIONS *DRM 537 Advanced Directing Seminar— divided into two sections: 1) history of decora- 3 cr. hrs. tive arts (interior decoration: furniture, drap- This course will focus on more specialized pro- ery, wall treatments) from classic to modern jects related to a director’s production prepara- times; 2) practical application of these arts in tion; production styles, creating dramatic adap- stage and interior design. tations, selecting translations, and script editing. *DRM 563 Advanced Costume Design— DRM 539 Production Process Qualifier— 3 cr. hrs. 3 cr. hrs. Students will participate in advanced discussions This course is designed to supervise students and projects in textiles, color palettes, silhou- through the major steps in the production ettes, and costume fashion research. These con- process. This course allows student directors to cepts will be implemented in formal costume acquire production laboratory experience prior design projects utilizing a variety of dramatic to the thesis production project. styles. (Prerequisite: DRM 363 or equivalent.) *DRM 541 Script Analysis—3 cr. hrs. DRM 571 Graduate Directors Practicum—3 This is a core course for all M.F.A. candidates in cr. hrs. drama. It is designed to give directors a variety Participation in the production process in the of script analysis strategies for use in preparing University’s drama program. The graduate stu- a production. Students will explore the value of dent will usually serve as assistant director or the chronological, character, and audience-based stage manager on a production. To be complet- analysis structures and apply them to a variety ed during the first two semesters of the pro- of styles of dramatic literature. In addition, action- gram. based analysis will be used for interpretation of DRM 572 Directors Workshop I—3 cr. hrs. individual scenes within particular dramas. This workshop/seminar course for graduate *DRM 551 Advanced Stage Lighting and directors will focus on professional topics and Sound—3 cr. hrs. directing craft. DRM 572 and DRM 573 are not Advanced course of study in the area of lighting sequenced and may be taken in either order. for musicals, opera, dance, TV, and film as well DRM 573 Directors Workshop II—3 cr. hrs. as a focus in the areas of projections and effects This workshop/seminar course for graduate for the stage. The student will also get a directors will focus on professional topics and stronger understanding of sound recording and directing craft. DRM 572 and DRM 573 are not production. Theories and principles will be sequenced and may be taken in either order. applied through several in-class assignments DRM 579 Production Internship—3-9 cr. hrs. and project presentations. (Prerequisite: DRM Students in the final year of the program will be 351 or permission of instructor.) assigned to a professional theatre company *DRM 553 Advanced Stage Design—3 cr. hrs. where they will gain work experience in their A graduate course in stage design where students specialization as assistant directors or stage will be introduced to the more advanced practices of managers. Total hours of internship will deter- stage design, model building, and drafting. Students mine level of credit. will apply learned theories and skills to several pro- DRM 590 Directed Study—1-3 cr. hrs. jects and written presentations. (Prerequisite: DRM Individualized programs which focus on a spe- 353 or permission of instructor.) cialized areas in theatre. These are available DRM 555 Musical Theatre Workshop— only when developed through a contractual 3 cr. hrs. agreement between the student and a supervis- Study of theatrical singing and acting tech- ing faculty member. niques as applicable to all varieties of musical DRM 591-592 Seminars—3 cr. hrs. theatre pieces. Students are expected to partici- DRM 593-594 Research—credit arranged. pate in various performances prepared by the DRM 595-596 Drama Workshops—credit class. In this combined undergraduate and grad- arranged. uate student pool, graduate students will be DRM 597 Internship—credit arranged. expected to take on more challenging pieces DRM 598 Thesis Production—3 cr. hrs. and to provide mentoring to those undergradu- This course is the capstone production for the ates who require it. (Also listed as MUS 555.) graduate directing student application of the *DRM 556 The History and Use of Decorative full directing process from conceptualization to Arts for the Stage—3 cr. hrs. finished produced production. Student will This course is an elective course for M.F.A. can- defend the final production in front of the didates in drama. It is designed to give directing entire drama faculty. students a historical basis and technical under- DRM 599 Thesis—3 cr. hrs. standing of the decorative arts for the varying Graduate directing students will work under an styles of theatre productions. The course is advisor in the creation of a thesis that docu-

*Course offered in alternate years. COURSE DESCRIPTIONS Drama/Economics — 179 ments the research and directing process for nomic growth in the long run. The predictions their produced Thesis Production. Students will of these theories will be contrasted with eco- defend the final draft of paper in front of the nomic experience in the US and elsewhere. entire drama faculty. (Prerequisite: DRM 598.) (Prerequisites: ECN 120, ECN 121.) DRM 599x Thesis in Progress—0 cr. hrs. ECN 322 Environmental Economics— Registration for any graduate student who has 3 cr. hrs. received the grade of IP in Thesis 599 is required Provides economic analysis of public policy while the thesis is in progress. Fee: $40. issues in resource utilization and environmen- tal quality, considering political and macroeco- Economics nomic aspects of environmental policy. Discus- *ECN 120 Principles of Macroeconomics— sion includes externalities, property rights, ben- 3 cr. hrs. efit-cost analysis, and local water and air pollu- Investigates the determinants of national out- tion issues. In addition, analyzes global prob- put, the unemployment rate, and inflation, as lems such as acid rain and global warming.(Pre- well as the use of monetary and fiscal policies to requisite: ECN 121 or permission of instructor.) regulate the economy. Examines international ECN 420 Industrial Organization —3 cr. hrs. trade and determinants of exchange rates. Analyzes the structure and conduct of Ameri- *ECN 121 Principles of Microeconomics— can industry, with special focus on govern- 3 cr. hrs. ment’s role, for example in enforcing antitrust Analyzes the behavior of consumers, workers, law. Examines the evolution of present-day and firms in market economies. Examines issues industrial structure and the possible conse- in the context of both competitive and monopo- quences of market power for pricing, output listic markets, with a comparison of the way in decisions, profits, innovation, and efficiency. which prices and output levels are determined (Prerequisites: ECN 121 or the permission of in different markets. Extends analysis to include instructor.) the role of government in market economies. ECN 424 Income Inequality—3 cr. hrs. ECN 220 Statistics for Business—3 cr. hrs. Examines the determinants of incomes in mar- Covers topics relevant to understanding busi- ket economies, including education, training, ness statistics as well as carrying out indepen- experience, hours worked, discrimination, dent research. Topics include descriptive statis- inheritance, unions, and government transfers. tics, probability distributions, hypothesis test- Studies causes of change in the extent of ing, and regression analysis. (Prerequisite: inequality and social impacts of inequality. MTH 141.) Analyzes government policies to reduce ECN 310 Econometrics —3 cr. hrs. inequality, including anti-poverty policies. (Pre- Applies statistical methods to economic or requisites: ECN 121 or the permission of financial data to investigate the validity of instructor. Also listed as SJP 424.) hypotheses or theoretical models. Develops var- ECN 426 Comparative Economics—3 cr. hrs. Examines major economies of the world from a ious techniques used in multiple regression historical, theoretical and applied perspective. analysis of time series and cross-section data. Students will analyze how different national (Prerequisites: ECN 120, ECN 121, MTH 121, economic systems have evolved through time and ECN 220 and MTH 161.) ECN 319 Intermediate Microeconomics—3 as changing economic ideas and practices cr. hrs. spread across national boundaries. Examples of Draws on the knowledge of economic theory, possible case studies include the end of the statistics, and calculus in order to provide man- Soviet economic experiment, the extraordinary agers with applicable tools for decisions regard- growth rates of Post-World War II East Asia, the ing prices, production, and efficient resource U.S. economic boom in the 1990s, and the late allocation in business firms and other organiza- 1990s crisis in developing economies. (Prerequi- tions. Through problem-solving and hands-on sites: ECN 120 or the permission of instructor. projects, students gain an appreciation for the Also listed as PCS 426.) role of quantitative tools and economic theory in ECN 427 Sports Economics—3 cr. hrs. modern management. (Prerequisites: ECN 120, Applies microeconomic concepts to analyze ECN 121, MTH 121, and ECN 220 or MTH 161.) contemporary issues in professional and college ECN 320 Intermediate Macroeconomics— athletics. Topics include the role of sports in 3 cr. hrs. society, the structure of sports markets, fran- Studies macroeconomic theories, including chises, entry barriers, contracts and compensa- those about the determinants of output, the tion, media, financing of new stadiums, ticket unemployment rate, and the inflation rate in pricing, and labor-management disputes. (Pre- the short run, and those about the rate of eco- requisites: ECN 120, ECN 121.) *Required of all undergraduate B.B.A. majors in business. 180 — Economics/Education COURSE DESCRIPTIONS ECN 428 Public Finance —3 cr. hrs. Studies the economics of the public sector, part- Education ly by examining the appropriate role for govern- ED 150 Introduction to Education—3 cr. hrs. ment in the economy. Course content focuses Explores the profession of education and what on the nature of public goods, externalities, and is required to be a teacher whose values include taxation. Topics include public choice, cost-ben- life-long learning, empathy, and respect. Criti- efit analysis, and the incidence of taxes. Also cal thinking, reflection, written and oral com- includes an analysis of the effects of govern- munication facility, and technological skills are ment resource allocation on private sector deci- developed and employed in examining philo- sions. (Prerequisites: ECN 120, ECN 121.) sophical and current education issues and the ECN 429 Development Economics—3 cr. hrs. professional behaviors needed as a teacher in a Explores why some less-developed countries diverse society. Through a weekly field experi- have seen substantial rises in living standards ence students observe PK-12 teachers in action and others have not. Includes an examination in their classrooms and assist them with student of the roles of education, income distribution, instruction. Field experience required. (Prereq- the rural and urban sectors, technology, invest- uisite: Fingerprinting clearance.) ment, financial markets, foreign trade, domes- ED 230 ECE/ELEM Human Development— tic institutions (like maquiladoras), and interna- 3 cr. hrs. tional institutions (like the World Bank). (Pre- Traces the life span of human development requisites: ECN 120, ECN 121.) from age 3 through grade 8. Candidates will ECN 431 Financial Markets and Institutions— gain empathy and respect for the diversity pre- 3 cr. hrs. sent in the classroom through the study of phys- Examines the various financial markets that ical, social, moral, psychomotor, emotional, and play a crucial role in helping individuals, corpo- cognitive developmental theories. Field experi- rations, and governments obtain financing and ence required. (Prerequisite: Fingerprinting invest in financial assets such as stocks, bonds, clearance.) mortgages, and derivatives. Includes the study ED 231 MS/HS Human Development— of financial institutions that facilitate manage- 3 cr. hrs. ment of financial market transactions. (Prerequi- Traces the life span of human development site: ECN 120 or BUS 305. Also listed as BUS 431.) from grades 5-12. Candidates will gain empathy ECN 440 International Economics—3 cr. hrs. and respect for the diversity present in the Helps students understand how trade among classroom through the study of physical, social, nations takes place and why free trade may moral, psychomotor, emotional and cognitive improve the standard of living for all nations. developmental theories. Field experience The course also examines how the value of cur- required. (Prerequisite: Fingerprinting clear- rencies is determined in world markets and the ance.) balance of payments. The effects of trade barri- ED 300 ECE/ELEM Psychology of Learning— ers and domestic monetary and fiscal policies 3 cr. hrs. are considered as well. (Prerequisites: ECN 120, Gives future teachers deep knowledge of how ECN 121, and ECN 220 or MTH 161.) people learn, focusing on children from age 3 ECN 490 Directed Study—3 cr. hrs. through grade 8. Learning, motivation, intelli- Guided inquiry for superior students to pursue gence, and assessment are explored through a particular subject area more intensively than perspectives including behaviorist, construc- course offerings permit. By special arrange- tivist, and cognitive science. Candidates will use ment with economics faculty. their emerging knowledge of learning theories ECN 491-492 Seminars—credit arranged. to make developmentally sound instructional In the semesters in which offered, varying sub- decisions, both theoretically and in practice, in ject matter as economics faculty deems appro- a concurrent field experience. priate for needs of the student in meeting the ED 301 MS/HS Psychology of Learning— objectives of the undergraduate business pro- 3 cr. hrs. gram. Gives future teachers deep knowledge of how ECN 499 Senior Thesis—3-6 cr. hrs. people learn, focusing on children from grades Research study or original work under the 5 through grade 12. Learning, motivation, intel- direction of a faculty mentor, leading to a schol- ligence, and assessment are explored through arly thesis document with a public presentation perspectives including behaviorist, construc- of results. Requires approval of thesis director, tivist, and cognitive science. Candidates will use department chair, dean, and the director of the their emerging knowledge of learning theories honors program, when appropriate. (Prerequi- to make developmentally sound instructional sites: Senior and 3.0 G.P.A. in the thesis area or decisions, both theoretically and in practice, in good standing in the honors program.) a concurrent field experience. COURSE DESCRIPTIONS Education — 181 ED 320 Foundations of Education—3 cr. hrs. ing, language disabilities, and cultural linguistic Examines the relationship between schools and differences. (Prerequisites: ED 330 or ED 502.) the larger society and analyzes the historical ED 404 School, Parent, and Community traditions, philosophical perspectives, and Relations—3 cr. hrs. social practices that interact in American educa- Emphasizes developing knowledge, under- tion. The course is designed to help candidates standing, and communication skills to discover understand the ways in which schools affect the and apply the resources of communities and lives of individuals and to help students value families to meet the needs of students in their the diversity of the communities in which they classroom and school. Special attention is given work. This course will also focus on writing and to understanding the concept of “family” as a other communication skills. Field experience social structure and to appreciating the histori- required. (Also listed as SJP 320. Prerequisite: cal, cultural and social forces which shape fami- Fingerprint clearance.) lies, school, and community. (Junior or senior ED 330 Policies and Practices for Diverse status required.) Learners—3 cr. hrs. ED 405 Behavior Support: Consultative and Identifies and addresses population characteris- Collaborative—3 cr. hrs. tics, incidence, and general educational place- Analyzes and plans toward productive behavior ment options for the different categories of in academic and social settings. Candidates will exceptional learners. Assessment practices and participate in developing support systems for exemplary teaching techniques are also behavior in the classroom (PreK-transition) by explored for multicultural and diversity issues. learning alternative forms of intervention as Law, policy, and IEP procedures are empha- well as collaborative and consultative tech- sized. Field experience required. (Prerequisite: niques. (Prerequisites: ED 330 or ED 502.) ED 230 or ED 231, fingerprint clearance.) ED 406 Academic Assessments: Curriculum ED 387 Service Learning in Reading—1 cr. and Instruction for Diverse Learners—3 cr. hr. hrs. This seminar supports students as they work in Candidates learn to select, evaluate, and effec- early childhood and elementary classrooms in tively use curricular materials, adapting and the America Reads program. Students will dis- modifying to comply with the IEPs of students cuss questioning strategies, ways to facilitate with mild disabilities. Candidates learn relevant group work, how to deal with problems in the assessment methods grounded in the curricu- classroom, and learn how to interact with early lum in use and suitable for measuring students’ childhood and elementary students. This is a progress toward IEP goals. Candidates also pass/no pass course. May be repeated for credit. learn to recognize the instructional implications ED 391 Seminar—credit arranged of assessment information so they may partici- ED 400 ECE/ELEM Curriculum and Instruc- pate in developing appropriate IEPs that incor- tion—3 cr. hrs. porate assessment information and best prac- Introduces candidates to an overview of the tices, as required by law. Candidates concur- early childhood/elementary curriculum, rently participate in field experience that offers instruction, and assessment cycle in various opportunity to practice all skills and knowledge subject areas with an emphasis on the social they learn in his course. (Prerequisites: ED 330 studies. Curricular and instructional theories or ED 502 and fingerprint clearance.) are examined. The course also provides candi- ED 408 Functional Assessments: Curricu- dates with an opportunity to develop curricu- lum and Instruction for Diverse Learners— lum, plan instruction, write clear and focused 3 cr. hrs. instructional objectives, and design lesson The purpose of this course is threefold: 1) Candi- plans. A simulated work sample is prepared dates learn to develop functional prevention and helping candidates demonstrate the relation- intervention assessments of students with mod- ship between curriculum, instruction, and erate to severe disabilities; 2) Candidates learn assessment. Field experience required. (Prereq- to observe, sample, and analyze students’ behav- uisites: ED 320, ED 230, fingerprint clearance.) ior according to developmental congnitive, ED 403 Language and Communication: social, language, and motor domains in assess- Support and Strategies—3 cr. hrs. ing and evaluating progress toward academic Focuses on the linguistic and cultural relation- and curricular IEP goals and objectives: 3) Can- ships between language and learners including diates learn about specialized supports and tech- the assessment and evaluation of applied lin- nology for academic and curricular assessment guistics, the structures and function of spoken and instruction. (Prerequisites: ED 330 or ED and written languages. Candidates practice 502, plus 9 hours in special education and fin- numerous assessments and language interven- gerprint clearance.) tion strategies designed as supports for learn- 182 — Education COURSE DESCRIPTIONS ED 409 Methods and Materials for Teaching tical strategies for working with students from ESOL—3 cr. hrs. diverse backgrounds and learning styles and for Candidate learns to select, modify, and evaluate establishing effective classroom relationships, curricular materials for individuals and groups procedures, and routines that encourage stu- of English as a second language learners taking dents’ intellectual, personal, and moral develop- into account the learners’ abilities, learning ment. This course offers practical strategies for rates, and styles of learning. Candidates are also engaging students in the active process of con- given field practice time to work with ESOL structing social order, building self-esteem, individuals using the methods and materials encouraging positive social interactions, active discussed in class. (Prerequisite: fingerprint engagement in learning, and building relation- clearance.) ships. Field experience required. (Prerequisite: ED 410 Linguistics—3 cr. hrs. ED 300, ED 330 or concurrent, and fingerprint Examines and applies the major concepts, theo- clearance.) ries, and research related to the nature and ED 427 MS/HS Classroom Relationships acquisition of language as a system. This and Management—3 cr. hrs. includes a focus on the components of a lan- Emphasizes problem solving, analytical reason- guage system, including phonology, morpholo- ing, and communication including information gy, syntax, semantics, pragmatics, semiotics, literacy in the secondary classroom as a means discourse varieties, aspects of social and acade- of creating a positive learning environment. mic language, rhetorical registers, and writing Offers insights and practical strategies for work- conventions. (Corerequisite for the ESOL pro- ing with students from diverse backgrounds and gram. Also listed as ENG 410.) learning styles and for establishing effective ED 411 Assessment—3 cr. hrs. classroom relationships, procedures, and rou- Examines various theories and current practices tines that encourage students’ intellectual, per- in employing discrete and holistic assessment to sonal, and moral development. This course inform instruction and measure student learn- offers practical strategies for engaging students ing. Formative and summative techniques in in the active process of constructing social traditional and performance-based approaches, order, building self-esteem, encouraging posi- and the aggregation and desegregation of stu- tive social interactions, active engagement in dent data to inform instructional practices in learning, and building relationships. Field expe- diverse classrooms are some of the topics rience required. (Prerequisite: ED 300, ED 330 explored. or concurrent, and fingerprint clearance.) ED 414 Children’s and Adolescent ED 442 ECE/ELEM Reading and Language Literature and Library—3 cr. hrs. Arts Methods—3 cr. hrs. Examines various genres of literature, pre-pri- Develops reading and language arts skills, mary through grade 8. Includes book selection including speaking, listening and writing from appropriate to age and interest level. The course age 3 through grade 8. Includes an emphasis on uses literature to enrich integrated school cur- reading readiness, emergent literacy, assess- riculum and demonstrates techniques for ment, methods, materials, recent research, and increasing reading motivation and teaching theoretically sound practices for improvement through print and technological media. and instruction of reading and language arts ED 424 Computers and Educational skills. All coursework will be evenly distributed Technology—3 cr. hrs. between early childhood and elementary autho- Explores the impact of computer technology on rization levels. Field experience required. (Pre- today’s schools. Emphasis is placed on develop- requisites: ED 400, fingerprint clearance.) ing skills for integrating technology to facilitate ED 445 ECE/ELEM Mathematics and Science learning. Methods—3 cr. hrs. ED 425 Intercultural and Civil Rights Provides opportunities for candidates to explore Education—3 cr. hrs. trends, practices, materials, and resources for Includes the content of comparative education teaching mathematics and science to children and global education. Emphasis on multicultural ages 3 through grade 8. The course includes education, civil rights, student and teacher rights content-specific methods, materials, and assess- in the context of school law and discrimination ments appropriate to an integrated elementary awareness with emphasis on school applications. curriculum. Field experience required. (Prereq- ED 426 ECE/ELEM Classroom Relationships uisites: ED 400, ED 426, ED 442 and fingerprint and Management—3 cr. hrs. clearance.) Emphasizes problem solving, analytical reason- ED 447 Fostering Creativity in the Class- ing, and communication including information room—3cr. hrs. literacy in the early childhood/elementary This course provides opportunities for pre-serv- classroom as a means of creating a positive ice teachers to explore methodology and prac- learning environment. Offers insights and prac- tice of integrating creativity into early child- COURSE DESCRIPTIONS Education — 183 hood/elementary, and middle school class- the learning of important knowledge, skills, and rooms. Students will experience a discipline- dispositions related to the world language. based arts practice yet teaching art forms as an Coursework will address both middle school element for its own merit will be discussed. Stu- and high school authorization levels. Field expe- dents will demonstrate skills, concepts, and rience required. (Prerequisites: ED 231, ED 301, knowledge of developmentally appropriate ED 320, ED 330, ED 427, ED 450, and finger- material and curriculum through class presen- print clearance.) tations. Field experience required. (Prerequi- ED 456 MS/HS Content Methods: Social sites: ED 400, ED 426, ED 442, FA 207 and fin- Studies—3 cr. hrs. gerprinting clearance.) Focuses on the design of effective social studies ED 450 Models of Teaching and Literacy curriculum, instruction, and assessment. Candi- Development—3 cr. hrs. dates will learn content-specific instructional Introduces candidates to the basic principles of and assessment methods and will plan and curriculum planning and a variety of instruc- teach lessons that integrate these methods with tional and assessment models. Current theory existing understandings of their content-area, and practice about reading and writing in mid- how people learn, and the diverse communities dle and high school classrooms are explored. in which they work. Coursework will address Candidates acquire various methods for inte- both middle school and high school authoriza- grating reading and writing into content-area tion levels. Field experience required. (Prereq- planning and instruction and for improving and uisites: ED 231, ED 301, ED 320, ED 330, ED assessing literacy skills in ethnically and lin- 427, ED 450, and fingerprint clearance.) guistically diverse classrooms. Field experience ED 457 MS/HS Content Methods: Science— required. (Prerequisites: ED 231, ED 301, ED 3 cr. hrs. 320, ED 330, and fingerprint clearance.) Focuses on the design of effective science cur- ED 452 MS/HS Content Methods: Language riculum, instruction, and assessment. Candi- Arts—3 cr. hrs. dates will learn content-specific instructional Focuses on the design of effective language arts and assessment methods and will plan, teach, curriculum, instruction, and assessment. Candi- and assess lessons that facilitate the learning of dates will learn content-specific instructional important knowledge, skills, and dispositions and assessment methods and will plan and related to science. Coursework will address teach lessons that integrate these methods with both middle school and high school authoriza- existing understanding of their content-area, tion levels. Field experience required. (Prereq- how people learn, and the diverse communities uisites: ED 231, ED 301, ED 320, ED 330, ED in which they work. Coursework will address 427, ED 450, and fingerprint clearance.) both middle school and high school authoriza- ED 464 Reading Practicum PK-12—3 cr. hrs. tion levels. Field experience required. (Prereq- Practicum teaching in a public school reading uisites: ED 231, ED 301, ED 320, ED 330, ED resource room or self-contained classroom in 427, ED 450, and fingerprint clearance.) elementary, middle, or high school. Schedule ED 453 MS/HS Content Methods: Math— negotiable. Supervision provided by school dis- 3 cr. hrs. trict reading educators and University supervi- Focuses on the design of effective math curricu- sor. (Prerequisite: Completion of reading lum, instruction, and assessment. Candidates endorsement coursework.) will learn content-specific instructional and ED 466 Practicum—1-4 cr. hrs. assessment methods and will plan, teach, and Opportunity to blend study and practice in a assess lessons that facilitate the learning of specialized area such as a field placement. important knowledge, skills, and dispositions Regardless of setting, the practicum is under related to math. Coursework will address both the direction of a university instructor. Candi- middle school and high school authorization date is expected to develop a proposal for study levels. Field experience required. (Prerequi- which must be approved by instructor, assistant sites: ED 231, ED 301, ED 320, ED 330, ED 427, dean, and the dean. May be repeated up to 9 ED 450, and fingerprint clearance.) hours. ED 454 MS/HS Content Methods: World ED 468 Special Education Practicum PK- Language—3 cr. hrs. 12—3 cr. hrs. Focuses on the design of effective world lan- Practicum teaching in a public school special guage curriculum, instruction, and assessment. education resource room or self-contained Candidates will learn content-specific instruc- classroom in elementary, middle, or high tional and assessment methods. Integrating school. Schedule negotiable. Supervision pro- these methods with existing understandings of vided by school district special educators and their content-area, how people learn, and the University supervisor. (Prerequisite: Comple- diverse communities in which they work, can- tion of special education coursework.) didates will plan and teach lessons that facilitate 184 — Education ED 469: ESOL Practicum PK-12– 3 cr. hrs. ED 476 ECE/ELEM Student Teaching: Practicum teaching in a public school ESOL Advanced—3 cr. hrs. resource room or self-contained classroom in Student teachers continue to apply professional elementary, middle, or high school. Schedule and pedagogical principles in a classroom and negotiable. Supervision provided by school dis- school community. Student teachers assume trict ESOL educators and University supervisor. full-time teaching responsibilities for an extend- (Prerequisite: Completion of ESOL endorse- ed period of time under the direction of quali- ment coursework.) fied personnel. A work sample is required. (Pre- ED 470 ECE/ELEM Student Teaching— requisite: ED 470.) 3 cr. hrs. ED 480 Elements of Reading PK-12— Provides student teachers opportunities to 3 cr. hrs. apply professional and pedagogical principles in Studies components of the reading process and a classroom and school community. Student the various operations performed while read- teachers assume major responsibilities on a part ing. Candidates develop empathy and respect time basis of the wide range of teaching duties for the learner of reading while exploring the under the direction of qualified personnel and stages of reading and the particular operations will produce a work sample demonstrating and strategies necessary in the ability to be a acquired professional knowledge, skills, and reader. Required for reading endorsement. dispositions. (Prerequisites: ED 400, ED 426, ED (Prerequisites: ED 442 or ED 450, and permis- 442.) sion of instructor.) ED 471 MS/HS Student Teaching—3 cr. hrs. ED 481 Reading, Language, and Cultural Provides student teachers opportunities to Diversity in Schools—3 cr. hrs. apply professional and pedagogical principles in Introduces candidates with no previous course- a classroom and school community. Student work in linguistics or cultural studies to the teachers assume major responsibilities on a part broad areas of language and culture relevant to time basis of the wide range of teaching duties PK-12 classrooms. Introduces theories, materi- under the direction of qualified personnel and als, and methods (including the writing of les- will produce a work sample demonstrating son plans) for reading/language instruction for acquired professional knowledge, skills, and dis- diverse classrooms. Candidates develop empa- positions. (Prerequisites: ED 427, ED 450.) thy and respect for students with language and ED 472 ECE/ELEM Student Teaching— cultural differences, and for students with 3 cr. hrs. learning problems related to language. Provides student teachers opportunities to apply Required for reading and ESOL endorsement. professional and pedagogical principles in a Field experience arranged by instructor may be classroom and school community. Student required. teachers assume major responsibilities on a full ED 482 Content Area Literacy—3 cr. hrs. time basis of the wide range of teaching duties Reviews current theory, knowledge, and prac- under the direction of qualified personnel and tice about reading and written communication will produce a work sample demonstrating ac- for students in PK-12 classrooms. Integrates quired professional knowledge, skills, and disposi- pedagogical knowledge of literacy development tions. (Prerequisite: ED 470.) of theory into practice. Candidates learn various ED 473 MS/HS Student Teaching—3 cr. hrs. methods for facilitating the use of reading and Provides student teachers opportunities to apply writing skills in the content area classroom. An professional and pedagogical principles in a emphasis is placed on teaching for diversity and classroom and school community. Student teach- developing empathy and respect for all learn- ers assume major responsibilities on a full time ers. Field experience required. (Prerequisite: basis of the wide range of teaching duties under Fingerprint clearance.) the direction of qualified personnel and will pro- ED 483 Diagnosis and Instruction of Learn- duce a work sample demonstrating acquired pro- ing Problems Related to Reading and fessional knowledge, skills, and dispositions. Language Differences PK-12—3 cr. hrs. (Prerequisites: ED 471.) Studies theories, strategies, assessment methods, ED 475 MS/HS Student Teaching: case studies of assessment, diagnosis, and Advanced—3 cr. hrs. instruction of reading-related learning prob- Student teachers continue to apply professional lems which exist in PK-12 classrooms. Focuses and pedagogical principles in a classroom and on working with individual learners’ problems school community. Student teachers assume in reading and the language arts related to full-time teaching responsibilities for an extend- diverse learners. Required for reading endorse- ed period of time under the direction of qualified ment. Field experience required. (Prerequi- personnel. A work sample is required. (Prerequi- sites: ED 480, ED 450 or ED 442, permission of site: ED 471.) instructor, and fingerprint clearance.) COURSE DESCRIPTIONS Education— 185 ED 486 MS/HS Seminar for Student Teach- families to meet the needs of students in their ers—3 cr. hrs. classroom and school. Special attention is given Provides student teachers opportunities to examine to understanding the concept of “family” as a accomplishments and share concerns regarding social structure and to appreciating the histori- their teaching performance in the middle and high cal, cultural, and social forces which shape fam- school classrooms. Student teachers will acquire ilies, school, and community. information about transition to the profession, pro- ED 505 Behavior Support: Consultative and fessional development plans, and information Collaborative—3 cr. hrs. about initial and continuing licensure. Analyzes and plans toward productive behavior ED 487 ECE/ELEM Seminar for Student in academic and social settings. Candidates will Teachers—3 cr. hrs. participate in developing support systems for Provides student teachers opportunities to behavior in the classroom (PreK-transition) by examine accomplishments and share concerns learning alternative forms of intervention as regarding their teaching performance in the early well as collaborative and consultative tech- childhood/elementary classrooms through par- niques. (Prerequisites: ED 330 or ED 502.) ticipation in group discussion. Student teachers ED 506 Academic Assessments: Curriculum will acquire information about transition to the and Instruction for Diverse Learners— profession, professional development plans, and 3 cr. hrs. information about licensure. Candidates learn to select, evaluate, and effec- ED 490 Directed Study—credit arranged. tively use curricular materials, adapting and ED 491-492 Seminars—credit arranged. modifying to comply with the IEPs of students ED 495-496 Workshops—credit arranged. with mild disabilities. Candidates learn relevant ED 499 Senior Thesis—3-6 cr. hrs. assessment methods grounded in the curricu- Research, study, or original work under the lum in use and suitable for measuring students’ direction of a faculty mentor, leading to a schol- progress toward IEP goals. Candidates also arly thesis document with a public presentation learn to recognize the instructional implications of results. Requires approval of thesis director, of assessment information so they may partici- department chair, dean, and the director of the pate in developing appropriate IEPs that incor- honors program, when appropriate. (Prerequi- porate assessment information and best prac- sites: Senior standing; 3.0 G.P.A. in the thesis tices, as required by law. Candidates concur- area or good standing in the honors program.) rently participate in field experience that offers opportunity to practice all skills and knowledge Graduate Courses they learn in his course. (Prerequisites: ED 330 ED 502 Policies and Practices for Diverse or ED 502 and fingerprint clearance.) Learners—3 cr. hrs. ED 508 Functional Assessments: Curricu- Identifies and addresses population characteris- lum and Instruction for Diverse Learners— tics, incidence, and general educational place- 3 cr. hrs. ment options for the different categories of The purpose of this course is threefold: 1) Candi- exceptional learners. Assessment practices and dates learn to develop functional prevention and exemplary teaching techniques are also intervention assessments of students with mod- explored for multicultural and diversity issues. erate to severe disabilities; 2) Candidates learn Law, policy, and IEP procedures are empha- to observe, sample, and analyze students’ behav- sized. Field experience required. (Prerequisite: ior according to developmental congnitive, human development course, fingerprint clear- social, language, and motor domains in assess- ance.) ing and evaluating progress toward academic ED 503 Language and Communication: and curricular IEP goals and objectives: 3) Can- Support and Strategies—3 cr. hrs. diates learn about specialized supports and tech- Focuses on the linguistic and cultural relation- nology for academic and curricular assessment ships between language and learners including and instruction. (Prerequisites: ED 330 or ED the assessment and evaluation of applied lin- 502, plus 9 hours in special education and fin- guistics, and the structures and function of spo- gerprint clearance.) ken and written languages. Candidates practice ED 509 Methods and Materials for Teaching numerous assessments and language interven- ESOL—3 cr. hrs. tion strategies designed as supports for learn- Candidate learns to select, modify, and evaluate ing, language disabilities, and cultural linguistic curricular materials for individuals and groups differences. (Prerequisite: ED 330 or ED 502.) of English as a second language learners taking ED 504 School, Parent, and Community into account the learners’ abilities, learning rates, Relations—3 cr. hrs. and styles of learning. Candidates are also given Emphasizes developing knowledge, under- field practice time to work with ESOL individu- standing, and communication skills to discover als using the methods and materials discussed and apply the resources of communities and in class. (Prerequisite: fingerprint clearance.) 186 — Education COURSE DESCRIPTIONS ED 510 Linguistics—3 cr. hrs. ED 519 Dimensions of Adult Learning— Examines and applies the major concepts, theo- 3 cr. hrs. ries, and research related to the nature and The purpose of this course is to introduce prin- acquisition of language as a system. This ciples of adult learning and teaching to higher includes a focus on the components of a lan- education instructors. Through an introduction guage system, including phonology, morpholo- to philosophy education theories of learning gy, syntax, semantics, pragmatics, semiotics, behavior, models of teaching, strategies of criti- discourse varieties, aspects of social and acade- cal thinking and metacognition, and the purpos- mic language, rhetorical registers, and writing es and methods for assessment of learning, can- conventions. (Also listed as ENG 510. Corequi- didates will formulate their own knowledge site for the ESOL program.) base relative to their own goals as higher educa- ED 514 Children’s and Adolescent tion instructors. Literature and Library—3 cr. hrs. ED 524 Computers and Educational Examines various genres of literature, pre-pri- Technology—3 cr. hrs. mary through grade eight. Includes book selec- Explores the impact of computer technology on tion appropriate to age and interest level. The today’s schools. Emphasis is placed on develop- course uses literature to enrich integrated ing skills for integrating technology to facilitate school curriculum and demonstrates tech- learning. niques for increasing motivation and teaching ED 525 Intercultural and Civil Rights through print and technological media. Education—3 cr. hrs. ED 515 Readings in Education Administra- Includes the content of comparative education tion—1-4 cr. hrs. and global education. Emphasis on multicultur- Opportunity to create, under the guidance of an al education, civil rights, student and teacher instructor, an in-depth, selective education rights in the context of school law and discrimi- administration bibliography to enrich personal nation awareness with emphasis on school knowledge and to augment professional career applications. goals. Reading logs and reflective journal ED 530 Dimensions of Education—3 cr. hrs. assignments and for three or more credits a lit- Introduces the responsibilities of teaching erature review is required. May be taken as a through the lens of social, cultural, philosophi- standard class or as an independent study. cal, economic, and legal perspectives. Emphasis ED 516 Readings in Catholic Education— is on understanding the linking of theory and 1-4 cr. hrs. practice and developing pre-service profession- An exposure to the core Church documents al knowledge skills and dispositions especially concerning Catholic education beginning with related to lifelong learning and written and oral Vatican II. In addition to reading in-depth communication skills. research related to Catholic education, reading ED 531 Theories of Development and logs and reflective journal assignments and for Learning—3 cr. hrs. three or more credits a literature review is Candidates examine behavioral, social, cogni- required. May be taken as a standard class or as tive, biological, and cultural perspectives on an independent study. human learning and development across the ED 517 Catholic Educator Seminar—3 cr. hrs. life span. Those multiple theories are fused to Explores topics of teaching in learning through the practice of applying research about how the lens of the Catholic faith tradition and the children learn and develop to the design and responsibilities of Catholic school teachers. implementation of inclusive pedagogy. An ED 518 Life Span Personal and Professional array of instructional practices aimed at accom- Development—3 cr. hrs. modating the varied needs of diverse learners Provides early career Catholic school teachers are employed by the instructor and practiced by opportunities for developing personal under- the candidate in the context of a tutoring experi- standing and professional experience in master- ence. ing the skills of a reflective practitioner in a ED 532 Assessment and Evaluation in school/classroom setting. New teachers reflect Inclusive Classrooms—3 cr. hrs. on what it means to be a Catholic educator and Candidates explore current assessment and how to model the virtues of and teach the val- evaluation methods used in diverse PK-12 class- ues of the faith. Opportunities afforded to learn rooms. Using criteria from multiple perspec- personal strengths, to share teaching experi- tives, candidates will study and create tradition- ences, and to explore concerns regarding teach- al and performance-based strategies for analyz- ing performance. Young teachers receive sup- ing and reporting individual and group perfor- port while they explore and reflect on teaching mances. Course content is tied to a concurrent practices and develop a philosophy of education field experience at one of four levels of licen- that integrates Catholic values. sure: early childhood, elementary, middle, or high school. COURSE DESCRIPTIONS Education — 187 ED 533 Methods of Teaching and Learn- research-appropriate educational issue and/or ing—3 cr. hrs. problem and develop a research proposal. Focuses on the design and implementation of ED 538 Master of Arts in Teaching Cap- effective curriculum and instruction through stone Project—3 cr. hrs. the mastery of planning skills and instructional Candidates will develop a research project methods. Candidates will plan and teach a unit which addresses the candidate’s application and of instruction that incorporates their under- integration of research course content, profes- standing of the needs and cultures of a diverse sional knowledge, and the School of Education’s body of learners. The level of desired licensure conceptual framework and is intended to trans- (early childhood, elementary, middle, or high late theory and research into practice. The pro- school) will determine the specific content of ject is completed independently in consultation the course. Taught in conjunction with field with a project advisor. Dissemination of the experience. research will include a written paper and an ED 534 Classroom Management and Organi- oral component. zation—3 cr. hrs. ED 540 Student Teaching—3 cr. hrs. Promotes the development of a theoretical Provides student teachers opportunities to framework for generating educational practices apply professional and pedagogical principles in that encourage the intellectual, personal, and a classroom and school community. Student moral development of students from diverse teachers assume major responsibilities on a part cultural backgrounds. Candidates learn practi- time basis of the wide range of teaching duties cal strategies for engaging students in the active under the direction of qualified personnel and process of constructing social order, building will produce a work sample demonstrating self-esteem, encouraging positive social interac- acquired professional knowledge, skills, and tion, active engagement in learning, solving dispositions. human relations problems, and establishing ED 541 Student Teaching—3 cr. hrs. effective classroom procedures and routines. Provides student teachers opportunities to Content is parallel to the field experience apply professional and pedagogical principles in required at one of four levels of licensure: early a classroom and school community. Student childhood, elementary, middle, or high school. teachers assume major responsibilities on a full- ED 535 Literacy Across the Curriculum— time basis of the wide range of teaching duties 3 cr. hrs. under the direction of qualified personnel and Emphasizes how children develop various types will produce a work sample demonstrating of literacy. Theory of development of literacies acquired professional knowledge, skills, and will be emphasized along with actual applica- dispositions. tion of skills in the classroom. The course will ED 542 Student Teaching—Advanced— focus upon how literacy development is related 3 cr. hrs. to language, cognitive, moral, and physical Student teachers continue to apply professional development of learners. Diagnosis of skill and pedagogical principles in a classroom and development will also be emphasized. Instruc- school community. Student teachers assume tion emphasis will be determined by the full time teaching responsibilities for an extend- focused interests of candidates enrolled in the ed period of time under the direction of quali- class. This course is taught in conjunction with fied personnel. A work sample is required. a field experience. ED 544 Human Resource Development and ED 536 Student Teaching Seminar—3 cr. hrs. Management—3 cr. hrs. Provides student teachers opportunities to Explores interpersonal dynamics and those per- examine accomplishments and share concerns formance competencies that relate to human regarding their teaching performance in the resource management in early childhood, ele- classrooms through participation in group dis- mentary, middle school, and high school. Issues cussion. Student teachers will acquire informa- addressed range from hiring, supervising, and tion about transition to profession, professional evaluating of personnel to personnel processes development plans, and information about and systems, including empowering stakehold- licensure. ers, staff development, labor relations and col- ED 537 Research in Schools—3 cr. hrs. lective negotiations, school-community rela- Examines educational research and statistical tionships and partnerships. methods (both qualitative and quantitative) in ED 545 Leadership and Organizational light of current research on effective teaching Change—3 cr. hrs. and school practices. Candidates locate, read, Focuses on perspectives and skills in leading and critique the results of current educational and navigating schools through multi-level and research and apply research techniques to systemic change. Change theory, the building classroom and school issues. Candidates will be of learning communities, and transformational expected to identify and describe an important leadership represent the core knowledge bases 188 —Education COURSE DESCRIPTIONS upon which candidates build their own mental with the instructor-advisor and field-based men- models of administrative leadership. The tor/administrator, and more frequent electron- course emphasizes using a local school as a cen- ic communication between the student and ter of inquiry and change. The particular school instructor-advisor. The candidate must demon- is aligned with the appropriate authorization strate the dynamic relationship between theory level of early childhood, elementary, middle and practice and, in so doing, develop a portfo- school, and high school. lio that describes his/her personal theory-of- ED 546 Policy, Ethics, and the Law— action for leadership. A leadership portfolio will 3 cr. hrs. be maintained and submitted at the end of the Examines legal foundation of educational policy practicum. The portfolio will be assessed to by focusing on constitutional and statutory pro- determine the extent to which the candidate visions governing schools and the changing completed a set of leadership competencies. roles of federal, state, and local levels of govern- ED 550 Personal and Professional Growth ment. Analysis, through selected case studies at and Development—3 cr. hrs. various levels of schooling, of research, trends, Offers opportunities for life-long learning by and emerging issues in the politics of education- developing personal understanding and mas- al governance equip the candidate with skills tery as a reflective practitioner and teacher and understandings in interacting with local leader. Candidates make explicit their values, boards, teacher groups, administrators, parents, goals, and preferred learning/leadership/teach- and other citizen groups within local school sys- ing styles in order to deepen their knowledge of tems in ethically responsible ways. students. As a final outcome, candidates devel- ED 547 Resource Allocation, Finance, and op a personal and professional plan to guide Management—3 cr. hrs. their growth which applies theory to practice. Provides skills and techniques for effectively ED 551 Social and Cultural Foundations— and efficiently managing and evaluating fiscal 3 cr. hrs. operations on the local school level, including Examines social and cultural forces that affect field-based and/or simulated experiences in schools and the experiences of students and budget development, implementation, and teachers. This course encourages practitioners monitoring. Examines strategies for resource to value, embrace, and affirm the cultural, allocation and finance at various levels of racial, class, and gender diversity of both their schooling. Includes an analysis of current local and global communities and will help national, state, and district-based sources of rev- them to design and implement instructional enue and also the identification and develop- practices that empower all students. ment of alternative revenue sources to support ED 552 Leadership for Sustaining the local school development. Vision—3 cr. hrs. ED 548 Supervision for Instructional Assess your personal leadership attributes and Improvement—3 cr. hrs. craft a personal leadership development plan Familiarizes candidates with the benefits and that leads to building an achievement-oriented challenges of supervision and coaching for district. Consider research which informs instructional improvement. Theories of plan- visions of current and future public and private ning, analysis, and evaluation in conjunction schooling in a diverse and democratic society. with supervision as well as models of supervi- Practice the art and science of leading toward sion will be explored and practiced. The rela- and sustaining a vision through nurturing rela- tionship of the supervisor to curriculum devel- tionships, motivating stakeholders, and collabo- opment, staff development, and teacher evalua- rating with others. tion will also be addressed. ED 553 Leadership for Instructional ED 549 IAL Leadership Practicum— Improvement—3 cr. hrs. 3 cr. hrs. Examine best practices and sound educational This capstone course is an integrative experi- research that lead to achievement for all stu- ence that is anchored in a partnership among dents. Learn strategies to create a culture of the candidate, his/her advisor-instructor, and a high expectations with academic and behavioral field-based mentor-administrator. It is tailored foci through leadership practices, staff develop- to the appropriate levels of authorization. Can- ment, policy development, and the allocation of didates are required to design an integrative time, funds, and human resources. field-based experience that demonstrates their ED 554 Leadership for Effective Date Dri- abilities to lead the development, implementa- ven Decision Making—3 cr. hrs. tion, and/or the institutionalization of a school- Explore the uses of data-based research and wide change initiative using the skills, knowl- technology in leadership, business, and student edge, and experiences gained from course learning in an era of information and communi- work. Field experiences will be supplemented cation expansion. Discern meaningful uses of with monthly class seminars, on-site dialogues technology and data to advance learning and COURSE DESCRIPTIONS Education — 189 organizational development. Explore the data- ED 562 Professional Development Process: based management principles related to Portfolio—3 cr. hrs. finance and other operational services such as Serves as a capstone experience in which stu- nutrition, transportation, maintenance, and dents produce a professional portfolio demon- communication. strating skills related to the 10 standards for ED 555 Teacher as Researcher—3 cr. hrs. continuing licensure in Oregon. Simultaneously Introduces research as a means to improve candidates develop a continuing professional instructional and school-based decision-making. development plan. Various qualitative research techniques will be ED 563 Master of Arts Capstone Project— applied to classroom or school observation. As 3 cr. hrs. an extension of reflective practice, candidates Serves as a capstone in which students design will be expected to produce a qualitative and conduct a classroom, school, or communi- research-based proposal. ty-based research project written in formal aca- ED 556 Leadership in the Socio-Political demic style that addresses the candidate’s inte- Context—3 cr. hrs. gration of the professional knowledge and the Examine effective strategies for collaborating School of Education’s conceptual framework in with the boards of education, legislature, com- the non-thesis graduate program. The project is munity, business, religious, and service organi- completed independently in consultation with a zation leaders to create broad-based support for project advisor. (Prerequisite: Candidates must education and children within a diverse com- be eligible to graduate in the subsequent acade- munity. Learn how to effectively interact with mic term.) parents, teachers, and other administrators to ED 564 Reading Practicum PK-12—3 cr. hrs. support an educational vision and address stu- Student teaching in a public school reading dent and family conditions that affect learning. resource room or self-contained classroom in Practice effective strategies for media relations. elementary, middle, or high school. Schedule ED 557 Ethical Leadership and Moral negotiable. Supervision provided by school dis- Imperative for Inclusive Practice—3 cr. hrs. trict reading educators and University supervi- Explore ethical decision-making, hone political sor. (Prerequisite: Completion of reading understandings and skills, learn to capitalize on endorsement coursework.) Fee: $55 per credit. diversity through inclusive practices, and devel- ED 565 Teacher Internship—3 cr. hrs. op a personal mantle of moral responsibility. The course provides experiences with intern Through case methodology, learn to act with teaching in a PK-12 school classroom under the integrity and justice while helping every stu- direction of a mentor and a University supervisor. dent achieve. This course may be repeated. ED 558 Educational Research for Improved ED 566 Practicum PK-12—1-4 cr. hrs. Student Learning—3 cr. hrs. Opportunity to fuse theory and practice in a spe- Examines educational research and statistical cialized area in a field placement. The practicum methods in light of current research on effec- is under the direction of a university instructor. tive teaching and schooling practices. The Candidates are expected to demonstrate course is developed to enhance practicing edu- acquired knowledge skills and dispositions relat- cators’ understanding and application of ed to the specialized area of study. A professional research findings in the classroom. Candidates work sample is required. The course may be will be expected to develop a proposal which repeated as required up to 9 hours. Fee: $55 per applies course knowledge. credit. ED 559 CAL Leadership Practicum—3 cr. ED 567 CAP Practicum PK-12—1 cr. hr. hrs. Opportunity to fuse theory and practice in a This practicum will be conducted at the district specialized area in a field placement. The level. It will involve a field experience that will practicum is under the direction of a University provide the candidate with opportunities to par- instructor. Candidates are expected to demon- ticipate in district leadership decision-making, strate acquired knowledge skills and disposi- policy design and implementation, uses of data tions related to the specialized area of study. A and technology in communication, human professional work sample is required. The resources, building positive community rela- course may be repeated as required up to 9 tions, and conflict management. Through hours. Fee: $55 per credit. action research, participants will synthesize ED 568 Special Education Practicum PK- knowledge in these areas and enhance skills 12—3 cr. hrs. and dispositions while interning in district-level Student teaching in a public school special educa- functions. tion resource room or self-contained classroom in elementary, middle, or high school. Schedule negotiable. Supervision provided by school dis- trict special educators and University supervisor. 190 — Education COURSE DESCRIPTIONS (Prerequisite: Completion of special education ED 578 Improving the Instructional endorsement coursework.) Fee: $55 per credit. Process—3 cr. hrs. ED 569 ESOL Practicum PK-12—3 cr. hrs. Provides insights into models of teaching and Student teaching in a public school ESOL learning with focus on distinct learning activi- resource room or self-contained classroom in ele- ties, environment, evaluation, and assessment. mentary, middle, or high school. Schedule nego- Emphasis is placed on expanding personal tiable. Supervision provided by school district repertoires to become competent in the selec- ESOL educators and University supervisor. (Pre- tion and use of appropriate and effective teach- requisite: Completion of ESOL endorsement ing strategies. coursework.) Fee: $55 per credit. ED 580 Elements of Reading PK-12—3 cr. hrs. ED 570 Curriculum Development and Studies components of the reading process and Implementation—3 cr. hrs. the various operations performed while read- Examines the spectrum of curriculum reform ing. Candidates develop empathy and respect issues and tensions confronting today’s schools for the learner of reading while exploring the and classroom. Candidates will develop a criti- stages of reading and the particular operations cal perspective that reflects the complexity of and strategies necessary in the ability to be a political, social, and pedagogical pressures and reader. Required for reading endorsement. trends impacting teaching and learning. (Prerequisites: ED 442/450 or ED 535, and per- ED 571 Enhancing Classroom Relation- mission of instructor.) ships—3 cr. hrs. ED 581 Reading, Language, and Cultural Offers practical classroom-based strategies for Diversity in Schools—3 cr. hrs. ensuring active engagement in learning posi- Introduces candidates with no previous course- tive social interactions, and responsible contri- work in linguistics or cultural studies to the butions to the classroom as learning communi- broad areas of language and culture relevant to ty. Candidates examine and apply new tech- PK-12 classrooms. Introduces theories, materi- niques in their classrooms and assess them as als, and methods (including the writing of les- members of a peer critical learning group. son plans) for reading/language instruction for Helps candidates formulate a theoretical or diverse classrooms. Candidates develop empa- research-based foundation that will guide them thy and respect for students with language and in developing classroom relationships and man- cultural differences, and for students with agement. learning problems related to language. ED 573 Quality Teaching and Peer Consul- Advanced study of issues related to reading, tation—3 cr. hrs. language, and cultural diversity is required. Introduces systematic and objective processes Required for reading endorsement and ESOL. for identifying, analyzing, and refining effective Field experience arranged by instructor may be instructional practices providing the practition- required. er with skills and experiences in observing ED 582 Content Area Literacy—3 cr. hrs. peers as well as an understanding of his or her Reviews current theory, knowledge, and prac- teaching actions. tice about reading and written communication ED 574 The Teacher as Leader: Challenges for students in PK-12 classrooms. Integrates and Opportunities—3 cr. hrs. pedagogical knowledge of literacy development Develops new understandings about the role of of theory into practice. Candidates learn various teacher as constructivist leader in today’s methods for facilitating the use of reading and schools. This keystone course focuses on new writing skills in the content area classroom. An role opportunities and expectations for teachers emphasis is placed on teaching for diversity and as participatory decision-makers in school-based developing empathy and respect for all learn- change initiatives. Using their schools as labora- ers. Field experience required. (Prerequisite: tories, teacher leaders test assumptions and fingerprint clearance.) develop a professional theory-of-action for their ED 583 Diagnosis and Instruction of Learn- roles as emerging teacher leaders. ing Problems Related to Reading and Lan- ED 575 Transforming Schools and Systemic guage Differences PK-12—3 cr. hrs. Change—3 cr. hrs. Studies theories, strategies, assessment meth- Identifies and analyzes current educational ods, case studies of assessment, diagnosis, and reform initiatives and evaluates them based on instruction of reading-related learning prob- theoretical and research-based (Best Practices) lems which exist in PK-12 classrooms. Focuses models of change. Candidates are required to on working with individual learners’ problems engage in formal inquiry and dialogue about the in reading and the language arts related to challenges confronting their own schools as diverse learners. Required for reading endorse- dynamic units of change. Key concepts include ment. Field experience required. (Prerequi- school growth and renewal, effective schooling, sites: ED 480 or ED 580, or ED 442, permission and professionalism. of instructor, and fingerprint clearance.) COURSE DESCRIPTIONS Education/Electrical Engineering — 191 ED 584 Administration and Evaluation of EE 231 Logic Design—3 cr. hrs. Reading Programs—3 cr. hrs. Number systems and data representation. Increased understanding of reading program Boolean algebra and logic devices. Simplification management as it applies to the development, of Boolean functions. Design and analysis of LSI implementation, and improvement cycle at the and MSI combinational logic circuits. Hierarchi- department, building, and district level. cal construction. Design and analysis of synchro- Includes evaluation and role development. In nous sequential circuits, including registers, order to develop an understanding for the total counters, and random access memory (RAM). school reading instructional program, students Design and simulation of combinational circuits integrate into practice theoretical content are integrated with the course. knowledge of reading, theoretical knowledge of EE 261 Electrical Circuits—3 cr. hrs. diverse learners, and pedagogical knowledge of An overview of circuit analysis. Circuit elements reading. An appropriate and required field and concepts. Ohm’s and Kirchhoff’s laws. Sim- experience allows for integration of theory into ple resistive circuits. Review of matrix algebra. practice. Required for Reading Endorsement in Node-voltage and mesh-current analysis using Oregon, elective for Reading Endorsement in matrix equations. Superposition principle. Washington. (Prerequisites: ED 480 or ED 580, Thevenin and Norton equivalent circuits and the ED 481 or ED 581, ED 483 or ED 583, and per- maximum power transfer theorem. Capacitance mission of instructor.) and inductance. Natural and step responses of ED 590 Directed Study—credit arranged. first- and second-order circuits. Review of com- ED 591-592 Seminar—credit arranged. plex algebra. Sinusoidal steady-state circuits and ED 595-596 Workshop—credit arranged. the phasor concept. Impedance and admittance. ED 598 M.Ed. Capstone Project—3 cr. hrs. Analysis techniques of sinusoidal steady-state Serves as a capstone in which candidates design circuits using phasors. A circuit simulation soft- and conduct a classroom, school, or community ware such as PSPICE is also introduced. (Prereq- based research project written in formal acade- uisite or corequisite: MTH 202, PHY 205. Coreq- mic style that addresses the candidate’s integra- uisite: EE 271) tion of the professional knowledge and the EE 262 Signals and Systems—3 cr. hrs. School of Education’s conceptual framework in Introduction to signals and systems. Time- the non-thesis graduate program. The project is domain analysis of linear time-variant continu- completed independently in consultation with a ous-time and discrete-time systems. Laplace project advisor. (Prerequisite: Candidates must transform analysis of continuous-time systems be eligible to graduate in the subsequent acade- and its applications. Z-transform analysis of dis- mic term.) crete-time systems and its applications. Fourier ED 599 Thesis—3-6 cr. hrs. series and Fourier transform of continuous- Candidates develop a research thesis with a time signal and their applications. Sampling major professor and two other committee mem- theorem. Fourier analysis of discrete-time sig- bers for the master of arts degree. nals and its applications. MATLAB software is ED 599x Thesis in Progress—0 cr. hrs. incorporated throughout the course. (Prerequi- Registration for any candidate who has received site: EE 261.) the grade of IP in Thesis 599 is required while EE 271 Electrical Circuits Laboratory— the thesis is in progress. Fee: $40. 1 cr. hr. Measurement experience with a variety of basic Electrical Engineering electrical instruments. The student engineer EE 111 Introduction to Multimedia Process- will verify many of the principles of electrical ing—2 cr. hrs. circuit theory. (Corequisite: EE 261.) Fee: $20. This course will examine how speech, music, EE 301 Electromagnetic Fields—3 cr. hrs. and images can be represented as digital signals Lumped vs. distributed electrical circuits. Tran- that can be readily manipulated using comput- sient response of lossless transmission lines. ers. The course introduces mathematical mod- Sinusoidal steady-state waves on lossless trans- els used to represent these signals and software mission lines. Smith chart and impedance tools used to perform manipulations such as sig- matching techniques and networks.Review of nal creation, filtering, and analysis. Several vector calculus. Maxwell’s equations and solu- applications, such as speech filtering, music tion of wave equations. Uniform plane electro- compression, and image enhancement, will be magnetic waves in a simple unbounded lossless explored. The various areas of electrical engi- medium. (Prerequisites: EE 261, MTH 301, PHY neering will also be introduced by examining a 205.) commercial system such as digital TV. (Prereq- EE 332 Digital Systems Design—3 cr. hrs. uisite or corequisite: MTH 201.) Introduction to digital systems. TTL and CMOS 74-series logic families. Register-transfer level (RTL) combinational logic circuit using 74- 192 — Electrical Engineering COURSE DESCRIPTIONS series MSI digital functions. Overview of pro- EE 402 Microwave and Optical Transmis- grammable logic device (PLD) architectures. sion—3 cr. hrs. RTL combinational circuit design using ABEL Review of Maxwell’s equations and the wave hardware description language and PLDs. equation. Uniform plane waves in a lossy medi- Sequential circuit design principles and state um. Wave polarization. Reflection and trans- machine design using ABEL and PLD. Introduc- mission of electromagnetic waves at planar tion to logic circuit testing. (Prerequisite: EE boundaries. Normal incidence. Antireflection 231. Corequisite: EE 373.) coatings and radomes. Oblique incidence. EE 333 Computer Organization—3 cr. hrs. Brewster angle. Total internal reflection. Theo- Introduction to computer system hardware ry of parallel-plate waveguides. Rectangular and including Arithmetic and Logic Unit (ALU), circular waveguides. Dielectric slab wave- main memory, cache memory, I/O devices, guides. (Prerequisite: EE 301.) busses and interfaces, control unit, addressing EE 403 Communication Systems—3 cr. hrs. techniques, micro-computer architecture. (Pre- Introductory survey of communication sys- requisite: EE 231.) tems. Modeling of signals and systems. Analog EE 351 Electronic Circuits I—3 cr. hrs. and digital modulation techniques. Introduction Basic concepts of electronic circuit analysis and to source coding and error correcting codes. design. Physical operation and modeling of (Prerequisite: EE 262.) diodes, Bipolar Junction Transistors and MOS- EE 420 Energy Conversion—3 cr. hrs. FETs. Small-signal analysis of electronic cir- Principles, applications, and control of modern cuits. Amplifier biasing and bias-point stability. electromagnetic and electromechanical devices. Use of SPICE as a design tool. (Prerequisite: EE Physical principles are used to develop mathe- 262.) matical models of various devices (including EE 352 Electronic Circuits II—3 cr. hrs. actuators, transformers, and motors) to aid in the Continuation of EE 351. A more systems-orient- process of analysis, selection, and design. Appli- ed view of electronic circuits is presented. Top- cations include power systems, industrial manu- ics include single-stage, multistage, and differ- facturing processes, robotics, and consumer ential amplifiers, frequency response, and basic products. An introduction to power electronic concepts of feedback. Use of SPICE as a design control systems for electromechanical devices is tool. This course presents the theoretical elec- presented. (Prerequisite: EE 261.) tronic design and analysis issues which are EE 421 Electric Power Systems—3 cr. hrs. applied in the required companion laboratory Introduction to the modeling, design, and oper- course, EE 371. (Prerequisite: EE 351. Corequi- ation of modern power generation, transmis- site: EE 371.) sion, and distribution systems. Topics include EE 371 Electronic Circuits Laboratory— complex power, three-phase systems, compen- 1 cr. hr. sation, and power flow. (Prerequisite: EE 261.) Required electronics laboratory companion EE 423 Power Electronics and Applica- course to the EE 352 Electronic Circuits II lec- tions—3 cr. hrs. ture course. Candidates perform various elec- Electronic conversion and control of electrical tronic laboratory experiments which directly power. Includes semiconductor switching apply the electronics theory learned in EE 352. devices, power converter circuits, control of Candidates design, simulate, assemble, and test power converters, and applications in electric electronic circuits, including single-stage and utilities, motor drives, and power supplies. (Pre- multi-stage amplifiers. Candidates are required requisite or corequisite: EE 351.) to perform rigorous DC and AC measurements EE 424 Power System Applications—3 cr. hrs. on their laboratory electronic circuits and corre- Investigation into the principles and applica- late their measurements to their corresponding tions of selected energy conversion and power theoretical electronic analysis values. Candi- system technologies. Extensive literature dates are also required to perform rigorous writ- search and/or laboratory experimentation cul- ten reporting of their laboratory results. (Coreq- minating in a formal report. (Prerequisite: EE uisite: EE 352.) Fee: $20. 420, EE 421, or EE 423.) EE 373 Digital Logic Laboratory—1 cr. hr. EE 433 Microprocessor Interfacing and Familiarization with the laboratory equipment. Communications—3 cr. hrs. Basic gate operations. Combinational logic Introduction to microprocessors and microcon- design using SSI, MSI, and LSI logic devices. trollers. RISC microcontroller instruction set Logic design with programmable logic devices. architecture and assembly language program- Sequential logic circuits. MSI counters. (Coreq- ming. Timers and interrupt handling. Parallel uisite: EE 332.) Fee: $20. input/output device interfacing. Serial commu- nications using UART, Inter-IC (I2C) bus, and synchronous serial interface. I/O port expan- sion. Analog-to-digital converter interface. A COURSE DESCRIPTIONS Electrical Engineering — 193 PIC18F452 8-bit RISC microcontroller-based design project through layout, simulation, and embedded system consisting of keypad and verification. (Prerequisites: EE 231 and EE 351.) LCD display is implemented through a series of EE 439 Microprocessor System Design— laboratory assignments. (Prerequisite: EE 231.) 3 cr. hrs. EE 434 ASIC Design—3 cr. hrs. High-end microcontroller and microprocessor Introduction to ASIC (application-specific inte- system design methodologies from the software grated circuits) design flow. Synthesis of combi- and hardware perspectives. Software: Introduc- national and sequential logic. Synthesis of hard- tion to instruction set architectures and assem- ware description language constructs. Post-syn- bly language programming. Hardware: Intro- thesis design tasks. FPGA (field programmable duction to high-end microcontroller and micro- gate array) architectures. Design prototyping processor architectures, including their inter- with FPGAs. (Prerequisite: EE 435 or EE 436.) facing signals, bus timing, and direct memory EE 435 Verilog Digital Systems Modeling— access. Examination of memory subsystem 3 cr. hrs. design as well as system-level interfacing to Introduction to Verilog-based design process. memory, on-board and external devices, and Hierarchical modeling methodology. Basic Ver- wireless communication modules. (Prerequi- ilog language structures for modeling digital site: EE 333.) hardware functions. Modules and ports. Gate- EE 443 Computer Vision—3 cr. hrs. level modeling. Data flow modeling. Behavioral Introduction to computer vision. Computer modeling. Tasks and functions. Useful model- vision system components and lighting tech- ing techniques in digital system design. Compo- niques. Binary image processing: image filtering, nent timing and delay modeling. Logic synthe- histogram equalization, thresholding, and edge sis with Verilog HDL. (Prerequisite: EE 231 or detection. Image analysis and representation: equivalent.) region segmentation and low-level image descrip- EE 436 VHDL-Based Digital Systems tion. Camera model and stereo vision. (Prerequi- Design—3 cr. hrs. site: Senior standing.) Hardware design environment. Introduction to EE 451 Advanced Analog Electronics—3 cr. hrs. VHDL. Design methodology based on VHDL. Analysis and design of advanced MOS analog Basic concepts in VHDL. Structural specifica- electronic circuits and analog VLSI integrated tion of hardware. Design organization and para- circuits. Topics include advanced MOS semi- meterization. Utilities for high-level description. conductor device models, active loaded single- Data flow description in VHDL. Behavioral stage, multistage, and differential amplifiers, description of hardware. (Prerequisite: EE 231 operational amplifiers, switched-capacitor fil- or equivalent.) ters, deviations from ideality in real amplifiers EE 437 Advanced Computer Architecture— and operational amplifiers via second-order 3 cr. hrs. effects, stability, and noise analysis. Use of Design and analysis of parallel computers PSPICE as a design tool. A brief introduction to including shared memory multiprocessors and nanoelectronics is also included. (Prerequisite: scalable, distributed memory multiprocessors. EE 352.) Bus support for snoop-based caching protocols EE 462 Digital Signal Processing—3 cr. hrs. is developed along with coherence conditions. Properties and applications of continuous and These techniques are extended to the scalable discrete signals. Z-Transform and Fast-Fourier computer with distributed memory through Transform, digital filter design, applications of caching directories. Scalable interconnection digital signal processing. (Prerequisite: EE 262.) networks are studied including trees, meshes, EE 480 Senior Design Project Preparation— and hypercubes. Two programming models, 3 cr. hrs. shared memory and message passing illustrate Selection of and preparation for a senior cap- the design challenges for parallel applications. stone project in electrical or computer design. (Prerequisite: EE 333.) Electrical design projects incorporating both EE 438 Introduction to Digital VLSI analog and digital aspects and computer design Design—3 cr. hrs. projects incorporating both software and hard- Introduction to digital CMOS VLSI chip design ware aspects are encouraged. Candidates work- using computer-aided design (CAD) tools includ- ing as members of a design team prepare a for- ing Tanner’s L-EDIT software and PSPICE. Top- mal proposal and a preliminary design to meet ics include MOS transistors, CMOS gate logic performance specifications. Written and oral design simulation and layout, scalable design reports on the design project are required. (Pre- rules, speed and power considerations, full-cus- requisite: Senior standing.) tom VLSI design, semi-custom VLSI design using EE 481 Senior Design Project—3 cr. hrs. Standard Cells, floor planning, and advanced A continuation of EE 480, this course provides layout techniques. Candidates are required to practical design experience in a team environ- complete a modest-sized CMOS integrated circuit ment. Requirements include the final design, 194 — Electrical Engineering COURSE DESCRIPTIONS implementation, testing, and evaluation of a EE 524 Power System Applications—3 cr. hrs. relatively complex electrical or computer Investigation into the principles and applica- system to meet specifications. Written and oral tions of selected energy conversion and power reports on the design project are required. Suc- system technologies. Extensive literature cessful completion of a comprehensive exami- search and/or laboratory experimentation cul- nation based on the EE curriculum is a gradua- minating in a formal report. tion requirement as part of this course. (Prereq- EE 533 Microprocessor Interfacing and uisite: EE 480.) Communications—3 cr. hrs. EE 490 Directed Study—1-3 cr. hrs. Introduction to microprocessors and microcon- Selected study, project, or research in electrical trollers. RISC microcontroller instruction set engineering for upper-division students. Must be architecture and assembly language program- arranged between the student and an individual ming. Timers and interrupt handling. Parallel faculty member and subsequently approved by input/output device interfacing. Serial commu- the dean of engineering. No more than three of nications using UART, Inter-IC (I2C) bus, and the technical elective hours taken at the Universi- synchronous serial interface. I/O port expan- ty may be satisfied with individualized study. sion. Analog-to-digital converter interface. A EE 491-492 Seminars—credit arranged. PIC18F452 8-bit RISC microcontroller-based embedded system consisting of keypad and Graduate Courses LCD display is implemented through a series of EE 502 Microwave and Optical Transmis- laboratory assignments. sion—3 cr. hrs. EE 534 ASIC Design—3 cr. hrs. Review of Maxwell’s equations and the wave Introduction to ASIC (application-specific inte- equation. Uniform plane waves in a lossy medi- grated circuits) design flow. Synthesis of combi- um. Wave polarization. Reflection and trans- national and sequential logic. Synthesis of hard- mission of electromagnetic waves at planar ware description language constructs. Post-syn- boundaries. Normal incidence. Antireflection thesis design tasks. FPGA (field programmable coatings and radomes. Oblique incidence. Brew- gate array) architectures. Design prototyping ster angle. Total internal reflection. Theory of with FPGAs. parallel-plate waveguides. Rectangular and cir- EE 535 Verilog Digital Systems Modeling— cular waveguides. Dielectric slab waveguides. 3 cr. hrs. EE 503 Communication Systems—3 cr. hrs. Introduction to Verilog-based design process. Introductory survey of communication systems. Hierarchical modeling methodology. Basic Ver- Modeling of signals and systems. Analog and dig- ilog language structures for modeling digital ital modulation techniques. Introduction to hardware functions. Modules and ports. Gate- source coding and error correcting codes. A spe- level modeling. Data flow modeling. Behavioral cial project will be assigned. modeling. Tasks and functions. Useful model- EE 520 Energy Conversion—3 cr. hrs. ing techniques in digital system design. Compo- Principles, applications, and control of modern nent timing and delay modeling. Logic synthe- electromagnetic and electromechanical sis with Verilog HDL. devices. Physical principles are used to develop EE 536 VHDL-Based Digital Systems mathematical models of various devices Design—3 cr. hrs. (including actuators, transformers, and motors) Hardware design environment. Introduction to to aid in the process of analysis, selection, and VHDL. Design methodology based on VHDL. design. Applications include power systems, Basic concepts in VHDL. Structural specification industrial manufacturing processes, robotics, of hardware. Design organization and parameteri- and consumer products. An introduction to zation. Utilities for high-level description. Data power electronic control systems for electro- flow description in VHDL. Behavioral description mechanical devices is presented. of hardware. EE 521 Electric Power Systems—3 cr. hrs. EE 537 Advanced Computer Architecture— Introduction to the modeling, design, and oper- 3 cr. hrs. ation of modern power generation, transmis- Design and analysis of parallel computers sion, and distribution systems. Topics include including shared memory multiprocessors and complex power, three-phase systems, compen- scalable, distributed memory multiprocessors. sation, and power flow. Bus support for snoop-based caching protocols EE 523 Power Electronics and Applica- is developed along with coherence conditions. tions—3 cr. hrs. These techniques are extended to the scalable Electronic conversion and control of electrical computer with distributed memory through power. Includes semiconductor switching caching directories. Scalable interconnection devices, power converter circuits, control of networks are studied including trees, meshes, power converters, and applications in electric and hypercubes. Two programming models, utilities, motor drives, and power supplies. COURSE DESCRIPTIONS Electrical Engineering/Engineering — 195 shared memory and message passing illustrate received the grade of IP in Thesis 599 is required the design challenges for parallel applications. while the thesis is in progress. Fee: $40. EE 538 Introduction to Digital VLSI Design—3 cr. hrs. Engineering Introduction to digital CMOS VLSI chip design EGR 110 Introduction to Engineering— using computer-aided design (CAD) tools 2 cr. hrs. including Tanner’s L-EDIT software and An exploration of the engineering profession, PSPICE. Topics include MOS transistors, CMOS including careers, aspects of engineering educa- gate logic design simulation and layout, scalable tion, and case studies. Introduction of ethical and design rules, speed and power considerations, social issues related to technology. Development full-custom VLSI design, semi-custom VLSI of engineering design methodology utilizing a design using Standard Cells, floor planning, and semester-long project. Study of oral, written, and advanced layout techniques. Candidates are graphical communication of technical material required to complete a modest-sized CMOS in conjunction with the project. Fee: $20. integrated circuit design project through layout, EGR 211 Engineering Mechanics-Statics— simulation, and verification. 3 cr. hrs. EE 539 Microprocessor System Design— Quantitative description of forces, moments, 3 cr. hrs. and couples acting upon engineering struc- High-end microcontroller and microprocessor tures. The free-body diagram is used to under- system design methodologies from the software stand the equilibrium of a whole physical sys- and hardware perspectives. Software: Introduc- tem through isolation of each component parti- tion to instruction set architectures and assem- cle or body. (Prerequisites: MTH 201, PHY 204.) bly language programming. Hardware: Intro- EGR 212 Engineering Mechanics-Dynam- duction to high-end microcontroller and micro- ics—3 cr. hrs. processor architectures, including their inter- Dynamics mathematically describes the facing signals, bus timing, and direct memory motions of bodies under the action of forces. access. Examination of memory subsystem The first part introduces kinematics which design as well as system-level interfacing to deals with the geometry of motion without con- memory, on-board and external devices, and sidering applied forces. The second part, kinet- wireless communication modules. ics, relates the forces on bodies to the resulting EE 543 Computer Vision—3 cr. hrs. motions. (Prerequisites: MTH 202 , EGR 211.) Introduction to computer vision. Computer vision EGR 213 Introduction to Dynamics—1 cr. hr. system components and lighting techniques. Mathematical description of the motion of bod- Binary image processing: image filtering, his- ies. Introduction of kinematics without consid- togram equalization, thresholding, and edge ering applied forces. (Prerequisite: EGR 211.) detection. Image analysis and representation: EGR 221 Materials Science—3 cr. hrs. region segmentation and low-level image descrip- Provides a fundamental understanding of the tion. Camera model and stereo vision. principles of materials science as they apply to EE 551 Advanced Analog Electronics— typical engineering materials. Includes consid- 3 cr. hrs. eration of atomic bonding, crystal structures, Analysis and design of advanced MOS analog phase transformations, and mechanical proper- electronic circuits and analog VLSI integrated ties. (Prerequisite: CHM 207.) circuits. Topics include advanced MOS semi- EGR 270 Materials Laboratory—1 cr. hr. conductor device models, active-loaded single- Provides hands-on experience with the standard stage, multistage, and differential amplifiers, methods of processing and evaluating typical operational amplifiers, switched-capacitor fil- engineering materials. Includes experiments in ters, deviations from ideality in real amplifiers tensile testing, heat treatment, microscopic and operational amplifiers via second-order examination, strain hardening, and impact test- effects, stability, and noise analysis. Use of ing. (Prerequisite: EGR 221.) Fee: $20. PSPICE as a design tool. A brief introduction to EGR 322 Strength of Materials—3 cr. hrs. nanoelectronics is also included. Behavior of deformable body systems under EE 562 Digital Signal Processing—3 cr. hrs. various external loadings is presented. analysis Properties and applications of continuous and of stress, deformation, strain, failure, fatigue, discrete signals. Z-Transform and Fast-Fourier and creep are included. Mathematical, graphi- Transform, digital filter design, applications of digi- cal, and energy methods are utilized. (Prerequi- tal signal processing. site: EGR 211.) EE 590 Directed Study—credit arranged. EGR 351 Engineering Economics—3 cr. hrs. EE 591-592 Seminars—credit arranged. Economic analysis for choice among alterna- EE 599 Thesis—credit arranged. tives; present worth analysis, annual worth, EE 599x Thesis in Progress—0 cr. hrs. rate of return and benefit-cost ratio analysis; Registration for any graduate student who has effects of depreciation, sources of funds, infla- 196 — Engineering COURSE DESCRIPTIONS tion and income tax; analysis of decision under ial ideas, etc. Course to be taken in Fall semes- risk and uncertainty. Discussion of unemploy- ter. (Prerequisite: Senior standing.) ment rate and inflation, financial markets, as EGR 482 Capstone Project—2 cr. hrs. well as the use of monetary and fiscal policies to Students are required to do projects including regulate the economy. (Prerequisite: Sopho- literature search, analysis, and written and oral more standing.) presentations. These projects are a culminating EGR 360 Analysis of Engineering Data— experience in the Engineering Management 2 cr. hrs. program. Interdisciplinary projects between This course offers an overview of basic probabil- engineering and business, as well as other disci- ity and statistical procedures used in the analy- plines appropriate to the project, are encour- sis of engineering data. Methods for displaying aged and may include feasibility studies, busi- engineering data, commonly used probability ness plans, marketing strategies, entrepreneur- distributions for discrete and continuous ran- ial ideas, etc. Course to be taken in Spring dom variables, and statistical tools such as esti- semester. (Prerequisite: Senior standing.) mation and simple linear regression are pre- EGR 490 Directed Study—1-3 cr. hrs. sented. Students design and conduct experi- Selected study, project, or research in engineer- ments and interpret results by using appropri- ing for upper-division students. Must be ate statistical analysis. (Prerequisite: MTH 202.) arranged between the student and an individual EGR 404 Automatic Control Systems— faculty member, and subsequently approved by 3 cr. hrs. the dean of engineering. No more than three of Linear system theory applied to the modeling, the technical elective hours taken at the Univer- measurement, and control of continuous-time sity may be satisfied with individualized study. processes. Topics include the nature and effects EGR 491-492 Seminars—credit arranged. of feedback, transfer functions, continuous- EGR 499 Senior Thesis—3-6 cr. hrs. time state variables, matrix formulation, Research, study, or original work under the responses in the time-domain and frequency- direction of a faculty mentor, leading to a schol- domain, system stability, and the design of com- arly thesis document with a public presentation pensation networks such as PID controllers. of results. Requires approval of thesis director, Computer simulation of control systems. Labo- department chair, dean, and the director of the ratory demonstrations of position and speed honors program, when appropriate. (Prerequi- control of servosystems. Applications in process sites: Senior standing; 3.0 G.P.A. in the thesis control, manufacturing, and robotics. (Prerequi- area or good standing in the honors program.) site: MTH 321.) EGR 422 Composite Materials—3 cr. hrs. Graduate Courses An overview of the different types of composite EGR 504 Automatic Control Systems— materials; processing and performance charac- 3 cr. hrs. teristics of fibers, particulates, and matrix mate- Linear system theory applied to the modeling, rials and their interactions in the resulting com- measurement, and control of continuous-time posites; micromechanics and macromechanics processes. Topics include the nature and effects of fiber-reinforced composites at the lamina and of feedback, transfer functions, continuous-time laminate levels; fatigue and fracture behavior of state variables, matrix formulation, responses composites; design of laminates using analytical in the time-domain and frequency-domain, sys- and computer techniques. A project is required tem stability and the design of compensation as part of the course. (Prerequisites: EGR 221, networks such as PID controllers. Computer EGR 322.) simulation of control systems. Laboratory EGR 425 Welding Engineering—3 cr. hrs. demonstrations of position and speed control of Review of different types of welding power servosystems. Applications in process control, sources, processes, and types of electrodes/ manufacturing, and robotics. A special project wires. Basic welding metallurgy, weld joint will be assigned. design, and NDE techniques. A project on weld- EGR 522 Composite Materials—3 cr. hrs. ment analysis is required. (Prerequisite: EGR 221.) An overview of the different types of composite EGR 481 Capstone Project—2 cr. hrs. materials; processing and performance charac- Students are required to do projects including teristics of fibers, particulates, and matrix mate- literature search, analysis, and written and oral rials and their interactions in the resulting com- presentations. These projects are a culminating posites; micromechanics and macromechanics experience in the Engineering Management of fiber-reinforced composites at the lamina and program. Interdisciplinary projects between laminate levels; fatigue and fracture behavior of engineering and business, as well as other disci- composites; design of laminates using analytical plines appropriate to the project, are encour- and computer techniques. A project is required aged and may include feasibility studies, busi- as part of the course. ness plans, marketing strategies, entrepreneur- COURSE DESCRIPTIONS Engineering/English — 197 EGR 525 Welding Engineering—3 cr. hrs. difference as a central focal point as we explore Review of different types of welding power the heroism of Beowulf, the fantastical magic sources, processes, and types of electrodes/ contained in Sir Gawain and the Green Knight, wires. Basic welding metallurgy, weld joint and the miracles depicted on stage in the Play of design, and NDE techniques. A project on weld- the Sacrament. However, we will also consider ment analysis is required. the connections that we have with the texts writ- EGR 590 Directed Study—credit arranged. ten between the Anglo-Saxon period and 1500 as EGR 591-592 Seminars—credit arranged. we analyze the first autobiography written in English (by a woman), The Book of Margery English Kempe, explore depictions of poverty in Piers ENG 101 English as a Second Language for Plowman, and think about the role of violence Foreign Students: Advanced—3 cr. hrs. contained in medieval saints’ lives. In addition to Advanced ESL reading and writing; study skills; the above texts we will read Chaucer, perform vocabulary; sentence structure; writing of para- some mystery plays, and engage with other graphs and short essays to prepare students for poems, prose, and drama from this formative college writing. period. (Also listed as PCS 320.) ENG 107 College Writing—3 cr. hrs. ENG 323 Chaucer—3 cr. hrs. Course aimed at the development of writing What happens when a woman with five hus- skills with emphasis on instruction and practice bands, a man too drunk to sit on his horse, and a in writing the college essay and the library hotel manager with a gambling streak get togeth- research paper. Restricted to students with 59 er? Chaucer’s Canterbury Tales. This course will or fewer credit hours. Students with 60 or more introduce you to the above characters in addi- credit hours who are not exempted from ENG tion to a gallery of equally colorful and unforget- 107 take ENG 311. (Prerequisites: ENG 101 for table men and women in Chaucer’s writing. students who need this preparatory course.) Wending our way alongside these chatty narra- ENG 112 Introduction to Literature— tors we will take frequent rest stops to survey 3 cr. hrs. the terrain of Chaucer’s late medieval English Introduction to literary genres and the tools of world and his own reading list of literary literary interpretation and criticism promoting sources. In addition, we will look ahead and try reader understanding and enjoyment. Recom- to figure out what it is about Chaucer’s writing mended as preparation for upper-division litera- that has proved to be so influential for so long. ture courses. A writing-embedded course. Like the many different characters that populate ENG 225 Introduction to Literary Chaucer’s texts, our questions about them will Studies—3 cr. hrs. be numerous and varied as we examine issues This course provides English and foreign lan- such as gender, language, violence, religion, sci- guage majors with an introduction to literary ence, exploration, economics, and nation-build- research and literacy theory, applying both to ing. specific works of literature. It also provides stu- ENG 324 Renaissance British Literature dents with an introduction to effective use of (1500-1600)—3 cr. hrs. the academic library and of online resources as Readings from the greatest playwrights, poets, a part of the research process. It exposes stu- and prose writers of the British Renaissance, set dents to classical and contemporary theories of within a framework of the changing ideas and literature underlying the acts of reading and fascinating cultural tapestry of the period. interpreting. Required of English majors; optional Authors studied include More, Marlowe, for foreign language majors. Can be taken con- Spenser, Jonson, Shakespeare, Webster, Donne, currently with a 300-level English course. Wroth, Herbert, Lanyer, and Milton. ENG 290 Directed Study—credit arranged. ENG 325 Eighteenth Century British Litera- ENG 311 Advanced Writing—3 cr. hrs. ture—3 cr. hrs. The writing and editing of various kinds of Readings in the fiction, poetry, drama, and essays in a workshop setting, plus an examina- essays of the wittiest, most pungently satirical tion of the writing process itself and the reading and most artfully artificial era in all of British of fine essays. literature (1660-1770), set against the cultural ENG 320 Anglo-Saxon and Medieval and economic background. Particular attention Literature—3 cr. hrs. paid to the origins of the English novel. Works In modern jargon the term “medieval” often has by Dryden, Behn, Wycherley, Congreve, Pope, derogatory connotations. We use this adjective to Finch, Astell, Manley, Swift, Gay, Defoe, John- describe something hyperbolically old-fashioned son, Burney, Haywood, Barker, and others. or disconnected from our everyday lives. In ENG 326 Shakespeare: Representative short, the Middle Ages were frequently seen as Plays—3 cr. hrs. what we are not—what we are different from. In Introduction to Shakespeare’s works including many ways, this course will adopt this theme of analysis and discussion of several of the come- 198 — English COURSE DESCRIPTIONS dies, histories, and tragedies with attention have literary texts played in American move- given to the cultural background and the inter- ments of social change? Can a work of social esting particulars of the Elizabethan theater. protest also count as a work of “good literature?” ENG 330 Dante’s Divine Comedy—3 cr. hrs. What constitutes the line between beauty and A study of Dante the pilgrim’s journey through propaganda? Readings may include writings by the realms of hell, purgatory, and heaven in Thomas Paine, Frederick Douglass, Harriet search of Beatrice— “the one who will make Beecher Stowe, Upton Sinclair, Eugene O’Neill, him happy” —with commentary and satire Richard Wright, John Steinbeck, John Okada, along the way on the state of his times Micael Herr, Adrienne Rich, Richard Rodriguez, (medieval Florence and Italy), which are a dis- and others. tant mirror of our own, the need for justice, and ENG 351 Satire—3 cr. hrs. the nature of true love, A study, also, of Dante’s Explorations in the themes, forms, and theories Vita Nuova, the book that records how Dante of satire, past and present, examining how great came to write the Comedy. (Also listed as PCS writers have turned malice and moral indigna- 330.) tion into witty, funny, or biting fiction, poetry, ENG 337 Modern World Novel—3 cr. hrs. and drama. Readings drawn from authors such Examination of the remarkable achievement in as Orwell, Houellebecq, Heller, West, Voltaire, form as well as the modernist search for mean- Swift, Atwood, Pope, Jonson, Horace, and ing in great world novelists like Conrad, Hesse, Juvenal. Camus, Faulkner, Achebe, Joyce, Kazantzakis, ENG 352 Film and Literature—3 cr. hrs. Solzhenitsyn, Mishima. Investigating a century of imaginative synergy ENG 338 Modern World Drama—3 cr. hrs. between the medium of film and the medium of Discussion of masterpieces of twentieth-century literature, this course explores connections, theatre by dramatists including Ibsen, Chekhov, divisions, and adaptations between these two Shaw, Pirandello, O’Neill, Ionesco, Beckett, Shaffer. vehicles for narrative and ideas. Readings and ENG 341 Studies in the Short Story—3 cr. hrs. viewings will exemplify how history, genre, and Appreciation for the short story and its practi- artistic form influence the translations of pic- tioners from around the world. Readings reflect tures and words. the history of the genre, notable figures, fiction- ENG 355 Nineteenth-Century American al techniques, and representative themes. Literature—3 cr. hrs. ENG 342 Studies in Poetry—3 cr. hrs. A survey of the transformation of American cul- Intensive practice in reading lyric poetry in tural and literary expression from romanticism English (plus a few snippets from English narra- in the early decades to realism and naturalism in tive epics) in the framework of the history of the decades following the Civil War. Possible the genre, with attention paid to representative inclusions are Irving, Bryant, Poe, Thoreau, forms, subjects, themes, and kinds of poetry Hawthorne, Stowe, Melville, Whitman, Dickin- from the beginnings of modern English to the son, Howells, James, Twain, Crane, and Chopin. present. ENG 356 American Modernism(s)—3 cr. hrs. ENG 344 Romantic Literature—3 cr. hrs. Investigation of the multiple American artistic Works of Wordsworth, Coleridge, Bryon, Shel- responses to twentieth-century modernity. Pos- ley, Clare, and Keats examined in the context of sible inclusions are Pound, H.D., Eliot, Stevens, political, social, and literary history of the early Williams, Hughes, Hurston, Wright, Faulkner, nineteenth century. Cather, Hemingway, and O’Neill. ENG 345 Victorian Literature—3 cr. hrs. ENG 363 The Literature of Nature and the Works of Tennyson, Browning, Arnold, Dick- Out-of-Doors—3 cr. hrs. ens, Hardy, and Wilde examined in the context Study of British and American authors from of the political, social, and literary history of the Wordsworth to Lewis Thomas who have cele- late nineteenth century. brated, defended, and popularized themes and ENG 346 Modern British Literature—3 cr. hrs. subjects from nature and natural history. A survey of representative authors and texts ENG 370 American Women Writers— from 1900 to 1945, including Conrad, Forster, 3 cr. hrs. Ford, Lawrence, Joyce, Shaw, Woolf, Mansfield, A survey of women writers from America’s and the war poets, with special focus on the beginnings to present day with attention to the Great War’s aesthetic, social, and historical historical and social context of writers and works. repercussions on literature and culture. ENG 371 African American Writers— ENG 350 History and Politics in Literature: 3 cr. hrs. American Literature and Social Change— Study of important works of African American 3 cr. hrs. literature from the slave narratives of the nine- This class will investigate the rich tradition of teenth century to the prose and poetry of the protest literature in the U.S., from the nation’s twentieth century. founding to contemporary times. What role COURSE DESCRIPTIONS English— 199 ENG 372 Multi-Ethnic American discourse varieties, aspects of social and acade- Literature— 3 cr. hrs. mic language, rhetorical registers, and writing A comparative study of representative works by conventions. (Also listed as ED 410.) American writers of African, Asian, Latin Amer- ENG 417 Composition Theory and Practice— ican, American Indian, and Jewish descent, 3 cr. hrs. within a historically situated understanding of Study of relevant research and theory from issues, such as cultural continuity, immigration, composition, rhetoric, linguistics, and psycholo- assimilation, civil rights, and citizenship, affect- gy applicable to practice. Required course for ing the lives of ethnic Americans. Readings writing assistants. (Prerequisite: 3.0 in writing drawn from authors including Anzaldua, courses, including ENG 107.) Cahan, Castillo, Cisneros, Douglass, Erdrich, ENG 430 International Literature of Peace Hurston, Hwang, Kingston, Morrison, Mukher- and Justice—3 cr. hrs. jee, Silko, and Roth, as well as key theorists of The impact of language on human life, especial- ethnicity. ly its importance in creating and sustaining ENG 375 Studies in Irish Writers—3 cr. hrs. peace or violence. Works of contemporary writ- This survey of Irish fiction, drama, and poetry ers. (Prerequisite: Successful completion of from 1900 to today explores issues of identity, English or American literature course from the nationalism, gender, history, and faith through 300 level or permission of instructor. Also listed works by heavyweights Joyce and Yeats, but as SJP 430.) also by Lady Gregory, Sean O’Casey, Edna ENG 447 British Literature Since 1945— O’Brien, Roddy Doyle, Colm Toibin, Brian Friel, 3 cr. hrs. Seamus Heaney, Eavan Boland, and Marina Survey of representative works published since Carr, among others. World War II, with an emphasis on historical and ENG 380 Empire, Colonialism, and Inde- cultural contexts. Authors may include Bowen, pendence: Postcolonial Literature and Cul- Greene, Spark, Stoppard, Pinter, McEwan, Byatt, ture —3 cr. hrs. Barker, Lively, Weldon, and Ishiguro. Historically framed survey of representative ENG 457 Contemporary American Litera- authors from former British colonies in Asia, ture—3 cr. hrs. Africa, and the Caribbean. Introduction to key An intensive investigation of recent move- theorists of postcolonialism from Said to Spivak ments in American literature, including various and discussion of key concepts such as imperi- aspects of postmodernism. Possible inclusions alism, racism, hybridity, mimicry, decolonial- are Ginsberg, Kerouac, Bishop, Roethke, Plath, ization, neo-colonialism, nationalism(s), and Lowell, Nabokov, Morrison, Dillard, Barth, Pyn- immigration. (Also listed as SJP 380.) chon, Kushner, and Spiegelman. (Prerequisite: ENG 406 Writing Workshop: Poetry— Successful completion of an English or Ameri- 3 cr. hrs. can literature course from the 300 level, or per- Elements of poetry for beginning and interme- mission of instructor.) diate poets who wish to receive guidance for ENG 460 Contemporary American their own work and who wish to read the work Poetry—3 cr. hrs. of both contemporary poets and fellow stu- Class will survey contemporary American poet- dents; an opportunity for writing, reading, and ry, both lyric and narrative, and examine discussing poetry. (Prerequisite: Successful diverse voices, languages, and styles as well as completion of an English or American literature common post-modern concerns. Course materi- course from the 300 level or permission of als will include essays on modern and post- instructor.) modern poetics, a sampling of poems from the ENG 409 Writing Workshop: Fiction— 1950s-1980s by Lowell, Bishop, Wilbur, Gins- 3 cr. hrs. berg, O’Hara, Snyder, and others, and books by Principles and techniques necessary to the short such contemporary American poets as Clifton, story writer. Analysis of professional fiction as C.K. Williams, Glück, Doty, Oliver, Rita Dove, well as guidance for original work of beginning Dunn, Addonizio, Levine, Simic, and Hudgins. and intermediate writers. Limited to juniors (Prerequisite: Successful completion of an Eng- and seniors. (Prerequisite: Successful comple- lish or American literature course from the 300 tion of an English or American literature course level, or permission of instructor.) from the 300 level or permission of instructor.) ENG 461 Oregon and Northwest Writers— ENG 410 Linguistics—3 cr. hrs. 3 cr. hrs. Examines and applies the major concepts, theo- Selections from the prose and poetry of past and ries, and research related to the nature and present Northwest writers. Includes works of acquisition of language as a system. This Berry, Doig, Kesey, LeGuin, Lopez, Roethke, and includes a focus on the components of a lan- Stafford. (Prerequisite: Successful completion of guage system, including phonology, morpholo- an English or American literature course from gy, syntax, semantics, pragmatics, semiotics, the 300 level, or permission of instructor.) 200 — English/Environmental Science COURSE DESCRIPTIONS ENG 470 City Life in American nation of manuscripts. Literature—3 cr. hrs. ENG 495-496 Workshops—credit arranged. Most of the human population now live in cities. ENG 497 English Internship—1-3 cr. hrs. Americans, in particular, saw their spaces Academic internships are available for qualified restructured around cities throughout the nine- students (3.0 G.P.A.; 3.25 G.P.A. in English). teenth and twentieth centuries. Through the Internships provide English majors with job varying perspectives of prose, poetry, and experience pertinent to the study of English. drama, the course explores questions of politics, The internship may be taken for one to three power, identity, growth, individualism, and credit hours, and the credit can apply to the cooperation that evolving configurations of English major. urban spaces force us to ask. Writes may ENG 499 Senior Thesis—1-3 cr. hrs. include Hawthorne, Poe, Melville, Whitman, Research, study, or original work under the Yezierska, Dos Passos, Parker, West, Wright, direction of a faculty mentor, leading to a schol- Lowell, Smith, Auster, Rybczynski. arly thesis document with a public presentation ENG 471 American Romanticism—3 cr. hrs. of results. The Senior Thesis is taken in con- An intensive investigation of figures associated junction with an approved upper division Eng- with the flowering of a distinct American lish class. Requires approval of thesis director, romanticism occurring in the mid-19th century. department chair, dean, and the director of the Possible inclusions are Emerson, Thoreau, Fuller, honors program, when appropriate. (Prerequi- Poe, Stowe, Sedgwick, Hawthorne, Melville, sites: Senior standing; good standing in the the- and Whitman. (Prerequisite: Successful comple- sis area or the honors program.) tion of an English or American literature course ENG 510 Linguistics—3 cr. hrs. from the 300 level, or permission of instructor.) Examines and applies the major concepts, theo- ENG 472 American Realism and Natural- ries, and research related to the nature and ism—3 cr. hrs. acquisition of language as a system. This An intensive investigation of the major literary includes a focus on the components of a lan- figures and the artistic response to the United guage system, including phonology, morpholo- States’ emergence as a world power in the years gy, syntax, semantics, pragmatics, semiotics, 1865-1914. Possible inclusions are Dickinson, discourse varieties, aspects of social and acade- Howells, Twain, Crane, James, Chopin, Norris, mic language, rhetorical registers, and writing Adams, Wharton. (Prerequisite: Successful com- conventions. (Also listed as ED 510.) pletion of an English or American literature course from the 300 level, or permission of instructor.) Environmental Science ENG 482 Modernism in British Fiction— ENV 349 Environmental Policy—3 cr. hrs. 3 cr. hrs. This course surveys environmental policy in Major British and Irish writers of the early three parts. The course will consider how envi- twentieth century who responded to the dra- ronmental problems arise, looking at environ- matic historical and philosophical changes that ment as an influence in American history and mark the period, and who developed new fic- how a progression of natural and human cir- tional techniques to express those responses. cumstances becomes an “environmental prob- Readings drawn from such authors as Conrad, lem.” It will survey environmental policies and Woolf, Joyce, Lawrence, Richardson, Forster, programs, the law, politics, and institutions that Mansfield. (Prerequisite: Successful completion manage pollution nationally and natural of an English or American literature course resources in the American West. The course from the 300 level, or permission of instructor.) will also look closely at a handful of environ- ENG 490 Directed Study—credit arranged. mental policy issues particularly in the Colum- ENG 491-492 Seminars—credit arranged. bia River, the role of technology and its limits, ENG 493 Research—1-3 cr. hrs. alternatives to limits and control, the role of law The aim of this course is to involve students in and litigation, and the interplay of science, risk, professional level research. They will be invited and uncertainty in environmental policy. (Also to assist faculty in their research or creative listed as POL 349, SJP 349.) projects. The course provides an opportunity ENV 383 Environmental Geoscience— for mentoring beyond the classroom and 3 cr. hrs. involvement in processes and procedures of This course focuses on the interrelationships professional research and publication. The between the inanimate Earth and all life forms, required work will vary from project to project with special emphasis on environmental inter- but could include researching primary and sec- actions between the Earth and human beings. ondary materials, summarizing articles and Specific topics include the environmental sig- books, compiling bibliographies, indexing, copy nificance of natural resources (including ener- editing, manuscript preparation, and dissemi- gy, minerals, soil, and water), natural hazards COURSE DESCRIPTIONS Environmentl Science/Fine Arts — 201 (including earthquakes, mass wasting, subsi- ENV 493 Environmental Research—1-3 cr. dence, and volcanoes), ocean processes (includ- hrs. ing basins and coastlines), and waste manage- Faculty-directed student research. Before enroll- ment (including burial, movement, remediation). ing, a student must consult with an environmen- ENV 384 Remote Sensing and Geographic tal studies faculty member to define the project. Information Systems—3 cr. hrs. ENV 497 Environmental Internship— This course focuses on environmental applica- 1-6 cr. hrs. tions of multispectral remote sensing (RS) and Practical field experience working with govern- its integration into geographic information sys- mental agencies, corporations, or environmen- tems (GIS). Specific RS topics include sensor tal organizations. Students will be required to do systems, digital image processing, and automat- appropriate readings and an appropriate report. ed information extraction. Specific GIS topics include spatial database management systems, Fine Arts data analysis, and environmental modeling. FA 125 Basic Design—3 cr. hrs. Special emphasis will be placed on biological A course designed to involve students in the applications (e.g., vegetation mapping, habitat creative process while concentrating on the identification, wildfire regeneration, and field fundamental concepts of design through a data mapping). Three hours of lecture per week. series of exercises using a variety of art media. (Also listed as BIO 384.) Fee: $20. ENV 385 Environmental Microbiology— FA 203 Development of the Fine Arts in 3 cr. hrs. Europe—3 cr. hrs. Morphology, physiology, and ecology of micro- Western culture through the study of art forms organisms, emphasizing their role in environ- from Roman-Hellenistic times to the Renais- mental processes such as nutrient cycling, bio- sance. (Salzburg only.) remediation,waste treatment, and food produc- FA 207 Introduction to Fine Arts—3 cr. tion. Three hours of lecture per week. (Prereq- hrs. uisites: CHM 207-208. Also listed as BIO 385.) Presentation, analysis, and discussion of selected ENV 386 Environmental Chemistry—3 cr. hrs. expressions in film, music, visual art, theatre, and This course takes the perspective of environ- architecture designed to acquaint the student mental chemistry to address topics including: with the influences, developments, and interrela- energy forms, the atmosphere, the hydro- tions of the fine arts in the history of Western civi- sphere, the biosphere, transport of materials, lization and contemporary life. Fee: $70. chemical transformations, and modeling. (Pre- FA 215 Introduction to Photography— requisite: CHM 208. Also listed as CHM 386.) 2 cr. hrs. ENV 387 Environmental Laboratory—1 cr. hr. A comprehensive introduction to aesthetic as This course will bring together environmental well as technical aspects of photography, with analysis techniques from chemistry, microbiol- emphasis on developing the students’ creative ogy, and ecology. Permission of instructor potential. Study of the fundamentals of black required. Fee: $60. and white film and print processing, and the ENV 400 Integrating Seminar in Environ- basics of photographic composition. Course mental Studies—3 cr. hrs. includes lectures, slide presentations, field A project-oriented seminar in which student trips, and weekly assignments. Students must teams with varying backgrounds in environ- furnish a 35mm SLR camera. Film and paper mental studies develop action plans to deal with will be purchased in bulk collectively. May be regional environmental issues. (Also listed as taken a second time using color negative film. PCS 400.) May not be audited. (Corequisite: FA 216.) ENV 482 Theology in Ecological Perspec- FA 216 Photography Laboratory—1 cr. hr. tive—3 cr. hrs. Practical application of the aesthetic and tech- Explores contemporary Christian theology and nical options studied in FA 215. Students will its response to environmental and ecological develop one roll of BW film, make a contact issues. The course will investigate the nature of sheet, and at least two 8"x10" enlargements per our current ecological crisis and the emerging week, with emphasis on correct exposure and theological insights by Christians deeply con- contrast of prints. Taken concurrently with FA cerned about our global environment. Special 215. May be taken a second time developing emphasis will be given to the God-world rela- color enlargements. May not be audited. (Coreq- tionship, biblical and ethical considerations, as uisite: FA 215.) Fee: $75. well as ecological issues germane to the North- FA 226 Painting I—2 cr. hrs. west. (Also listed as PCS 482, THEP 482.) Studio supervision in basic design and painting techniques. Class is conducted by a series of seminar conferences and projects with the 202 — Fine Arts COURSE DESCRIPTIONS requirement of a terminal creative project. Stu- FA 318 Digital Photography—2 cr. hrs. dents are expected to provide all necessary An introduction to digital photography: basic materials. May not be audited. digital camera operations, digital photographic FA 228 Ceramics I—2 cr. hrs. techniques for adjusting and manipulating Introduction to both wheel and hand-building images in Adobe Photoshop, and fundamentals techniques using cone 6 clay. Glazing and firing of digital image capture, output, and workflow procedures and the use of clay as both a func- management including scanning, printing, and tional and expressive medium will be demon- preparing images for the Internet. Course con- strated. May not be audited. Fee: $20. sists of lectures, demonstrations, lab exercises, FA 242 Drawing I—2 cr. hrs. field trips, weekly shooting assignments, cri- Studio training in the observation of objects. tiques, and a final project/portfolio. May be Basic drawing of inanimate objects in graphite repeated for a maximum of 6 credits. Fee: $75. and ink. Course also includes application of the FA 325 3-D Design—3 cr. hrs. principles of object drawing to sketching. May Helps the student to build his/her own unique not be audited. language as an expressive tool for art making. FA 244 Sculpture I—2 cr. hrs. The creation of 3-D objects will be made from a Introductory studio course examines historical variety of materials such as wood, clay, found and contemporary issues relevant to creating a objects, and maché. Enhances skills in percep- personal visual vocabulary and communicating tion, balance, and composition. Fee: $20. through sculptural forms. Classes will be struc- FA 327 Painting II—2 cr. hrs. tured around presentations, demonstrations, Studio supervision in advanced design and ongoing group discussions, critiques, and studio painting techniques. Class is conducted by a work in various media. May not be audited. Fee: series of seminar conferences and projects with $20. the requirement of a terminal creative project. FA 290 Directed Study—credit arranged. Students are expected to provide all necessary FA 304 Development of the Fine Arts in materials. May be repeated for a maximum of 6 Europe—3 cr. hrs. credit hours. May not be audited. (Prerequisite: Western culture through the study of art forms FA 226 or permission of instructor.) from the Renaissance to the twentieth century. FA 329 Ceramics II—2 cr. hrs. (Salzburg only.) Advanced methods of forming and glazing pots. FA 307 The Arts in Portland—3 cr. hrs. Individual exploration of clay is encouraged. An exploration of the arts in Portland, including May be repeated for a maximum of 6 credit music, theatre, film, visual arts, and architec- hours. May not be audited. (Prerequisite: FA ture. A majority of the class sessions are field 228 or equivalent, or permission of instructor.) trips to experience the arts in person. Fee: $100. Fee: $20. FA 315 Black and White Photography II— FA 343 Drawing II—2 cr. hrs. 3 cr. hrs. Advanced studio training in figure drawing and Students will expand their knowledge of tradi- mixed media in graphite and ink. Course also tional black and white photographic processes by includes application of the principles of object getting hands-on experience with a range of drawing and sketching to outdoor settings. May materials like infrared and technical-pan films, be repeated for a maximum of 6 credit hours. cold and warm tone fiber base papers, and sele- May not be audited. (Prerequisite: FA 242 or nium toning procedures, while completing a permission of instructor.) series of images with a common theme. Multiple FA 344 Figure Drawing—2 cr. hrs. exposures, blurred images, paper negatives, and Advanced studio training in the techniques of solarizations will also be introduced. May be drawing the human form, including the use of repeated for a maximum of 6 credit hours. May live models. May not be audited. May be repeat- not be audited. (Prerequisites: FA 215 and FA ed for a maximum of 6 credit hours. May be 216, or permission of instructor.) Fee: $75. repeated for a maximum of six credits. (Prereq- FA 317 Creative Photography—3 cr. hrs. uisite: FA 242 or permission of instructor.) Fee: Students will learn a range of alternative photo- $40. graphic processes, such as making and using a FA 345 Sculpture II: Stone Carving— pinhole camera; using plastic panoramic, 4-in-1, 2 cr. hrs. and “Holga” cameras; and making enlarged nega- This advanced studio class focuses entirely on tives to use with 19th century processes like stone carving. Skills and concepts learned in FA cyanotypes (blue prints). Three Polaroid process- 244 will be strengthened while furthering a per- es, image and emulsion transfers, and SX-70 sonal visual vocabulary using stone. May be images are also introduced. May be repeated for repeated for a maximum of 6 credit hours. May a maximum of 6 credit hours. May not be audit- not be audited. (Prerequisite: FA 244 or permis- ed. (Prerequisites: FA 215 and FA 216, or permis- sion of instructor.) Fee: $30. sion of instructor.) Fee: $75. COURSE DESCRIPTIONS Fine Arts/French — 203 FA 346 Printmaking—2 cr. hrs. course follows FRN 102 and will build on the Introduction to the art of printmaking. A studio concepts covered at the introductory level. This course in which students will make prints using intensive class substitutes for FRN 201-202, a variety of techniques. May not be audited. thus making it possible to complete the lan- Fee. $20. guage requirement in the B.A. core curriculum. FA 350 Survey of Art Masterpieces I— For those students who are interested in 3 cr. hrs. advancing to literature and culture classes, this Study art in its cultural context from ancient class will offer a thorough review of grammar times to the early Renaissance. Topics include concepts, and opportunity to converse in Paleolithic art and artifacts; the art and architec- French and introduction to the literature of ture of the ancient civilizations of Egypt, the Near France and the French-speaking world. East, Greece and Rome; plus works and issues FRN 290 Directed Study—credit arranged. arising from the Christian tradition and its dia- FRN 301 Advanced French Conversation— logue with the ancient world. Visual resources 3 cr. hrs. include slides and video. No prerequisite. Advanced review and expansion of grammar FA 351 Survey of Art Masterpieces II— and idiomatic expressions to prepare students 3 cr. hrs. for the 400-level courses. A broad variety of Study works of art and architecture from the activities and reading materials are used to devel- High Renaissance to Postmodernism. Emphasis op conversational proficiency and improve is on individual artists, art movements, and sig- accuracy in oral and written expression. Con- nificant works studied in their cultural context. ducted in French. (Prerequisite: Two years of Beyond the High Renaissance, topics include college French, four years of high school the Baroque and Rococo, Neoclassicism, Real- French, or equivalent.) ism, Impressionism, Cubism, and the many FRN 302 Advanced French Conversation trends of the modern and postmodern periods. and Composition—3 cr. hrs. Visual resources include slides, video and a Continued review and expansion of grammar, museum visit. No prerequisite, but both FA 350 vocabulary, and idiomatic expressions. A broad and 351 complement overseas study of the arts variety of activities and reading materials are and architecture, either before or after the expe- used to develop conversational proficiency and rience. improve accuracy in oral and written expres- FA 490 Directed Study—credit arranged. sion. Weekly compositions on a variety of top- FA 491-492 Seminars—credit arranged. ics. Conducted in French. (Prerequisite: FRN FA 493-494 Research—credit arranged. 301.) FA 495-496 Workshops—credit arranged. FRN 403-404 Survey of French Literature— FA 497 Internship—credit arranged. 2 sems., 6 cr. hrs. Representative works and authors from the French Middle Ages to the twentieth century. Reading, FRN 101-102 Elementary French—2 sems., discussion, and text analysis. Papers and 6 cr. hrs. reports. Taught in French. (Prerequisite: FRN Acquisition of vocabulary and structures neces- 302 or equivalent.) sary to execute basic communicative tasks. Ele- FRN 411 French Phonetics—3 cr. hrs. mentary readings and simple compositions. Systematic study of the pronunciation, articula- One additional hour per week of lab work in the tion, and intonation of Modern French. Exercis- language learning center required. Courses es in phonetic transcription. French songs, radio must be taken in sequence. broadcasts, and laser disks. Taught in French. FRN 201-202 Intermediate French—2 sems., (Prerequisite: FRN 302 or permission of instruc- 6 cr. hrs. tor.) Intensive review and further development of FRN 417 Advanced French Grammar and oral and written proficiency skills. Short oral Conversation I—3 cr. hrs. presentations on cultural topics. One additional Thorough review and refinement of the essen- hour per week of lab work in the language tials of French grammar in order to enhance learning center required. (Prerequisite: One writing, reading, and speaking skills. Conduct- year of college French, two years of high school ed in French. (Prerequisite: FRN 302 or permis- French, or equivalent.) sion of instructor.) *FRN 205 Accelerated Intermediate FRN 418 Advanced French Vocabulary and French—6 cr. hrs. Conversation Workshop—3 cr. hrs. This course will offer the students an opportu- Extensive practice in speaking the language with nity to immerse themselves in the French lan- emphasis on the acquisition and use of new guage and strengthen their linguistic skills. This vocabulary and more complex idiomatic phrases.

*Course offered Summer Session only. 204 — French/Geography/German COURSE DESCRIPTIONS FRN 419 Advanced French Grammar and GRM 105 Accelerated Elementary Ger- Conversation II—3 cr. hrs. man—6 cr. hrs. Continued in-depth study of advanced French This class provides students with the opportuni- grammar. Application of the new, more com- ty to learn a full year of German in six weeks plex structures in conversation. Conducted in with the advantage of intensive study, which French. (Prerequisite: FRN 302 or permission of promotes greater retention. It provides a solid instructor.) foundation for second-year German at the Uni- FRN 421 Advanced French Culture and versity of Portland or for students going to Civilization—3 cr. hrs. Salzburg who did not take German 101-102. Study of the social, artistic, philosophical, and GRM 113-114 Advanced Elementary Ger- political currents of France and other French- man—2 sems., 6 cr. hrs. speaking countries. Taught in French. (Prereq- Continued development of vocabulary, struc- uisite: FRN 302 or permission of instructor.) tures, and speaking strategies, partially through FRN 422 Spoken French—3 cr. hrs. cultural assignments in Salzburg. (Prerequisite: Study of the phonology, syntax, and lexicon of GRM 100 or equivalent. Salzburg only.) colloquial French in order to improve compre- GRM 201-202 Intermediate German— hension. Taught in French. (Prerequisite: FRN 2 sems., 6 cr. hrs. 302 or permission of instructor.) Review and further development of proficiency FRN 423 Contemporary France—3 cr. hrs. skills. One additional hour per week of lab work Study and discussion of the main social and cul- in the Language Learning Center required. tural issues in France from the 1960s to the pre- (Prerequisite: Full year of college German, two sent. Exploration and evaluation of current years of high school German, or equivalent.) events covered in the French media. The mate- GRM 207 Accelerated Intermediate rial used will come from French cultural texts, German—6 cr. hrs. newspapers, radio and television, as well as This course will offer the students an opportu- movies, advertising, and songs. Taught in nity to immerse themselves in the German lan- French. (Prerequisite: FRN 302 or permission of guage and strengthen their linguistics skills. instructor.) This course follows GRM 102 or GRM 105 and FRN 490 Directed Study—credit arranged. will build upon the concepts covered at the FRN 491-492 Seminars—credit arranged. introductory level. When this course is offered FRN 497 French Internship—1-3 cr. hrs. at the University’s Salzburg, Austria campus Academic internships are available for qualified additional opportunities for immersion in Ger- students (3.0 GPA; 3.25 GPA in French). Intern- man and Germanic culture in Austria, Ger- ships provide students with job experience per- many, and the surrounding countries will be tinent to the study of French. The internship provided. may be taken for one to three credit hours. GRM 290 Directed Study—credit arranged. GRM 301-302 German Conversation and Geography Composition—2 sems., 6 cr. hrs. GEO 301 Cultural Geography—3 cr. hrs. Broad variety of activities and reading materials A survey of global cultures and interrelation- are used together with partner, group, and indi- ships between environment and culture. Focus vidualized approaches to develop conversation- on language, religion, migrations, and cultural al proficiency, improve accuracy in writing and transformation in an increasingly interdepen- speaking, and expand active and passive vocab- dent world. (Also listed as SJP 301.) ulary. Conducted in German. GRM 303 Introduction to German Cultural German Studies: Contemporary German Identity— GRM 100 Conversational German for 3 cr. hrs. Salzburg Program—3 cr. hrs. Examines the social and cultural developments, Conversationally oriented program intended which frame the ongoing discussion concerning especially for students going on to the Salzburg German identity in modern German-speaking program, but open to anyone who has not stud- countries through the lenses of various disciplines ied German before. such as literature, history, politics, the arts, and GRM 101-102 Elementary German— media. Topics may include national identity, 2 sems., 6 cr. hrs. unity, globalization, German language in the Acquisition of vocabulary and structures neces- world, and “Germanness” outside of Germany. sary to execute basic communicative tasks. One GRM 304 Contemporary German Culture— additional hour per week of lab work in the Lan- 3 cr. hrs. guage Learning Center required. Examines the social and cultural developments in contemporary German-speaking countries via media (e.g. newspapers, online environ- ments, popular music, current film). Emphasis COURSE DESCRIPTIONS German/Health and Physical Education — 205 will be placed on synthesizing and analyzing GRM 491-492 Seminars—credit arranged. media to arrive at a reading of German-speak- GRM 497 German Internship—1-3 cr. hrs. ing cultures in context, which examines all lev- Academic internships are available for qualified els of cultural production. students (3.0 GPA; 3.25 GPA in German). GRM 311 Austrian Traditions, Traditional Internships provide students with job experi- Austria—3 cr. hrs. ence pertinent to the study of German. The This course provides students with a broad con- internship may be taken for one to three credit text for understanding Austrian social, political, hours. and cultural traditions in customs, art, litera- GRM 499 Senior Thesis—1-3 cr. hrs. ture, film and music from 1740 to 1945. The Research, study, or original work under the course focuses in particular on the creative ten- direction of a faculty mentor, leading to a schol- sion between the conservative values of primar- arly thesis document with a public presentation ily rural Austria and the avant-garde move- of results. Requires approval of thesis director, ments associated with the big city of Vienna. department chair, dean, and the director of the GRM 312 The Austrian Image: Dream or honors program, when appropriate. (Prerequi- Reality?—3 cr. hrs. sites: Senior standing, 3.0 GPA in the thesis area Analysis of contemporary literature, film, and or good standing in the honors program.) music will help students to understand how Austria’s cultural history defines its present. Health and Physical Students will also be encouraged to explore their own preconceptions about Austrian cul- Education ture, including a chance to revisit The Sound of HPE 108 Life Skills for Student Athletes— Music. When the course is taught in Salzburg, 1 cr. hr. students will have the opportunity to interview Recognizes the unique demands of college stu- Austrians about their perceptions of their own dent athletes and assists them in acquiring culture. When the course is taught at home, stu- skills which will allow them to respond to those dents can explore these issues via the internet challenges. Course content will reflect issues and through e-mail correspondence. relevant to adjustment to college life; social, GRM 403-404 Survey of 20th-Century academic, and athletic performance demands. German Literature—2 sems., 6 cr. hrs. HPE 109 Personal Fitness—1 cr. hr. Exploration of major 20th-century writers in Development of personal fitness goals in Germany, Austria, and Switzerland. Conducted strength, muscular endurance, flexibility, and in German. cardio-respiratory endurance using a variety of GRM 406 Understanding Contemporary exercise techniques, anaerobic and aerobic Germany through Film—3 cr. hrs. activities, and run/walk programs. An exploration of German history, culture, lan- HPE 110 Beginning Weight Training— guage, and the German psyche via German film. 1 cr. hr. Cinematic samples representing each major peri- Introduction to weight training techniques for od of German history from the 1920s to the pre- the development of muscular strength and sent will be explored to gain an understanding of endurance. The course includes the develop- the prevailing zeitgeist and the artistic means ment of an individualized program. used in portraying it. Conducted in German. HPE 115 Swimming Skill Improvement— GRM 408 German Play Reading and 1 cr. hr. Performance—3 cr. hrs. Development of swimming techniques focusing Contemporary German plays will be read in a on stroke improvement and achievement of “reader’s theater” format, discussed in the con- personal goals. text of current social/cultural events, and per- HPE 116 Swim Conditioning—1 cr. hr. formed in German. Emphasis upon expanding Development of fitness for swimming using a vocabulary and improving pronunciation, into- variety of training techniques to achieve indi- nation, and expression. Conducted in German. vidual goals. GRM 421 Advanced German Culture— HPE 117 Water Aerobics—1 cr. hr. 3 cr. hrs. Development of strength, endurance, flexibility, Exploration of Germany’s historical develop- balance, and feelings of well-being through aero- ment and contemporary German culture. Con- bics in the water. ducted in German. HPE 204 Introduction to Athletic GRM 422 Advanced Austrian Culture— Training—3 cr. hrs. 3 cr. hrs. Designed to provide a working knowledge of the Cultural and historical exploration of Austria. prevention, care, treatment, and rehabilitation Students will research and discuss topics rele- of athletic injuries. Basic principles of taping vant to contemporary Austria. Conducted in and use of modalities will be presented. (Pre- German. requisite: SCI 103 or equivalent.) 206 — Health and Physical Education COURSE DESCRIPTIONS HPE 210 Lifetime Health and Fitness— HPE 408 Exercise Physiology for Physical 3 cr. hrs. Educators—3 cr. hrs. Development and application of skills needed Provides the student with a workable knowledge to maintain personal health and fitness over the of human physiological response to exercise and lifespan including physical, mental, emotional, other environmental stresses. Students will be and spiritual needs. Candidates will develop a involved in such practices as the use of graded solid foundation for strong life skills through exercise testing to determine physical fitness the location, evaluation, and discussion of mul- levels. (Prerequisites: HPE 204, BIO 308, BIO 378.) tiple resources for health information, comple- tion of self assessments and development of a Graduate Courses life health and well-being plan. Nutrition, HPE 504 Introduction to Athletic hydration, exercise, psychological health, finan- Training—3 cr. hrs. cial health, environmental health, along with Designed to provide a working knowledge of local, national, and global health issues will be the prevention, care, treatment, and rehabilita- studied. CPR and first aid certification will also tion of athletic injuries. Basic principles of tap- be completed. (Prerequisite: HPE 204.) ing and use of modalities will be presented. HPE 309 Stress Management—3 cr. hrs. (Prerequisite: 3 hours of biology.) Students will examine the nature and physio- HPE 505 Kinesiology for Physical logical impact of stress including stress emo- Educators—3 cr. hrs. tions and personalities. Stress management Students apply their knowledge of human techniques will be examined and practiced in anatomy to the study of movement with major the development of spirituality, coping strate- emphasis placed upon the action of bones, gies, and relaxation techniques. joints, muscles and the role of the nervous sys- HPE 340 ECE/ELEM Physical Education— tem in relation to body control. The applicable 3 cr. hrs. mechanical principles to gross motor activities Provides future teachers the opportunities to are stressed. Graduate students: research paper explore and participate in the content knowl- required. Admitted only with instructor’s per- edge of physical education and fitness/wellness mission. (Prerequisites: HPE 504, 3 credit hours programs at the early childhood and elemen- of human anatomy.) tary levels. This course will demonstrate the HPE 506 Medical Aspects of Athletic value of an effective physical education program Injuries—3 cr. hrs. in developing holistic learners. Students will Equips the student with the knowledge, proce- research and evaluate their effectiveness by dure, and techniques an athletic trainer uses to critically reviewing and analyzing the resources perform joint evaluations, apply therapeutic for the teaching of physical education. modalities, and rehabilitate athletic injuries. HPE 405 Kinesiology for Physical Educa- Students will be expected to complete a project tors—3 cr. hrs. involving procedures used in specific athletic Students apply their knowledge of human injuries. Graduate students: research paper anatomy to the study of movement with major required. Admitted only with instructor’s permis- emphasis placed upon the action of bones, sion. (Prerequisites: HPE 504, 3 hours of biology.) joints, and muscles and the role of the nervous HPE 507 Sports Psychology for Physical system in relation to body control. The applica- Educators—3 cr. hrs. ble mechanical principles to gross motor activi- Provides the student with knowledge and skill ties are stressed. (Prerequisites: HPE 204, BIO application germane to the psychological envi- 307, BIO 377.) ronment of sports and its implications. Gradu- HPE 406 Medical Aspects of Athletic ate students: research paper required. Injuries—3 cr. hrs. HPE 508 Exercise Physiology for Physical Equips the student with the knowledge, proce- Educators—3 cr. hrs. dure, and techniques an athletic trainer uses to Provides the student with a workable knowl- perform joint evaluations, apply therapeutic edge of human physiological response to exer- modalities, and rehabilitate athletic injuries. cise and other environmental stresses. Students Students will be expected to complete a project will be involved in such practices as the use of involving procedures used in specific athletic graded exercise testing to determine physical injuries. (Prerequisite: HPE 204.) fitness levels. Graduate students: research HPE 407 Sports Psychology for Physical paper required. Admitted only with instructor’s Educators—3 cr. hrs. permission. (Prerequisite: 3 credit hours of Provides the student with knowledge and skill human physiology.) application germane to the psychological envi- HPE 509 Stress Management—3 cr. hrs. ronment of sports and its implications. Students will examine the nature and physio- logical impact of stress including stress emo- tions and personalities. Stress management COURSE DESCRIPTIONS Health and Physical Education/History — 207 techniques will be examined and practiced in Upper-Division Courses the development of spirituality, coping strate- HST 310 Colonial North America—3 cr. hrs. gies, and relaxation techniques. Study of the exploration and colonization of HPE 510 Lifetime Health and Fitness— North America by Spain, France, and Britain. 3 cr. hrs. Emphasis will be placed on interactions with Development and application of skills needed Native Americans, the development of unique to maintain personal health and fitness over the societies and political institutions, and a com- lifespan including physical, mental, emotional, parison of the establishment of the independent and spiritual needs. Candidates will develop a nations of Canada, Mexico, and the United States. solid foundation for strong life skills through HST 311 United States: The Young the location, evaluation, and discussion of mul- Republic—3 cr. hrs. tiple resources for health information, comple- Development of the United States as a nation from tion of self assessments and development of a the American Revolution to the Jacksonian era. life health and well-being plan. Nutrition, HST 312 Plains Indians History—3 cr. hrs. hydration, exercise, psychological health, finan- This course will survey the major aspects of cial health, environmental health, along with Plains Indian culture and history from the earli- local, national, and global health issues will be est archaeological evidence to the present day. studied. CPR and first aid certification will also Special emphasis will be given to traditional be completed. (Prerequisite: HPE 504.) Plains Indian cultures and the interaction between Plains Indians and the U.S. culture and History government in the nineteenth and twentieth Introductory Surveys centuries. (Also listed as SJP 312.) HST 210 United States: Early America— HST 313 United States: Civil War Era— 3 cr. hrs. 3 cr. hrs. Survey of the American nation from colonial From the Jacksonian era through the Civil War times to 1876. Offered annually. to the emergence of a modern state. HST 211 United States: Modern America— HST 314 American Frontier—3 cr. hrs. 3 cr. hrs. Course will examine the American frontier Survey of the American nation from 1876 to the from 1500 to the present. Special emphasis will present. Offered annually. be placed on the migrations of many different HST 220 Foundations of Western peoples into the frontier, the development of Civilization—3 cr. hrs. resources and industries, and the construction Introduction to history through the study of of the mythic tales of the frontier. Western civilization from classical times through HST 315 United States in the Progressive the seventeenth century. Offered annually. Era—3 cr. hrs. HST 221 Modern Western Civilization— This course will examine the United States from 3 cr. hrs. circa 1870 to 1920. Major emphasis will be given Development of Western civilization from the sev- to reform movements, social developments, enteenth century to the present and its impact on and economic change during this period, a time the non-Western world. Offered annually. when the United States industrialized and HST 251 Modern East Asia—3 cr. hrs. became a world power. Survey of the historical development of China, HST 318 Cold War America—3 cr. hrs. Japan, and Korea from about 1400 to the pre- Study of the causes and effects of the Cold War sent. Focuses especially on the cultural com- in American domestic and foreign affairs. monalities between these three countries, the Emphasis will be placed on social, cultural, eco- influence of western contact on each, and their nomic, and political movements within the individual paths to modernization. United States, as well as America’s role in world HST 255 Africa, the Middle East, and events after World War II. (Also listed as SJP 318.) Asia—3 cr. hrs. HST 320 The American Mind—3 cr. hrs. Course will examine the impact of imperialism Study of those characteristics of American cul- and post-colonialism on the cultures and ture, from the colonial period to the present, nations of Africa, the Middle East, and Asia over that have led to the development of a distinctive the last two centuries. Special emphasis will be and unique individual called the American. placed on cultural traditions, resource extrac- HST 323 African American History—3 cr. tion, industrial developments, and the diplo- hrs. matic relations of this region with the larger This course explores African American history world community. from Reconstruction through the present. High- lighting important African American intellectu- als and other leaders, the course explores the changing nature of race in America as well as 208 — History COURSE DESCRIPTIONS the history of Civil Rights. (Also listed as SJP of contact and conflict between Christian and 323.) Muslim regions and its expansion abroad as a HST 324 Modern American Women’s world power. Topics will include the nature of a History—3 cr. hrs. frontier society, the development of the politi- This course examines the history of American cal systems of Castile and Aragon, Iberia’s con- women from 1890 to the present. Special nections to the rest of Europe and to the emphasis will be placed on the diversity of this Mediterranean world, cultural and artistic group called “women” particularly by race and developments, the interactions among the class, the construction of American gender ide- three religious groups (Christians, Muslims, ologies, and women’s participation in social Jews), the expansion into the Atlantic and ulti- reform movements of the twentieth century. mately to the Americas, the growth and admin- HST 325 American Military History—3 cr. hrs. istration for the Spanish Empire in Latin Ameri- This course is designed to meet the American ca and the effect that the colonies had on Spain. military history requirement for Army ROTC (Also listed as PCS 345.) commissioning but is open to anyone interested HST 346 Modern Germany—3 cr. hrs. in military history. Special attention will be Study of the varying political forms of German given to battle analysis and the lessons learned life over the past two centuries with emphasis from battle, the evolution of American warfare on the war and the Nazi dictatorship. (Also list- 1775 to present, the professionalization of the ed as SJP 346.) American military, and the place of the military HST 347 Modern France—3 cr. hrs. in American society. Study of the major political, social, economic, HST 333 Medieval Europe—3 cr. hrs. and cultural forces since the Revolution of 1789 A broad study of the history of Medieval Europe, with emphasis on the intellectual ideas and gov- from St. Augustine to the Hundred Years’ War, ernmental issues shaping modern France. with special emphasis on politics and culture. HST 351 History of Modern Japan—3 cr. (Also listed as PCS 333.) hrs. HST 335 Europe in the Age of Religious This course introduces students to the history War—3 cr. hrs. of Japan since 1500. Emphasis on the political, This course will examine European history social, intellectual, and cultural developments from 1500 to 1688. This period runs from the of Japan from the period of the three great uni- Reformation to the birth of the modern state fiers in the 16th century through its quest to be system. Special emphasis on intellectual, artis- a world power in the first half of the 20th century. tic, and cultural developments as well as the Also included is an assessment of Japan’s place theological and military transformations in in the world today and contemporary culture. European life during this time. (Also listed as HST 352 The United States and the Pacific PCS 335.) Rim—3 cr. hrs. HST 336 Europe in the Age of Enlighten- This course will focus on the historic social, eco- ment—3 cr. hrs. nomic, and political development and diplomat- Course covers the history of Europe between ic relations of the United States and the nations England’s Glorious Revolution in 1688 and the of the Pacific Rim from roughly 1500 to the pre- French Revolution of 1789. Special focus on the sent. Major emphasis will be given to the geopo- personalities and ideas of the Enlightenment litical struggles over time between the United and their influence on European governments States and the Spanish and British empires, and politics. Japan, China, and Russia. HST 342 Europe in the Age of Nationalism— HST 353 Muslim World to 1600—3 cr. hrs. 3 cr. hrs. Muslim world from the rise of Islam until the Study of the major personalities, institutions, sixteenth century when the Ottoman Empire and movements which shaped the moderniza- was at its height. Focus on cultural, political, tion of Europe in the century after 1815, as the and economic developments in the Middle East region changed under the impact of economic and Mediterranean basin. and political revolutions. HST 354 Colonial Latin America—3 cr. hrs. HST 343 Europe in the Age of Dictatorship— Course will begin with a brief study of the main 3 cr. hrs. indigenous civilizations in Central America, A broad study of the European continent from then proceed to a study of Portuguese and Span- 1900 to the revolutions of 1989 and their after- ish exploration and rule until the colonies math, emphasizing the political, social, and cul- gained independence in the early 19th century. tural significance of the century’s major events. (Also listed as PCS 354.) (Also listed as SJP 343.) HST 355 Roman Empire and China’s Han HST 345 Spain from 1000 to 1700, Medieval Dynasty—3 cr. hrs. and Early Modern Spain—3 cr. hrs. These roughly contemporaneous empires share This course will examine Spain’s long centuries significant features in common. Students in this COURSE DESCRIPTIONS History— 209 course will study these two empires side by side Prussia and Russia, the Enlightenment, and the to better appreciate the features of both. Stu- French Revolution. dents will also examine the role of the Silk Road HST 372 Study of British History— in connecting the two and in nourishing the 3-6 cr. hrs. diverse civilizations through which it passed. Study of special topics in British history. (Lon- HST 357 Technology, Resources, and Envi- don Program.) ronment in World History—3 cr. hrs. HST 375 History of Modern Ireland—3 cr. hrs. This course will examine the exploitation of This course will focus on the emergence and natural resources in modern global society, development of modern Irish and Irish-Ameri- from the beginnings of the Industrial Revolu- can cultural identities: What does it mean to be tion to the modern day. Special emphasis is Irish? The course will mix lectures, group dis- placed on the intersection of technology, cul- cussions, and research (by groups and individu- ture, and the environment in modern life. (Also als) to examine the military, political, econom- listed as SJP 357.) ic, social, religious, and intellectual develop- HST 358 Disease and Medicine in World ments that have shaped the contrasting ver- History—3 cr. hrs. sions of Irish identity. Students will use both This course will examine the role disease, tech- primary and secondary sources, will debate the nology, environment, and culture have played issues of Irish historiography in class and in in human history from ancient times to the 20th group sessions, and will conduct research in century. Areas of particular focus will include teams and as individuals into topics relating to major epidemics, the rise of germ theory, and those contrasting versions. the intersection between economic development HST 391-392 Special Topics—variable credit and human health. (Also listed as SJP 358.) HST 359 The Modern City—3 cr. hrs. 400-Level Electives Course examines the emergence of modern (Prerequisite: One history course at 200- or 300- urbanization in various parts of the world from level must be completed before taking a 400-level approximately 1800 to the present emphasizing history course.) similarities and differences in urban develop- HST 400 The Practice of History—3 cr. hrs. ment across countries and cultures. Course The first of two senior thesis sequence courses, addresses the built environment of cities as well designed to give history majors practice in his- as the political, social, and economic forces that toriography, primary document collection and have shaped urbanization and their effects. analysis, historical argumentation, and public HST 361 Imperial Russia: 1700-1917—3 cr. presentation. This course focuses primarily on hrs. historiography and document analysis. This course surveys major issues in modern Required of history majors; junior standing or Russian history and culture from Peter the permission of instructor; must be taken before Great to Nicholas II. Topics covered include his- HST 401. tory, religion, literature, and fine arts, as well as HST 401 Senior Seminar—3 cr. hrs. development of political, social, and legal insti- Study of the advanced techniques of research tutions and thought from the beginning of the and writing of a senior thesis based on original Russian Empire to 1917. The instructor will use research. Includes public presentation of literary texts, music, film, visual art, and histori- results. Required for history majors. (Prerequi- cal works. site: HST 400.) HST 362 Twentieth Century Russia—3 cr. HST 420 Seminar in American History— hrs. 3 cr. hrs. This course examines the rise of the Soviet In-depth seminar on history and historiography Union, its role in European and global affairs, on a selected topic in American history. its political, social, and economic basis, and its Designed for history major and minor students. fall at the end of the Cold War. The course will HST 430 Seminar in European History— also examine the culture of the Soviet govern- 3 cr. hrs. ment and its people. In-depth seminar on history and historiography HST 365 History of the Second World on a selected topic in European history. War—3 cr. hrs. Designed for history major and minor students. Study of World War II from immediate causes to HST 450 Seminar in Non-Western History— Cold War conclusions with a balanced treat- 3 cr. hrs. ment of military, political, and social (Home- In-depth seminar on history and historiography front) events and issues. (Also listed as SJP 365.) on a selected topic in non-Western history. HST 370 Early Modern Europe—3 cr. hrs. Designed for history major and minor students. Study of Europe from 1600 to approximately HST 481-485 Special Topical Courses— 1815 with emphasis on absolutism in France, 1-3 cr. hrs. constitutionalism in England, the emergence of Study of special topics in history. 210 — History/Mathematics COURSE DESCRIPTIONS HST 490 Directed Study—credit arranged. lus with emphasis on applications in the natural HST 491-492 Seminars—credit arranged. and physical sciences. (Prerequisite: MTH 112 HST 495-496 Workshop—credit arranged. or permission of instructor.) HST 497 Internship—credit arranged. MTH 202 Calculus II—4 cr. hrs. HST 499 Senior Thesis—6 cr. hrs. Techniques of integration, numerical integra- Research, study, or original work under the tion, applications of integration, sequences and direction of a faculty mentor, leading to a schol- series, including Taylor series. (Prerequisite: arly thesis document with a public presentation MTH 201 or permission of instructor.) of results. Requires approval of thesis director, MTH 290 Directed Study—credit arranged. department chair, dean, and the director of the MTH 301 Vector Calculus—4 cr. hrs. honors program when appropriate. (Prerequi- The study of functions in several variables: vec- sites: Senior standing, 3.0 in the thesis area, tors, matrices, partial derivatives, gradients, and/or good standing in the honors program.) optimization, and integration. Differentiation and integration of vector-valued functions, line Mathematics integrals, surface integrals, curl, divergence, MTH 105-106 Mathematics for Elementary Green’s Theorem, and Stokes’ Theorem. (Pre- Teachers—2 sems., 6 cr. hrs. requisite: MTH 202.) Rational numbers and subsystems. Probability MTH 311 Discrete Structures—3 cr. hrs. and statistics. Real numbers and geometry. Alge- Topics may include: set theory, logic, methods braic structures. Emphasis on problem solving. of proof, combinatorics, recurrence relations, (Prerequisite: MTH 105 for MTH 106. Does not graphs, and Boolean algebra. (Prerequisite: fulfill the core requirement.) MTH 201.) MTH 111 Precalculus I—3 cr. hrs. MTH 321 Ordinary Differential Equations— Review of basic algebra, functions, graphing, 3 cr. hrs. logarithm, and exponential functions, systems Introduction to elementary ordinary differen- of linear equations. (Does not fulfill the core tial equations with applications to physical requirement.) processes—emphasis on first and second order MTH 112 Precalculus II—3 cr. hrs. equations, systems of linear differential equa- Review of exponential and logarithmic func- tions, and Laplace transforms. (Prerequisite: tions, their graphs, trigonometric and inverse MTH 202.) trigonometric functions. Analytic geometry, *MTH 322 Partial Differential Equations— sequences, and series.(Does not fulfill the core 3 cr. hrs. requirement.) Fourier series. Inner product spaces. Solutions to *MTH 115 Teaching Mathematics with Tech- heat, wave, and Laplace’s equations. Green’s func- nology—3 cr. hrs. tions. (Prerequisite: MTH 321.) Two mathematical areas provide the content of MTH 341 Introduction to Linear Algebra— the course: (1) Geometry and (2) Algebra and 3 cr. hrs. Systems of linear equations and matrices, deter- Modeling. Mathematical content and pedagogy minants, vector spaces, linear transformations, are fully integrated using contemporary class- eigenvalues and eigenvectors. (Prerequisite: room technologies. (Does not fulfill the core MTH 202.) requirement.) MTH 121 Calculus for Business and Social *MTH 345 Number Theory—3 cr. hrs. Science—3 cr. hrs. An introduction to the study of the integers and Introduction to differential and integral calcu- related objects. Topics are taken from among lus with emphasis on applications to business the following: divisibility, primes and the and economics. (Prerequisite: MTH 111.) Euclidean algorithm, the Euler phi-function, MTH 141 Finite Mathematics—3 cr. hrs. special primes and perfect numbers, congru- Matrices, systems of linear equations, linear ences mod n, quadratic residues, continued programming. Sets and counting, probability. fractions, quadratic forms, diophantine equa- (Prerequisite: MTH 111.) tions. (Prerequisite: MTH 311.) MTH 161 Elementary Statistics—3 cr. hrs. †MTH 351 Numerical Methods in Computing Elementary statistical calculations and statisti- I—3 cr. hrs. cal thinking. Examples will be chosen from var- Numerical techniques for computer-aided solu- ious disciplines. Topics include sampling, nor- tion of non-linear equations, systems of equa- mal distribution, central limit theorem, hypoth- tions, interpolation, numerical integration and esis testing, and simple regressions. differentiation, and solution of ordinary differ- MTH 201 Calculus I—4 cr. hrs. ential equations. (Prerequisite: CS 203, MTH The study of the differential and integral calcu- 321 or MTH 341.) Fee: $25.

*Course offered in alternate years. †Course offered on demand. COURSE DESCRIPTIONS Mathematics — 211 MTH 387 Service Learning in Mathema- ry and the use of groups to understand field tics—1 cr. hr. extensions: finite fields, Galois theory. Classical This seminar supports students as they work in construction problems, solution of n-th degree local high school and middle school mathemat- polynomials. (Prerequisite: MTH 441.) ics classrooms in the Outreach Excel Program. MTH 461 Probability and Statistics I—3 cr. Students will discuss questioning strategies, hrs. ways to facilitate group work, how to deal with Probability, discrete and continuous random vari- problems in the classroom, go over curriculum ables, expectation, important probability distribu- being used in the classroom, and learn how to tions, introduction to sampling, estimation, and interact with high school and middle school stu- hypothesis testing. (Prerequisite: MTH 202, MTH dents. This is a pass/no pass course. May be 311.) repeated for credit. Does not count toward math †MTH 462 Probability and Statistics II—3 cr. minor. hrs. MTH 390 Directed Study—credit arranged. Topics from simple linear and multiple *MTH 401 Real Analysis I—3 cr. hrs. regression, analysis of variance and design of A rigorous treatment of properties of the real experiments, methods for categorical data, numbers and functions of a single real variable. distribution-free methods. (Prerequisite: MTH Topics include completeness, limits, continuity, 461.) differentiation, integration, and sequences. MTH 490 Directed Study—credit arranged. Additional topics may include series, an intro- MTH 491 Seminar in Mathematics— duction to Euclidean or metric spaces. (Prereq- 3 cr. hrs. uisite: MTH 311.) Carries a title reflecting the subject or subjects *MTH 402 Real Analysis II—3 cr. hrs. studied and/or the nature of the class struc- Topics may include sequences and series of ture. May be repeated for credit. functions, uniform convergence, Fourier series, MTH 499 Senior Thesis—3-6 cr. hrs. the Riemann-Stieltjes integral, and functions in Research, study, or original work under the several variables. (Prerequisite: MTH 401.) direction of a faculty mentor, leading to a *MTH 404 Complex Variables—3 cr. hrs. scholarly thesis document with a public pre- Complex numbers and functions of a complex sentation of results. Requires approval of the- variable; limits, differentiability; Cauchy’s theo- sis director, department chair, dean, and the rem; power series, Laurent series, residue theo- director of the honors program, when appro- rem with applications, maximum modulus the- priate. (Prerequisites: Senior standing; 3.0 orem, Liouville’s theorem; conformal mapping G.P.A. in the thesis area or good standing in and applications. (Prerequisite: MTH 301, MTH the honors program.) 311.) *MTH 431 Modern Geometry—3 cr. hrs. Graduate Courses A foundations course in elementary geometry The Department of Mathematics does not discussing the following: incidence geometries; offer graduate degree programs, but does offer finite, metric, and synthetic geometries; Euclid- courses that may apply toward graduate pro- ean, hyperbolic, and elliptical geometries; and grams in education or engineering. The fol- some axiomatic theory. (Prerequisites: MTH lowing courses are available and offered 301, MTH 341.) annually or in alternate years. *MTH 435 Topology—3 cr. hrs. *MTH 501 Real Analysis I—3 cr. hrs. An introduction to fundamental concepts in A rigorous treatment of properties of the real point-set topology. Topics are taken from the numbers and functions of a single real variable. following: open and closed sets, continuity, con- Topics include completeness, limits, continu- nectedness, compactness, separability, metric ity, differentiation, integration, and sequences. spaces. (Prerequisite: MTH 311.) Additional topics may include series, an intro- *MTH 441 Modern Algebra I—3 cr. hrs. duction to Euclidean or metric spaces. (Prereq- The study of algebraic structures that are like uisite: MTH 311.) the integers, polynomials, and the rational *MTH 502 Real Analysis II—3 cr. hrs. numbers. The integers and their properties. Topics may include sequences and series of Groups: examples, properties, and counting functions, uniform convergence, Fourier theorems. Rings: examples and properties. series, the Riemann-Stieltjes integral, and Fields: roots of polynomials and field exten- functions in several variables. (Prerequisite: sions. (Prerequisite: MTH 311, MTH 341.) MTH 501.) *MTH 442 Modern Algebra II—3 cr. hrs. *MTH 504 Introduction to Complex Unique factorization in special rings. Field theo- Variables—3 cr. hrs.

*Course offered in alternate years. †Course offered on demand. 212 — Mathematics/Mechanical Engineering COURSE DESCRIPTIONS Complex numbers and functions of a complex for individual and group-based problem solving, variable; limits, differentiability; Cauchy’s the- examinations, and tutorials. (Corequisite: ME orem; power series, Laurent series, residue 331.) theorem with applications, maximum modulus ME 301 Mechanical Engineering Analy- theorem, Liouville’s theorem; conformal map- sis—2 cr. hrs. ping and applications. (Prerequisite: MTH 401.) Numerical methods applied to engineering *MTH 535 Topology—3 cr. hrs. problems: interpolation and curve fitting of An introduction to fundamental concepts in experimental data, matrix analysis, and point-set topology. Topics are taken from the approximation methods in structural, thermal, following: open and closed sets, continuity, con- and fluid systems. (Prerequisite: CS 201.) nectedness, compactness, separability, metric ME 304 Computer Aided Engineering— spaces. (Prerequisite: MTH 311.) 3 cr. hrs. *MTH 541 Modern Algebra I—3 cr. hrs. This course builds on the concepts learned in The study of algebraic structures that are like strength of materials and introduces finite ele- the integers, polynomials, and the rational ments modeling (FEM). Topics include elastici- numbers. The integers and their properties. ty, Hooke’s law, failure theories. FEM is intro- Groups: examples, properties, and counting duced mathematically beginning with springs, theorems. Rings: examples and properties. trusses, and beams. A commercial FEM soft- Fields: roots of polynomials and field exten- ware package is used to model plane stress and sions. (Prerequisite: MTH 311, MTH 341.) three-dimensional geometry. Individual pro- *MTH 542 Modern Algebra II—3 cr. hrs. jects are used to introduce three dimensional Unique factorization in special rings. Field theo- analysis. (Prerequisite: EGR 322.) Fee: $20. ry and the use of groups to understand field ME 311 Mechanics of Fluids I—3 cr. hrs. extensions: finite fields, Galois theory. Classical Basic properties of a fluid, problems in hydro- construction problems, solution of n-th degree statics. The general equations of fluid motion. polynomials. (Prerequisite: MTH 541.) Boundary layer concepts. Application to a vari- MTH 561 Probability and Statistics I—3 cr. ety of laminar and turbulent incompressible hrs. flow situations. The technique of dimensional Probability, discrete, and continuous random analysis is introduced. (Prerequisite: EGR 212 variables, expectation, important probability or EGR 213.) distributions, introduction to sampling, estima- ME 312 Mechanics of Fluids II—2 cr. hrs. tion, and hypothesis testing. (Prerequisites: Application of fluid mechanics principles to MTH 301, MTH 341.) laminar and turbulent duct flows; head losses *MTH 562 Probability and Statistics II—3 cr. through pipes including minor losses; compres- hrs. sible flows; measurement and turbomachinery. Topics from simple linear and multiple regres- (Prerequisite: ME 311.) sion, analysis of variance and design of experi- ME 331 Fundamental Thermodynamics— ments, methods for categorical data, distribu- 3 cr. hrs. tion-free methods. (Prerequisite: MTH 561.) Classical treatment emphasizing the first and sec- MTH 590 Directed Study—credit arranged. ond laws of thermodynamics and their applica- MTH 591 Seminar in Mathematics—3 cr. hrs. tion to open and closed systems undergoing steady and unsteady processes. Tabular and graphical data, as well as ideal gas properties, are Mechanical Engineering used in analytical work. (Prerequisite: MTH 202. ME 111 Engineering Graphics—2 cr. hrs. Corequisite: ME 300.) This course introduces graphical communica- ME 332 Applied Thermodynamics —2 cr. hrs. tion of engineering design using traditional Application of thermodynamic principles in sketches and drawings coupled with computer analyzing power and refrigeration systems, modeling. An introduction to engineering draw- non-reacting gas mixtures, psychrometrics, and ings, dimensioning, and tolerances will be pro- combustion. (Prerequisites: CHM 207, ME 331.) vided. Three dimensional modeling will be ME 336 Heat Transfer—3 cr. hrs. introduced using commercial software. Visual- Conduction, convection, and radiation heat ization and manipulation of existing models will transfer are studied in detail. Real engineering be performed by generating drawings, building problems and systems involving more than one assemblies, and photo rendition. of these modes are analyzed. Numerical solu- ME 300 Junior Workshop—0 cr. hrs. tions are emphasized for the many problems for This course is meant to provide an extra class which analytical solutions cannot be found. period for juniors in mechanical engineering (Prerequisite: ME 331.)

*Course offered in alternate years. †Course offered on demand. COURSE DESCRIPTIONS Mechanical Engineering — 213 ME 341 Modern Manufacturing Processes— Jacobean and workspace analysis. Projects on 3 cr. hrs. Puma robot applications are required. (Prerequi- Manufacturing properties of engineering site: Senior standing.) materials. Casting, forging, forming, and joining ME 413 Applied Hydraulics and Hydraulic processes. Conventional and non-conventional Systems—3 cr. hrs. material removal processes. Powder metallurgy Applications of fluid power in mechanical sys- and coatings. An introduction to the concept of tems. Pumps, motors, valves, cylinders, and intelligent processing of materials. (Prerequi- accumulators. Application and design of various sites: EGR 221, EGR 322.) control circuits. Steady and unsteady flow in ME 351 Mechanical Systems Laboratory— closed conduits. (Prerequisites: EGR 322, ME 311.) 2 cr. hrs. ME 415 Turbomachinery—3 cr. hrs. An introduction to control systems with an Dimensional analysis and similitude; applications emphasis on industrial motion control. Theoret- of fluid flow and thermodynamics to the study ical and experimental studies will familiarize of turbomachinery. Characteristics and perform- students with PID control, control system hard- ance of different types of compressors, turbines, ware and software, stepper motors, servo and pumps. (Prerequisites: ME 311, ME 331.) motors, sensors, simulation, and data acquisi- ME 421 Failure Analysis—3 cr. hrs. tion systems. (Prerequisite: EGR 212; prerequi- Methods to identify and prevent failures in design site or corequisite: MTH 321.) and manufacturing. Topics include: applied ME 374 Fluids Laboratory—1 cr. hr. fracture mechanics, non-destructive testing, Experimental analysis of fluid mechanics prin- root cause analysis, and forensic engineering ciples including pressure losses through pipes case studies. (Prerequisites: EGR 221, EGR 322.) and fittings, pump turbine characteristics, drag ME 423 Applied Strength of Materials— force measurements, compressible flows, bound- 3 cr. hrs. ary layers, etc. (Corequisite: ME 312.) Fee: $20. Advanced considerations of stress, strain, and ME 376 Thermodynamics Laboratory— strength are employed for safe and proper 1 cr. hr. design. Theories of failure, design for fatigue, Experimental studies of thermal systems and effects of dynamic loadings represent the including compressors, steam turbine power current state of the art. (Prerequisite: EGR 322.) cycles, refrigeration, air-conditioning, Otto ME 426 Experimental Stress Analysis— engine cycle, evaporative cooling towers, and 3 cr. hrs. heat exchangers. (Prerequisite: ME 332.) Review of theoretical and experimental tech- Fee: $20. niques of strain and stress analysis with emphasis ME 401 Machine Design—4 cr. hrs. on electrical strain gauges, brittle coatings, grid Theoretical and practical aspects of the design methods, and photoelasticity techniques. A project of various machine components and simple sys- is required involving stress analysis of a compo- tems. The design criteria are based on stress nent/structure utilizing one or more of the above analysis, manufacturing issues, materials, and techniques. (Prerequisite: EGR 322.) Fee: $20. fatigue considerations. (Prerequisites: EGR 221, ME 434 Heating, Ventilating, and Air EGR 322.) Conditioning—3 cr. hrs. ME 403 Engineering Design: Product Realiza- Analysis and design necessary to plan and spec- tion—3 cr. hrs. ify equipment for heating, refrigeration, and air Study of processes and knowledge used to cre- conditioning systems. Includes heat transfer ate an engineered product. Topics include analysis of the structure, psychrometric analysis design for manufacturing and assembly, of inside and ventilating air, and thermodynamic materials, and material selection, Lean Manufac- and economic analysis of the necessary equip- turing, and Design of Experiments (DOE) for ment. (Prerequisite: ME 332. Corequisite: ME 336.) design and manufacturing. (Prerequisite: ME 401.) ME 436 Design of Thermal Systems—3 cr. hrs. ME 405 Kinematics and Mechanisms Review of the analysis and design of components Design—3 cr. hrs. of thermal systems such as heat exchangers, Analysis and synthesis of planar mechanisms pumps and blowers, and drive units. Review of using both graphical and analytical methods. computer methods for analyzing systems. At Topics include: displacement, velocity, acceler- least two design projects applying thermal ation, and dynamic force analyses of machinery. systems design procedures will be completed. Linkage synthesis and gear train design are also (Prerequisites: ME 332, ME 336.) covered. (Prerequisite: Junior standing.) ME 443 Systems and Measurement— ME 407 Robotics—3 cr. hrs. 3 cr. hrs. An introduction to the theory and applications Systems approach to engineering with applica- of industrial robots. Topics include robot config- tion to measurement. Time and frequency uration, homogeneous transformation, kine- analysis of first and second order systems. Cali- matics and dynamics, motion trajectory, bration, data acquisition, analog to digital con- 214 — Mechanical Engineering COURSE DESCRIPTIONS version, filtering, and modulation will be ad- ME 481 Mechanical Engineering Project I— dressed in both theory and experiment. (Pre- 2 cr. hrs. requisites: EE 261 and EGR 212.) Students are required to do design projects in- ME 445 Computer Aided Manufacturing— cluding literature search, engineering analysis, 3 cr. hrs. and written and oral presentations. These pro- Project oriented course that introduces rapid jects are a culminating experience in the me- prototyping, computer numeric control, and chanical engineering program. Group projects programmable logic controllers. Topics include and construction of prototypes is encouraged, theory behind these concepts and devices, solid where feasible. (Prerequisite: Senior standing.) modeling, 3-D model data exchange, slicing and ME 482 Mechanical Engineering Project II— offsetting algorithms, and programming struc- 2 cr. hrs. tures such as g-code and ladder logic. Each stu- Students are required to do design projects in- dent will complete a project using the hardware cluding literature search, engineering analysis, and software in the laboratory. (Prerequisite: and written and oral presentations. These pro- ME 351.) Fee: $30. jects are a culminating experience in the me- ME 453 Mechanical Vibrations—3 cr. hrs. chanical engineering program. Group projects Analysis and prediction of the dynamic behav- and construction of prototypes is encouraged, ior and response of mechanical systems. Vari- where feasible. (Prerequisite: Senior standing.) ous types of oscillations and physical properties ME 490 Directed Study—1-3 cr. hrs. such as damping and stiffness are explained. Selected study, project, or research in mechani- (Prerequisites: EGR 212, MTH 321.) cal engineering for upper-division students. ME 454 Noise and Vibration Control— Must be arranged between the student and an 3 cr. hrs. individual faculty member and subsequently Industrial application of noise control criteria, approved by the dean of engineering. No more measurements, materials, and design. Vibration than three of the technical elective hours taken control is comprised of source identification, sys- at the University may be satisfied with individu- tem isolation, and testing. Extensive laboratory alized study. program also includes spectral and signal analy- ME 491-492 Seminars—credit arranged. sis. (Prerequisite: Senior standing.) Fee: $20. ME 461 Biomedical Applications of Engi- Graduate Courses neering—3 cr. hrs. ME 503 Engineering Design: Product Realiza- This course provides a broad overview of the tion—3 cr. hrs. field of bioengineering. A series of bioengineer- Study of processes and knowledge used to cre- ing topics will be covered in one or two weeks ate an engineered product. Topics include each. Topics include: cell biology, tissue and design for manufacturing and assembly, materi- protein engineering, biomechanics, nervous tis- als, and material selection, Lean Manufactur- sues, muscles, biomaterials, medical devices ing, and Design of Experiments (DOE) for and implants, medical imaging, and medical design and manufacturing. simulation. Special emphasis will be given to ME 507 Robotics—3 cr. hrs. medical technologies such as instrumentation An introduction to the theory and applications (motion tracking, EEG, ECG, EMG), medical of industrial robots. Topics include robot config- imaging (CT, MRI, PET), biomedical materials, uration, homogeneous transformation, kine- implants, and software for simulating and visu- matics and dynamics, motion trajectory, alizing biomedical data. Jacobean and workspace analysis. Projects on ME 462 Biomechanics and Ergonomics— Puma robot applications are required. 3 cr. hrs. ME 513 Applied Hydraulics and Hydraulic Course will cover a variety of biomechanical Systems—3 cr. hrs. analysis and instrumentation topics such as Application of fluid power in mechanical sys- anthropometry, ergonomics, and kinesiology. tems. Pumps, motors, valves, cylinders, and ac- Methods for measuring and computing force, cumulators. Application and design of various torque, work, energy, and power will be cov- control circuits. Steady and unsteady flow in ered. Laboratory exercises will be used to closed conduits. demonstrate instrumentation, including motion ME 515 Turbomachinery—3 cr. hrs. capture, force plates, EMG, ECG, heart rate Dimensional analysis and similitude; applica- monitors, accelerometers, and goniometers. An tions of fluid flow and thermodynamics to the overview of medical imaging, finite element study of turbomachinery. Characteristics and modeling, computer based motion analysis, and performance of different types of compressors, biofluid mechanics. (Prerequisite: EGR 212.) turbines, and pumps. COURSE DESCRIPTIONS Mechanical Engineering/Military Science & Leadership — 215 ME 521 Failure Analysis—3 cr. hrs. ME 553 Mechanical Vibrations—3 cr. hrs. Methods to identify and prevent failures in de- Analysis and prediction of the dynamic behav- sign and manufacturing. Topics include: ap- ior and response of mechanical systems. Vari- plied fracture mechanics, non-destructive ous types of oscillations and physical properties testing, root cause analysis, and forensic engi- such as damping and stiffness are explained. neering case studies. ME 554 Noise and Vibration Control— ME 523 Applied Strength of Materials— 3 cr. hrs. 3 cr. hrs. Industrial application of noise control criteria, Advanced considerations of stress, strain, and measurements, materials, and design. Vibration strength are employed for safe and proper de- control is comprised of source identification, sign. Theories of failure, design for fatigue, and system isolation, and testing. Extensive labora- effects of dynamic loadings represent the cur- tory program also includes spectral and signal rent state of the art. analysis. Fee: $20. ME 526 Experimental Stress Analysis— ME 561 Biomedical Applications of Engi- 3 cr. hrs. neering—3 cr. hrs. Review of theoretical and experimental tech- This course provides a broad overview of the niques of strain and stress analysis with empha- field of bioengineering. A series of bioengineer- sis on electrical strain gauges, brittle coatings, ing topics will be covered in one or two weeks grid methods, and photoelasticity techniques. A each. Topics include: cell biology, tissue and project is required involving stress analysis of a protein engineering, biomechanics, nervous tis- component/structure utilizing one or more of sues, muscles, biomaterials, medical devices the above techniques. Fee: $20. and implants, medical imaging, and medical ME 534 Heating, Ventilating, and Air simulation. Special emphasis will be given to Conditioning—3 cr. hrs. medical technologies such as instrumentation Analysis and design necessary to plan and spec- (motion tracking, EEG, ECG, EMG), medical ify equipment for heating, refrigeration, and air imaging (CT, MRI, PET), biomedical materials, conditioning systems. Includes heat transfer implants, and software for simulating and visu- analysis of the structure, psychrometric analy- alizing biomedical data. sis of inside and ventilating air, and thermo- ME 562 Biomechanics and Ergonomics— dynamic and economic analysis of the necessary 3 cr. hrs. equipment. Course will cover a variety of biomechanical ME 536 Design of Thermal Systems— analysis and instrumentation topics such as 3 cr. hrs. anthropometry, ergonomics, and kinesiology. Review of the analysis and design of components Methods for measuring and computing force, of thermal systems such as heat exchangers, torque, work, energy, and power will be cov- pumps and blowers, and drive units. Review of ered. Laboratory exercises will be used to computer methods for analyzing systems. At demonstrate instrumentation, including motion least two design projects applying thermal sys- capture, force plates, EMG, ECG, heart rate tems design procedures will be completed. monitors, accelerometers, and goniometers. An ME 543 Systems and Measurement— overview of medical imaging, finite element 3 cr. hrs. modeling, computer based motion analysis, and Systems approach to engineering with applica- biofluid mechanics. tion to measurement. Time and frequency ME 590 Directed Study—credit arranged. analysis of first and second order systems. Cali- ME 591-592 Seminars—credit arranged. bration, data acquisition, analog to digital con- ME 599 Thesis—credit arranged. version, filtering, and modulation will be ME 599x Thesis in Progress—0 cr. hrs. addressed in both theory and experiment. Registration for any graduate student who has ME 545 Computer Aided Manufacturing— received the grade of IP in Thesis 599 is required 3 cr. hrs. while the thesis is in progress. Fee: $40. Project oriented course that introduces rapid prototyping, computer numeric control, and Military Science and programmable logic controllers. Topics include theory behind these concepts and devices, solid Leadership modeling, 3-D model data exchange, slicing and MSL 101 Leadership and Personal Develop- offsetting algorithms, and programming struc- ment—1 cr. hr. tures such as g-code and ladder logic. Each stu- Introduces cadets to the personal challenges dent will complete a project using the hardware that are critical for effective leadership. Cadets an software in the laboratory. Fee: $30. learn how the personal development of life skills such as critical thinking, goal setting, time management, physical fitness, and stress man- agement relate to leadership, officership, and 216 — Military Science and Leadership COURSE DESCRIPTIONS the Army profession. (Corequisite: MSL 121. MSL 221 Leadership Laboratory—1 cr. hr. MSL 131 optional.) Open only to (and required of) students in MSL MSL 102 Introduction to Tactical Leader- 201. Learn and practice basic leadership and devel- ship—1 cr. hr. opment skills. (Corequisites: MSL 201, MSL 231.) Overviews leadership fundamentals such as set- MSL 222 Leadership Laboratory—1 cr. hr. ting direction, problem-solving, listening, pre- Open only to (and required of) students in MSL senting briefs, providing feedback, and using 202. Build self-confidence and team-building lead- effective writing skills. Cadets explore dimen- ership skills that can be applied throughout life. sions of leadership values, attributes, skills, and (Corequisites: MSL 202, MSL 232.) actions in the context of practical, hands-on, and MSL 231 Basic Course Physical Fitness—1 cr. hr. interactive exercises. (Corequisite: MSL 122. MSL Open to all students. Series with different roles 132 optional.) for students at different levels in the program. MSL 121 Leadership Laboratory—1 cr. hr. Participate in and learn to lead a physical fit- Open only to (and required of) students in MSL ness program. Emphasis on the development of 101. Series with different roles for students at dif- an individual fitness program and the role of ex- ferent levels in the program. Learn and practice ercise and fitness in one’s life. (Corequisites: basic leadership and development skills. Build MSL 201, MSL 221.) self-confidence and team-building leadership MSL 232 Basic Course Physical Fitness—1 cr. hr. skills that can be applied throughout life. (Coreq- Open to all students. Participate in and learn to uisite: MSL 101.) lead a physical fitness program. Emphasis on MSL 122 Leadership Laboratory—1 cr. hr. the development of an individual fitness pro- Open only to (and required of) students in MSL gram and the role of exercise and fitness in 102. Learn and practice basic leadership and de- one’s life. (Corequisites: MSL 202, MSL 222.) velopment skills. Build self-confidence and MSL 240 Basic Leadership Internship— team-building leadership skills that can be ap- 3 cr. hrs. plied throughout life. (Corequisite: MSL 102.) A five-week basic intern leadership training MSL 131 Basic Course Physical Fitness— course conducted at Fort Knox, Kentucky. The 1 cr. hr. student receives pay. Travel, lodging, and most Open to all students. Participate in and learn to meal costs are defrayed by the Army. The envi- lead a physical fitness program. Emphasis on the ronment is rigorous. Military obligation incurred. development of an individual fitness program Introduction to leadership and self and team de- and the role of exercise and fitness in one’s life. velopment. Individual leads groups of 9-40 stu- MSL 132 Basic Course Physical Fitness— dents to learn and apply principles of effective 1 cr. hr. leadership. Develops communication skills to Open to all students. Participate in and learn to improve individual and group performance. Re- lead a physical fitness program. Emphasis on the lates ethical values to effectiveness of a leader. development of an individual fitness program and MSL 290 Directed Study—1-4 cr. hrs. the role of exercise and fitness in one’s life. MSL 301 Adaptive Tactical Leadership— MSL 201 Innovative Team Leadership— 3 cr. hrs. 2 cr. hrs. Challenges cadets to study, practice, and evalu- Explores the dimensions of creative and innova- ate adaptive leadership skills as they are pre- tive tactical leadership strategies and styles by sented with challenging scenarios related to examining team dynamics and two historical lead- squad tactical operations. Cadets receive sys- ership theories that form the basis of the Army tematic and specific feedback on their leader- leadership framework (trait and behavior theo- ship attributes and actions. Based on such ries). Cadets practice aspects of personal motiva- feedback, as well as their own self-evaluations, tion and team building in the context of planning, cadets continue to develop their leadership and executing, and assessing team exercises and par- critical thinking abilities. (Corequisites: MSL ticipating in leadership labs. (Corequisites: MSL 321, MSL 331.) 221, MSL 231.) MSL 302 Leadership in Changing Environ- MSL 202 Foundations Of Tactical Leader- ments—3 cr. hrs. ship—2 cr. hrs. Uses increasingly intense situational leadership Examines the challenges of leading tactical challenges to build cadet awareness and skills teams in the complex contemporary operating in leading tactical operations up to platoon environment (COE). The course highlights di- level. Cadets review aspects of combat, stability, mensions of terrain analysis, patrolling, and op- and support operations. They also conduct mili- eration orders. Further study of the theoretical tary briefings and develop proficiency in garri- basis of the Army leadership framework explores son operation orders. (Corequisites: MSL 322, the dynamics of adaptive leadership in the con- MSL 332.) text of military operations. (Corequisites: MSL 222, MSL 232.) COURSE DESCRIPTIONS Military Science and Leadership/Music — 217 MSL 321 Advanced Leadership Laboratory MSL 402 Leadership in a Complex World— —1 cr. hr. 3 cr. hrs. Open only to students in the associated MSL Explores the dynamics of leading in the com- 301. Involves leadership responsibilities for the plex situations of current military operations in planning, coordination, execution, and evalua- the contemporary operating environment tion of various training and activities with basic (COE). Cadets examine differences in customs course students and for the ROTC program as a and courtesies, military law, principles of war, whole. Students develop, practice, and refine and rule of engagement in the face of interna- leadership skills by serving and being evaluated tional terrorism. They also explore aspects of in a variety of responsible positions. interacting with non-government organiza- MSL 322 Advanced Leadership tions, civilians on the battlefield, and host na- Laboratory—1 cr. hr. tion support. (Corequisites: MSL 422, MSL 432.) Open only to students in the associated MSL MSL 421 Advanced Leadership Laboratory 302. Students develop, practice, and refine lead- —1 cr. hr. ership skills by serving and being evaluated in a Open only to students in the associated MSL variety of responsible positions. 401. Involves leadership responsibilities for the MSL 331 Advanced Course Physical planning, coordination, execution, and evalua- Fitness—1 cr. hr. tion of training activities with the ROTC pro- Required of students in MSL 301. Participate in gram as a whole. Students develop, practice, and and learn to plan and lead physical fitness pro- refine leadership skills by serving and being grams. Develops the physical fitness required of evaluated in a variety of responsible positions. an officer in the Army. Emphasis on the devel- MSL 422 Advanced Leadership Laboratory opment of an individual fitness program and —1 cr. hr. the role of exercise and fitness in one’s life. Open only to students in the associated MSL MSL 332 Advanced Course Physical Fit- 402. Involves leadership responsibilities for the ness—1 cr. hr. planning, coordination, execution, and evalua- Required of students in MSL 302. Participate in tion of training activities with the ROTC pro- and learn to plan and lead physical fitness pro- gram as a whole. Students develop, practice, grams. Develops the physical fitness required of and refine leadership skills by serving and an officer in the Army. Emphasis on the devel- being evaluated in a variety of responsible posi- opment of an individual fitness program and tions. the role of exercise and fitness in one’s life. MSL 431 Advanced Course Physical Fit- MSL 340 Leadership Development and Assess- ness—1 cr. hr. ment Course—3 cr. hr. Participate in and learn to plan and lead physical A five-week course conducted at Fort Lewis, fitness programs. Develops the physical fitness re- Washington. Only open to (and required of) stu- quired of an officer in the Army. Emphasis on the dents who have completed MSL 301 and 302. development of an individual fitness program and The student receives pay. Travel, lodging, and the role of exercise and fitness in one’s life. most meal costs are defrayed by the Army. The MSL 432 Advanced Course Physical Fit- national advanced leadership course environ- ness—1 cr. hr. ment is highly structured and demanding, Participate in and learn to plan and lead physi- stressing leadership at small unit levels under cal fitness programs. Develops the physical fit- varying challenging conditions. Students im- ness required of an officer in the Army. prove communication skills to enhance group Emphasis on the development of an individual performance. Students apply ethics-based lead- fitness program and the role of exercise and fit- ership skills that develop individuals and teams. ness in one’s life. Individual leadership performance is evaluated. (Graded on a pass/no pass basis only.) Music MSL 390 Directed Study—1-4 cr. hrs. MUS 001 Performance Attendance—0 cr. MSL 401 Developing Adaptive Leaders— hrs. 3 cr. hrs. Registration required for music majors (includ- Develops cadet proficiency in planning, execut- ing music education students) each semester, ing, and assessing complex operations, func- except during the final semester of the profes- tioning as a members of a staff, and providing sional year. Successful completion required for performance feedback to subordinates. Cadets graduation. (Graded P/NP only.) assess risk, make ethical decisions, and lead fel- MUS 100 Fundamentals of Music—3 cr. hrs. low ROTC cadets. Lessons on military justice Introduction to the basic concepts of music and and personnel processes prepare cadets to the fundamentals of notation through a variety make the transition to Army officers. (Corequi- of activities. Open to all students. sites: MSL 421, MSL 431. 218 — Music COURSE DESCRIPTIONS MUS 101 Music Theory I—3 cr. hrs. MUS 203 Development of Music in Eu- Detailed study of musical concepts and ele- rope—1 cr. hr. ments, with an emphasis on foundations. Survey of music history from Bach to Beethoven. (Corequisite: MUS 103.) (Salzburg only.) MUS 102 Music Theory II—3 cr. hrs. MUS 230 Introduction to the Piano—1 cr. hr. Continued study of concepts of music empha- Basic class instruction at the piano emphasizing sizing the diatonic vocabulary. (Prerequisite: keyboard facility through literature, harmoniz- MUS 101. Corequisite: MUS 104.) ing melodies, sight reading, improvising. Re- MUS 103 Aural Skills Development quired of music majors. Open to all students. Laboratory I—1 cr. hr. MUS 231 Keyboard Lab—1 cr. hr. Direct and computerized instruction in the de- Continuation of individualized class instruction velopment of pitch, interval, chord, and rhythm at the piano emphasizing keyboard facility discrimination. This class is coordinated with through literature, harmonizing melodies, sight MUS 101 through simultaneous enrollment. reading, improvising. Required of music ma- Open to all students. Required of music majors jors. Open to all students. May be taken three and minors. (Corequisite: MUS 101.) times for credit. (Prerequisite: MUS 230 or per- MUS 104 Aural Skills Development mission of instructor.) Laboratory II—1 cr. hr. *MUS 232 The Basics of Playing Brass and This course continues to a more advanced level Percussion Instruments—1 cr. hr. of the training begun in MUS 103. It is coordi- Study of the basic methods, principles, and nated with MUS 102. (Prerequisite: MUS 103. techniques of playing brass and percussion in- Corequisite: MUS 102.) struments. Open to all students. Required of MUS 105 The Joy of Music—Listening With music education majors. Fee: $25. Understanding—3 cr. hrs. *MUS 233 The Basics of Playing Woodwind Representative works of all style periods are used Instruments—1 cr. hr. to develop the student’s ability to hear music with Study of the basic methods, principles, and a deeper understanding of both the form and the techniques of playing woodwind instruments. content. Attention is given to melodic structure, Open to all students. Required of music educa- harmonic practices, rhythmic patterns. Required tion majors. Fee: $25. of all music majors. Open to all students. *MUS 234 The Basics of Playing Stringed MUS 106 Music of the Non-Western World— Instruments—1 cr. hr. 3 cr. hrs. Study of the basic methods, principles, and A study of the music and musical idioms of a va- techniques of playing stringed instruments. riety of non-Western cultures. With use of aural Open to all students. Required of music educa- and visual examples, the student will develop tion majors. Fee: $25. both an understanding and an appreciation of MUS 235 Group Voice Workshop—1 cr. hr. the enriching role of music in diverse cultures Study of the basic methods, principles, and of the world. Required of music majors. Open to techniques of singing both solo and as a group all students. in a safe environment. Students will learn about MUS 186 Private Lessons—1 cr. hr. the voice as an instrument, learn the process of First-year individual instruction, performance, singing, and gain experience singing with and and literature. Offered in the following disci- for others. Open to all students. Required for plines: euphonium, french horn, trombone, music education majors. (Prerequisite for MUS trumpet, tuba, harpsichord, organ, piano, cello, 186: Private Voice Lessons.) double bass, classical guitar, harp, viola, violin, MUS 236 Beginning Guitar—1 cr. hr. voice, bassoon, clarinet, flute, oboe, saxophone, Emphasis upon fundamental classical tech- percussion. May be repeated once for credit. niques, basic chords, strums and varied accom- See Performance Study Handbook for specific paniments, notation. Literature drawn from all requirements. (Prerequisite: Declared music historical periods including contemporary, folk, major/minor, permission of instructor, or MUS and flamenco sources. 235.) Fee: $300. MUS 237 Intermediate Guitar—1 cr. hr. MUS 201 Music Theory III—3 cr. hrs. This course is designed to be a continuation of Emphasis on chromatic harmony, analysis, lis- the beginning level of guitar. Emphasis will tening, and creative work. (Prerequisite: MUS 102 build up on those fundamental classical tech- or permission of instructor.) niques, accompaniments and notations of the MUS 202 Music Theory IV—3 cr. hrs. beginning level. Literature will come from mod- Extensions of the common practice period. In- ern, folk and flamenco sources. (Prerequisite: troduction to twentieth century practice. (Pre- MUS 236 or permission of instructor.) requisite: MUS 201.)

*Course offered in alternate years. COURSE DESCRIPTIONS Music — 219 MUS 239 Group Voice Workshop II—1 cr. hr. MUS 286 Private Lessons—1 cr. hr. Continuing study of basic methods, principles, Second-year individual instruction, perfor- and techniques of singing both solo and as a mance, and literature. See MUS 186 for particu- group in a safe environment. Open to all stu- lar disciplines. May be repeated once for credit. dents. Required of music education majors. See Performance Study Handbook for specific (Prerequisite: MUS 235 or permission of requirements. (Prerequisite: MUS 186.) Fee: $300. instructor.) MUS 290 Directed Study—credit arranged. MUS 242/442 Guitar Ensemble—1 cr. hr. For the student who demonstrates the ability to An ensemble experience for guitar players of do individual study and research in selected sufficient skill. Literature of all style periods areas of the curriculum. Selection of the area will be performed. Enrollment by permission of must be made in consultation with and approval instructor. (Prerequisite for MUS 442: 2 semes- of the appropriate faculty to be involved. ters of MUS 242.) *MUS 301 History of Musical Styles I—3 cr. hrs. MUS 243/443 University Concert Band— A study of the people, events, and elements of 1 cr. hr. musical performance-practice which con- Ensemble for the reading and performing of all tributed to the development of the various style styles of band literature. Open to all University trends before 1750. Open to all students, but students with high school experience. May be substantial musical background recommended. taken 8 times for credit. (Prerequisite for MUS Required for all music majors. 443: 2 semesters of MUS 243.) MUS 302 History of Musical Styles II—3 cr. hrs. MUS 244/444 University Singers—1 cr. hr. A continuation of Music 301. A further study of Repertoire includes music from all periods and musical style trends and their practitioners with styles. Open to all University students by audi- emphasis on the nineteenth and twentieth tion. May be taken 8 times for credit. (Prerequi- centuries. Open to all students, but substantial site for MUS 444: 2 semesters of MUS 244.) musical background recommended. Prior com- MUS 245/445 University Community pletion of Music 301 is suggested although not a Orchestra—1 cr. hr. prerequisite. Required for all music majors. Open to University students and members of MUS 303 Music Appreciation—3 cr. hrs. Portland and suburban communities with per- A survey of classical music, from the middle mission of the director. Devoted to the perfor- ages to the present, that examines landmark mance of a wide variety of orchestral literature. styles, genres, and composers. (Prerequisite: Opportunities for solo performance. May be FA 207.) Fee: $100. taken 8 times for credit. (Prerequisite for MUS MUS 304 Development of Music in Europe 445: 2 semesters of MUS 245.) II—1 cr. hr. MUS 246/446 Chapel Music Ensemble— Survey of music history from Beethoven to the 1 cr. hr. present (Salzburg only). The ensemble of singers and players meets once *MUS 305 Analytical Techniques in Music— per week with the express purpose of preparing 3 cr. hrs. music for the chapel services. It is open without Systematic techniques are introduced to allow audition to any University student regardless of the student to gain facility in the comprehen- major. May be taken 8 times for credit. Does not sion and analysis of musical forms, including fulfill ensemble requirement for music ma- melodic and harmonic structures. (Prerequisite: jors/minors. (Prerequisite for MUS 446: 2 se- Two years of music theory or equivalent.) mesters of MUS 246.) *MUS 306 Studies in Counterpoint—3 cr. hrs. MUS 252/452 University Choral Union— The study of linear structure in music beginning 1 cr. hr. with the writing of tonal and modal melodies in A women’s choir, open to all students without 2-4 voices. The student will also examine contra- audition. Participants need not be music ma- puntal techniques of all style periods. (Prerequi- jors. Repertoire drawn from wide variety of mu- site: Two years of music theory or equivalent.) sical styles. May be taken 8 times for credit. *MUS 307 Scoring and Arranging—3 cr. hrs. (Prerequisite for MUS 452: 2 semesters of MUS A study of the basic techniques in effective scor- 252.) ing and arranging for various instrumental and MUS 253/453 University Jazz Ensemble— vocal ensembles. (Prerequisite: Two years of 1 cr. hr. music theory or permission of instructor.) Performance of contemporary literature for this MUS 310 Fundamentals of Music Tech- medium. Open to all University students with nology—3 cr. hrs. permission of the director. May be taken 8 Complete basic course in the understanding of times for credit. Does not fulfill ensemble re- electronic music. Topics include history, analog quirement for music majors. (Prerequisite for theory, methods of synthesis, digital theory, MUS 453: 2 semesters of MUS 253.) music instrument digital interface (MIDI), com- *Course offered in alternate years. 220 — Music COURSE DESCRIPTIONS puters, audio recording, and digital sampling. MUS 486 Private Lessons—1 cr. hr. Lab activities to be completed weekly. Open to Fourth-year individual instruction, performance, all students with instructor approval. Fee: $30. and literature. See MUS 186 for particular disci- MUS 331 Conducting Techniques—3 cr. hrs. plines. May be repeated once for credit. See Per- Techniques of conducting choral and instrumen- formance Study Handbook for specific require- tal ensembles with practical experience in labo- ments. (Prerequisite: MUS 386.) Fee: $300. ratory situations. Required of all music majors MUS 490 Directed Study—credit arranged. and minors. For the student who demonstrates the ability to MUS 336 Diction and Movement for do individual study and research in selected Singers—3 cr. hrs. areas of the curriculum. Selection of the area This course is intended to meet the needs of all must be made in consultation with and approval voice students anticipating continued involve- of the appropriate faculty to be involved. ment in group or solo activities. Study will be di- MUS 491-492 Seminars in Music—credit vided between concentration on principles of arranged. voice production and articulation using the IPA MUS 495-496 Music Workshops—credit for use with foreign languages, and those of body arranged. awareness and expression. Special seminars and workshops offered by the *MUS 338 Teaching Elementary School regular faculty and visiting lecturers as a sup- Music—2 cr. hrs. plement to the curriculum. Information con- Philosophy, materials, and methods of teaching cerning these offerings is available in the classroom music from kindergarten through el- departmental office. ementary school. MUS 498 Senior Presentation/Recital— *MUS 339 Teaching Middle School Music— 1 cr. hr. 2 cr. hrs. All music majors are required to prepare and Philosophy, materials, and methods of teaching publicly present a creative project or recital instrumental, general, and vocal music for during the last semester of their residency. grades 6-9. Guidance in the preparation of this final event MUS 340 Teaching Secondary School will be provided by various faculty members as Music—2 cr. hrs. assigned. Bachelor of music education majors Philosophy, materials, and methods of teaching must present the senior recital prior to the final instrumental, general, and vocal music for semester of student teaching. grades 10-12. MUS 386 Private Lessons—1 cr. hr. Graduate Courses Third-year private instruction, performance, MUS 500 Research Techniques in the Per- and literature. See MUS 186 for particular disci- forming Arts—3 cr. hrs. plines. May be repeated once for credit. See Per- Intensive examination of research methods and formance Study Handbook for specific require- resources and the principles of advanced schol- ments. (Prerequisite: MUS 286.) Fee: $300. arly writing in the performing arts. Must be MUS 409 Studies in Composition—2-3 cr. hrs. taken within the first nine hours of graduate Contemporary techniques of composition as ap- study. (Also listed as DRM 500.) plied to vocal and instrumental media. Offered MUS 501 Seminar in Musical Styles and by special arrangement. May be repeated for a Analysis—3 cr. hrs. maximum of 12 credits. (Prerequisites: MUS Review of style characteristics and theoretical 101-102, MUS 201-202.) analysis techniques for the graduate student. MUS 447 Chamber Music—1 cr. hr. Particular emphasis given to aural perception An ensemble that studies and rehearses cham- and analysis, and research using the major re- ber music. Repertoire is determined by the source collections of musical literature. Re- instruments played by students. May be repeat- quired of all graduate students in music. ed 8 times for credit. Registration by permission *MUS 506 Studies in Counterpoint—3 cr. hrs. of instructor. Free approach to tonal polyphony leading to MUS 455 Musical Theatre Workshop— contemporary techniques employing unusual 3 cr. hrs. scale forms. Offered by special arrangement. Study of theatrical singing and acting tech- *MUS 507 Scoring and Arranging—3 cr. hrs. niques as applicable to all varieties of musical An advanced study of techniques in effective theatre pieces. Students are expected to partici- scoring and arranging for various instrumental pate in various performances prepared by the and vocal ensembles at the graduate level. class. Open to all students with instructor’s per- mission. (Also listed as DRM 455.)

*Course offered in alternate years. COURSE DESCRIPTIONS Music/Nursing — 221 MUS 509 Studies in Composition—2-3 cr. hrs. MUS 555 Musical Theatre Workshop— Contemporary techniques of composition as ap- 3 cr. hrs. plied to vocal and instrumental media. Offered Study of theatrical singing and acting tech- by special arrangement. May be repeated for a niques applicable to all varieties of musical the- maximum of 9 units. atre pieces. Students are expected to participate MUS 510 Fundamentals of Music Tech- in various performances prepared by the class. nology—3 cr. hrs. In this combined undergraduate and graduate A complete basic course in the understanding of student pool, graduate students will be expected electronic music. Topics include history, analog to take on more challenging pieces and to pro- theory, methods of synthesis, digital theory, vide mentoring to those undergraduates who music instrument digital interface (MIDI), com- require it. (Also listed as DRM 555.) puters, audio recording, and digital sampling. Lab MUS 586 Private Lessons—1 cr. hr. activities to be completed weekly. Open to all stu- Graduate level private instruction, perfor- dents with instructor approval. Fee: $30. mance, and literature. See MUS 186 for particu- *MUS 531 Advanced Conducting Tech- lar disciplines. May be repeated for credit with niques—3 cr. hrs. permission of graduate program director. See Techniques of conducting choral and instru- Performance Study Handbook for specific re- mental ensembles with practical experience in quirements. Fee: $300. laboratory situations. Offered in alternate years MUS 590 Directed Study—credit arranged. and/or by special arrangement. Maximum of six hours of directed study allowed. MUS 542 Guitar Ensemble—1 cr. hr. MUS 591-592 Seminar—credit arranged. An ensemble experience for guitar players of Each calendar year a seminar especially for sufficient skill. Literature of all style periods graduate students in music will be offered on a will be performed. Enrollment by permission of special topic and all students currently enrolled instructor. May be taken four times for credit. in the program are required to enroll. MUS 543 University Concert Band—1 cr. hr. MUS 595-596 Music Workshops—credit Ensemble for the reading and performing of all arranged. styles of band literature. Open to all University MUS 599 Thesis—credit arranged. students with the permission of the director. Research document, or performance and relat- May be taken four times for credit. ed research document. MUS 544 University Singers—1 cr. hr. MUS 599x Thesis in Progress—0 cr. hrs. Repertoire includes music from all periods and Registration for any graduate student who has styles. Open to all University students by audi- received the grade of IP in Thesis 599 is required tion. May be taken four times for credit. while the thesis is in progress. Fee: $40. MUS 545 University Community Orchestra— 1 cr. hr. Nursing Open to University students and members of NRS 101 Introduction to Nursing and Portland and suburban communities with per- Health Care—3 cr. hrs. mission of the director. Devoted to the perfor- Introduces the learner to the discipline of mance of a wide variety of orchestral literature. nursing; its historical development, theoretical Opportunities for solo performance. May be base, relationship to the health care system, taken four times for credit. practice and research processes, and legal and MUS 547 Chamber Music —1 cr. hr. ethical boundaries. Provides opportunities to An ensemble that studies and rehearses cham- practice skills necessary for success in the nurs- ber music. Repertoire is determined by the in- ing profession. struments played by students. May be repeated NRS 202 Nutrition—3 cr. hrs. 4 times for credit. Registration by permission of Focuses on health promotion, adapted diet, and instructor. meal planning activities for the individuals in MUS 552 University Choral Union—1 cr. hr. their environment based on their adaptive A women’s choir, open to all students without state. Interrelates biochemical and physiologi- audition. Participants need not be music ma- cal principles to human nutritional needs in jors. Repertoire drawn from wide variety of mu- health and illness. sical styles. May be taken four times for credit. NRS 203 Life Processes and Health Promotion (Prerequisite: permission of instructor.) Across the Life Span—3 cr. hrs. MUS 553 University Jazz Ensemble—1 cr. hr. Focuses on human growth and development Performance of contemporary literature for this and health promotion across the life span. This medium. Open to all University students with course explores theories of physical, cognitive, permission of the director. May be taken four and psychosocial development and is a basis for times for credit.

*Course offered in alternate years. 222 — Nursing COURSE DESCRIPTIONS all clinical nursing courses. (Prerequisites or NRS 313 Pathophysiology—3 cr. hrs. corequisites: NRS 101 and BIO 205.) Focuses on the theoretical bases and manifesta- NRS 301 Nursing Theory and Knowing: tions of adaptation, both effective and ineffec- Concepts and Issues—2 cr. hrs. tive, as viewed through the functional health This course introduces the student to nursing as patterns with an emphasis on the individual. a distinct discipline of knowledge and a unique (Prerequisite: BIO 205, 307, 308, 359, or permis- professional service. Theories of nursing care sion of instructor.) are studied in relation to their significance to NRS 315 Pharmacotherapeutics—3 cr. hrs. the practice of professional nursing. Aesthetic, Principles of drug action, use, and therapeutics personal, ethical, and empirical ways of know- including dosage calculation. Drug therapy is ing are examined, and serve as a basis to presented as an integral component of nursing explore and raise pertinent questions. (Prereq- practice. Through simulation, application is uisite: Junior nursing student). made to selected actual and potential health NRS 310 Introduction to Population Health problems. (Prerequisites: BIO 205, 307, 308, Nursing in a Multicultural Context— 359, or permission of instructor.) 3 cr. hrs. NRS 321 Psychiatric Mental Health This course introduces key concepts of popula- Nursing—4 cr. hrs. tion health nursing with an emphasis on This course focuses on the nursing care of diverse and vulnerable populations. Students clients with acute or chronic mental illnesses. apply these concepts through the completion of Theoretical concepts and nursing knowledge the initial stages of community assessment. basic to the promotion, maintenance, and This course sets the foundation for NRS 424: restoration of mental health throughout the life Applied Population Health Nursing in a Multi- span are addressed. Professional, legal, and ethi- cultural Context. (Corequisite: NRS 301.) cal issues in psychiatric mental health nursing NRS 311 Communication in Nursing— (PMHN) are examined. Students will apply 2 cr. hrs. course content in classroom and clinical settings. Students learn the importance of assertive re- Includes 90 hours of clinical experience. (Prereq- sponsible communication as a nurse in the pro- uisites: NRS 311, 312. Corequisite: NRS 313.) motion of health. Students develop skills in NRS 322 Physiological Nursing—6 cr. hrs. building nurse-client and interdisciplinary team Students learn the nursing management of relationships. Methods of negotiation and con- adult clients experiencing physiological health flict resolution, small group communication care problems. Emphasis is placed on analysis theory, communication aspects of leadership, and interpretation of normal and abnormal ethical and legal issues in health care will be an- assessment data. Students learn to plan, imple- alyzed. Communication in diverse cultures will ment and evaluate nursing care for adult clients be evaluated. Students participate in numerous experiencing illnesses across the continuum of experiential opportunities that explore both ef- care. Students will begin to utilize skills such as fective communication and barriers to commu- time management, resource utilization, evi- nication with clients and health care systems. denced based practice, interdisciplinary collab- (Corequisite: NRS 301.) oration, and client advocacy. Includes 135 NRS 312 Introduction to Professional Nurs- hours of clinical experience. (Prerequisite: NRS ing Practice—5 cr. hrs. 312, 315. Corequisite: NRS 313.) Students learn foundational knowledge about NRS 401 Professional Role Transition— promoting and protecting the health of adult 3 cr. hrs clients. Students acquire basic foundational Designed to facilitate the RN’s success in profes- nursing knowledge, nursing techniques, health sional nursing practice. This course is writing issues, assessment and skills for the adult client intensive and provides opportunities for self- with special focus on the elderly client. There is appraisal of abilities, socialization into the Uni- a strong focus on identification and interpreta- versity and practice in professional communi- tion of normal and abnormal human responses cation. The personal dynamics of career transi- to illness and health threats. Students learn tions are explored. Teaching strategies include foundational nursing interventions for common guided, self-paced learning activities. Limited to problems of the adult client. Students begin to RN learners. integrate nursing theory, nursing research, NRS 414 Evidence-based Nursing— 3 cr. hrs. communication, teaching, collaboration, and This course explores the process of evidence- critical thinking in the clinical laboratory and in based nursing practice. Principles of measure- the clinical setting. Includes 45 hours of ment and statistics are examined. Multiple lab/clinical experience. (Corequisite: NRS 301.) ways of knowing serve as a framework to Fee: $125. explore theory-guided, evidenced-based find- ings utilized in nursing practice. (Prerequisite: NRS 301.) COURSE DESCRIPTIONS Nursing — 223 NRS 418 Nursing of Families—2 cr. hrs. member of a team, and achieve quality, cost- Students will explore how families experience effective outcomes. (Prerequisite: Graduating and manage life and health transitions, how senior, concurrent with clinical course.) families promote the health of their family and NRS 436 Personal Preparation for Licen- its members during health transitions, and what sure—1 cr. hrs. resources families use/need to promote and This course is designed to assist students to syn- maintain balance and function during health thesize nursing knowledge and practice as a transitions. The nurse’s role in family health beginning baccalaureate nurse. Students will and adaptation to illness is examined from the prepare to pass the NCLEX RN licensure exam. perspectives of family as client and family as Students will be evaluated on accomplishment context for each individual family member’s of the knowledge and theory of nursing prac- health. Opportunities for application of theory tice. (Prerequisite: Graduating senior. Corequi- will be provided through assessments of fami- site: NRS 498.) lies, essays, and discussions/group presenta- NRS 490 Directed Study—credit arranged. tions. NRS 491 Seminar—credit arranged. NRS 421 Advanced Physiological Nursing— NRS 492 Nursing Electives—1-2 cr. hrs. 6 cr. hrs. These courses involve a variety of health care Students learn the nursing management of topics. Some courses may be open to non-nurs- adult clients experiencing complex multi-sys- ing students at the discretion of the instructor. tem physiological health care problems. The NRS 493 Holistic Health Promotion and emphasis is on competent clinical reasoning in Education—1 cr. hr. the planning, implementation and evaluation of This course focuses on the many aspects of the nursing care for multiple complex adult holistic health and provides the students with clients. Students show mastery in the areas of frameworks and strategies for leadership in time management, resource utilization, evi- health promotion and education. Experts from denced based practice, interdisciplinary collab- a variety of disciplines will provide information oration and client advocacy. Includes 135 hours and facilitate learning about physical, mental, of clinical experience. (Prerequisite: NRS 313 emotional, and spiritual well-being. Through and 322.) critical reflection and applied educational NRS 422 Maternal-Child Nursing—6 cr. hrs. strategies, students will gain proficiency in the In this course, students will apply knowledge necessary areas of wellness promotion. May be from previous courses into a specialized knowl- taken up to four times for credit. edge base of maternal-newborn and pediatric NRS 498 Capstone Clinical Immersion— nursing. Normal physiological and disease 4 cr. hrs. processes will be examined within the family as Students will be placed in a clinical immersion context with an emphasis on health promotion where they will practice with a preceptor in a and health maintenance. Delivery of family one-to-one teaching strategy. Students will be focused nursing care to childbearing and child- evaluated in clinical by clinical faculty and pre- rearing families will take place in acute care ceptors on their accomplishment of the School and community based clinical settings. Includes of Nursing program outcomes. Includes 135 90 hours of clinical experience. (Prerequisites: hours of clinical experience. (Prerequisite: NRS 313, 322.) Graduating Senior. Corequisite: NRS 436.) NRS 424 Applied Population Health Nurs- ing in a Multicultural Context—4 cr. hrs. Graduate Courses This course prepares students to apply the con- NRS 500 Statistical and Quantitative Analy- cepts and processes of population health nurs- sis—3 cr. hrs. ing in a multicultural setting, with an emphasis Covers the statistical and quantitative tools for on vulnerable populations. In the clinical com- conducting basic research in the business envi- ponent of this course, students will work with ronment. Topics include descriptive statistics, community partners to identify and utilize com- probability distribution, hypothesis testing, munity assets to meet population needs. extensive treatment of multiple regression Includes 90 hours of clinical experience. (Pre- models. Microsoft Excel is the tool of analysis requisites: NRS 310, 313, 321, and 322.) for the course. (Also listed as BUS 500.) NRS 429 Leadership in Professional Nurs- NRS 501 Theoretical Foundations for ing—3 cr. hrs. Advanced Nursing Practice Leadership— This course focuses on nursing leadership and 3 cr. hrs. client care management core competencies Knowledge development will be explored for needed by the nurse to function in a complex understanding the basis of theories in nursing environment across the health care continuum. and theories complementary to nursing for Emphasis is on the theory and practice skills effective leadership within microsystems. The needed to coordinate patient care, work as a process of theory building will be critiqued and 224 — Nursing COURSE DESCRIPTIONS analyzed. With a lens that explores truth, digni- NRS 511: Physiological Nursing/Pre-licen- ty, and social justice, meta-theory and mid- sure AE—4 cr. hrs. range theories of nursing and leadership will be This course focuses on the nursing management studied to refine and enhance theory-guided for adults experiencing physiological health care advanced nursing practice. problems across practice settings. Students will NRS 502 Professional Role Development utilize nursing theory, evidence, communica- for Advanced Practice Nursing—2-3 cr. hrs. tion, teaching, collaboration, and critical reason- This course focuses on the role development of ing into their nursing practice with client, fami- the nurse practitioner as an advanced practice ly, and other members of the health care team. nurse prepared at the Doctorate of Nursing Students will demonstrate efficient time man- Practice (DNP) degree level. Key aspects of the agement, utilization of resources, and client role will be examined including historical, legal, advocacy. Includes 90 hours of clinical experi- ethical, social, and policy aspects. In addition, ence. (For AEM-UP students only. Prerequisite: topics such as hallmark competencies, profes- NRS 512. Corequisite: NRS 518.) sional behaviors, financial relationships with NRS 512 Clinical Skills/Pre-licensure AE— health systems and interdisciplinary relation- 2 cr. hrs. ships will be included. This course introduces students to organizing NRS 507 Population Health Nursing in a strategies to guide the purposeful nursing Multicultural Context/Pre-licensure AE— assessment and delivery of safe and effective 6 cr. hrs. fundamental nursing therapeutics with adult This course focuses on concepts and theories of clients who reflect the richness of our diverse community health nursing. During this course, society. Evidence-based assessment approaches students study the history of community health and priorities of nursing assessment are blend- nursing, the public health core functions, the US ed with strategies that convey a valuing of the Health Care System, health care policy and eco- client's story and heritage. In this laboratory, nomics, and provision of nursing care to aggre- seminar, and clinical course students will learn, gates. Students will apply concepts of epidemi- practice, and gain beginning competency in the ology, health promotion, and disease prevention performance and evaluation of nursing interven- to individuals, families, groups, and communi- tions associated with basic client needs. Includes ties. This course integrates basic and advanced 90 hours of lab/clinical experience. (For AEM UP community health nursing. Includes 90 hours students only.) Fee: $125. of clinical experience. (For AEM UP students NRS 513 Pathophysiology/Pre-licensure only. Prerequisites: NRS 512, 515, and 518.) AE—3 cr. hrs. NRS 508 Nursing of Populations and Fami- Pathophysiology focuses on the theoretical lies: Theory and Issues—3 cr. hrs. bases and manifestations of responses to patho- This course serves as the theoretical foundation physiology, both effective and ineffective, with for coordinating and providing nursing care to a an emphasis on the individual. (For AEM UP variety of populations and families across multi- students only.) ple care settings. Various assessment tools and NRS 515 Pharmacotherapeutics/Pre-licen- intervention strategies for population and fami- sure AE—3 cr. hrs. ly health will be examined in practice with pop- Principles of pharmacokinetics, pharmacody- ulations and families sharing common health namics, and pharmacotherapeutics. Drug thera- and illness phenomena. py is presented as an integral component of NRS 510 Nursing of Families/Pre-licensure nursing practice. Application is made to clients AE—2 cr. hrs. with selected health and illness problems. (For Students will use family social science theory, AEM UP students only.) family therapy theory, and nursing theories to NRS 516 Professional Role Development I/ explore how families experience and manage Pre-licensure AE—1 cr. hr. life and health transitions (i.e. acute, chronic, Using the nursing program outcomes, students and end of life issues). Students will examine will explore the discipline of nursing. Students how families promote the health of their family will study the historical development, clinical and its members during health transitions, and reasoning, theoretical base, ways of knowing, what resources families use and need to pro- and relationship of nursing to the health care sys- mote and maintain balance and function during tem. Legal and ethical boundaries of nursing will these health transitions. The nurse’s role in be introduced. Students study communication family health and adaptation to illness is exam- theory and learn ways to communicate effective- ined from the perspectives of family as client ly as a nurse. (For AEM UP students only. Coreq- and family as context for individual family uisites: NRS 512, 515.) member’s health. (For AEM UP students only. Corequisite: NRS 545.) COURSE DESCRIPTIONS Nursing — 225 NRS 517 Advanced Physiological Nursing/ vidual family member’s health. Opportunities Pre-licensure AE—7 cr. hrs. for application of theory will be provided This course focuses on the provision of nursing through family assessment, case studies, es- care with adults and their families experiencing says, and discussion/group presentation. complex multi-system physiological health care NRS 522 Management of Adults with Acute problems across the trajectory of illness. The and Simple Chronic Conditions—5 cr. hrs. emphasis is on the integration of evidence, clin- This course covers the assessment, diagnosis, ical decision-making, and nursing and scientific and management of adults with acute and sim- theories in the delivery of client-centered care ple chronic illnesses within a family context. to adults representing the diversity of our soci- The focused work-up format will be used with ety. Students will develop mastery in the plan- an emphasis on differential diagnosing. In- ning, implementation, and evaluation of inter- cludes 180 hours of clinical experience. disciplinary and nursing care with their clients. NRS 523 Management of Pediatric Clients Includes 135 hours of clinical experience. (For with Acute and Chronic Conditions— AEMUP students only. Prerequisites: NRS 511, 4 cr. hrs. 513, 515. Corequisite: NRS 507.) This course addresses pediatric clients with NRS 518 Mental Health Nursing/Pre-licen- acute and chronic conditions. Beginning with sure AE—4 cr hrs growth, development, and anticipatory guid- This course focuses on the nursing care of ance for well children, the course incorporates clients with acute or chronic mental illnesses. further assessment, diagnosis, and manage- Theoretical concepts and nursing knowledge ment of acute and chronic conditions in chil- basic to the promotion, maintenance, and dren and adolescents. Includes 120 hours of restoration of mental health throughout the clinical experience. lifespan are addressed. Professional, legal, and NRS 524 Leadership for Advanced Nursing ethical issues in psychiatric mental health nurs- Practice/Prelicensure AE—3 cr. hrs. ing are examined. Includes 90 hours of clinical This course is designed to provide the advanced experience. (For AEM UP students only. Pre- practice nurse with the leadership knowledge requisite: NRS 515. Corequisite: NRS 511 and and skills needed to function effectively in com- 513.) plex environments as a visionary, socially NRS 519 Advanced Pathophysiology— responsible leader. Emphasis is on the use of 3 cr. hrs. best practices, self assessment, and multiple This course is designed to provide students with approaches to influence and impact health care the advanced pathophysiology base required for delivery and policy. (For AEM UP students only.) managing disease processes across the life span. NRS 525 Management of Conditions Com- Focus is on pathophysiological principles with mon to Women—3 cr. hrs. application to selected clinical examples. This course addresses female clients and their NRS 520 Health Assessment for Advanced gender specific care needs. Beginning with the Practice—3 cr. hrs. well-woman and preventive care practice, the This course focuses on the development of clin- course incorporates further assessment, diagno- ical decision making skills related to physical di- sis, and management of common gynecological agnosing during the process of health conditions and contraceptive needs. Specific assessment. The advanced health assessment management issues will include caring for the process includes appropriate histories, physical pregnant, peri-menopausal, and menopausal exams, labs/diagnostic testing, use of screening client and their unique health care needs. tools, diagnosing physical variations and abnor- Includes 112 hours of clinical experience. malities, identification of health needs, and doc- NRS 526 Grant Proposal Development— umentation for multiple client presentations 2 cr. hrs. across the life span. Includes 45 hours of lab. Guides students through all steps of a research NRS 521 Nursing of Families for Advanced or proposal writing project, including investiga- Practice—2 cr. hrs. tion of health problems related to advanced Students will use family social science theory, nursing practice. Students will disseminate family therapy theory, and nursing theories to their findings appropriately. explore how families experience and manage NRS 527 Management of Adults and Older life and health transitions, how families pro- Adults with Complex Chronic Illnesses— mote the health of their family and its members 4 cr. hrs. during health transitions, and what resources This course covers the assessment, diagnosis, families use and need to promote and maintain and management of adults and older adults balance and function during health transitions. with complex and chronic illnesses. The ex- The nurse’s role in family health and adaptation panded work-up format will be used and will in- to illness is examined from the perspectives of clude self-management, living with chronic family as client and family as context for indi- illness, and multiple treatment modalities. Best 226 — Nursing COURSE DESCRIPTIONS practices for chronic illness care will be empha- will design a professional portfolio to guide pro- sized. Include 120 hours of clinical experience. fessional development. NRS 528 Clinical Management Practicum— NRS 535 Complimentary and Alternative 3 cr. hrs. Therapies —2 cr. hrs. Final comprehensive clinical management Students will be introduced to several compli- experience allows students to apply knowledge mentary and alternative medicine (CAM) thera- gained throughout course of study. Students pies (Oriental, Ayurveda, homeopathy, and will engage in management of elderly and naturopathic medicine; energy healing, herbal, intensive experience with rural or urban under- and spiritual concepts of healing). In addition, served clients, or with clients of a different cul- there will be discussion and evaluation of how tural group. Seminar sessions provided to dis- these practices are used by the general public, cuss role issues. Includes 190 hours of precept- medicine and nursing to promote general ed clinical experiences. health and treat common diseases. Demonstra- NRS 529 Practicum with Seminar/Pre- tion and participation of several therapies will licensure AE—5 cr. hrs. also be included. Additional discussion will be Students will demonstrate achievement of the included to review quality assurance review University core competencies and School of and financial relevance of an integrative health- Nursing program outcomes. Students will have care approach to care. a nursing practicum that includes an intensive NRS 536 Professional Role Development clinical experience working with an expert clin- II/Prelicensure AE—2 cr. hr. ical preceptor. Provides the opportunity to inte- Course builds on content and outcomes from grate knowledge and skills to practice as a confi- NRS 516 (Professional Role Development I). dent, competent beginning professional nurse. The course will expand the student’s knowledge Includes 180 hours of clinical experience. (For of communication theory with additional focus AEM UP students only. Prerequisite: Last on interpersonal communication, assertive and semester of AEM UP pre-licensure component. responsible communication, and conflict reso- Corequisite: NRS 563.) lution. Ethical and legal issues in nursing will NRS 530 Research Methodology for Evi- be examined and applied to practice. (For AEM denced Based Nursing Care I—3 cr. hrs. UP students only. Prerequisite: NRS 516.) First of a two course sequence, this course NRS 537 Management of Common Mental explores the logic, methods of research, and sta- Health Conditions in Primary Care—2 cr. hrs. tistical analysis for evaluating evidence based This course focuses on the assessment and care in a variety of settings. This course exam- appropriate diagnosis of emotional and behav- ines a variety of research methodologies (quali- ioral conditions encountered in the primary tative and quantitative) and statistical analyses care setting. The course will emphasize differen- used in quality assurance, clinical research, epi- tiating between referral to a mental health pro- demiology, and outcomes research. fessional or management of mental health prob- NRS 531 Research Methodology for Evi- lem by the family nurse practitioner. Approach- dence Based Nursing Care II—1 cr. hr. es to maintain the safety of clients, their fami- This course is the second in a two-course lies, and the health care setting will be included. sequence, which explores the logic, methods of Includes 60 hours of clinical experience. research and statistical analysis for evaluating NRS 538 Focused Practicum on Wellness evidence based care in a variety of settings. and Screening—1 cr. hr. (Prerequisite: NRS 530.) This clinical course focuses on the well individ- NRS 533 Management of Conditions Com- ual and family. Knowledge and skills from NRS mon to Men—2 cr. hr. 520: Health Assessment for Advanced Practice This course is designed to provide family nurse will be applied through screening and health practitioner students with a biopsychosocial exam opportunities in settings such as schools, base for managing conditions unique to and Head Start preschools, occupational sites, prevalent in men. Students will be prepared to senior centers, and migrant clinics. Includes 30 apply theories of the biological sciences and hours of clinical experience. Fee: $35 theories of masculinity in developing and im- NRS 539 Teaching and Learning for plementing gender appropriate strategies to ad- Advanced Nursing Practice—3 cr. hrs. dress men’s health and men’s health policy. Introduces principles of learning and teaching NRS 534 Role and Portfolio Development— to prepare the advanced practice nurse to edu- 2 cr. hrs. cate patients, nursing staff, and higher educa- This course focuses on the developing role of tion students. Learning theory, educational phi- the Clinical Nurse Leader in health care deliv- losophy, models of teaching, and the purposes ery systems. Content includes issues of and methods for assessment of learning will be advanced nursing practice including advocacy, introduced. Students will complete a teaching social justice, ethics and cultural care. Students project/practicum. COURSE DESCRIPTIONS Nursing — 227 NRS 543 Social and Health Policy— NRS 553 Dimensions of Adult Learning— 3 cr. hrs. 2 cr. hrs. This course is designed to provide a conceptual Introduces principles of adult learning and understanding of the policy making process and teaching to higher education instructors. the political context of contemporary health Through an introduction to philosophy of edu- and social policy in the United States. The focus cation, theories of learning behavior, models of is on acquiring skills to assess policy dimen- teaching, strategies of critical thinking, and sions of clinical practice issues, translate them metacognition, and the purposes and methods into feasible policy, and advocate for them with- for assessment of learning, students will formu- in the policy arena. late their own knowledge base relative to their NRS 545 Nursing of Childbearing and own goals as higher education instructors. Childrearing Families-Pre-licensure AE— NRS 554 Curriculum Development in Nurs- 6 cr. hrs. ing—2 cr. hrs. In this course, students will apply knowledge This course focuses on conceptualizing and from previous courses into a specialized knowl- developing current, progressive nursing educa- edge base of maternal-newborn and pediatric tion programs through the application of the nursing. Normal physiological and disease knowledge base and research related to health processes will be examined within the family as care, theories of learning, curriculum, evalua- context with an emphasis on health promotion tion, and measurement. and health maintenance. Delivery of family fo- NRS 555 Course Design and Implementa- cused nursing care to childbearing and childrea- tion in Nursing—2 cr. hrs. ring families will take place in acute care and This course focuses on designing and implement- community based clinical settings. Includes 90 ing the courses within the nursing curriculum. hours of clinical experience. (For AEM UP stu- Specific attention will be given to the selection dents only. Prerequisite: NRS 511). and organization of content, the teaching strate- NRS 546 Evidence-based Nursing/Pre-licen- gies and methods that will enhance the student’s sure AE—3 cr. hrs. learning, and the evaluation of learning. Strate- This course explores the logic and methods of gies and methods will reflect current information research and statistical analysis for use in clini- systems and technology. Settings will include cal practice. Quantitative and qualitative classroom, on-line, laboratory, and clinical settings. methodologies are included. Students will se- NRS 556 Teaching in Nursing Practicum— lect, use, and interpret qualitative and quantita- 4 cr. hrs. tive (statistical) analysis for addressing clinical This course focuses on the development of nursing problems. (For AEM UP students only. skills essential to the role of the nurse educator Prerequisite: Statistics course.) in the classroom and clinical venues. Includes NRS 547 Organizational and Systems Lead- practice in teaching in these multiple areas. ership—3 cr. hrs. NRS 560 Advanced Clinical Practice I—1 cr. hr. Students use nursing and organizational science First of three guided practica courses for the to understand complex organizational struc- nurse educator, in advanced clinical concepts tures and system issues. Students will apply and the role of nursing in providing evidenced principles and strategies of practice manage- based care to facilitate positive health out- ment to improve practice environments, facili- comes. Students will develop advanced clinical tate change, ensure patient safety, and foster nursing skills in medical-surgical, pediatrics, ongoing quality improvement outcomes. geriatrics, perinatal or community nursing. In- Emphasis will be placed on working in collabo- cludes approximately 90 clinical hours. rative interprofessional teams. NRS 561 Advanced Clinical Practice II— NRS 548 Translational Research—3 cr. hrs. 2 cr. hrs. In this course the DNP student will gain compe- Second of three guided practica courses for the tence in knowledge development activities and nurse educator, in advanced clinical concepts will acquire skills in the translation of research and the role of nursing in providing evidenced into clinical practice. The mission of transla- based care to facilitate positive health out- tional research is to translate new nursing comes. Students will develop advanced clinical research discoveries into clinical applications, nursing skills in medical-surgical, pediatrics, and to use clinical observations to generate geriatrics, perinatal or community nursing. In- research foci for nursing research. Translation- cludes approximately 90 clinical hours. al research is the bridge from discovery to deliv- NRS 562 Advanced Clinical Practice III— ery. Students will identify patient problems, 1 cr. hr. design solutions, and critically evaluate the evi- Third of three guided practica courses for the dence to improve practice through methods of nurse educator, in advanced clinical concepts translational research. and the role of nursing in providing evidenced based care to facilitate positive health out- 228 — Nursing COURSE DESCRIPTIONS comes. Students will develop advanced clinical NRS 570 Advanced Clinical Foundations— nursing skills in medical-surgical, pediatrics, 4 cr. hrs. geriatrics, perinatal or community nursing. In- This course integrates principles of advanced cludes approximately 90 clinical hours. pathophysiology and pharmacology as the base NRS 563 Comprehensive Review Course/ for nursing symptom management of disease Pre-licensure AE—1 cr. hr. processes and clinical application of pharmacol- The focus of this course is to provide a compre- ogy. The leading causes of morbidity and mor- hensive review of knowledge and competencies tality across the lifespan will be used to show necessary for entry into professional nursing linkages between pathophysiology and pharma- practice. (For AEM UP students or permission cotherapeutics. The course also includes a re- of instructor. Corequisite: NRS 529.) view of integrated health assessment building NRS 566 Resources Management in the upon undergraduate skills. (Includes 45 hours Micro Environment—3 cr. hrs. of skills lab. Prerequisite: NRS 501 or permis- This course will provide students with the theo- sion of instructor.) ries, practices, and research from management NRS 575 Advanced Pharmacotherapeutics— and human resources needed to effectively 3 cr. hrs. manage personal, personnel, and material Advanced pharmacology and clinical applica- resources in clinical microsystems. The effects tion of drugs commonly prescribed by nurse of macro societal trends on health care fiscal practitioners in primary care settings, including management and health economics will be drug selection, dosing, monitoring, evaluation, explored. Strategic implications and skill build- and client education. Examines nurse practi- ing to manage risk and increase productivity tioner role as prescriber. and efficiency will be emphasized. (Prerequi- NRS 576 Advanced Pharmacology—2 cr. hrs. site: NRS 501 or permission of instructor.) Application of advanced knowledge of pharma- NRS 567 Communication and cology in the care of clients across the life span. Relationships—3 cr. hrs. Includes pharmacology, clinical use and dosing, Students synthesize communication research monitoring parameters, outcome evaluation, and theory for application to practice by exam- and patient education for nurse educators. ining ways effective communication is used to NRS 581 Integrative Health I: Concepts of promote positive health outcomes. Students Health and Healing—3 cr. hrs. will explore strategies to enhance their abilities This course is designed to explore conceptual to communicate effectively within the health understandings of integrative health care and care system. Specific content explored in this its place within a conventional or allopathic class is: therapeutic use of self, small group health care system. Historical and cultural per- communication, power and persuasion, conflict spectives of nursing and healing are explored resolution, negotiation and mediation, and and the concepts of health and healing are ana- learning-teaching theory. (Prerequisite: NRS lyzed for application to advanced nursing prac- 501 or permission of instructor.) tice with a focus on integrative health. (Prereq- NRS 568 Information Knowledge Systems— uisite: NRS 501 or permission of instructor.) 3 cr. hrs. NRS 582 Integrative Health II: Approaches This course will provide Clinical Nurse Leader to Care—2 cr. hrs. students with an introduction to informatics in Students will explore a variety of integrative a microsystem environment. Three major areas health care approaches, including but not limit- that will be covered are introduction to infor- ed to oriental medicine, acupuncture, Ayurve- matics theory and concepts, clinical information da, naturopathy, homeopathy, chiropractic and systems, and consumer health informatics. (Pre- osteopathy, to enhance patient care through the requisite: NRS 501 or permission of instructor.) collaboration of allopathic and alternative NRS 569 Human Population Ecology— health care practices. Emphasis in this course is 3 cr. hrs. on understanding the framework and beliefs that This course provides the nurses in advanced drive each integrative health care approach. nursing with scientific methods such as epi- NRS 583 Integrative Health III: Nutrition demiology and biostatistics to study health and Herbal Therapy—2 cr. hrs. events in groups of people. Population theories The student will gain knowledge of the clinical such as ecological theory, health behavior, and indications, potential risks, and how to access other substantive theories will be applied. evidence-based information about nutrition, Assessment tools and intervention strategies for commonly used herbs and dietary supple- health of selected populations who share com- ments. Exploration of various conceptual mon health and illness phenomena will be approaches to nutrition, herbal therapy, and examined. (Prerequisite: NRS 501 or permission botanical science will occur. Emphasis will be of instructor.) placed on evaluating and educating patients regarding nutrition and use of herbs and supple- COURSE DESCRIPTIONS Nursing — 229 ments. Students will develop competency in electives will cover a variety of subject matter communicating with other health care profes- areas as deemed appropriate by the graduate facul- sionals, documenting and the reporting of ty to augment the graduate curriculum in nursing. adverse events. NRS 593 Clinical Nurse Leader as NRS 584 Integrative Health IV: Mind Body Practice I—3 cr. hrs. Connections—2 cr. hrs. This course focuses on clinical outcomes man- Students will explore the psychoneuroim- agement through the delivery of evidence- munology and other bodies of evidence that based nursing practice in the areas of link mind and body in health and disease. Heal- illness/disease management, health promotion ing interventions such as massage, dance, yoga, and disease reduction/prevention manage- meditation, art therapy, hypnosis, aromathera- ment. Emphasis is placed on assessment of the py, music therapy, Tai Chi/Qi Gong, therapeu- microsystem, identifying a patient care prob- tic touch, etc. will be explored. lem and developing a project to address the NRS 585 Foundations of Integrative identified patient care problem. Projects inte- Health—1 cr. hr. grate best practices, principles of effective lead- This course is designed to establish the holistic ership and negotiation skills, use of information foundations of integrative health from the per- systems to evaluate patient outcomes, and theo- spective of those who pursue ries of organizational behavior in the design of complementary/alternative therapies and to their project. Examples of student projects may foster understanding integrative health through include evaluating and/or modifying current personal self-care practices as a laboratory for practice standards, increasing clinical applica- exploration. tion of evidence-based interventions, or adapt- NRS 586 Evidence for Integrative Health— ing or designing a research based intervention. 1 cr. hr. Includes 100 hours of clinical experience. Pre- Students will explore evidence for the efficacy requisites: NRS 501, 534, 567, 568, 569, and NRS of complementary/alternative therapies 589. Fee: $35. through research review and actual observation NRS 595 Clinical Nurse Leader as of complementary/alternative therapy practi- Practice II—3 cr. hrs. tioners in the clinical setting. (Prerequisite: NRS This clinical course assists the CNL candidate to 585.) advance his/her practice in the achievement of NRS 587 Integrative Health Leadership— client outcomes of quality management, risk 1 cr. hr. reduction, and patient safety. The course focus- Building upon IH Leadership I and II, students es on the application and refinement of care will envision, in detail, the implementation of environment and horizontal leadership skills integrative practice within their preferred clini- including team coordination, communication, cal setting. (Prerequisites: NRS 585 and NRS nursing technology, informatics and resource 586.) management. The focus of the CNL project this NRS 589 Applied Research: Evaluation and semester is to implement the plan developed in Evidence-based Practice—1-3 cr. hrs. previous courses. Includes 100 hours of clinical This graduate course will provide the frame- experience. Prerequisite: NRS 595. work and tools to evaluate the effectiveness of NRS 596 Clinical Nurse Leader Residency— programs, appropriateness of research litera- 6 cr. hrs. ture as the basis of evidence-based care, and The student refines his/her operationalization effectiveness of health care interventions. of the clinical nurse leader competencies and Emphasis will be on the conceptual, method- professional role during this comprehensive ological, analytical, organizational, political, clinical management experience. The student's and ethical problems facing evaluators. Major residency team of faculty and clinical mentors content will be on research analysis and utiliza- assists the student in the design of the clinical tion, program evaluation, outcomes research, experience based on the portfolio and self economic analysis, and the use of data to reflection. Peer, faculty, and clinical mentor include applied statistical applications using a dialogue assist the CNL candidate to explore software package readily available in practice. professional issues and assess experiences, par- The course is predicated on students having a ticularly the implementation of the role. Per- working knowledge of basic research and ele- formance indicators specific to the CNL compe- mentary statistics. (Prerequisites: NRS 500 and tencies are demonstrated via the clinical pre- 501 or permission of instructor.) ceptor's evaluation of the student’s perfor- NRS 590 Directed Study—credit arranged. mance, demonstration of clinical competence NRS 591 Seminar—credit arranged. and self appraisal. The focus of the CNL project NRS 592 Nursing Topical Electives—credit this semester is evaluating the project and dis- arranged. seminating the outcomes of the project. In the semesters in which they are offered, topical Includes 300 hours of clinical. Prerequisites: 230 — Nursing/Philosophy COURSE DESCRIPTIONS Completion of all courses of the CNL curricu- Upper-Division Requirements lum and advancement to residency. Advance- PHL 331 Asian Philosophy—3 cr. hrs. ment to residency is achieved through a satis- This course explores the nature and source of factory review of the student’s portfolio of reality in classical and contemporary Asian learning and achievement. philosophies such as Hinduism, Buddhism, NRS 597 Practice Improvement Project— Confucianism, and Taoism. It focuses on meta- 2 cr. hrs. physical aspects of these traditions, such as the The expectation of this course is the completion origin and nature of ultimate reality, the nature of a scholarly project in the student’s clinical of the self in relation to reality, freedom and specialty area aimed at improving practice. Pro- causality in human existence, idealism and re- jects will meet NONPF Recommended Criteria alism, and methodological approaches to ap- for NP Scholarly Projects in the Practice Doctor- prehending reality. ate Program. The course will include 16 hours PHL 332 Philosophy of Mind—3 cr. hrs. of seminar. This course explores a set of conceptual prob- NRS 598 Residency—6 cr. hrs. lems involving the nature of the mind and of This course is the clinical culmination of the psychological explanations of behavior. These DNP program for post baccalaureate and post range from classical discussions of the “mind- masters students. For all students, the expecta- body problem” to contemporary debates con- tion at the completion of the residency will be cerning mental representation, mental the achievement of DNP role entry level com- content, innate ideas, the nature of concepts, petencies. The post masters students will be artificial intelligence, and the plausibility of expected to integrate clinical nurse leadership, psycho-physical reductionism. The course will translational research and integrative health- also cover some of the major theories relevant care coursework with their particular specialty to such questions such as psychoanalysis, phe- practice. Post baccalaureate students will be nomenological psychology, behaviorism, func- expected to progress in assessment and man- tionalism, and externalism. agement competencies as well as integrate PHL 333 Philosophy of Religion—3 cr. hrs. other non-NP specialty coursework into their The philosophy of religion explores a broad practice. Includes 360 hours of clinical experi- range of metaphysical issues concerning the ence. Fee: $35. nature of God (or a god) and religious experi- ence. The course focuses on some major areas Philosophy of debate such as arguments for the existence PHL 150 Introductory Philosophy—3 cr. hrs. of a god, whether such a god should be con- An introduction to philosophy as a distinctive ceived as a person, the problem of evil, the rel- mode of thinking with an overview of its histori- evance of religious experience to philosophical cal development and its main issues in meta- discussions of religion, the social function of re- physics, epistemology, logic, and socio-political ligion, the relationship between philosophical philosophy. and theological discourse, and the relationship PHL 220 Ethics—3 cr. hrs. of faith and reason. A study of the meaning of language used in PHL 334 The Problem of Being—3 cr. hrs. moral discourse, and of the normative princi- This course studies some of the major topics ples of moral behavior, the question of good and and approaches in the history of philosophical right, conscience and obligation, the applica- reflection on Being and ontology from the be- tions of the above to individuals and to society, ginnings of metaphysical speculation in the the moral agent and moral responsibility, moral pre-Socratics through the contemporary peri- relativism, teleological and deontological moral od. These include discussions of potency and systems. (Prerequisite: PHL 150.) act, essence and existence, causality, the onto- PHL 284 Austrian Philosophy from Bernard logical foundations of logic, the nature of lan- Bolzano to the Vienna Circle—1 cr. hr. guage, and the question of God. The course This course covers one of the most significant may take up these discussions from a variety of and most influential periods of the history of different approaches. (Also listed as PCS 334.) Austrian philosophy. The most important philo- PHL 335 Self and Identity—3 cr. hrs. sophical problems of this period will be dis- Discussions concerning the nature of personal cussed on the basis of the theories of the identity and self-consciousness engage a range following Austrian philosophers and their of metaphysical issues such as problems of schools: Bernard Bolzano, Franz Brentano, identity over time, what makes someone a per- Alexius Meinong, Ernst Mach, Ludwig Wittgen- son, the nature of self-consciousness, the rela- stein, Karl Popper, Rudolf Carnap, and the tionship of the self to a body, the relation of self Vienna Circle. (Salzburg only.) and freedom, and the development of the self in the context of society and socio-political rela- COURSE DESCRIPTIONS Philosophy — 231 tions. The course may also extend to consider as autonomy, internalism, moral realism, and/ the metaphysical assumptions and implications or the relationship between moral philosophy of discussions and images of self and personal and problems in social and political philosophy. identity in neuroscience, psychology, sociology, PHL 434 Environmental Ethics—3 cr. hrs. art, or politics. An inquiry into our obligations to the non- human world and the philosophical basis of that Electives obligation. (Also listed as SJP 434.) PHL 410 Philosophy of Education—3 cr. hrs. PHL 435 Bioethics—3 cr. hrs. Inquiry into the epistemological, ethical, and This course will explore the foundations of sci- metaphysical presuppositions of education. The ence, ethics, law, and medicine and from that student will be acquainted with major philoso- foundation explore contemporary issues in the phies (religious, traditionalist, progressive West- intersection of those fields including the influ- ern, and Communist) and philosophers (Plato, ence of culture on science, medicine, law, and Vives, Rousseau, Pestalozzi, Herbart, Froebel, ethics, professional codes, the concept of Montessori, Dewey) of education. informed consent, issues at the beginning of PHL 412 Philosophy of Law—3 cr. hrs. life, cloning, stem cell research, reproductive The basic philosophical principles of justice and technologies, genetics, biomedical research and law in the Western legal traditions: morality and technology, the global AIDS epidemic, and jus- law; natural and positive law; Roman law and tice in the distribution of health care. (Also list- common law traditions; logic, language, and ed as PCS 435.) symbols of law; Marxian concept of law; legal ed- PHL 451 Philosophy and Psychology— ucation. (Also listed as SJP 412.) 3 cr. hrs. PHL 413 Socio-Political Philosophy— A study of the relationship between philosophy 3 cr. hrs. and contemporary psychology; a critical exami- Analysis of some major topics in contemporary nation of the philosophical presupposition un- socio-political thought, e.g., freedom, social jus- derlying key personality theories: e.g., tice and structural violence, equality, the relation Freudian psychoanalysis, Jungian analysis, between rights and obligations, sovereignty, Skinnerian behaviorism, phenomenological authority, legitimacy, and consent. (Also listed psychology, and existential psychoanalysis. as SJP 413.) PHL 469 Great Philosophers—3 cr. hrs. PHL 414 Philosophy and Feminism— This course is devoted to an intensive study of 3 cr. hrs. the work of a single philosopher. Different philo- An investigation of the philosophical underpin- sophers will be featured in different semesters. nings of various feminist theories and their im- (Also listed as PCS 469.) plications for philosophical inquiry from De PHL 471 Ancient Philosophy—3 cr. hrs. Beauvoir to Irigaray. (Also listed as SJP 414.) The origins of Western philosophy and its devel- PHL 421 Logic—3 cr. hrs. opment up to Plotinus, including the pre-Socrat- Introduction to traditional and symbolic logic; ics, Plato, Aristotle, Hellenistic schools an examination of the philosophical bases of (Epicureans, Stoics, Skeptics), and Neoplatonism. both; some applications to philosophy and other PHL 472 Medieval Philosophy—3 cr. hrs. sciences; exercises in some logical skills. The major philosophers from Augustine PHL 422 Philosophy of Science—3 cr. hrs. through late scholasticism with particular atten- An analysis of fundamental concepts of science: tion to Augustine, Anselm, Aquinas, Bonaven- fact, law, observation, theory, explanation, ture, Scotus, and Ockham. Taught biennially. truth, discovery, progress, methods of scientific (Prerequisite: PHL 220 or equivalent. Also list- reasoning, science and pseudo-science, moral ed as PCS 472.) implications of scientific research, science and PHL 473 Modern Philosophy—3 cr. hrs. society. Philosophical figures and topics from the Renais- PHL 423 Philosophy of Language—3 cr. hrs. sance through Kant: the scientific revolution, con- Some questions we will consider are: What is tinental rationalism (Descartes, Leibniz), British truth? How can a sequence of sounds or marks empiricism (Locke, Hume, Berkeley), and Kant’s on paper mean anything? To what extent does transcendental philosophy. our language control how we see the world? How PHL 474 Hegel and 19th-Century can we understand an infinite number of sentences Philosophy—3 cr. hrs. when we only know a few thousand words? Are An examination of nineteenth-century philoso- some theories incommensurable with others? phy focusing upon the work of Hegel. The course PHL 430 Advanced Ethics—3 cr. hrs. traces the roots of Hegelianism in German ideal- An inquiry into current issues and debates in the ism, the British Economists, and romanticism, field of ethics. The course will consider the rela- and its influences on subsequent involvements in- tionship of ethical debates to other areas of phi- cluding Marxism, existentialism, and American losophy. Investigation may focus on issues such pragmatism. (Also listed as SJP 474.) 232 — Philosophy/Physics COURSE DESCRIPTIONS PHL 479 Existentialism—3 cr. hrs. †PHY 271-272 General Physics Lab—2 sems., A survey of existential philosophers including 2 cr. hrs. Sartre, De Beauvoir, Marcel, and Merleau- Laboratory course to accompany PHY 201-202. Ponty; a critical study of their reflections on the One three-hour laboratory each week. Fee: $60 nature and meaning of human existence, free- per semester. dom, and authenticity. PHY 290 Directed Study—credit arranged. PHL 490 Directed Study—credit arranged. PHY 306 Modern Physics—3 cr. hrs. PHL 491-492 Seminars—credit arranged. Special relativity, quantum theory, atomic and PHL 495-496 Workshops—credit arranged. nuclear physics. (Prerequisites: PHY 204-205, PHL 499 Senior Capstone—1-6 cr. hrs. MTH 201-202. Corequisite: PHY 376.) Research, study, or original work under the *PHY 312 Mechanics—3 cr. hrs. direction of a faculty mentor, leading to a schol- Kinematics and dynamics of classical particles arly thesis document with a public presentation and systems of particles in stationary and moving of results. Requires approval of thesis director frames of reference. The equations of Lagrange and department chair. and Hamilton are introduced. (Prerequisites: PHY 201-202 or PHY 204-205. Corequisite: MTH 321 or Physics PHY 356.) PHY 201-202 General Physics—2 sems., *PHY 317 Introduction to Laser Techno- 6 cr. hrs. logy—3 cr. hrs. Mechanics; thermodynamics; electricity and Optics; gaussian beams; atomic theory; laser the- magnetism; wave motion, sound, and optics; ory and exposition; applications. (Prerequisites: modern physics. (Prerequisite: MTH 112. PHY 201-202 or PHY 204-205, MTH 201.) Corequisite: PHY 271-272.) *PHY 321 Electrodynamics—3 cr. hrs. PHY 204 General Physics Lecture and Electric and magnetic fields and their interaction Lab—4 cr. hrs. with matter; Maxwell’s equations. (Prerequisites: Vectors, kinematics, Newtonian mechanics, sta- PHY 201-202 or PHY 204-205. Corequisite: tics, dynamics, and simple harmonic motion. MTH 321 or PHY 356.) This course includes a lab component. (Coreq- *PHY 322 Optics—3 cr. hrs. uisite: MTH 201.) Fee: $60. Geometrical and physical optics, imaging and PHY 205 General Physics Lecture and aberrations; interference, diffraction, and polar- Lab—4 cr. hrs. ization; applications to instrumentation and Electricity and magnetism; Maxwell’s equa- lasers. (Prerequisites: PHY 201-202 or PHY 204- tions, circuits, light, and radiation. This course 205, MTH 202.) includes a lab component. (Prerequisites: MTH PHY 356 Mathematical Methods for Physi- 201, PHY 204. Corequisite: MTH 202.) Fee: $60. cists—3 cr. hrs. PHY 208 Integrated Physics/Math Lecture Ordinary differential equations, complex vari- and Lab—4 cr. hrs. ables and matrices are developed and illustrat- Vectors, kinematics, Newtonian mechanics, sta- ed through applications in physics with tics, dynamics, and simple harmonic motion. emphasis on examples from the fields of vibra- This course is integrated with MTH 201 and in- tions and waves. (Prerequisite: MTH 202.) cludes a lab component. (Corequisite: MTH PHY 370 Special Physics Laboratory and 201.) Fee: $60. Research—1-3 cr. hrs. PHY 209 Integrated Physics/Math Lecture For special upper division projects or research. and Lab—4 cr. hrs. Content, credit, and fee to be arranged. Electricity and magnetism; Maxwell’s equa- PHY 371 Analog and Digital Electronics— tions, circuits, light, and radiation. This course 2 cr. hrs. is integrated with MTH 202 and includes a lab Instruction in electronic circuits and computer component. (Prerequisites: MTH 201, PHY 204 software for use in data acquisition and instru- or PHY 208. Corequisite: MTH 202.) Fee: $60. ment control. (Prerequisite: PHY 356 or MTH PHY 270 Special Physics Lab and Research— 321.) Fee: $120. 1-3 cr. hrs. PHY 372 Advanced Laboratory—1-3 cr. hrs. For special lower division projects or research. Laboratory work in atomic and nuclear physics; Content, credit, and fee to be arranged. electricity and magnetism; physical optics; laser physics; and undergraduate experimental re- search. Minimum of one credit required of physics majors. Fee: $60 per credit.

*Course not offered every year. †A student who withdraws from the affiliated lecture course after mid-semester may, with permission of the instructor, continue in this lab course. COURSE DESCRIPTIONS Physics/Political Science — 233 †PHY 376 Modern Physics Lab—1 cr. hr. sites: Senior standing; 3.0 G.P.A. in the thesis Laboratory course to accompany PHY 306. Ex- area or good standing in the honors program.) periments in acoustic waves, optics, photo electric effect. One three-hour laboratory each Political Science week. Fee: $60. *PHY 411 Introduction to Quantum Introductory Courses Mechanics—3 cr. hrs. POL 200 Introduction to United States Experimental basis for the quantum theory and Politics—3 cr. hrs. the fundamental ideas of non-relativistic and rela- Introduction to the national politics of the Unit- tivistic quantum mechanics. (Prerequisites: PHY ed States. Emphasis on the constitutional frame- 201-202 or PHY 204-205, MTH 321-322 or PHY work, formal and informal political institutions, 356, PHY 306.) the evolving conception of individual freedom *PHY 412 Introduction to Quantum and civil rights, the role of the people in a Mechanics II—3 cr. hrs. democracy, and an overview of the United Continuation of PHY 411. Topics to include per- States political system. turbation theory, angular momentum, and scat- POL 201 Introduction to International tering theory with application to atomic, solid Relations—3 cr. hrs. state, and particle physics. (Prerequisite: PHY 411.) This course introduces the students to the world *PHY 422 Solid State Physics—3 cr. hrs. of international conflict and cooperation. A Lattices and crystal structures; classification prop- broad framework is presented to understand erties discussed. Several field trips are made. (Pre- how global forces and events influence our lives requisites: PHY 201-202 or 204-205, MTH 321 or directly and indirectly. Special attention is given PHY 356.) to the major actors in the international system *PHY 441 Thermal and Statistical Physics— including nations and non-governmental actors. 3 cr. hrs. The basic political traditions of western civiliza- Fundamentals of statistical mechanics, entropy, tion are examined and an attempt is made to partition functions, kinetic theory. Applications understand how they influence individual and to classical and quantized systems. Thermody- collective roles within the global system. namics developed from the basis of statistical POL 202 Modern Foreign Governments— mechanics. (Prerequisites: PHY 201-202 or PHY 3 cr. hrs. 204-205, MTH 321 or PHY 356.) This course is an introduction to the various PHY 470 Special Physics Laboratory and forms of political life throughout the globe. Research—1-3 cr. hrs. There is an emphasis on parliamentary govern- For special upper-division projects or research. ment, democratic and authoritarian forms of Content, credit, and fee to be arranged. governance, and the history of these forms. PHY 471 Advanced Laboratory—1-3 cr. hrs. Countries from Europe, Asia, Africa, Latin Laboratory work in atomic and nuclear physics; America, and North America will be examined. electricity and magnetism; physical optics; laser POL 203 Introduction to Political physics; and undergraduate experimental re- Theory—3 cr. hrs. search. Minimum of one credit required of Political theories and ideologies are the sets of physics majors. Fee: $60 per credit. concepts by which we understand politics and PHY 472 Advanced Laboratory—1-3 cr. hrs. government. This course will introduce stu- Laboratory work in atomic and nuclear physics; dents to some of the major ideologies that shape electricity and magnetism; physical optics; laser our views of political phenomena, including: physics; and undergraduate experimental re- democracy, liberalism, conservatism, socialism, search. Minimum of one credit required of communism, fascism, multiculturalism, femi- physics majors. Fee: $60 per credit. nism, ecologism, and nationalism. Students will PHY 490 Directed Study—credit arranged. read both contemporary political theory writ- PHY 491-492 Physics Seminar—credit ings as well as excerpts from the classic works arranged. of political thought. Students will come away PHY 499 Senior Thesis—3-6 cr. hrs. from this class with an increased understanding Research, study, or original work under the direc- of the different ways that politics and political tion of a faculty mentor, leading to a scholarly goals are viewed in the modern age, and also thesis document with a public presentation of with a vocabulary that enables them to engage results. Requires approval of thesis director, de- critically in political discussion. partment chair, dean, and the director of the honors program, when appropriate. (Prerequi-

*Course not offered every year. †A student who withdraws from the affiliated lecture course after mid-semester may, with permission of the instructor, continue in this lab course. 234 — Political Science COURSE DESCRIPTIONS POL 270 Development of European Politi- making; Federalist and Jeffersonian political cal Systems—3 cr. hrs. thought; Jacksonian democratic thought; theo- Historical study of political systems from the ries of slavery, abolitionism, and reconstruction; French Revolution to World War II. (Salzburg only.) the theory of Social Darwinism; progressive POL 290 Directed Study—credit arranged. political thought and the philosophy of pragma- POL 292 University Mock Trial Team— tism; theories of post World War II realism; New 1 cr. hr. Left political thought; and the contemporary po- Collegiate mock trial competitions. Students are litical theories of conservatism, liberalism, and instructed in the how and why of case prepara- communitarianism. tion as an advocate for either side; role playing POL 316 Politics and Literature—3 cr. hrs. as witnesses and trial attorney; understanding This course focuses on fiction as a vehicle for ex- and using the rules of evidence; actual trial ad- ploring themes of morality in political theory. We vocacy; research and delivering arguments. will analyze democracy, class, and the market as institutions with overarching moral and political Political Theory and positions. The voice of morality introduces im- Methodology portant philosophical and political issues of rebel- POL 300 Political Inquiry and Analysis— lion, suggests boundaries between the private 3 cr. hrs. and public spheres, and contains visions of This course is an introduction to research in po- utopia. Students address moral theories and their litical science. Emphasis will be given to com- implications for the individual in society. parative design, case selection, measurement, POL 318 Politics and Film—3 cr. hrs. graphing, survey research, research writing and In this course, film is a vehicle for exploring essay, and political science research sources. political issues. Representation, mobilization, POL 305 Ancient and Medieval Political and rebellion are the three themes that will be Thought—3 cr. hrs. the focus in films, discussion, and reading. We This course covers the major classics of political examine each theme with the American case thought from Western antiquity through the then evaluate the same theme in other coun- Medieval Period. It explores the origins of West- tries. Through this comparative perspective, ern political philosophy in Ancient Greece in students gain a richer understanding of the the writings of Homer, Thucydides, Plato, and American political system as well as the rele- Aristotle, and then charts its development vance of these themes in other country contexts. through the Hellenistic and Roman Periods to Readings will accompany the films and provide a St. Augustine, concluding with the political theoretical framework for the discussion of rep- thought of St. Thomas Aquinas in the 13th cen- resentation, mobilization and rebellion. tury. POL 306 Modern Political Thought—3 cr. American Politics hrs. POL 320 United States Urban Politics— This course covers the major classics of political 3 cr. hrs. The influence of historical, political, and socio- thought of the Modern Era through the 19th logical forces on the development of urban Amer- century. It begins with the Renaissance writings ica. Focus on poverty, race and ethnicity, crime, of Machiavelli and moves through the political education, transportation, and urban sprawl. works of such modern thinkers as Hobbes, Special emphasis given to the possibilities for Locke, Rousseau, Marx, Nietzsche, and Mill. and constraints on public policy, and the capaci- POL 307 Contemporary Political Theory— ty of city governments to serve their citizens. 3 cr. hrs. In the contemporary west, constitutional liberal POL 333 Public Administration—3 cr. hrs. democracy has established itself as the only A study of public administration and the mod- legitimate form of political organization. This ern state in the American political system. The course examines contemporary theories of lib- focus of this course is on the development and eral democracy, as well as contemporary cri- context of the American administrative state, tiques made by postmodern, communitarian, bureaucratic structure, politics and processes, classical republican, feminist, conservative, and and the role played by administrative organiza- traditionalist thinkers. tions in policy implementation and governmen- POL 314 American Political Thought— tal regulation. This course also examines the 3 cr. hrs. relationship of the administrative branch to A survey of selected writings representative of other institutions of government, and it ex- American political theory from the colonial pe- plores the question of administrative account- riod to the present. This course focuses on colo- ability in a democratic society. nial and revolutionary political thought; the POL 335 American Public Policy—3 cr. hrs. theories and debates of the era of constitution A study of the public policy process in the Unit- ed States. This course analyzes the nature of COURSE DESCRIPTIONS Political Science — 235 public policy making, the process of agenda set- peace will also be considered, that is, the study of ting, and the dynamics of policy creation, adop- human rights, nonviolence, international orga- tion, implementation, and evaluation. Special nizations, and the role of the individual in world emphasis is given to domestic issues and peace. (Also listed as SJP 356.) policies to illustrate the workings of the policy POL 358 Politics of the European Union— process. (Also listed as SJP 335.) 3 cr. hrs. POL 344 Constitutional Law I: Federalism Examines European integration from a political and Separation of Powers—3 cr. hrs. and economic perspective. The course concen- This course examines the major, and often con- trates on patterns of representative institutions troversial, U.S. Supreme Court cases interpret- with special attention given to parties, elections, ing the Constitutional allocation of power and governments. Finally, the course examines between the legislative, executive, and judicial the process and institutions of European integra- branches of the national government, and be- tion. tween the national government and state gov- ernments. Comparative Politics POL 345 Constitutional Law II: Civil Liber- POL 372 Politics of Modern Europe— ties and Rights—3 cr. hrs. 3 cr. hrs. This course examines the major, and often contro- A comparative study of the major countries of versial, U.S. Supreme Court cases interpreting the Southern, Central, and Northern Europe. Insti- Constitution’s protection of our rights and free- tutions and parties, participation and represen- doms as U.S. citizens, especially, of course, as they tation in Great Britain, France, Italy, Spain, are found in the Bill of Rights and the 14th Serbia, Germany, Poland, Hungary, and Roma- Amendment. nia will be examined. POL 349 Environmental Policy—3 cr. hrs. POL 373 Politics of Latin America—3 cr. hrs. This course surveys environmental policy in This course approaches the study of Latin three parts. The course will consider how envi- American politics with a general introduction to ronmental problems arise, looking at environ- its historical background and political geogra- ment as an influence in American history and phy. In addition, the general pattern of religion how progression of natural and human circum- and society, economics, and politics will be ex- stances becomes an “environmental problem.” amined. Then, special attention will be given to It will survey environmental policies and pro- the patterns of power and politics in modern grams: the law, politics, and institutions that Mexico, Brazil, Argentina, Cuba, Nicaragua, and manage pollution nationally and natural Chile. (Also listed as SJP 373.) resources in the American West. The course POL 374 Politics of Asia—3 cr. hrs. will also look closely at a handful of environ- This course is a comparative study of the coun- mental policy issues particularly in the Colum- tries of Asia. Students will focus on issues of pol- bia River, the role of technology and its limits itics, culture, and economics from a national and control, the role of law and litigation, and and regional perspective. Cases include the the interplay of science, risk, and uncertainty in South and Central Asian countries of India, Pak- environmental policy. (Also listed as SJP 349, istan, and Afghanistan, and the Asian Pacific ENV 349.) countries of China, Vietnam, Thailand, Cambo- dia, North Korea, South Korea, Indonesia, and International Relations the Philippines. (Also listed as SJP 374.) POL 351 International Law and POL 378 States and the Market—3 cr. hrs. Organizations—3 cr. hrs. This course will examine the relationship be- Course examines the different approaches to tween politics and economics from a cross-na- economic and political cooperation and integra- tional perspective. What are the differences tion, including some select institutional exam- between a market and command economy and ples of global interdependence, such as the what are the consequences in terms of policy? European Community, the United Nations, the How does democracy, authoritarianism, or the Organization of American States, the North At- transition towards democracy affect the types of lantic Treaty Organization, the Roman Catholic economic policies adopted by particular coun- Church, and Amnesty International. (Also list- tries? Special attention will be given to the inter- ed as SJP 351.) national context within which countries develop POL 356 Building World Peace—3 cr. hrs. economic policies and political relationships. Introduces the student to the systematic study Lectures, readings, and class discussion will ad- of world peace, beginning with the causes of war dress these themes through theoretical frame- and war’s effects on communities and the envi- work and comparative cases. ronment. Negative peace will be studied, that is, diplomacy, negotiations and conflict resolution, disarmament, and international law. Positive 236 — Political Science COURSE DESCRIPTIONS POL 379 Business in a Political World— theory or on a particular political thinker or 3 cr. hrs. group of political thinkers. This course explores the relationship between POL 423 Jurisprudence and Constitutional business and politics across countries. Students Interpretation—3 cr. hrs. examine the relevance of different political This course examines the role that philosophi- regimes, institutions, and policies for business cal theories of law play in our American Consti- and industry organizations. Through historical tutional system. Topics include: the relation- and contemporary cases, the student will leave ship between law and morality, the positivism class with an understanding of the debates as vs. natural law debate, Ronald Dworkin’s “prin- well as substantial comparative knowledge about cipled” theory of Constitutional interpretation, particular economic policies and the process of Justice Scalia’s “textualism,” and Judge Richard business organization in different countries. Posner’s pragmatic-economic approach to the law. POL 391-392 Special Topics—variable credit POL 430 Ethics and Public Policy—3 cr. These courses involve special topics in different hrs. areas of political science and are offered period- This course examines the ethical dimensions of ically. some of the most hotly-debated contemporary public policy issues. These include: affirmative American Politics action, euthanasia, abortion, torture, pornogra- Prerequisite: POL 200 or permission of instructor. phy and free speech, the War on Drugs, the War POL 405 Law and the American Judiciary— on Terror, the death penalty, ethics and foreign 3 cr. hrs. policy, and environmental ethics. The role of the law in the United States. Focus on the nature of the court systems at the nation- International Relations al, state, and local level, on the nature of the Prerequisite: POL 201 or 202 or permission of in- law, on the influence and pressures which structor. shape legal doctrine, and the philosophical and POL 453 Great Powers and Their Foreign socio-economic issues which arise when analyz- Policies—3 cr. hrs. ing legal doctrines and decisions. An examination of the basic foreign policy pat- POL 415 Congress and the Legislative terns of Germany, France, Britain, Russia, Process—3 cr. hrs. Japan, China, and the U.S.A. Different ap- An analysis of the role, structure, and politics of proaches and theories for understanding the the American Congress. This course focuses on formulation of foreign policy will be analyzed. the creation, evolution, and powers of the Comparisons are made for the formulation of Unites States Congress, congressional elections, policies and the use of power. Issues of morality the relationship between legislators and con- and public policy are also addressed. stituents, the organization and workings of Con- POL 455 Foreign Policies of Latin America— gress, changes in the legislative process, and 3 cr. hrs. congressional interaction with interest groups, The nations of the Latin American region have the media, the executive branch, and the experienced dramatic changes since the 1980s. Courts. Special attention is also given to the role Dramatic pressures and heightened political of Congress in the policy process. risks are causing important shifts in the tradi- POL 419 The United States Presidency— tional foreign policies of these nations. This 3 cr. hrs. course examines the changing global forces af- An examination of the presidency in the Ameri- fecting regional integration and economic de- can political system. This course examines the velopment for Mexico, Brazil, Argentina, and founding, development, and institutionalization Chile, and the domestic responses to these for- of the presidency, the growth of presidential eign policy changes. (Also listed as SJP 455.) power, presidential selection, the role of the president in the executive branch, and the in- Comparative Politics teractions between the president, the media, Prerequisite: POL 201 or POL 202 or permission of and the other institutions of government. Atten- instructor. tion is also given to characteristics and strate- POL 470 Comparative Immigration— gies of presidential leadership and the role of 3 cr. hrs. the president in the policy process. This course explores the politics of migration and immigrant populations. National and inter- Political Theory national constraints and opportunities structure Prerequisite: POL 203 or permission of instructor. the position and status of immigrants. Class will POL 421 Seminar in Political Theory—3 cr. compare the economic, political, and social or- hrs. ganization of immigrant groups across coun- This course is an advanced seminar that will tries. Through comparative cases students focus intensely on a particular issue in political evaluate the effects of national factors such as COURSE DESCRIPTIONS Political Science/Psychology — 237 immigration policy, housing, education, and How to evaluate methods and findings. How to economic policies, and international factors like design studies relevant to a given problem. war and globalization affecting the causes and (Prerequisite: MTH 161 or permission of in- consequences of migration. structor. Also listed as SOC 214 and SW 214). POL 472 Culture, Community, and Political PSY 215 Research Methods: Analysis— Organization—3 cr. hrs. 3 cr. hrs. This course develops the theoretical and empir- Introduction to psychological and sociological ical links between culture, community, and po- research with emphasis on quantitative meth- litical organization. Students will study the ods. Topics include sampling, hypothesis test- debates and country evidence concerning cul- ing, statistical analysis, and computer usage. ture and democracy by addressing questions (Prerequisite or corequisite: PSY 214 or SOC like whether or not all countries can become 214 or permission of instructor. Also listed as democratic. Within democracies, certain com- SOC 215.) munities are much more influential than oth- PSY 310 Behavioral Neuroscience—3 cr. hrs. ers. Class will look at cases within the U.S. but Structure and function of the nervous system, also from a cross-national perspective to uncov- with implications for both normal and abnor- er systematically the connections between cul- mal development and behavior. How the func- ture, organization, and influence. tion of the brain is related to behavior. POL 490 Directed Study—credit arranged. PSY 315 Evolutionary Psychology— Individual study under the direction of a mem- 3 cr. hrs. ber of the political science department, with the In this course we will examine the evolutionary approval of the chairman. basis of human behavior and cognition. The POL 491-492 Seminars—credit arranged. ways in which natural and sexual selection POL 495-496 Workshop—credit arranged. have shaped human nature will be explored. Se- POL 497 Political Internship—1-6 cr. hrs. lected topics include evolutionary explanations Practical field experience working with legisla- of human mating systems, jealousy, interper- tive, executive, and judicial branches of govern- sonal and sexual attraction, warfare, sexual ori- ment. Internships are individually arranged entation, and cognition. A special emphasis will and may be done at the national, state, or local be placed on exploring the evolutionary basis of levels of government. Students will be required male-female differences. to supplement their field experience with ap- PSY 320 Psychology of Learning—3 cr. hrs. propriate readings arranged with the instructor A systematic study of the learning process em- prior to registration along with a required re- phasizing topical, research, and theoretical ori- search project in the area of the internship. entations. Topics covered include major Credit varies on the amount of time allocated theories of learning and memory, Pavlovian for the internship. conditioning, appetitive and aversive condition- POL 499 Senior Thesis—3-6 cr. hrs. ing, biological influences on learning, stimulus Research, study, or original work under the and cognitive control of behavior, and memory direction of a faculty mentor, leading to a schol- processes: storage, encoding, retrieval, and for- arly thesis document with a public presentation getting. (Prerequisite: PSY 214 or permission of of results. Requires approval of thesis director, instructor.) department chair, dean, and the director of the PSY 330 Cognition—3 cr. hrs. honors program, when appropriate. (Prerequi- Examines the higher mental processes of atten- sites: Senior standing; 3.0 G.P.A. in the thesis tion, learning, memory, language, concept area, or good standing in the honors program.) formation, problem solving, and reasoning. Stu- dents will participate in simulations of classic Psychology experiments in cognitive psychology. (Prerequi- Not all courses are offered annually. Contact psy- site: PSY 214 or permission of instructor.) chology faculty for the current schedule of offer- PSY 340 Sensation and Perception— ings.PSY 101 is a prerequisite for all upper division 3 cr. hrs. psychology courses. Experimental study of sensation and perception PSY 101 General Psychology—3 cr. hrs. emphasizing human visual and auditory Introduction to the principles of human behavior processes and the methods of experimental psy- and the methods used to understand behavior, chology. The student will gain laboratory expe- psychological development, and functioning. rience by participating in experiments and by PSY 214 Research Methods: Design— designing, carrying out, and writing up an origi- 3 cr. hrs. nal study. (Prerequisite: PSY 214 or permission Principles and methods of research on human of instructor.) behavior. Scientific method as an approach to PSY 350 Social Psychology—3 cr. hrs. problem identification, analysis, and solution. Psychological behavior of an individual as a member of a group; the influence of culture and 238 — Psychology COURSE DESCRIPTIONS society on attitudes, personality, and behavior; wide array of settings. Students will be required the dynamics of group interaction. (Also listed to supplement their experience with a class- as SOC 350.) room seminar. This course may be taken twice. PSY 355 Gendered Perspectives on the Limited to majors and minors. (Also listed as Body and Human Sexuality—3 cr. hrs. SOC 401-402.) Provides students with varying perspectives PSY 430 Psychology of Language—3 cr. hrs. about human sexuality and how body image, Study of the nature of language, how humans body change (i.e., disability, illness, aging) and use language, how humans learn language, the body variations fit within the context of human psychological factors in language use, and the sexuality. Students will explore the social con- neural basis of language. Students will study the struction of gender, body image, and sexuality knowledge and processes that underlie a person’s as well as the consequences that differing ability to produce and understand language. meanings of “body” and “sex” can have on indi- PSY 450 Cross Cultural Psychology— viduals in our society. Attention will be given to 3 cr. hrs. strategies of interventions with individuals who Explores relationships between cultural vari- present with sexual or body image/change is- ables and human behavior. The development of sues. (Prerequisite: PSY 101 or SOC 101. Also cross cultural psychology and research method- listed as SW 355, SOC 355.) ologies used by cross cultural researchers is ex- PSY 360 Life Span Development—3 cr. hrs. amined. Theories that reflect the cultural, Examines psychosocial aspects of human devel- social, and developmental perspectives on be- opment from birth through death. Focuses on havior are considered. major psychological, social, and cognitive topics PSY 452 Social Justice Leadership—3 cr. hrs. as relevant to the stages of the life span. This course examines leadership in social jus- PSY 365 Moral Development—3 cr. hrs. tice contexts and also serves as the capstone to Focuses on issues related to moral develop- the social justice minor program. The course ment. Using the writing of various psycholo- will address social justice from a local, national, gists, novelists, and philosophers, this course international, and global perspective. Students will address such issues as moral reasoning, will be involved in a social justice leadership meaning, and purpose. practicum during the semester. Through partic- PSY 370 Personality—3 cr. hrs. ipation, mentoring, reading, and reflection stu- Examines diverse perspectives on human per- dents will develop their leadership capacities. sonality. The focus is on asking what we know (Also listed as SJP 452, PCS 452.) when we know a person. This involves analyz- PSY 455 Health Psychology—3 cr. hrs. ing basic assumptions, postulates, and research Considers the implications of combined medical, related to major personality theories including: psychological, and pastoral care models on health trait, psychoanalytic, humanistic, cultural, bio- and recovery. Special attention given to influ- logical, and cognitive. ences in health of personality, social context, be- PSY 375 The Self—3 cr. hrs. lief and meaning, and mind-body connection. This course will examine the social self; com- PSY 460 Adolescent Development—3 cr. hrs. peting needs for uniqueness and similarity; the Explores adolescent development from a vari- meaning of self-identity and self-concept; indi- ety of psychological perspectives. Covers basic vidual coping strategies; attributional analyses; changes of adolescence, the contexts in which social influence and defining gender. (Also list- adolescents develop, and issues of psychosocial ed as SOC 375.) development. PSY 380 Abnormal Psychology—3 cr. hrs. PSY 461 Introduction to Gerontology— Examination of problem behavior, its causes, its 3 cr. hrs. treatment, and its social and legal ramifications. This course introduces the student to the field Emphasis is given to personal and societal of gerontology and the different ways in which understanding of abnormality as well as to psy- social workers and other helping professionals chological and medical considerations. are involved with the growing aging population. PSY 391-392 Seminars—credit arranged. The course examines the aging process and its PSY 400 History of Psychology—3 cr. hrs. impact upon the individual, the family, and Psychological ideas and theories from their society. Students will examine the demograph- philosophical origins to the present. Discussion ics of aging, as well as physical and psychologi- of five main schools of psychology and how cal changes associated with aging. The course they influence current thought in psychology. also will cover social, cultural, political, and PSY 401-402 Internship I and II—1 or 2 economical issues for older adults in our soci- semesters—variable credit ety. (Prerequisite: introductory course in sociol- Practical field experience working within a ogy or psychology or permission of instructor. human service organization. Internships are Also listed as SOC 461.) individually arranged and may be done in a COURSE DESCRIPTIONS Psychology/Religion — 239 PSY 463 Children, Youth, and Society— area or good standing in the honors program; 3 cr. hrs. PSY 214 and PSY 215.) This course is about child and youth develop- ment as embedded in social and cultural con- Religion texts. The particular emphasis will be on early RELI 500 Research Methods in Religious childhood through the transition into adult- Studies—1 cr. hr. hood, and on thinking about childhood and Writing and research as ways of exploring and youth as social phenomena. The course is read- learning. An orientation to techniques of ing/discussion intensive and involves a com- research and writing in religious studies, gener- munity-based learning project. (Also listed as ation of bibliography, library use, mechanics of SOC 463 and SJP 463.) academic style, research cycle and communica- PSY 464 Cultural Variations in Aging— tion tactics. (Taken on a pass/fail basis.) 3 cr. hrs. RELI 501 Studies in Old and New Testa- This course considers how culture and life ment—3 cr. hrs. experience influence and shape the aging An introduction to scholarly issues concerning process. How do different age cohorts position the historical context, history of composition, themselves in life and how does that affect the and pastoral application of the Old and New rest of society? Students gain an understanding Testament. of key issues in cultural variations in aging and RELI 502 Studies in Theology—3 cr. hrs. an ability to demonstrate this knowledge of A survey of the methods, issues, and patterns of their own lives as well as aging services. (Also questioning typical of theological inquiry. listed as SOC 464, SW 464.) RELI 503 Biblical and Theological Founda- PSY 470 Psychology of Aggression—3 cr. hrs. tions—3 cr. hrs. Major theories which account for aggressive Claiming the biblical and theological traditions behavior or violence. Emphasis given to person- in the contemporary world through critical ality, social, biological, and environmental skills in exegesis and hermeneutics. determinants of aggression and violence. (Also RELI 504 Issues of Religion and Culture— listed as SJP 470.) 3 cr. hrs. PSY 480 Clinical and Counseling Psycholo- This colloquium integrates the diverse topics of gy—3 cr. hrs. our graduate programs by addressing the inter- Review of major theories and techniques of psy- section of the Church and society. Theology as a chotherapy; issues in the contemporary prac- faithful challenge to the Church and the world. tice of psychotherapy. RELI 512 Prophets of Israel—3 cr. hrs. PSY 482 Group Counseling—3 cr. hrs. Traces the development of prophecy from pre- Introduction to group dynamics, contemporary Israelite to contemporary times. Focusing on models of group counseling, and the develop- the prophetic writings of the Hebrew and Chris- ment of group skills. tian Scriptures specifically, the course affords PSY 490 Directed Study—credit arranged. students the opportunity to explore selected Guided inquiry for superior students by biblical texts from a historical, social, cultural, arrangement with the psychology faculty. literary and theological perspective. The course PSY 491-492 Seminars—credit arranged. also invites students to assess critically selected PSY 494 Research—1-3 cr. hrs. prophetic texts from a hermeneutical prospec- Participate directly in the research process with a tive, e.g., the function and appropriateness of faculty member. Before enrolling a student must metaphorical language, images of God imbed- consult with a faculty member to define project. ded in the prophetic texts, the use of power, etc. (Prerequisites: PSY 214 and PSY 215.) Stressing the importance of the prophetic mes- PSY 498 Senior Seminar—3 cr. hrs. sage for the contemporary life, the course A capstone seminar for psychology majors de- invites reflection on the critique of selected bib- signed to help the student integrate major con- lical readings, and emphasizes the role that both temporary psychological methods, theories, the prophetic persona and prophetic imagina- and research findings. Restricted to senior psy- tion play in the process of the systemic change chology majors. (Prerequisites: PSY 214 and and personal global transformation. PSY 215.) RELI 515 Synoptic Gospels—3 cr. hrs. PSY 499 Senior Thesis—1-6 cr. hrs. It is commonly held that the first three gospels Research, study, or original work under the draw on a fund of traditions about Jesus not - direction of a faculty mentor, leading to a schol shared by the Gospel of John. For this reason arly thesis document with a public presentation Matthew, Mark, and Luke are also known as the of results. Requires approval of thesis director, “synoptic gospels”—gospels that should be “seen department chair, dean, and the director of the together.” This course explores their relation- honors program, when appropriate. (Prerequi- ship to one another and examines theories sites: Senior standing; 3.0 G.P.A. in the thesis about their creation. The course also discusses 240 — Religion/Science COURSE DESCRIPTIONS the individual theologies of these three major Such issues as anthropology, epistemology, gospels, their Jewish and Hellenistic back- hermeneutics, the political nature of education, grounds, and literary forms, such as the parable. and the centrality of the Kingdom of God for RELI 516 Johannine Literature—3 cr. hrs. Christian religious education will be systemati- The Gospel of John and the Johannine letters. cally explored. Special emphasis will be placed RELI 517 Letters of Paul—3 cr. hrs. on contemporary perspectives, especially that Paul's life and theology as reflected in his letters. of Thomas H. Groome and his approach of RELI 518 Book of Revelation and General Shared-Christian Praxis. Epistles—3 cr. hrs. RELI 558 Practicum—3 cr. hrs. How to interpret the Book of Revelation and the A field-based experience involving demonstrat- Epistle of James, Hebrew, Jude, and 1 and 2 Peter. ed competence in ministry. (Prerequisite: per- RELI 522 Christology—3 cr. hrs. mission of instructor.) An introduction to systematic reflection on the RELI 562 Liturgical and Sacramental Spiri- mystery of Jesus the Christ. The course will be tuality—3 cr. hrs. divided into three parts: Biblical Christology, The iteration of liturgical celebration, personal Classical (Patristic, Doctrinal and Medieval) spirituality, and Christian living. Christology, and Contemporary Christology. RELI 569 Liturgical Pastoral Theology— RELI 530 Theological Ethics—3 cr. hrs. 3 cr. hrs. Analysis of several contemporary Catholic ethi- An advanced course in liturgical theology cists, including Curan, O'Connell, Regan and designed to study the nature of liturgy and how McCormick, who have influenced the develop- it is experienced today in light of historical and ment of Catholic ethics. A critical examination theological tradition. Special emphasis is given of ethical issues such as natural law, human to the roots of the liturgical movement and ecu- freedom, conscience, authority and the moral menism in the 20th century and their impact on and rational capacity. contemporary worship. RELI 535 Church and Social Justice—3 cr. RELI 573 Contemporary Christian Spiritu- hrs. ality—3 cr. hrs. The issues of justice from a church perspective A contemporary exploration of human relation- as they affect society locally, nationally, and ships—self, community, world and God, internationally. through the lens of Christian spirituality. RELI 540 Contemporary Ecclesiology— 3 cr. hrs. Science Contemporary trends in the post-Vatican II In an increasingly complex and changing Church: critical issues assessed in light of world, all citizens need to develop scientific Church teaching, conciliar directions and con- understandings and the habits of mind to temporary life. thoughtfully guide its future. All courses will RELI 545 Human Development in Theolog- help students foster and develop scientific ical Perspective—3 cr. hrs. curiosity, help them to become aware of and Explores several different approaches to human open to new ideas, yet become more informed development including faith and moral develop- skeptics regarding new and unproven ideas in ment as well as the process of socialization and science as well as pseudoscience. These courses the social roots of knowledge as these influence will help students use scientific knowledge and the fields of religious education and theology. ways of thinking for personal and societal pur- RELI 550 Theology of Ministry—3 cr. hrs. poses. Theological foundations for ministry in the SCI 103 Human Biology—3 cr. hrs. church, including historical roots and contempo- An introduction to the structure and function of rary experience. Attention will be given to both the the human body with an emphasis on issues theory and practice of ministry. Skills of theologi- that impact the individual and society. cal reflection will provide the method of inquiry SCI 106 Chemistry in Context—3 cr. hrs. and direction for collaborate pastoral response. An introductory science course that applies RELI 551 Introduction to Pastoral Counsel- chemical principles to society. Relevant issues ing—3 cr. hrs are used to introduce the chemistry and the sci- Foundations of theological models, methodology, ence is set in its political, economic, social, and and practice crucial to pastoral counseling. Spe- international context. Current topics dealing cial attention given to counseling theory and with acid rain, global warming, protecting the related pastoral issues with emphasis on theo- ozone layer, etc. will be studied and discussed. logical reflections and evaluative methods. Hands-on experience will be stressed. (No pre- RELI 554 Foundations of Religious Educa- requisites.) tion—3 cr. hrs. Investigation of the philosophical and theologi- cal foundations of Christian religious education. COURSE DESCRIPTIONS Science/Social Justice — 241 SCI 109 Powerful Ideas in Physical Sci- SJP 305 Social Work: Service and Social ence—3 cr. hrs. Justice—3 cr. hrs. Major principles and concepts in physical sci- This course provides students with an introduc- ences will include measurement, motion, elec- tion to the history and development of profes- tricity, magnetics, waves, periodicity, bonding, sional social work, including basic principles kinetic theory, concentrations, and equilibrium. and values, areas of practice, and work opportu- Emphasis is on useful applications with comput- nities. The course provides an overview of gen- er and laboratory activities. (No prerequisites.) eralist practice as well as social work programs, SCI 110 Earth Systems Science—3 cr. hrs. services, and agencies and their impact on spe- This course develops a holistic view of planet cific populations. The theoretical foundations for Earth by considering global interactions work with groups, organizations, and individuals between atmosphere, hydrosphere, biosphere, will be examined with an emphasis on exploring and geosphere. An Oregon perspective is devel- the values and belief systems that affect practice oped by examining how plate tectonics, earth- in the field.(Also listed as SW 305.) quakes, and volcanoes have shaped the active SJP 312 Plains Indians History—3 cr. hrs. continental margin in the Pacific Northwest. This course will survey the major aspects of (No prerequisites.) Plains Indians culture and history from the ear- SCI 111 Natural Hazards in the Pacific liest archaeological evidence to the present day. Northwest—3 cr. hrs. Special emphasis will be given to traditional Geological catastrophes (e.g., earthquakes, mete- Plains Indian cultures and the interaction orite impacts, and flooding) are important between Plains Indians and the U.S. culture and processes in shaping the Earth. This course will government in the nineteenth and twentieth acquaint students with the scientific principles centuries. (Also listed as HST 312.) governing these catastrophes. (No prerequisites.) SJP 316 Literature and Culture of Contem- SCI 162 Introduction to Marine Science— porary Mexico—3 cr. hrs. 3 cr. hrs. This course looks at contemporary Mexican cul- Survey of biological, chemical, physical, and ture and society through the study of fictional geological principles in the study of oceanogra- works by contemporary Mexican authors. A phy. (No prerequisites.) variety of literary genres will be read, analyzed, SCI 163 Astronomy—3 cr. hrs. and discussed. Themes to be covered include Introductory study of observations and the the search for a Mexican identity, cultural varia- application of scientific principles in their inter- tions among Mexicans, gender, race, and eth- pretation. Deduction of models for the solar sys- nicity in the construction of identity, urban and tem, our local galaxy, and the visible Universe. rural views of the nation, and the impact of (No prerequisites.) globalization, migration, and transculturation in SCI 182 Environmental Science—3 cr. hrs. Mexico. (Prerequisite: SPN 301. Also listed as Survey of the principles and methods of science SPN 316.) as applied to the problems of maintenance of SJP 318 Cold War America—3 cr. hrs. environmental quality and preservation of Study of the causes and effects of the Cold War plant and animal organisms within an eco- in American domestic and foreign affairs. system. (No prerequisites.) Emphasis will be placed on social, cultural, eco- nomic, and political movements within the Social Justice United States, as well as America’s role in world SJP 200 Perspectives of Social Justice— events after World War II. (Also listed as HST 3 cr. hrs. 318.) This course introduces students to issues of SJP 320 Foundations of Education—3 cr. hrs. social justice. Through a disciplinary frame- Examines the relationship between schools and work, students explore theories and factors that the larger society and analyzes the historical underlie social integrity, economic prosperity traditions, philosophical perspectives, and and human rights. By engaging in a community- social practices that interact in American educa- based learning project, students will explore the tion. The course is designed to help students power of participation in affecting change. understand the ways in which schools affect the SJP 301 Cultural Geography—3 cr. hrs. lives of individuals and to help students value A survey of global cultures and interrelation- the diversity of the communities in which they ships between environment and culture. Focus work. This course will also focus on writing and on language, religion, migrations, and cultural other communication skills. Field experience transformation in an increasingly interdepen- required. (Also listed as ED 320.) dent world. (Also listed as GEO 301.) 242 — Social Justice COURSE DESCRIPTIONS SJP 323 African American History— SJP 351 International Law and Organiza- 3 cr. hrs. tions—3 cr. hrs. This course explores African American history Course examines the different approaches to from Reconstruction through the present. High- economic and political cooperation and integra- lighting important African American intellectu- tion, including some select institutional exam- als and other leaders, the course explores the ples of global interdependence, such as the changing nature of race in America as well as European Community, the United Nations, the the history of Civil Rights. (Also listed as HST Organization of American States, the North 323.) Atlantic Treaty Organization, the Roman SJP 325 Cultural Diversity and Cultural Catholic Church, and Amnesty International. Competence—3 cr. hrs. (Also listed as POL 351.) Course addresses the pluralistic nature of SJP 356 Building World Peace—3 cr. hrs. American society and the world through analy- Introduces the student to the systematic study ses of the social psychology of prejudice and of world peace, beginning with the causes of discrimination. Students learn to apply critical war and war’s effects on communities and the thinking to an understanding of cultural differ- environment. Negative peace will be studied, ences. The course also covers various theories that is, diplomacy, negotiations, and conflict and strategies of culturally competent social resolution, disarmament, and international law. intervention. (Also listed as SOC 325, SW 325.) Positive peace will also be considered, that is, SJP 335 American Public Policy—3 cr. hrs. the study of human rights, nonviolence, inter- A study of the public policy process in the Unit- national organizations, and the role of the indi- ed States. This course analyzes the nature of vidual in world peace. (Also listed as POL 356.) public policy making, the process of agenda set- SJP 357 Technology, Resources and Envi- ting, and the dynamics of policy creation, adop- ronment In World History—3 cr. hrs. tion, implementation, and evaluation. Special This course will examine the exploitation of emphasis is given to domestic issues and poli- natural resources in modern global society, cies to illustrate the working of the policy from the beginnings of the Industrial Revolu- process. (Also listed as POL 335.) tion to the modern day. Special emphasis is SJP 343 Europe in the Age of Dictator- placed on the intersection of technology, cul- ship—3 cr. hrs. ture, and the environment in modern life. (Also A broad study of the European continent from listed as HST 357.) 1900 to the revolutions of 1989 and their after- SJP 358 Disease and Medicine in World His- math, emphasizing the political, social, and cul- tory—3 cr. hrs. tural significance of the century’s major events. This course will examine the role disease, tech- (Also listed as HST 343.) nology, environment and culture have played SJP 346 Modern Germany—3 cr. hrs. in human history from ancient times to the 20th Study of the varying political forms of German century. Areas of particular focus will include life over the past two centuries with emphasis major epidemics, the rise of the germ theory, on the war and the Nazi dictatorship (Also listed and the intersection between economic devel- as HST 346.) opment and human health. (Also listed as HST SJP 349 Environmental Policy—3 cr. hrs. 358.) This course surveys environmental policy in SJP 365 History of the Second World War— three parts. The course will consider how envi- 3 cr. hrs. ronmental problems arise, looking at environ- Study of World War II from immediate causes to ment as an influence in American history and Cold War conclusions with a balanced treat- how progression of natural and human circum- ment of military, political, and social (Home- stances becomes an “environmental problem.” front) events and issues. (Also listed as HST 365.) It will survey environmental policies and pro- SJP 373 Politics of Latin America—3 cr. hrs. grams: the law, politics, and institutions that This course approaches the study of Latin manage pollution nationally and natural American politics with a general introduction to resources in the American West. The course its historical background and political geogra- will also look closely at a handful of environ- phy. In addition, the general pattern of religion mental policy issues particularly in the Colum- and society, economics, and politics will be ex- bia River, the role of technology and its limits amined. Then, special attention will be given to and control, the role of law and litigation, and the patterns of power and politics in modern the interplay of science, risk, and uncertainty in Mexico, Brazil, Argentina, Cuba, Nicaragua, and environmental policy. (Also listed as ENV 349, Chile. (Also listed as POL 373.) POL 349.) SJP 374 Politics of Asia—3 cr. hrs. This course is a comparative study of the coun- tries of Asia. Students will focus on issues of pol- itics, culture, and economics from a national COURSE DESCRIPTIONS Social Justice — 243 and regional perspective. Cases include the SJP 413 Socio-Political Philosophy—3 cr. hrs. South and Central Asian countries of India, Pak- Analysis of some major topics in contemporary istan, and Afghanistan, and the Asian Pacific socio-political thought, e.g., freedom, social jus- countries of China, Vietnam, Thailand, Cambo- tice and structural violence, equality, the rela- dia, North Korea, South Korea, Indonesia, and tion between rights and obligations, sovereignty, the Philippines. (Also listed as POL 374.) authority, legitimacy, and consent. (Also listed SJP 380 Empire, Colonialism and Indepen- as PHL 413.) dence: Postcolonial Literature and SJP 414 Philosophy and Feminism— Culture—3 cr. hrs. 3 cr. hrs. Historically framed survey of representative An investigation of the philosophical underpin- authors from former British Colonies in Asia, nings of various feminist theories and their im- Africa, and the Caribbean. Introduction to key plications for philosophical inquiry from De theorists of postcolonialism from Said to Spivak Beauvoir to Irigaray. (Also listed as PHL 414.) and discussion of key concepts such as imperi- SJP 416 Negotiation and Conflict Manage- alism, racism, hybridity, mimicry, decoloniza- ment—3 cr. hrs. tion, neo-colonialism, nationalism(s), and An intensive study of orientations toward man- immigration. (Also listed as ENG 380.) aging disputes and of specific processes and SJP 402 Poets, Prophets, Divas, and techniques currently in use. Course includes Divines—3 cr. hrs. consideration of both organizational and inter- This course offers students the opportunity to personal disputes and also focuses on the role of trace the development of prophecy and the the mediator. (Also listed as CST 416.) prophetic tradition as it unfolds in the biblical SJP 423 Christian Social Ethics—3 cr. hrs. text and world and in our world today. Various Contemporary American Christian thought on prophets and their writings are studied in order the nature of morality and society. An attempt to understand the person and personality of a to reveal the dynamics of faith that call us to do prophet, prophetic imagination and creativity, justice. Special consideration given to the devel- the role of religious experience, the search for opment of pacifism in American churches. divine justice and compassion. Central to the (Also listed as THE 423.) course is the study of the prophets’ vision of SJP 424 Income Inequality—3 cr. hrs. hope and transformation for all times. Students Examines the determinants of incomes in mar- are invited to explore how they can be shakers ket economies, including education, training, and movers, history-makers and hearers, and experience, hours worked, discrimination, prophetic leader of a new day. (Also listed as inheritance, unions, and government transfers. PCS 402, THE 402.) Studies causes of change in the extent of SJP 405 International Welfare: Health Sys- inequality and social impacts of inequality. tems in Mexico—3 cr. hrs. Analyzes government policies to reduce Students will spend six weeks with a Mexican inequality, including anti-poverty policies. (Pre- family while learning advanced Spanish and requisite: ECN 121 or permission of instructor. participating in health-related social service Also listed as ECN 424.) experiences in Morelia, Mexico and surround- SJP 425 Catholic Social Teaching: A Living ing villages. The focus will be on issues impact- Tradition of Thought and Action—3 cr. hrs. ing the mental, physical, and spiritual well- By examining the relationship between being of individuals and communities in Mexico Catholic social teaching and social action this and the service systems designed to address course considers the theological perspectives, these issues. (Prerequisite: Two years of col- socio-historical contexts, key principles within lege-level Spanish or equivalent required. Also this tradition such as the dignity of the human listed as SOC 405, SPN 405, SW 405.) person and the common good, approaches to SJP 411 Communication Across Barriers— moral argument and methods of social analysis 3 cr. hrs. that have shaped the Catholic tradition of Exploration of barriers to effective communica- thought and practice. (Also listed as PCS 425, tion between members of differing sexes, races, THE 425.) and generations. Consideration of causes of SJP 430 International Literature of Peace problems and effective strategies for solutions. and Justice—3 cr. hrs. (Also listed as CST 411.) The impact of language on human life, especial- SJP 412 Philosophy of Law—3 cr.hrs. ly its importance in creating and sustaining The basic philosophical principles of justice and peace or violence. Works of contemporary writ- law in the Western legal traditions: morality and ers. (Also listed as ENG 430.) law; natural and positive law; Roman law and SJP 431 Intercultural Communication— common law traditions; logic, language, and 3 cr. hrs. symbols of law; Marxian concept of law; legal ed- Course provides an introduction to the dynam- ucation. (Also listed as PHL 412.) ics of intercultural communication. Content 244 — Social Justice COURSE DESCRIPTIONS includes the importance of understanding one's SJP 458 Women, Theology, and Globaliza- own culture, the culture similarities and differ- tion—3 cr. hrs. ences in communication, relationships, and the What does globalization have to do with theolo- workplace, and the ability to adapt to various gy? What happens when the experience of cultures. (Also listed as CST 431.) women in diverse cultures becomes the starting SJP 433 Theological Implications of the point for theological reflection? We will explore Holocaust—3 cr. hrs. these questions as we study the texts of contem- Explores contemporary Christian and Jewish porary women theologians in the Christian tradi- theology reflections on the Nazi genocide cam- tion from Latin America, Africa, Asia, and varied paign to eliminate the Jews of Europe. Special contexts within North America. Through analy- emphasis on the documents of the churches sis of theological method, we will learn to recog- until now, on the Austrian and German efforts nize the principles of Liberation Theology at to cope with this part of recent history, and on work in new contexts. Ultimately, we will devel- the illumination of the development of early op the skills to critically evaluate the effects and anti-Judaism of the Christian cultures to the challenges of globalization from the perspective racist anti-semitism of the Nazis. (Salzburg only. of the Gospel in women’s experience. This Also listed as THE 433.) course invites both men and women to hear the SJP 434 Environmental Ethics—3 cr.hrs. Gospel in new contexts. (Also listed as THE 458.) An inquiry into our obligations to the nonhu- SJP 463 Children, Youth, and Society— man world and the philosophical basis of that 3 cr. hrs. obligation. (Also listed as PHL 434.) This course is about child and youth develop- SJP 435 Social Class and Inequality—3 cr. hrs. ment as embedded in social and cultural con- Examination of inequality in the distribution of texts. The particular emphasis will be on early wealth, power, and prestige. Focus will be on childhood through the transition into adult- stratification within societies and on the nature, hood, and on thinking about childhood and extent, and significance of inequality of wealth youth as social phenomena. The course is read- and power between societies. (Also listed as ing/discussion intensive and involves a com- SOC 435.) munity-based learning project. (Also listed as SJP 443 International Marketing Manage- PSY 463 and SOC 463.) ment—3 cr. hrs. SJP 466 Violence, Poverty and the Environ- Applies marketing principles to the contexts of ment—3 cr. hrs. international and global business. Topics This course is designed to engage students in a include strategies, risks, and benefits of market- critical analysis of the social phenomenon of ing across national and cultural boundaries. violence and poverty as they are influenced by Also examines consequences and ethical con- the environment. Through classroom and expe- siderations of globalization. (Prerequisite: BUS riential learning, students will have an opportu- 200. Also listed as BUS 443.) nity to thoroughly study the topic in a way that SJP 452 Social Justice Leadership will enable them to assess the societal conse- Capstone—3 cr. hrs. quences of environmental changes and their This course serves as a capstone to the social effect upon violence and poverty as well as to justice program minor. The course will address develop a sense of personal values toward the social justice from a local, national, internation- implications for equity and social justice. Stu- al, and global perspective. Students will partici- dents will also consider strategies for social pate in a social service practicum in the Port- change, social equity, and social justice as part land area. Through participation, mentoring, of this course. (Also listed as SOC 466.) reading, and reflection students will develop SJP 470 Psychology of Aggression—3 cr. hrs. their leadership capacities. (Also listed as PCS Major theories which account for aggressive 452, PSY 452.) behavior or violence. Emphasis given to person- SJP 455 Foreign Policies of Latin ality, social, biological, and environmental America—3 cr. hrs. determinants of aggression and violence. (Also The nations of the Latin American region have listed as PSY 470.) experienced dramatic changes since the 1980s. SJP 474 Hegel and 19th-Century Dramatic pressures and heightened political Philosophy—3 cr. hrs. risks are causing important shifts in the tradi- An examination of nineteenth-century philoso- tional foreign policies of these nations. This phy focusing upon the work of Hegel. The course examines the changing global forces course traces the roots of Hegelianism in Ger- affecting regional integration and economic man idealism, the British Economists, and development for Mexico, Brazil, Argentina, and romanticism and its influences on subsequent Chile, and the domestic responses to these for- involvements including Marxism, existential- eign policy changes. (Also listed as POL 455.) ism, and American pragmatism. (Also listed as PHL 474.) COURSE DESCRIPTIONS Social Justice/Social Work — 245 SJP 485 Rhetoric of Social Justice —3 cr. hrs. the problems that “undocumented workers” This class covers the rhetoric of social justice face, and conflicts between growers and the through the lens of U.S. social movements. workers. (Also listed as SOC 276.) From the founding of the United States, to aboli- SW 277 Border Plunge—1 cr. hr. tion, suffrage, labor rights, and civil rights A five-day service-immersion program in the groups of Americans have joined together to cre- U.S.-Mexico border area. Participants will meet ate messages in order to change the fabric of our with resource persons on both sides of the bor- cultural norms. We will acquaint ourselves with der to discuss issues of immigration policy, free some of the rhetorical theories, research and trade and global economic issues, U.S.-Mexican issues that deal with social movement message relations, public health, the environment, and making. These issues will include an examina- the role of the church in social change. In addi- tion of the available means and limits of rhetori- tion, students will provide service to a neigh- cal influence within the context of social move- borhood center in Mexico which supplies daily ments other topics. (Also listed as CST 485.) meals to low-income children and families. SJP 486 The Mysticism of Resistance: Glob- Course includes a pre-trip orientation, daily al Perspectives on Gender, Poverty, and reflection sessions during the program, and a Violence—3 cr. hrs. reflection paper. This program will take place This course is designed to engage students in during spring break. (Also listed as SOC 277.) critical theological reflection rooted in social SW 305 Social Work: Service and Social analysis of women’s experiences of violence Justice—3 cr. hrs. and poverty in a context of globalization. This course provides students with an introduc- Through classroom and experimental learning tion to the history and development of profes- students will come to understand the feminist sional social work, including basic principles paradigm as a model for transformation. (Also and values, areas of practice, and work opportu- listed as THEP 486, SW 486.) nities. The course provides an overview of gen- SJP 491-492 Seminar—credit arranged. eralist practice as well as social work programs, services, and agencies and their impact on spe- Social Work cific populations. The theoretical foundations Not all courses are offered annually. Contact social for work with groups, organizations, and indi- work faculty for the current two-year schedule of viduals will be examined with an emphasis on offerings. exploring the values and belief systems that SW 214 Research Methods: Design— affect practice in the field. (Prerequisite: PSY 3 cr. hrs. 101 and SOC 101 or permission of instructor. Principles and methods of research on human Also listed as SJP 305.) behavior. Scientific method as an approach to SW 313 Social Welfare Policy—3 cr. hrs. problem identification, analysis, and solution. Utilizes a focus on the history and process of How to evaluate methods and findings. How to social welfare in the United States and other design studies relevant to a given problem. countries to help the students learn how social (Prerequisite: MTH 161 or permission of welfare policy is organized and developed. Stu- instructor. Also listed as PSY 214, SOC 214.) dents also learn strategies and techniques to SW 275 Urban Plunge—1 cr. hr. analyze current policy and influence future pol- A 48-hour immersion into the inner city in icy. (Prerequisite: SW 305.) which students observe and/or work with pro- SW 325 Cultural Diversity and Cultural grams striving to meet the needs of the urban Competence—3 cr. hrs. poor. The plunge takes place on two of the first Course addresses the pluralistic nature of ten days of January prior to the beginning of American society and the world through analy- the spring semester. Three-hour workshop in ses of the social psychology of prejudice and November prior to the Plunge, two follow-up discrimination. Students learn to apply critical reflection sessions in January, and a reflection thinking to an understanding of cultural differ- paper. (Also listed as SOC 275.) ences. The course also covers various theories SW 276 Rural Plunge—1 cr. hr. and strategies of culturally competent social Five days living and working with migrant and intervention. (Prerequisite: SW 305. Also listed seasonal workers. After orientation sessions, as SOC 325, SJP 325.) students will take part in a variety of opportuni- SW 343 Human Behavior and the Social ties including refinishing some of the huts Environment—3 cr. hrs. where migrant farm workers will live, serving This course analyzes human behavior in the meals, and bringing food to people in the labor social environment from a life span develop- camps. Each evening there will be a reflection mental approach. The content of this course is session for the participants. Topics include the designed to increase the student’s potential for role and influence of the Church in this area, effective social work interventions with individ- uals, groups, families, social systems, and com- 246 — Social Work COURSE DESCRIPTIONS munities. Students will examine the effects of Also listed as SOC 405, SPN 405, SJP 405.) social structures, social policies, and cultural SW 464 Cultural Variations in Aging— patterns on individuals at all stages of life. Stu- 3 cr. hrs. dents will study the effects of poverty, gender This course considers how culture and life roles, discrimination, spirituality, and sexual experience influence and shape the aging orientation on the human growth and develop- process. How do different age cohorts position ment of individuals from childhood to old age. themselves in life and how does that affect the A systems approach is combined with an ecolog- rest of society? Students gain an understanding ical perspective to analyze social conditions and of key issues in cultural variations in aging and to identify problem areas in society. (Prerequi- an ability to demonstrate this knowledge of site: SW 305, SW 214. Also listed as SOC 343.) their own lives as well as aging services. (Also SW 355 Gendered Perspectives on the Body listed as SOC 464, PSY 464.) and Human Sexuality—3 cr. hrs. SW 480 Theory and Methods of Social Work Provides students with varying perspectives Practice I—3 cr. hrs. about human sexuality and how body image, This course provides undergraduate students body change (i.e., disability, illness, aging) and with a base for the application of social work body variations fit within the context of human theory in micro practice settings. It offers con- sexuality. Students will explore the social con- tent on generalist social work practice knowl- struction of gender, body image, and sexuality edge, values, and skills as applied to work with as well as the consequences that differing individuals, families,and groups. This practice meanings of “body” and “sex” can have on indi- course focuses on essential phases of the prob- viduals in our society. Attention will be given to lem-solving process that can be utilized with strategies of interventions with individuals who diverse populations across various practice set- present with sexual or body image/change tings. Course also focuses on social work values, issues. (Prerequisite: PSY 101 or SOC 101. Also ethics, and issues relevant to sensitive social listed as PSY 355, SOC 355.) work practice with populations-at-risk. Social SW 386 Interviewing and Counseling— work majors only. (Prerequisites: All SW courses 3 cr. hrs. (except 482 and 483) all lower division Universi- The purpose of this course is to learn interview- ty and CAS requirements. Corequisite: SW 482.) ing and counseling skills that are fundamental SW 481 Theory and Methods of Social Work to effective social work practice and to other Practice II—3 cr. hrs. helping professions. Upon completion of this This course provides undergraduate students course, students will understand basic theories, with a base for the application of social work concepts, and skills behind relationship build- theory in macro practice settings. It offers con- ing, active listening, and the interviewing tent on generalist social work practice knowl- process. Students will understand how issues of edge, values, and skills as applied to work with diversity affect the helping relationship and will groups, organizations, communities, and soci- be able to apply this knowledge to affect change eties. This practice course focuses on essential with various populations, problems, and set- phases of the problem-solving process that can tings. (Prerequisite: SW 305, SW 214 or permis- be utilized with diverse populations across vari- sion of instructor.) Fee: $25. ous practice settings. Course also focuses on SW 391-392 Seminars—credit arranged. social work values, ethics, and issues relevant SW 401-402 Internship 1 and II—3 cr. hrs. to sensitive social work practice with popula- Practical field experience working within a tions-at-risk. Social work majors only. (Prereq- human service organization. Internships are uisites: All SW courses (except 482 and 483) all individually arranged and may be done in a lower division University and CAS require- wide array of settings. Students will be required ments. Corequisite: SW 483.) to supplement their experience with a class- SW 482 Social Work Practicum I—6 cr. hrs. room seminar. Social work majors may only Intensive supervised field experience in select- take one semester of this course. ed social work agencies. Students spend 16 SW 405 International Welfare: Health Sys- hours per week in the field. Social work majors tems in Mexico—3 cr. hrs. only. (Prerequisite: All SW courses except 480 Students spend six weeks with a Mexican fami- and 481; all lower-division University and CAS ly while learning advanced Spanish and partici- requirements. Corequisite: SW 480.) pating in a health-related social service course SW 483 Social Work Practicum II—6 cr. hrs. in Morelia, Mexico. The focus is on issues Intensive supervised field experience in select- impacting the mental, physical, and spiritual ed social work agencies. Students spend 16 well-being of individuals and communities in hours per week in the field. Social work majors Mexico and the service systems designed to only. (Prerequisites: All SW courses except 480 address these issues. (Prerequisite: Two years and 481; all lower-division University and CAS of college-level Spanish or equivalent required. requirements. Corequisite: SW 481.) COURSE DESCRIPTIONS Social Work/Sociology — 247 SW 486 The Mysticism of Resistance: Glob- the spring semester. Three-hour workshop in al Perspectives on Gender, Poverty, and November prior to the Plunge, two follow-up Violence—3 cr. hrs. reflection sessions in January, and a reflection This course is designed to engage students in paper. (Also listed as SW 275.) critical theological reflection rooted in social SOC 276 Rural Plunge—1 cr. hr. analysis of women’s experiences of violence Five days living and working with migrant and and poverty in a context of globalization. seasonal workers. After orientation sessions, Through classroom and experimental learning students will take part in a variety of opportuni- students will come to understand the feminist ties including refinishing some of the huts paradigm as a model for transformation. (Also where migrant farm workers will live, serving listed as PCS 486, THEP 486, SJP 486.) meals, and bringing food to people in the labor SW 490 Directed Study—credit arranged. camps. Each evening there will be a reflection SW 491-492 Seminars—credit arranged. session for the participants. Topics include the SW 494 Research—1-3 cr. hrs. role and influence of the Church in this area, Participate directly in the research process with the problems that “undocumented workers” a faculty member. Before enrolling a student face, and conflicts between growers and the must consult with a faculty member to define workers. (Also listed as SW 276.) the project. SOC 277 Border Plunge—1 cr. hr. SW 499 Senior Thesis—3-6 cr. hrs. A five-day service-immersion program in the Research, study, or original work under the U.S.-Mexico border area. Participants will meet direction of a faculty mentor, leading to a schol- with resource persons on both sides of the bor- arly thesis document with a public presentation der to discuss issues of immigration policy, free of results. Requires approval of thesis director, trade and global economic issues, U.S.-Mexican department chair, dean, and the director of the relations, public health, the environment, and honors program, when appropriate. (Prerequi- the role of the church in social change. In addi- sites: Senior standing; 3.0 G.P.A. in the thesis tion, students will provide service to a neighbor- area, or good standing in the honors program.) hood center in Mexico which supplies daily meals to low-income children and families. Sociology Course includes a pre-trip orientation, daily Not all courses are offered annually. Contact soci- reflection sessions during the program, and a ology faculty for the current two-year schedule of reflection paper. This program will take place offerings. SOC 101 is a prerequisite for all upper during spring break.(Also listed as SW 277.) division sociology courses. SOC 301 Social Problems—3 cr. hrs. SOC 101 Introduction to Sociology—3 cr. hrs. Introduction to the major social problems of An introduction to the theories, scientific meth- contemporary society, their nature, causes, and ods, and basic findings of sociology concerning possible solutions; theories of deviancy. group behavior, society, culture, social institu- SOC 305 Sociology of Crime and Justice— tions, and social change. 3 cr. hrs. SOC 214 Research Methods: Design— A systematic and in-depth review of criminal 3 cr. hrs. justice in America from a sociological perspec- Principles and methods of research on human tive. Course evaluates the historical develop- behavior. Scientific method as an approach to ment of policing, the judiciary, and corrections, problem identification, analysis, and solution. and examines the culture and organizations of How to evaluate methods and findings. How to criminal justice institutions. Significant atten- design studies relevant to a given problem. tion is paid to examining public policy issues in (Prerequisite: MTH 161 or permission of criminal justice. instructor. Also listed as PSY 214, SW 214.) SOC 310 General Anthropology—3 cr. hrs. SOC 215 Research Methods: Analysis— Views the variety of lifestyles and belief sys- 3 cr. hrs. tems with which humans live and have lived. Introduction to psychological and sociological SOC 325 Cultural Diversity and Cultural research with emphasis on quantitative meth- Competence—3 cr. hrs. ods. Topics include sampling, hypothesis test- Course addresses the pluralistic nature of ing, statistical analysis, and computer usage. American society and the world through analy- (Prerequisite or corequisite: SOC or PSY 214 or ses of the social psychology of prejudice and permission of instructor. Also listed as PSY 215.) discrimination. Students learn to apply critical SOC 275 Urban Plunge—1 cr. hr. thinking to an understanding of cultural differ- A 48-hour immersion into the inner city in ences. The course also covers various theories which students observe and/or work with pro- and strategies of culturally competent social grams striving to meet the needs of the urban intervention. (Also listed as SJP 325, SW 325.) poor. The plunge takes place on two of the first ten days of January prior to the beginning of 248 — Sociology COURSE DESCRIPTIONS SOC 343 Human Behavior and the Social SOC 401-402 Internship I and II—1 or 2 Environment—3 cr. hrs. semesters—variable credit This course analyzes human behavior in the Practical field experience working within a social environment from a life span develop- human service organization. Internships are mental approach. The content of this course is individually arranged and may be done in a designed to increase the student’s potential for wide array of settings. Students will be required effective social work interventions with individ- to supplement their experience with a class- uals, groups, families, social systems, and com- room seminar. This course may be taken twice. munities. Students will examine the effects of Limited to majors and minors. (Also listed as social structures, social policies, and cultural PSY 401-402.) patterns on individuals at all stages of life. Stu- SOC 405 International Welfare: Health Sys- dents will study the effects of poverty, gender tems in Mexico—3 cr. hrs. roles, discrimination, spirituality, and sexual Students will spend six weeks with a Mexican orientation on the human growth and develop- family while learning advanced Spanish and ment of individuals from childhood to old age. participating in health-related social service A systems approach is combined with an eco- experiences in Morelia, Mexico and surround- logical perspective to analyze social conditions ing villages. The focus will be on issues impact- and to identify problem areas in society. (Also ing the mental, physical, and spiritual well- listed as SW 343.) being of individuals and communities in Mexico SOC 350 Social Psychology—3 cr. hrs. and the service systems designed to address Psychological behavior of an individual as a these issues. (Prerequisite: Two years of col- member of a group; the influence of culture and lege-level Spanish or equivalent required. Also society on attitudes, personality, and behavior; listed as SJP 405, SPN 405, SW 405.) the dynamics of group interaction. (Also listed SOC 408 Juvenile Delinquency—3 cr. hrs. as PSY 350.) Analysis of theories and research concerning SOC 355 Gendered Perspectives on the the nature, extent, course, and control of delin- Body and Human Sexuality—3 cr. hrs. quent behavior. (Prerequisite: SOC 214.) Provides students with varying perspectives SOC 410 Sociology of Corrections—3 cr. hrs. about human sexuality and how body image, Overview of the correctional process demon- body change (i.e., disability, illness, aging) and strated through the use of an actual case record. body variations fit within the context of human Highlights the role and function of law enforce- sexuality. Students will explore the social con- ment, legal services, and the court. Stresses the struction of gender, body image, and sexuality rehabilitation function of correctional institu- as well as the consequences that differing tions and probation and parole. meanings of “body” and “sex” can have on indi- SOC 422 Sociology of Gender—3 cr. hrs. viduals in our society. Attention will be given to Examination of historical and recent changes strategies of interventions with individuals who and role expectations for men and women. present with sexual or body image/change is- Included is an analysis of real vs. perceived dif- sues. (Prerequisite: PSY 101 or SOC 101. Also ferences and biological vs. socially induced dif- listed as SW 355, PSY 355.) ferences. Discussion focuses on the conse- SOC 360 Criminology—3 cr. hrs. quences of gender roles and work and family Criminology is the body of knowledge regarding including responses to changing gender roles. delinquency and crime as social phenomena. SOC 423 Sociology of Sport—3 cr. hrs. Includes the development of a body of general Examines the significance, from a sociological and verified principles and of other types of perspective, of the growing interest and partici- knowledge regarding process of law, crime, and pation in sports activities in the U.S. and around reaction to crime. Focus is on the adult offender. the world. The history of the growth of sport, SOC 375 The Self—3 cr. hrs. the influence of sports play in the socialization This course will examine the social self; com- of children, and the tie between the American peting needs for uniqueness and similarity; the education system and sports will all be exam- meaning of self-identity and self-concept; indi- ined. Issues regarding sports participation and vidual coping strategies; attributional analyses; race, class, and gender will also be considered. social influence and defining gender. (Also list- SOC 434 Urban Society—3 cr. hrs. ed as PSY 375.) Topics include the origin and development of SOC 380 Sociological Theory—3 cr. hrs. cities; the social-psychological consequences of Comprehensive study of sociological theories living in the urban environment; the social from the late nineteenth century to the present; problems associated with urbanization in both the relationship between theory and research. industrial and third world cities; and the future Required of majors in sociology. of cities. SOC 391-392 Seminars—credit arranged. COURSE DESCRIPTIONS Sociology — 249 SOC 435 Social Class and Inequality—3 cr. hrs. SOC 464 Cultural Variations in Aging— Examination of inequality in the distribution of 3 cr. hrs. wealth, power, and prestige. Focus will be on This course considers how culture and life stratification within societies and on the nature, experience influence and shape the aging extent, and significance of inequality of wealth process. How do different age cohorts position and power between societies. (Also listed as SJP themselves in life and how does that affect the 435.) rest of society? Students gain an understanding SOC 436 Race and Ethnic Relations— of key issues in cultural variations in aging and 3 cr. hrs. an ability to demonstrate this knowledge of This course introduces students to basic con- their own lives as well as aging services. (Also cepts and terms surrounding race relations listed as SW 464, PSY 464.) from a sociological perspective. In addition, stu- SOC 465 Violence and the Individual— dents will engage in lectures, essays, and exams 3 cr. hrs. that focus on race relations in the U.S., includ- This course investigates the phenomenon of ing how race intersects with class and gender, violence as it affects individuals. Students will interpersonal relationships, pop culture, crime learn about theories of the motivation and and justice, and the environment. impact of violence in America. Individual, SOC 444 Sociology of Deviant Behavior— structural, and cultural aspects of violence are 3 cr. hrs. presented in an analytic framework. Study of behavior which differs from cultural SOC 466 Violence, Poverty, and the Envi- expectations. This course is concerned with ronment—3 cr. hrs. social deviance and will consider the history of This course is designed to engage students in a the concept of deviance, the legal aspects, social critical analysis of the social phenomenon of aspects, deviant subcultures, self images, social violence and poverty as they are influenced by organization, causes of deviance, and strategies the environment. Through classroom and expe- for response. riential learning, students will have an opportu- SOC 446-447 Criminal Justice Practicum I- nity to thoroughly study the topic in a way that II—2 sems., 6 cr. hrs. will enable them to assess the societal conse- Supervised in-service experience in some quences of environmental changes and their aspect of the criminal justice system. This effect upon violence and poverty as well as to might include work in corrections, police activi- develop a sense of personal values toward the ties, court room procedures, or legislative implications for equity and social justice. Stu- internship. Criminal justice track students only. dents will also consider strategies for social SOC 461 Introduction to Gerontology— change, social equity, and social justice as part 3 cr. hrs. of this course. (Also listed as SJP 466.) This course introduces the student to the field SOC 481 Marriage: Social and Ethical of gerontology and the different ways in which Dimensions—3 cr. hrs. social workers and other helping professionals An inquiry into the theological, philosophical, are involved with the growing aging population. psychological, and social aspects of marriage, The course examines the aging process and its with specific emphasis on commitment and the impact upon the individual, the family, and bond of love. The moral problems of abortion, society. Students will examine the demograph- divorce, and homosexuality in the modern con- ics of aging, as well as physical and psychologi- text will be addressed. (Also listed as THEP 481.) cal changes associated with aging. The course SOC 490 Directed Study—credit arranged. also will cover social, cultural, political, and Guided inquiry for superior students by special economical issues for older adults in our soci- arrangement with the sociology faculty. ety. (Also listed as PSY 461.) SOC 491-492 Seminars—credit arranged. SOC 463 Children, Youth, and Society— SOC 493-494 Research—1-3 cr. hrs. 3 cr. hrs. Participate directly in the research process with This course is about child and youth develop- a faculty member. Before enrolling, a student ment as embedded in social and cultural con- must consult with a faculty member to define texts. The particular emphasis will be on early the project. childhood through the transition into adult- SOC 498 Senior Project Seminar—3 cr. hrs. hood, and on thinking about childhood and Advanced analysis, integration, application, and youth as social phenomena. The course is read- criticism of the field of sociology. Students will ing/discussion intensive and involves a com- complete a senior project. Sociology majors munity-based learning project. (Also listed as only. (Prerequisites: SOC 214 and SOC 380, or PSY 463 and SJP 463.) permission of instructor.) SOC 499 Senior Thesis—1-6 cr. hrs. Research, study, or original work under the direction of a faculty mentor, leading to a schol- 250 — Sociology/Spanish COURSE DESCRIPTIONS arly thesis document with a public presentation nity to converse in Spanish and an introduction of results. Requires approval of thesis director, to the literature of Spain and Latin America. and department chair. (Prerequisites: Senior SPN 290 Directed Study—credit arranged. standing; 3.0 G.P.A. in the thesis area, or good SPN 301 Advanced Spanish Composition standing in the honors program, SOC 214, and and Culture—3 cr. hrs. SOC 380.) Extensive review of Spanish grammar with direct application to writing activities. Frequent Spanish writing assignments based on articles and mate- SPN 101-102 Elementary Spanish— rials related to cultural issues and events. 2 sems., 6 cr. hrs. SPN 302 Advanced Spanish Conversation Basic essentials of the language with an empha- and Culture—3 cr. hrs. sis upon the audio-lingual skills, reading, and Analysis and discussion of issues related to writing. Language laboratory is used in the Spanish and Latin American cultures. Small acquisition of these fundamental skills. Stu- group discussions, class presentations, and writ- dents with more than 2 years of high school ing activities that examine cultural issues and Spanish are not permitted to take SPN 101. situations. (Note: SPN 102 is a continuation of SPN 101. Pre- SPN 303 Introduction to Literary and Film requisite for SPN 102: SPN 101 or equivalent.) Analysis—3 cr. hrs. SPN 105 Accelerated Beginning Spanish— This course introduces advanced students in 6 cr. hrs. Spanish to the terminology, methods, and This course is designed for students who must approaches to studying literary genres and film complete the language requirement and who from Spain and Latin America. Students will have not taken Spanish before or have complet- read literary texts and view films, keeping in ed 2 years of high school Spanish. This course mind the creative tools and structures writers will provide a comprehensive overview of the and film directors employ to create their liter- material taught in the first year of Spanish (SPN ary and visual works. Class time will be used to 101-102). Students will practice verb conjuga- examine and discuss the creative techniques tions and usage, gain proficiency skills and used in literary and cinema works assigned for learn key grammatical concepts. homework. Students will come to understand SPN 201-202 Intermediate Spanish— and appreciate artistic expression in the works 2 sems., 6 cr. hrs. of Spanish-speaking writers and film directors The purpose of these courses is to prepare stu- of Spain and Latin America. dents to use Spanish at an intermediate to SPN 304 Survey of Spanish Literature— advanced level and especially to discuss more 3 cr. hrs. intellectual topics. This preparation gives the Introduction to modern literature of Spain student the confidence and skills to use Spanish including poetry, prose, fiction, short stories, in a variety of social contexts, and provides a and plays. Introductory work in literary analy- bridge experience to upper-division course work sis and interpretation. Lectures and films on the in Spanish. Objectives are to increase oral profi- art, history, politics, and culture of Spain to con- ciency, improve reading and writing skills, and textualize the readings and trace the major to increase knowledge and awareness of the artistic and social trends that have shaped mod- geography and cultures of the Spanish-speaking ern Spanish literature. SPN 305 Spanish For Business Purposes— world through cultural readings, short stories, 3 cr. hrs. and class lectures and discussions. (Please note: Introduction to the vocabulary and business eti- SPN 202 is a continuation of SPN 201. Prerequi- quette of Spanish-speaking countries. Practice site for SPN 202: SPN 201 or equivalent.) *SPN 205 Accelerated Intermediate Spanish— with writing reports and letters in Spanish, and 6 cr. hrs. discussion of social and cultural issues related Course will offer students an opportunity to to business practices. immerse themselves in the Spanish language SPN 306 Advanced Spanish Grammar— and strengthen their linguistic skills. Follows 3 cr. hrs. SPN 102 and will build on the concepts covered Intense review of Spanish grammar which will at the introductory level. This intensive class benefit those who have a high proficiency in the substitutes for SPN 201-202, thus making it pos- language and need a thorough review of con- sible to complete the language requirement in cepts in order to enhance writing, reading, oral, the B.A. core curriculum. For those students and speaking skills. Of special benefit to educa- who are interested in advancing to literature tion majors who seek a Spanish endorsement and culture classes, this class will offer a thor- and will be teaching the language at the ele- ough review of grammar concepts, an opportu- mentary or secondary level.

*Course offered Summer Session only. COURSE DESCRIPTIONS Spanish — 251 SPN 315 Survey of Latin-American assignments. Literature and Civilization—3 cr. hrs. SPN 408 Golden Age of Spanish Litera- An introduction to the literatures and cultures ture—3 cr. hrs. of Latin America from pre-Columbian times to Literary, social, and political study of Spanish the present. Students will read a variety of works literature and culture during Renaissance and from different periods, regions, and genres, and Baroque periods, analyzing representative discuss them in class in the context of the his- works of prose, poetry, and theatre. torical moment in which they were produced. SPN 410 Individual and Society in Modern SPN 316 Literature and Culture of Contem- Spanish Literature—3 cr. hrs. porary Mexico—3 cr. hrs. The individual’s struggle for rights against the This course looks at contemporary Mexican cul- reassertion of traditional social mores reflects ture and society through the study of fictional Spain’s turbulent political history and is a con- works by contemporary Mexican authors. A vari- stant tension in Spanish literature over the past ety of literary genres will be read, analyzed, and two hundred years. After the firm establishment discussed. Themes to be covered include the of democracy in 1982, the individual forms new search for a Mexican identity, cultural variations identities and Spain as a whole reinvents itself. among Mexicans, gender, race, and ethnicity in Read and analyze canonical works from Roman- the construction of identity, urban and rural ticism, Modernism, Social Realism, and Post- views of the nation, and the impact of globaliza- modernism, and view artistic films, with focus tion, migration, and transculturation in Mexico. on topics such as male honor, religious belief, (Prerequisite: SPN 301. Also listed as SJP 316.) gender and culture, political identity, social and SPN 380 Spanish for the Medical and Social economic marginalization, and fragmentation of Services Professions—3 cr. hrs. self. Course is designed for students in professional SPN 412 Present Day Spanish Literature— programs who need a thorough review of Span- 3 cr. hrs. ish language skills complemented with specific A survey of contemporary authors with special vocabulary, expressions, and cultural issues as focus on Spain’s literary production during the related to medical (including nursing, pre-med, last decade to gain insights into Spanish culture and dentistry) and social services professions. today. Readings in fiction, poetry, and theatre, SPN 382 Mexican Customs and Traditions— as well as nonfiction to examine the social, 3 cr. hrs. political, and historical trends which have History and culture are expressed by Mexican defined Spain since 1975. individuals and perceived by foreigners through SPN 416 Contemporary Latin American customs and traditions. The goal of this course Novel—3 cr. hrs. is to enable students to understand the impor- Examines the development of Latin American tance and value that Mexicans place on their novel in the twentieth century with emphasis social activities and public festivities. Mexican on the process of literary innovation that led to customs and traditions with the values behind the emergence of the “New Latin American them are contrasted and compared with those Narrative” associated with magical realism and that are typical of the U.S. society. Guided tours the “Boom,” the resurgence of the historical to relevant historical sites supplement the novel, and the latest postmodern narratives. materials studied in class. (Morelia, Mexico. SPN 421 Advanced Latin American Culture Prerequisite: SPN 202.) and Civilization—3 cr. hrs. SPN 405 International Welfare: Health Sys- Through the study of different representations tems in Mexico—3 cr. hrs. such as literature, painting, popular art, film, Students will spend six weeks with a Mexican and music, the class addresses questions of cul- family while learning advanced Spanish and tural unity and national identity; ethnic and participating in health-related social service racial heritage and diversity; social and cultural experiences in Morelia, Mexico and surround- institutions, struggle for social change and the ing villages. The focus will be on issues impact- controversial role of the United States in the ing the mental, physical, and spiritual well- politics of Latin America. By focusing on differ- being of individuals and communities in Mexico ent regions and historical periods, the course and the service systems designed to address will aim to show a picture of the complex and these issues. (Prerequisite: Two years of col- diverse reality of the Latin American world and lege-level Spanish or equivalent required. Also its challenges for the future. listed as SJP 405, SOC 405, SW 405.) SPN 422 Hispanic Women Writers—3 cr. hrs. SPN 407 Don Quixote—3 cr. hrs. This course will examine the writings of Literary analysis of Cervantes’s great master- women authors from Spain and Latin America, piece. Primary readings from the text comple- from the Renaissance to the present day. Differ- mented with secondary sources. Small group ent genres will be read, analyzed, and discussed discussions, class presentations, and written during the semester. 252 — Spanish/Theology COURSE DESCRIPTIONS SPN 424 Latin American Short Story— SPN 497 Spanish Internship—1-3 cr. hrs. 3 cr. hrs. Academic internships are available for qualified This course will examine the contributions of students (3.0 G.P.A.; 3.25 G.P.A. in Spanish). well-known authors of Latin America to the Internships provide Spanish majors with job short story. Various works will be read, dis- experience pertinent to the study of Spanish. cussed, and analyzed. The internship may be taken for one to three SPN 480 Medical Translation and Interpre- credit hours, and the credit can apply to the tation I—3 cr. hrs. Spanish major. This course offers training in oral interpretation SPN 499 Senior Thesis—3-6 cr. hrs. between health care providers and patients, as Research, study, or original work under the well as in written translation of medical texts. direction of a faculty mentor, leading to a schol- In addition, students will be exposed to the lin- arly thesis document with a public presentation guistic and cultural background of Spanish- of results. Requires approval of thesis director, speaking communities in the USA in order to department chair, dean, and the director of the better understand their health and social prob- honors program, when appropriate. (Prerequi- lems. sites: Senior standing; 3.0 G.P.A. in the thesis SPN 481 Professional Translation and Inter- area, or good standing in the honors program.) pretation I—3 cr. hrs. This course is an introduction to translation the- Theology ories and a practical, “hands-on” training in THE 101 An Introduction to Religion and (oral) interpretation and (written) translation in Theology—3 cr. hrs. various professional fields: social work, bank- Study of the basic characteristics of religion and ing/finance, legal/business. Additionally, it will theology as exemplified in major religions of the expose students to the linguistic and cultural world. The intent is not to compare religions but aspects of different documents and communica- to understand and appreciate religion in the tion values in both English and Spanish-speak- experience of many cultures and civilizations. ing communities. THE 205 Biblical Tradition and Culture— SPN 482 Cultural Perspectives of Modern 3 cr. hrs. Spain—3 cr. hrs. Offers students the opportunity to deepen their This course provides a comprehensive view of knowledge of the sources and applications of Post-Franco Spain. Readings will include liter- the defining documents of the biblical ary, social, political, and cultural texts. Class tradition—the Old and New Testaments. discussions and essays will focus on the signifi- Through theological study of these sources, stu- cant transformation that Spain has experienced dents will learn how the sources have con- since the end of the dictatorship. tributed to the shaping of our world culturally SPN 484 Hispanic Issues in Cinema— and historically. Students will also be given the 3 cr. hrs. opportunity to learn how to read and interpret This course introduces students to the major biblical literature in its own and in present-day directors of Latin America and Spain and exam- contexts, and thus be able to retrieve from the ines the various cultural and/or national issues biblical sources what is pertinent to the shaping that these artists explore in their films. The of our culture and communal lives today. (Pre- course introduces basic tools of analysis neces- requisite: THE 101.) sary for studying films. Once students acquire rudimentary skills to understand the technical Upper-Division Electives Prerequisite: THE aspects of film, they will view a number of dif- 101 and THE 205 must be successfully completed ferent Spanish language films that present cur- before taking upper-division theology electives. rent issues that relate to various Spanish-speak- THE 347 Theological Reflection—1 cr. hr. ing countries. Time will also be spent on view- Students will have opportunities to receive ing films that explore Hispanic issues from the input from experts in a variety of disciplines. perspective of German, North American, and Evenings of theological reflection will have the English directors. experience of these disciplines as their starting SPN 485 The Three Cultures of Medieval point, as students use their personal experience Spain—3 cr. hrs. of service, prayer, and study to reflect in a per- This course examines the medieval period in sonal way on the issues. The ensuing critical Spain when Jews, Muslims, and Christians active- reflection and dialogue will take place against ly participated in the political, economic, and cul- the background of a shared tradition of faith. tural affairs of the Iberian Peninsula. Students (Restricted to members of the Faith and Leader- will read literary and historic texts, discuss mater- ship House.) ial in class, and complete essays and exams. SPN 490 Directed Study—credit arranged. SPN 491-492 Seminars—credit arranged. COURSE DESCRIPTIONS Theology — 253 Bible THE 415 Ancient Views on Marriage, THE 402 Poets, Prophets, Divas, and Divorce, and Sexuality—3 cr. hrs. Divines—3 cr. hrs. During the first century of Christianity, the This course offers students the opportunity to Roman Empire was a complex marketplace of trace the development of prophecy and the ideas on sexual morality. It is out of this bewil- prophetic tradition as it unfolds in the biblical dering mixture of Roman, Greek, Jewish, and text and world and in our world today. Various Christian perspectives that the Church’s first prophets and their writings are studied in order to statements on marriage, divorce, and sexuality understand the person and personality of a arose—statements that would shape western prophet, prophetic imagination and creativity, the society for centuries to come. This course role of religious experience, the search for divine explores the roots, the development, and the justice and compassion. Central to the course is legacy of early Christian theology on sexual the study of the prophets’ vision of hope and practices and gender relations. It covers such transformation for all times. Students are invited matters as polygamy, serial marriage, prostitu- to explore how they can be shakers and movers, tion, concubines, sexual immorality, the role history-makers and hearers, and prophetic leader and authority of women in religion, virginity, of a new day. (Also listed as PCS 402, SJP 402.) and celibacy. THE 404 Sages and Singers, Songwriters THE 416 The Second Coming of Christ, in and Storytellers—3 cr. hrs. the New Testament and Beyond—3 cr. hrs. This course offers students the opportunity to Many of Jesus’ followers expected him to return study the wisdom writings of ancient biblical within fifty years after his death. At this “second and contemporary gurus to discover how wis- coming” Jesus would banish evil, mete out pun- dom is a gift that can be received from God, cre- ishment and reward, and transform God’s aging ation, and daily interaction in human life and creation into the glorious Kingdom of Heaven. affairs. The course invites personal and group We find these ideas throughout the New Testa- reflection aimed at the celebration of life and ment—in the Gospels, in the Epistles, and espe- the exploration of contemporary situations in cially in the book of Revelation. This course need of wise decision-making. examines the Jewish roots of Christian “apoca- THE 407 Theology and Controversy in the lyptic” theology, and discusses the ethical impli- Letters of Paul—3 cr. hrs. cations of living in an “end time” community, Within twenty five years of Jesus’ death, Chris- both then and now. Aside from writings in the tianity had spread throughout the Roman New Testament, attention will be given to the Empire. A Jewish convert, Paul of Tarsus (St. Old Testament book of Daniel, the Dead Sea Paul), was responsible for founding many of Scrolls, and modern apocalyptic movements. these new churches. Serving as both missionary THE 417 Trickery, Gender, Power, and Pol- and theologian, he articulated for the first time itics in The Bible—3 cr. hrs. many of Christianity’s basic beliefs and The course offers students the opportunity to presided over some of Christianity’s earliest explore questions and issues around gender as theological controversies. In his wake, Paul left presented in the biblical text. Content focuses on behind a series of letters to his churches. In this the historical and cultural background of women course we will examine his letters as a way of and men in biblical times, and how those cultur- gaining access to the concerns, the theology, al attitudes have influenced culture, decisions, and the growing pains of some of the very first and worldviews down through the ages. Students Christians on record. are invited to participate in critical theological THE 412 Jesus’ Ministry in the Gospels—3 reflection of selected text to discover how these cr. hrs. texts speak to life today and how some texts need Christianity, the world’s largest religion, began to be re-appropriated in light of ongoing transfor- with the ministry of Jesus of Nazareth. Our mation that leads ultimately to life and liberation most important sources of information on not only for women but for all people, regardless Jesus’ ministry are the first four writings of the of gender, race, or class. New Testament, the Gospels. This course THE 419 Biblical Spirituality: Saints and examines the theology and history contained in Sinners on a Journey With God—3 cr. hrs. the gospels for the purpose of gaining a better What does it mean to be “holy?” Who are “holy understanding of who Jesus was and how his people?” What is meant by the sacredness of all message was received and developed by the creation? Do sinners go to Heaven? Are there early church. Note: This course will focus pri- any saints among us today? How does God talk marily on Matthew, Mark, and Luke (the “syn- to people today? These and other questions are optic gospels”) or on John in alternating semes- explored in the context of the Jewish and Chris- ters. tian scriptures, and in lives of various biblical characters. Students are invited to walk in the company of saints and sinners as they reflect on 254 — Theology COURSE DESCRIPTIONS such themes as revelation, the “spirit,” creation, cists such as Callicott, Hargrove, and Rolston; identity and the search for self, the heart, com- 3) The course will explore the impact environ- passion, sacred spaces and sacred places, the mental ethics has had on Christian ethical role of dreams in divine self-communication, reflection and propose a foundation for Christ- prayer, and a contemplative, mystical under- ian environmental responsibility. standing toward life. THE 428 Ecology in Theological Perspec- tive—3 cr. hrs. Theological Ethics Explores contemporary Christian theology and THE 420 Christian Personal Values— its response to environmental and ecological 3 cr. hrs. issues. The course will investigate the nature of The ethical question, “who is the good person?”, our current ecological crisis and the emerging is founded on the premise that being a Christian theological insights by Christians deeply con- makes one a certain type of person with certain cerned about our global environment. Special values. An historical study of various philosoph- emphasis will be given to the God-world relation- ical and theological descriptions of the nature of ship, biblical and ethical considerations, as well the good person. as ecological issues germane to the Northwest. THE 422 Modern Catholic Ethics—3 cr. hrs. THE 433 Theological Implications of the Analysis of several contemporary Catholic ethi- Holocaust—3 cr. hrs. cists, including Curran, O’Connell, Regan, and Explores contemporary Christian and Jewish McCormick, who have influenced the develop- theology reflections on the Nazi genocide cam- ment of Catholic ethics. A critical examination paign to eliminate the Jews of Europe. Special of natural law, human freedom, conscience, emphasis on the documents of the churches authority, and the moral and rational capacity. until now, on the Austrian and German efforts (Also listed as PCS 422.) to cope with this part of recent history, and on THE 423 Christian Social Ethics—3 cr. hrs. the illumination of the development of early Contemporary American Christian thought on anti-Judaism of the Christian cultures to the the nature of morality and society. An attempt racist anti-Semitism of the Nazis. (Salzburg only. to reveal the dynamics of faith that calls us to do Also listed as SJP 433.) justice. Special consideration given to the devel- opment of pacifism in American churches. Liturgy (Also listed as SJP 423.) THE 435 Theology of Christian Worship— THE 425 Catholic Social Teaching: A Living 3 cr. hrs. Tradition of Thought and Action—3 cr. hrs. Exploration of liturgy as Christian worship, con- By examining the relationship between sidering ritual symbolism as language (word Catholic social teaching and social action this and action) of worship, and worship as Christ- course considers the theological perspectives, ian faith in dialogue with God. A critical evalua- socio-historical contexts, key principles within tion of contemporary liturgical reforms in ecu- this tradition such as the dignity of the human menical perspective. person and the common good, approaches to THE 438 The Catholic Mass: Yesterday, moral argument, and methods of social analysis Today, and Tomorrow—3 cr. hrs. that have shaped the Catholic tradition of A historical and theological examination of the thought and practice. (Also listed as PCS 425, Catholic Mass (Lord’s Supper) in Church teach- SJP 425.) ing and ecumenical perspective. Special THE 426 Christian Marriage: Tradition and emphasis to be given to the intrinsic nature of the Modern Context—3 cr. hrs. its parts in Word and Eucharist, to devout and Inquiry into the theological, philosophical, psy- active participation by the faithful, and to its sig- chological, and social aspects of Christian mar- nificance as source and summit of Christian riage with specific emphasis on commitment spirituality in contemporary time and culture. and the bond of love. The moral problems of (Also listed as PCS 438.) abortion, divorce, and homosexuality, special to THE 439 Catholic Worship Today—3 cr. hrs. the modern context, will be discussed. Biblical and theological study of Catholic liturgy THE 427 Theological Environmental in light of the historical tradition, the liturgical Ethics—3 cr. hrs. movement, and the Second Vatican Council. This course will be an in-depth investigation Special emphasis given to contemporary into the field of environmental ethics and will reforms and their impact on Catholic life today. entail three major components: 1) The course will explore the history of environmental ethics Spirituality and Ministry with special emphasis given to major historical THE 441 Responding to God: An Introduc- contributors such as John Muir and Aldo tion to Spiritual Practice—3 cr. hrs. Leopold; 2) The course will probe the writings The primary purpose of this course is to facilitate and positions of major contemporary eco-ethi- the development of a set of skills and under- COURSE DESCRIPTIONS Theology — 255 standings drawn from the Christian tradition mystery of Christ? This course will examine that will aid students in enriching their aware- how Christian thinkers have sought answers to ness of and responses to God’s presence in their the deepest questions of human existence lives. Students will engage in a variety of spiritual through the ages. As they examine the nature of practices, such as lectio divina, meditation, and human freedom through the traditional cate- contemplation. Students will also explore key gories of creation, sin, grace, and eschatology, concepts informing these practices, such as dis- students will be challenged creatively to cernment, freedom, desire, surrender, and grat- employ the riches of the Roman Catholic tradi- itude. This course will require the learning of tion in articulating the meaning and destiny of factual material, commitment to self-reflection, their own humanity. and active participation in spiritual practice. THE 451 Philosophical Theology—3 cr. hrs. (Also listed as PCS 441.) Introduction to the classical and contemporary THE 442 Introduction to Christian Spiritu- discussion of the interaction between human ality—3 cr. hrs. reason and religious faith (Christian tradition) In this course students will read dialogically and including arguments for and against the exis- critically selected texts in the genre of Christian tence of God. Emphasis on the philosophical spirituality. They will construct their own foundations of modern theologies. hermeneutical strategies to dialogue with and THE 453 Religion and Science—3 cr. hrs. interpret these texts in light of the following Historical development of conflicts, especially context: Christian spiritual themes; explicit and over the theory of evolution, and the variety of implied images of God and ways of communi- positions presented today by theologians, scien- cating with God. Students will also read critical- tists, and philosophers. (Also listed as PCS 453.) ly to elicit from the texts and from their own THE 454 God and the Theological experiences suggestions about ways of being in Imagination—3 cr. hrs. fruitful relationships with themselves, others How the traditional idea of God was developed and the world in light of the incarnation. This and why it no longer seems adequate to either course will also require a commitment to self- religious or cultural experience. How Christian reflection and to active participation in an ongo- theology might imaginatively reformulate the ing conscious engagement with oneself, others, idea of God in order to serve Christian faith and the world, and the texts at hand. (Also listed as action more adequately. PCS 442.) THE 455 Christology—3 cr. hrs. THE 445 Human Development in Theologi- The study of how the Church has come to cal Perspective—3 cr. hrs. understand what it believes and proclaims Explores several different approaches to human about Jesus the Christ. This course is founded development, including faith and moral devel- on the question that Jesus poses to his disciples opment as well as the process of socialization and in every age: “Who do you say that I am?” Ulti- the social roots of knowledge as these influence mately, the naming of Jesus as the Christ is a the fields of religious education and theology. confession of faith. Students will come to under- THE 448 Theological Dimensions of Suffer- stand what this means in Catholic history and ing and Death—3 cr. hrs. tradition by examining the faith experiences of This course will survey issues of suffering and communities past and present in relation to death from the biblical, systematic, and ethical their own experience of faith. To this end, stu- perspective of theology as well as from the psy- dents will build upon the skill of critical theolog- chosocial, legal, and professional ethics of the ical reflection developed in their core courses in profession of health care, nursing in particular. order now to systematically reflect upon the A clear focus will be exploration of the univer- doctrine of Christ in it Biblical, classical, and sal experience of loss and the many dimensions contemporary historical perspectives. of grief employed in dealing with loss. THE 456 Literary Catholicism—3 cr. hrs. THE 449 Theology of Death and Bereave- This course will explore the Catholic theological ment—3 cr. hrs. tradition, primarily as it finds expression in six Judeo-Christian theologies of death and their novels whose writing is influenced by that tradi- impact on a contemporary religious under- tion. (Also listed as PCS 456.) standing of death and bereavement. Particular THE 457 Foundations of Catholic attention given to pastoral liturgical research on Theology—3 cr. hrs. the role of religion and religious ritual in the An examination of elements of theological grieving process. reflection in the Roman Catholic Tradition, with emphasis on theological method and the Systematic Theology development of doctrine. From the starting THE 450 Grace, Sin, and the Human Condi- point of an experience of faith that is personal tion—3 cr. hrs. and communal, historical and eschatological, What does it mean to be human in light of the students will explore the interrelationships 256 — Theology COURSE DESCRIPTIONS among such theological categories as Revela- the Church’s East-West split, the Crusades, the tion, Scripture and Tradition, Grace, Christol- Inquisition, the decline of the papacy, and the ogy, and Ecclesiology. tumult of the Reformation. But Christian spiri- THE 458 Women, Theology, and Globaliza- tual dynamism continued unabated in Roman tion—3 cr. hrs. Catholicism, magisterial Protestantism, and the What does globalization have to do with theolo- newly emerging free churches. Historical gy? What happens when the experience of vignettes, depth reading of selected important women in diverse cultures becomes the starting texts, and profiles of representative figures will point for theological reflection? We will explore track the diverse growth of Christianity in the these questions as we study the texts of contem- West into middle of the second millennium. porary women theologians in the Christian tra- The course will note institutional features, theo- dition from Latin America, Africa, Asia, and logical-intellectual aspects, moral outlook and varied contexts within North America. Through expressions, and spiritual practices. analysis of theological method, we will learn to THE 462 The Drama of Modern Christianity, recognize the principles of Liberation Theology 1600-2000: Crossroads of Faith and Enlight- at work in new contexts. Ultimately, we will enment—3 cr. hrs. develop the skills to critically evaluate the The third great epoch of Christianity in the effects and challenges of globalization from the West was born out of the exhaustion of Europe’s perspective of the Gospel in women’s experi- religious wars and the rise of scientific perspec- ence. This course invites both men and women tives. The Enlightenment and the rise of to hear the Gospel in new contexts. (Also listed democracy challenged Christian faith in ways as SJP 458.) that still affect its views of God, Christ, creation, THE 459 Theological Themes in Catholic and the world. Views of biblical revelation and Literature—3 cr. hrs. the role of the Church have especially been in This course will explore the Catholic theological ferment. Christianity has become a world tradition primarily as it finds expression in movement inhabiting a vast diversity of cul- “recent” Catholic writing. Some examples of tures, while America particularly has offered a subjects to be discussed include Jesus Christ, diverse marketplace of traditional churches, Revelation, the fall of humanity, and the prob- evangelical groups, and experimental commu- lem of evil, the nature of sacraments, and the nities. Historical vignettes, depth reading of implications of faith for personal relationships. selected important texts, and profiles of impor- (Also listed as PCS 459). tant or representative figures will track the fur- ther diverse growth of Christianity up to the History of Christianity present. The course will note institutional fea- THE 460 The Emergence of Christianity, tures, theological-intellectual aspects, moral 100-800—3 cr. hrs. outlook and expressions, and spiritual practices. The first great epoch of Christianity after the THE 463 Mystic, Thinker, Teacher: The Life apostles witnessed the break with Judaism, the and Work of Augustine of Hippo—3 cr. hrs. formation of the Christian Bible, antagonism Besides being the most provocative teacher in and eventual cooperation of the Roman state. the history of Western Christianity, only Saint The age of martyrs gave way to an era of bold Augustine of Hippo (354-430) remains a force in self-definition that articulated essential doc- contemporary thought. Besides his ranking trines, matured spiritual practices, and formed importance in Christian theology for more than the profoundly spiritual theology of the Church fifteen hundred years, his thinking still informs Fathers. Eventually it also witnessed the growth fields as diverse as psychology, political sci- of monasticism, the rise of the papacy, the con- ence, and philosophy. This course will track the version of Europe, and the challenge of Islam. life and thought while situating it in the context Through historical vignettes, reading of select of late Roman antiquity and Christianity’s grow- texts, and profiles of representative figures, we ing domination. Alongside our focus on Augus- will track the growth of undivided Christianity tine as a person, philosopher, theologian, and in the first millennium. The course will attend mystic, particularly in his classic Confessions, to institutional features, theological understand- special attention will be paid to his interpreta- ing, ethical works, and mystical teachings. tion of the Bible. We will also note Augustine’s THE 461 Revelation, Reason, Reform: influence in medieval, Reformation (Protestant Movements in Medieval and Reformation and Catholic), and modern periods. (Also listed Christianity, 800-1600—3 cr. hrs. as PCS 463.) The second great epoch of Christianity wit- THE 465 Christianity, A Concise History nessed its ascent to dominance in the West (our Through Twenty Centuries—3 cr. hrs. course’s focus) and its impetus to self-renewal. Christianity is a spiritual movement of faith The grandeur of the medieval cathedrals and centered on the crucified and raised Jesus of the Summa of Thomas Aquinas contrast with Nazareth. We will trace its history from origins COURSE DESCRIPTIONS Theology — 257 as an obscure Jewish sect, a brash but fledgling and Jews. In addition, historical survey of reli- group challenging the Roman Empire, through gious movements indigenous or unique to mature self-definition in the Middle Ages, to the America: Shakers, Mormonism, Christian Sci- challenges of Islam’s rise, the Reformation, and ence, Pentecostalism, and the Black Church, plus the Enlightenment. After 1000 C.E., our course American civil religion. will narrow its focus to the West, and conclude THEP 481 (SOC) Marriage: Social and Ethi- by studying Christianity in America. Select pro- cal Dimensions—3 cr. hrs. files and primary reading of representative fig- An inquiry into the theological, philosophical, ures will complement the survey of major psychological, and social aspects of marriage, epochs, person, themes, and events. The course with specific emphasis on commitment and the will attend to the development of historical bond of love. The moral problems of abortion, institutional features, theological-intellectual divorce, and homosexuality in the modern con- themes, moral outlook and expression, and text will be addressed. (Also listed as SOC 481.) spiritual practices. THEP 482 (SCI) Theology in Ecological Per- THE 467 History of the Catholic Church in spective—3 cr. hrs. America—3 cr. hrs. Explores contemporary Christian theology and Study of the development of the Catholic its response to environmental and ecological Church in America with emphasis on signifi- issues. The course will investigate the nature of cant social, political, and cultural ideas and our current ecological crisis and the emerging issues. (Also listed as PCS 467.) theological insights by Christians deeply con- THE 490 Directed Study—credit arranged. cerned about our global environment. Special Guided inquiry for superior juniors and seniors emphasis will be given to the God-world relation- who wish to pursue a particular subject area in ship, biblical and ethical considerations, as well theology more intensely than course offerings as ecological issues germane to the Northwest. permit. By special arrangement with members (Also listed as PCS 482, ENV 482.) of the theology faculty. THEP 483 (CST) Grace in the Wilderness: THE 491 Special Offerings Conflict in the Bible—3 cr. hrs. THE 492 Seminar—credit arranged. Offers students the opportunity to explore the THE 496 Workshop—credit arranged. topic of conflict through a biblical, theological, THE 499 Senior Thesis—3-6 cr. hrs. and social scientific lens. Using biblical text, Research, study, or original work under the related topical readings, and conflict theory, the direction of a faculty mentor, leading to a schol- course examines intrapersonal conflict, inter- arly thesis document with a public presentation personal conflict, and conflict between humans of results. Requires approval of thesis director, and God. The course also provides students the department chair, dean, and the director of the opportunity to explore a variety of conflict honors program, when appropriate. (Prerequi- mediation and negotiation skills aimed at devel- sites: Senior standing; 3.0 G.P.A. in the thesis oping just and transformative relationships for area, or good standing in the honors program.) life in a complex world. (Also listed as CST 483.) THEP 484 Early Christians and the Art of Theological Perspectives Persuasion—3 cr. hrs. (THEP) This course explores the ways in which ancient THE 101 and 205 must be successfully complet- Greeks and Romans envisioned the field of ed before taking THEP courses. Theological rhetoric—the art of persuasion—and used it in Perspectives courses integrate theology with public life. It then applies this knowledge to the another University core discipline. They may interpretation of the New Testament. The be used to fulfill: course covers the rhetorical theory of Plato and a.) the upper-division theology requirement of Aristotle, Cicero, and Quitilian, and the New the University core, or Testament writings of Paul, the Gospels, and b.) the University core distribution of both Revelation. upper-division theology and the companion THEP 485 Historical and Theological Per- core subject, or spectives on the Holocaust—3 cr. hrs. c.) a CAS upper-division elective, if a student This course will examine the origins and imple- previously completed all 9 hours of the Univer- mentations of the holocaust, as well as the larg- sity core theology requirement. See pages 6 and er context of European and German history 7 for the specific University core requirements. using both an historical and theological perspec- THEP 468 (HST) The Religious Heritage of tive. America—3 cr. hrs. THEP 486 The Mysticism of Resistance: Examination in historical perspective of the Global Perspectives on Gender, Poverty, beliefs, laws, and rituals found in America’s and Violence—3 cr. hrs. main religious groups: Protestants, Catholics, This course is designed to engage students in critical theological reflection rooted in social 258 — Theology COURSE DESCRIPTIONS analysis of women’s experiences of violence New Testament, the Gospels. This course exam- and poverty in a context of globalization. ines the theology and history contained in the Through classroom and experimental learning gospels for the purpose of gaining a better under- students will come to understand the feminist standing of who Jesus was and how his message paradigm as a model for transformation. (Also was received and developed in the early church. listed as SW 486, SJP 486, PCS 486.) Note: This course will focus primarily on THEP 491 Special Offerings Matthew, Mark, and Luke (the “synoptic THEP 492 Seminar—credit arranged gospels”) or on John in alternating semesters. THE 515 Ancient Views on Marriage, Graduate Courses Divorce, and Sexuality—3 cr. hrs. During the first century of Christianity, the Bible Roman Empire was a complex marketplace of THE 504 Sages and Singers, Songwriters ideas on sexual morality. It is out of this bewil- and Storytellers—3 cr. hrs. dering mixture of Roman, Greek, Jewish, and This course offers students the opportunity to Christian perspectives that the Church’s first study the wisdom writings of ancient biblical statements on marriage, divorce, and sexuality and contemporary gurus to discover how wis- arose—statements that would shape western dom is a gift that can be received from God, cre- society for centuries to come. This course ation, and daily interaction in human life and explores the roots, the development, and the affairs. The course invites personal and group legacy of early Christian theology on sexual reflection aimed at the celebration of life and practices and gender relations. It covers such the exploration of contemporary situations in matters as polygamy, serial marriage, prostitu- need of wise decision-making. tion, concubines, sexual immorality, the role THE 505 Poets, Prophets, Divas, and and authority of women in religion, virginity, Divines—3 cr. hrs. and celibacy. This course offers students the opportunity to THE 516 The Second Coming of Christ, in trace the development of prophecy and the the New Testament and Beyond—3 cr. hrs. prophetic tradition as it unfolds in the biblical Many of Jesus’ followers expected him to return text and world, and in our world today. Various within fifty years after his death. At this “second prophets and their writings are studied in order coming” Jesus would banish evil, mete out pun- to understand the person and personality of a ishment and reward, and transform God’s aging prophet, prophetic imagination and creativity, creation into the glorious Kingdom of Heaven. the role of religious experience, the search for We find these ideas throughout the New Testa- divine justice and compassion. Central to the ment—in the Gospels, in the Epistles, and espe- course is the study of the prophets’ vision of cially in the book of Revelation. This course hope and transformation for all times. Students examines the Jewish roots of Christian “apoca- are invited to explore how they can be shakers lyptic” theology, and discusses the ethical impli- and movers, history-makers and hearers, and cations of living in an “end time” community, prophetic leader of a new day. both then and now. Aside from writings in the THE 507 Theology and Controversy in the New Testament, attention will be given to the Letters of St. Paul—3 cr. hrs. Old Testament book of Daniel, the Dead Sea Within twenty-five years of Jesus’ death, Chris- Scrolls, and modern apocalyptic movements. tianity had spread throughout the Roman THE 517 Trickery, Gender, Power, and Pol- Empire. A Jewish convert, Paul of Tarsus (St. itics in The Bible—3 cr. hrs. Paul) was responsible for founding many of The course offers students the opportunity to these new churches. Serving as both missionary explore questions and issues around gender as and theologian, he articulated for the first time presented in the biblical text. Content focuses many of Christianity’s basic beliefs and on the historical and cultural background of presided over some of Christianity’s earliest women and men in biblical times, and how theological controversies. In his wake, Paul left those cultural attitudes have influenced culture, behind a series of letters to his churches. In this decisions, and worldviews down through the course we will examine his letters as a way of ages. Students are invited to participate in criti- gaining access to the concerns, the theology, cal theological reflection of selected text to dis- and the growing pains of some of the very first cover how these texts speak to life today and Christians on record. how some texts need to be reappropriated in THE 512 Jesus’ Ministry in the Gospels— light of ongoing transformation that leads ulti- 3 cr. hrs. mately to life and liberation not only for women Christianity, the world’s largest religion, began but for all people, regardless of gender, race, or with the ministry of Jesus of Nazareth. Our class. most important sources of information on Jesus’ ministry are the first four writings of the COURSE DESCRIPTIONS Theology — 259 THE 519 Biblical Spirituality: Saints and THE 527 Theological Environmental Sinners on a Journey With God—3 cr. hrs. Ethics—3 cr. hrs. What does it mean to be “holy?” Who are “holy This course will be an in-depth investigation people?” What is meant by the sacredness of all into the field of environmental ethics and will creation? Do sinners go to Heaven? Are there entail three major components: 1) The course any saints among us today? How does God talk will explore the history of environmental ethics to people today? These and other questions are with special emphasis given to major historical explored in the context of the Jewish and Chris- contributors such as John Muir and Aldo tian scriptures, an in lives of various biblical Leopold; 2) The course will probe the writings characters. Students are invited to walk in the and positions of major contemporary eco- company of saints and sinners as they reflect on ethicists such as Callicott, Hargrove, and Rol- such themes as revelation, the “spirit,” creation, ston; 3) The course will explore the impact identity and the search for self, the heart, com- environmental ethics has had on Christian ethi- passion, sacred spaces and sacred places, the cal reflection and propose a foundation for role of dreams in divine self-communication, Christian environmental responsibility. prayer, and a contemplative, mystical under- THE 528 Ecology in Theological standing toward life. Perspective—3 cr. hrs. Explores contemporary Christian theology and Theological Ethics its response to environmental and ecological THE 520 Christian Personal Values— issues. The course will investigate the nature of 3 cr. hrs. our current ecological crisis and the emerging The ethical question, “who is the good person?,” theological insights by Christians deeply con- is founded on the premise that being a Christian cerned about our global environment. Special makes one a certain type of person with certain emphasis will be given to the God-world rela- values. An historical study of various philosoph- tionship, biblical, and ethical considerations as ical and theological descriptions of the nature of well as ecological issues germane to the North- the good person. west. THE 522 Modern Catholic Ethics—3 cr. hrs. Analysis of several contemporary Catholic ethi- Liturgy cists, including Curran, O’Connell, Regan, and THE 535 Theology of Christian Worship— McCormick who have influenced the develop- 3 cr. hrs. ment of Catholic ethics. A critical examination Exploration of liturgy as Christian worship, con- of natural law, human freedom, conscience, sidering ritual symbolism as language (word authority, and the moral and rational capacity. and action) of worship and worship as Christian THE 523 Christian Social Ethics—3 cr. hrs. faith in dialogue with God. A critical evaluation Contemporary American Christian thought on of contemporary liturgical reforms in ecumeni- the nature of morality and society. An attempt cal perspective. to reveal the dynamics of faith that calls us to do THE 538 The Catholic Mass: Yesterday, justice. Special consideration given to the devel- Today, and Tomorrow—3 cr. hrs. opment of pacifism in American churches. A historical and theological examination of the THE 525 Catholic Social Teaching: A Living Catholic Mass (Lord’s Supper) in Church teach- Tradition of Thought and Action—3 cr. hrs. ing and ecumenical perspective. Special By examining the relationship between emphasis to be given to the intrinsic nature of Catholic social teaching and social action this its parts in Word and Eucharist, to devout and course considers the theological perspectives, active participation by the faithful, and to its sig- socio-historical contexts, key principles within nificance as source and summit of Christian this tradition such as the dignity of the human spirituality in contemporary time and culture. person and the common good, approaches to THE 539 Catholic Worship Today—3 cr. hrs. moral argument, and methods of social analysis Biblical and theological study of Catholic liturgy that have shaped the Catholic tradition of in light of the historical tradition, the liturgical thought and practice. movement, and the Second Vatican Council. THE 526 Christian Marriage: Tradition and Special emphasis given to contemporary the Modern Context—3 cr. hrs. reforms and their impact on Catholic life today. Inquiry into the theological, philosophical, psy- chological, and social aspects of Christian mar- Spirituality and Ministry riage with specific emphasis on commitment THE 541 Responding to God: An Introduc- and the bond of love. The moral problems of tion to Spiritual Practice—3 cr. hrs. abortion, divorce, and homosexuality, special to The primary purpose of this course is to facili- the modern context, will be discussed. tate the development of a set of skills and understandings drawn from the Christian tradi- tion that will aid students in enriching their 260 — Theology COURSE DESCRIPTIONS awareness of and responses to God’s presence the ages. As they examine the nature of human in their lives. Students will engage in a variety freedom through the traditional categories of of spiritual practices, such as lectio divina, medi- creation, sin, grace, and eschatology, students tation, and contemplation. Students will also will be challenged creatively to employ the rich- explore key concepts informing these practices, es of the Roman Catholic tradition in articulat- such as discernment, freedom, desire, surren- ing the meaning and destiny of their own der, and gratitude. This course will require the humanity. learning of factual material, commitment to THE 551 Philosophical Theology—3 cr. hrs. self-reflection, and active participation in spiri- Introduction to the classical and contemporary tual practice. discussion of the interaction between human THE 542 Introduction to Christian Spiritu- reason and religious faith (Christian tradition) ality—3 cr. hrs. including arguments for and against the exis- In this course students will read dialogically and tence of God. Emphasis on the philosophical critically selected texts in the genre of Christian foundations of modern theologies. spirituality. They will construct their own THE 553 Religion and Science—3 cr. hrs. hermeneutical strategies to dialogue with and Historical development of conflicts, especially interpret these texts in light of the following over the theory of evolution, and the variety of context: Christian spiritual themes; explicit and positions presented today by theologians, scien- implied images of God and ways of communi- tists, and philosophers. cating with God. Students will also read critical- THE 554 God and the Theological ly to elicit from the texts and from their own Imagination—3 cr. hrs. experiences suggestions about ways of being in How the traditional idea of God was developed fruitful relationships with themselves, others and why it no longer seems adequate to either and the world in light of the incarnation. This religious or cultural experience. How Christian course will also require a commitment to self- theology might imaginatively reformulate the reflection and to active participation in an ongo- idea of God in order to serve Christian faith and ing conscious engagement with oneself, others, action more adequately. the world, and the texts at hand. THE 555 Christology—3 cr. hrs. THE 545 Human Development in The study of how the Church has come to Theological Perspective—3 cr. hrs. understand what it believes and proclaims Explores several different approaches to human about Jesus the Christ. This course is founded development, including faith and moral develop- on the question that Jesus poses to his disciples ment as well as the process of socialization and in every age: “Who do you say that I am?” Ulti- the social roots of knowledge as these influence mately, the naming of Jesus as the Christ is a the fields of religious education and theology. confession of faith. Students will come to under- THE 548 Theological Dimensions of Suffer- stand what this means in Catholic history and ing and Death—3 cr. hrs. tradition by examining the faith experiences of This course will survey the issues of suffering communities past and present in relation to and death from the biblical, systematic, and eth- their own experience of faith. To this end, stu- ical perspective of theology as well as from the dents will build upon the skill of critical theolog- psychosocial, legal, and professional ethics of ical reflection developed in their core courses in the profession of health care, nursing in particu- order now to systematically reflect upon the lar. A clear focus will be exploration of the uni- doctrine of Christ in it Biblical, classical, and versal experience of loss and the many dimen- contemporary historical perspectives. sions of grief employed in dealing with loss. THE 556 Literary Catholicism—3 cr. hrs. THE 549 Theology of Death and This course will explore the Catholic theological Bereavement—3 cr. hrs. tradition, primarily as it finds expression in six Judeo-Christian theologies of death and their novels whose writing is influenced by that tradi- impact on a contemporary religious under- tion. standing of death and bereavement. Particular THE 557 Foundations of Catholic Theology attention given to pastoral liturgical research on —3 cr. hrs. the role of religion and religious ritual in the An examination of elements of theological grieving process. reflection in the Roman Catholic Tradition, with emphasis on theological method and the Systematic Theology development of doctrine. From the starting THE 550 Grace, Sin, and the Human Condi- point of an experience of faith that is personal tion—3 cr. hrs. and communal, historical and eschatological, What does it mean to be human in light of the students will explore the interrelationships mystery of Christ? This course will examine how among such theological categories as Revela- Christian thinkers have sought answers to the tion, Scripture and Tradition, Grace, Christol- deepest questions of human existence through ogy, and Ecclesiology. COURSE DESCRIPTIONS Theology — 261 THE 558 Women, Theology, and Globaliza- THE 562 The Drama of Modern Christianity, tion—3 cr. hrs. 1600-2000: Crossroads of Faith and Enlight- What does globalization have to do with theology? enment—3 cr. hrs. What happens when the experience of women The third great epoch of Christianity in the in diverse cultures becomes the starting point West was born out of the exhaustion of Europe’s for theological reflection? We will explore these religious wars and the rise of scientific perspec- questions as we study the texts of contempo- tives. The Enlightenment and the rise of rary women theologians in the Christian tradi- democracy challenged Christian faith in ways tion from Latin America, Africa, Asia, and var- that still affect its views of God, Christ, creation, ied contexts within North America. Through and the world. Views of biblical revelation and analysis of theological method, we will learn to the role of the Church have especially been in recognize the principles of Liberation Theology ferment. Christianity has become a world at work in new contexts. Ultimately, we will movement inhabiting a vast diversity of cul- develop the skills to critically evaluate the tures, while America particularly has offered a effects and challenges of globalization from the diverse marketplace of traditional churches, perspective of the Gospel in women’s experi- evangelical groups, and experimental commu- ence. This course invites both men and women nities. Historical vignettes, depth reading of to hear the Gospel in new contexts. selected important texts, and profiles of impor- tant or representative figures will track the fur- History of Christianity ther diverse growth of Christianity up to the THE 560 The Emergence of Christianity, present. The course will note institutional fea- 100-800—3 cr. hrs. tures, theological-intellectual aspects, moral The first great epoch of Christianity after the outlook and expressions, and spiritual practices. apostles witnessed the break with Judaism, the THE 563 Mystic, Thinker, Teacher: The formation of the Christian Bible, antagonism Life and Work of Augustine of Hippo— and eventual cooperation of the Roman state. 3 cr. hrs. The age of martyrs gave way to an era of bold self- Besides being the most provocative teacher in definition that articulated essential doctrines, the history of Western Christianity, only Saint matured spiritual practices, and formed the Augustine of Hippo (354-430) remains a force in profoundly spiritual theology of the Church contemporary thought. Besides his ranking Fathers. Eventually it witnessed the growth of importance in Christian theology for more than monasticism, the rise of the papacy, the conver- fifteen hundred years, his thinking still informs sion of Europe, and the challenge of Islam. fields as diverse as psychology, political sci- Through historical vignettes, reading of select ence, and philosophy. This course will track the texts, and profiles of representative figures, we life and thought while situating it in the context will track the growth of undivided Christianity of late Roman antiquity and Christianity’s grow- in the first millennium. The course will attend ing domination. Alongside our focus on Augus- to institutional features, theological understand- tine as a person, philosopher, theologian, and ing, ethical works, and mystical teachings. mystic, particularly in his classic Confessions, THE 561 Revelation, Reason, Reform: special attention will be paid to his interpreta- Movements in Medieval and Reformation tion of the Bible. We will also note Augustine’s Christianity, 800-1600—3 cr. hrs. influence in medieval, Reformation (Protestant The second great epoch of Christianity wit- and Catholic), and modern periods. nessed its ascent to dominance in the West (our THE 565 Christianity, A Concise History course’s focus) and its impetus to self-renewal. Through Twenty Centuries—3 cr. hrs. The grandeur of the medieval cathedrals and Christianity is a spiritual movement of faith the Summa of Thomas Aquinas contrast with centered on the crucified and raised Jesus of the Church’s East-West split, the Crusades, the Nazareth. We will trace its history from origins Inquisition, the decline of the papacy, and the as an obscure Jewish sect, a brash but fledgling tumult of the Reformation. But Christian spiri- group challenging the Roman Empire, through tual dynamism continued unabated in Roman mature self-definition in the Middle Ages, to the Catholicism, magisterial Protestantism, and the challenges of Islam’s rise, the Reformation, and newly emerging free churches. Historical the Enlightenment. After 1000 C.E., our course vignettes, depth reading of selected important will narrow its focus to the West, and conclude texts, and profiles of representative figures will by studying Christianity in America. Select pro- track the diverse growth of Christianity in the files and primary reading of representative fig- West into middle of the second millennium. ures will complement the survey of major The course will note institutional features, theo- epochs, person, themes, and events. The course logical-intellectual aspects, moral outlook and will attend to the development of historical expressions, and spiritual practices. institutional features, theological-intellectual 262 — Theology COURSE DESCRIPTIONS themes, moral outlook and expression, and spiritual practices. THE 569 History of the Catholic Church in America—3 cr. hrs. Study of the development of the Catholic Church in America with emphasis on signifi- cant social, political, and cultural ideas and issues. Applied Pastoral Ministry THE 580 Theology and Practice of Ministry—3 cr. hrs. An examination of the theology, history, spiritu- ality, and practice of ministry in the Church. Two-thirds of the course will be experiential learning of local ministries via guest speakers, on-site visits, and interviews of pastoral minis- ters. One-third will be analysis of the historical, theological, and spiritual roots of ministry drawn into reflection on the dimensions of min- istry today and in the future. The course will be flexible enough to accommodate a one-credit pastoral ministry module, should one be offered. THE 581 Theology and Ministry in the Church—3 cr. hrs. A continuation of the academic work begun in THE 580, which will comprise two-thirds of the course. The final third will be a supervised field education placement in a local ministry. The written work of this course will synthesize the academic content and the ministerial experi- ence in a research/reflection paper. The course will be flexible enough to accommodate a one- credit pastoral ministry module should one be offered. (Prerequisite: THE 580.) THE 582 Applied Pastoral Ministry— 3 cr. hrs. Students enrolled in this course will spend two- thirds of their time working at their supervised pastoral ministry assignment and becoming skilled in the various modes of doing theological reflection on their work via written verbatims, journaling, case studies, and/or critical inci- dents under the guidance of their supervisor. The remaining third will be a weekly seminar devoted to analyzing the present and future of pastoral ministry in the Church. The course will include a day of reflection and be flexible enough to accommodate a one-credit pastoral ministry module should one be offered. (Pre- requisite: THE 581.) THE 590 Directed Study—credit arranged. THE 591-592 Seminar—credit arranged. THE 595-596 Workshops—credit arranged. ADMINISTRATION 263 Administration Board of Regents D. Allen Lund, Chair Rev. Edward A. Malloy, Eugene J. Wizer Joseph B. Allegretti C.S.C. Darryl P. Wong Thomas D. Arndorfer Ralph Miller Carolyn Y. Woo Rev. E. William Beauchamp, Rev. Wilson D. Miscamble, Randall L. Yoakum C.S.C. C.S.C. President, National Ralph G. Bliquez Timothy J. Morgan Alumni Board: John G. Block Rev. Francis J. Murphy, John M. Becker Mary R. Boyle C.S.C. (Ex-officio) Nancy K. Bryant Bradford L. Parberry Life Regents: Annie T. Buell, Secretary Jerry A. Parsons John C. Beckman Matthew W. Chapman Rev. Mark L. Poorman, Albert D. Corrado Earle M. Chiles C.S.C. Philip J. Faccenda Russell E. Danielson James T. Price, Sr. Stephen A. Farley Frank D. Dulcich Larree M. Renda Elsie Franz Finley Rev. Carl F. Ebey, C.S.C. Don V. Romanaggi, M.D. David C. Grove John R. Emrick Stephen L. Shepard Lawrence R. Rockwood Suzanne S. Fields Karl A. Smith Fred A. Stickel Robert W. Franz Edwin A. Sweo Regents Emeriti: Mark B. Ganz, Vice Chair William R. Tagmyer Roger L. Conkling Rev. Peter A. Jarret, C.S.C. Thomas J. Tomjack H. Joseph Ferguson Patricia K. Johnson Kay Dean Toran John P. Lee Patrick H. Kessi Rev. David T. Tyson, C.S.C. Robert E. Ludeman Rev. James R. Sharon D. VanSickle- Robert B. Pamplin, Jr. Lackenmier, C.S.C. Robbins Jesse C. Perry Keith R. Larson Summer Widmer Philip J. Robinson Luis Machuca Ted R. Winnowski George E. Swindells 264 ADMINISTRATION University Administration Officers of the Rev. Gary S. Chamberland, Carmen C. Gaston, J.D. University C.S.C. Assist. V.P. for Alumni Rela- Rev. E. William Beauchamp, Director, Campus Ministry tions C.S.C., J.D. Lawrence R. Williams II, J.D. Laurie C. Kelley, M.B.A. President Director, Athletics Assist. V.P. for Marketing and Br. Donald Stabrowski, Office of the Provost Communications C.S.C., Ph.D. Thomas G. Greene, Ed.D. William O. Reed Provost Associate Provost Director, University Events Rev. Thomas P. Doyle, Col. Terry Kono Office of Enrollment Man- C.S.C., M.B.A. Professor, Aerospace Studies agement and Student Life Executive Vice President TBA Rev. John J. Donato, C.S.C. Denis S. Ransmeier, M.Ed., Professor, Military Science Associate Vice President for M.B.A. Roberta D. Lindahl, M.B.A. Student Life Vice President for Financial Registrar Jason S. McDonald, M.Ed. Affairs Karen K. Nelson, Ph.D. Dean, Admissions John T. Goldrick, J.D. Director, Institutional Re- Janet K. Turner Vice President for Enrollment search Director, Financial Aid Management and Student John C. Orr, Ph.D. Amy E. Cavanaugh, M.S. Life Assistant to the Provost for Director, Career Services James C. Lyons, M.P.A. Honors Program and Scholar- Michael J. Pelley Vice President for University ship Director, International Student Relations Rev. Arthur F. Wheeler, Services James B. Ravelli, B.S. C.S.C., Ph.D. Kirk Mustain Vice President for Information Assistant to the Provost, Director, Food Services Services Director, Studies Abroad Michael E. Walsh, M.Ed. Deans Daniel M. McGinty Director, Residence Life Thomas G. Greene, Ed.D. Academic Advisor to Student Jeromy Koffler, M.A. Associate Provost, Dean of Athletes Director, Student Activities the Graduate School Office of Financial Affairs Harold Burke-Sivers, M.T.S. Rev. Stephen C. Rowan, Ph.D. Eric Barger, CPA, M.B.A. Director, Public Safety Dean, College of Arts and Controller Paul R. Myers, Ph.D. Sciences James J. Kuffner, M.B.A. Director, University Health Robin D. Anderson, Ed.D. Assistant Vice President for Center Dean, Dr. Robert B. Pam- Human Resources and Ad- Laura N. Goble plin, Jr., School of Business ministrative Services Director, Moreau Center for Administration Paul J. Luty Service and Leadership Thomas G. Greene, Ed.D. Director, Facilities Planning Brenda C. Greiner, M.A. Interim Dean, School of Edu- and Construction Director, Shepard Freshman cation Rowena Bramlette, CPA, Resource Center Zia A. Yamayee, Ph.D. B.B.A. Natalie Shank Dean, School of Engineering Director, Budgets Student Conduct Coordinator Joanne R. Warner, D.N.S. Thomas Blume, E.F.P. Office of Information Dean, School of Nursing Director, Physical Plant Services Wilson W. Clark Heidi Keller Paul A. Erdmann Memorial Library Director, Student Accounts Director, Technical Support Drew Harrington, M.L.S. Erin Bright Jenny B. Walsh, M.S. University Librarian, Manager, Bookstore Director, Web and Administra- Director Office of University tive Services Office of the President Relations John A. Soisson J. Bryce Strang Executive Assistant to the Associate Vice President for President Development FACULTY 265 Faculty

As of June 1, 2009 Rev. Jeffrey Allison, C.S.C., Ph.D. The final date in a listing indicates the year of first Assistant Professor, Theology appointment to the University of Portland faculty. B.A., St. Louis University, 1986; M.T.S., Univer- More than one date indicates a break in service. sity of Dalla, 1992; M.Div., Oblate School of Blaine C. Ackley, Ed.D. Theology, 1996; Ph.D., Catholic University of Associate Professor, Education America, 2008. At Portland, 2008— B.A., University of Montana, Missoula, 1965; Eric J. Anctil, Ph.D. M.A.T., University of Oregon, 1973; Ed.D., ibid, Assistant Professor, Education 1991. At Portland, 1991— B.A., University of Oregon, 1992; M.A., Portland Brian J. Adams, Ph.D. State University, 2000; Ph.D., University of Wis- Associate Professor, Business consin-Madison, 2003. At Portland, 2008— B.A., University of Oregon, 1990; M.B.A., Uni- Robin D. Anderson, Ed.D. versity of Portland, 1996; Ph.D., Arizona State Franz Chair in Entrepreneurship3 University, 2003. At Portland, 2003— Professor, Business Administration Bahram Adrangi, Ph.D. B.A. University of Nebraska at Kearney, 1970; Professor, Business Administration M.A.T., University of Nebraska-Lincoln, 1972; B.A., University of Tehran, 1973; M.B.A., West- Ed.D., ibid, 1984. At Portland, 1998— ern Illinois University, 1975; Ph.D., University Rev. Robert C. Antonelli, C.S.C., Ph.D. of Oregon, 1982. At Portland, 1982— University Archivist Amelia J. Ahern-Rindell, Ph.D. B.A., University of Notre Dame, 1962; S.T.B., Associate Professor, Biology Pontificia Universitas Gregoriana, 1964; S.T.L., B.S., University of Illinois, 1979; M.S., Washing- ibid, 1966; M.A., The Johns Hopkins University, ton State University, 1985; Ph.D., ibid, 1988. At 1968; Ph.D., University of Strasbourg, 1970. At Portland, 1997— Portland, 1999— Michael W. Akerman, Ph.D. Ellyn Arwood, Ed.D. Associate Professor Emeritus, Mathematics4 Professor, Education B.A., Portland State University, 1964; M.A., Uni- B.A., University of Oregon, 1971; M.A., Wash- versity of Arizona, 1966; Ph.D., Oregon State ington State University, 1973; Ed.D., University University, 1973. At Portland, 1979— of Georgia, 1977. At Portland, 1986— Robert J. Albright, Ph.D. Herman L. Asarnow, Ph.D. Tyson Distinguished Professor, Engineering Professor, English B.S., Oregon State University, 1963; M.S., ibid, B.A., Trinity College, 1972; M.A., University of 1965; Ph.D., University of Washington, 1971. At Denver, 1974; Ph.D., ibid, 1981. At Portland, Portland, 1970— 1979— David B. Alexander, Ph.D. Richard R. Askay, Ph.D. Associate Professor, Biology Professor, Philosophy B.S., University of Texas at El Paso, 1979; M.S., B.A., Portland State University, 1975; M.A., ibid, 1983; Ph.D., Texas A&M University, 1987. Purdue University, 1977; Ph.D., ibid, 1980. At At Portland, 1995— Portland, 1982— Mary E. Allender, Ph.D. Eva K. Aussermair, M.A. Associate Professor, Business Administration Adjunct Instructor, Theology B.A. Reed College, 1979; M.A., University of M.A., University of Salzburg, 1979 Michigan; Ph.D., University of Oregon, 1990. At At Portland (Salzburg), 2001— Portland, 1987— Josef Aussermair, Ph.D. Adjunct Professor, Theology Ph.D., University of Salzburg, 1976 At Portland (Salzburg), 2002— 1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status 266 FACULTY Matthew J. Baasten, Ph.D. Rev. Richard F. Berg, C.S.C., Ph.D. Associate Professor, Theology Professor Emeritus, Psychology4 B.A., University of Notre Dame, 1972; M.A., A.B., University of Notre Dame, 1959; S.T.B., ibid, 1978; Ph.D., ibid, 1983. At Portland, 1981— Gregorian University, 1963; M.A., University of Susan D. Baillet, Ph.D. Portland, 1967; Ph.D., ibid, 1969. At Portland, Associate Professor, Psychology 1974— B.S., Trinity College, 1974; M.S., University of Elena K. Bernard, Ph.D. Denver, 1976; Ph.D., ibid, 1981. At Portland, Assistant Professor, Business Administration 1983— B.S., William Carey College, 1997; M.B.A., Hen- James Baillie, Ph.D. derson State University, 1998; Ph.D., Louisiana Professor, Philosophy State University, 2006. At Portland, 2007— M.A., University of Glasgow, 1979; Ph.D., ibid, Rev. George C. Bernard, C.S.C., S.T.D. 1989. At Portland, 1990— Associate Professor Emeritus, Theology4 Janet M. Banks, B.S.N. A.B., University of Notre Dame, 1945; S.T.L., Instructor, Nursing Catholic University of America, 1950; S.T.D., B.S.N., University of Portland, 1987. At Port- ibid, 1952. At Portland, 1969— land, 2009— Rev. Thomas L. Bill, C.S.C., Ph.D. 4 Raymond R. Bard, Ph.D. Associate Professor Emeritus, Philosophy Associate Professor, Chemistry A.B., University of Notre Dame, 1951; M.A., B.A., Hamline University, 1970; Ph.D., Univer- ibid, 1957; Ph.D., St. Louis University, 1963. At sity of Vermont, 1977. At Portland, 1986— Portland, 1962— Ronda S. Bard, Ph.D. Osiel Bonfim, Ph.D. Lecturer, Chemistry Associate Professor, Physics B.S., Newberry College, 1976; Ph.D., Vanderbilt B.S., Federal University of Pernambuco, 1973; University, 1980. At Portland, 2006— M.S., ibid, 1976; Ph.D., University of Oxford, William F. Barnes, Ph.D. 1981. At Portland, 2001— Associate Professor, Business Trudie M. Booth, M.A. B.A., University of New Hampshire, 1989; Lecturer, French Ph.D., University of Notre Dame, 2000. At Port- M.A., University of Freiburg, 1971. At Portland, land, 2000— 1977— Amy S. Beadles-Bohling, Ph.D. Edward K. Bowen, Ph.D. Lecturer, Biology Professor, Performing & Fine Arts B.A.,Concordia College, 1994; Ph.D., Oregon B.T., Willamette University, 1976; M.A., West- Health & Science University, 2004. At Portland, ern Oregon State College, 1982; Ph.D., Universi- 2008— ty of Stirling, 1985. At Portland, 1991— Rev. E. William Beauchamp, C.S.C. Eva Brandauer, Ph.D. Professor, Business3 Adjunct Instructor, German B.B.A., University of Detroit, 1964; M.B.A., ibid, M.A., University of Salzburg, 1996; Ph.D., ibid, 1966; J.D., University of Notre Dame, 1975. At 2004. At Portland, 1997— Portland, 2002— Genevieve Brassard, Ph.D. Helmut Becker, D.B.A. Assistant Professor, English Professor Emeritus, Business Administration4 B.A., San Francisco State University, 1995; M.A., B.B.A., University of Portland, 1962; M.B.A., University of Connecticut, 1997; Ph.D., Univer- University of Oregon, 1967; D.B.A., Indiana sity of Connecticut, 2004. At Portland, 2005— University, 1971; C.P.A., Oregon State Certifi- Barbara J. Breen, Ph.D. cate, 1983. At Portland, 1973— Assitant Professor, Physics Kathleen J. Bell, M.S.N. B.S., Georgia Institute of Technology, 1997; Instructor, Nursing Ph.D., ibid, 2003. At Portland, 2006— B.S.N., Boston College, 1974; M.S.N., University Jeffrey D. Brown, Ph.D. of Utah, 1993. At Portland, 2005— Assistant Professor, Biology Patrick R. Berg, J.D. B.A., Grinnell College, 1993; Ph.D., University Adjunct Assistant Professor, Political Science1 of Washington, 1999. At Portland, 2008— B.A., University of Portland, 1966; J.D., Univer- sity of Notre Dame, 1969. At Portland, 1991—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status FACULTY 267 Rev. Joseph P. Browne, C.S.C., S.T.D. Arjun Chatrath, D.B.A. Professor Emeritus, Clark Memorial Library4 Professor, Business Administration A.B., University of Notre Dame, 1951; S.T.L., B.A., University of Delhi, 1985; M.B.A., Univer- Angelicum (Rome), 1957; S.T.D., ibid, 1960; sity of Notre Dame, 1989; D.B.A., Cleveland M.S.L.S., Catholic University of America, 1965. State University, 1994. At Portland, 1997— At Portland, 1964— Lori Chorpenning, M.S.N. Cheri Buck-Perry, M.A. Instructor, Nursing Visiting Instructor, English B.S.N., Metropolitan State College, 1989; M.S.N., B.A., Walla Walla College; M.A., Portland State University of Portland, 2003. At Portland, 2003— University. At Portland, 2000— George T. Chou, Ph.D. Deborah Burton, Ph.D. Professor Emeritus, Business Administration4 Adjunct Associate Professor, Nursing1 B.A., University of Washington, 1967; M.A., B.S.N., University of Portland, 1977; M.N., Ore- ibid, 1968; Ph.D., ibid, 1973. At Portland, 1971— gon Health Sciences University, 1982; Ph.D., Richard S. Christen, Ph.D. ibid, 1993. At Portland, 1993— Associate Professor, Education Russell A. Butkus, Ph.D. B.S., Minot State University, 1975; M.A., Univer- Associate Professor, Theology sity of Montana, 1980; Ph.D., University of Min- B.A., St. Lawrence University, 1974; M.Th., nesota, 1994. At Portland, 1998— Boston College, 1978; Ph.D., ibid, 1985. At Port- Sr. Maria J. Ciriello, O.P., Ph.D. land, 1985— Professor Emerita, Education3 Robert F. Butler, Ph.D. B.S.E., St. John College, 1966; M.S.E., University Professor, Science of Dayton, 1971; Ph.D., Catholic University of B.S., Oregon State University, 1968; M.S., Stan- America, 1987. At Portland, 1996— ford University, 1970; Ph.D., ibid, 1972. At Port- Kent J. Collings, Ph.D. land, 2004— Professor Emeritus, Business Administration4 Hannah L. Callender. Ph.D. B.S., University of California, 1939; M.B.A., Uni- Assistant Professor, Mathematics versity of Washington, 1963; Ph.D., ibid, 1969. B.A., Wesleyan College, 2001; M.S., Vanderbilt At Portland, 1969— University, 2003; Ph.D., ibid, 2007. At Portland, Roger L. Conkling, L.L.D. 2009— Adjunct Professor, Business Administration Karen Cameron, M.S.N. B.B.A., Northwestern University, 1941; M.A., Uni- Instructor, Nursing versity of Oregon, 1948; L.L.D. (honoris causa), B.S.N., University of Portland, 1996; M.S.N., University of Portland, 1972. At Portland, 1988— Oregon Health Sciences University, 2000. At Rev. James T. Connelly, C.S.C., Ph.D. Portland, 2002— Associate Professor Emeritus, History3 Michael Cameron, Ph.D. B.A., University of Notre Dame, 1960; S.T.B., Associate Professor, Theology Pontifical Gregorian University, 1963; M.A., Uni- B.A., Central Bible College, 1977; Bethany Theo- versity of Notre Dame, 1968; Ph.D., University of logical Seminary, 1981; Ph.D., University of Chicago, 1977. At Portland, 1993— Chicago Divinity School, 1996. At Portland, Carolyn R. Connolly, M.S.L.S. 2002— Assistant Archivist/Curator, Clark Memorial Kevin Cantrell, Ph.D. Library Associate Professor, Chemistry B.A., University of Portland, 1988; M.A., ibid, B.S., Furman State University, 1992; M.S., Ore- 1990; M.S.L.S., Clarion University, 1991. At Port- gon State University, 1998; Ph.D., ibid, 2001. At land 1995— Portland, 2001— Michael Connolly, D.M.A. James B. Carroll, Ph.D. Professor, Music Associate Professor, Education B.A., B.M., University of Washington, 1977; M.M., B.A., University of California, Davis, 1976; University of Southern California, 1983; D.M.A., M.F.A., Washington State University, 1978; ibid, 1986. At Portland, 1988— Ph.D., ibid, 1990. At Portland, 1997— Darcy Copeland, Ph.D. H. Beng Chang, M.S.T. Assistant Professor, Nursing Instructor, Mathematics B.S., University of Northern Colorado, 1998; B.S., The American University, 1992; M.S.T., B.A., ibid, 1998; M.A., Fitchburg State College, Portland State University, 2003. At Portland, 2002; Ph.D., University of California, 2007. At 2004— Portland, 2007—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status 268 FACULTY James T. Covert, Ph.D. Andrew Downs, Ph.D. Professor Emeritus, History4 Assistant Professor, Psychology B.A., University of Portland, 1959; M.A., Universi- B.A., University of Notre Dame, 1994; M.S., ty of Oregon, 1961; Ph.D., ibid, 1967. At Portland, Washington State University, 1998; Ph.D., ibid, 1961— 2002. At Portland, 2008— Carol E. Craig, Ph.D. Lt. Col. Lewis N. Doyle, M.S. Professor, Nursing3 Professor, Military Sciences B.A., University of California, 1971; B.S., Uni- B.A., University of Oregon, 1991; M.S., Tui Uni- versity of Alaska, 1982; M.S., ibid, 1984; Ph.D., versity, 2007. At Portland, 2009— Univrsity of Colorado, 1991. At Portland, 2008— Roger O. Doyle, D.M.A. Tanya L. Crenshaw, Ph.D. Professor, Music Assistant Professor, Computer Science B.M.Ed., University of Wichita, 1962; M.M.Ed., B.S., University of Portland, 1998; Ph.D., Uni- Wichita State University, 1967; D.M.A., Univer- versity of Illinois, 2008. At Portland, 2008— sity of Colorado, 1973. At Portland, 1973— Jackie Culver, M.F.A. Bruce H. Drake, Ph.D. Adjunct Instructor, Dance Professor, Business Administration B.A., University of Portland, 1974; M.F.A., ibid, B.A., Dartmouth College, 1966; M.B.A., Stanford 1981. At Portland, 1991— University, 1968; Ph.D., University of Washing- William M. Curtis, Ph.D. ton, 1976. At Portland, 1988— Assistant Professor, Political Science Yan Duan, M.N. A.B., Dartmouth College, 1992; J.D., University Visiting Instructor, Nursing of California, 1995; M.A., Stanford University, M.N., University of Manitoba, 1993. At Portland, 1997; Ph.D., Duke University, 2006. At Port- 2006— land, 2007— Robert W. Duff, Ph.D. Dan G. Danner, Ph.D. Tyson Distinguished Professor, Sociology Professor Emeritus, Theology4 B.A., University of Notre Dame, 1966; M.A., B.A., Abilene Christian College, 1961; M.A., ibid, ibid, 1970; Ph.D., ibid, 1971. At Portland, 1972— 1963; Ph.D., University of Iowa, 1969. At Port- Verne A. Duncan, Ph.D. land, 1969— Professor Emeritus, Education4 Susan D. Decker, Ph.D. B.A., Idaho State University, 1960; M.Ed., Uni- Associate Professor, Nursing versity of Idaho, 1964; M.B.A., University of B.A., Miami University, Ohio, 1970, M.S.N., Uni- Portland, 1976; Ph.D., University of Oregon, versity of Cincinnati, 1973; Ph.D., Portland State 1968. At Portland, 1989— University, 1982. At Portland, 1973— Ardys Dunn, Ph.D. Nicole DeHoratius, D.B.A. Associate Professor Emerita, Nursing4 Assistant Professor, Business Administration B.S.N., University of Illinois at Chicago, 1969; A.B., Harvard University, 1990; M.S., University M.S., University of Oregon, 1974; M.N., Oregon of Sussex, 1994; D.B.A., Harvard Business Health Sciences University, 1983; Ph.D., Uni- School, 2002. At Portland, 2007— versity of Oregon, 1984. At Portland, 1985— Sr. Carol J. Dempsey, O.P., Ph.D. Renee Eaton, M.B.A. Professor, Theology Instructor, Business Administration B.A., Caldwell College, 1978; M.A., St. Louis Uni- B.A., Chatham College, 1980; M.B.A., University versity, 1986; Ph.D., Catholic University of Amer- of Pittsburgh, 1988. At Portland, 2003— ica, 1994. At Portland, 1994— Todd Easton, Ph.D. Will H. Deming, Ph.D. Associate Professor, Business Administration Professor, Theology B.A., University of California, Santa Cruz, 1975; B.A., College of William and Mary, 1978; Ph.D., M.A., University of California, Berkeley, 1980; University of Chicago, 1991. At Portland, 1992— Ph.D., ibid, 1984. At Portland, 1981— Timothy A. Doughty, Ph.D. Maria Elva Echenique, M.A. Assistant Professor, Engineering Associate Professor, Spanish B.S., Washington State University, 1991; M.S., L.L., Universidad Mayor de San Andres, 1991; ibid, 1993; Ph.D., Purdue University, 2002. At M.A., University of Oregon, 1998. At Portland, Portland, 2006— 2002—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status FACULTY 269 Karen E. Eifler, Ph.D. Lauretta Conklin Frederking, Ph.D. Associate Professor, Education Associate Professor, Political Science B.A., University of California at Los Angeles, B.A., University of Toronto, 1992; M.A., Colum- 1982; Ph.D., University of Nebraska at Lincoln, bia University, 1994; Ph.D., Washington Univer- 1997. At Portland, 1998— sity in St. Louis, 2001. At Portland, 2002— Mark A. Eifler, Ph.D. Edward J. Freed, D.B.A. Associate Professor, History Professor, Business Administration B.A., University of California, Berkeley, 1984; B.S., Boston College, 1966; M.B.A., University of M.A., ibid, 1987; Ph.D., ibid, 1992. At Portland, Pennsylvania, 1968; D.B.A., University of Col- 2000— orado, 1978. At Portland, 1979— Brian J. Els, Ph.D. Joseph Gallegos, Ph.D. Assistant Professor, History Professor, Social Work B.A., Whitman College, 1990; M.A., Indiana B.S., Portland State University, 1972; M.S.W., University, 1994. Ph.D., ibid, 2004. At Portland, ibid, 1973; Ph.D., University of Denver, 1978. At 2002— Portland, 1988— Tae-In (Mike) Eom, Ph.D. Patricia K. Gatlin, M.S. Assistant Professor, Business Administration Instructor, Nursing B.S., Iowa State University, 1991; M.A., State B.S.N., University of Memphis, 1999; M.S., Uni- University of New York at Albany, 1992; M.B.A., versit of Portland, 2003. At Portland, 2002— State University of New York at Binghamton, Jeffrey A. Gauthier, Ph.D. 1999; Ph.D., ibid. At Portland, 2004— Associate Professor, Philosophy Caery Ann Evangelist, Ph.D. B.A., Wadhams Hall College, 1980; M.A., Bowl- Assistant Professor, Philosophy ing Green State University, 1985; Ph.D., Univer- B.A., University of Pennsylvania, 1993; M.A., sity of Michigan, 1992. At Portland, 1992— ibid, 1994; Ph.D., Duke University, 2004. At Ralf Genske, M.A. Portland, 2005— Adjunct Assistant Professor, German Thompson M. Faller, Ph.D. B.A., Portland State University, 1989; M.A., ibid, Professor, Philosophy 1993. At Portland, 1998— B.A., St. Mary’s, 1962; M.A., Xavier University, Rev. Mark Ghyselinck, C.S.C., M.F.A. Ohio, 1964; Ph.D., University of Salzburg, Aus- Assistant Professor, Fine Arts tria, 1969. At Portland, 1964— B.A., University of Notre Dame, 1980; M.Div., Terence G. Favero, Ph.D. ibid, 1987; M.F.A., Western Michigan Universi- Professor, Biology ty, 2001. At Portland, 2005— B.S., Illinois State University, 1984; M.S., Uni- Andrew W. Golla, M.F.A. versity of Oregon, 1988; Ph.D., ibid, 1990. At Assistant Professor, Performing and Fine Arts Portland, 1993— B.A., Carleton College, 1993; M.F.A., University Howard D. Feldman, Ph.D. of Iowa, 2003. At Portland, 2009— Associate Professor, Business Administration Rev. Charles B. Gordon, C.S.C., Ph.D. B.B.A., University of Cincinnati, 1971; M.B.A., Assistant Professor, Theology Georgia State University, 1978; Ph.D., ibid, B.A., University of Notre Dame, 1978; M.Div., 1983. At Portland, 1991— ibid, 1986; Ph.D., University of Cambridge, Josef Feldner, Ph.D. 1999. At Portland, 2006— Adjunct Instructor, German Thomas G. Greene, Ed.D. Ph.D., University of Innsbruck, 1990. At Port- Associate Professor, Education3 land, 1996— B.S., Portland State University, 1970; M.A., Kari A. Firestone, M.S. Lewis & Clark College, 1975; Ed.D., Portland Instructor, Nursing State University/University of Oregon, 1984. At B.S., Walla Walla University, 1992; M.S., Loma Portland, 1983— Linda University, 2006. At Portland, 2008— Richard D. Gritta, D.B.A. Kyle Flann, M.S. Professor, Business Administration Lecturer, Biology B.B.A., University of Notre Dame, 1965; M.B.A., B.S., Northern Arizona University, 2000; M.S., Indiana University, 1967; D.B.A., University of ibid, 2006. At Portland, 2009— Maryland, 1972. At Portland, 1976—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status 270 FACULTY Naveen Gudigantala, Ph.D. Frances M. Hicks, Ph.D. Assistant Professor, Business Administration Professor Emerita, Nursing4 B.A., Osmania University, 1998; M.B.A., Insti- R.N., Oklahoma Baptist Hospital, 1957; B.S., tute of Public Enterprise, 2000; M.S., Texas Northwestern State University of Louisiana, Tech University, 2004; Ph.D., ibid, 2009. At 1960; M.S.N., Case Western Reserve University, Portland, 2009— 1964; Ph.D., North Texas State University, 1977; Luisa Genske, M.S. Fellow, American Academy of Nursing, 1997. Lecturer, German At Portland, 1978— B.A., University of California, 1975; M.S., Port- Alexandra Merley Hill, Ph.D. land State University, 1992. At Portland, 2006— Assistant Professor, German Andrew M. Guest, Ph.D. B.A., Vassar College, 2001; M.A., University of Assistant Professor, Psychology Massachusetts, 2004; Ph.D., ibid, 2009. At Port- B.A., Kenyon College, 1994; M.S., Miami Uni- land, 2009— versity, 1996; M.A., University of Chicago, 2001; Gregory Hill, Ph.D. Ph.D., ibid, 2004. At Portland, 2004— Associate Professor, Mathematics Nancy Haller, M.N. B.S., University of Arizona, 1981; M.S., University Adjunct Instructor, Nursing1 of Oregon, 1984; Ph.D., ibid, 1987. At Portland, B.S., Oregon Health Sciences University, 1972; 2000— M.S., University of Washington, 1974. At Port- Richard W. Hines, M.S. land, 1991— Senior Librarian Emeritus, Clark Memorial 4 Christopher C. Hallstrom, Ph.D. Library Associate Professor, Mathematics B.S., University of Pennsylvania, 1969; M.S., B.A., Reed College, 1992; M.S., University of Simmons College, 1984. At Portland, 1997— Chicago, 1994; Ph.D., ibid, 2000. At Portland, Susan E. Hinken, M.Libr. 2003— Senior Librarian/Assistant Professor, Clark Christin Lee Hancock, Ph.D. Memorial Library Assistant Professor, History B.A., University of Washington, 1976; M.Libr., B.A., University of Notre Dame, 1996; A.M., ibid, 1977; M.A., University of Portland, 1987. Brown University, 1999; Ph.D., ibid, 2005. At At Portland, 1980— Portland, 2007— Molly H. Hiro, Ph.D. Rev. William P. Hannon, C.S.C., M.Div. Assistant Professor, English Instructor, Theology B.A., Georgetown University, 1994; M.A., Uni- B.S., University of Portland, 1982; B.A., ibid, versity of California, Los Angeles, 1999; Ph.D., 1982; M.Div., University of Notre Dame, 1988. ibid, 2005. At Portland, 2005— At Portland, 2008— Jill Peterson Hoddick, M.A., M.F.A. Drew Harrington, M.L.S. Professor, Performing and Fine Arts Senior Librarian, Clark Memorial Library B.A., University of the Pacific, 1972; M.A., Cali- B.A., Fort Lewis College, 1973; M.L.S., Universi- fornia State University (Fresno), 1974; M.F.A., ty of Oregon, 1976. At Portland, 2006— University of Southern California, 1977. At Port- Renee G. Heath, Ph.D. land, 1977— Assistant Instructor, Communication Studies Joseph P. Hoffbeck, Ph.D. B.S., Oregon State University, 1990; M.A., Wash- Associate Professor, Engineering ington State University, 1997; Ph.D., University B.S.E.E., Purdue University, 1989; M.S.E.E., of Colorado, 2005. At Portland, 2005— ibid, 1990; Ph.D., ibid, 1995. At Portland, 1997— Kristine Henderer, Ed.D. Sr. Angela Hoffman, O.S.B., Ph.D. Adjunct Assistant Professor, Nursing Professor, Chemistry B.S.N., Boston College, 1972; M.Ed., Columbia B.A., St. Martin’s College, 1972; M.A., Pacific University Teachers College, 1975; Ed.D., ibid, Lutheran University, 1979; Ph.D., Oregon Grad- 1986. At Portland, 1972— uate Institute, 1989. At Portland, 1989— Christopher M. Hess, Ph.D. Margaret M. Hogan, Ph.D. Visiting Assistant Professor, Biology McNerney-Hansen Chair in Ethics B.S., University of Florida, 1997; Ph.D., ibid, Professor Emerita, Philosophy4 2005. At Portland, 2006— A.B., Immaculata College, 1963; M.A., Fordham Cara Hersh, Ph.D. University, 1968; Ph.D., Marquette University, Assistant Professor, English 1991. At Portland, 2003— B.A., Haverford College, 1997; Ph.D., Duke Uni- versity, 2006. At Portland, 2006—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status FACULTY 271 Samuel S. Holloway, Ph.D. James J. Jurinski, J.D. Assistant Professor, Business Administration Associate Professor, Business Administration B.A., Willamette University, 1997; B.S., Colum- A.B., Hamilton College, 1972; M.L.S., University bia University, 1998; M.A.T., Pacific University, of British Columbia, Canada, 1976; M.T., Port- 2001; Ph.D., University of Oregon, 2009. At land State University, 1980; J.D., Lewis & Clark Portland, 2009— Law School, 1980; C.P.A., 1981. At Portland, Sally H. Hood, Ph.D. 1987— Associate Professor, Education Joanna M. Kaakinen, Ph.D. B.A., Indiana University, 1982; Ph.D., ibid, 2002. Professor, Nursing At Portland, 2005— B.S.N., Indiana University, 1973; M.S.N., Indi- Heidi Horning ana University, 1977; Ph.D., University of Den- Adjunct Instructor, Performing and Fine Arts1 ver, 1988. At Portland, 1989— Portland Ballet School, American Ballet The- Mark S. Kennedy, Ph.D. atre, Metropolitan Opera Ballet. At Portland, Associate Professor, Engineering 1979— B.S., University of Nebraska, 1977; M.S., Univer- Rev. Thomas E. Hosinski, C.S.C., Ph.D. sity of Wisconsin, 1979; Ph.D., Purdue Univer- Professor, Theology sity, 1984. At Portland, 1996— A.B., University of Notre Dame, 1969; M.Th., Jeff Kerssen-Griep, Ph.D. ibid, 1972; M.A., University of Chicago, 1976; Associate Professor, Communication Studies Ph.D., ibid, 1983. At Portland, 1978— B.A., Concordia College, 1983; M.A., University Becky Ann Houck, Ph.D. of Washington, 1986; Ph.D., ibid, 1997. At Port- Professor, Biology land, 1998— B.S., University of Utah, 1972; Ph.D., University Khalid H. Khan, Ph.D. of Hawaii, 1977. At Portland, 1978— Professor, Engineering Rev. William B. Hund, C.S.C., Ph.D. B.S., West Pakistan University of Engineering Associate Professor Emeritus, Philosophy4 and Technology, 1967; M.S., North Carolina A.B., University of Notre Dame, 1954; M.A., State University at Raleigh, 1972; Ph.D., ibid, ibid, 1960; Ph.D., University of Fribourg, 1964. 1975. At Portland, 1979— At Portland, 1972— Kenneth A. Kleszynski, Ph.D. Kathleen E. Hunt, Ph.D. Professor, Music Visiting Assistant Professor, Biology B.M.Ed., Benedictine College, 1972; B.A., ibid, B.A., Oberlin College, 1988; Ph.D., University of 1972; M.A., Arizona State University, 1976; Washington, 1997. At Portland, 2007— Ph.D., Michigan State University, 1984. At Port- Rev. Bernard Kuo-Wei Hwang, S.T.D. land, 1987— Assistant Professor Emeritus, Theology4 Christopher R. Kodadek, Ph.D. B.S., St. John’s University, 1949; S.T.D., Sant Lecturer, Biology Anselmo, 1953; M.A., University of Portland, B.A., St. Mary’s College, 1969; M.A., University 1968. At Portland, 1964-65; 1976— of Colorado, 1973; Ph.D., University of Col- Aziz S. Inan, Ph.D. orado, 1978. At Portland, 1982— Professor, Engineering Steven A. Kolmes, Ph.D. B.S., San Jose State University, 1979; M.S., Stan- Molter Chair in Science ford University, 1980; Ph.D., ibid, 1983. At Port- Professor, Biology land, 1989— B.S., Ohio University, 1976; M.S., University of Mehmet I. Inan, D.C.E. Wisconsin-Madison, 1978; Ph.D., ibid, 1984. At Associate Professor, Engineering Portland, 1995— B.S.C.E., Middle East Technical University, Jack N. Kondrasuk, Ph.D. Ankara, 1971; M.S.C.E., ibid, 1973; D.C.E., Uni- Associate Professor, Business Administration versity of Miami, 1977. At Portland, 1977— B.S., University of Wisconsin, 1964; M.A., Uni- Deana L. Julka, Ph.D. versity of Minnesota, 1966; Ph.D., ibid, 1972. At Associate Professor, Psychology Portland, 1974— B.A., Carrol College, 1992; M.A., University of Terry Kono, M.S. Notre Dame, 1995; Ph.D., ibid, 1998. At Port- Professor, Aerospace Studies land, 1997— B.A., University of California, Davis, 1978; M.A., University of Michigan, 1979; M.S., National War College, 2005. At Portland, 2006—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status 272 FACULTY Lorretta C. Krautscheid, M.S. Sr. Sandra E. Lincoln, S.H.C.J., Ph.D. Instructor, Nursing Professor Emerita, Chemistry4 B.S.N., Montana State University, 1994; M.S., B.A., Smith College, 1960; M.S., Marquette Uni- Oregon Health Sciences University, 2003. At versity, 1970; Ph.D., State University of New Portland, 2003— York, Stony Brook, 1982. At Portland, 1982— Matthew R. Kuhn, Ph.D. Roberta D. Lindahl, M.B.A. Professor, Engineering Assistant Professor, Business Administration4 B.S., University of Missouri, 1975; M.S., Univer- B.S., University of Portland, 1997; M.B.A., ibid, sity of California, Berkeley, 1984; Ph.D., ibid, 2000. At Portland, 2000— 1987. At Portland, 1987— Ellen Lippman, Ph.D. Mary C. LaBarre, Ed.D. Associate Professor, Business Administration Lecturer, Theology B.A., Colorado College, 1975; M.S., University of B.A., Trinity College, 1967; M.A., University of Wisconsin, 1978; Ph.D., University of Oregon, Portland, 1987; Ed.D., University of Seattle, 1991. At Portland, 1983-85; 1988— 1999. At Portland, 1990— Mindi L. Logan, M.F.A. Associate Professor, Drama Andrew J. Lafrenz, M.S. B.A., University of Idaho, 1986; M.F.A., Rutgers Instructor, Biology University, 1989. At Portland, 1999— B.S., University of Portland, 2002; M.S., Univer- sity of Georgia, 2004. At Portland, 2004— Jessica E. Logue, Ph.D. Visiting Assistant Professor, Philosophy Lawrence S. Larsen, M.F.A. B.A., State University of New York, 2001; M.A., Associate Professor, Drama Syracuse University, 2004; Ph.D., ibid, 2006. At B.A., Trinity University, 1983; M.F.A., Universi- Portland, 2008— ty of Washington, 1986. At Portland, 1994— Lora L. Looney, Ph.D. Lars Erik Larson, Ph.D. Associate Professor, Spanish Assistant Professor, English B.A., Colorado College, 1987; M.A., University B.A., University of Pennsylvania, 1993; M.A., of Chicago, 1990; Ph.D., ibid, 1997. At Portland, University of California, Los Angeles, 1998; 1998— Ph.D., ibid. At Portland, 2005— Sigrun Loos, Ph.D. Bohn D. Lattin, Ph.D. Adjunct Instructor, Fine Arts1 Associate Professor, Communication Studies Ph.D. University of Salzburg, 1970. At Portland B.A., Moorhead State University, 1979; M.A., (Salzburg), 1976— Idaho State University, 1984; Ph.D., University Wayne (Yuin-Hwa) Lu, Ph.D. of Oregon, 1992. At Portland, 1992— Associate Professor, Engineering Kenneth H. Laundra, Ph.D. B.S., Chung-Chen Institute of Technology, Tai- Visiting Assistant Professor, Sociology wan, 1973; M.S., University of Oklahoma, 1981; B.S., Michigan State University, 1990; M.A., Ph.D., ibid, 1988. At Portland, 1988— Central Michigan University, 1995; Ph.D., Utah Kenneth E. Lulay, Ph.D. State University, 1999. At Portland, 2007— Associate Professor, Engineering Lawrence D. Lewis, Ph.D. B.S., University of Portland, 1984; M.S., ibid, Professor, Business 1987; Ph.D., University of Washington, 1990. At B.B.A., University of Missouri, 1967; M.A., ibid, Portland, 1998— 1972; Ph.D., University of Nebraska, 1984. At Lewis Lum, Ph.D. Portland, 2001— Professor, Mathematics Rev. James M. Lies, C.S.C., Ph.D. B.S., Oregon State University, 1968; Ph.D., Uni- Assistant Professor, Psychology versity of Oregon, 1973. At Portland, 1989— B.A., University of St. Thomas, 1984; M.A., Uni- Manuel J. Macias, Ph.D. versity of Notre Dame, 1987; M.Div., Jesuit Professor Emeritus, Spanish4 School of Theology, 1996; Ph.D., University of B.A., University of Portland, 1951; M.A., ibid, Minnesota, 2005. At Portland, 2007— 1952; Diploma, University de Coimbra, Portu- Henshiu (Cecelia) Lin, Ph.D. gal, 1952, 1970; Diploma de Doctor en Filosofia Assistant Professor, Business Administration y Letras, University of Madrid, Spain, 1956; B.S., San Jose State University, 1990; M.S., ibid, Ph.D., Northwestern University, 1963. At Port- 1994; Ph.D., University of Texas, 2000. At Port- land, 1958— land, 2006— James W. Male, Ph.D. Sweo Chair in Engineering Professor, Engineering B.S., Union College, 1968; Ph.D., Johns Hopkins University, 1973. At Portland, 1997— 1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status FACULTY 273 Gary L. Malecha, Ph.D. James E. McKittrick, Jr., M.S. Associate Professor, Political Science Visiting Assistant Professor, Business B.A., College of St. Thomas, 1976; M.A., Univer- B.S., University of Southern California, 1978; sity of Notre Dame, 1978; Ph.D., ibid, 1987. At M.S., University of Oregon, 1982. At Portland, Portland, 1992— 2009— Caroline E. Mann, M.S.L.S. Laura Ann McLary, Ph.D. Senior Librarian, Clark Memorial Library Associate Professor, German B.A., University of North Carolina at Chapel B.A., Bowling Green State University, 1986; Hill, 1975; M.S.L.S., ibid, 1982. At Portland, M.A. University of Massachusetts Amherst, 1998— 1989; Ph.D., ibid, 1996. At Portland, 1999— Diane M. Martin, Ph.D. Sr. Kathleen McManus, O.P., Ph.D. Associate Professor, Business Administration Associate Professor, Theology B.S., Portland State University, 1984; M.S., Uni- B.A., College of Mount Saint Vincent, 1980; versity of Portland, 1998; Ph.D., University of M.A., Aquinas Institute of Theology, 1989; Utah, 2001. At Portland, 2001— Ph.D., University of St. Michael’s College. At Jane M. Martin, M.S. Portland, 2000— Adjunct Assistant Professor, Nursing3 Sr. Ray Marie McNamara, RSM, Ph.D. B.S.N., University of Portland, 1966; M.S., Assistant Professor, Theology Boston University, 1970. At Portland, 1972— B.S., Clemson University, 1970; M.A., Universi- Norah Martin, Ph.D. ty of St. Thomas, 1988; M.A., Jesuit School of Associate Professor, Philosophy Theology, 1998; Ph.D., Graduate Theological B.A., Connecticut College, 1984; M.Litt., Univer- Union, 2006. At Portland, 2005— sity of Edinburgh, 1989; Ph.D., State University Joseph Nick McRee, Ph.D. of New York at Stony Brook, 1994. At Portland, Associate Professor, Sociology 1994— B.A., Pacific University, 1992; M.A., The Uni- Louis J. Masson, Ph.D. versity of Texas, 1996; Ph.D., ibid, 1999. At Port- Tyson Distinguished Professor, English land, 1999— B.A., LeMoyne College, 1964; M.A., Syracuse Mark R. Meckler, Ph.D. University, 1967; Ph.D., ibid, 1971. At Portland, Associate Professor, Business Administration 1970— B.A., Brandeis University, 1985; M.B.A., Michi- Shannon Kathleen Mayer, Ph.D. gan State University, 1991; Ph.D., Florida At- Associate Professor, Physics lantic University, 2000. At Portland, 1999— B.S., Pacific Lutheran University, 1987; M.S., Hillary Ann Merk, Ph.D. Oregon State University, 1989; Ph.D., ibid, 1997. Assistant Professor, Education At Portland, 2002— B.A., Washington State University, 2001; M.A., Steven G. Mayer, Ph.D. ibid, 2002; Ph.D., ibid, 2008. At Portland, 2008— Associate Professor, Chemistry Stephanie Michel, M.L.S. B.S., Pacific Lutheran University, 1987; M.S., Senior Librarian, Clark Memorial Library Montana State University, 1997. At Portland, B.A., Linfield College, 1996; M.L.S., Indiana 2002— University, 1997. At Portland, 2002— Franz Karl Mayr, Ph.D. Gary Mitchell, Ph.D. Professor Emeritus, Philosophy4 Assistant Professor, Business Administration Ph.D., University of Innsbruck, 1957. At Port- B.A., University of California, 1984; M.B.A., land, 1964-65; 1968— ibid, 1988; Ph.D., University of Washington, Rev. Charles F. McCoy, C.S.C., Ph.D. 2005. At Portland, 2005— Assistant Professor, Mathematics Elise Marie Moentmann, Ph.D. B.S., Baylor University, 1995; M.S., University of Associate Professor, History Notre Dame, 1998; Ph.D., ibid, 2000. At Port- B.A., Louisiana Tech University, 1985; M.A., land, 2009— ibid, 1988; Ph.D., University of Illinois, 1998. At John McDonald, M.A. Portland, 1998— Lecturer, English Judith Montgomery, M.M. B.A., SUNY College at Buffalo, 1990; M.A., Port- Lecturer, Music land State University, 1994. At Portland 2000— B.M.Ed., University of Portland, 1968; M.M., ibid, 1984. At Portland, 1984—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status 274 FACULTY Martin A. Monto, Ph.D. Marie E. Napolitano, Ph.D. Professor, Sociology Associate Professor, Nursing B.A., Kansas State University, 1987; M.A., Uni- B.S., Louisiana State University, 1973; B.S., Bay- versity of California, Los Angeles, 1988; Ph.D., lor University, 1975; M.A., University of Wash- ibid, 1992. At Portland, 1992— ington, 1979; Ph.D., Oregon Health & Sciences, Juanita E. Moore, M.Ed. 1992. At Portland, 2007— Visiting Associate Professor, Education1 Meike Niederhausen, Ph.D. A.B., Indiana University, 1967; M.Ed., Universi- Assistant Professor, Mathematics ty of Portland, 1978. At Portland, 1978— B.A., New College of Florida, 1998; M.S., Purdue Marlene Moore, Ph.D. University, 2004; Ph.D., ibid, 2005. At Portland, Powers Distinguished Professor in Biology 2005— B.A., University of St. Thomas, 1969; Ph.D., Thomas J. Nelson, Ph.D. Baylor College of Medicine, 1975. At Portland, Professor Emeritus, Engineering4 1976— B.S. & M.S., Massachusetts Institute of Technol- Tamar More, Ph.D. ogy, 1957; Ph.D., Princeton University, 1968. At Associate Professor, Physics Portland, 1974— B.S., M.I.T., 1987; M.S., Brown University, 1990; Alison R. Noble, Ph.D. Ph.D., ibid, 1996. At Portland, 2000— Visiting Assistant Professor, Chemistry Patricia D. Morrell, Ph.D. B.S., Westmont College, 1997; Ph.D., Associate Professor, Education University of Illinois Urbana-Champaign, 2002. B.S., SUNY College of Environmental Science & At Portland, 2008— Forestry, 1978; M.S., Oregon State University, Hans Nordstrom, Ph.D. 1988; Ph.D., ibid, 1992. At Portland, 1996— Assistant Professor, Mathematics Susan Randles Moscato, Ed.D. B.A., Lewis & Clark College, 1996; M.S., Univer- Professor, Nursing sity of Oregon, 2001; Ph.D., ibid, 2005. At Port- B.S.N., University of Portland, 1968; M.N., Uni- land, 2005— versity of California, L.A., 1973; Ed.D., Portland Andrew M. Nuxoll, Ph.D. State University, 1987. At Portland, 1996— Assistant Professor, Engineering Ana Paulina Mross, M.A. B.S., Rose-Hulman Institute of Technology, Visiting Assistant Professor, Spanish 1995; Ph.D., University of Michigan, 2007. At B.S., University of Oregon, 1999; M.A., ibid, Portland, 2007— 2004. At Portland, 2008— Mary A. Oakes, M.S.N. Michael P. Mulcrone, Ph.D. Instructor, Nursing Associate Professor, Communication Studies B.A., College of St. Scholastica, 1984; M.S.N., B.A., Ohio University, 1971; M.S., University of University of Phoenix, 2004. At Portland, Oregon, 1988; Ph.D., University of Washington, 2008— 1993. At Portland, 1993— Steve O’Halloran, Ph.D. Patrick C. Murphy, D.M.A. Assistant Professor, Engineering Assistant Professor, Music B.S., Kansas State University, 2000; M.S., ibid, B.M.Ed., Washington State University, 1994; 2002; Ph.D., ibid, 2006. At Portland, 2007— M.A.M.Ed., University of Minnesota, 1997; Christopher R. Olson, Ph.D. D.M.A., The University of Arizona, 2008. At Visiting Lecturer, Biology Portland, 2008— B.A., Lewis and Clark College, 1995; Ph.D., Iowa Dakshina Murty, Ph.D. State University, 2006. At Portland, 2008— Professor, Engineering Chad E. O’Lynn, Ph.D. B.Tech., IIT Kanpur, India, 1974; M.S.Nuc.E., Assistant Professor, Nursing University of Oklahoma, 1977; M.S.M.E., ibid, B.S., Portland State University, 1984; M.S., Ore- 1977; Ph.D., University of Texas at Austin, 1982. gon Health and Science University, 1992; Ph.D., At Portland, 1981— Kennedy-Western University, 2003. At Port- Debra Nagy-Nero, M.S. land, 2005— Adjunct Instructor, Nursing Kathleen O’Reilly, Ph.D. B.A., San Diego State University, 1975; M.S., Professor, Biology ibid, 1979. At Portland, 1994— B.A., University of California, Berkeley, 1988; Ph.D., University of Washington, 1995. At Port- land, 1997—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status FACULTY 275 John Clarke Orr, Ph.D. Helga A. Piringer, M.Econ. Associate Professor, English Adjunct Instructor, Business Administration1 B.A., Hardin-Simmons University, 1980; M.A., Master of Economics (Diplomkaufmann), Uni- University of Oklahoma, 1983; Ph.D., Duke Uni- versity of Vienna, 1958. At Portland (Salzburg), versity, 1992. At Portland, 1993— 1977— Valorie Orton, M.S. Rev. Claude Pomerleau, C.S.C., Ph.D. Instructor, Nursing Associate Professor, Political Science3 B.S.N., Seattle Pacific University, 1975; M.S., B.A., University of Notre Dame, 1962; Licentiate University of Portland, 2007. At Portland, 2007— in Theology, Gregorian University, 1966; M.A., Peter M. Osterberg, Ph.D. University of Notre Dame, 1968; Ph.D., Univer- Associate Professor, Engineering sity of Denver, 1975. At Portland, 1991— S.B. & S.M., Massachusetts Institute of Technol- Pamela J. Potter, D.N.S. ogy, 1980; Ph.D., ibid, 1995. At Portland, 1996— Visiting Assistant Professor, Nursing Linda C. Owens, Ph.D. B.S., Northern Illinois University, 1974; M.A., Visiting Assistant Professor, Education University of New Mexico, 1988; D.N.S., Yale B.S., Oregon State University, 1970; M.S., Port- University, 2004. At Portland, 2007— land State University, 1974; Ph.D., Boston Col- Michael K. Rabby, Ph.D. lege, 1986. At Portland, 2003— Assistant Professor, Communication Studies Robert B. Pamplin, Jr., Ph.D. B.S., University of Texas, 1993; M.A., Pennsyl- Professor, Business Administration vania State University, 1996; Ph.D., Arizona B.S., Lewis & Clark College, 1964, 1965, 1966; State University, 2001. At Portland, 2005— M.B.A., University of Portland, 1968; M.Ed., ibid, John R. Reed, M.S.N. 1975; Ph.D., California Coast University, 1976; Instructor, Nursing D.Min., Western Conservative Baptist Seminary, B.S., University of New Mexico, 1997; M.S.N./ 1982. At Portland, 1999— M.B.A., University of Phoenix, 2003. At Port- Bonnie S. Parks, M.L.I.S. land, 2005— Associate Librarian, Clark Memorial Library Lisa J. Reed, J.D. B.A., John Carroll University, 1992; M.L.I.S., Associate Professor, Business Administration University of Washington, 1998. At Portland, B.A., University of Oklahoma, 1984; J.D., Duke 2007— University of School of Law, 1988. At Portland Joseph T. Pascarelli, Ed.D. 1997— Associate Professor Emeritus, Education Kathleen Regan, Ph.D. B.A., Fairleigh Dickinson University, 1962; M.A., Professor, Spanish ibid, 1967; Ed.D., Rutgers University, 1981. At B.A., University of Illinois, Urbana, 1981; M.A., Portland, 1990— ibid, 1983; Ph.D., University of Chicago, 1995. Lillian A. Pereyra, Ph.D. At Portland 1995— Professor Emerita, History4 Sr. Marian Dolores Robinson, Ph.D., B.A., Mt. St. Mary’s College, 1953; M.A., Ford- Professor Emerita, Psychology4 ham University, 1955; Ph.D., University of Cali- fornia, Los Angeles, 1962. At Portland, 1963— B.A., Marylhurst College, 1940; M.A., Loyola University (Chicago), 1944; Ph.D., ibid, 1947. At Valerie J. Peterson, Ph.D. Portland, 1975— Assistant Professor, Mathematics B.S., Santa Clara University, 2001; M.S., Univer- Anissa Taun Rogers, Ph.D. sity of Illinois, 2002; Ph.D., ibid, 2009. At Port- Associate Professor, Social Work land, 2009— B.A., University of Utah, 1990; M.A., Ball State University, 1993; M.S.W., University of Utah, Mariana D. Petrea, Ph.D. 1997; Ph.D., ibid, 1997. At Portland, 1999— Adjunct Assistant Professor, Spanish Miroslav C. Rokos, ING. Diploma de Licenta-Filologie, University of 4 Bucharest, 1967; Ph.D., University of Oregon, Associate Professor Emeritus, Engineering 1982. At Portland, 1986— B.S.M.E., Technology University, Brno, Czecho- slovakia, 1952; M.S.M.E., Technical University Dann L. Pierce, Ph.D. Prague, Czechoslovakia, 1964. At Portland, 1965— Associate Professor, Communication Studies B.A., University of Portland, 1976; M.A., ibid, Bryan D. Rookey, Ph.D. 1979; Ph.D., University of Iowa, 1985. At Port- Assistant Professor, Sociology land, 1987— B.A., Eastern Washington University, 2000; M.A., University of Montana, 2003; Ph.D., Washington State University, 2009. At Portland, 2009—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status 276 FACULTY Mary Beth Rosenstiel, M.S. Bernhard R. Schratzberger, Ph.D. Instructor, Nursing3 Adjunct Instructor, Mathematics B.S.N., University of Portland, 2002; M.S., ibid, Ph.D., University of Salzburg, 1998 2004. At Portland, 2004— At Portland, (Salzburg), 1997— Rev. Stephen C. Rowan, Ph.D. Arthur A. Schulte, Jr., Ph.D., L.L.D. Professor, English3 Pamplin Professor Emeritus, Business Adminis- B.A., Fairfield University, 1966; S.T.B., St. tration4 Mary’s Seminary & University, 1968; M.A., the Ph.B., Comm., University of Notre Dame, 1952; University of British Columbia, 1975; Ph.D., M.B.A., University of Denver, 1959; Ph.D., Uni- ibid, 1985. At Portland, 2007— versity of Oregon, 1964; LL.D. (honoris causa), University of Portland, 1990. At Portland, 1958— W. Stephen Royce, Ph.D. Associate Professor Emeritus, Psychology James W. Seal, Ph.D. A.B., Stanford University, 1971; M.S., University Associate Professor, Business Administration of Oregon, 1974; Ph.D., ibid, 1976. At Portland, B.S., University of Southern Mississippi, 1969; 1977— M.S., ibid, 1970; Ph.D., University of Illinois, 1977. At Portland, 1977— Rev. H. Richard Rutherford, C.S.C., Drs. Theol. Heidi E. K. Senior, M.L.I.S. Professor, Theology Senior Librarian, Clark Memorial Library B.A., University of Notre Dame, 1961; S.T.L., B.A., University of Oregon, 1991; M.L.I.S., ibid, Gregorian University, 1965; Drs. Theol., 1997. At Portland, 1997— Catholic University of Nijmegen, Netherlands, Elayne J. Shapiro, Ph.D. 1970. At Portland, 1976— Associate Professor, Communication Studies B.A., University of Illinois, 1967; M.A., Universi- Sr. Joan Saalfeld, S.N.J.M., Ph.D. ty of Minnesota, 1973; Ph.D., University of Min- Associate Professor Emerita, English4 nesota, 1993. At Portland, 1987— B.A., Marylhurst College, 1964; M.A., Portland Rev. Charles D. Sherrer, C.S.C., Ph.D. State University, 1971; Ph.D., University of 4 Denver, 1976. At Portland, 1977— Professor Emeritus, English A.B., University of Notre Dame, 1958; S.T.B., Stephanie A. Salomone, Ph.D. Gregorian University, 1960; S.T.L., ibid, 1962; Assistant Professor, Mathematics M.A., University of Notre Dame, 1965; Ph.D., B.A., University of Michigan, 1997; M.A., Boston University of North Carolina at Chapel Hill, College, 1999; Ph.D., UCLA, 2005. At Portland 1969. At Portland, 1963-64; 1969-74; 1982— 2005— Casey Shillam, Ph.D. Alejandro Santana, Ph.D. Assistant Professor, Nursing Associate Professor, Philosophy B.S.N., Oregon Health & Sciences University, B.A., California State University, Fresno, 1990; 2002. M.S.N., ibid, 2004. Ph.D., ibid, 2008. At B.A., ibid, 1992; M.A., University of California, Portland, 2006— Irivine, 2001. Ph.D., ibid. At Portland, 2003— Louisa Davis Sills, M.N. Anne M. Pitsch Santiago, Ph.D. Instructor, Nursing Visiting Assistant Professor, Political Science B.S.N., University of Portland, 1989; M.N., Ore- B.S., Viterbo College, 1988; M.A., University of gon Health Sciences University, 1994. At Port- Nebraska-Lincoln, 1991; Ph.D., University of land , 2008— Maryland, 2000. At Portland, 2008— Brian Simmons, Ph.D. Deborah Susan Schenbarger, Ph.D. Lecturer, Communication Studies Assistant Professor, Engineering B.S., Oklahoma Christian College, 1987; M.A., B.S., University of the Pacific, 1989; M.S., Stan- Pepperdine University, 1988; Ph.D., Purdue ford University, 1995; Ph.D., University of Cali- University, 1995. At Portland, 2009— fornia at Davis, 2006. At Portland, 2008— Frances J. Simmons, M.S. Ruby F. Schendel, Ph.D. 4 Instructor, Nursing Assistant Professor Emerita, Education B.S.N., University of California, Chico, 1970; M.S., B.A., San Francisco State University, 1956; M.A., University of Colorado, 1973. At Portland, 1989— University of Toledo, 1976; Ph.D., ibid, 1989. At Jeffrey S. Smith, Ph.D. Portland, 1980— Assistant Professor, Psychology John W. Schouten, Ph.D. B.S., Georgia College, 1993; M.S., ibid, 1995; Associate Professor, Business Administration Ph.D., Emory University, 2003. At Portland, B.A., University of Utah, 1981; Ph.D., ibid, 1990. 2006— At Portland, 1991—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status FACULTY 277 Michael D. Snow, Ph.D. Joseph E. Taylor, III, Ph.D. Tyson Distinguished Professor, Biology Visiting Assistant Professor, History B.A., Sacramento State College, 1967; Ph.D., B.S., University of Oregon, 1990; M.A., ibid, Washington State University, 1974. At Portland, 1992; Ph.D., University of Washinton, 1996. At 1970— Portland, 2009— Diane L. Sotak, M.L.S. Agnes Tenney, Ph.D. Senior Librarian, Clark Memorial Library Associate Professor Emerita, Chemistry4 B.S., University of Michigan, 1988; M.L.S., Syra- A.B., Regis College, Mass., 1968; Ph.D., Indiana cuse University, 1996. At Portland, 2001— University, 1975. At Portland, 1977— Br. Donald J. Stabrowski, C.S.C., Ph.D. 3 Peter R. Thacker, Ed.D. Professor, History and Political Science Assistant Professor, Education B.A., St. Edward’s University, 1963; M.A., Indi- B.A., Antioch College, 1971; M.A.T., Lewis and ana University, 1967; M.S., ibid, 1969; M.A., Clark College, 1981; Ed.D., Harvard University, University of Notre Dame, 1979; Ph.D., ibid, 1990. At Portland, 2004— 1985. At Portland, 1988— Bret W. Tobalske, Ph.D. Harold M. Stauffer, Ed.D. Associate Professor, Biology Professor Emeritus, Education4 B.S., State Teachers College, 1937; M.A., Univer- B.S., Southern Illinois University Carbondale, sity of Nebraska, 1951; Ed.D., Teachers College, 1988; M.A., University of Montana, 1991; Ph.D., Columbia University, 1956. At Portland, 1962— ibid, 1994. At Portland, 1999— Karen A. Steinke, M.S.N. Lara Trout, Ph.D. Instructor, Nursing Assistant Professor, Philosophy B.S., Hahnemann University, 1994; M.S.N., B.A., Rockhurst College, 1991; M.A., Marquette Washington State University, 2003. At Portland, University, 1995; Ph.D., Pennsylvania State 2008— University, 2005. At Portland, 2005— James G. Stemler, Ph.D. Eugenijus Urnezius, Ph.D. Adjunct Assistant Professor, Sociology3 Assistant Professor, Chemistry B.S., Indiana University, 1969; M.A., West Vir- D.S., Vilnius University, 1992; Ph.D., Case West- ginia University, 1972; Ph.D., University of ern Reserve University, 1999. At Portland, Cincinnati, 1980. At Portland, 1975— 2009— Debra L. Stephens, Ph.D. Mark W. Utlaut, Ph.D. Associate Professor, Business Administration Professor, Physics B.A., University of Texas at Austin, 1975; M.A., B.S., University of Colorado, 1974; Ph.D., Uni- University of Chicago, 1981; Ph.D., ibid, 1983. versity of Chicago, 1980. At Portland, 1988— At Portland, 1997— Edward J. Valente, Ph.D. Nora G. Stevens, Ed.D. Professor, Chemistry Lecturer, Biology B.S., University of California, 1971; Ph.D., Uni- B.A., Walla Walla, 1994; M.S., California Poly- versity of Washington, 1977. At Portland, 2009— technic State, 2001; Ed.D., Auburn University, Tammy VanDeGrift, Ph.D. 2006. At Portland, 2007— Assistant Professor, Engineering Suzie Stragnell, M.S. B.A., Gustavus Adophus College, 1999; M.S., Instructor, Nursing University of Washington, 2001; Ph.D., ibid, B.S.N., University of Utah, 1976. M.S., Oregon 2005. At Portland, 2005— Health Sciences University, 2005. At Portland, Jacqueline Van Hoomissen, Ph.D. 2006— Associate Professor, Biology Craig A. Swinyard, Ph.D. B.S., University of Portland, 1997; Ph.D., Uni- Assistant Prof., Mathematics versity of Georgia, 2002. At Portland, 2002— B.A., University of Portland, 1998; M.S.,Portland Steven R. Vegdahl, Ph.D. State University, 2002; Ph.D., ibid, 2006. At Port- Associate Professor, Engineering land, 2008— B.S., Stanford University, 1976; Ph.D., Carnegie- Mojtaba B. Takallou, Ph.D. Mellon University, 1982. At Portland 1996— Associate Professor, Engineering Linda Veltri, M.S.N. B.S., California State University, Fresno; 1977; Instructor, Nursing M.S., Oregon State University, 1980; Ph.D., ibid, B.A., Whitworth College, 1978; B.S.N., ibid, 1986. At Portland, 1985— 1996; M.S.N., Gonzaga University, 2002. At Port- land, 2003—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status 278 FACULTY Becky A. Vernelson, M.N. Rev. Arthur F. Wheeler, C.S.C., Ph.D., Adjunct Instructor, Nursing1 Associate Professor, History3 B.S., South Dakota State University, 1970; M.N., B.S.F.S., Georgetown University, 1973; M.A., University of California, Los Angeles, 1972. At University of Notre Dame, 1976; Ph.D., ibid, Portland, 1978— 1979; M.Div., ibid, 1983. At Portland, 1987— Diane Vines, Ph.D. Lawrence Wheeler, M.A. Associate Professor, Nursing Adjunct Instructor, Performing & Fine Arts1 B.S., Vanderbilt University, 1967; M.A., New B.A., Portland State University, 1976; M.A., ibid, York University, 1973; Ph.D., Boston Universi- 1978. At Portland, 1983— ty, 1986. At Portland, 2006— Kaye Wilson-Anderson, D.N.S. Paul E. Wack, Ph.D. Associate Professor, Nursing Professor Emeritus, Physics4 B.S.N., Delta State University, 1981. D.N.S., A.B., Creighton University, 1941; M.S., Univer- Louisiana State University Health Sciences Cen- sity of Notre Dame, 1942; Ph.D., ibid, 1947. At ter, 2003. At Portland, 2007— Portland, 1949— Anne Marie Wolf, Ph.D. Jacqueline M. Waggoner, Ed.D. Assistant Professor, History Assistant Professor, Education B.A., University of Notre Dame, 1989; M.A., New B.S., Portland State University, 1973; M.S., ibid, York University in Madrid, 1992; Ph.D., Universi- 1975; Ed.D., ibid and University of Oregon, ty of Minnesota, 2003. At Portland, 2003— 1983. At Portland, 2004— Teri Moser Woo, Ph.D. Patricia J. Wall, Ed.D. Associate Professor, School of Nursing Visiting Associate Professor, Education B.S.N., Oregon Health Sciences University, B.S., Oregon State University, Ed.M., ibid, 1981; 1984; M.S., ibid, 1993; Ph.D., University of Col- Ed.D., ibid 1986. At Portland, 2003— orado, 2008. At Portland, 2004— Hildgund Walterskirchen, M.A. Warren J. L. Wood, Ph.D. Adjunct Instructor, Music1 Assistant Professor, Chemistry B.M., Mozarteum, Salzburg, 1968. M.A., Universi- B.S., Willamette University, 2000; Ph.D., Uni- ty of Salzburg, 1977. At Portland (Salzburg), 1975— versity of California, 2005. At Portland, 2007— Karen Ward, Ph.D. Aaron Wootton, Ph.D. Associate Professor, Engineering Assistant Professor, Mathematics B.S., University of Oregon, 1978; M.S., Oregon BSc., University of Southampton, England, Graduate Institute of Science and Technology, 1998; Ph.D., University of Arizona, 2004. At 1992; Ph.D., ibid, 2001. At Portland, 2005— Portland 2005— Joanne Rains Warner, D.N.S. Anita Lee Malen Wynne, Ph.D. 4 Professor, Nursing3 Professor Emerita, Nursing B.A., Augustana College, 1972; M.A., University B.S., San Diego State University, 1972; M.S., of Iowa, 1976; D.N.S., Indiana University, 1990. University of Colorado, 1974; Ph.D., University At Portland, 2005— of Oklahoma, 1982; F.N.P., Gonzaga University, Matthew D. Warshawsky, Ph.D. 1996. At Portland, 1981— Assistant Professor, Spanish Zia A. Yamayee, Ph.D. 3 B.A., Swarthmore College, 1992; M.A., Ohio Professor, Engineering State University, 1998; Ph.D., Ohio State Uni- B.S.E.E., Kabul University 1972; M.S.E.E., versity, 2002. At Portland, 2002— Purdue University, 1976; Ph.D., ibid, 1978. At Rev. Ronald J. Wasowski, C.S.C., Ph.D. Portland, 1996— Associate Professor, Physics Gerhard Zecha, Ph.D. 1 B.S., University of Notre Dame, 1970; M.Th., ibid, Adjunct Professor, Philosophy 1973; M.A., University of California at Los Ange- Ph.D., University of Salzburg, 1968. At Portland, les, 1978; Ph.D., ibid, 1983. At Portland 1998— (Salzburg), 1968-75, 1976— Bruce N. Weitzel, Ph.D. Loretta E. Zimmerman, Ph.D. 4 Visiting Assitant Professor, Education Professor Emerita, History B.S., Portland State University, 1969; M.S., ibid, B.A., Newcomb College, 1957; M.A., Tulane 1971; Ph.D., Michigan State University, 1980. At University, 1961; Ph.D., ibid, 1964. At Portland, Portland, 2004— 1967— Karl Wetzel, Ph.D. Professor Emeritus, Physics4 B.S., Georgetown University, 1959; M.S., Yale Uni- versity, 1960; Ph.D., ibid, 1965. At Portland, 1969—

1Part-time 2On leave 3Administrative personnel primarily 4Special faculty status DEGREES CONFERRED 279 Degrees Conferred

August 1, 2008 Daniel Edward Soltesz Kevin Paul Stolle GRADUATE SCHOOL COLLEGE OF ARTS AND SCIENCES Master of Arts Beth Ellen Connell Bachelor of Arts Program: Education Tracy Renée Adevai‡ Kyle Christopher Laier Major: Social Work Program: Education Amy C. Anderton Dawna Michele Spencer Major: Psychology Program: Education Bretton Pierce Arns Major: Psychology Master of Education Melissa Sharee Barber Stephanie Ruth Blumenson Major: Spanish Megan Johanna Dennis Ashley Nicole Beck‡ Angie Jean Foster Major: Political Science Todd E. Freiboth Second Major: Spanish Michelle Diane Myers Kelly Charlynn Brown Danielle Marie Reynolds Major: Drama Kate Laurel Thomas Second Major: English Master of Arts in Teaching Julius Ceazar Natividad Calasicas Suzanne Therese Barnhart Major: English Mary Catherine Dolan Mark Stephen Galdo Alison Cox Jones Major: General Studies Allison Mattes Kulig Jacqueline Pamela Gieck Sarah Jane Laurence Major: Social Work Timothy Eugene McPharlin Minor: History Kelsey Josephine Powell Judith Natali Guzman-Montes Major: English Master of Science Brittany Diane Holcom Ian Tyler Dieter Major: Psychology Program: Management Communication Minor: Business Administration M.J. Helgerson Eleanor Meaghan Kelleher* Program: Management Communication Major: Psychology Second Major: Communication Master of Business Administration Minor: German Mohammed Hassan Alwan Ryan Matthew Oakes Nathaniel Osamu Chun Major: General Studies John Michael Domingo Joanna Inez Sanders Pamela M. Gaier Major: Psychology Hanna Danuta Golota Minor: Communication Courtney Irene Gomez Valerie J. Silliman Shannon Nicole Heim Major: English Colby Harlan Jager Emily Elisabeth Simon Irana S. Katsiyeva Major: Theology Emanuel Jorge Lopez Misato Suzuki Maria Natalie Lorence Major: Sociology Maria Victoria Lugli Marat K. Magkeev Bachelor of Science Charles E Mead Shelby Rhys Anderson† Daniele Moreni Major: Biology Fally Sombo Nkhwazi Meagan Lynette Bermingham Matthew Hogan Peters Major: Life Science Ashwini Sangeeta Prasad Michael Joel Garvey Bridget Marie Rhodes Major: Organizational Communication Cynthia Belly Santoso Minor: Philosophy Joseph William Schuler Devon Mackenzie Johnstone 280 DEGREES CONFERRED Major: Life Science Jason Frank Kephart* Christine Diane Jones Adam Michael Kerr Major: Life Science Minor: Biology Nicholas William Knutsen Diana Marie Kerr* Major: Biology Teresa Jane Kindell Esther E. Lattin Michele Elizabeth Kline Major: Chemistry: ACS Janine Patricia LeQuire Meagan Jean Miller Claire Preston Lisin Major: Chemistry: Biochemistry Andrea Erin Malin Hiroko Tomiyoshi Clarissa Ann Manders Major: Environmental Science Elizabeth Ann McGovern Carley Elizabeth Turner Kaitlin June Melton Major: Biology Jamie Lynn Mendenhall Chuong Hoang Vu Trisha Ann Mendoza† Major: Chemistry: Biochemistry Justin Toru Metzler Eric Daniel Wilson Cassie Patrice Mueller‡ Major: Organizational Communication Jessica Thao Nguyen Mary Norbeck† SCHOOL OF NURSING Kenneth Allen Otley* Bachelor of Science in Nursing Lydia Pham Nicole Adair Albers Nargis S. Rabimova Esther Marie Allegri* Breanna Eileen Ramsey Christina Louise Barnes Sydney Ann Rea Megan Sarah Barrer-Keeland* Melinda Sue Richkind Shannon Bernard Marja Diahann Ross Sarah Grace Bishop Yvonne Marie Rotteveel Stephanie Cara Boles Rachel Nicole Rucker Christy Ann Bowker Nicole Marie Shuck Erin Bruner Amanda Nicole Sionne Khue Tu Pham Bui Heather Nicole Smith Emily Marie Cammar ano Stefanie Marie Smith† Whitney Breann Carter Laura Abigail Soderstrom* Karen Rae Davis Second Major: Spanish Carmella Teresa Desimone Hailey Joe Spevak William Shebuel Donnor* Kerisha Rose Steerman Candice Anne Donovan Katherine Rose Thompson Jamie Nicole Dulley Sari Anne Trevarthen Minor: Spanish Tamera Ann Vanderwerf* Hau Vung En Allison Michelle Whitehead Dawn Marie Eszterhas Second Major: Spanish Robert Wade Evans* Kathleen Marie Yatteau Angela Frances Ferguson Helen Haeyoung Zeon Julie Alisha Flindt DR. ROBERT B. PAMPLIN, JR. Sarah Marie Fountain SCHOOL OF BUSINESS ADMINISTRATION Erin Corinne Germann Minor: Psychology Bachelor of Business Administration Chelsea Diane Green* Michelle Adriana Adler Rachel Green-Hopkins* Major: Marketing and Management Samantha Ann Gregson Erin Kathleen Angerer Allison Mae Grubbs† Major: Finance Melanie Maurine Hamlin Josie Benfield Holly Bernadette Hannam Major: Finance Nancy Jo Hart Eric Eivind Brown Candice Claire Hoag Major: Marketing and Management Amy Hughes Myles August Delong Stephanie Lynn Jacobson† Major: Accounting Marta Jeronimo Sanchez Second Major: Finance Annette Janiece Johnson‡ Joseph Jerome Mannenbach Angela Marie Kaseweter Major: Finance Charlene Marie Kelso Aaron Joseph Snyder DEGREES CONFERRED 281 Major: Accounting Lisa Diane Lemoine Minor: History Doreen Ann L’Hirondelle Tomas Rodriguez Torres Jeffrey Mar Malinao Major: Marketing and Management Jeanette Melinda McLean Catherine Louise Wolfe Sheila Pacheco Morales-Meno Major: Finance Brenda Lau Mizuta Jovita Fe Monforte SCHOOL OF ENGINEERING Miranda Leah Moss Bachelor of Science William Leo Parker in Mechanical Engineering Roma Kay Paul Bass Michael Lien Othoniel Nathan Pineda Thomas Ryan McDaniel Solange Mirim Salas Prudente Cielito Runduen Quilit Bachelor of Science in Civil Engineering Beverly Balanon San Agustin Carl Scott Werner† Ann Marie Fegurgur Toves Major: Civil Engineering: Civil Track Antonia Victoria Triska Maricris Oba Villanueva-Aquino Bachelor of Science in Computer Science Marie June Camacho Wessling John M. Doxtator Trudi Lynn Williamson SCHOOL OF EDUCATION Master of Arts in Teaching Bachelor of Arts in Education Randi Kaye Nicolai Scott David Hourigan Ingrid Erika Zensen December 12, 2008 Master of Science Phoebe Jean Krueger GRADUATE SCHOOL Program: Management Communication Michael Charles McNerney Master of Fine Arts Program: Management Communication John Carsten Christiansen Program: Drama Master of Business Administration Nathaniel Peter Angelus Master of Education David Thomas Berry Norman L. Aguilar Sandra Lorraine Dennis Marigrace Lujan Aguon Brett Mabson Keolahouonalani Fish Jovita Ann Perez Alcantara Andrea Michelle Fretwell Katrina Lyn Ballek Jennifer Elissa Kalberer Rosalyn Imbuido Buentipo Anand Killampalli Srinivasa Gregory Tshun-Loong Chin Helen Marie MacDonald Amabel Antonio Conner Lucian Pop Sherry Kim Constantin Tyler R. Price Acie Jo Rosbea Sablan Cruz Vipul A. Saxena Francine Joy Pablo Cruz Lawrence Alexander Smith Joseph Cesar Grecia Cruz Derek Keith Solmie Tarynne Marie Dirk Atsadang Tansathit Shane Michael Dzivinski Lori Duax Ungern Chad Vernan Erickson Janyl Edelo Escalante Master of Engineering Chona Dusaban Esperon Shawqi M. Almarzouq Annina Melina Evancusky Janet Ann Flichtbeil COLLEGE OF ARTS AND SCIENCES Denise-Lynn Jayne Frey Bachelor of Arts Michelle Ann Cruz Tospana Guerrero Laura Michelle Bartosz Bernadette M. Hawkins Major: French Studies Kimberly Raye Huber Minor: Theology Akie Imamura Lawrence Paul Behmer, Jr. Julene Terese Salas Isezaki Major: Psychology Paul Jereniuk Natalie Virginia Bradshaw Heather Lynn Langenhahn Major: Psychology Erik Thomas Larson Heidi Evelyn Busath* Lucille Lynn Lauron Major: English Luc Marcel Joseph Lavigne Minor: Communication 282 DEGREES CONFERRED Andrew William Danies* Minor: Psychology Major: Communication Annie Speight Heather Margaret Deedman* Major: Organizational Commuincation Major: Political Science Minor: Sociology Seond Major: Spanish Robert Anton Vandermeulen Third Major: French Studies Major: Mathematics Jessica Ann Downs Major: Drama SCHOOL OF NURSING Ashley Jean Hight* Bachelor of Science in Nursing Major: English Valerie Renee Brewer Lucile Hunt Kelsey Colleen Castello Major: History Cindy H. Ju* Ryan Scott Isbell Courtney Rae Klum Major: Psychology Erica Majorie Knox Kevin Alan Krohn Sophia Brook Madderom Major: English Maria Nemes Minor: German Minor: Biology Second Minor: Psychology Brigid Anne O’Kane* Nathaniel Timothy Lee Eric Taeho Pak Major: History Thanh Thi Pham Jordan Brittany Lusink Ame Packy Phitwong Major: History John Clarence Mendoza Tagavilla Second Major: Political Science Ruby Ngoc Tran Minor: French Tamara Diane Wallace Megan Anna Rapinoe Joni Kay Wilhelmi Major: Sociology Minor: Political Science DR. ROBERT B. PAMPLIN, JR. Kristina Marie Rinella SCHOOL OF BUSINESS ADMINISTRATION Major: Psychology Minor: Sociology Bachelor of Business Administration Margaret Emma Young† Hala Fahad Al-Athel Major: Theology Major: Global Business Minor: Environmental Science K. Robert Benson Allen Paul Zargar Major: Finance Major: Political Science Leah Marie Fukuyama Major: Marketing and Management Bachelor of Science Gustavo Godoy Navarro Nicholas Richard Bellisario Major: Finance Major: Biology Brandon Akira Juan Second Major: Spanish Major: Marketing and Management Minor: Chemistry Kourtney Lynn Kiest Peter Anthony Beringhaus Major: Marketing and Management Major: Organizational Communication Minor: Spanish Jessica Mershon Ehlers* Steven Paul Kilzer Major: Biology Major: Marketing and Management Amy Nicole Guillory John Alden Roberts Major: Biology Major: Finance Samantha Irene Heuett Christopher Peter Calvo Sgro Major: Chemistry: Biochemistry Major: Finance Minor: Biology Patrick Robert Mannhard SCHOOL OF ENGINEERING Major: Life Science Bachelor of Science Minor: Environmental Science in Electrical Engineering William Andrew McWood Hilary Elizabeth Henderson Major: Organizational Communication Major: Electrical Engineering:Computer Track Rachael Elizabeth Rapinoe Sandra R. Pellecer Major: Life Science Major: Electrical Engineering:Electrical Track Allison Michelle Ritchie† Robert Anton Vandermeulen Major: Biology Major: Electrical Engineering:Computer Track Jessica Rae Shaw Major: Organizational Communication DEGREES CONFERRED 283 Bachelor of Science in Civil Engineering Melinda Alaine Lary Elijah Jacob Brown McMahan* Caroline Baird Leedy Major: Civil Engineering:Civil Track Susannah-Jean Inez Lightbourne-Maynard Emily Faith Fraser Mann May 3, 2009 Paul George McCarthy GRADUATE SCHOOL Morgan Ann McGilchrist Catherine Eugenie McGowan Master of Arts Craig William Meyers Emmanuel Empleo Aroza Jacqueline M Newton Program: Pastoral Ministry Sabreena Lyn Newman Stacey Kathryn Boatright Stephanie Marlene Owen Program: Education Catherine Courtney Pettit Craig Joseph Casey Jesse Morgan Putnam Program: Pastoral Ministry Corinne Rose Rademacher Jamie A Hettenbach Colin Max Reis Program: Music Neil David Rininger Teresa Margaret Markgraf Annie Michelle Roach Program: Pastoral Ministry Susan Carr Rosenbaum Marie-Pauline Bichlieu Nguyen Drake Jamal Shelton Program: Pastoral Ministry Paula LaBeck Stepankowsky Anthony Ittner Terndrup Norman E. Stremming Program: Pastoral Ministry Joshua David Weinman Agnes Clare Zueger Margaret Ann Yeates Program: Music Master of Science Master of Fine Arts Wendy Ann Ackley Robin Douglas Bowles Program: Clinical Nurse Leader Program: Drama Marita Ellen Ridgway Aguas Program: Clinical Nurse Leader Master of Education Jennifer Lynn Atkisson Sean Alexander Flanagan Program: Nursing Weylin Ryan Gilewich Cheryl Rene Battazzo Sheila Alice Glebe Program: Clinical Nurse Leader Stephanie Lynn Gower-Storey Susan Townend Coddington Debra Lynn Hestbak Major: Clinical Nurse Leader Jawdah Jorf Jamie R. Connelly Gary Richard McDonald Program: Clinical Nurse Leader Joan Heather Melanson Heather Reena Cox Elizabeth Floretta Monnig Program: Nursing Pamela Nicole Radchenko Jack Keegan Raymond Patrick Renaud Program: Nursing Master of Arts in Teaching Lynne Anne Gallagher-Ludeman Lisa Marie Bohman Program: Nursing Marianne Louise Bradach Leah Beth Pentelnik Sarah Jeanne Burgess Program: Management Communication Grant Joseph Burgoyne Jill Kristine Smith Christeen Marie Calhoun Program: Nursing Marleen Marie Carroll Jennifer Kaye Spiker Erik Joseph Chantiny Program: Nursing Thomas Michael Chesser Carrie Jenna Spiteri Wendy Lynn Crozier Program: Nursing Leslie Marie Dillavou Melissa Kate Basaraba Stalp Christy Heather Dunn Program: Nursing Allison Mairi Dworschak Micaela Terese Theisen Kathrine R. England Program: Nursing Emily Grace Griffith Anna Elizabeth Van Deusen Brianne Maray Hartwig Program Nursing Brett M. Hay Master of Business Administration Mary Margaret Klum Caitlyn Frances Atwood Michal Leah Kourafas Kunal Chaudhary Angela Nicole Taylor Lachmann 284 DEGREES CONFERRED Matthew Bruce Deschner Minor: English Grahme Jackson Green Matthew Alan Brown Clarissa Ann Inglehart Major: Political Science David Alexander Johnson IV Kyle Edmund Bunch Darren Ross McDonald Major: Theology Jorge I. Mendoza Alison Elon Burke Nhu Thuy Nguyen Major: Psychology Bryon Jeffry O’Neil Minor: Sociology Alyssa Mayumi Oshiro Karlie Danae Burris Pratik Vasant Rachh Major: Sociology Michael Joseph Roley Minor: History Lindsey Ann Sherburne Blisse Marie Cajacob Sarah Marisa Skinner Major: Political Science Ryan Daniel Sullivan Minor: Psychology Scott Van Swearingen Dena Rachel Cassella Jack Sheldon Tillotson Major: English Minor: Philosophy COLLEGE OF ARTS AND SCIENCES Erin Kathleen Chambers Bachelor of Arts Major: English Garrett Eugene Abbott Tiffany Reiko Chang Major: Sociology Major: Political Science Minor: Psychology Amanda Jean Clifford Allison Ann Able Major: Communication Major: History Second Major: Spanish Minor: Entrepreneurship Kaitlin Rose Cloninger Corinne Jean Anderson Major: Communication Major: English Minor: German Adele Louise Axness Nadine Susanna Crosby Major: Psychology Major: Spanish Amy Kathleen Bartram Minor: French Major: English Matthew Alexander Cuda Second Major: German Studies Major: Theology Justin Peter Baumann Second Major: History Major: History Minor: French Second Major: German Studies Jack Matthew Cullen Fay Ann Beeler Major: Political Science Major: General Studies Second Major: German Studies Kimberly Ann Benrath Kelley Anne D’Agrosa Major: Political Science Major: Philosophy John Granger Benz, Jr. Lisa Michelle Dachsel Major: Spanish Major: Drama Minor: Sociology Minor: Fine Arts Lacey Melinda Bitter* Amie Cherie Dahnke Major: Communication Major: English Second Major: Spanish Second Major: Communication Minor: History Minor: Education Katy Lynne Blaustein Kelly Jo-Ann Damewood Major: Drama Major: English Second Major: Psychology Minor: Philosophy Minor: French Caroline Claire Devine Christopher Clarence-Allen Bonebrake Major: Psychology Major: Sociiology Erin Frances Duffy Karen Marie Bortvedt‡ Major: Theology Major: Political Science Minor: Sociology Second Major: Spanish Kelly Frances Dugan Sarah Elizabeth Brann Major: Spanish Major: Psychology Amanda Elizabeth Edwards Minor: Sociology Major: Drama Eric S. Breaux Second Major: Communication Major: History Natalie Jean Fennimore Major: Social Work DEGREES CONFERRED 285 Jack Thomas Fine Shea Banning Knecht Major: Sociology Major: History Megan Marie Fitzgerald Minor: Political Science Major: Mathematics Christa Camille Kovarik* Minor: Spanish Major: Psychology Regina Caeli Galbick Second Major: Spanish Major: Drama Megan Diggs Kuensting Karen Michelle Garaventa* Major: Psychology Major: Spanish Minor: French Minor: Education Second Minor: Fine Arts Andrew Michael Gill Stephanie Lisa Landis Major: Psychology Major: English Second Major: Sociology Minor: Sociology Adam Ross Goodwin Nicholas Michael LaPonte Major: Spanish Major: Philosophy Second Major: Psychology Jessica Irene Liuzzi Minor: Environmental Science Major: Mathematics Devon Rohan Goss Daniel James Lower Major: Psychology Major: Mathematics Holly Jean Gramkow# Second Major: Theology Major: Spanish Minor: Spanish Elizabeth Marie Grasham Jennifer Ann Luetkehans* Major: History Major: English Dustin Michael Grote Second Major: German Studies Major: Psychology Shannon Aletha Mackey Minor: Spanish Major: Social Work Edward Robert Hammond Malori Megan Maloney Major: History Major: Psychology David James Harrell† Minor: Spanish Major: Drama Second Minor: Drama Jordan Thomas Heim Allison May Matt Major: Political Science Major: Sociology Minor: Economics Lauren Elyse McCabe Molly Mackenzie Hightower Major: Psychology Major: Psychology Minor: Education Second Major: Sociology Second Minor: Sociology Third Major: French Studies Ashley Esprit McNaughton* Mark Robert Himes Major: German Studies Major: Sociology Minor: Economics Ian Michael Hively Erin Kathleen McNees‡ Major: Theology Major: English Stephanie Marie Hodge‡ Marie Lippitt Méndez-Núñez Major: Psychology Major: Political Science Elizabeth Marie Holloway Second Major: Theology Major: Communication Mary Lea Miller Minor: French Major: Sociology Jessica Christine Holm Minor: Theology Major: Psychology Katie Marie Mitchell* Joseph Edward Horlacher Major: English Major: French Studies Second Major: Psychology Minor: German Alexander Joseph Moore† Bryan Wicks Irwin Major: Sociology Major: General Studies Minor: Psychology Julie Ann Janowicz Maria Cervantes Morales Major: English Major: Social Work Minor: Spanish Minor: Biology Second Minor: Business Administration Amanda Mae Mosher* Danielle R. Jolicoeur‡ Major: English Major: English Second Major: Philosophy Second Major: French Studies Erin C Murray Third Major: German Studies Major: English 286 DEGREES CONFERRED Minor: Environmental Science Nicole Elizabeth Sandvig Marcie Kiyomi Nakamae Major: Communication Major: Psychology Second Major: French Studies Second Major: Sociology Britany Elise Schneider Kendel Tabree Nelson Major: Communication Major: Sociology Second Major: German Studies Minor: Fine Arts Fabian Alexander Schoeppner Emily Elizabeth Noack‡ Major: German Studies Major: Social Work Second Major: History Minor: Psychology Minor: Philosophy Jessica Marie Nomie Renée Ann Serell Major: Political Science Major: Spanish Minor: Philosophy Ian Whitaker Shelledy† Leanne Nicole Paredes Major: History Major: Communication Minor: Political Science Second Major: German Studies Second Minor: Spanish Heather Ann Petersen Melissa Suzanne Shelton Major: Drama Major: Psychology Minor: Communication Chamnan Sieng# Bethanie Dawn Peterson Major: Political Science Major: English Spencer David Silva Certificate: Social Justice Major: Political Science Mary Elizabeth Petschl Second Major: Spanish Major: Psychology Ashley Lynn Smith† Cara Marie Phipps Major: Communication Major: Drama Second Major: German Studies Minor: English Jessica Brianne Stacy Christine Phyllis B. Pineda Major: Sociology Major: English Minor: German Minor: Philosophy Jennifer Lynn Staton Elisabeth Maslin Powell Major: Sociology Major: Psychology William Osborne Steele IV Second Major: Sociology Major: Psychology Minor: Spanish Second Major: Drama Rachel Ann Prusynski§ Andrew Mark Stolten† Major: Spanish Major: Political Science Megan Teresa Purcell Minor: German Major: Psychology Wesley Allen Studer Second Major: Spanish Major: History Steven James Quirk Minor: Political Science Major: Music Junelle Johannah E. Taguas Macy Cabigting Ragasa Major: Drama Major: Sociology Minor: French Second Major: Spanish Jenna Lore Tanzer Griffin Lloyd Ramsdell Major: German Studies Major: Political Science Sofia Fekeci Teplitzky Caitlin Keller Rasplica Major: Spanish Major: Psychology Erik Richard Thorsnes Minor: Spanish Major: Philosophy Hannah Jane Reed Jeffrey Lee Trousdale* Major: Social Work Major: Communication Minor: Spanish Chelsea Anne Tuck* Joseph D. Regacho Major: Communication Major: Sociology Second Major: Spanish Minor: Philosophy Brett Francis Turner Elissa Schofield Regan Major: Mathematics Major: Political Science Megan Anne Turvey Minor: Spanish Major: Sociology Certificate: Social Justice Minor: English Amber Antoinette Rhodes Audrey Grace Tien-Ai Voon* Major: Sociology Major: Music DEGREES CONFERRED 287 Minor: French Second Minor: Spanish Annie Ngoc Vuong Brad John Blakley Major: English Major: Biology Andrew Aaron Benton Wade Minor: Chemistry Major: Music Carolyn Victoria Blumenson Pamela Rae Ward Major: Organizational Communication Major: Psychology Minor: Fine Arts Sarah Elizabeth Warsaw Jovelyn V. Bonilla Major: Political Science Major: Organizational Communication Second Major: German Studies Minor: Business Administration Jennifer Danielle Wassom Lacey Leigh Boren Major: Sociology Major: Chemistry: Biochemistry Minor: Psychology Minor: Biology Constance Rae Westmoreland Rachel Lee Boshears Major: English Major: Life Science Whitney Loren Weyhing Nertila Bregaj Major: Spanish Major: Chemistry Clayton Charles Williams Minor: Spanish Major: Political Science Jennifer Faith Brookes* Second Major: History Major: Chemistry: ACS Alexandra Elena Winkler Second Major: Biology Major: History Elisha Ann Brooks Benjamin Cable Wolverton* Major: Life Science Major: Political Science Danielle Marie Bruno† Second Major: French Studies Major: Organizational Communication Toni Nicole Worden Second Major: Spanish Major: Sociology Jeffrey Allen Buckingham Minor: Psychology Major: Life Science Kelliann Marie Wright† Minor: German Major: Music Kyle Edmund Bunch Minor: Spanish Major: Life Science Andrea Marie Wujek Minor: Education Major: English Mary Ruth Burchett Pang E Yang Major: Organizational Communication Major: Spanish Katharine J. Burgess Major: Organizational Communication Bachelor of Science David Franklin Butler†# Albert Christopher Abbene Major: Biology Major: Biology Minor: Music Minor: Chemistry Second Minor: Chemistry Hilary Anne Ahearn Charis Keiko Marie Cabatu Major: Life Science Major: Life Science Minor: Environmental Science Minor: Psychology Annalise Noel Alexander Ann Catherine Carey* Major: Organizational Communication Major: Biology Jordan James Allensworth* Minor: Chemistry Major: Biology Laurel Kathryn Charbonneau* Minor: Chemistry Major: Biology Douglas Paul Anderson Thuan Hieu Chau Major: Chemistry: Biochemistry Major: Biology Christopher Francis Angeles Kendra Lorraine Chritz* Major: Organizational Communication Major: Biology Corin Alyce Bauman* Minor: Chemistry Major: Biology Katherine Elizabeth Cotterell Minor: Chemistry Major: Biology Morgan Elspeth Bennett Minor: Chemistry Major: Mathematics Shannon Marie Craig Minor: Fine Arts Major: Mathematics Thomas William Betterbed* Minor: Fine Arts Major: Biology Colin Andrew Cunningham† Minor: Chemistry Major: Chemistry: ACS 288 DEGREES CONFERRED Second Major: German Studies Second Major: Psychology Genevieve Catherine Currall Minor: Communication Major: Life Science Jordan Ellyce Kees Debra Ann DeFelice Major: Organizational Communication Major: Life Science Second Major: History Kelly Ann DeGraaf Kristina Jane King† Major: Organizational Communication Major: Biology Minor: Business Administration Minor: Chemistry Kaylyn Lee Devlin† David Morgan Kinsella‡# Major: Biology Major: Biology Minor: Chemistry Minor: Economics Mary Patricia Dinsmore Second Minor: Philosophy Major: Environmental Science Alex G. Kirk† Shannon Elizabeth Edwards† Major: Organizational Communication Major: Biology Jessica M. Kolkmeyer* Minor: Chemistry Major: Organizational Communication Kathy I. Elijah Whitney Catherine Krebs Major: Life Science Major: Organizational Communication Joanna Rae Farrell Jaclyn Marie Kritsis Major: Biology Major: Life Science Minor: Chemistry Minor: Psychology Shaun Reynold Flerchinger Valerie Elizabeth Frances LaCava Major: Mathematics Major: Organizational Communication Minor: Economics Stephanie Ann Lally Shinju Theresa Flynn Major: Biology Major: Organizational Communication Justin Armand Lannoy Minor: Sociology Major: Organizational Communication Mallory Christine Fry Wyeth Goltz Larson Major: Biology Major: Life Science Shannon Marie Gilligan Minor: Business Administration Major: Life Science Danielle Marie Lesh Claire Elizabeth Giuliano Major: Life Science Major: Life Science Minor: Business Administration Elaina Bernette Graham* Christopher Yuan Xia Lum Major: Biology Major: Life Science Minor: Philosophy Jacqueline Elizabeth Maiers Second Minor: Chemistry Major: Life Science Holly Jean Gramkow# Minor: Entrepreneurship Major: Chemistry: Biochemistry Jessica Mary Majerus Dustin Michael Grote Major: Biology Major: Organizational Communication Minor: Chemistry Ingrid Valija Hannan* Alexandra Mangeac Major: Environmental Science Major: Life Science Second Major: Spanish Minor: HPE: Sport Exercise & Fitness Kacia Lauren Hart Emily Kemper Mannix† Major: Organizational Communication Major: Organizational Communication Minor: Psychology Second Major: French Studies Megan Melissa Heberle Kevin P. McCann Major: Life Science Major: Chemistry: ACS Justin T. Houck Rebecca Susan McKee‡ Major: Life Science Major: Organizational Communication Jenna Lee Halseth Isakson Minor: Business Administration Major: Organizational Communication Jay Tadashi Mizuta Minor: Sociology Major: Biology Claire Terese James Minor: Philosophy Major: Life Science Jake Mueller Elizabeth Susan Karr* Major: Organizational Communication Major: Biology Ashley Faye Murphy‡ Minor: Chemistry Major: Biology Kristi Mieko Kawauchi Minor: Chemistry Major: Life Science Nicole Frances Nadal DEGREES CONFERRED 289 Major: Organizational Communication Krista Marie Roumeliotis Kelli Misae Nakano Major: Life Science Major: Biology Minor: HPE: Sport Exercise & Fitness Minor: Chemistry Second Minor: Psychology John Van Nguyen Lindsey Joan Russell Major: Biology Major: Life Science Kerri Anne Nies Minor: HPE: Sport Exercise & Fitness Major: Organizational Communication Alex Christopher Samuels Adrienne Elizabeth Nova† Major: Chemistry: Biochemistry Major: Biology Anthony Michael Schaffer Minor: Psychology Major: Organizational Communication Second Minor: HPE: Sport Exercise & Fitness Renée Ann Serell Kathleen Margaret O’Brien Major: Biology Major: Biology Minor: Chemistry Minor: English Treshia Elizabeth Sewell Kevin Malcolm O’Malley† Major: Biology Major: Biology Jennifer Schriver Sheedy Minor: Business Administration Major: Life Science Second Minor: Chemistry Hailey Jo Short Patrick Michael Odenthal Major: Life Science Major: Physics Lisa Marie Soehren* Minor: Mathematics Major: Chemistry: Biochemistry Johanna Nicole Oropeza Second Major: Spanish Major: Organizational Communication Joanna Irene Spoth* Minor: Psychology Major: Life Science Krystyna Lee Owens Minor: Environmental Science Major: Biology Sarah Elisabeth Stann Minor: Spanish Major: Life Science Second Minor: Chemistry Minor: German Julianne Joy Padron Andrew Russell Steidley Major: Life Science Major: Life Science Tyler Justin Paradis† Minor: Chemistry Major: Biology Lauren Elizabeth Stout* Second Major: Spanish Major: Mathematics Minor: Chemistry Second Major: Spanish Maria Sheda Cheng Pausanos Mary K. Supinski Major: Life Science Major: Chemistry: ACS Second Major: Psychology Adam Vincent Tenuta Andrew Lee Perkins Major: Organizational Communication Major: Life Science Brennan Ray Thorpe Sarah Theresa Peruzzaro Major: Organizational Communication Major: Life Science Ryan M. Toriello Second Major: Psychology Major: Chemistry Ashley Marie Peterson Elsa G. Vang Major: Biology Major: Life Science Hien Pham Christopher Trotter Vaughan* Major: Biology Major: Chemistry Minor: Chemistry Carlin Marco Ventura Jennifer Susan Phillips Major: Life Science Major: Organizational Communication Minor: Psychology Whitney Leigh Piper Annie Ngoc Vuong Major: Organizational Communication Major: Biology Minor: Spanish Jerad Wayne Wayland Megan Cristina Pizzitola Major: General Studies Major: Organizational Communication Christine Elizabeth Weidert Samual Wayne Pogue Major: Chemistry: Biochemistry Major: Organizational Communication Second Major: Biology Rachel Ann Prusynski§ Emily Anne Wickstrand Major: Life Science Major: Organizational Communication Michael James Quackenbush Certificate: Social Justice Major: Biology McKenzie T. Woodward IX 290 DEGREES CONFERRED Major: Life Science Kelsey Marie Lemons Pang E Yang Sarah Ann Leorna Major: Biology Arielle Laverne LeVraux Second Major: Spanish SCHOOL OF NURSING Rachel Marie Lomax Bachelor of Science in Nursing Kayla Marie Lyons Kathleen Diane Adelman Melissa Delight Mangin Jessica Marie Anderson† Hannah Elizabeth Martin Christopher Dyer Augustus Jessica Marie Mayer† Megan Nicole Banzer Shannon Renae McDonnell Amy Rose Brainard Laura Anne McGoffin* Michelle Elizabeth Breen Linda Louise McPike Amber Kay Bueermann Anne Rose Meersman‡ Karen Elizabeth Butler Julia Lauren Narhi Xavier Joseph Champagne Kristin Jean Nelson* Cari Hong Chan Maren Rebekah Nelson Robert David Charlton Loc Duong Hong Nguyen Linda Kay Collins Katie Paige Nixon Cori Lou Cosby Danyelle Lynn Oelke† Jacqueline Louise Dargitz Amanda Margurite Reed Patricia Ann Davis Jake Riley Lisa Monique Diaz* Amanda Lee Ann-Marie Ring Minor: Spanish Julie Ann Robak* Jenna Louise DiTomaso Second Major: Spanish Andrea Leigh Dull Hillary Anne Roberts Second Major: Life Science Courtney Allison Rokstad* Daria A Enger Brian Allen Rottweiler Meghan Ilene Figueroa† Jessica Lyne Scheler Madeline Hartley Fisher Kyle Andrew Schick Allison Marie Frazeur Erica Marie Schiess Megan Elizabeth Frost† Kimberly Rose Schildknecht Katherine Jeanette Fuchs Erin Whitney Kilgannon Schmidt Margo Rose Fultz Minor: Biology Minor: French Second Minor: French Kristen Marie Gabler Joseph Clinton Seeberger Kristiina Joanne Gagner Julianne Michele Simmonds Holly Jean Gallinger Minor: Spanish Jeanette Garay Janel Elyse Sislow† Kaylin Elizabeth Gaston‡ Sara Kristin Spangler* Minor: Spanish Jordan Lee Stanton‡ Stephanie Lee Graham* Jessica Karen Striplin Justus Ishmael Green Jennifer Annette Tibbals Minor: Spanish Mia Renee Tibbals Katherine Jean Greiert Kelsey Ann Tidwell Aimee Katherine Grimes Nora Virginia Timoney Kelsey Rae Hamilton* Megan Kelly Treston Lisa Maureen Harris Paige Susanne Van Bruggen* Marisa Ann Kimiko Hayashi* Second Major: Spanish Minor: Biology Travis B. Van Dinh Alicia Eileen Hinton Carling Elyn Vaux Minor: Spanish James Leo Vinson Amber M Hoffman† Anasofia Hoang Vu Taryn Elizabeth Hutton Megan Anne Waltosz Mavis S. M. Ikeda Whitney Loren Weyhing Jeffrey John Ireland Katherine Lee Wolff Annie Lauren Israelsen Tamara Lynn Young Ashley Ann Jobin Abigail Suzanne Zerger Etta Lee Kolpin Kandra Marie Kulla Stacy Michelle Lampa DEGREES CONFERRED 291 DR. ROBERT B. PAMPLIN, JR. Major: Accounting SCHOOL OF BUSINESS ADMINISTRATION Second Major: Finance Minor: Spanish Bachelor of Business Administration Kaila Carlton Diehl‡ Christian Alexander Acuna Montana Major: Finance Major: Global Business Krista Nicole Fife Jeffrey Brian Arbayo Major: Marketing and Management Major: Finance Minor: Communication Paul Vasily Arnautoff Robin Lynn Fledderjohann Major: Accounting Major: Accounting Second Major: Finance Brian Douglas Foster† Dhieu Chol Arok Major: Accounting Major: Accounting Second Major: Finance Joyce Marie Attar* Douglas Corbin Franz Major: Marketing and Management Major: Finance Minor: Entrepreneurship Minor: Economics Todd David Austin Graham Pierson Garvin† Major: Marketing and Management Major: Accounting Second Major: Finance Second Major: Spanish John Andrew Aylor Brian Paul Giever Major: Finance Major: Accounting Jason Douglas Bowlsby Second Major: Finance Major: Accounting David Michael Green Second Major: Finance Major: Marketing and Management Jenna Nicole Brittain Steven Michael Hallstone* Major: Marketing and Management Major: Marketing and Management Ryan Bliss Brutocao Minor: Spanish Major: Marketing and Management Corey Michael Hansen Hannah Lorraine Caneff Major: Accounting Major: Accounting Second Major: Finance Charles Joseph Carroll Brittney Sarah Harris† Major: Marketing and Management Major: Accounting Wa Wa Chan Second Major: Drama Major: Finance Jordan Robert Hegg Second Major: Operations Technology Major: Accounting Management Heidi Marie Heller Lindsay C. Chelton Major: Marketing and Management Major: Accounting Charlie Walter Herche† Second Major: Spanish Major: Accounting Katherine Anne Conroy-Yockim Second Major: Finance Major: Finance Matthew David Taebeom Hilton Amanda Grace Cordrey* Major: Accounting Major: Marketing and Management Second Major: Finance Joseph Scott Coulter Stacy Michelle Holtmann* Major: Global Business Major: Global Business Second Major: Spanish Minor: Environmental Ethics & Policy Andrew Stephen Cozzie Sarah Grace Holtom Major: Finance Major: Marketing and Management Emi Malia Libbie Crowell Minor: Communication Major: Marketing and Management Saman Steven Hosseinmardi Kaitlynn Marie Damron Major: Finance Major: Marketing and Management Charles Henry Hyde IV Christopher Wayne Danford* Major: Finance Major: Accounting Minor: Economics Second Major: Finance Emily Anne Iskra Bradford Allan DeLuca Major: Global Business Major: Global Business Minami Kawakubo Second Major: French Studies Major: Finance Lucia Maria Dempsey Victoria Devin Kimsey Major: Finance Major: Accounting Tenzin Dicky Minor: Music 292 DEGREES CONFERRED Amanda Marie Kingsbury† Major: Finance Major: Finance Andrew Sean O’Keefe Second Major: Spanish Major: Finance Minor: Economics Minor: Economics Brayton Charles Knapp Second Minor: History Major: Finance Third Minor: Mathematics Minor: Economics Stuart Jeremy Olson Carly A Koebel* Major: Global Business Major: Global Business Second Major: Spanish Second Major: Spanish Brendan Patrick Padden Bryant Allen Kraus† Major: Finance Major: Accounting Hunter Ross Petterson Reyn Hisao Kubota Major: Marketing and Management Major: Finance Brianna Alyse Popson Taryn Toyoko Kuida Major: Accounting Major: Finance Second Major: Finance Jennifer Marie LeVeille Minor: Spanish Major: Finance Devin Spencer Prater Mike Zhiping Li Major: Finance Major: Marketing and Management Jean Louise Colmar Pullen Minor: Biology Major: Finance Jared Robert Lindman Second Major: Accounting Major: Marketing and Management Robert Harold Ray Kevin Clark Loomis Major: Finance Major: Finance Second Major: Music Patrick Riley Mahoney Thomas Raymond Renda Major: Global Business Major: Finance Second Major: Spanish Robert Ryan Rutledge* Katie Marie McCormick Major: Finance Major: Accounting Minor: Spanish Anna Michelle McDonald Mari Saif* Major: Finance Major: Finance Hilary Jo McLaughlin Second Major: Accounting Major: Marketing and Management Mayra Alexandra Salas Molly Marie Melton Major: Finance Major: Accounting Second Major: Spanish Gig Andrew Morris Andrea Lynn Skaar Major: Accounting Major: Marketing and Management Second Major: Finance Cora Ann Smit Nathan David Morrow Major: Marketing and Management Major: Accounting Leslie Ann Stephens Second Major: Finance Major: Finance Weston Creed Mullins‡ Kristin Eileen Sutermeister Major: Accounting Major: Accounting Deirdre Fay Murfee* Second Major: Finance Major: Marketing and Management Benjamin Chisato Taketa Kelly Jeffrey Nemecek* Major: Finance Major: Accounting Jenna Lore Tanzer Second Major: Finance Major: Global Business Third Major: Spanish Jared James Teeley Minor: Mathematics Major: Marketing and Management H. Ngoc Rosa Nguyen Marie Marguerite Toulouse Major: Accounting Major: Marketing and Management Jessica Thanh Nguyen Christopher James Vanausdoll† Major: Finance Major: Accounting Korie Ann Nicholson Ashley Jean Sun Moi Wirthlin Major: Global Business Major: Marketing and Management Minor: Spanish Minor: Fine Arts Nicholas A. Nieto Shawn Michael Wooten Major: Operations Technology Management Major: Finance Andrew Steven Norlin Second Major: Accounting DEGREES CONFERRED 293 Ashley Ann Young Major: Electrical Engineering:Electrical Track Major: Global Business Joseph Christopher Simon Oletti Second Major: Spanish Major: Electrical Engineering:Electrical Track Adriana Luisa Zerio‡ Shawn Michael Patterson Major: Marketing and Management Major: Electrical Engineering:Electrical Track Marc Christopher Smith* SCHOOL OF ENGINEERING Major: Electrical Engineering:Computer Track Bachelor of Science Minor: Computer Science in Mechanical Engineering Matthew Bradley Tongue Michael Vincent Bakke† Major: Electrical Engineering:Computer Track Second Major: Spanish Minor: Mathematics Minor: Mathematics Second Minor: English Joseph Andrew Broderick Stephan Robert Westdal Gregory Scott Crossman Major: Electrical Engineering:Electrical Track Austin Michel Curtis Christopher Ming Yan Wong Justin Lawrence Doubrava Major: Electrical Engineering:Electrical Track Jeremy John Fisher Bachelor of Science in Civil Engineering Minor: Entrepreneurship David K. Akamine Anthony Richard Garagliano Major: Civil Engineering:Civil Track Nathaniel Lee Hagood Ross David Biesemeyer Joshua Michael Heath* Major: Civil Engineering:Civil Track Jill Katherine Hector Genevieve Elizabeth Connolly Foster Troy William Heynderickx Major: Civil Engineering:Civil Track Scott William Hinnen* Kristen Carole Fox† Patrick Levi Jurney Major: Civil Engineering:Civil Track Kyle Joseph Kirsch Minor: Entrepreneurship Matthew Joseph Leineweber‡ Dara Ann Hazama Travis James Lewis Major: Civil Engineering:Civil Track John David Lisson Anthony Michael Jenkins Alden Doran Meade Major: Civil Engineering:Civil Track Christopher Aaron Miller Minor: Business Administration Thomas James Mock Kayla Ray Jensen Minor: Business Administration Major: Civil Engineering:Civil Track Marissa Miyuki Nago Michelle Elise Linscott Robert Mark Neeway Major: Civil Engineering:Civil Track Tiso Whitman Panapa Gavin Kiyoshi Okabe† Douglas John Pederson† Major: Civil Engineering:Civil Track Minor: Entrepreneurship Meesa Tamiko Otani Second Minor: Business Administration Major: Civil Engineering:Civil Track Scott Marcus Pratt Sang Khan Pau Michael Christopher Ryan Major: Civil Engineering:Civil Track Second Major: Spanish Minor: Mathematics Jonathan Konstantine Sakkos Nathaniel Coleman Ray Richard Annesley Somerville* Major: Civil Engineering:Civil Track Alexander Lee Farquharson Thornton Daniel Joseph Rhine Minor: Mathematics Major: Civil Engineering:Civil Track Molly Kathleen Weisbeck Sarah Elizabeth Ziaja Bachelor of Science Major: Civil Engineering:Environmental Track in Electrical Engineering Minor: Theology Aaron Lee Mathers Challenner‡ Second Minor: Environmental Science Major: Electrical Engineering:Computer Track Bachelor of Science Jessica Herman* in Engineeering Management Major: Electrical Engineering:Electrical Track Teddy Nicolas Acuña Montaña Troy William Heynderickx Major: Electrical Engineering:Computer Track Bachelor of Science in Computer Science Evan Dean McNichols Aaron Lee Mathers Challenner‡ Major: Electrical Engineering:Electrical Track Minor: Mathematics Brian Christopher Myles William Peterson Dana Major: Electrical Engineering:Electrical Track Minor: Mathematics Jeremy Shoichi Okuda* Michael John Dillon 294 DEGREES CONFERRED John Barratt Guptill Second Major: History Minor: Mathematics Alison H. Moran† Paul Mitchell Imel Minor: Biology Joseph Walter Lyons Second Minor: French Allison Veronica Pech* SCHOOL OF EDUCATION Second Major: History Bachelor of Arts in Education Danielle Christine Redman Juleen Marie Adelman* Second Major: History Melissa Ann-Marie Arte Abraham Raphael Saban Jane Elizabeth Bennett Second Major: English Kelly Ann Boe Minor: Spanish Amy Maria Chenaille Bachelor of Music Education Dane Richard Conroy Amanda Nicole Preston Minor: English Jana Louise Dehnert Heather Kara Douglas Renee Lucia Espinoza Second Major: Spanish Brian James Fassnidge Katherine Marie Griffin Felix Andres Hernandez Ashley Marie Krill† Minor: Spanish Christine Chieko Lane Minor: Mathematics Margaret Ann Mascsak Minor: Chemistry Second Minor: HPE: Sport Exercise & Fitness Angela S. Mergenthal Jennifer Rose Miller Huy Duc Nguyen Karen J. Pala Malori Lynn Pierce* Heather Elizabeth Rabe Jennifer Alexandra Rogoz† Nozomi Senga Maricruz Serrato-Acuña Allyson Kate Sievers Trevor Nobuyoshi Teraoka Sonia Carolina Wehbey Megan Kathleen Williamson* Bachelor of Science in Secondary Education Dana L DiProspero Second Major: English Ashley Nicole Grayson Second Major: English Ashlee Marie Grimes Second Major: History Minor: Psychology Sorahi Silvana Harati Second Major: Spanish Krystle Noel Hass Minor: Mathematics Kelly Quinn Kaleshnik Jessie Nicole Labrie‡

§Summa Cum Laude ‡Maxima Cum Laude †Magna Cum Laude *Cum Laude #Honors Program

INDEX 295 Index Activities, student—40 programs—31 A Administration, Career Services—37 Academic University—264 Catholic Studies Minor—12 address, student’s—25 Admissions—33 requirements—50 administrative withdrawal—24 Advanced Placement—22, 34 course descriptions—160 advanced placement—34 Aerospace Studies—10 Certificate in Spanish change of grade—20, 22 course descriptions—149 program—15 class rating—23 Air Force ROTC—10 Cheating—18 code of academic integrity—17 course descriptions—149 Chemistry, B.S.—55 guidelines for implementa- Application form—34 course descriptions—163 tion of—18 Archives—48 minor—51 confidentiality—25 Approvals, University—2 Christ the Teacher Chapel—31 counseling records—26 Army ROTC—11 Civil Engineering—107 course descriptions—149 course descriptions—215 course descriptions—165 course numbers—24 Arts and Sciences, CLEP—22, 34 course requirements—20 College of—49 College of Arts and dean’s list—24 Associated Students Sciences—49 examinations—20 (ASUP)—40 College Level Examination exceptions to Academic Athletics/intramurals—30 Program (CLEP)—22, 34 Regulations—25 Auditors—36 Communication, B.A.—57 grade report—20 course descriptions—168 grades and credits—20 B minor—51 grading appeals—22 Bachelor of Arts, degree Communication Studies —56 grading system—20 requirements—50 Computer Facilities—43 graduation and degrees—23 Bachelor of Business Computer Labs—43 honors at graduation—24 Administration—81 Computer Science, incomplete—21 Bachelor of Science—50 B.S.C.S.—113 Integrity, Code of Academic—17 Biology, B.S.—54 course descriptions—172 implementation of, course descriptions—152 minor—115 guidelines for—18 minor—50 Computer Track, Electrical miscellaneous regulations—24 Board of Regents—263 Engineering—112 pass/no pass—21 Business—81 Core curriculum—8 points per semester- hour—21 accounting major—83 Counseling poor scholarship—22 administration minor—90 services—41 probation and dismissal—22 course description—152 records—26 programs of study—9 degrees and programs—83 Course records, access to—25 economics major—89 numbering—24 records, obtaining copies—25 economics minor—90 descriptions—149 records, not available to entrepreneurship minor—91 Cross registration students—27 finance major—84 program—13 registration for courses—19 global business major—87 Criminal Justice Track, regulations—17 marketing/management Sociology—78 repeating courses—21 major—85 Curriculum, graduate—10 responsibility for regulations mission—81 Curriculum, undergradu- knowledge—17 M.B.A.—129 ate—7 student address required—25 operations and technology symbols—21 management major—86 D transcripts—25 Dance transfer of credits—23 C course descriptions—174 warning—20 Calendar, University— Dean’s list—24 withdrawal—21, 24 Inside front cover Dental Hygiene—53 Accounting—83 Calendar, University, Dentistry—53 Accreditation, Summer Session—Inside Deposits—28 University—2 back cover Directory Information ACT (American College Campus Map—last page Policy—26 Test)—34 Campus Ministry—31 Disabilities—41 296 INDEX Disciplinary records—26 Health and Physical Documents, admissions—34 F Education—206 Drama, B.A.—69 Faculty—265 Mathematics—211 course descriptions—175 Fees—27 Mechanical Engineering—214 minor—51 FERPA (Family Educational Music—220 Master of Fine Arts, Directing Rights and Privacy Nursing—223 M.F.A.—136 Act)—25 Religion—239 Finance, Master of Science Theology—258 E in—132 Graduate/Postgraduate Early Alert Program—39 Financial Information—27 students—36 Economics entrance fees/deposits—28 Graduate School—125 major—89 incidental fees—28 academic regulations—126 minor—90 payment schedule—29 application and admission—127 course descriptions—179 per semester fees—27 Business Administration—129 Education, School of—95 refund policies—29, 38 Communication Studies—135 course descriptions—180 residence hall and food service Communication, M.A.—135 Electrical Engineering and rates—27 Degrees offered—10, 125 Computer Science—110 tuition, per semester—27 Drama—136 course descriptions—172 Financial Planning, Execu- Directing, M.F.A.—137 computer track—112 tive Certificate in—93 Education—138 electrical track—112 Finance, B.B.A.—84 Education, M.Ed.—138 Elementary Education—97 Financial Aid—37 Education, M.A.T.—139 Engineering, Civil—107 Fine Arts Education, M.A.—140 Engineering degrees and course descriptions—201 Engineering—142 programs—106 minor—52 Management Communication, Engineering, Electrical—110 Food Service Rates—27 M.S.—136 Engineering, Foreign Languages—63 Master’s Degree Programs—129 Environmental—117 course descriptions Music—143 Engineering Management— French—203 Music, M.A.—143 117 German—204 Nursing—143 Engineering, Spanish—250 Student classification—127 Mechanical—115 French Studies, B.A.—64 Theology—148 Engineering, School of—105 Freshman Resource Center, Theology, M.A.P.M.—148 course descriptions—195 Shepard—39 Tuition and Fees—128 Engineering undergraduate Graduation curriculum—107 G degrees, regulations—23 English, B.A.—52 Garaventa Center—32 honors—24 course descriptions—197 General Information—5 Grants and scholarships—37 minor—51 General Studies, B.A., Enrollment Certification—27 B.S.—67 H Enrollment Management Geography Handbook for students—33 and Student Life—33 course description—204 Health History Form—41 Entering Freshmen—34 German Studies, B.A.—65 Health Sciences Career, Entrance fees and course descriptions—204 Preparatory Study—53 deposits—28 Global Business, B.B.A.—87 Health Insurance—29, 41 Entrepreneur Scholars Goals, objectives of the Health Center—40 (E-Scholars) Program—13 University—6 Health and Counseling Entepreneurship, Grades and credits—20 Services—41 University Center for—33 Grade Point Average Health and Physical Environmental Careers—53 System (G.P.A.)—21 Education Environmental Ethics and Grade report—20 course descriptions—205 Policy, B.A.—60 Grade symbols—21 High school transcript—34 Environmental Science, Graduate course descriptions History, B.A.—67 B.S.—61 Business Administration—157 course descriptions—207 Environmental Science—59 Communications—170 minor—52 course descriptions—200 Computer Science—174 History of the University—5 Examinations—20 Drama—177 Honors at graduation—24 Expenses Summary—29 Education—185 Honors program—14 Electrical Engineering—194 Housing/Food service—27 Engineering—196 INDEX 297 Life Sciences—54 I Marketing and N Incidental expenses/fees—28 Management—85 Newspaper, student Information, general—5 Mathematics, B.A.—69 (Beacon)—40 Information Services Mathematics, B.S.—68 No grade submitted—21 Division—42 Mechanical Engineering—115 Non-degree student—36 Insurance, health—29, 41 Minor Programs—10, 50 Non-discrimination policy, Intercollegiate athletics—30 Music—71 University—2 International Students— Music Education—98 Non-matriculated 35, 38 Nursing—121 students—36 International Student Operations and Technology Non-resident student meal Services—38 Management—86 plans—28 Intramurals—31 Performing and Fine Arts—69 Numbering of courses—24 Philosophy—72 Nursing, School of—121 J Physics—73 career opportunities—122 Japan Summer Studies—16 Political Science—75 course descriptions—221 Pre-law study—9 curriculum—123 L Pre-medicine study—9 program requirements—122 Laboratory and workshop Psychology—76 student nursing handbook—122 fees (see course listings) Secondary Education—97 O Languages, Foreign—63 Social Work, B.A.—76 Library, Clark Memorial—47 Sociology, B.A.—78 Occupational Therapy—53 collections—47 Spanish—66 Operations and Technology services—47 Theology—79 Management, B.B.A.—86 electronic resources—47 Marketing and Optometry—53 hours—48 Management, B.B.A.—85 Organizational Communi- Life Science, B.S.—54 Mathematics—68 cation, B.S.—57 Loan programs—37 course descriptions—210 Location of the University—5 minor—52 P Log, The—40 Mathematics, B.A.—69 Pamplin School of London Summer Mathematics, B.S.—68 Business Administration, Program, The—16 Meal Plans (Food Dr. Robert B. Jr.—81 Service Rates)—27 Pass/no pass—21 M Mechanical Payment Schedule—29 Engineering—115 Major programs, Performing and Fine course descriptions—212 Arts—69 consolidated listing—9 Media, campus—40 Major program descriptions Pharmacy—53 Medical leave of absence—22 Philosophy—72 Accounting—83 Medical records—26 Biology—54 Philosophy, B.A.—72 Medicine—53 course descriptions—230 Business Administration—81 Memberships, University—2 Chemistry—55 minor—52 Military Science and Physical Therapy—53 Civil Engineering—107 Leadership—11 Communication Studies—56 Physics, B.A.—74 course descriptions—215 Physics, B.S.—74 Communication—57 Minor Programs—10, 50 Computer Science, B.S.C.S.—113 course descriptions—232 Mission statement—5 minor—52 Drama, B.A.—69 Morelia, Mexico—16 Economics—89 Placement— Moreau Center for Service advanced—22, 34 Education—96 and Leadership—41 Electrical Engineering and with credit—34 Munch Money—28 without credit—34 Computer Science—110 Museum—48 Elementary Education—97 Podiatry—53 Music Education (K-12)— Policies and Regulations—33 Engineering Management—117 98, 101 English—58 Political Science, B.A.—75 Music fees, special—27 course descriptions—233 Environmental Ethics and Music, B.A.—71 Policy, B.A.—60 minor—52 course descriptions—217 Poor scholarship—22 Environmental Science, B.S.—61 minor—52 Environmental Science—59 Postgraduate and graduate Finance—84 students—36 Global Business, B.B.A.—87 Pre-college testing—34 History—67 Pre-law—9 298 INDEX Pre-medicine—9, 53 School of Education—96 TOEFL—35 Probation and dismissal—22 admission—96 Transcript—25 Programs, major—9 degrees and programs—98 college transfer—35 Programs, minor—10, 50 School of Engineering—105 fee—25 Programs, special community college grade symbols—21 academic—10 transfers—106 high school—34 Psychology, B.A.—76 degrees and programs—106 Transfer of Credits—23 course descriptions—237 educational objectives—106 Transfer Students—23, 35, minor—52 professional societies—106 49 Publications, campus—40 undergraduate transcript—35 curriculum—107 Tuition and Fees—27 R School of Nursing—121 Rating, class—23 admission to upper U Records division—122 Undergraduate Curriculum, academic—25 admission requirements—122 objectives—7 confidentiality—25 curriculum—123 University Health Center—40 not available to students/ program outcomes—121 third parties—27 Science V counseling—26 course descriptions—240 Vacation and holiday disciplinary—26 Seal, University—6 dates—Inside front cover medical—26 Secondary Education—97 Veterans—36 student access to—27 Service and Leadership, Veterinary Medicine—53 Refund policies—29, 38 Moreau Center for —41 Regents of the Societies, Professional W University—263 Engineering—106 Social Sciences—76 West Coast Conference—30 Registration Withdrawal from class—21, dates—see University Calendar Social Justice Program—14 certificate in Social Justice—14 24 Regulations, academic, Withdrawal refund/credit miscellaneous—24 course descriptions—241 minor—52 schedule—30 Religious Program Work incomplete—21 (Campus Ministry)—31 Social Work, B.A.—76 Residence hall course descriptions—245 Y damage deposit—28 Sociology, B.A.—78 life—39 course descriptions—247 Yearbook (The Log)—40 policies, refund—29 minor—52 rates—27 Spanish, B.A.—66 Returned Check Charge—28 course descriptions—250 Room and board Special Academic board rates—28 Programs—10 deposit, room reservation—28 Student activities—40 refund policies— 29 Students with disabilities, office for—41 S Studies abroad—15 Summary of Expenses and Salzburg Program—15 Fees—29 Scholarships/grants—37 Summer Semester academic Scholastic Aptitude Test calendar—Inside back (SAT)—34 cover School of Business Summer Studies in Administration, Japan—16 Dr. Robert B. Pamplin, Jr.—81 T accounting—83 economics—89 Test of English as a Foreign finance—84 Language (TOEFL)—35 global business—87 Testing, pre-college—34 marketing and Theology—79 management—85 course descriptions—252 operations and technology minor—52 management—86 Theology, B.A.—79 Theology, M.A.P.M.—148