OREGON COLLEGE OF EDUCATION / 1969- 1970 OREGON COLLEGE OF EDUCATION BULLETIN

NUMBER 2 MARCH 25, 1969

Second-class postage paid at Monmouth, Oregon. Issued four times a year, once in February, twice in March and once in April. Published by the Oregon State Board of Higher Education at Oregon College of Education, Monmouth, Oregon 97361 OREGON COLLEGE OF EDUCATION 1969-70 CATALOG

Monmouth,

Oregon

r Oregon State System of Higher State Board of Higher Education° Education Term Expires The Oregon State System of Higher Educa­ JOHN W. SNIDER, Medford ...... 1969 tion, organized in 1932, provides educational op­ portunities to young people and adults through­ J. W. FORRESTER, JR., Pendleton ...... 1969 out the State of Oregon. Member institutions PHILIP A. Joss, Portland ...... 1970 are elements of an articulated system, parts of an integrated whole. GEORGE LAYMAN, Newberg ...... 1970 RAY T. YASUI, Hood River ...... 1971 Opportunities for general education are dis­ RALPH E. PtmVINE, Salem ...... 1971 tributed as widely as possible throughout the state, while specialized, professional and techni­ ANCIL PAYNE, Portland ...... 1972 cal programs are centered at specific institu­ tions. CHARLES R. HOLLOWAY, JR., Portland ...... 1973 ELIZABETH H. JOHNSON, Redmond ...... 1974 Members of the Oregon State System of Higher Education are: Officers Oregon State University Corvallis J. W. FORRESTER, JR ...... President University of Oregon Eugene GEORGE LAYMAN ...... Vice President Portland State University Portland CHARLES R. HOLLOWAY, JR...... Chairman Executive Committee Oregon College of Education Monmouth Member Executive Southern Oregon College Ashland RALPH E. PURVINE Committee Eastern Oregon College La Grande Oregon Technical Institute Klamath Falls

The University of Oregon Medical School and the University of Oregon Dental School are lo­ RoY E. LIEUALLEN, Chancellor cated in Portland. The Division of Continuing RICHARD L. COLLINS, Secretary of Board Education represents all the institutions in mak­ ing college level courses and special programs available to all citizens. The Division has offices in Salem and Roseburg as well as on most OSSHE campuses.

Office of the State Board of Higher Education An interinstitutional booklet, "Your Educa­ Post Office Box 3175 tion," lists fields of study at all State System Eugene, Oregon 97403 institutions, and gives other important informa­ tion for prospective students. For a free copy, j write "Your Education," State Board of Higher � Education, P. 0. Box 3175, Eugene, Oregon • Board members are appointed to six-year terms by the Governor of Oregon, with confirmation by the State 97403. Senate. 2 , Oregon State System of Higher Teaching Research Division Education Oregon State System of Higher RoY E. LmUALLEN, Ed.D., L.H.D., Chancellor Education JAMES H. JENSEN, Ph.D. The Teaching Research Division was author­ President, Oregon State University ized by the Oregon State Board of Higher Edu­ cation on September 20, 1960, and located on LEONARD W. RicE, Ph.D. the OCE campus. Formerly administered President, Oregon College of Education through the college as an agency of the board, AVERNO M. REMPEL, Ph.D. the research group was made a part of the cen­ President, Eastern Oregon College tralized activities for the State System of Higher Education in 1964 and was named the Teaching ELMO N. STEVENSON, Ed.D. Research Division. President, Southern Oregon College The purposes of the research division, as CHARLES E. JOHNSON, Ph.D., C.P.A. listed in the initial proposal to the Board of Acting President, University of Oregon Higher Education, are the following: ( 1) to CHARLES N. HOLMAN, M.D. identify areas related to the teaching-learning Dean, Medical School processes in which experimentation and research are urgently needed, ( 2) to plan and conduct Louis G. TERKLA, D.M.D. research projects leading to improved teaching Dean, Dental School procedures at the various levels of instruction, GREGORY B. WOLFE, Ph.D. ( 3) to provide the State System of Higher Ed­ President, Portland State College ucation with an agency designed to expand knowledge related to teaching in a way com­ WINSTON D. PuRVINE, A.B., LL.D. parable to that employed in other disciplines, President, Oregon Technical Institute and ( 4) to provide the State System of Higher RICHARD L. COLLINS, M.A., C.P.A. Education with a facility designed to attract and Secretary, Board of Higher Education; Budget DI­ wisely use the financial support which is avail­ rector able in this field through both public and pri­ vate agencies. HERBERT A. BORK, M.S., C.P.A. Vice Chancellor for Business Affairs The division professional staff is employed full time in research. Opportunity is provided MILES C. ROMNEY, Ph.D. Vice Chancellor for Academic Affairs for graduate student research in connection with division projects. JAMES w. SHERBURNE, Ph.D. Vice Chancellor for Continuing Education Central offices are located at Monmouth, with branch offices on other campuses as required. DONALD R. LARSON, B.A. Assistant Chancellor; Director of Public Services Teaching Research Directorate CARLw. HINTZ, Ph.D. Director of Libraries Dr. Jack V. Edling, Director JACK V. EDLING, Ph.D. Director of Teaching Research Dr. James H. Beaird, Associate Director Dr. H. Del 1Schafock, Director, Instructional Former Chancellors Research Unit Oregon State System of Higher Education Dr. Casper F. Paulson, Director, Evaluation Unit WILLIAM J. KERR, D.Sc., LL.D...... 1932-1935 Dr. Allen Lee, Director, Policy, Organization FREDERICK M. HUNTER, Ed.D., LL.D ...... and Administration Unit ...... 1935-1946 PAUL C. PACKER, Ph.D., LL.D ...... 1946-1950 Dr. Dale G. Hamreus, Program Director CHARLES D. BYRNE, Ed.D ...... 1950-1955 Dr. Paul A. Twelker, Program Director JOHN R. RICHARDS, Ph.D ...... 1955-1961 Patrick R. Mahoney, Administrator 3 Of

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ll.,'f"ldcntle l

BARNVM~ HALL ~ Proposed Campus Boundary

GENTLE-~~ ~ H A L La~ ~

I' I ! I L______

T lfE V I LLAGE CONTENTS Page 2 Oregon State System of Higher Education 7 Academic Calendar 9 The College-General Information 29 Requirements for Degrees and Certificate 31 Academic Procedures and Regulations 35 Undergraduate Curricula 35 Teacher Education 40 Liberal Arts and Sciences 47 College Departments 47 Art 47 Education and Psychology 49 Health and Physical Education 50 Humanities 53 Music 54 Science and Mathematics 56 Social Science 59 Graduate Study 59 Graduate Degree Programs 72 Non-Degree Fifth-Year Program 75 Course Descriptions 75 Art 78 Education and Psychology 87 Health and Physical Education 89 Humanities 95 Music 97 Science and Mathematics 103 Social Science 111 1967-68 Graduates 115 Enrollment Summary, 1967-68 115 Administration and Faculty Index 127 Index

5 SEPTEMBER 1969 JANUARY 1970 MAY 1970 SMTWTFS SMTWTFS SMTWTFS .... 1 2 3 4 5 6 ...... 1 2 3 ...... 1 2 7 8 9 10 11 12 13 4 5 6 7 8 9 10 3 4 5 6 7 8 9 14 15 16 17 18 19 20 11 12 13 14 15 16 17 10 11 12 13 14 15 16 21 22 23 24 25 26 27 18 19 20 21 22 23 24 17 18 19 20 21 22 23 28 29 30 ...... 25 26 27 28 29 30 31 24 25 26 27 28 29 30 31 ...... OCTOBER 1969 FEBRUARY 1970 JUN~ 1970 SMTWTFS SMTWTFS SMTWTFS ...... 1 2 3 4 5 6 7 8 9 10 11 1 2 3 4 5 6 7 123456 12 13 14 15 16 17 18 8 9 10 11 12 13 14 7 8 9 10 11 12 13 19 20 21 22 23 24 25 15 16 17 18 19 20 21 14 15 16 17 18 19 20 26 27 28 29 30 31 .... 22 23 24 25 26 27 28 21 22 23 24 25 26 27 28 29 30 ......

NOVEMBER 1969 MARCH 1970 JULY 1970 SMTWTFS SMTWTFS SMTWTFS ...... 1 1 2 3 4 5 6 7 ...... 1 2 3 4 2 3 4 5 6 7 8 8 9 10 11 12 13 14 5 6 7 8 9 10 11 9 10 11 12 13 14 15 15 16 17 18 19 20 21 12 13 14 15 16 17 18 16 17 18 19 20 21 22 22 23 24 25 26 27 28 19 20 21 22 23 24 25 23 24 25 26 27 28 29 29 30 31 ...... 26 27 28 29 30 31 30 ...... AUGUST 1970 DECEMBER 1969 APRIL 1970 SMTWTFS SMTWTFS SMTWTFS ...... 1 .... 123456 ...... 1 2 3 4 2 3 4 5 6 7 8 7 8 9 10 11 12 13 5 6 7 8 9 10 11 9 10 11 12 13 14 15 14 15 16 17 18 19 20 12 13 14 15 16 17 18 16 17 18 19 20 21 22 21 22 23 24 25 26 27 19 20 21 22 23 24 25 23 24 25 26 27 28 29 28 29 30 31 ...... 26 27 28 29 30 ...... 30 31 ......

6 ACADEMIC CALENDAR 1969-70

Fall Quarter New student and registration week, September 23-27 Registration of returning students, September 27 1969 Classes begin, September 29 Late registration fee effective, September 29 Change of program fee effective, September 29 Last day for new registration or addition of new courses, October 11 Last day for dropping courses without being responsible for grades, October 25 Thanksgiving holiday, November 27-30 Final examinations, December 15-20 Fall quarter ends, December 20

Winter Quarter Registration, January 5 Classes begin, January 6 1970 Late registration fee effective, January 6 Change of program fee effective, January 6 Last day for new registration or addition of new courses, January 17 Last day for dropping courses without being responsible for grades, January 31 Final examinations, March 16-21 Winter quarter ends, March 21

Spring Quarter Registration, March 30 Classes begin, March 31 1970 Late registration fee effective, March 31 Change of program fee effective, March 31 Last day for new registration or addition of new courses, April 11 Last day for dropping courses without being responsible for grades, April 25 Memorial Day holiday, May 30 Final examinations, June 8-13 Commencement, June 12 Spring quarter ends, June 13

Summer Session Registration, June 22 Classes begin, June 23 1970 Late registration fee effective, June 23 Change of program fee effective, June 23 Last day for new registration or addition of new courses, June 29 Independence Day holiday, July 4 Last day for dropping courses without being responsible for grades, July 6 Final examinations, August 13-14 Eight-week summer session ends, August 14

Intersession Undergraduate courses for students who wish to earn additional credit 1970 toward graduation, August 17-September 4

Fall Quarter New student and registration week, September 22-26 Registration of returning students, September 26 1970 Classes begin, September 28 Thanksgiving holiday, November 26-29 Fall quarter ends, December 19

7 THE COLLEGE GENERAL INFORMATION Oregon College of Education is a liberal a1ts ity and through application of good mental college with specia,J emphasis on the prepara­ and personal health practices. tion of teachers and on research in teacher edu­ • the capability for creative expression and aes­ cation. The liberal arts curriculum of the col­ thetic enioyment through knowledge and ex­ lege provides the basis for programs designed to perience in the creative and performing arts. prepare teachers at all levels, and also for vari­ • a basic understanding of computer-based ous rnlated programs, interdisciplinary in na­ man-machine systems used in such -fields as ture, which prepare students for advanced study transportation, communication, health, and and for professions other than teaching. education, through knowledge of the physical The liberal arts basis for specialized programs and social sciences. At Oregon College of Education all students • the ability to deal with processes of human am provided a liberal education regardless of interaction, learning, and development as their area of specialization. This means that the a parent, teacher, or other agent of social college curriculum is designed to foster certain change, through knowledge of the natural knowledge, abilities, and attitudes which define and social sciences. the liberally-educated person. Each student is • the ability to deal with political, social, eco­ expected to show that he has made some prog­ nomic, and environmental problems and ress in his efforts to achieve liberal breadth as processes, through knowledge of the natural well as mastery of a particular study before and social sciences. being graduated, but each in his own unique The knowledge, abilities and attitudes de­ way. Each student learns that the completion scribed above are not necessarily acquired of a college education is only the beginning of through particular courses of instruction, but a lifetime of learning. rather through numerous arrangements of cur­ A paramount characteristic of a liberally­ ricular offerings together with a host of extra­ educated person is the ability and self-discipline curricular opportunities for growth and explora­ to learn independently. The basic liberal arts tion. program of the college attempts to provide the Historically, the College has been vitally in­ driving force towards continuing study after ' olved in the preparation of teachers since it graduation. It is directed toward the develop­ was chartered by the territorial legislature in ment of enjoyment for all fields of study. 1856 as Monmouth University. The name was The liberally-educated person has otheT char­ changed to Christian College and the institu­ acteristics which are fundamental in impor­ tion was chartered by the state legislature in tance. Some reflect cultural values; others re­ 1865. In 1891 it became Oregon State Normal flect the present needs of society. Following is School, continuing under that name until 1909. a list of objectives which the college adminis­ For a period of two years ( 1909-11) it was de­ tration, faculty, and students generally agree all prived of state support. The institution was students should strive to attain regardless of maintained by combined faculty and commun­ their special interests and abilities. The list is ity cooperation until reestablishment as a state under continuing study and is subject to change. normal school in 1910 by vote of the people, The OCE student should sl:Tive to develop opening in 1911 as Oregon Normal School. It • the ability and self-discipline to learn inde­ continued under that name until 1939, when pendently in preparation for a lifetime of the legislature designated all the state normal continuing study. schools as colleges of education. • the ability to communicate more effectively in The presidents of the institution in the early both speech and writing. days of its history were: Thomas W. Haley, • an acquaintance with thought and culture ex­ L. L. Rowland, and A. D. Butler. Following pressed through works of literature, music, them were: Thomas Franklin Campbell, 1869- and art. 1882; David Truman Stanley, 1882-1889; Prince • the capability for mature thought ancl iudg­ Lucien Campbell, 1889-1902; Edwin De Vore ment through knowledge of history, litera­ Ressler, 1902-1909; John Henry Ackerman, ture, religion, and philosophy. 1911-1921; Joseph Samuel Landers, 1921-1932; • the ability to solve problems or to communi­ Julius Alonzo Churchill, 1932-1939; Charles cate with men or machines for problem solv­ Abner Howard, 1939-1947; Henry Martin Gunn, ing using quantitative and non-quantitative 1947-1950; Rohen John Maaske, 1950-1955; mathematical systems. Roy Elwayne Lieuallen, 1955-1961; Ellis Arnold • a -fixed pattern of sustained physical and Stebbins, Administrator in Charge, 1961-62; mental vigor through regular physical activ- Leonard William Rice, 1962-. 9 10 / OREGON COLLEGE OF EDUCATION

The College is situated in Monmouth, a com­ forms may be obtained from the high munity of some 5,000 persons located in the mid­ school principal or superintendent or Willamette Valley, fifteen miles from Salem, from the director of admissions, Oregon sixty-one miles from Portland, and sixty miles College of Education. from the Oregon coast. b. Application forms for transfer students must be obtained from the director of admissions, Oregon College of Educa­ ACCREDITATION tion. Oregon College of Education is a member of 2. 0/Jic-ial records the American Association of Colleges for Teacher Education and the Northwest Associa­ a. Beginning freshmen must furnish com­ tion for Secondary and Higher Schools and is plete (four-year) high school records accredited as a degree-granting college by the showing credits earned and graduation National Council for Accreditation of Teacher certified by the principal or superin­ Education. OCE is authorized by the National tendent of the school. Council for Accreditation of Teacher Education b. Students with previous college work to carry the following catalog statement: must file complete official records of all "Accredited by the National Council for Ac­ ~chool work beyond the eighth grade, creditation of Teacher Education for the prepar­ mcluding an original transcript from ation of elementary and secondary teachers with each college or university attended. Col­ lege records must be certified by the the Ma,~ter's degree as the highest degree ap­ registrar of the institution where the proved. Oregon College of Education is an Associate work was undertaken. If the high school Member of the National Association of Schools record is adequately shown on the col­ lege transcripts, another record direct of Music. from the high school is not necessary. DEGREES AND CERTIFICATE All records should be filed with the director of admissions at least four weeks prior to the date Oregon College of Education offers curricula of registration; if they are filed later, the stu­ leading to junior standing and the associate in dent's registration may be unavoidably delayed. arts certificate, on the completion of two years' The registrar will evaluate the records sub­ work, and to the following baccalaureate and mitted and will notify the applicant of his en­ graduate degrees: trance standing. Bachelor of Science and Bachelor of Arts: ele­ mentary, junior high, and senior high school; Placement Examinations general studies, medical technology. All beginning freshmen planning to enter Master of Science: elementary and secondary Oregon College of Education must complete the education, with several areas of educational spe­ College Entrance Examination Board's Scholas­ cialization. tic Aptitude Test prior to registration. For those Master of Arts in Teaching. students majoring in mathematics, completion of the Mathematics Achievement test-Level I­ is required. These tests are used for counseling ADMISSION REQUIREMENTS and placement purposes but may be the basis In order to be admitted to Oregon College of admission if the required high school GPA of Education, a student must be of good moral has not been achieved. character and must present evidence of accept­ Arrangements to take these tests during the able preparation for work at the college level. senior year in high school should be made The development of character is regarded as a through the high school principal. Persons with­ primary aim in education and is emphasized out access to such an arrangement must write at all the state institutions of higher education. directly to the college entrance examination E,·ery person applying for admission to the reg­ board for information about taking the tests.' ular sessions of the college must submit the fol­ They should be completed as early in the sum­ lowing records, which become the property of mer as possible. the college: The results of these tests must be received by the Registrar's Office, Oregon College of Edu­ 1. Application for admission cation, Monmouth, Oregon, at least two weeks a. Students with no preparation beyond 1 Information concerning fees, schedule examination high school graduation apply on the datesJ.. and examination centers, may be obtained from official form , Application for Admission the 1..College Entrance Examination Board, P. O. Box 27896, Los Angeles 27, California. Official scores are to Oregon Higher Institutions. These submitted by the CEEB upon student request. GENERAL INFORMATION / 11 prior to registration. Special arrangements will ( 2) A score of 950 or higher on the schol­ be necessary if the tests are not completed prior astic aptitude test of the college en­ to arrival on the campus. trance examination board, or ( 3) A minimum grade-point average of Health Requirements 2.00 ( C) on 12 term hours of college­ level course work or on 9 term hours At least six weeks prior to registration fresh­ in a prescribed program in a regular men and transfer students are required to sub­ collegiate summer session including mit a health history and physical examination report to the Health Service. It is the responsi­ courses specified for resident students. bility of the student to arrange for this examina­ Students who have not graduated from high tion by a physician of his own choice. Delay in school, in order to gain admission, must have: furnishing this record will delay the student's a. Obtained the Certificate of Equivalency registration. Forms for this purpose are pro­ from the state department of education vided for each student requesting admission. based on required scores in the general Evidence of current immunity to smallpox, educational development (GED) tests. diphtheria and tetanus and a tuberculin test are EARLY ADMISSION TO FRESHMAN required. STANDING. Oregon residents who have com­ pleted seven semesters of high school with a Freshman Standing GPA of 2.50 or higher, or who have earned a Oregon residents being admitted to a first­ combined score of 950 on the college entrance year (freshmen) standing must have: examination board scholastic aptitude test may a. Completed the following uniform entrance be granted early admission to the college prior requirements approved by the institutions to their graduation from high school. In order of higher education in Oregon: Graduation to be granted early admission at the end of the from a standard high school with 19 re­ seventh semester, qualified high school seniors quired units, including 3 units in English, should have their high school principal com­ 2 units in social science, 1 unit in mathe­ plete the first page of the Application for Ad­ matics, 1 unit in the natural sciences, and mission to State Institutions of Higher Educa­ 2 units in health and physical education. tion in Oregon and mail it to the director of ad­ b. Achieved one of the following: missions, Oregon College of Education. ( 1) For fall term only, a 2.25 ( C plus) grade-point average or above in all Advanced Standing high school subjects taken toward Transfer students from other colleges, regard­ graduation; for winter and spring less of residence, are required to present a 2.00 term, a 2.00 ( C) average or ( C) grade-point average and evidence of eli­ ( 2) A combined score of 887 points fall gibility to return to any and all colleges previ­ term, ( 880 points winter and spring ously attended. A student transferring fewer terms) on the verbal and mathemati­ than 12 term hours must satisfy the entrance cal sections of the Scholastic Aptitude requirements for both transfers and entering Test of the College Entrance Examin­ freshmen. ation Board, or Advanced standing is granted to students ( 3) A minimum grade-point average of transferring with acceptable records from ac­ 2.00 ( C) on 12 term hours of college­ credited institutions. The amount of credit level course work or on 9 term hours granted depends on the nature and quality of in a prescribed program in a regular the applicant's previous work evaluated accord­ collegiate summer session, including a ing to the academic requirements of Oregon course in English composition and College of Education. two or more courses from the areas of No advanced standing is granted at entrance humanities, social science, or science­ for unaccredited work. After three terms of mathematics. satisfactory work on the campus a student may Students classified as nonresidents and register­ receive credit for work taken in unaccredited ing as freshmen must have: collegiate institutions, but the courses must be a. Graduated from an accredited high school equated to the regular courses offered at Oregon and completed the distribution of subject College of Education. matter required for Oregon residents. b. Achieved one of the following: Advanced Placement Program ( 1) A 2.50 ( B-) grade-point average or Students who complete examinations under above in all high school subjects taken the Advanced Placement Program sponsored by toward graduation, or the College Entrance Examination Board and 12 / OREGON COLLEGE OF EDUCATION

who receive satisfactory scores in these examina­ tion of the particular literature sequence will be tions administered by the Board may, on ad­ made by the student in conjunction with his mission to Oregon College of Education, be adviser. granted credit and/or placement' in comparable European History. Nine hours of credit will college courses toward a bachelor's degree. The be granted for Hst 101, 102, 103 if a score of 3, amount of credit allowable will be determined 4, or 5 is attained. on the basis of the curriculum the student fol­ lows and the grade received in the examination. Foreign Languages ( Romance Languages). Oregon College of Education's participation in ine hours of credit will be granted for RL 311, this program is supervised by the Office of the 312, 313 ( Survey of French Lit.') or RL 341, Registrar. 342, 343 ( Survey of Spanish Lit.) if a score of Upon receipt of the test material, the accept­ 4 or 5 is attained. Eight hours of credit will be able units presented will automatically be cred­ granted for RL 102, 103 (last two quarters of ited toward the total hours required for gradua­ 2nd year French), or RL 108, 109 (last two tion. In some instances the student may be per­ quarters of 2nd year Spanish), if a score of 3 is mitted to enter advanced courses not ordinarily attained. open to freshmen. Entering students who re­ Mathematics. Up to 12 hours of credit may be ceive credit and/or placement in several sub­ granted in mathematics course work, depending jects may be eligible for immediate sophomore upon the student's major field of study. Actual standing upon entrance, and may be graduated courses and placement to be determined by the in three years. Advanced Placement credit will departmental staff. be withdrawn if work is subsequenty duplicated in college-level courses. No letter grades will be Foreign Students assigned Advanced Placement scores. Scores of three (3), four (4), and five (5) on Admission of students from abroad is limited the Advanced Placement Examinations will to those who plan to prepare for teaching in lead, at Oregon College of Education, to the their own homeland. Requirements for admis­ conferring of credit and placement, the amount sion are based on an outstanding background of varying from department to department. A preparation which would make the student eli­ score of two ( 2 ) will be reviewed by the de­ gible for university admission in his own coun­ partment concerned, which will then make rec­ try. No1mally, only students working toward the ommendations as to the amount of credit and/ bachelor's degree in the field of elementary or or placement given, if any. A score of one ( 1) secondary education will be accepted. receives neither credit nor placement. Students with college credit to transfer are The fields included in the Advanced Place­ admitted as beginning freshmen, with advanced ment Program are: American History, Biology, standing, if any, to be determined after matricu­ Chemistry, English, European History, Foreign lation and further study of records submitted. Languages, and Mathematics. Students from abroad will be expected to American History. Nine hours of credit will guarantee financial responsibility because of lim­ be granted for Hst 201, 202, 203 if a score of ited financial assistance available from Oregon 3, 4, or 5 is attained. College of Education. Biology. Nine hours of credit will be granted for Bi 101, 102, 103 if a score of 3, 4, or 5 is Graduate Standing attained. ( See Graduate Study section, Pages 59-76) Chemistry. Up to 12 hours of credit may be granted in chemistry, depending upon the stu­ dent's major field of study. FEES AND DEPOSITS l. Twelve hours of credit will be granted for Fees and deposits in all the state institutions Ch 104, 105, 106 if a score of 3, 4, or 5 is of higher education are charged according to a attained. uniform plan, varying on different campuses ac­ 2. Eight hours of credit will be granted for cording to differences in conditions or nature Ch 204, 205 if a score of 3, 4, or 5 is at­ of work offered. The State Board of Higher Ed­ tained. ucation reserves the right to change the sched­ English. Eighteen hours of credit will be ule of tuition and fees without notice. granted for Wr 111, 222, 323 (9 hours) and for any lower division literature sequence ( 9 1 Credit exempts the student from a specified class a_nd reduces the. number <;>f 1:'ours required for gradua­ hours) if a score of 4 or 5 is attained. However, tion. Placement 1s a substih1tion for a specified class to only fifteen hours of credit will be granted if avoid duplication of course work, but does not reduce a score of 3 is attained, in which case the stu­ the number of hours required for graduation. 2 This score must be in that part of the examination dent will not get credit for Wr 323. The selec- entitled 'Literature.» GENERAL INFORMATION / 13

In the fee schedule below are listed the regu­ dian, if the student presents convincing lar fees paid by all students under the usual evidence that he has established his domi­ conditions. These registration fees entitle the cile in Oregon and that he has resided in student to the use of the college library, to the the state for at least twelve consecutive use of laboratory equipment and materials in months immediately prior to the term for connection with courses for which the student is which reclassification is sought, and that registered, to medical attention and advice at he has no intention of moving out of state the student health service, to the use of the after completion of his school work. gymnasium equipment (including gymnasium A student whose official record shows a domi­ suits and laundry service) and to all other serv­ cile outside of Oregon is prima facie a nonresi­ ices maintained for the benefit of students. No dent and the burden is upon the student to reduction of fees is made to students who may prove that he is a resident of Oregon. If his not desire to use some of these privileges. scholastic record shows attendance at a school Undergraduate students who am residents of outside of Oregon, he may be required to fur­ Oregon and who are enrolled for a total of 8 nish further proof of Oregon domicile. term hours of work or more during the regular If any applicant has questions concerning the academic year pay tuition and fees totaling rules governing the administration of these poli­ $119.00 per term or $357.00 for the three-term cies, he should consult the office of the registrar academic year. at OCE. Undergraduate students who are not residents of Oregon and who are enrolled for a total of 8 Special Fees term hours of work or more during the regular academic year pay, in addition, a nonresident Part-time Students' and Auditors' Fee. Part­ fee of $100.00 per term. Total fees and tuition time students and auditors ( 7 hours or less) for nonresident students are $219.00 per term will pay a fee of $15.50 per credit hour per or $657.00 for the three-term academic year. term; the minimum fee is $31.00. Payment of Graduate students enrolled for a total of 8 the part-time fee entitles the student to all te1m hours or more pay tuition and fees totaling services maintained by Oregon College of Edu­ $139.00 per term. cation for the benefit of students. ( This fee is subject to adjustment to reflect total fee changes Regulations Governing Non-Resident Fee. approved by the State Board of Higher Educa­ Under the regulations of the Oregon State Board tion.) of Higher Education, a minor whose parent or Late-Registration Fee. Full-time students reg­ guardian is a bona fide resident of Oregon is istering after registration day of any term pay a qualified for enrollment under the resident fee; late-registration fee of $5.00 for the first day and a student whose domicile is independent of his $1.00 for each additional day. Part-time stu­ parent or guardian qualifies for enrollment under dents pay $1.00 a week. the resident fee if he presents convincing evi­ Return-of-Check Fee. If institutional charges dence that he established his domicile in Oregon are met by a check which is returned because six months prior to his first registration. of any irregularity for which the student is re­ All other students are required to pay the sponsible ( NSF, illegible signature, improper nonresident fee, with the following exceptions: bank account number, etc.), a fine of $5.00 a. A student who holds a bachelor's degree will be charged. from an accredited college or university. Change-of-Program Fee. Students are charged ( However, a nonresident student with a a fee of $1.00 per course for each change they Bachelor's degree enrolled in a curriculum may wish to make in their program subsequent at the University of Oregon Medical or to the date changes may be made without Dental Schools leading to the degree of charge. Doctor of Medicine or Doctor of Dental Medicine is required to pay the nonresi­ Application Fee. A fee of $10.00 is charged dent fee.) for each application for admission. Payment b. A student attending a summer session. must be included with the application form. The fee is nonrefundable and is not transferable be­ c. A student paying part-time fees. A student who has been classified as a non­ tween institutions. resident may be reclassified as a resident: Transcript Fee. Each order is $1.00 for tl1e 1) in the case of a minor, if his parent or first copy and 50 cents for each additional copy. guardian has moved to Oregon and has Art Charge. There is an additional charge established a bona fide residence in the per term determined by ,the course in the Art state, or department. 'Phe charge is $2.50 for all courses 2) in the case of a student whose domicile is except Life Drawing and Ceramics which is independent of that of his parent or guar- $5.00. 14 / OREGON COLLEGE OF EDUCATION

Applied Music Fee. There is no charge for damaged or destroyed. The portions remaining private music instruction when the course is house the art department. required in the student's curriculum, except Education Building ( 1966). This specialized, practice room fees which are $2.50 per term multi-purpose structure accommodates research, ( organ, $10.00). Fees for private lessons when clinical, instructional and student personnel the course is taken as an elective are as follows: needs. Housed in the building are the educa­ One lesson per week .. $25.00 ( organ, $32.50) tion and psychology department, office of stu­ Two lessons per week .. $42.50 (organ, $47.50) dent personnel and staff of the Teaching Re­ Graduate Qualifying Examination Fee. Stu- search Division of the Oregon State System of dents desiring to take this examination will be Higher Education. The attractive two-story charged $1.00 to $15.00. structure is madP of concrete and steel and trimmed with brick. Fee Refunds Health and Physical Education Building Students withdrawing from the college and ( 1936). A building of brick masonry walls with who have complied with the regulations gov­ tapestry brick facings. The gymnasium has a erning withdrawals are entitled to certain re­ floor of standard size and a seating capacity of funds of fees paid, depending on the date of 1,000. On the lower floor there are showers, withdrawal. The refund schedule has been es­ dressing rooms, and two handball courts. The tablished by the state board of higher educa­ indoor Wolverton Memorial Pool adjoins the tion and is on file in the business office. All re­ physical education building. funds are subject to the following regulations: Humanities and Social Science Building 1. Any claim for refund must be made in writing be­ ( 1964). This modem building with three floors fore the close of the term in which the claim orig­ inated. replaced a section of Campbell Hall that was 2. Refunds in all cases are calculated from the date destroyed in the October 1962 windstorm. The of application for refund and not from the date when the student ceased attending classes, except structure houses 18 classrooms, three laborator­ in unusual cases when formal withdrawal has ies and more than 50 faculty offices. been delayed through causes beyond the control of the student. Library Building ( 1951, 1967). This newly­ enlarged, remodeled, and air-conditioned build­ Graduation Expenses ing contains a variety of attractive reading Each year students who are graduating will areas, more than 90,000 books, and nearly 900 be charged the cost of cap and gown rental and current periodicals. Easily accessible on open other incidental expenses connected with gradu­ stacks are the carefully-selected books, periodi­ ation and commencement exercises. No person cals, and other publications which are appropri­ may be recommended for graduation until he ate for the liberal arts and professional curricula has paid all fees and charges due the institu­ of the college. In addition, the library has re­ tion. sources to provide for bibliographic needs, ref­ erence services, and recreational reading. As of­ ficial depository for U. S. government docu­ INSTRUCTIONAL FACILITIES ments, the library regularly receives publica­ tions issued by numerous government agencies. Facilities for instruction include the campus Available in special collections are more than college buildings at Monmouth, with their 4,000 elementary school and high school text classrooms, libraries and laboratories, recreation books, Tepresentative current editions of encyclo­ fields, and all equipment, together with cooper­ pedias for school children, and approximately ating schools in the area. The college campus 1,200 courses of study used in Oregon and other occupies an area of more than 100 acres. areas. The combined book resources of libraries Administration Building ( 1936). A three­ of the Oregon State System of Higher Education story brick structure housing the president's and other colleges and universities are available office, general institutional offices, science labor­ through interlibrary loan services. atories, and classrooms. Educational Media Center. The educational Campbell Hall ( 1871, 1889, 1898, 1917). media center, on the ground level of the library Campbell Hall is named in honor of President building, serves as a depository for teaching ma­ T. F. Campbell, who served from 1869 to 1882, terials and equipment, as an audio-visual center and his son Dr. Prince L. Campbell, president for projection services on campus and in labor­ from 1889 to 1902. The historic building has atory schools, and an information center for stood as a symbol of the institution for its many teaching materials and audio-visual techniques. years, and until recently held aloft the inspiring Entrance to the center is through the front en­ tower which fell in the Columbus Day storm, trance to the Library; downstairs to the right. 1962. Other portions of the building were also The center is equipped to produce teaching GENERAL INFORMATION / 15 materials, such as motion pictures, slides, charts as possible, and the cost is kept at a minimum. and graphs and to provide commercially made The campus residence halls include the follow­ items. Closed circuit television, operated by the ing: center, provides opportunity for classroom ob­ Butler Hall (1964), Gentle Hall ( 1966), servation and experimental teaching. Certain Barnum Hall (1968). Apartment-like residence campus classes and production and television halls for men or women, these buildings house studios are a part of the center. 144 students, three resident counselors and a Maple Hall ( 1914). After serving as a stu­ housemother. In each of these halls three living dent center through the past decade, the build­ units are grouped with a fourth that keeps a ing is now used as an activity room for physical lounge and the housemother's residence. education classes. Arbuthnot Hall. Katherine Arbuthnot Hall, Memorial Stadium. Includes physical educa­ a modern, tastefully appointed residence hall tion and athletic fields, and the covered grand­ for women, provides accommodations for 162 stand. It is one of the better small college ath­ women students. letic and physical education facilities in the Cottage ( 1917). A two-story house of red Northwest. The stands and bleachers seat more brick and shingled walls housing 29 women. than 2,500 persons. Jessice Todd Hall ( 1912, 1921). Accommo­ Campus Elementary School ( 1916, 1948, dates 170 women. Single and double rooms are 1958). The building houses the student teaching available. Built at two different periods the units of the Department of Education and Psy­ building has several unusual and attractive fea­ chology. The older structure was remodeled in tures resulting from recent modernization. 1948, and two modem wings were constructed Rohen J. Maaske Memorial Hall ( 1956). in 1948 and 1958. A modem steel-reinforced concrete structure ac­ Arnold Arms ( 1925). A former converted commodating 100 men students in 50 double residence hall, Arnold Arms houses offices for rooms, attractively furnished and decorated. faculty and administrative personnel. Student Center Building ( 1960). This attrac­ Music Hall ( 1958). A modern one-story tive building provides a center for student life building, providing facilities for the music de­ on the campus. It includes kitchen and dining partment, including offices, listening rooms, room facilities for all residence hall students, a teaching studio, practice rooms, a band and coffee shop, lounges, offices, and committee choir rehearsal room, and a small recital audi­ rooms for student and other activities. Located torium. in the basement are the college store and a Physical Plant Building ( 1960). The building large recreational area for various kinds of houses central heating facilities, physical plant games. The dining room doubles as a ballroom. shops, and storage facilities. Village ( 1946). Consists of 42 apartments for married students. The buildings were provided West House (1924). Until 1962 this colonial by the federal government through the Federal type building was used as a women's dormitory. Public Housing Authority. Because of crowded office conditions, the build­ ing now houses the Geography Fellowship and Housing Disadvantaged programs, and the Division of Continuing Education. Regulations. All freshmen and sophomore women and men, except those living at home are Health Center ( 1963). This modern facility required to live in the college operated resi­ houses the Student Health Service and includes dences. Exceptions to this regulation are made rooms for examination, treatment, day care and only upon petition filed with the Housing Com­ other needs, medical laboratories, and technical mittee. Petitions to this committee by freshmen facilities for the finest health care. or sophomores are approved only on showing convincing and exceptional reasons of health, STUDENT LIVING financial necessity, or other special circumstan­ ces, why the students should not live in the The students and faculty at Oregon College residences. All upperclass men and women will of Education believe in the kind of democratic live in either the college residences, at home, education fostered in a residence hall program, or in approved off-campus houses. Off-campus as opposed to a fraternity and sorority program. residences for unmarried students must be ap­ All facilities are geared to provide students with proved by petition to the housing committee. living accommodations which promote physical Residence halls are maintained for men and health and which encourage social, educational women. Each room is attractively furnished, and spiritual development. To these ends, living with eac.:h hall having coin-operated laundry condjtions are made as comfortable and cogenial facilities, snack areas, lounges, pianos, soft 16 / OREGON COLLEGE OF EDUCATION drink dispensers, and many other facilities. the day prior to the first schedued day of the Dining facilities are located in the Student Cen­ academic calendar, and closing on the last ter building for all hall residences. scheduled day of each term. Residence hall accommodations are for room Any refunds for charges are calculated at a and board, and are contracted for by the Stu­ daily rate. dent for the full school year, unless the student If a student withdraws from the hall but should elect to withdraw from the institution, does not withdraw from the institution, he must when such contract would be considered void. pay all board-and-room charges for the entire Application for residency in halls must be school year remaining, unless he provides a sub­ completed on an official form, to be duly signed stitute occupant, not then presently in residence by the student, and must be accompanied by a halls, acceptable to the Dormitory Director. room deposit of fifty dollars ( $50.00), all of Housing for Married Students. For married which will be applied to the first installment of students, Oregon College of Education provides board and room charges of the applicant. No nine buildings containing forty-two apartments. room reservations are held unless all of the These buildings are the property of the college. above provisions are fully complied with. The apartments are partially furnished and rent Board and room rates per year for residence for $36.00 to $45.00 per month with water and halls are as follows: garbage disposal furnished. Off-Campus Housing. A limited number of Multiple Single approved houses in Monmouth offer housekeep­ Arbuthnot, Maaske, Butler, ing rooms and apartments for junior and senior Gentle, Barnum ...... $787 $936 students under college regulations. Information Todd ...... 772 914 about the approved houses may be obtained Cottage ...... 742 869 from the office of student personnel in the edu­ cation building. All off-campus residences must When reservations are cancelled, a full re­ be approved by petition to the housing commit­ fund of the fifty dollars ( $50.00) deposit will tee. be made only if cancellation is made prior to August 15, 1969 on reservations for the fall STUDENT WELFARE term; and on reservations for winter and spring term, only when cancellation is made at least Every effort is made at Oregon College of 14 days prior to the official opening date of Education to promote student welfare. Special said term. Students found ineligible for admis­ personnel services and agencies coordinate the sion will have the full deposit refunded to program, and all members of the faculty and them. staff assist in promoting a personnel program de­ No refunds can be made for meals which are signed to further mental health and educational missed, nor are the students allowed to transfer development. their meal tickets. Improper use of meal tickets, or the allowance of unauthorized persons to Student Personnel Program sleep in the halls will result in disciplinary ac­ The dean of students and the associate deans tion. have general responsibility for the personnel Board-and-room fees are payable in advance, program and for student welfare. The deans are not later than the 10th clay after the beginning available to students at all times for personal of each term. guidance and scholastic counseling. Students paying board and room charges A series of placement and aptitude tests is ad­ after the date on which payment is due are as­ ministered to admitted students and provides sessed a late-payment fee of $1.00 for the first students and advisers with information valuable day, and $1.00 for each additional day until a in planning professional work and in general maximum charge of $5.00 is reached. If resi­ counseling. dence hall charges are not paid within 10 days An effective counseling program insures per­ after the date due, the student's registration sonali zed help for every student in planning his may be cancelled. college course, and in making adjustments to At the end of any term, no grades will be is­ college life. A faculty adviser is assigned to sued to students who are in default of payment each new student. The student may retain this of any regular, or assessed hall charge. adviser throughout his college career, or he may Room-and-board rates are subject to change change his adviser at any time by notifying the at any time, but only by action of the State Registrar's Office. The faculty adviser becomes Board of Higher Education. acquainted with the student and is available for The charges for rooms cover the period of the consultation whenever help is desired. The di­ college term with halls opening at 2:00 P.M. of rector of counseling services, dean of students GENERAL INFORMATION / 17 and the associate deans are always available to the accusation, his rights, and the pro­ all students for counseling. Specialized individ­ cedure to be followed. ual counseling and testing services are avail­ 2. The student will choose between a hear­ able to any student. A charge of $5 per school ing with the Dean of Students or with year is assessed for these specialized services the Student Conduct Committee, except when tests are involved. in the rare case when the Dean of Stu­ The registrar is always available for planning dents considers it advisable for the prob­ programs and assisting in evaluation of work lem to be heard by the Student Conduct completed or work to be done. The dean of Committee ( a joint OCE Faculty-Stu­ faculty, heads of various departments, and fac­ dent Committee which is appointed by ulty members in each field are available to stu­ the President). dents for academic counseling. The director of 3. The essentially educational nature of teacher education and the director of place­ disciplinary action at OCE requires that ment assist students in working out a suitable the hearing shall be conducted inform­ program of teacher preparation and in obtaining ally along the procedural guidelines es­ placement. tablished by the Student Conduct Com­ Religious education is fostered on the cam­ mittee. pus by convocation speakers and by cooperative 4. The student has the right to be accom­ activities with the local churches. Students also panied at the hearing by a person of his have opportunity for fellowship in several re­ choosing such as a fellow student, mem­ ligious organizations which are active on the ber of the faculty, parent, or minister. campus. 5. The student may appeal the decision of the Student Conduct Committee or the Student Discipline1 Dean of Students to the President of Principles. Oregon College of Education has OCE. a fundamental interest in the conduct of its Section II-Categories of Disruptive Behavior: students. The total development of students 1. Academic dishonesty through a college experience involves a fusion 2. Alcoholic beverages (possession or con­ of the learning process with the development of sumption of alcoholic beverages on the attitudes and standards of behavior. Consistent Oregon College of Education campus) with intellectual and academic growth should 3. Acts of violence be the development by students of attitudes of 4. Theft scholarly maturity, personal responsibility, and 5. Illegal entry respect for others. Student attitudes should also 6. Violation of national, state, and local reflect the goals of our democratic society, the laws standards of our academic community, and the ( Violation of national, state, and local individual's needs and aspirations. laws makes a student liable not only Although individual student behavior does to prosecution and punishment by generally reflect credit on both the student and civil courts but also to disciplinary ac­ the College, in a collegiate environment unac­ tion by the College.) ceptable student behavior can occur. At such This list is not all-inclusive since it is not possi­ times the College treats the situation with the ble to list here all potential violations. It is ex­ education of the student and the welfare of the pected that students will behave in a manner academic community essentially in mind. that is most conducive to the greatest possible Disciplinary Procedures. Basic to the beliefs total development and growth of the individual and attitudes stated in the preceding para­ and the academic community. When action is graphs is a recognition of the fact that should a considered to be in violation of this goal, ap­ student be accused of some form of disruptive propriate persons will initiate the disciplinary behavior he has certain rights which will be re­ procedure as outlined in Section I. spected. Among these are the assumptions that Section III-Disciplinary Actions: the student is innocent unless determined other­ 1. Warning-Disruptive behavior which is wise and that he has a right to a hearing, to of a relatively minor nature has oc­ knowledge of what offense he is accused, and to curred; the student is warned that if a full recital of the charges by his accuser. this type of behavior is repeated more When a student is accused of some form of severe disciplinary action will be taken. disruptive behavior the following steps will be 2. Probation- Serious or continuous dis­ taken. ruptive behavior has occurred; the stu- Section I-The Hearing Process: 1. The student will be informed by the 1 Authority for these principles of student conduct is derived from the Administrative Code of the Oregon Dean of Students Office of the nature of State System of Higher Education, Sec. G-lD. 18 / OREGO COLLEGE OF EDUCATION

dent is permitted to continue his enroll­ able rate and may be purchased on registrntion ment at the Oregon College of Educa­ day. See information below. tion but is in danger of being terminated After closing hours, emergency care is avail­ as a student. able from a physician at the Independence 3. Suspension-Serious disruptive behavior Olinic. After hours care is at the students' ex­ has occurred; the student is excluded pense unless covered by insurance. from the College. Health services are not provided for students' Disciplinary action, unless otherwise indi­ families, faculty or staff. cated, is for an indefinite period of time and is Accident and Sickness Insurance A committee from the Associated Students reviewed by the student and the Dean of Stu­ dents at the close of the academic term in prog­ each year selects an insurance plan which it feels will best meet the students' need to supple­ ress as to whether the action is to continue or be ended. ment the limited services described above. Such a plan provides for additional hospitali­ zation, medical and surgical benefits, diagnostic New Student Week and laboratory tests and coverage for accidental The orientation program for all new students injuries. is an important feature of the fall term. During This group insurance may be purchased by New Student week, social functions, guided the student at registration time at considerably campus tours, firesides, and assemblies acquaint less cost than individual coverage and provides students with the many aspects of college life, protection both on and off campus whether its responsibilities and possibilities. Advisers as­ school is in session or not. sist the student in preparing his academic An insurance plan of this type is recom­ schedule. The students sign the Freshman walk mended in order to provide reasonably adequate and become familiar with other OCE traditions. coverage for the college age student. Freshman initiation ceremonies are planned. Freshman class government is organized, and Placement general orientation to the college curricular and The institution maintains a centralized place­ co-curricular programs takes place. ment service to assist graduating students and alumni in seeking new or better positions. By Campus Store maintaining close contact with schools and A self-service campus store is maintained by school officials tlie placement office is able to the college through which students may pur­ assist students prepared for teaching to obtain chase textbooks, paperbacks, art supplies and teaching positions. Service is also provided grad­ miscellaneous items. uates of tlie general studies program who desire employment. Student Health Services The current year's graduates receive place­ ment service witliout cost; graduates of former Through the Student Health Services, the years may receive tlie service of tlie placement college seeks to promote optimal physical and office for an annual registration fee of $5.00. mental health for all its students. It strives to Registration forms may be obtained upon re­ reach this goal by providing a safe, healthful quest. environment, sound health education, health counseling and basic medical and nursing serv­ ices. Health services are supported by student Follow-up Services fees on a non-profit basis. The follow-up program provides the institu­ All regularly enrolled students are entitled to tion the opportunity for extended contact with medical consultation and treatment as provided its graduates and tlie public schools in which through the Health Service. On the recom­ tliey teach. The program emphasizes personal mendation of the College physician and under contact with school administrators, beginning his supervision a student is entitled to a maxi­ teachers, and graduates which helps the insti­ mum of five days hospitalization per year. Hos­ tution to evaluate its program of teacher educa­ pitalization contracts for OCE students for ward tion. It also serves to assist tlie graduate in eval­ care have been arranged witl1 two Salem hos­ uating his personal experiences and make fur­ pitals. Expenses incurred without the authoriza­ tlier professional adjustments. tion of the College Physician or Nurse are not covered by the College. Surgeon's fees, medical Alumni Association consultations, X rays, drugs, laboratory fees and The graduates of Oregon College of Educa­ special nurses fees must be met by the student tion maintain a permanent alumni organization. unless covered by supplementary insurance. A The association maintains contact between the group insurance plan is available at a reason- institution and its graduates and among the GENERAL INFORMATION / 19 graduates themselves. The college is interested the needs of students, faculty, alumni and guests in continuing to serve its graduates through the for cultural, recreational and social pursuits. Alumni newspaper and various other facilities The center helps to make free time activity of and the alumni in turn are usually alert to op­ students a cooperative factor with study. portunities for building up the work of their Participation in any activity program is par­ alma mater. ticularly valuable for students planning a teach­ One of the very positive assets of the college ing career. A record of such participation will is its loyal and active Alumni Association, as be helpful to the teaching candidate seeking evidenced by active alumni clubs under the placement and to the teacher after a position is leadership of directors appointed by the execu­ secured. tive committee of the association. Through these alumni clubs and the OCEAN ( Oregon College Social Activities of Education Alumni News), alumni are kept Through various social activities and organi­ informed on matters pertaining to the college zations, particularly through living groups, stu­ and its graduates. dents enjoy association with fellow students The Oregon College of Education Alumni and members of the faculty. The contacts thus Loan Fund and participation in the National afforded constitute one of the most pleasant Defense Education Act and United Student Aid features of campus life. Funds loan programs are possible through the Oregon College of Education fosters, in every financial support of the Alumni Association. way possible, an atmosphere conducive to high The Carillon, in memory of the Campbell social and ethical ideals. A close personal con­ Hall Tower and the Grove, is a gift of alumni tact between students and faculty, resulting in and friends of OCE, through the effects of the mutual confidence and inspiration, is sought. All Alumni Association. students are encouraged to participate in student Life membership at $35.00 and annual mem­ activities and to have a part in establishing and berships at $3.00 entitle alumni to the privileges maintaining the spirit of the college. of the Alumni Association, and to the OCEAN, which is published four times during the school Organizations year. All inquiries regarding the Alumni Asso­ ciation should be addressed to the Director of Associated Students Alumni Relations, Oregon College of Educa­ All students are members of the Associated tion, Monmouth, Oregon. Students and are eligible for participation in the many social, educational, and recreational ac­ Mothers and Dads Clubs tivities. The college recognizes the value of The OCE Mothers Club and OCE Dads Club democratic living and fosters in every way stu­ are open to all mothers and fathers of students dent participation and responsibility in all mat­ attending Oregon College of Education. These ters of student welfare. organizations help to acquaint parents with the Student Government philosophy, curricula, trends, and opportunities The ASOCE constitution provides for a sys­ at Oregon College of Education, and provide a tem of student government which includes an close link between the home and the college. executive council, a student senate, judicial Dues and contributions of the Mothers Club board, social board, elections board and finan­ and Dads Club provides scholarships, loan cial board. Student government, through these funds, and special awards. The organizations boards and their committees, shares with the meet at various times during the year, holding faculty many administrative responsibilities, and joint meetings during Folks Festival at the OCE coordinates the activities of the various campus campus. clubs and organizations. Scholastic Honorary Organizations STUDENT ACTIVITIES Election to membership in scholastic honor Various activities and organizations of alumni societies is on the basis of high scholarship and and of students add their incentive and direction honors students for outstanding academic to the program and ideals of the college. These achievement. activities and organizations not only assist in Blue Key is a national honor fraternity for developing the individual students for further selected junior and senior men who have dis­ service to their communities, but they also tinguished themselves academically and by their strengthen and enrich the life of the institution. service to the college. Focal point of student activities is the Student Theta Delta Phi, national honorary fraternity Center, which is an integral part of the educa­ for men, is open to students achieving a 3.0 av­ tional life at the college. It serves adequately erage for two consecutive terms. 20 / OREGO COLLEGE OF EDUCATION

Sigma Epsilon Pi, women's scholastic honor­ on tlie basis of loyalty, character, and willing­ ary, is open to students achieving a 3.25 average ness to work. for two terms. Special Interest Organizations Professional Honor Societies The special needs and interests of students Student interest in professional areas is en­ are effectively served by special interest groups couraged through professional honor societies. and classes of many types. Student government Election to membership is on the basis of spe­ encourages tl1e organization of special groups to cial fitness or attainment in the respective de­ serve particular interests of students. · partmental or professional field. Classes. Each class ( freshman, sophomore, Kappa Pi, the oldest honorary art fraternity, junior, senior) is organized in order to better has chapters in forty-seven states. The Oregon serve the needs of the students. The class or­ College of Education chapter was organized ganizations participate in student government during the year 1946-47. Students elected to and in planning worthwhile social and educa­ membership must be upperclassmen with high tional activities. scholastic records and outstanding art ability. OH-Campus Club is an organization of stu­ Candidates must have the approval of the art dents living in private housing within the Mon­ faculty. mouth/Independence area. This group conducts Kappa Mu Cast of Alpha Psi Omega, the social and recreational activities for its member­ local chapter of the national dramatics honorary ship as well as sponsors various campus wide was founded in 1947 to stimulate dramatics ac­ activities. tivities at OCE. Election to national member­ Commuters. Members of this organization are ship is on the basis of active participation in students who live outside tl1e Monmouth/ Inde­ drama: interested students may affiliate with the pendence area and travel to and from OCE each chapter and work their way from apprentices to day. They conduct social and recreational ac­ understudies and then full members. Alpha Psi tivities for the commuting students and also Omega frequently does evenings of one act sponsor activities for the entire student body. plays and, when possible, offers a drama schol­ Student Oregon Educational Association is arship to a superior student in the speech/ open to all students in teacher education. It as­ drama area. sists the student in his future profession and has Mu Phi Epsilon, a professional music soror­ a constructive program fostering better teaching ity was chartered in 1968. Women elected to and better candidates for the teaching pro­ memberships must be music majors or minors, gram. achieving a 3.0 average in music. Residence Hall Living Groups have their own Service Honoraries government for effective democratic living. Each hall sponsors social and recreational pro­ Several service honoraries offer selected stu­ grams in cooperation witl1 the Associated Stu­ dents an opportunity to work together on worth­ dents and the Interdorn1itory Council. while educational and recreational activities and Co-Weds, an organization of student wives to perform service functions for the associated and married women students, meets together students in many ways. for social and educational activities of particular Staff and Key is a women's service club. To interest to young married women. be a member of tl1is organization a girl must D'OCE-Do, the square dance club, sponsors have been on campus at least one term and have campus folk and square dance activities and a 2.5 grade point average. Other qualifications demonstrations. for membership are leadership, loyalty, friendli­ International Relations Club sponsors and ness, and cooperation. programs debates on topics of current interna­ Collecto-Coeds is a women's service organi­ tional affairs. Membership is open to all stu­ zation comprised of women exhibiting such dents. attributes as cooperation, character, friendliness, Young Democrats and Young Republicans loyalty, and service. This organization promotes sponsor political assemblies, discussions, and interest in student activities and assists in up­ other activities for students interested in public holding high social standards on the campus. affairs. Membership is by invitation. Varsity "O'' is an organization composed of Intercollegiate Knights, Wolf Knights chap­ men who have earned their varsity letter in ter, is a national men's service organization of intercollegiate athletic competition. limited membership. The purpose of the club is to keep alive the traditions of the campus and Hui O Aloha ( Hawaiian Students Club ) is to encourage student leadership and participa­ an organization which strengthens the ties be­ tion in campus activities. Members are selected tween Hawaii and the continent by creating a GENERAL INFORMATION / 21

better understanding of the Hawaiian Islands Wolf Calls, the student-faculty directory, is through group association and other activities. published each year by the associated students. Membership is open to students who have re­ sided in Hawaii for at least one year. Other Student Activities Music Educators National Conference In addition to clubs and organizations, a ( M.E.N.C. ), Student Chapter, is a national or­ large variety of student activities enhance the ganization for students interested in music edu­ cultural atmosphere of the campus and provide cation. Meetings feature speakers and perform­ educational, recreational, social, and leadership ers in the field. M.E.N.C. also acts as a service opportunities for interested students. group by assisting in the organization of con­ certs, receptions, student recitals, and other Athletics, Sports and Recreation musical activities. Athletic programs for men and women sup­ Wolvettes is the "pep club" for women who plement the class program of physical educa­ are interested in furthering school spirit. tion activities. Participation in intercollegiate athletics with colleges of the Pacific coast is an Band is a class available to students with integral part of the physical education program. musical ability. The band sponsors concerts, plays at ball games, and conducts other musi­ The men's intercollegiate program includes cal activities. participation in the Oregon Collegiate confer­ ence. Competition on an intercollegiate basis is Choir is a class open to students with singing conducted at the varsity level in football, cross ability and sponsors concerts on campus and in country, basketball, wrestling, baseball, track surrounding communities. and field, tennis, golf, swimming and bowling. Spanish Club is an organization open to all Freshman and junior varsity schedules are main­ students who are enrolled in Spanish or have tained in several of the sports. studied Spanish. This group fosters a continu­ Women participate in a program of intra­ ing interest in the Hispanic World through va­ mural and intercollegiate recreational activities rious types of programs and activities. under the sponsorship of the women's recrea­ The Campus Christian Council coordinates tional association. Their activities include volley­ many of the activities of the separate religious ball, basketball, badminton, table tennis, folk and church-affiliated groups on the campus and and square dancing, swin1ming, softball, tennis, sponsors an annual Religious Emphasis Week horseshoes, archery, and bowling. for the campus community. Wesley Founda­ The intramural program for men includes tion, Lutheran Club, Westminster Foundation, flag football, volleyball, basketball, swimming, Newman Club, Christian Science Club and handball, badminton, table tennis, softball, track Inter-Varsity Christian Fellowship provide stu­ and field, tennis, golf, horseshoes, archery, bowl­ dents and faculty members ample opportunity ing, and wrestling. for many rewarding religious and social ac­ tivities. Dramatics W.R.A., the women's recreational associa­ To better prepare a well-rounded teacher, tion, coordinates the women's intramural and OCE offers numerous opportunities in the field intercollegiate recreational program. Blazers are of dramatics. Any interested students-fresh­ awarded to women students who qualify for men, sophomores, juniors, or seniors-are en­ .awards according to the point requirements spe­ couraged to try-out for parts in the major fall, cified in the WRA constitution. winter and spring productions or to participate by doing make-up, building scenery, running Women's Chorale is a class open to students lights, or in some cases by assisting in direction. with singing ability. It presents concerts both Credit is given for such participation. The OCE on and off campus. student may also take a variety of academic classes related to all aspects of the theatre from Publications Eiements of Acting to Development of Dramatic The Larnron is the weekly newspaper writ­ Art ( a survey of theatre history). In addition, ilie ten, edited, and managed by students with the college maintains an active local chapter of Alpha aid of a faculty adviser. It is designed to keep Psi Omega, national drama honorary, which students and faculty in touch with the activities frequently presents one-act or experimental or of the campus and the institution and to give original productions on ilie campus. student staff members valuable experience in Forensics journalistic activities. OCE has a flourishing Forensics Program. The Grove is the annual publication of the Students enrolled receive credit and have ilie associated students which features a review in opportunity to pursue intensive work in ilie area pictures and words of the year's activities. of Debate, Interpretative Reading, Oratory and 22 / OREGON COLLEGE OF EDUCATION

Extemporaneous Speaking. In addition to host­ clothing, travel, amusement-items which vary ing >an annual tournament, the OOE Forensics according to the thrift, discrimination, and hab­ Group participates in a number of competitive its of the individual. The following table gives tournaments throughout the Northwest. as nearly as possible the over-all expenses in­ curred by a student during an academic year. Art Board-and-room estimates are based on charges The Campbell Hall Art Gallery offers a commonly paid by students. The incidentals planned exhibition program of work by artists item varies greatly with the individual. Cost of in Oregon and from other locations. In addi­ clotlting is not included. The expenses of the tion, student and faculty work are shown first term are listed separately since the first throughout the campus as part of the intrainsti­ term involves expense not incurred during the tutional exhibition program. A newly instituted second and third terms. series of cultural events including readings, concerts, lecture-seminars, and the like are part of the regular gallery programming. First Term Year Items (13 Weeks) (35Weeks) Music Institutional fees ...... $124.00 $372.00 Through various means, effort is made on the Books and supplies ...... 50.00 150.00 Board and room ...... 354.00 790.00 campus to stress the cultural benefits of music. Incidentals ...... 150.00 450.00 Many recitals and concerts are given throughout the year, often with no admission charge. Par­ Totals ...... $678.00 $1762.00 ticipation in Band, Orchestra, Choir, vocal, in­ Note: Board and room estimates include the cost of a strumental ensembles, operas and musical plays multiple room at Todd Hall and are figured on the is urged. rates in effect at the time of publication of this catalog. Assemblies and Concerts A variety of assembly programs encourages FINANCIAL AIDS interest in political, literary, artistic, and other areas. The college sponsors a series of musical Many opportunities for financial assistance concerts either on this campus or in cooperation and employment are available for students at with other nearby colleges, which provides op­ Oregon College of Education. A variety of portunities for the students to extend their music scholarships and loan funds have been estab­ education by personal attendance at operas, lished. Part-time work opportunities are avail­ ballet, and other musical programs. able at the college and in the community. Awards State Scholarships As an incentive to exceptional achievement in By action of the state legislature, scholar­ scholarship and activities, or in special fields of ships in limited number have been established endeavor, many honors and awards have been for students attending the institutions of higher made available to students. learning in the state system of higher education The Julia McCulloch Smith Award is given for the year 1969-70. Value of certain scholar­ each year to the outstanding senior woman. ships are subject to adjustment to reflect fee changes approved by the State Board of Higher The Delmer Dewey Award is given each Education. year to the outstanding senior man. Scholarships for Oregon Residents. The fol­ Phi Delta Kappa, national men's honorary lowing scholarships are available to students in education fraternity, presents an award each the upper third of their high school class who year to the outstanding senior man in education. are residents of Oregon and who need financial Other Awards. Numerous other awards are assistance. They are available also to students presented annually in recognition of outstand­ with previous college experience who have a ing achievement in drama, journalism, leader­ current term and a cumulative grade-point av­ ship, scholarship, intramural and intercollegiate erage of 2.50. At least 50 percent of tl1e schol­ athletics, mathematics, physics, and other areas. arships are awarded to entering freshmen. Application should be made by March 1 to STUDENT EXPENSES the Oregon State Scholarship Commission, 1445 Willamette, Eugene, Oregon. Official applica­ Figuring the cost of a year in college, the tion blanks are available from the office of the student usually thinks of the money he will high school principal and from the Oregon State spend from the time he leaves home until he Scholarship Commission. returns at the close of the year. Such an esti­ Part-Tuition-and-Fee Scholarships. The state mate includes, of course, such personal items as scholarship commission awards part-tuition-and- GENERAL INFORMATION / 23 fee scholarships in equal number to 2½% of the is administered by a board of trustees who college's annual enrollment. These awards carry select candidates annually from a list of appli­ a value of $81.00 per term, or $243.00 for the cants rated on the basis of their academic rec­ 1969-70 school year. They are open to students ords and test scores from examinations given in in any curriculum. Lake County. District and County Scholarships. The state Eastern Star Scholarships. Five scholarships scholarship comm1ss1on awards annually of $100.00 each are awarded annually to women throughout the state system of higher educa­ stulents who are members or daughters of mem­ tion one scholarship for each state legislative bers of the Order of the Eastern Star in Oregon. seat and one for each county. These scholar­ These scholarships are presented at the end of ships carry a value of $243.00 per year at Ore­ the junior year to worthy students in need of gon College of Education and are awarded for financial assistance for the senior year. a period not to exceed four years, subject to The Maria C. Jackson Foundation Scholar­ satisfactory scholastic achievement term by term. ship. The Jackson Foundation is a testamentary They are transferable to other institutions of trust of the late Mrs. Maria C. Jackson, widow higher learning in the state system of higher of C. S. Jackson who was founder of the Oregon education, but recipients must first attend for Journal. The trustees of the Foundation have one year the institution making the award. granted Oregon College of Education a $1,000 Teacher-Education Scholarships. Full-tuition­ scholarship for the 1969-70 school year. All and-fee scholarships are available to students in scholarship applicants are automatically consid­ elementary teacher education for the year 1969- ered for this award. 70. These awards amount to waiver of all tui­ Kappa Pi Art Scholarship. Established in tion and fees, a total of $357.00. 1968, the Kappa Pi Art Honorary offers funds Special Cash Scholarships. The state legisla­ to art students on a competitive-need basis. ture has authorized a very limited number of Burt Snyder Education Foundation. This special cash scholarships to be awarded by the fund, created by the will of Burt K. Snyder of state scholarship commission to residents of Lakeview, Oregon, provides money for Lake Oregon with outstanding academic achievement County college students to do both graduate and financial need for use at any four-year ac­ and undergraduate work. This money can be credited institution of higher learning in Ore­ either loaned or made an outright grant in the gon. These awards have a possible annual value discretion of the board of trustees. The trustees of $500.00 ( depending upon individual need), who manage the fund are the same as the Ber­ with the amount subject to review each year nard Daly Education Fund trustees. by the commission. They are renewable for a total of four years provided eligibility is main­ OREGON COLLEGE OF EDUCATION AWARDS tained. Special application forms are available OGE Dads Club awards. at the office of the high school principal and Money is presented to the Scholarship must be submitted directly to State Scholarship Committee to be used as supplementary Commission, 1445 Willamette, Eugene, Oregon, awards. All scholarship applicants are auto­ by March 1. matically considered for these awards. Scholarships for Foreign Students. Scholar­ OGE Mothers Club awards. ships are available in limited number to stu­ dents from foreign countries and to displaced 1. The scholarship is to be awarded to a persons. These awards carry a value in the student on campus for the purpose of amount of pait- or full-tuition-and-fee rosts and helping him or her in paying board and include the nonresident fee. Complete informa­ room. tion may be obtained by writing the Scholar­ 2. The student may be of either sex. ship Committee, Oregon College of Education, 3. The student should preferably have completed two years of work at Oregon Monmouth, Oregon. College of Education. 4. The student must have maintained a Other Scholarships grade point average of at least 2.40 in Bernard Daly Educational Fund. Under the order to be eligible for the scholarship. will of Dr. Bernard Daly of Lakeview, Oregon, 5. The total amount to be awarded by the worthy young men and women of Lake County, Mothers Club each year is not to ex­ Oregon, may receive a part of their necessary ceed $150.00 and is to apply toward college expenses. The terms of the will provide board and room costs for the winter that the income from this fund be used to pay and/or spring terms. some of the college expenses of students who at- 6. The scholarships shall be awarded by · tended high school in Lake County. The fund the OOE Scholarship Committee. 24 / OREGON COLLEGE OF EDUCATION

OGE Scholarship Committee Awards. United States who are not residents of Oregon. The Oregon College of Education Scholar­ The scholarships are for study in the institu­ ship Comittee offers a limited nwuber of tions of the Oregon State System of Higher scholarship awards from funds contributed to Education. At Oregon College of Education the the Committee by various individuals, groups, scholarships have a value of $100.00 a term. and organizations. These scholarships vary in number and amount according to the stu­ Educational Opportunity Grants dent's financial need and proven abilities. All The Higher Education Act of 1965 makes scholarship applicants are automatically con­ Educational Opportunity Grants available to a sidered for these OCE awards. limited number of undergraduate students with Oregon Congress of Parents and Teachers exceptional financial need who require these Scholarships. The Oregon Congress of Parents grants to attend college. To be eligible, the stu­ and Teachers has established a program of tui­ dent must also show academic or creative prom­ tion scholarship awards available to individuals ise. Eligible students who are accepted for en­ who plan to prepare for elementary or second­ rollment on a full-time basis or who are cur­ ary teaching in the public elementary and/or rently enrolled in good standing, may receive secondary schools of Oregon. High school sen­ Educational Opportunity Grants for each year iors or graduates and college students desiring of their higher education, although the maxi­ to qualify for elementary or secondary ce1tifi­ mum duration of a grant is 4 years. Grants will cation may apply for these scholarships. Schol­ range from $200 to $1000 a year, and can be no arships are in the amount of $250.00 a year for more than one-half of the total assistance given a period not to exceed four years ( 12 terms). the student. The amount of fin ancial assistance The awards are limited to Oregon residents. Ap­ a student may receive depends upon his need­ plication forms are available in the high school taking into account his financial resources, principal's office and should be filed with the those of his parents, and the cost of attending Oregon Congress of Parents and Teachers, 603 the college of his choice. Loyalty Building, Portland 4, Oregon, by March Loan Funds 1. Oregon State Employees Association Scholar­ As an aid to students in financing a part of ships. A number of scholarships and grants-in­ their collegiate study, a number of loan funds aid are awarded annually by the Oregon State have been established. These funds are admin­ Employees Association to students attending in­ istered by officers of the institution in accord­ ance with provisions specified by the respective stitutions in the state system of higher educa­ tion. The applicant's parent or legal guardian donors. Applications for loans should be made must be a member of OSEA. Selection is based to the office of student personnel. upon scholastic achievement and financial need. The Ackerman Memorial Loan Fund. amed Scholarship application forms are available in memory of the late J. H. Ackerman, former from the high school principal or the scholarship president of the college, the fund has been built committee, Oregon College of Education, and up through the contributions of graduating must be submitted to the OCE scholarship com­ classes, individual contributions from members mittee by March 1. The applicant must also ob­ of the alumni association, and from the faculty. tain from the President of the OSEA chapter Sophia Barnum Memorial Loan Fund. Rela­ where the required membership is held a form tives and friends of the late Sophia Barnum, for certification of eligibility to be sent to the long a member of the teaching staff, have es­ OSEA Scholarship Committee, 1515 State tablished a loan fund in her memory for de­ Street, Salem, Oregon, by March 1. serving men and women interested in preparing P.E.O. Scholarships. Two scholarships in the for teaching. sum of $250.00 each are awarded annually to Patrick D. Dillian Memorial Student Endow­ girls who are residents of Oregon by the Oregon ment Fund for Seaside High School Graduates. State Chapter of P.E.O. These awards are to be The annual income from this endowment fund used during the junior or senior year at a college is to be used for an annual award for a selected or university in the state of Oregon. Applica­ graduate of Seaside high school if such graduate tions should be obtained from and filed with the attends an institution of the system within six Scholarship Chairman of the State Chapter of months after graduation. P.E.O. Educational Loan Foundation Fund, IOOF. Provides loans to qualified students who have Non-resident Scholarships completed at least one year of college. A limited nwnber of non-resident fee remis­ The Federation of Women's Clubs Education sion scholarships are awarded annually by the Fund. Provides loans to a limited number of State Scholarship commission to residents of the students. GENERAL INFORMATION / 25

Thomas H. Gentle Memorial Student Loan prerequisite. Loans from this fund are obtained Fund. This loan fund has been established by in the manner above described. relatives and friends of the late Thomas H. Gen­ Ralph Killham Memorial Loan Fund. Estab­ tle, who was at one time a member of the staff lished in 1963 as a memorial to Ralph Killliam, and an outstanding leader in teacher education. by the students, faculty, and staff of Oregon Loans from this fund are available to selected College of Education. men and women preparing for teaching. Bruce Bradshaw Memorial Loan Fund. Es­ The Harry L. Holmes and David H. Holmes tablished in 1968 as a memorial to Bruce E. Scholarship Fund. Loans from the Harry L. Bradshaw, outstanding athlete and student. Holmes and David H. Holmes scholarship fund This fund is available to carefully selected stu­ are available to able, worthy, and needy male dents. students ( except those who propose to pursue Monmouth Chamber of Commerce Loan the professions of medicine, law, music, and Fund. This fund is available to carefully se­ art) of Jackson county. Students to receive lected students. loans are selected by a committee of Jackson county residents, including a member of the Mothers Club and Dads Club Loan Fund. Harry L. and David H. Holmes family. This fund was established in 1951 and is avail­ able to young men or young women in attend­ Katherine Elle Klein Memorial Loan Fund. ance at Oregon College of Education. Relatives of Katherine Elle Klein have estab­ National Defense Education Act Loan Fund. lished this memorial. Funds are available to By act of Congress this fund was established to senior men and women in teacher education. assure that "no student of ability will be de­ The J. S. Landers Loan Fund. Named in nied an opportunity for higher education be­ memory of Joseph S. Landers, president of the cause of financial need." Though not lin1ited to college 1921-1932, this is an emergency fund to students preparing for teaching, the loan ar­ meet in1mediate needs of students. Loans are rangement is especially attTactive to such stu­ made in small amounts and are for a short time dents. Up to one-half the amount borrowed may only. be cancelled for those who enter the teaching The Julia McCulloch Smith Loan Fund. profession in public schools and continue in it Given to Oregon College of Education by Mr. for five years. John E. Smith, of Ames, Iowa, in memory of Oregon Department, Daughters of Union his wife, Julia McCulloch Smith, a graduate of Veterans of the Civil War Student Loan Fund. Oregon College of Education, the fund is The Oregon Department has established a loan loaned to worthy women students. fund which is designed to give assistance to se­ Rohen J. Maaske Memorial Student Loan lected men and women students. Preference is Fund. This fund has been established in mem­ given to descendants of Union veterans. ory of the late Rohen J. Maaske, president of P.E.O. Educational Loan Fund. Undergradu­ the college 1950-55, to provide loans to worthy ate or graduate women students in good stand­ and deserving students preparing for teaching. ing may be eligible for P.E.O. loans in a sum The Virginia Martin Memorial Loan Fund. not to exceed $800.00 and for a period not to Established in 1948, the fund makes available exceed five years. The interest rate is three per to students loans not to exceed $100.00. cent. The dean of women may assist in bringing about contact between the applicant and a Masonic Educational Funds. The Grand P.E.O. chapter through which the loan is proc­ Lodge of the State of Oregon has assigned essed. $2,000 to a fund for needy sons and daughters of Master Masons. Loans from this fund are Rachel Phillips Loan Fund. Oregon College made at the discretion of the tTustees of the of Education was made beneficiary of one-third Grand Lodge, upon recommendation of the of the estate of Mrs. Rachel Phillips of Oregon president of the institution and the approval City. The amount of the bequest was made of the master and wardens of the lodge located available for use as a student loan fund by the in the same place as the institution. Loans to board of regents. any one student may not exceed $300.00 in a OCE Alumni Association Loan Fund estab­ college year, subject to repayment in full or in lished in 1962 by that Association. Regulations installments at the borrowing student's earliest are the same as other institutional loans. convenience. Riddell Memorial Student Loan Fund. Rela­ The Knights Templar have a national fund tives and friends of Elizabeth and William Rid­ available for the aid of students in the junior dell have established this loan fund in their and senior years. The student applying need memory. Funds are available to men and women not necessarily have Masonic affiliations as a students. 26 I OREGON COLLEGE OF EDUCATION

Thomas Roberts Loan Fund. From the estate standing can expect to succeed in carrying a of Thomas L. Roberts this fund was made full college course and at the same time earn a available to worthy young men and women of major part of their expenses. The work available the state of Oregon to encourage spirituality during the academic year consists of such tasks and ability to be of service to others. as housework, janitor work, typewriting, report­ Sovereign Grand Lodge Education Loan ing, waiting on tables, clerking, gardening, car­ Fund. This fund is available to candidates ap­ ing for children, etc. proved by the administrators. Regular The Charles H. Thompson Fund for Girls. Organized effort is made to assist those de­ Young women in college may apply for loans siring to find work. Applications should be made from the Charles H. Thompson Fund for Girls, to the student personnel office. Remunerative which was established by the will of the late employment cannot be guaranteed to all who Charles H. Thompson. may desire it. The new student should have Ada Murray Memorial Loan Fund. Estab­ sufficient funds to cover the expenses of at least lished in 1962 by the Hood River County the first term. The attention of new students O.E.A., this fund is available to all students who intend to earn all or part of their living is with preference given to students from Hood called to the following results of experience: River County. 1. Work of any kind is much more readily ob­ tained after the student has had opportunity to Lee J. Mahoney Memorial Loan Fund. Es­ familiarize himself with the local conditions. tablished in 1964 as a memorial to Lee J. Ma­ 2. No student should expect to obtain employment by correspondence. Positions for part-time employ­ honey, instructor in mathematics. Loans from ment are not listed, as a rule, until after the term the fund are limited to students interested in a opens. 3. No student should come expecting to earn money mathematics teaching career. unless he knows how and is willing to work. Only those students who do their work well can expect George J. Harding Memorial Loan Fund. continued employment. Relatives and friends of the late George J. 4, A student earning his board and room or working 20 hours or more a week should not expect to Harding, long time faculty member in speech carry a full academic load. and drama, established a loan fund in his memory. Work-Study Guaranteed Loans. The education of young The purpose of the College Work-Study Pro­ people from middle- or upper-income groups gram, as established by the Economic Oppor­ frequently places a financial burden on their tunity Act of 1964, is to stimulate and promote families, particularly if there are a number of part-time employment of students who are children who want to go to college. In many from low-income families and are in need of cases, the student cannot qualify for student the earnings from such employment to continue employment or a student loan. Even when com­ their education. mercial credit sources are available, repayment To be eligible to work under the College generally runs concurrently with the years the Work Study program a student must be: student attends college. To help these young 1. A citizen of the U.S., or a permanent resi­ people and their families, a Guaranteed Loan dent of this country. Program was established by the Higher Educa­ 2. From a low-income family or has no fam­ tion Act of 1965. Under this program a student ily. may borrow from a bank or other financial in­ 3. In need of the employment in order to pur­ stitution. A graduate student may borrow as sue a course of study. much as $1,500 a year; an undergraduate, as 4. In good standing and capable of maintain­ much as $1,000. A student from a family with ing good standing while employed. an adjusted income of less than $15,000 a year 5. A full-time student, or accepted for enroll­ pays no interest while he is in an eligible col­ ment as a full-time student. lege, university, or technical school. Repayment A student may be employed a maximum of of principal and interest begins when the stu­ 15 hours in any week in which classes are in dent has ceased his course of study. The major session. Students may work a maximum of 40 objective of this program is to make loan insur­ hours per week during vacation periods. ance available to any qualified college student Application forms are available in the Student who wants to borrow. Personnel Office at OCE. Employment HONORS PROGRAM Many students earn a large part of their ex­ penses by work in the summers and during the As a significant part of its various curricula, academic year. Only those who are in good OCE offers an honors program dedicated to the health and who can maintain a high scholastic pursuit of academic excellence. It provides the GENERAL INFORMATION / 27 op~c,rhmity for the able and ambitious student sophomore honors program is upor: \ Tnited to look at himself and his work, both in and out States history and culture. of dasses, and to commit himself with dedica­ Junior-Senior Honors. Students in the junior tion to quality in his educational adventure. The and senior classes who have demonstrated su­ very center of this commitment is a readiness perior academic achievement and potential as on the part of superior students to face up to leaders are invited to participate in seminars and explore ideas. and to earn credit for research papers written The honors program at OCE was established during the course of an academic year. Superior to offer more challenging work to students who junior and senior students planning a career in have demonstrated superior scholastic ability. teaching may be invited to serve as research, Freshman Program. Freshmen are selected on laboratory or teaching assistants. the basis of high school rank and performance on certain standardized tests. Participation in OCE's honors program is purely voluntary. Stu­ Affi FORCE ROTC dents selected are invited to take some of their work in specialized courses taught in such a way OCE offers a voluntary program, the AF as to integrate basic information in the fields of ROTC Advanced Course taken during the junior science, literature and social science. These spe­ and senior years. Qualifying exams (physical cialized courses meet the college freshman year and mental) are administered during the sopho­ requirements in literature and social science. more year. A combination of three hours of Sophomore Program. Sophomores who have academic classroom work and one hour of CorPS successfully completed the freshman honors training are required each term, with retainer program, or who have otherwise demonstrated pay of $50.00 per month provided. A commis­ superior ability, are invited to participate in the sion as a 2nd Lieutenant in the U.S. Air Force sophomore honors program. Participation in this Reserve is granted upon successful completion program is purely voluntary. Emphasis of the of this program. REQillREMENTS FOR DEGREES AND CERTIFICATE

Certificate through Oregon state system of higher education ( not including correspondence Completion of the prescribed program of study) may partially satisfy the residence lower-division work qualifles one for an associ­ requirement, but two full terms out of the ate in arts certificate. last 60 hours, including the final term, General Requirements: must be completed on the Oregon College a. Term Hours: Minimum, 93 of Education campus. Two 8-week sum­ b. Grade-Point Average: Mininmm, 2.00 mer sessions of 12 hours each will meet ( C) this requirement. c. English Composition: 9 term hours 4. Correspondence Study: Ma'Ximum, 24 term d. Fundamentals of Speech: 3 term hours hours. ( Credit earned by correspondence e. Physical Education: 6 term hours in ac­ study is not residence credit.) tivity courses f. Personal Hygiene To earn the degree of bachelor of arts ( B.A.) students are required to meet the institutional Group Requirements: requirements listed above, and the course re­ a. A prescribed amount of work selected quirements in one specified curriculum for the from three groups representing compre­ degree of bachelor of science, and in addition to hensive areas of knowledge: humanities, complete two years ( normally 24 hours) of science-mathematics, and social science. college work in a modern foreign language, one The group requirements are: a sequence year of which may be satisfied by two or more of at least 9 approved term hours in each years of this same language in high school. of the groups and a second sequence of of at least 9 additional approved term Application for Degree. All students who in­ hours in courses numbered 200-210 in tend to receive a degree from Oregon College any one of the same three groups. of Education must make application by filing the proper form in the registrar's office early in the senior year. All college academic and finan­ Bachelor's Degree cial obligations must be satisfied before any de­ To earn the degree of bachelor of science gree will be conferred. ( B.S.) a student must complete the following Graduation with Honors. The faculty at Ore­ institutional requirements. ( Curricular and de­ gon College of Education recognizes superior partmental requirements are listed elsewhere in scholarship by conferring at the annual com­ this catalog.) mencement ceremony the distinction "Gradua­ 1. Term Hours: Minimum, 192 including at tion with Honors" on students who have earned least 45 in upper-division in the elemen­ a cumulative grade-point average of 3.5 or bet­ tary school, junior high school, and at ter in their undergraduate work. Such students least 63 in upper-division in the senior must have been in regular attendance at the high school curriculum and general stud­ college their last two years, earning a minimum ies. of 90 term hours. Normally, the determination 2. Grade-Point Average (GPA) : Minimum of grade point averages for honors purposes 2.00 ( C) on all college work and all work will be made at the end of winter term of the completed in residence at Oregon College student's senior year. of Education. ( See Teacher Education curricula for grade point requirements.) 3. Residence: Minimum, 45 of the last 60 Advanced Degrees term hours, including the final term. Divi­ For advanced degree requirements see Gradu­ sion of Continuing Education classes taken ate Study section.

29 ACADEMIC PROCEDURES AND REGULATIONS

The academic year of Oregon College of Ed­ complete, I. Students ordinarily receive one of ucation is divided into three terms of approxi­ the five passing grades or failure. When the mately twelve weeks each, exclusive of the quality of the work is satisfactory, but the summer session, which is eight weeks in length. course has not been completed for reasons ac­ Students may enter at the beginning of any ceptable to the instructor, a record of incom­ term but are advised to enter in the fall. It is plete is made and additional time is granted. especially important that first-year or freshman Normally, an I becomes an F by the end of the students be present for the opening week. The next term of residence unless the instructor has opening and closing dates for the terms of the granted additional time. current year are given in the academic calendar. PoINTs: Grade points are counted on the Definitions: Special terms applying to aca­ basis of 4 points for each term hour of A grades, demic procedures of the college am defined as 3 for each term hour of B, 2 for each term hour follows: of C, 1 for each term hour of D, and O for each A SUBJECT is a designated field of knowl­ term hour of F. Marks of I, P, and W are dis­ edge such as history or English. regarded in the computation of points. The grade-point average (GPA) is the quotient of A COURSE is a subject or an instructional total points divided by total term hours in subdivision of a subject offered through a single which grades (A, B, C, D, and F) are re­ term. ceived. A minimum grade-point average of 2.00 A CURRICULUM is an organized program or C is required for graduation. of study arranged to provide definite cultural or professional preparation. Course Numbering System A YEAR SEQUENCE consists of three Courses throughout the state system of higher closely articulated courses in a subject extending education are numbered as follows: through the three terms of the academic year. 0-49 Courses which do not carry credit applicable toward an academic de­ A TERM HOUR represents three hours of gree. the student's time each week for one term. This 50-99 Courses in the first year of foreign language, elementary algebra, ge- time may be assigned to work in classroom or ometry, and other courses of sim­ laboratory or to outside preparation. The num­ ilar level. 100-299 Courses on the lower-division level. ber of lecture, recitation, laboratory, studio, or 300-399 Courses on the upper-division level. other periods per week for any course may be 400-499 Upper-division courses which may with designation be taken for graduate credit. found in the descriptions in this catalog or in (G) or (g) the regular schedule of classes. 500-599 Graduate courses. Credit by Examination. Information regarding 700p In-service credit by examination is available from the Reg­ Certain numbers are reserved for courses that istrar's office. may be taken through successive terms under Concurrent Registration. The State Board of the same course number, credit being granted according to the amount of acceptable work Higher Education has authorized concurrent en­ done. These blanket numbers are as follows: rollments at various authorized institutions and 503 Thesis ( reading or research reported in in courses offered by the Division of Continuing writing) Education. The maximum charge shall not ex­ 402,502 Workshop 406,506 Special Individual Studies ceed $123.00. For further information contact 407,507 Seminar the registrar. Class Enrollment. Ordinarily, a student may Class Standing. Freshmen, 37 or fewer hours; enroll in a course numbered one year beyond sophomores, 38-95 hours; juniors, 96-141 hours; his class standing without special permission seniors, within 51 hours of meeting requirements provided he has met the prerequisite: for exam­ for graduation from a specific curriculum with ple, a sophomore may enroll in a 300 course required scholarship. under such conditions. Enrollment in a course Grades and Points. The quality of student numbered two years beyond a student's class work is measured by a system of grades and standing is permissable only by approval of the grade points. Academic Requirements Committee. Those seek­ GRADES: The grading system consists of five ing graduate credit in 400 G or g courses are passing grades, A, B, C, D, P; failure F; course expected to perform at a level of academic com­ dropped and withdrawal from school, W; in- petence considerably above that expected of 31 32 I OREGON COLLEGE OF EDUCATION

undergraduates, both in quality of work and in c. No waiver will be granted to any student the acquisition of knowledge related to the who is majoring or minoring in physical course. They are expected to seek additional education. conferences with their instructors early in the d. Students in secondary education may peti­ term to determine the specilic requirements and tion for waiver of three hours of activity standards to which they will be held. The reg­ courses 'in physical education. ular procedures and deadlines for course changes e. General Studies students will be held for apply in the case of students seeking, or with­ drawing from graduate credit. the same requirements as students in sec­ ondary education. Dropping a Course. A student may drop from a course ( or courses) without being responsible Waivers indicated above will be granted to stu­ for his grade up to the scheduled date shown dents who have served a mininmm of six months on the academic calendar. If a student drops a consecutively on active duty in the military serv­ course at any time after that date, a grade of W ice, not to include National Guard or Reserve will be recorded if a grade of D or better is drills or summer camps. To qualify for waiver earned at the time of dropping. A grade of F the student must file official documentary evi­ will be recorded if the student is doing failing dence of his service. work. This grade will be figured into the term Scholarship Regulations. The administration grade-point average along with those for courses of the regulations governing scholarship re­ carried the full tern1. quirements is vested in the academic require­ Withdrawal from School. A student may ments committee of the faculty. withdraw from the college without being re­ A student is doing satisfactory work when he sponsible for grades up to the scheduled date maintains a grade-point average of 2.00 ( C) or shown on the academic calendar. If he with­ better for all college work, and for all work at draws after that date, he is responsible for his OCE, and makes substantial progress toward the grades at the time of withdrawal; if he is doing completion of other graduation requirements. A satisfuctory work ( D or better), he will receive student failing to do satisfactory work any one grades of W for all his courses; if not, grades of term is placed on scholastic probation. If his F will be recorded for all courses in which he grade-point average the following tem1 is 2.00 is dding unsatisfactory work ( F). The student or better: will then be subject to appropriate academic ac­ tion at the close of the term. It should be noted, (a) he is removed from probation if his however, that in situations of emergency ( acci­ cumulative grade-point average is 2.00 dents, prolonged illness, etc.) a student may be or better on load of 12 or more hours. permitted to withdraw without penalty at any ( b) he is continued on probation if his cu­ time upon approval of the Academic Require­ mulative grade-point average is below ments Committee. 2.00. Procedures. The form for dropping a course A probationary student whose scholastic av­ may be obtained in the registrar's office. It must erage for any term falls below 2.00 will not be be signed by the instructor and returned to the permitted to re-register without the consent of registrar's office before the action can be con­ the academic requirements committee. Any stu­ sidered official. The instructor is then notified dent not achieving profitable and creditable to that effect. progress toward graduation may be suspended at In order to have official and clear withdrawal the discretion of the academic requirements from school, a student must fill out the neces­ committee. sary withdrawal papers, obtain the signatures of instructors, adviser, and dean, and return the Awarding of Degrees. Degrees are awarded forms to the registrar's office. All obligations to by Oregon College of Education once each year the school must be met in order to receive hon­ only, at the regular commencement exercises held orable dismissal. Under no circumstances will in June. Those persons completing requirements the withdrawal be official until this procedure for a degree at the close of the summer, fall, has been completed. winter, and spring terms receive their degrees and diplomas in June. Persons who complete Waiver for Military Service their final work off the Oregon College of Edu­ a. No credit will be allowed on the basis of cation campus spring term will be awarded the basic training in military service. degrne at the June commencement of the subse­ b. No waiver of any physical education re­ quent year. Upon request, a statement of degree quired courses will be granted to students can be furnished, whenever requirements are in elementary education because of mili­ completed at a time other than the term degrees tary service. are awarded. ACADEMIC PROCEDURES AND REGULATIONS / 33

Summer Session, 1970 Expenses. Detailed information regarding tui­ llion, fees, board and room, and other expenses Oregon College of Education has been au­ will be available in the summer session catalog. thorized by the State Board of Higher Educa­ tion to offer two summer sessions in 1970. The Regular Session, June 22, August 14 regular summer session consists of eight weeks beginning on Monday, June 22, and closing on Courses offered during the regular summer Friday, August 14. This session is followed by session include undergraduate and graduate an intersession of three weeks opening on Au­ work for students working toward the bachelor's gust 17 and closing on September 4. A variety or master's degrees and refresher courses for of workshops of varying lengths occur during teachers in service who wish to take advantage this eleven week period for which special tui­ of new developments in their fields. The courses tion fees are charged. to be offered will be announced in the summer Students who carry a full load ( 8 quarter session catalog to be available in February, 1970. hours or more) in the regular session may carry They will be chosen from the courses listed in six quarter hours in the intersession without pay­ this catalog, supplemented by special courses ing the additional tuition fee charged to new designed to meet the needs of experienced enrollees for the three week session. By com­ teachers and administrators. bining 12 quarter hours of work in the regular session with 6 quarter hours in the intersession Intersession, August 17-September 4 a student can complete a full term's work. The intersession is planned especially for Admission Requii:ements. Admission to either undergraduate students and experienced teach­ of the summer sessions is granted to persons of ers working for bachelor's degrees. It includes sufficient maturity and academic background to lower division work in the humanities, social do college work. Students who wish to become science, and science-mathematics. During the candidates for graduation from Oregon College intersession students may enroll for not to exceed of Education, however, must eventually satisfy 6 quarter hours in the fields listed above. regular entrance requirements. Those wishing to No campus food service facilities are avail­ work toward graduation should file with the reg­ able during the intersession. Residence hall ac­ istrar complete official transcripts covering all commodations wm be available on campus. school work above the eighth grade. Student Load. Thirteen term hours of work Workshops will be considered a maximum student load in A variety of workshops is offered during the the regular eight-week session. Those enrolling eleven weeks planned primarily for experienced in the intersession may earn an additional 6 teachers. The summer catalog will give full de­ quarter hours. tails of all such offerings. I UNDERGRADUATE CURRICULA

TEACHER EDUCATION Kindergarten The preparation of teachers for the public Elementary schools has long been considered to be one of Junior High School the major responsibilities of higher education in Senior High School America. The State Board of Higher Education Art Education in Oregon has indicated its recognition of this Music Education responsibility by the expansion of its facilities Physical Education for the accomplishment of this task. Among the Special Education institutions comprising the State System of Teachers of Children with Extreme Learn­ Higher Education, Oregon College of Education ing Problems has as its major responsibility offering under­ Speech Correctionisls graduate and graduate work in teacher educa­ Teachers of the Mentally Retarded tion at the elementary, junior high, and senior high school levels and the provision of leader­ Admission to Teacher Education ship in teacher education. Students planning to qualify for certification At OCE a four-fold educational objective is to teach in the public schools of Oregon norm­ sought: ally make application to the committee on 1. To provide a broad general education with teacher education during the third term of their academic specialization for the prospective sophomore year. Students may not take courses teacher. designated as "Professional Teacher Education Courses" until they have been admitted to 2. To develop a well-defined philosophy of Teacher Education. The Committee on Teacher education and to provide a professional prepara­ Education establishes policies and standards to tion for effective teaching and administrative be completed prior to full admission to Teacher services at the elementary, junior high, and Education courses. Application is made by filing senior high school levels. application forms, by completing satisfactorily 3. To prepare educational specialist person­ the required tests and approval forms, and nel with specialization programs to provide maintaining a 2.0 GPA. Lower-division require­ clinical and remedial services to elementary, ments must also be met before any student can junior and senior high schools. be fully approved for admission. 4. To exert leadership in research in the Transfer students with junior standing inter­ teaching-learning process through the work of ested in teacher preparation should clarify their the Teaching Research Division of the Oregon status during their first term on the campus. State System of Higher Education located on Information and application forms may be ob­ the campus. tained from the Education Department Office. The college realizes that its obligaUon to the citizens of Oregon is not discharged solely Admission to Student Teaching through developing teaching skill in those who go out to teach. Back of the professional edu­ and Internship cation must be an acquired culture and an in­ Application and approval for Teacher Educa­ tegration of personality which will effectively tion does not guarantee approval for Student influence the pupils to be taught. Teaching. The Committee on Teacher Educa­ tion establishes policies and standards to be Levels of Preparation completed prior to admission to Student Teach­ Oregon College of Education attempts to ing. Application is made early in the term pre­ meet the second and third objectives stated ceding the quarter in which Student Teaching above by offering curricular programs leading is planned by filing application forms obtained to cerUfication by the State Department of Ed­ from the Education Department office. Students ucation. Since October 15, 1965, eligibility to must have attained senior standing ( within 51 teach at the elementary, junior high, or senior hours of meeting requirements for graduation), high school level is determined by satisfactory completed a substantial portion of the profes­ completion of norm requirements for the de­ sional education and subject area requirements sired level and teaching areas and the recom­ with approved scholarship, met departmental and mendation of the teacher education instituUon. Teacher Education Committee screening re­ Curricular programs, at the undergraduate level, quirements, and 1been approved by the Teacher prepare teachers to meet the norms for the Education Screening Committee. following areas: Transfer Students. In order to be admitted to 35 36 I OREGON COLLEGE OF EDUCATION 1 student teaching, transfer students must have completion of 192 hours of college credits, met the following requirements: if all other degree requirements are met, 1. Attained senior standing and completed but with the reservation of institutional the major portion of professional educa­ recommendation for certification until tion and subject area requirements. completion of the internship program. 2. Satisfied all screening requirements of the Eligibility: committee on teacher education. 3. Spent at least one term preceding student 1. Be eligible to attain senior standing (within teaching as a full-time student on campus 51 hours of meeting requirements for at Oregon College of Education. graduation with required scholarship) within the year of application. Any transfer student with previous work in education, either undergraduate or graduate, 2. Complete all the prerequisite hours in who desires to be admitted to student teaching Professional Teacher Education Courses at OCE, may be required to furnish a state­ ( excepting Student Teaching, or with pe­ ment of eligibility from the department of edu­ tition approval of exceptions) during the cation in the institution from which he trans­ year of application. ferred. 3. Satisfy all screening requirements of the committee on teacher education, and grad­ INTERNSHIP uate committee as appropriate during the Through a cooperative program with local year of application. school districts, a year-long internship is pro­ Application for Teaching Certificate. All vided for selected students in elementary, junior teaching certificates are issued by the superin­ high, and senior high schools. An early expres­ tendent of public instruction in the state depart­ sion of interest during the junior year, or fall ment of education, Salem. To be eligible, an term of the senior year, will permit the Di­ applicant ( 1 ) must have attained the age of 18 rector of Student Teaching and Interns to plan years; ( 2) shall furnish satisfactory evidence of an individual program for interested students. proper educational preparation; ( 3) shall fur­ The following information describes briefly nish satisfactory evidence of United States cit­ the salient concepts of the internship program: izenship; and ( 4) shall, if the superintendent of l. The regular curricular programs in ele­ public instruction requires such, furnish satis­ mentary, junior high, and senior high are factory evidence of good moral character, men­ completed during a five-year program or tal ,and physical health, and such other evi­ a four-year program including one or more dence as may be deemed necessary to establish planned summer sessions. the fitness of such applicant to serve as a 2. Selected candidates serve a full year as a teacher. paid intern in a school district under spe­ Application is made by submitting the re­ cial certification provisions of the State De­ quired form, which is available in the place­ partment of Education, and under a re­ ment office, to the state department of educa­ duced teaching load with the school dis­ tion, Salem, along with the required $8.00 fee trict. and an official transcript of college record, 3. Supervisory assistance is provided during which is obtained from the registrar's office for the intern year by the cooperating teacher a $1.00 fee. from the public school and the college su­ pervisors. Teacher Education Programs 4. College seminars every other week for Kindergarten Curriculum college credit, and the opportunity during Students who complete the requirements in summer sessions and during the internship the elementary school curriculum for the degree year to complete college requirements to­ of bachelor of science or bachelor of arts and ward the Standard Teaching Certificate receive elementary certification issued by the and/or the Master's Degree. superintendent of public instruction are eligible 5. The opportunity, if appropriate to the stu­ to teach in kindergartens that are established as dent's degree program, to carry graduate part of a public school system. See Require­ credit in lieu of the fifteen-hour require­ ments for the Bachelor's Degree ( Elementary ment for Student Teaching during the School). senior year. Such credit would be re­ 1. Students should have a genuine interest served until completion of the required in young children. hours of Intern Teaching during the intern 2. It is recommended that students interested year, and subsequently recorded as gradu­ in the education of young children qualify ate credit. themselves as kindergarten-primary teach­ 6. Awarding of the bachelor's degree at the ers by including in their degree program UNDERGRADUATE CURRICULA / 37

Preprimary Education ( Ed 451) and Stu­ Science ...... 21 dent Teaching: Kindergarten (Ed 413), Biological Science ...... 9 3-5 hours. Physical Science ...... 12 Mathematics ...... 12 Essentials of Mathematics ...... 9 Elementary School Curriculum Mathematics for Elementary Teachers ...... 3 Students who complete satisfactorily the re­ Art...... 6 quirements in the elementary school cuniculum Art Appreciation and 3 hours selected from Drawing and Composition, A 220, 221, for the degree of bachelor of science or bachelor 226; Design, A 222, 228, 229; Crafts, A of arts become eligible for certification to teach 230, 231, 232; Art History, A 251, 252, in the elementary schools of Oregon. All certifi­ 253; Ceramics A 254. Music ...... 6 cates are issued by the superintendent of public Music Fundamentals instruction upon recommendation of the teacher Physical Education ...... 6 education institution. Eligibility to teach at a Designated activity courses specific level is determined by the satisfactory 'Psychology...... 12 completion of norm requirements for the de­ Social Psychology, human development through adolescence sired level. Historical Foundations of Education Requirements for the Bachelor's Degree (Ele­ mentary School). 102 1. B.S. Degree: Professional Education requirements - 48 a. Grade-Point Average: a 2.00 cumulative (Page 48) in all college work taken at OCE, in Minor major area, and in each minor. Minimum quarter hours ...... 36 b. Major: Elementary Education Minimum of 24 upper-division hours in Eleotives to total a minimum of...... 192 addition to the education core required of all teacher candidates. c. Minor: Minimum of 36 approved hours Junior High School Curricul,a in one of the following fields: Art Students who complete satisfactorily the re­ Humanities quirements of a junior high school curriculum English in the degree programs of bachelor of science or French bachelor of arts become eligible for certification Spanish to teach in the junior high schools of Oregon. Mathematics Eligibility to teach in the junior high school will be determined by satisfactory completion of re­ Music Physical Education quirements for the desired level and teaching Science areas. All certificates are issued by the superin­ Social Science tendent of public instruction upon recommenda­ d. Second Minors (optional) tion of the teacher education institution. Special Education Students would be well advised to select Extreme Learning Problems their two fields with care. Junior high school or­ Mental Retardation ganizations provide limited opportunity for sin­ Speech Conection gle area or field specialization. Many teachers in Library the area of English will also teach Social Sci­ 2. B.A. Degree: ence, 'and teachers of science will also teach Completion of all requirements given mathematics. Careful planning with an advisor under l, plus two years of college work in should be undertaken early in the program. a modern foreign language.' Requirements for the Bachelor's Degree General Education Requirements ( Junior High School) Undergraduate preparation to meet the Basic l. B.S. Degree: certificate for elementary teachers. (Work taken a. Grade-Point Average: a 2.00 cumula­ in undergraduate general education in the field tive in all college work, in all work selected may be applied toward a minor in that taken at OCE, in major area, and in field). each teaching area. Humanities ...... 21 b. Major: Secondary Education ( junior Including composition, literature, and ap- high school) proved speech course Social Science ...... 18 1 One year of this requirement may be satisfied by History of Western Civilization ...... 9 two or more years of the same language in high school. Introductory Geography ...... 6 2 This 12-hour requirement may be met in a corre­ History of the Pacific Northwest ...... 3 lated program called sophomore block. 38 I OREGON COLLEGE OF EDUCATION

Minimum of 14 hours upper-division in Professional Education Requirements - 35 addition to the education core required (Page 48) of all teacher candidates. c. Minors: A combined teaching minor in Teaching fields and electives to tota,I Language Arts-Social Science, a minimum of ...... 192 or two teaching minors selected from the Senior High School Curricula following fields: Students who complete satisfactorily the re­ Art quirements of a senior high school curriculum in Health and Physical Education the degree programs of bachelor of science or Humanities ( Literature, writing and bachelor of arts become eligible for certifica­ language) tion to teach in the three and four year senior Foreign Languages ( French or Span­ high schools of Oregon. Eligibility to teach in ish) the senior high school will be determined by Speech and Drama satisfactory completion of requirements for the Music desired level and teaching ,areas. All certificates d. Optional Minors in specialized fields. are issued by the superintendent of public in­ Special Education struction upon recommendation of the teacher Speech Correction education institution. Mental Retardation L'ibrary Majors for senior high school teaching are Science offered in the areas of art education humanities ( Physical Science-General Science) music education, physical education, science~ Mathematics mathematics, and soc'ial science, one of which ( Elementary Algebra and Geometry) must be selected by the student. It is possible Social Science for students to meet additional teaching minors 2. B.A. Degree: in other subjects taught in high schools. Completion of all requirements given Requirements for the Bachelor's Degree ( Sen­ under 1, plus two years of college work in ior High School) a modem foreign language.' 1. B.S. Degree: General Education Requirements a. Grade-Point Average: a 2.00 cumula­ Undergraduate preparation to meet the Basic tive in all college work, in all work Certificate for secondary teachers. (Undergrad­ taken at OCE, in major area, and in uate work taken in the minor field may be ap­ each minor. plied toward meeting the requirements for the b. Major: One to be selected from the following: minor.) Art Education Humanities ...... 21 Humanities ( Optional fields of concen­ Including composition, literature, and ap- proved speech course. tration) Social Science ...... 9 Literature, Writing and Language One nine hour sequence selected from the Speech-Drama/Literature, Writing fields of history, geography, economics, po- litical science, sociology or anthropology. and Language Science-Mathematics ...... 12 French A planoed 12 hour sequence in science and Spanish I or mathematics.2 Music Education Art ·························································· 3 Physical Education Art Appreciation. Science-Mathematics ( Optional fields of Music...... 3 concentration) Introduction to Music and its Literature. Biological Science Physical Education ...... 6 Physical Science-General Science Selected activity courses Chemistry 'Psychology ...... 12 Mathematics Socia l psychology, human development through adolescence. Social Science Historical Foundations of Education c. Minor: Secondary Education 66 d. Teaching Minors: (Optional second teaching fields ) 1 One year of this requirement may be satisfied by two or more years of the same language in high school. Art ' Students should have academic experience in both Foreign Languages ( French or Span­ the biological and physical sciences, as well as an in­ troduction to mathematics. The college sequence should ish) be selected to complement the high school background. Physical Education • This 12-hour requirement may be met in a corre­ lated program called sophomore block. Health and Physical Education UNDERGRADUATE CURRICULA / 39

Humanities ( Literature, Writing and Upon satisfactory completion of the first four Language) years of the program the student will be Speech and Drama awarded a B.S. degree. However, institutional Elementary Algebra and Geometry recommendation for state certification will be Advanced Mathematics withheld until completion of the full five year Music Education program. Upon satisfactory completion of the Chemistry five year program the student will be recom­ Biological Science mended for: ( 1) a bas'ic Oregon teaching cer­ Physical Science-General Science tificate qualifying the student as an elementary Social Science classroom teacher, ( 2) a standard general norm Library as an elementary teacher, and a standard norm Special Educat!ion as a secondary teacher, ( 3) a standard subject Mentally Retarded matter norm in art. Upon completion of two Speech Correction years of successful teaching experience the stu­ 2. B.A. Degree: dent will be eligible for the standard certificate Completion of all requirements given in Oregon. under item 1, plus two years of college work in a modem foreign language.' General Education Requirements Humanities ...... 24 General Education Requirements Wr 121, 222, 323 ...... 9 Sp 111. Fundamentals of Speech, (or Undergraduate preparation to meet the cer­ other approved speech course) ...... 3 tificate for secondary teachers. ( Undergradu­ Any lower division literature sequence ...... 9 ate work taken in the major field may be ap­ Physical Education ...... 6 plied toward meeting the requirements for Physical Education ( rhythms, games and relays gymnastics, and self-testing, indi­ the major.) vidual1 and dual sports, aquatics, and team sports ) Humanities ...... 21 Science ...... 12 Including composition, literature, and ap­ GS 104, 105, 106, or other approved se- proved speech course. quence in science. Foundation of Physical Sciences. Social Science ...... 9 Mathematics ...... 12 One sequence selected from the fields of history, geography, economics, political Mth 121, 122, 123. Essentials of Mathe- science, sociology, or anthropology. matics ...... 9 Mth 311. Mathematics for Elementary Science-Mathematics ...... 12 Teachers ...... 3 A planned sequence in science and/or Music ...... 3 mathematics.2 Mus 381. Music fundamentals Social Science ...... 18 Art...... 3 Hst .1.0.1, .102, 103. History of Western Art Appreciation. C1v1lization ...... 9 Geog 105, 106. Introductory Geography 6 Music ...... 3 Hst 478. History of the Pacific Northwest 3 Introduction to Music and its Literature. 'Psychology ...... 12 Social Psychology, Human Development Physical Education ...... 6 through Adolescence Selected activity courses. Historical Foundations of Education

'Psychology ...... 12 84 Social Psychology, Human Development through Adolescence. Professional Education, page 48 Historical Foundations of Education Art Major, page 47 ~~ Music Education Professional Education Requirements (Page 48) A specialized four year program in Music Education with educational experience at both Teaching fields and electives to total a the elementary and secondary levels. minimum of ...... 192 The curriculum in Music Education is a four

1 One year of this requirement may be satisfied by two or more years of the same foreign language in high SPECIALIZED PROGRAMS school. Art Education 2 Students should have academic experience in both the biological and the physical sciences, as welJ as an A specialized five year program in art educa­ introduction to mathematics. The college sequence tion preparing teachers at both the elementary should be selected to complement the high school back­ ground. and secondary levels leading to the B.S. degree 8 This 12-hour requirement may be met in a corre­ and the standard norm in art. lated program called sophomore block. 40 / OREGON COLLEGE OF EDUCATION year program designed for students who wish to Art ...... 6 prepare themselves for teaching or consulting in Art Appreciation and 3 hours selected from Drawing and Composition, A 220, 221, vocal a nd instrumental music in both elementary 226; Design, A 222, 228 229; Crafts, and secondary schools. Upon satisfactory com­ A 230, 231, 232; Art HIStory,1 A 251, pletion of the program the student will be rec­ 252, 253 ommended for a basic certificate as a teacher of Music ...... 3 music. Mus 381. Music Fundamentals Physical Education ...... 6 General Education Requirements Designated activity courses Art...... 3 1Psychology ...... 9 A 127. Art Appreciation Social Psychology, Human Development Humanities ...... 36 through Adolescence Wr 121,222,323. English Composition ...... 9 Professional education, page 48 Sp 111. Speech. or approved substitute .. 3 Any lower division literature sequence ...... 9 Minor ...... 36 Mus 201, 202, 203. Introduction to Music and Its Literature ...... 9 Electives ...... 17 Sp 251. Elements of Acting or Sp 356. Theory of Acting ...... 9 Sp 364. Play Direction or Sp 357. Play Total hours in the B.S. Program ...... 192 Production ...... 3 Physical Education ...... 6 PE 111, 112. Basic Rhythms; PE 115. Games and Relays; PE 112, 212. Gym­ LIBERAL ARTS AND SCIENCES nastics and Self Testing; PE 114, 214 . Individual and Dual Sports; PE 113, 213. Aquatics; PE 115, 215. Team Sports Oregon College of Education offers also sev­ Science-Mathematics ...... 12 eral different programs in the area of the Lib­ GS 201, 202, 203. Fundamentals of eral Arts and Sciences. The objectives of all of Physical Science or approved sequence in science or mathematics these are to provide for students a number of Social Science ...... 9 opportunities in obtaining collegiate prepara­ Hst 101, 102, 103. History of Western tion in the areas of: Civilization, or an approved sequence in social science 'Psychology ...... 12 General Studies Social Psychology, Human Development A program consisting of four years of work through Adolescence Historical Foundations of Education leading to either a B.A. or B.S. degree. Majors are offered in the broad fields of social science, 75 science-mathematics, humanities, and the arts. Professional Education, page 47 Especially attractive iis the opportunity given to Music Major, page 54 the student to plan an individual course of study suited particularly to his own interests and needs. Specific requirements are kept to a min­ Speech Pathology and Audiology imum. Satisfactory completion of this program leads Lower-Division Liberal Arts and Sciences to the Oregon basic certificate with a basic norm as a speech correctionist but does not permit The program recommended especially for the student to serve as a regular classroom those students who have not yet determined their area of specialization. Students in this reacher. program have the opportunity to sample a va­ General Education Requirements riety of academic areas while gaining a sound Humanities general education. This curriculum can lead Wr 121, 222 323. English Composition .. 9 either to later majors or, aFter two years, to the Any lower division1 literature sequence ...... 9 Associate in Arts Certificate. Sp 111. Fundamentals of Speech 3 21 Pre-Professional Programs Social Science History of Western Civilization ...... 9 One, two, and three year curricula designed ln.trod uctory Geogi:aphy_ ...... 6 to prepare the student for later specialization. J !,story of the Pacific Northwest ...... 3 18 Included are programs such as biology, chem­ istry, geology, home economics, and mathemat­ Science Z 334, 335. Human Anatomy and Phys i- ics that can be completed as majors in other 6 schools; and those such as prelaw, predental, GS01~B1, 2·02;··203:····F~~~d;ti~;;;·-;;r· Pi;;;;i;"~ cal Science ...... 12 premedicine, prepharmacy, and prenursing that 18 meet the prerequisites for entrance to profes­ Mathematics sional schools. Essentials of Mathematics ...... 9 Mathematics for Elementary Teachers ...... 3 1 This 12-hour requirement may be met in a corre­ 12 lated program called sophomore block. UNDERGRADUATE CURRICULA / 41

General Studies ing areas: psychology, art, humanities, music, science-mathematics or social science. 12 of the The general studies program consists of four 27 hours must be upper division. years of work leading to the Bachelor of Arts or the Bachelor of Science degree. It provides Third Area the student an opportunity to investigate broad Eighteen approved hours in a third field other areas of knowledge while probing with depth than the major or minor selected from the areas into an academic discipline or a series of closely listed above. related disciplines. The program, tlms, 1s an in­ tellectual exploration in both breadth and depth. Specific courses within the majors and Lower-Division Liberal Arts and minors must be planned with the assistance of Sciences departmental advisers. This program recommended especially for General Education Requirements those students who have not yet determined B.A. degree: Minimum 192 term hours includ­ their area of specialization. Students in this pro­ ing 62 upper division gram have the opportunity to sample a variety a. Grade point average: a 2.00 cumulative in of academic areas while gaining a sound gen­ all college work and in all work taken at eral education. This curriculum can lead either OCE. to later majors or, after two years, to the Associ­ b. Two years of college work in a modem for­ ate in Arts Certificate. This program permits eign language, one year of which may be students to complete the elements of a sound satisfied by two or more years of the same general education program during their first language in high school. two years, delaying specialization until the jun­ ( Students not wishing to meet the language ior and senior years. The program encourages requirement but meeting all other require­ exploratory contact which enables the institu­ ments may be awarded the B.S. degree.) tion to assist students in making a wise selec­ tion of specialization on the basis of interest, c. General Education Requirements 1) Humanities ...... 21 ability and aptitude. English Composition ...... 9 Speech ...... 3 A one year sequence in literature ...... 9 Program leading to an Associate in 2) Physical Education ...... 6 3) Science-Mathematics' ...... 9-12 Arts Certificate A one year sequence in biological sci­ LOWER.DIVISION CURRICULUM IN LIBERAL ence, physical science, or mathemat- ARTS AND SCIENCES ics Quarter 4) Social Science ...... 9 First Year hours A one year sequence in social science English Composition ( Wr 121 ) ...... 3 5) A one term course selected from Fundamentals of Speech ( Sp 111) or approved substitute ...... 3 three of the following areas and Sequence in social science u------···•H••·----··-·····-··-- 9 a one year ( 3 term) sequence in Sequence in science-mathematics ...... 9-12 Personal Hygiene (HE 151) ...... 2 the remaining area ...... 18 Physical Education (PE 100 and 200 courses) .... 3 Art- Art Appreciation or Electives ...... 15-18 Art History ...... 3-9 Music-Music Literature or 48 Second Year ~~Jiiit~ :::::::::::::::::::::::::::::::::::::::::::::: }=I English Composition (Wr 222) ...... 3 Sequence in humanities ------···--·-········-·-···-··- 9 Second sequence in one of three groups ...... 9-12 Major Physical Education ( PE 100 and 200 courses) .... 3 To be chosen from one of the broad fields of Electives ...... 18-21 social science ( including Corrections Option), 45 science-mathematics, humanities or the Arts (Music, Art, and Drama). 72 hours of work Preprofessional Curricula must be completed in the major area, 36 of which shall be upper division. General Oregon College of Education offers oppor­ Education work in the selected area will apply tunity for preprofessional preparation leading to toward the 72 hours wherever applicable. The later specialization. Two types of programs are student must complete upper division sequences included in the following suggested study plans: in at least two subject matter fields in the major. 1. One- or two-year curricula in lower-divi­ sion courses planned to prepare students Minor A concentration in a fi eld other than the 1 Students should have academic experience in both the biological and the physical sciences as well as an in­ major consisting of 27 hours of work selected troduction to mathematics. The college sequence should under departmental guidance from the follow- be selected to complement the high school background. 42 I OREGON COLLEGE OF EDUCATION

for later specialization within a four-year BUSINESS ADMINISTRATION AND degree program in the major field indi­ TECHNOLOGY Quarter cated. First Year bours 2. One-, two-, or three-year curricula includ­ English Composition ( Wr 121) ...... 3 Fundamentals of Speech ( Sp 11 l) or approved ing prerequisites for admission to a profes­ substitute ...... 3 sional school leading to a professional de­ Introductory Geography ( Geog 105, 106, 107) or Principles of Economics ( Ee 201, 202 203) .. 9 gree after more than four years. Fundament.als of Accounting (BA 211, 2i2, 213) 9 'Sequence m science ...... 9-12 It is suggested that the student planning such Intermediate Al~ebra ( Mth 100) ...... 4 a program work closely with his adviser and ~fysi~al Education (PE 100 and 200 courses) .. 3 consult with his major school before he is ready ectives ·······················································-······· 3 to transfer. 43-46 1 Specific course to be determined by field of spe­ cialization. AGRICULTURE Quarter CHEMISTRY First Year bours Quarter English Composition (Wr 121) ...... 3 First Year bours College Algebra ( Mth 101) ...... 4 English Composition (Wr 121) ...... 3 Fundamentals of Speech (Sp 111) or approved SeSluence in social science or lower division substitute ...... 3 literature ...... 9 Introduction to Journalism (J 211) ...... 3 General Chemistry (Ch 204, 205, 206) ...... ·... 12 Principles of Economics ( Ee 201 202, 203 ) ...... 9 College Algebra, Tri_gonomet,y, Intro. to DiHeren- General Botany ( Bot 201, 202, 2 63) or 9 tial and Integral Calculus ( Mth 101 102 200) 12 General Zoology ( Z 201, 202, 203) ...... ~fysi.cal Education ( PE 100 and 200 ~ours~s) .... 3 General Chemistry ( Ch 104, 105, 106) ...... 12 ectives ...... 9 Physical Education (PE 100 and 200 courses) .... 3 Electives ...... 3 48 Quarter 49 Second Year bours ES nglish Compositio'! . ( Wr 222) ...... 3 equence m human1ties or social science 9 BOTANY general Physics ( Ph 201, 202, 203) ...... :::::::::::: 12 Quarter ~ganic Chemistry ( Ch 334, 335, 336) ...... 12 First Year bours DiHerential and Integral Calculus ( Mth 201 English Composition (Wr 121) ...... 3 1 Sequence in social science ...... 9 Ph;?;~~! 'jfJJcatio;;··cPifi ...... '...... :...... 12 Fundamentals of Speech (Sp 111, 112) or ap- eo ogy ( 201, 202, 203) ...... 12 proved substitute ...... 6 Introductory Geogra_Phy ( Geog 105, 106 107) .. 9 Elements of Statistical Methods ( Mth 325) ...... 3 Co~ege Algebra, Tn_gonometry, Intro. to biHeren- General Psychology (Psy 201, 202, 203 ) ...... 9 tial and Integral Calculus ( Mth 101 102 200) 12 Electives ...... 9 Physical Education (PE 100 and 200 ~ours~s) .... 3 48 51 UNDERGRADUATE CURRICULA / 43

HOME ECONOMICS PHYSICS Quarter Quarter First Year bours First Year bours English Composition (Wr 121) ...... 3 English Composition ( Wr 121 ) ...... 3 History of Western Civilization ( Hst 101, 102, General Physics (Ph 201, 202, 203) ...... 12 Sequence in biology ...... 9 Ge~~~.11 cii"e;:.;istty··rcb.. 104···1os:··ioaT·:::::::::=::: 1~ Calculus (_Mth ~00, ~01) ...... 8 General Psych. ( Psy 201, 2 62) ...... 6 Sequence m social science ...... 9 Nutrition ( HE 325) ...... •...... 3 Physical Education ( PE 100 and 200 courses) .... 3 Fundamentals of Speech ( Sp 111) or approved Electives ...... 4 substitute ...... 3 Introduction to Music and its Lit. ( Mus 201) 48 or Art Appreciation (A 127) ...... 3 Physical Education ( PE 100 and 200 courses) .... 3 Quarter Electives ...... 6 Second Year bours 48 English Composition ( Wr 222) •..•...... 3 General Chemistry ( Ch 204, 205'p206) ...... 12 Introduction to Modem Physics ( h 311, 312) .. 6 Calculus ( Mth 202, 203) ...... 8 Sequence in lower division literature ...... 9 Physical Education (PE 100 and 200 courses) .... 3 INDUSTRIAL ARTS-EDUCATION Electives ...... 7 Quarter First Year bours 48 English Composition ( Wr 121) ...... 3 Fundamentals of Speech ( Sp 111) or approved substitute ...... 3 General Psychology (Psy 201, 202) ...... 6 Sequence in Social Science ...... 9 ZOOLOGY Foundations of Physical Science ( GS 201, 202, Ouarter 203) ·································································· 12 First Year bours Intem1ediate Algebra ( Mth 100) ...... 4 Personal Hygiene ( English Composition ( Wr 121) ...... 3 HE 151 ) ...... 2 General Zoology ( Z 201, 202, 203) ...... 9 Physical Education ( PE 100 and 200 courses) .... 3 General Chemistry ( Ch 204, 205, 206) ...... 12 Electives ...... 6 Physical Education ( PE 100 and 200 courses) .... 3 French (RL 50, 51, 52 or 101, 102, 103) ...... 12 48 Electives ...... 9 48

Ouarter JOURNALISM Second Year bours Quarter First Year Dours English Composition (Wr 222) ...... 3 College Algebra, Trigonometry, Intro. to Differen- English Composition ( Wr 121) ...... 3 tial and Integral Calculus ( Mth 101, 102, 200) 12 Fundamentals of Speech ( Sp 111) or approved General Botany ( Bot 201, 202, 203) ...... 9 substitute ...... 3 Comparative Vertebrate Anatomy (Z 324, 325) .. 8 History of Western Civilization ( Hst 101, 102, Organic Chemistry ( Ch 334, 335) ...... 8 103) or Comparative Vertebrate Embryology (Z 326) .... 4 History of the United States ( Hst 201, 202, Physical Education (PE 100 and 200 courses) .... 3 203) ...... 9 Electives ...... Sequence in lower division literature ...... 9 4 General Biology ( Bi 101, 102, 103) ...... 9 Physical Education ( PE 100 and 200 courses) ... . 3 51 Electives ( May include J 215) ...... 12 48 The pre-professional curricula which follow Quarter include those offered at Oregon College of Edu­ Second Year bours cation to meet prerequisite requirements for English Composition ( Wr 222) ...... 3 Introduction to Journalism (J 211) ...... 3 admission to a professional school leading to a ~~~~~Jlt2g ~~~> Make;;;··u-z"faT·:::::::::::::::::::: 3 professional degree, which in almost all cases American Governments (PS 201, 202, 203) ...... 9 calls for more than four years of study. Wher­ 10 ever a three-year preprofessional program is re­ :~1~;&t ::;::: .::.. ~=~~~:~~: .. ~~.~~~:~ .... :::: ~ quired or desired, it is possible to qualify for a Foundations of Physical Science ( GS 201, 202, bachelor of science or bachelor of arts degree 203) ...... 12 in general studies as well as the professional 51 degree, provided required courses and electives are carefully selected as indicated in the cur­ ricular patterns. MICROBIOLOGY Quarter All students should work carefully from the First Year bours beginning of their study at OCE with the ap­ English Composition ( Wr 121) ...... 3 propriate faculty adviser in order to become in­ Sequence in social science or lower division sequence ...... 9 formed about the professional schools in which General Zoolo~ (Z 201, 202, 203) ...... 9 they may be interested and to assure study pro­ General ChemIStry ( Ch 204, 205, 206) ...... 12 Physical Education ( PE 100 and 200 courses) ... . 3 grams that meet all requirements. The name of Electives ...... 12 the adviser for each program can be obtained 48 in the registrar's office. 44 / OREGON COLLEGE OF EDUCATION

ARCHITECTURE a grade-point average of less than 2.25 will be Preprofessional First Year Quarter accepted for admission. ( Two years required) hours English Composition ( Wr 121) ...... 3 Students at Oregon College of Education Sequence in social science ...... 9 who plan to enter dental school before receiv­ Sequence in lower division literature ...... 9 College Algebra, Trigonometry, Intro. to Dilleren- ing a baccalaureate degree should arrange their tial and Integral Calculus ( Mth 101, 102, 200) 12 study program so that they may qualify for the D rawing and Composition ( A 220, 221, 226) and Design (A 222, 228, 229) ...... 9 bachelor of science or bachelor of arts degree in Personal Hygiene (HE 151) ...... 2 general studies after satisfactory completion of Physical Education ( PE 100 and 200 courses) .... 3 one or two years in dental school. This will be 47 possible only if their three-year predental pro­ gram includes not less than 144 term hours and LAW meets all requirements for the degree, except Preprofessional Program for upper-division science courses which can be The minimum requirement for admission to transferred from dental school to apply on the the School of Law, University of Oregon, is major in science-mathematics and complete the 'GI : te1tHA8 er tQ11 te~ftl---eR1ait ,e~iretl Mir a total number of hours needed for graduation. bachelor's degree from the institution in which ( See General Studies, page 81.) the student completes his prelegal work-but The following three-year cuniculum includes not less than 140 term hours. all subjeots required for admission to the Uni­ The prelegal program should include courses versity of Oregon Dental School or other ap­ satisfying all lower-division requirements of the proved dental schools, elective courses recom­ university and a minimum of 36 term hours of mended for broad background preparation in credit in courses in the general area of social both cultural and scientific fields, and the basic science. The first-year basic college course in pattern established for the bachelor's degree in accounting is desirable rlt iii mggested th t.the general studies. ~~ three years- of the gen­ Quarter &al dies degree program with a major irt so- First Year hours ·aw · t:)( See General Studies, page 81.) 1English Composition ( Wr 121) ...... 3 General Zoology ( Z 201, 202, 203) ...... 9 For admission to the school of law, a student 1General Chemistry ( Ch 204, 205, 206) ...... 12 must have, for all prelegal work, a cumulative 'College Algebra, Trigonometry, Intro. to Differen- tial and Integral Calculus ( Mth 101, 102 200) 12 grade-point average of at least 2.25. Applicants Physical Education ( PE 100 and 200 courses)1 .... 3 must take such entrance or aptitude examina­ Electives ...... 9 tions as may be required by the faculty of the 48 school. All students seeking admission to the Quarter school of law must file formal application for Second Year hours admission with the dean of the school. Official English C<;>mpos\tion ( Wr 222) ...... 3 Sequence 1n social science ...... 9 forms may be obtained from the school of law. First sequence in lower division literature ...... 9 'Quantitative Analysis ( Ch 312) ...... 4 Quarter 1Organic Chemistry ( Ch 334, 335) ...... 8 bours 'General Physics (Ph 201,1 202~ 203) ...... 12 First Year Physical Education (PE lu0 ana 200 courses) .... 3 Sequence in Math-Science ...... 9-12 Introductory Geography ( Geog 105, 106, 107) .. 9 48 Fundamentals of Speech ( Sp 111) or approved Quarter substitute ...... 3 Third Year bours English Composition (Wr 121 ) ...... 3 English Composition ( Wr 323) ...... 3 American Governments ( PS 201, 202, 203) ...... 9 Fundamentals of Speech ( Sp 111) ...... 3 Physical Education ( PE 100 and 200 courses) .... 3 Second sequence in social science ...... 9 Art Appreciation ( Art 127) ...... 3 Second sequence in literature or foreign lan- Introduction to Music ( Mus 201) ...... 3 guage ...... 9-12 Introduction to History ( History 140) ...... 3 Comparative Vertebrate Anatomy (Z 324, 325) .. 8 Comparative Vertebrate Embryology (Z 326) .... 4 45-48 Electives ...... 6-9 Jewelry or Sculpture ( A 315 or 331, by special pern1ission) ·······-·····-·········--··············-···········-···· 3 HEALTH SCIE CES PREDENTISTRY 45-51 It is strongly recommended that predental PRE MEDICINE students devote at least three years to their pre­ Oregon College of Education offers a pre­ dental education. Although the minimum period medical curriculum which meets the general required by the Council of Dental Education criterion of a program planned to include not of the American Dental Association is two only adequate scientific preparation but also the years, only those students who have completed 1 Courses requfred by the Council on Dental Educa­ a two-year program with a superior grade-point tion of the American Dental Association. The science average will be considered for admission to den­ courses indicated by course number and the suggestions tal school. It is improbable that any student with ~~~~~a~1ences are elective courses recommended by the UNDERGRADUATE CURRICULA / 45 type of broad education which leads to an un­ nursing curriculum is completed at the Univer­ derstanding of the world in which we live. Ad­ sity of Oregon School of Nursing in three years mission to medical school is based upon two and one summer session. types of qualifications: the applicant must pre­ Quarter First Year hours sent evidence of good character, proper atti­ English Composition ...... 9 tude, and sincere interest in the study of med­ Fundamentals of Speech (Sp 111) ···-·-----··- ----····- 3 icine; he must also have demonstrated sufficient Sequence in social science ······-··-··-··-····-··----······-·· 9 intellectual ability to undertake satisfactorily Sequence in lower division literature ······-·-···----·· 9 2~':;;'J~nc~~s~ 5 \ c~-·~?.~:.~?.~:-~?.~!...:::::::::::::: 1~ the study of medicine, as determined by his pre­ Physical Education (PE 100 and 200 courses) .... 3 medical scholastic record and scores on the Medical College Admissions Test. Admission is 48 on a competitive basis. PREPHARMACY Students must have completed satisfactorily Oregon College of Education offers a two-year not less than three years of college work ( at prepharmacy curriculum which prepares a stu­ least 144 hours) before entering medical school dent for adm'ission to Oregon State University and must qualify for the bachelor's degree be­ School of Pharmacy. The pharmacy curriculum fore being eligible to begin the third year of at Oregon State University is three years of professional preparation. The following three­ professional study during which time courses in year premedical curriculum leads to a bachelor the humanities and social sciences are also of science or bachelor of arts degree in general taken. Transfer students may enter the phar­ studies with a major in science-mathematics and macy program as sophomores or juniors. A total includes all requirements other than those which of five academic years, with 240 quarter hours, can be met by transfer of credit from medical is required for the bachelor's degree. school. ( See General Studies, page 81.) Quarter First Year bours Quarter English Composition ( Wr 121) -·-····-················-··- 3 First Year hours 'Mathematics ··-···--·--·--·--···-··--·-···-··········-·············· 8 'English Composition ( Wr 121) -----···············-·--·· 3 General Zoology ( Z 201, 202, 203) -·-···-············- 9 General Zoology ( Z 201, 202, 203) ...... 9 General Chemistry ( Ch 204, 205, 206) ·······-······ 12 'General Chemistry ( Ch 204, 205, 206) -··········--· 12 Outlines of Economics ( Ee 115) --····--·····--···---- 3 'College Algebra, Trigonometry, Intro. to Differ- Physical Education -----·--·-·-----······························ 3 ential and Integral Calculus (Mth 101,102,200) 12 Fundamentals of Accounting ( BA 211, 212, 213) 9 Physical Education ( PE 100 and 200 courses) .... 3 47 Fundamentals of Speech ( Sp 111) ·-·····-·····-········ 3 6 Quarter Electives ·-·-······························ ...... Second Year hours 48 English Composition ( Wr 222) ----······················ 3 Chemistry, Quantitative ( Ch 312) -·--··--·-·········· 4 Quarter Microbiology (Bi 221) ---···-····-·-·-···············-········ 3 Secor,d Year hours Organic Chemistry ( Cb 334, 335, 336) ···-·········· 12 English Composition (Wr 222) ----····-··················· 3 Physics ( Ph 201, 202) -·····---·········-··········-········ 8 First sequence in social science --·-· ······················· 9 First sequence in humanities (literature) ...... 9 •Quantitative Analxsis ( Ch 312, 313 ) ...... 8 ifE!;! ~a.~~~~~~ .. :::::::::::::::::::::::::::::::::::::::::::····· 11 1Ceneral Physics ( Ph 201, 202, 203) ...... 12 Physical Education ( PE 100 and 200 courses) .... 3 48 E lee ti ves ...... 4 PRE VETERINARY 48 Oregon College of Education offers a two­ Quarter Third Year bours year preparatory curriculum for students plan­ English Composition ( Wr 323) ...... 3 ning to enter a professional school of veterinary Second sequence in social science ...... 9 medicine. This curriculum is designed to meet Second sequence in humanities ( literature, foreign language) ····················-····································· 9-12 the minimum requirements necessary to be con­ Comparative Vertebrate Anatomy (Z 324, 325) ... . 8 sidered for admission into the schools of veterin­ Comparative Vertebrate Embryology ( Z 326) ... . 4 Organic Chemistry ( Ch 334, 335, 336) ··-············· 12 ary medicine at Colorado State University, Ft. Genetics (Bi 341) ...... 3 Collins; Washington State University, Pullman; 48-51 or the University of California, Davis. Since spe­ cific admission requirements vary, the student PRENURSING should become informed about these schools early in his prep:rofessional study. A limited The School of Nursing of the University of number of Oregon residents may attend without Oregon offers a four-year curriculum which paying out-of-state fees under the compact leads to the bachelor of science degree and pre­ which the state of Oregon has through the pares for state examinations for nurse registra­ Western Interstate Commission for Higher Edu­ tion. The student may take one year of prenurs­ cation. ing study at Oregon College of Education. The 1 Students should enroll in mathematics at the level 1 Courses required for admission to the professional indicated by placement test scores. However, trigonom­ program. etry and calculus are required. 46 I OREGON COLLEGE OF EDUCATION

Although the minimum requirement for ad­ Medical Technology mission is two years, it is highly desirable that the preveterinary student plan an additional Oregon College of Education offers a four­ year of study at OCE in order to qualify for the year curriculum in medical technology. The bachelor of science or bachelor of :arts degree program consists of three years of work on the as well as the professional degree. A three-year campus at Oregon College of Education and one preprofessional program of not less than 144 year of prescribed work at the University of term hours can be planned to include all the re­ Oregon Medical School in Portland. Upon satis­ quirements for the general studies degree ex­ factory completion of the four year program the cept for upper-division science courses trans­ student receives the Bachelor of Science degree ferable from the professional school to complete from Oregon College of Education and a certifi­ the major in science-mathematics and the total cate from the American Society of Medical number of hours required for graduation. ( See Technologists. In addition to the general college General Studies, page 81, and similar sug­ requirements the student must complete the gested curricula under Predental and Premedi­ following courses in science and mathematics at cine in this section of the catalog. ) Oregon College of Education before enrolling for the specialized fourth year at the Medical Quarter School. First Year hours ~nglish Composition (Wr 121) ...... 3 g:neral tgolo!!)' (Z 201, 202,203) ...... 9 enera1 Zooloip, (Z 201,202,203) ...... 9 ner';l , em1s°) ( Ch 204, 205, 206) ...... 12 GMe~J;'al ~he istry ( Ch 204, 205, 206) ...... 12 4 a ematics 8equence ...... 12 8~;;'.!J~tiC~ e~a ysis cA,Ct3~12 J ························ 8 Physical Ec:Iucation (PE 100 and 200 courses) :::: 3 Huma;11 Ana~omy1;:nd Physiol~i>, %33;(3:fa"j" ·:: 6 Sequence m Humanities ...... 9 3 ~~ili~~aJ!' c3~hl ioT;;;;d··102 ..ii;··Mih .. 104f ... 4-8 48 Essentials of Physics (Ph 101 102 103 ) ·· 9 Bacteriology ( Bi 221, 412) .. '...... '...... 7 Quarter Second Year hours 66 fnglish Composition ( Wr 222) ...... 3 equenc~ in social science ----··•un••····-----···· ········ 9 Three b1oloip, courses selected from · ...... 12 For an outline of the fourth year program, Comparative Vertebrate Anatomy & Em- bryology ( Z 324, 325, 326), see the University of Oregon Medical School Botany ( Bot 201, 202, 203 ) , or catalog or your OCE adviser. Bacteriology ( Bi 221) 3uan1:ita~? 1\nalysis (Ch 312) ...... 4 p?esr;%h( ?o133 3 5 ) ...... 8 ~!!'::..1 i

Lund, Mackertich, Markiewicz, Mason, McFadden, Miles, Morgali, Ogan, O'Brien, Olson, Ruckman, Senior High Education Major Smith, Scott, Tetz, Todd, Tyler, Vanke, Wamath, Instructors: Blake Brownlow, Buel, Collins, Coon, (Teaching areas listed by department) Doughty, Ferte, Pratt, Richardson, Thayer, Thompson, Weaver. Professional Teacher Education Requirements The Education-Psychology Deparbnent pro­ Minor: Secondary Education 4 vides the professional education offerings for iii~a~l~!i;j\Je~iad::J°M~te~f~c~~'.~~ ..:::::::::::::: 3 prospective teachers in elementary, junior high, Teaching Reading in the Secondary School ...... 3 Principles of Secondary Teachin~ ...... 3 senior high, and special education areas. It is Special Methods in the Major Field ...... 3 also responsible for the psychology area for the Student Teaching and Seminar ...... 15 general studies program. 31 The deparbnent is organized into three sub­ divisions, the divisions of elementary education, Specialized Programs secondary education, and special education. FIVE-YEAR ART EDUCATION PROGRAM Through this organization students may prepare General Education requirements, page 39 for state certification and eligibility to teach by Major in Art Education, page 47 meeting the norm programs and being recom­ mended by the institution. Professional Teacher Education Learning and Instruction in Elementary Educa- In an effort to provide instmction related to tion...... 18 the work teachers will need to be aware of, School Health Program ...... 3 Physical Education in the Grades ...... 3 the department provides block-of-time, team Children's Literature or Literature for Adolescents 3 teaching course patterns, coupled with field ex­ Music Education ...... 3 periences, which provide the student with con­ Student Teaching (Elementary) ...... 5 tacts with children at the sophomore and junior Fifth year in Art Education Program level, prior to student teaching. The American Principles of Secondary Teaching or Association of Colleges for Teacher Education Teaching in the Junior High School ...... 3-4 awarded the elementary education program a Student Teaching and Seminar, Secondary ...... 15 Distinguished Achievement Award for excellence MUSIC EDUCATION PROGRAM in teaching in 1967. General Education requirements, page 40 The professional education courses required Music Education requirements, page 53 for completion of a program are indicated by Professional Teacher Education Requirements level. All students must complete the general education requirements listed on page 37 and Minor: Education Psychological FoUDdations of Education ...... 4 the appropriate professional education require­ Principles of Secondary Teaching ...... 3 ments. For majors and minors refer to the de­ Educational Media and Materials ( G) ...... 3 Music Education: Elementary ...... 3 partmental sections of this catalog. Music Education: Secondary ...... 3 Methods and Research Materials: Music ...... 3 Student Teaching Seminar ...... 3 Student Teaching: Elementary (5-10 hours) } 12 Elementary Education Major Student Teaching: Secondary (5-10 hours) I 37 Professional Teacher Education Requirement Major: Elementary Education Special Education 'Learning and Instruction in the Elementary Oregon College of Education is authorized by School ( 9 hours per term) ...... 18 Children's Literature or Literature for Adoles- the State Board of Higher Education to offer cents ...... 3 work in Special Education. To qualify requires School Health ...... 3 Specialized Methods in Art, Music, and Physical successful completion of a teacher education Education ...... 9 program and the preparation listed in one of the Student Teaching and Seminar ...... 15 following opfional special education minors. ~ Courses Comprising the Optional Minors in Specialized Fields Junior High Education Major Teachers of the Mentally Retarded (Teaching areas listed by department) Ed 449. Arts and Crafts for the Mentally Retarded ( G ) ...... 3 Professional Teacher Education Requirements Ed 464, The Mentally Retarded Child ( G ).. 3 Ed 489. Curriculum for the Mentally Re- Major: Junior High School Education 3 El'it~~ ~~{cti;;.-;;;;;--Tue .. Me~taiiy .. Reia~aeii' 3 Psychological Foundations of Education ...... 4 12 Teaching in the Junior High School ...... 4 Special Methods in Teaching Fields ...... 6 1 This integrated two-term sequence of nine hours Teaching Readin~ in the Secondary Schools ...... 3 each term, Junior Block I and Junior Block II, consists Educational Media and Materials ...... 3 of Educational Psychology ( learning and evaluation), Student Teaching and Seminar ...... 15 Methods and Materials of Reading, Language Arts, ~ Social Studies, Sciences, Mathematics, and AV Aids. COLLEGE DEPARTMENTS / 49

Speech Correction guidance, group therapy, and case supervision. Sp 487. Audfology ( g) } Courses to be included are to be planned with or 3 Sp 371. Speech Science the assistance of an adviser. Sp 370. Phonetics ...... 3 Minor: 27 approved hours in Education­ Sp 484, 485, 486. Clinical Speech Therapy 6 Psychology with a minimum 12 hours upper Sp <.fJo. --- Speech Pathology· (Introduction)...... division. (g) ...... 3 Sp 481 or 482 or 483. Speech Pathology ( g) 3 Sp 478. Diagnostic Methods in Speech Path- ology and Audiology ( g) ...... 3 Sp 488,489. Audiology (g) ...... 6 HEALTH AND PHYSICAL Ed 393. Speech Correction in the Schools .. 3 30 EDUCATION Extreme Leaming Problems ( Elementary Department Chairman: Dr. Robert Livingston Majors only) Professors : Burke, Lautenbach, Livingston, McArthur. Assistant Professors: Caligure, Davis, Krey, McCullough, Ed 470. Education of the Exceptional Child Miller, Shollenberger, Spinas, (G) ········-··················-·······························-·· 3 Ed 465. Diagnostic and Remedial Tech- Instructor: Brownlow, Nelson. niques in the Basic Skills ( G ) ...... 3 The department of Health and Physical Edu­ Ed 463. The Maladjusted Child ( G) ...... 3 Ed 468. Diagnostic and Remedial Tech- cation has broad functions and responsibilities niques in Reading ( G) ...... 3 that include both unique and shared contribu­ Ed 409. Practicum: Remedial Reading ...... 6 Ed 597. Psychology of Reading ...... 3 tions in the total education of students of the Psy 523. General Intelligence Testing ...... 3 college. These contributions fall mainly into the 24 following patterns: • Toward the general education of all stu­ Special undergraduate program in speech path­ dents of the college through the requirement ology and audiology ( elementary maiors only) of six tem1 hours of instructional credit in courses which provide skills, a~titudes and General Education requirements listed on knowledges concerned with active, balanced page 40. living. Professional Teacher Education Requirements Ed 316. Psychological Foundations of Edu- • Contribute to the professional preparation cation ...... 4 of all teacher education students and to as­ Ed 357. Methods and Materials: Reading .... 3 Mus 383. Music Education (Elementary) .... 3 sume the major responsibility for the spe­ A 323. Art Education (Elementary) ...... 3 cialized professional preparation of health Ed 351. School Health Program ...... 3 Ed 411. Student Teaching Seminar ...... 3 and physical education teachers through the Ed 413. Student Teaching: Speech Correc- provision of majors and minors in that field. tion ...... 12 Ed 435. Educational Media and ~late- rials (G) ...... 3 • Assist in campus recreation through the 34 provision of leadership and facilities for lei­ sure time physical recreation activities par­ Specialized Undergraduate Preparation ticularly of the intramural nature. Minor: Speech Correction • Prepare highly skilled individuals and Sp 370. Phonetics ...... 3 groups for public performance against outs,ide Sp 484, 485, 486. Clinical Speech Therapy 6 opposition in those sports and games that are sp ~g;8. ···oi;;~osti~·M;,·u,·.;·a:;··i;,.. si_;~;;~h-·P;;fu: traditional components of American culture. ology and Audiology ( g) ...... 3 Sp 480. Speech Pathology (Introduction) (g) 3 Sp 487, 488, 489. Audiology ( g) ...... 9 Ed 393. Speech Correction in the Schools ... . 3 Sp 481. Speech Pathology: Articulation (g) Physical Education Programs for or l Sp 482. Speech Pathology: Organic ( g) 3 Teacher Education Curricula or Sp 483. Speech Pathology: Stuttering (g) The courses listed below constitute the 63 30 hour major in physical education for secondary students. Those completing the program and meeting the requirements for the general norm General Studies Curricula as a secondary teacher will be eligible for the basic norm as a secondary teacher of physical Psychology Minor education. Devtiations from the progran1 or sub­ 'Dhe general studies program provides the op­ stitution of courses must be approved by the portuni:ty for a student to complete a broad­ department chairman. Every student enrolling in based academic program. For those students in 1!he program is advised and urged to concen­ the corrections program, this minor is designed trate his electives in a second norm field in order to help develop competencies in counseling and to take advantage of placement opportunities. 50 I OREGON COLLEGE OF EDUCATION

Professional Activities PE IOOP /200P l hour Health and Physical Education courses ...... 18 Z 334 335. Anatomy and Physiology ...... 6 PE 343.1 Organization and Administration of PE lllP Basic Rhythms Physical Education ...... 3 PE 112P Gymnastics and Self Testing PE 447. Principles of Physical Education (g) 3 PE 113P /213P Aquatics Ed 344. Physical Education in the Grades .. 6 PE 114P Badminton PE 371. Kinesiology ...... 3 PE 114P Archery PE 359 or 337, 338, 339. Athletic Training PE 114P Golf and Conditioning or Officiating Sports ...... 2 PE 114P /214P Track and Field PE 445. The Physical Education Curriculum PE 114P /214P Tennis 3 PE 114P /214P Bowling PE( N1, 211. ···Rhythms·· ...... 3 PE 114P/214P Wrestling (M) PE 112, 212. Gymnastics and Self Testing PE 115P Soccer-Speedball Activities ...... 2 PE 115P Games and Relays 2 PE 115P/215P Hockey (W) ii H~: ~U: fnal!fiiai" ·ii;;a:·o~iii.. S.po~··:::: 3 PE 115P /215P Basketball PE 115, 215. Team Sports ...... 3 PE 115P/215P Volleyball HE 352. Nutrition ...... 3 PE 115P /215P Soft or Baseball HE 252. First Aid ...... •...... 2 PE 211P Folk and Square Dance HE 151. Personal Hygiene ...... 2 PE 211P Social or Modem Dance Ed 351. School Health Program ...... 3 PE 212P Body Mechanics 49 Theory Courses ...... 39 Athletic Coaching Concentration HE 151. Personal Hygiene ...... 2 PE 343. Organization and Administration of HE 252. First Aid ...... 2 Physical Education ...... 3 Ed 344. P.E. in the Grades (Secondary) ... . 3 PE 359. Athletic Training and Conditioning 2 Ed 351. School Health Program ...... 3 PE 363-4-5-6-7-8-9. Coaching Courses- PE 337,338,339. Officiating (W ) ...... 2 ( any three, two-hour courses) ...... 6 PE 343. Organization and Administration of PE 3 71. Kinesiology ...... 3 P. E ...... 3 PE 447g. Principles of Physical Education .. 3 PE 359. Athletic Training and Conditioning PE 473. Physiology of Exercise ...... 3 2 PEc~J:Cfiaf·fias;·fiiiii;·iiiC:ji:iiC··c~ii;;fili,"i ··· 20 Courses ...... 2 PE 371. Kinesiology ...... 3 Physical Education Minor for PE 445. The Physical Education Curriculum 3 PE 446. Tests and Measurements in Physical Elementary Education Education ...... 3 PE 447. Principles of Physical Education ... . 3 Minimum of 36 quarter hours including lower PE 473. Physiology of Exercise ...... 3 Z 334, 335. Anatomy and Physiology ...... 6 division work. This minor will meet the re­ 56 quirement of an area of concentration for ele­ Planned Electives ...... 7 mentary education majors. Physical Education Total quarter hours ...... 63 Activity Courses ...... 17 Rhythms (3), Gymnastics and Self Test (2), Aquatics ( 2), Individual and Dual Sports (5), Team Sports (5) Minor: Junior High School-Senior Theory Courses ...... 19 First Aid ( 2), Methods ( 3), Principles ( 3 ) , High School Organization and Administration ( 3), Kin­ esiology or Anatomy and Physiology (3), Physical Education Officiating or Coachmg ( 2), Approved Elec­ Men Women tives in Physical Education ( 3) HE 252. First Aid ...... 2 2 36 Ed 344. Physical Education in the Grades (Secondary) ...... 3 3 PE 44 7. Principles of Physical Educa- HUMANITIES tion ( g) ...... 3 3 PE 343. Organization and Administra- Depa1tment Chairman: Dr. Charles Alva tion of Physical Education ...... 3 3 Professors: Alva, Bellamy, Clarke. PE 371. Kinesiology ...... 3 3 Associate Professors: Rickards. Z 334, 335. Anatomy and Physiology .. 3 3 Assistant Professors : Baker, Beck, Birnbaum, Davis, Ferte, Fissel, Hanson, Kirby, Ross, Rossi, Salisbury, HE 151. Personal Hygiene ...... 2 2 Schenck, Slawson, 'Weiss, Willis. PE _35~. Athletic Training and Condi- Instructors: Backsted~ Conkey, Dashney, Eddings, tioning ...... 2 Flanigan, Holland, rolensek, Sheldon, Shirk. PE 363, 364, 365, 366, 367, 368. Coaching Courses ...... 4 The Humanities Department is concerned PE 337, 338, 339. Officiating Sports .. 2 with what makes man uniquely man, not as an PE 111, 211. Rhythms ...... 3 3 inert object oo be anatomized and controlled, PE. 112 2~2: . Gymnastics and Self Test- mg Activities ...... 2 2 but as the creating center of his culture. A PE 113, 213. Aquatics ...... 2 2 study of the humanities can lead to a deeper PE 114, 214. Individual and Dual understanding of the relations between self Sports ...... 3 6 and the human world. PE 115, 215. Team Sports ...... 5 6 Central to the study of humanity is the study PE 445. The Physical Education Cur- riculum ( g) ...... 3 3 of that most distinctly human creation, lan­ Approved Electives in Phys. Ed...... 3 3 guage, so · most courses and programs within 46 the department are involved directly or indi- COLLEGE DEPARTMENTS / 51

rectly with language: how language has been Speech-Drama/Literature, Writing and used ( as in !literature, philosophy, and linguis­ Language tic courses), and how it can be used ( as in writing, foreign language, speech and drama Core Requirements courses). 9 1 3 'llhe Humanities Department offers a broad ~Yftl:ti }1: ··:::::::::::::::::::::::::::::::::::::::::: 9 range of instruction in languages, theatre, lit­ f~: ½8i• ½8 ~· ½8g } any one ························ 3 eratures and philosophies----courses which can Eng 107, 108, 109 . (any one) ...... 3 in­ Sp 120 ...... 3 be combined in various ways to fulfill the Sp 239 ...... 3 tellectual and career needs of students. The Sp 251 ...... 3 Eng 253, 254, 255. (any one) ...... 3 department also serves other departments of Eng 473g ...... 3 the college in helping to prepare students to Eng 475g or Eng 490g ...... 3 teach in other areas and to develop profes­ Eng 489g ...... 3 sional careers. Recognizing that man's search for knowledge Speech-Drama Options is a continuous process, the department period­ Sp 244, 245, 246 s3 270 ( any four hours) .. 4 ically reviews and alters its courses and pro­ 8 323 grams to reflect the dynamic nature of humani­ ~~ gn:~~ iik st llf Sp } ( any 6 hrs) 6 Sp 364 or Sp 412 ...... 3 ties. Sp 411g or Sp 4 15g ...... 3

Programs in Humanities English Options The Humanities Department ih as options Fifteen hours from any four of the following available in Literature, Writing and Language; six categories: l l E ng 357, Eng 387 Speech-Drama/ Literature, Writing and Lan­ 2 Eng 314, 315, 316, 317, 361 guage; French, and Spanish for students pre­ 3 Eng 366, 367, 368, Eng 375 Eng 457g, Sp 464g, 465g, 466g paring for teaching in secondary schools. The 4~l Eng 436g, Eng 447g, 448g, 449g courses making up the program in each are Eng 466g, 467g, 468g Eng 484g, 485g, 486g, 487g listed. Deviations from these programs or sub­ 79 stitution of courses must be approved by the department chairman. French' RL 50, 51, 52. First Year French ...... 12 RL 101, 102, 103. Second Year French ...... 12 Humanities Majors for Teacher RL 311, 312, 313. Survey of French L itera- ture ...... 9 Education Curricula RL 314, 315, 316. Inter. French Comp. and Conversation ...... 9 RL 331. French Pronunciation and Phonetics 3 Literature, Writing and Language Eng 4 73. Nature of the English L anguage .. 3 RL 411. Applied Linguistics ...... 3 RL 415. The Lan~uage Laboratory: Theory Core Requirements ( 1 hr) and Practicum (2 hrs) ...... 3 Wr 121, 222, 414g ...... 9 54 Sp 111 or approved substitute ...... 3 Eng 201, 202, or 203 ( any one) ...... 3 Sp 239 or Sp 311 ( with Sp 239 J,lrereq) ...... 3 Phl 201, 202, 203, 311, 312, 313 ( any one) .. 3 Spanish' Eng473g ...... 3 RL 60, 61, 62. First Year Spanish ...... 12 Eng 475g or Eng 490g ...... 3 RL 107, 108, 109. Second Year Spanish ...... 12 Eng489g ...... 3 Any one sequence from the following three RL 341, 342, 343. Survey of Spanish Liter- ature ··················------·········---···---·· 9 se~uences, plus one course each from the re­ RL 347,348,349. Inter. Spanish Comp. and maming two: Conversation ...... 6 RL 350. Spanish Pronunciation and Phonet- i~: rn~: rn~: rn~ 1 ...... 15 ics ...... 3 Eng 253, 254, 255 J RL 339. Hispanic Culture and Civ.: Latin An1erica ...... 3 Eng 473. Nature of the English Lan guage .. 3 Upper Divwion Literature Options RL 412. Applied Linguistics: Spanish ...... 3 One course each from any five of the follow­ RL 415. The Lan~age Laboratory: Theory ing seven categories : ( 1 hr) and Practicum ( 2 hrs) ...... 3 Eng 387 54 2ll Eng 357, Eng 446g 3 Eng 314, 315, 316, 317, 361 1RL 405, RL 441, 442, 443 1 RL 405 is a reading and conference course which 4) Eng 366,367, 368, Enl( 375, Eng 457g 15 can count in only one category according to the content Sp 464g, 465g, 466g, 1RL 405 for the student taking it. 5l Eng 436g, Eng 447g,448g,449g, 1RL 405 2 Those who have completed two or more years of the 6 Eng 466g, 467g, 468g same language in high school will enter the second year 7 Eng484g,485g,486g,487g class and complete the norm requirement from approved Approved Elective in Humanities ...... 3 electives. Students preparing for a teaching norm in a language are also required to complete Ed 336, Methods 63 in Teaching Foreign L anguage. 52 I OREGON COLLEGE OF EDUCATION

Minors: Junior High School-Senior Social Science Hst 101, 102, 103. History of Western Civil- High School ization ...... 9 Hst 201, 202, 203. History of the United States ...... 9 Literature, Writing and Language Geog 105, 106, 107. Introductory Geography 9 PS 301, 302. American Governments ...... 6 Core Requirements 33 Wr 121, 222, 414g ...... 9 Sp 111 or approved substitute ...... 3 Eng 104, 105, 106 ...... 9 69 Eng 101, 102, 103 any one) ...... 3 Library Eng 107,108,109 any one) ...... 3 Lib 480. Children's Literature ( g) ...... 3 Eng 253, 254, 255 1any one ) ...... 3 Lib 483. Book Selection and Reference Ma- Eng 473g ...... 3 terials ( g ) ...... · 3 3 Lib 484. School Library Administration ( g) 3 I~~ !~~~ o~.. ~~~·-~ -~.~.~.:::::::::::::::::::::::::::::::::::: 3 Lib 486. Introduction to Cataloging and Classification ( g) ...... 3 Upper Division Literature Opti,ons Lib 489. Literature for Adolescents ( g) ...... 3 Ed 389. Reading and Telling Children s One course each from any four of the follow­ Stories ...... 3 ing six categories: Ed 435. Educational Media and Materials ½ ( G) ...... 3 II~~ gn: 3fs!l1i: 311;·351···················· 1 21 3 Eng 366, 367, 368, Eng 375, Eng 457g 12 4 Eng 436g, Eng 447g, 448g, 449g Journalism 5) Eng 466g, 467g, 468g 6) Eng 484g, 485g, 486g, 487g 211. Introduction to Journalism ...... 3 212. 3 51 f213. ~~~~rWcfitin"g°·~;;a··M~k;:~;p··:::::::::::::: 3 Foreign Language' 9 French RL 50, 51, 52. First Year French ...... 12 Minors-Elementary RL 101, 102, 103. Second Year French ...... 12 RL 311, 312, 313. Survey of French Litera- ture ...... 9 Minimum of 36 quarter hours including RL 314 315, 316. Intermediate French Com- lower division work. This mi.nor will meet the position1 and Conversation ...... 9 RL 331. French Pronunciation and Phonetics 3 requirement of an area of concentration for ele­ 45 mentary education majors. Spanish Humanities RL 60, 61, 62. First Year Spanish ...... 12 Composition (Wr 111,212, and 414g) ...... 9 RL 107, 108, 109. Second Year Spanish .... 12 Any 9 hour lower division literature sequence 9 RL 341, 342, 343. Survey of Spanish Litera- Speech ...... 3 ture ...... 9 Nature of the English Language ( Eng 4 73) .. 3 RL 347, 3481 349. Intermediate Spanish Approved Humanities Electives ...... 12 Conversation and Composition ...... 6 36 RL 350. Spanish Pronunciation and Phonet- ics ...... 3 Fo1·eign Language RL 339. Hispanic Culture and Civilization: FRENCH Latin America ...... 3 1RL 50, 51, 52. First-Year French ...... 12 45 RL 101, 102, 103. Second-Year French ...... 12 Speech and Drama RL 314, 315, 316. Intermediate French Com- position and Conversation ...... 9 Sp 111. Fundamentals of Speech ...... 3 RL 331. French Pronunciation and Phonetics 3 Sp 120. Voice and Diction ...... 3 36 Sp 239. Oral Interpretation ...... 3 Sp 244, 245, 246. Technical Theater ( any SPANISH one) 2 "RL 60, 61, 62. First-Year Spanish ...... 12 Sp 251. Elements of Acting ...... 3 RL 107, 108, 109. Second-Year Spanish .... 12 Sp 255. Make-up ...... 1 RL 347,348,349. Intermediate Spanish Sp 357. Play Production ...... 3 Composition and Conversation ...... 6 Sp 364. Play Direction ...... 3 RL 350. Spanish Pronunciation and Phonetics 3 Approved Upper-division Elective in Speech .. 3 RL 339. Hispanic Culture and Civilization: 24 Latin America ...... 3 36 Combined Language Arts, Social Science Humanities Wr 121, 222, 4 14g ...... 9 General Studies Curricula 3 i1:ii\1of td'f%et s(~~~tu~o Y-o;·····}············ 'Dhe general studies program provides the Eng 253, 254, 255 ( any two) ········· 6 opportunity for a student to complete a broad ( A total of six other hours from two of the following five sequences) based program suited to an individual's needs Eng 101, 102, 1031 and interests. It is possible to complete a pro­ Eng 104, 105, 106 Eng 107, 108, 109 ...... 6 gram with a major in Humanities or The Arts Eng 201, 202, 203 Eng 253, 254, 255 1 Students who have completed two or more years of Eng 473g 3 Eng 4 75g or Eng 490g ...... 3 the same language in high school will enter the second Eng489~ 3 year class and complete the norm requirement from ap­ Approve Upper Division Elective ...... proved electives. Students preparing for a teaching 3 norm in a language are also req,uired to complete Ed 36 336, Methods in Teaching a Foreign Language. COLLEGE DEPARTMENTS / 53

( art, music, drama) or to include Humanities as Music Education Programs for a minor or a third field in the degree program. All programs are planned with the assistance Teacher Education Curricula of a departmental adviser. The courses listed below constitute the 63 MAJOR-TheArts (music, art, drama)72 hours, hour major in music education for secondary 36 hours upper division. 11he program and students. Those completing the program and areas of concentrabion must be planned with meeting the requirements for the general norm the assistance of a departmental adviser. as a secondary teacher will be eligible for the basic norm as a high school teacher of music. Humanities-72 quarter hours with a minimum Deviations from the program or substitution of of 36 quarter hours of upper division. courses must be approved by the department Minor- 27 approved hours in humanities with chairman. a minimum of 12 hours upper division. Major: Music Education Third field- 18 approved quarter hours in art. Mus 121, 122, 123. Music Theory I ( 4 hours each term ) ...... 12 Mus 201 and 202 or 203. Introduction to MUSIC Music and its Literature ····------·· (6) Mus 221, 222, 223. Music Theory II (3 hours 9 Department Chairman: Dr. Edgar Smith M.':2i4:e~i. i26:····Keyboa·;a··ii,;;;o;;y··c·1·· Professors: Berg, Knuth, E . Smith, Wallace hour each term ) ...... 3 Associate Professors: Geist Mus 190, 290. Applied Music ( 1 or 2 hours Assistant Professors: Dobbs, Funes, A. Lyon, R. Million, each term) ...... 6 Mitton, O'Brien Mus 195. Band ( 1 hour each term) or } Instructors: Brand, V. Duncan Mus 196. Orchestra ( 1 hour each term) or 6 Mus 197. Chorus ( 1 hour each term) The Department of Music serves a variety of Mus 347. Band and Orchestra Management} purposes on the OGE campus. For the music or 3 Ed 410g. Methods and Research Materials education major, it offers professional training Mus 384. Music Education ...... 3 in all aspects of music. For students in other Mus 390. Applied Music ( 1 or 2 hours each term ) l areas it provides an integral part of the general Mus 391. Applied Music ( 1 or 2 hours educational background with opportunities for each term) 5 Mus 490. Applied Music ( 1 or 2 hours specialization. each tenn ) The institution is recognized as an Associate Mus 315, 3Hl. Harmonic and Structural An- a lysis ...... 4 Member of the National Association of Schools Mus 320. Conducting ...... 2 of Music. The Music Department is committed Mus 395. Band ( 1 hour each term) or } Mus 396. Orchestra ( 1 hour each tenn ) or 5 to a quality program in music. This includes the Mus 397. Chorus ( 1 hour each tem,) preparation for teachers who will teach music Approved electives ...... 5 full-time in the public schools, those who will teach music part-time, and those who will not Total quarter hours ...... 63 be teaching music but need more preparation in the arts in order to live life to its fulles t. Minor: Junior High School-Senior The college choir, band and orchestra arn High School open to qualified college students not majoring in music. More specialized perfonnance groups Music Mus 121, 122, 123. Music Theory ...... 12 consist mostly of music majors. A highlight of Mus 201 and 202 or 203. Introduction to the music program is the growth of interest in Music and its Literature ...... 6 Mus 290. Applied Music ...... 1 opera. An opera workshop is a regular part of Mus 181, 182, 183 or Mus 192, 193, 194. class offerings during tl1e year. A major opera Class Voice or Piano ...... 3 Mus 195 or Mus 196 or Mus 197. Band, performance is a part of the summer Fine Alts Orchestra or Choir ...... 3 Festival. The music department presents many Mus 235,236,237. Brass, Woodwinds, Per- cussion and Strings ...... 3 recitals and concerts throughout the year, most Mus 3 14, 315, 316. Harmonic and Structural of which have no admission charge and are Ane 1i,sis ...... 6 Mus 384. Music Education ...... 3 open to the public as well as the college com­ Mus 347 or Ed 410g. Band and Orchestra munity. Management or Methods and Research Specific music curricula are: Music Educa­ Materials: Music ...... 3 Mus 320. Conducting ...... 2 tion Major, Secondary Music Education 42 Major, General Studies Fine Arts Major, Secondary Music Education Minor, and Ele­ Music Minor for Elementary men!Jary Music Minor. The department also services the non-major or minor through courses Education in Music Fundamentals and Music Education Minimum of 36 quarter hours including lower for the Elementary Major, and courses in Music division work. This minor will meet the re­ Literature for the General Studies and Second­ quirement of an area of concentration for ele­ ary Major. mentary education majors. 54 / OREGON COLLEGE OF EDUCATION

Music Upon recommendation of his performance Mus 121,122, 123. Music Theory (Exempt instructor, a senior will give a partial or full from Mus 381, 382) ...... 12 when qualified, and ap­ Mus 201 and 202 or 203. Music Literature 6 reoiml. All students Mus 195-395, 196-396, 197-397. Band, proved by their instructor, are urged to appear Orchestra, or Choral Group ...... 5 each term in a recital with other students. 2 ~~ i~Y: 18~~1t3~tin~~~-.·v;;;;;,;··0~·102;·10:i; 194. Class Piano or 235, 236, 237. Brass, Woodwind, String and Percussion ...... 3 Music Education Major Mus 190, 290, 390, 391, 490. Private Study Mus 121, 122, 123. Music Theory I ...... 12 (Applied Music) ...... 5 Mus 221, 222, 223. Music Theory II ...... 9 Mus 407. Seminar: Music in the Schools ... . 3 Mus 224, 225, 226. Keyboard Harmony ...... 3 36 Mus 314, 315, 316. Harmonic and Structural Analysis ...... 6 Mus 320, 323. Conducting ...... 4 Mus 190, 290, 390, 39lla490. Applied Music 11 Specialized Program in Music Mus 181, 182, 183. C ss Lessons in Voice} or 3 Education Mus 192, 193, 194. Class Lessons in Piano A specialized foUT year program in Music Ed­ Mus 195, 295, 395, 495. Band or l ucation with educational experience at both the Mus 196, 296, 396, 496. Orchestra 11 or elementary and secondary levels. Mus 197, 297, 397, 497. Choir Mus 235, 236, 237. Brass, Woodwinds, The curriculum in Music Education is a four String and Percussion Instruments ...... 3 year program designed for students who wish Mus 347. Band and Orchestra Management 3 Mus 360, 361, 362. History of Music ...... 9 to prepare themselves for teaching or consulting Mus 332, 333, 334. Class Strings ...... 3 in vocal and instrumental music in both ele­ 77 mentary and secondary schools. Upon satisfac­ tory completion of the program the student will be recommended for a basic certificate as a General Studies Curricula teacher of music. 11he general studies program provides the op­ In addition to courses listed below, certain portunity for a student to complete a broad basic performance requirements give the gradu­ base academic program. It is possible to com­ ate sufficient skill for artistic sell-expression in plete a program with a major in the Arts ( art, school and community. Students are expected music, drama) or to include the area of music oo have a major performance area in voice, as a minor or third field in a degree program. piano, brass, woodwind, string, or percussion. All programs must be planned with the as­ He also should develop a second area of per­ sistance of a departmental adviser. formance and do some work in all areas, includ­ ing conducting. An advisor from the music de­ Major-The Arts ( music, art, drama) 72 hours, partment will help a student plan this important 36 hours upper division. The program and phase of his education. areas of concentration must be planned with the assistance of a departmental adviser. Placement tests in piano and theory are given before registration each term to insure proper Music Minor-27 approved hours in Music placement of new and transfer students. with a minimum of 12 hours upper division. At the end of his junior year a student must Third field-18 approved quarter hours in demonstrate a piano proficiency adequate for music. his professional duties as a music educator. Minimum requirements are: a sonatina by Cle­ menti, Haydn, or Beethoven; a Bach Little Pre­ lude, or two-part invention; a composition from SCIENCE AND MATHEMATICS the romantic or contemporary period; and sight Department Chairman: Dr. Anton Postl reading of co,nmurtity songs and hymns, and Professors : Cummins, Post!, Thompson accompaniment material appropriate to the field Associate Professors: Brodersen, Evett, Landis, Walker Assistant Professors: Attia, Hiebert, Jaffer, Liedtke, Lov- of major interest. ell, Main, McCorkle, Morgali, Novak, Pennock, Rooth, Before student teaching, a qualifying exam­ Spring, Todd, Williams Instructors: Barnard, Blackburn, Corey, Hartvigson, Os­ ination reflects the profile of a student's profi­ borne, Sherwood, Smith ciency in performance, and helps to place him Graduate Assistants: Fruwirth, Nielsen, J. Smith in a student teaching assignment appropriate The Science and Mathematics Department for his growth. serves the institution in several distinct capaci­ A sertior comprehensive examination is taken ties and a number of different programs. Prob­ the last term before graduation. This summa­ ably foremost are its contributions to the gen­ rizes what he has learned in the field of meth­ eral education of students in the various pro­ ods and materials necessary for successful teach­ grams in Teacher Education and in the Liberal ing. Arts and Sciences. The department makes COLLEGE DEPARTMENTS / 55 equally imporl:ant contributions in giwng teach­ Physical Science-General Science ers at all levels the requisite background for Ch 101, 102, 103 or 201, 202, 203. General Chemistry ...... 12 their own teaching careers. In addition, it has a Ch 104, 105, 106. General Chemistry ...... 12 great involvement with students in programs of Biological Science ( One sequence to be se- lected) ...... 9 preprofessional education which vary in length Bi 101 102, 103. General Biology from only one year in very specialized areas to Bot 20 i, 202, 203. General Botany Z 201, 202, 203. General Zoology those leading to a general studies degree either Ph 201, 202 203. General Physics ...... 12 completely from this institution or jointly with GS 351. E 1ements of Astronomy ...... 3 G 351. Elements of Geology ...... 3 a professional school. Ph 390. Basic Meteorology ...... 3 'I'he department is divided into three major Upper division electives in science ...... 18 Mth 101. College Algebra ...... 4 faculty groups of the biological sciences, the Mth 102. Trigonometry ...... 4 physical sciences, and mathematics. Each of Mth 200. Introduction to Differential and Integral Calculus ...... 4 these faculty groups is made up of very com­ petent and enthusiastic staff members whose Total quarter hours ...... 72 primary concern and interest is in working with students. Nearly all of them have in addition a Biology deep involvement in their respective fields Bot 201, 202, 203. General Botany ...... 9 Z 201, 202, 203. General Zoology ...... 9 through participation in professional organiza­ Bi 374, 375, 376. Natural History of Oregon 9 tions and research. The faculty is also keenly Bot 331. Plant Physiology ...... 3 } Bot 371. Structure of Seed Plants ...... 3 l aware of the great opportunities of our geo­ -6 6 graphical setting and enrich their instruction or Z 3~:;;35 .... Human. Anatomy. & • Physi-.... with numerous field trips and local illustrations. 0 6 Z 326. Comparative Vertebrate Embryology 6 The rapid rate of growth of information and Bi 341. Genetics ...... 4 an even more rapidly moving technology pre­ Bi 446. Evolution (g) ...... 3 1Bi 460. Preparation of Biological Materials sent the problem of our relative involvement (g) ...... 4 in the areas of basic and applied knowledge. 47 The staff believes that its primary function is Ch 104, 105, 106. or Ch 204, 205 206. General Chemistry ...... 12 to acquaint students with the necessary basic Mth 100. futermediate Algebra ...... 4 foundations and principles which will enable Mth 101. College Algebra ...... 4 them to become, to a degree, scientifically and 20 mathematically intelligent, or at least literate, members of our contempomry society. They Total quarter hours ...... 67 surely should also become acquainted with Mathematics some of the contributions or applications of Math through 203 ...... 16-24 these fields to man's welfare and their back­ Two Terms Upper Division Algebra ...... 6 One term Upper Division Geometry ...... 3 ground should enable them to make these in­ Mth 492, 493 ...... 6 Approved Upper Division electives in Mathe- terpretations. matics ...... 9 Approved Upper Division in Mathematics or Science ...... 0-8

Science-Mathematics Programs for 51 Teacher Education Curricula Ph 201, 202, 203 ...... 12 There are four majors in the field of science­ 63 mathematics available for students preparing for secondary teaching. The courses making up Science Minors-Senior High School the program in each are listed. Devfations from Biological Science these programs or substitution of courses must Bot 201, 202, 203. General Botany ...... 9 be approved by the depa:rtrnent chairman. Z 201, 202, 203. General Zoology ...... 9 'Bi 460. Preparation of Biological Materials (g) ...... 4 Chemistry GS 441. Natural History ...... 3 Ch 204, 205, 206. General Chemistry ...... 12 Bi 341. Genetics ...... 3 Ch 312, 313. Quantitative Analysis ...... 8 Z 334, 335, or Bot 331, 332. Physiology and Ch 334, 335 336. Organic Chemistry ...... 12 Anatomy ...... 6 Ch 340. Elementary1 Physical Chemistry ...... 4 4 36 ~i3tt~· lr:~~~k,~ (~! ... :::::::::::::::::::::::::::::::::: 3 Mth 101. College Algebra ...... 4 41 Mth 102. Trigonometry ...... 4 Chemistry Mth 200. Introduction to Differential and Integral Calculus ...... 4 Ch 204, 205, 206. General Chemistry ...... 12 Ph 201, 202, 203. General Physics ...... 12 Ch 312, 313. Quantitative Analysis ...... 8 Upper division electives in science or mathe- Ch 334, 335, 336. Organic Chemistry ...... 12 matics ...... 3 Ch 340. Physical Chemistry ...... 4 27 36 Total quarter hours ...... 63 1 Bi 460 is the special secondary methods course. 56 I OREGON COLLEGE OF EDUCATION

Physical Science·General Science Mathematics Ch 104, 105, 106. General Chemistry ...... 12 Mathematics through Mth 200 ...... 8-21 Biological Science ( Biology, Botany or Zool- Mth 311 ...... 3 ogy. One sequence to be selected) ...... 9 At least two quarters of upper division work Ph 101, 102, 103. Essentials of Physics ...... 9 from Algebra, Geometry, and Number G 351. Elements of Geology ...... 3 Theory ...... 6 GS 351. Elements of Astronomy ...... 3 At least two quarters of applications from Ph 390. Basic Meteorology ...... 3 Computer Coding, Probability and Statistics 6 39 Approved electives in Mathematics ...... 0-13 36 Science Minors-Junior High Schools General Studies Curricula Combined Science and Mathematics The general studies program provides the op­ Biology Sequence ...... 9 portunity for a student to complete a broad Bi 101, 102, 103 Bot 201, 202, 203 based program suited to an individual's need and Z 201, 202, 203 interests. It is possible to complete either a Cb 104, 105, 106 or 204-206 ...... 12 Ph 101, 102, 103 ...... 9 program with a major in science-mathematics Earth Science Sequence or to include the ai-ea of science-mathematics as GS 351, G 351, Ph 390 ...... 9 a minor or a third field in the degree program. All programs are planned with the assistance 39 of a departmental adviser. Mathematics Major-72 quarter hours with a mininmm of Math through 201 ...... 8-l 6 Two Terms Upper Division Algebra ...... 6 36 quarter hours of upper division. One Term Upper Division Geometry ...... 3 Mth 491, 492 ...... 6 Minor-27 approved hours in science-mathemat­ U. D . Electives in Math ...... 8 ics with a minimum of 12 hours upper divi­ sion. 31 Third Field-18 approved hours in science­ mathematics. 70

Mathematics Minors-Junior High SOCIAL SCIENCE School-Senior High School Department Chairman: Dr. Paul Griffin Professors : Griffin, Brody, Chatham, Gallagher, Holmes, Elementary Algebra and Geometry Redbird Associate Professors : Amspoker, Anderson, Hill, Mackey, Math through 201 ...... 8-16 Singh One term upper division Algebra ...... 3 Assistant Professors: Bergman, Brandhorst, Carteri Co­ One term upper division Geometry ...... 3 troneo, Dortmund, Hess, Hirsch, C. Johnson ong, 6 Moran, Opager, Patterson, Pratton, Vanderford, Whjte r:ri;;J t~;e~··

Thus, using methods of empirical and schol­ Humanities arly research, the student of social science in­ Wr 121, 222, 414g ...... 9 Sp 111 or approved substitute ...... 3 vestigates the characteristics and interactions of Eng 104, 105, 106 ( any two) or people, and societies, and cultures in their so­ Eng 253, 254, 255 ( any two) 6 ( A total of six other hours from two of the cial and physical environments. He also exam­ following five sequences) ines the changes apparent in human relation­ Eng 101, 102, 1031 ships and the reinterpretation of relationships Eng 104, 105, 106 Eng 107, 108, 109 ...... 6 between present and past events. Basic social Eng 201, 202, 203 systems, institutions, and processes are explored, Eng 253, 254, 255 Eng 473g ...... 3 as well as the connections-concrete and subtle 3 _Jbetween individuals and institutions and ~~: !i~; o~--~~~--~:~~ .. :::::::::::::::::::::::::::::::::: 3 Approve Upper Division Elective ...... 3 among political, economic, and social institu­ 36 tions. 'Dhe Department of Social Science at Oregon 69 College of Educabion offers several programs of study leading to undergraduate and graduate degrees. The Department also cooperates with MINOR FOR ELEMENTARY EDUCATION ot:her departments of the College in carrying MAJORS on a number of special programs which prepare Minimum of 36 quarter hours including lower students for various academic and professional division work. This minor will meet the require­ careers. ment of an area of concentration for Elementary Education majors. Social Science Programs for Teacher Social Science History of the Pacific Northwest ...... 3 Education Curricula ~!s~ory of ~ United .S~a.tes ...... 9 The courses listed below constitute the teach­ 1s ory of estern Civilization ...... 9 0 9 ing major in social science at Oregon College of ~ fi';;1,f,.~Y o{ electives· from· the · fields· of· polit­ Education. DeV1iabions from this program or ical . scieh~e, sociology, anthropology, eco- nonucs, 1story, or geography ...... 6 substitution of couTses must be approved by 36 the department chairman. Major: Social Science General Studies Curricula Hs~ 10_1, 102, 103. History of Western Civil- ization ...... 9 The general studies program provides a stu­ Hst 201, 202, 203. History of the United States ...... 9 dent the opportunity to complete a broad based Hst 140. Introduction to History...... 3 program suited to an individual's needs and in­ Geog 105, 106, 107. Introductory Geography 9 PS 206. Introduction to Political Science .... 3 terests. It is possible to complete either a pro­ PS 301. National Government ...... 3 gram with a major in social science or to include PS 302. State and Local Government ...... 3 Ee 201, 202, 203. Principles of Economics .. 9 the area of soci~l science as a minor or a third Soc 307. Principles of Sociology ...... 3 field in the degree program. Soc 480. Cultural Anthropology ( g) ...... 3 Increasingly, correctional agencies and institu­ Electives in History ...... 3 Electives in Sociology ...... 6 tions are faced with the need for professionally educated personnel. Correction personnel's abil­ 63 ity to prevent and control crime and delinquency Social Science Minors-Junior High School­ and to improve rehabilitative programs, would Senior High School seem to be directly proportionate ro the degree Hst ~ql, 1Q2, 103. History of Western of education and skill they bring to their tasks. C1V1lization ...... 9 Hst 201, 202, 203. History of the United Usage of modem correctional administration States ...... 9 processes demands personnel knowledgeable Geog 105, 106, 107. Introductory Geography 9 Ee 201, 202, 203. Principles of Economics .. 9 about offender's treatment, retraining and the at­ Soc 307. Principles of Sociology ( and two tendant operations and serv,ices; pre-sentence in­ electives) ...... 9 PS 206. Introduction to Political Science ...... 3 vestigations; in'l'ake procedures; work release; PS 301. National Government ...... 3 presentation of cases; screening and classifica­ PS 302. State and Local Government ...... 3 tion; orientation procedures; counseling and 54 guidance; group therapy; case supervision; prog­ Combined Social Science Language Arts ress evaluation; pre-release preparation; parole Social Science planning; case referral, etc. Hst 101, 102, 103. History of Western In designing this curriculum professionals in C1 v1liza tion ...... 9 Hst 201, 202, 203. History of the United corrections in the Starte of Oregon have been States ...... 9 consulted. Reference has also been made to the Geog 105, 106, 107. Introductory Geography 9 PS 301, 302. American Governments .... 6 Report of the Committee on Personnel Standards 33 of the American Conectional Association and to 58 I OREGON COLLEGE OF EDUCATION the 1966 Report of the National Council on Major-Corrections Crime and DelJnquency for the Oregon State Minimum, 72 hours, 36 upper division Board of Control. History ...... 9 The curriculum rests on a broad base pro­ Hst 201, 202, 203. History of the United vided by the various disciplines of the Social States Science Department. The special courses in cor­ Political Science and Economics 9 rectional administration emphasize the applJca­ tion of the knowledge, procedures, and theories Geography ...... 18 States contributed by them. The skills and technical Geog 105, 106, 107, Introductory Geog- information needed by correctional workers are raphy ...... 9 Geog 221. Field Geography ...... 3 also covered. Successful completion of this cur­ Geog 240. Cartography ...... 3 riculum leads to a B.A. or B.S. in General Stud­ Geog 411, Cultural Geography (g) ...... 3 ies, Social Science-Corrections. Sociology and Anthropology ...... 36 All programs are planned with the assistance Soc 307, Principles of Sociology ...... 3 a Soc 338. Marriage and the Family ...... 3 of departmental adviser. Soc 416. Criminology and Delinquency (g) 3 Soc 437. Sociolo~ of Race Relations (g) 3 Major-72 quarter hours with a minimum of Soc 491. Corrections Processes ...... 3 36 quarter hours of upper division. Soc 492. Penology ...... 3 Soc 493. Parole and Probation ...... 3 Minor-27 approved hours in social science SSc 407. Seminar ...... 3 SSc 409. Practicum ...... 12 with a minimum of 12 upper division. 72 Third Field-18 approved hours in socia•l sci­ Approved electives to be chosen in consultation ence. with the Department Chairman ...... 15-18 GRADUATE STUDY GRADUATE DEGREE PROGRAMS Oregon College of Education offers study ing degree is especially appropriate for class­ beyond the bachelor's degree leading to either room teachers who wish to develop depth in a the Master of Science in Education degree or particular area of subject matter. the Master of Arts in Teaching degree. Post­ Curricula are developed under each of the baccalaureate level students are screened and two master's degree programs which prepare admitted directly into the various graduate level teachers in the following areas: programs, each of which has appropriate ad­ Elementary Education missions standards and designated graduate faculty. Campus-wide standards for admissions, Childhood Education selection of faculty, and final examinations, are Junior High School Education established by the dean of faculty in accordance Secondary Education with recommendations of a faculty committee Humanities called the Committee on Graduate Study. Science-Mathematics Social Science OBJECTIVES OF IBE Educational Specialists GRADUATE STUDY PROGRAMS Deaf Education Extreme Learning Problems The objectives of the graduate program at Teaching the Mentally Retarded OCE are: Speech Correction To continue the professional preparation of Counseling teachers by expanding and intensifying their Supervision knowledge and understanding of students, of Socially and Educationally Disadvantaged subject matter, of school problems, and of effec­ tive teaching procedures. To provide opportunities for broad educa­ ADMISSION PROCEDURE tional and cultural experiences appropriate for All persons desiring to enroll at Oregon Col­ well-educated citizens. lege of Education for study at the graduate To offer opportunity for specialization in ( post baccalaureate) level in a planned pro­ depth in an academic area at the master's level. gram must complete application for admission To offer opportunity for specialization in an to the college by filing the following documents area of special education, e.g., teaching handi­ with the Director of Admissions: capped children, culturally disadvantaged, and Two completed Application for Admission children who have difficulty learning basic forms and payment of the required fee unless skills. said fee has been certified as waived. To exert leadership in research in the teach­ Two official transcripts from the institution ing-learning process. This objective is aug­ granting the bachelor's degree, and from each mented through the work of the Teaching Re­ graduate institution attended, if any, including search Division of the Oregon State System of the Division of Continuing Education, vali­ Higher Education located on the campus. dating all undergraduate and graduate credits To provide an opportunity for those in the and degrees earned. master's degree program also to complete cer­ tification requirements for public school teach­ Two completed Declaration of Intent forms ers. clearly stating the specific planned program the applicant desires to enter, if any. One unofficial photocopy of the current teach­ GRADUATE DEGREE PROGRAMS ing certificate held, if any; or a completed Oregon College of Education offers study be­ petition requesting waiver of the requirement yond the bacheor's degree for both elementary for holding a public school teaching certifi­ and secondary teachers which includes work cate if such is indicated and justifiable. leading to the degree of master of science in An official report of the applicant's perform­ education or master of arts in teaching. The ance on the Miller Analogies Test or Gradu­ master of science degree will appeal chiefly to ate Record Examination ( Verbal-Quantita­ teachers wishing to develop further competency tive Scores). If neither test has been taken in the fields of education and psychology or to prior to arrival on campus, one must be taken teachers at either level who plan to become ed­ the first time it is administered following the ucational specialists. The master of arts in teach- student's initial registration on campus. 59 60 / OREGON COLLEGE OF EDUCATION

Application forms and declaration of intent Admission by Transfer. A student who has forms may be secured from the registrar's of­ been admitted to regular graduate standing at fice. All documents become the property of the another accredited institution and who has com­ College and are nonreturnable. Responsibility pleted 12 or more quarter hours of course work for providing the Director of Admissions with acceptable in a master's degree program at that all required documents rests with the Student. institution with a GPA of 3.00 ( B) or better, The College reserves the right to deny credit may be considered for admission as a regular for course work completed before a student is graduate student at OCE. The course work officially admitted for graduate study. must have been completed within five years prior to the date of application, and at least Summer Session Students. Students who begin nine of the hours must have been taken concur­ working toward a planned program of gradu­ rently. Credits earned through extension courses ate study on campus in the summer session must are not applicable. At least 12 of the hours so file for admission as outlined above. Formal completed should be applicable ( but not neces­ application must be completed and the student sarily included ) in the student's planned pro­ admitted for graduate study before the end of gram of study for the master's degree. Admis­ the fourth week of the session. Failure to com­ sion by transfer ~f graduate credit shall be by plete admission may result in the denial of ap­ special petition to the Director of Graduate plication of graduate credit at Oregon College Programs. of Education for the course completed. Planning of Program and Assigning of Ad­ viser. Following the student's admission to the CLASSIFICATION OF GRADUATE College by the Director of Admissions as a regu­ lar graduate student the Director of Graduate STUDENTS Programs will, subject to consultation with a designated adviser, evaluate the student's rec­ The college Director of Admissions classifies ords for determination of eligibility for entering eligible students on the basis of their undergrad­ a specified program and formulate a program of uate grade point average (GPA) and Declara­ study. tion of Intent. Qualified students who declare In the event the student is attempting to that their intent is to seek a master's degree complete some aspect of certification as a part are classified either as regular graduate students of his planned master's degree program, such or probationary graduate students. Qualified stu­ must have been clearly stated on his Declara­ dents who declare that their intent is to com­ tion of Intent. In tl1is event his original program plete requirements for teacher certification at must be endorsed by the Director of Teacher Oregon College of Education through a planned Education indicating the teaching norms that non-degree graduate program are classed as will be met upon satisfactory completion of the special graduate students. program as listed at the time of endorsement. All other eligible graduate students are desig­ nated unclassified graduate students following Admission to Candidacy for a Master's De­ minimum application procedures as outlined gree. Admission to the College as a regular for these particular students. graduate student does not constitute acceptance into actual candidacy for a particular master's degree. Classification as a regular graduate stu­ Regular Graduate Students dent means only that the student has met mini­ mum standards for admission into a program A student will be admitted as a regular gradu­ leading to candidacy for the master's degree. ate student who ( 1) states that his objective is After being admitted to the college as a regular to complete a planned program leading to a student, each student must apply to the Director master's degree, (2) holds a bachelor's de­ of Graduate Programs for admission to candi­ gree from a four-year accredited institution dacy in a particular degree program. as defined by the American Association of Admission to candidacy is detern1ined by the Collegiate Registrars and Admissions Officers, Director of Graduate Programs on the basis of ( 3) has a grade point average of 2. 75 recommendation by the Committee on Graduate ( C = 2.0) or better for all undergraduate Study and the student's academic adviser. The courses attempted in his bachelor's degree pro­ academic adviser and the Committee on Gradu­ gram or has satisfactorily completed graduate ate Study base their recommendations on evi­ work as provided below, and ( 4) holds or is dence of each student's professional academic eligible to hold a valid teaching certificate un­ competency in accordance with eligibility cri­ less such has been waived by petition. teria established for each program. GRADUATE STUDY / 61

A regular graduate student will be considered complete any additional requirements recom­ for admission to candidacy for a master's de­ mended by his adviser and by the Committee gree when he has taken the following action. on Graduate Study before completing the final evaluative procedures for graduation. Filed with the Director of Graduate Programs the fallowing documents: Denial of Admission to Candidacy for a A completed Application for Admission to Master's Degree. Regular graduate students Candidacy. The application form may be se­ who are denied admission to candidacy for a cured from the Director's office and should be master's degree will not be allowed to continue filed early in the term in which all require­ graduate study as regular or probationary stu­ ments for admission to candidacy are ex­ dents. They may be reclassified as special grad­ pected to be completed. uate students or unclassified graduate students by petition to the Dean of Faculty. Change in The original copy of his official planned pro­ classification from regular graduate status to gram for the master's degree. Forms and special graduate status will be made only on procedures for developing a planned program the recommendation of both the Director of are determined by the Director of Graduate Graduate Programs and the Director of Teacher Programs. Education. Stat·)nents regarding his compentency for Course work completed in a planned pro­ graduate study from each of three OCE fac­ gram leading to a master's degree is not auto­ ulty members with whom graduate course matically transferable into a planned non-degree work has most recently been completed. It is program. Also, once having been accepted as a the responsibility of the student to insure that candidate for a master's degree, a student who these forms are on file with the Director of requests reclassification as a special graduate Graduate Programs. Forms should be ob­ student is not automatically acceptable as a can­ tained from the office of the Director at the didate for a planned non-degree program. tin1e the candidate enrolls on campus for the first time as a full-time student ( 9 concm­ rent hours or more) . Probationary Graduate Students An official record of performance on either the Miller Analogies Test or the Graduate A student will be admitted as a proba­ Record Examination ( Verbal-Quantitative tionary graduate student who states that he Scores). Normally, these official records are intends to complete a planned program lead­ provided by the student at the time he ap­ ing to a master's degree but who does not plies for admission to the College, and are meet the standard for admission as a regu­ required by the student's academic adviser lar graduate student for either of the fol­ at the time when the planned program is lowing reasons: ( 1 ) his bachelor's degree being developed. was awarded by an institution not included Completed not less than 12 quarter hours on in the list of accredited four-year institu­ campus in his planned program with at least 9 tions accepted by the Director of Admis­ of those hours having been taken concurrently. sions, or ( 2) his GPA is between 2.25 and 2. 7 4 It is recommended that these 12 hours be sched­ for all undergraduate courses attempted in his uled in two different areas when at all possible. bachelor's degree program. Admission as a pro­ bationary graduate student permits the student Maintained a GPA of 3.0 (B) or better in all to begin his studies toward a master's degree graduate courses completed to the date of his but the College gives no assurance that credits being considered for admission to candidacy, earned by a student in this category will later and any upper-division courses completed in his be applied in a master's degree program. planned program. The accumulation of 9 quar­ Following the student's admission to the ter hours of C grade, or the equivalent, subse­ College by the Director of Admissions as a quent to his being classified as a regular gradu­ probationary graduate student the Director of ate student will result in the candidate being Graduate Programs will, subject to consultation dropped as a candidate for the master's degree. with a designated adviser, evaluate the stu­ Once having been admitted to candidacy for dent's records for determination of possible fu­ a master's degree, a student may not be dropped ture eligibility for entering a specified program, from that degree program for a period of five and formulate a program of study. years from date of admission except through In the event the student is attempting to academic failure without the approval of the complete some aspect of certification as a part Dean of Faculty. After five years, a candidate of his planned program such must be clearly must reapply for admission to candidacy and stated in his Declaration of Intent. In this event 62 / OREGON COLLEGE OF EDUCATION

his original program must be endorsed by the Special Graduate Students Director of Teacher Education indicating the norms that will be met upon satisfactory com­ A student will be admitted as a special grad­ pletion of the program as listed at the time of uate student who ( 1) states that his objective endorsement. is to complete a planned non-degree program ( but not to seek a master's degree), and ( 2) Application for Reclassification from Proba­ has been awarded a bachelor's degree from an tionary to Regular Graduate Standing. Before accredited four-year institution as defined by the being considered for admission to candidacy in Association of Collegiate Registrars and Ad­ a master's degree program, the probationary missions Officers. student must be reclassified as a regular gradu­ The Director of Teacher Education is re­ ate student. Reclassification to regular graduate sponsible for determining the eligibility of spe­ standing is obtained by petition to the Director cial graduate students for entrance into the ap­ of Graduate Programs who acts on the recom­ propriate non-degree graduate program, for the mendation of the Committee on Graduate approval of a planned program of study, and Study and the student's academic adviser. The for the assignment of an academic adviser. judgment is made on the basis of the following Admission to the College as a special gradu­ evidence: ate student does not constitute acceptance into a planned non-degree graduate program. Regu­ A completed petition form on file. lations governing application to specific planned non-degree graduate programs may be obtained Written evaluations of the student's perform­ from the office of the Director of Teacher Ed­ ance by at least three OCE faculty members ucation. under whose direction graduate credits have Students intending to complete requirements been earned while enrolled full time for a for certification and a planned non-degree pro­ regular term or Summer Session on campus. gram should refer to the section entitled "Non­ The course work must have been scheduled Degree Fifth-Year Programs." (Page ..... ) in two different areas if at all possible and Reclassification to Regular Graduate Status. approved prior to enrollment by the student's A special graduate student who wishes to adviser and the Director of Graduate Pro­ change his original intent and pursue a planned grams. Workshops, short courses, or related program of study leading to a master's degree special instructional offerings, which are us­ may do so by petitioning to the Director of ually taught during the Summer Session or Graduate Programs. The Registrar will reclassify off campus through the Division of Continu­ a student only with the approval of the Dean ing Education will not apply. The report of Faculty, and the Dean of Faculty will base forms must be given to the instructors at the his decision on recommendations from the Di­ beginning of the term. rector of Graduate Programs and the Commit­ Accumulative grade-point average of 3.0 tee on Graduate Study. Graduate credit earned ( B) or better in all courses attempted during as a special graduate student which the student the term as a full-time student on campus. wishes to apply toward a master's degree will Satisfactory performance on either the Miller be subject to the requirements of the program Analogies Test or the Graduate Record Exam­ selected. Items required and procedures fol­ ination (Verbal-Quantitative Scores). lowed will be similar to those for reclassifying probationary graduate students. Denial of Admission to the College as a Spe­ Removal from Master's Degree Program. cial Graduate Student. A student shall be denied admission to the College as a special graduate Probationary graduate students whose request student if he has not completed requirements for reclassification is denied will automatically for a bachelor's degree from an accredited become ineligible to become candidates for a four-year institution as defined by the American master's degree at Oregon College of Educa­ Association of Collegiate Registrars and Ad­ tion. They may be reclassified as special gradu­ missions Officers. ate students or unclassified graduate students Once having been admitted to a planned ,,by petition to the Dean of Faculty. Change in non-degree graduate program no student will be classification from probationary to special grad­ dropped from that program for a period of uate status will be made only on the recom­ five years except for reasons of academic failure mendations of both the Director of Graduate without the approval of the Dean of Faculty. Programs and the Director of Teacher Educa­ After five years, a candidate must reapply for tion. Course work completed in a probationary admission to a non-degree graduate program status is not automatically transferred into a and may be subject to completion of additional planned non-degree program. requirements if readmitted. GRADUATE STUDY / 63

Unclassified Graduate Students Teacher Education on the recommendation of the student's graduate adviser or the appropri­ Students whose objective is to continue their ate advisory committee and the Teacher Edu­ education at the graduate level but not to enroll cation Committee. in either a planned program leading to a mas­ ter's degree or to completion of teacher certifica­ tion requirements will be expected to provide GENERAL REGULATIONS the Director of Admissions with a completed Transfer of Graduate Credit. Upon favorable Declaration of Intent and evidence that they action by the Committee on Graduate Study, hold a bachelor's degree from a four-year col­ appropriate credit, not to exceed 15 quarter lege or university acceptable to the Director hours, may be applied from accredited institu­ of Admissions. tions and/ or the Oregon Division of Continuing On the basis of the above items eligible stu­ Education. Regardless of the number of credits dents will be admitted as unclassified graduate transferred, it is understood that the student will students. complete the courses specified as required in the The College will award graduate credit to program or approved courses of comparable unclassified graduate students for graduate content. No credit will be applied for courses courses completed at OCE during a regular taken through correspondence study. session or summer session. Courses completed through the Division of Continuing Education Hours to complete subsequent to admission which are designated as OCE extension courses to candidacy. Every student who has been ad­ also may be recorded on the permanent record mitted to candidacy for the master's degree must of the unclassified graduate student. complete at least 18 quarter hours of his offi­ cial program subsequent to the quarter in which Reclassification to Special, Probationary, or all requirements for admission were satisfac­ Regular Graduate Status. An unclassified grad­ torily completed. uate student who wishes to change his original intent and pursue a planned program of study Minimum GP A Requirement. In order to be leading to a master's degree may do so by peti­ admitted to, and/or retained in, the graduate tioning to the Director of Graduate Programs. program, a candidate must earn and maintain at The Registrar will reclassify a student only with all times an accumulative grade-point average the approval of the Dean of Faculty, and the of 3.00 ( B) in all graduate work completed, Dean of Faculty will base his decision on recom­ and in all upper-division courses included in the mendations from the Director of Graduate Pro­ approved master's degree program. A student grams and the Committee on Graduate Study. accumulating 9 quarter hours of C grades, or Normally, unclassified graduate students who lower, in graduate courses or upper-division request reclassification in order to pursue a courses included in the approved master's de­ master's degree, first will be classified as proba­ gree program will be dropped as a candidate for tionary graduate students and will be subject to the master's degree. A grade of Dis not applica­ the regulations outlined above pertaining to pro­ ble in the program and requires special atten­ bationary graduate students. In addition, any tion by the Committee on Graduate Study to graduate credit earned as an unclassified grad­ determine the candidate's future status. uate student which the student wishes to apply Minimum Residence Requirement. A mini­ toward a master's degree will be subject to the mum of 30 quarter hours of the official master's same regulations governing transfer of graduate degree program must be earned in residence credit earned at other institutions. with at least 9 being taken concurrently. Unclassified graduate students who wish to change their Declaration of Intent and com­ Undergraduate Enrollment in Graduate plete requirements for a teaching certificate may Courses. A student within 12 quarter hours ( not do so by petitioning to the Director of Teacher including student teaching) of completing all Education. The Registrar will reclassify such requirements for the bachelor's degree may peti­ students as special graduate students only with tion to enroll in approved courses to be resen>ed the approval of the Dean of Faculty. The Dean for later application to a master's degree pro­ of Faculty will base his decision on the recom­ gram. Not more than a total of 12 quarter hours mendation of the Director of Teacher Education of such excess credits may be applied in a pro­ and the Teacher Education Committee. Courses gram except in the case of teaching interns who completed while a student is an unclassified may petition and enroll any time during their graduate student are not automatically applica­ senior year. ble to a planned non-degree graduate program. Those seeking graduate credit in 400( G) or The determination of acceptable completed ( g) courses are expected to perform at a level course work shall be made by the Director of of academic competence considerably above that 64 / OREGON COLLEGE OF EDUCATION expected of undergraduates, both in quality of for students planning to work toward the doc­ work and in the acquisition of knowledge re­ torate. Any student interested in writing a thesis lated to the course. They are expected to seek or field study report must contact the Direc­ additional conferences with their instructors tor of Graduate Programs for necessary in­ early in the term to determine the specific re­ formation as to procedures to be followed. quirements and standards to which they will be Final Evaluation Procedures. Each candidate held. The regular procedures and deadlines for must complete satisfactorily all evaluation pro­ course changes apply in the case of students cedures established for his program. Normally seeking, or withdrawing from graduate credit. a candidate will not be permitted to take final Maximum Load. The maximum load for comprehensive examinations during the term in graduate students is 16 quarter hours in a regu­ which he completes all requirements for official lar term and 13 quarter hours in an eight-week admission to candidacy for the master's degree. summer session of graduate courses or any com­ The evaluative procedures may be written or bination of graduate and undergraduate courses oral, or both, as determined by the Committee unless a petition to carry an overload has been on Graduate Study. If final written comprehen­ approved by the Director of Graduate Programs sive and/or oral examinations are required they during the week of registration. cannot be taken until the candidate has com­ pleted all course work or is actually enrolled in Tuition and Fees. Graduate students shall pay tl1e final course or courses. The examinations will tuition and fees as set forth in the current cata­ be offered only in April and in July of each log. year. Each candidate must have on file witl1 the Director of Graduate Programs an Application Joint Campus Enrollment. The State Board for the Master's Degree, which will be consid­ of Higher Education has approved registration ered as the application to take the final compre­ procedures which will permit graduate students hensive examinations. This form is obtained enrolled at Oregon College of Education, the from the office of the Director of Graduate Pro­ University of Oregon and Oregon State Univer­ grams and must be filed prior to April 1 for the sity to take full advantage of the unique April examination and prior to July 1 for the strengths of the three institutions, including July examination. A candidate choosing to write courses and seminars in specialized fields and a thesis may be required to complete satisfac­ the use of special laboratories, library collections torily a written examination, or an oral examin­ and research tools. ation over his research and course work, or both. Concurrent Enrollments. The State Board of Conferring of Degrees. The master's degree Higher Education has authorized concurrent will be officially conferred at the June com­ enrollments at various authorized institutions mencement subsequent to the completion of all and in courses offered by the Division of Con­ degree requirements. When a candidate suc­ tinuing Education with the understanding that cessfully completes all requirements for ilie mas­ the maximum charges shall not exceed the rate ter's degree but final courses are taken during of charge for a full-time student at Oregon the spring tem1 through ilie Division of Continu­ State University, the University of Oregon, and ing Education, ilie degree will not be officially Portland State College. Oregon College of Edu­ conferred until ilie June commencement of ilie cation graduate students interested in additional subsequent year. However, a certificate of suc­ information on concurrent or joint campus en­ cessful completion of the master's degree pro­ rollment should contact the Director of Gradu­ gram will be sent to such an individual. ate Programs. Time Limit. Only those courses and require­ MASTER OF SCIENCE ments completed within a period of five years IN EDUCATION prior to the actual completion of the program will apply. This includes all residence credit, all Elementary Curricula 1 applicable transfer credit, and required compre­ hensive examination. If a thesis or field study is The program for the degree of master of involved it must be accepted within this five­ science in education for elementary teachers year limit. However, credit earned between five consists of two curricula, ( 1 ) general elementary and seven years prior to the completion of the education, and ( 2) childhood education ( ages program may, in certain cases, be approved by 4-7). action of the committee on graduate study upon 1 Completion of a fifth year of preparation is not re­ petition. quired in Oregon by statute for certification of elemen­ tary classroom teachers. However, a student complet­ Thesis. The writing of a thesis is not required ing a master's degree program at Oregon College of Education will normally complete the standard norms for the master's degree, but it is recommended required for the Standard Teaching Certificate. GRADUATE STUDY / 65

General Elementary Education, This curricu­ greater concentration in the area of childhood lum consists of a required professional education education ( ages 4-7). The curriculum consists core of 18 quarter hours, a required general of a basic professional education core of 12 education core of 15 quarter hours, and ap­ quarter hours similar to that required in the proved courses to total a minimum of 45 quarter general elementary curriculum for graduate stu­ hours. Courses in the 400 numbers may usually dents; a specialized core in childhood education be taken by either undergraduate or graduate of 18 quarter hours; a general education core of students. When a student takes a 400 course as 9 quarter hours; and 6 quarter hours of ap­ graduate work, it is his responsibility to verify proved electives for a minimum total of 45 the graduate standing of that particular course hours. and to make certain that his registration carries the proper designation of G or g as the case The Basic Professional Education Core consists may be. of: Ed 512. Research Procedures in Education .. 3 Ed 513. Evaluation of Classroom Instruction} The Professional Education Core consists of 18 m 3 quarter hours as follows: Ed 518. Public and Professional Relations Ed 512. Research Procedures in Education.... 3 Ed 546. Philosophy of Education ...... 3 Ed 513. Evaluation of Classroom Instruction .. 3 Psy 460G. Developmental Psychology: Infancy Ed 518. Public and Professional Relations ... . 3 and Childhood ...... 3 Ed 546. Philosophy of Education ...... 3 Ed 553. Elementary School 12 Curriculum } The Specialized Core consists of: or as approved 3 Ed 451G. Preprimary Education ...... 3 Ed 566. Curriculum Construc- Ed 452G. Creative Arts in Childhood ...... 3 tion. 'Ed 519 and 520. Childhood Education Psy 460G. Developmental Psy: j (6 hrs. each) ...... 12 Infancy and Childhood, 18 or Psy 461G. Developmental Psy: as approved 3 Adolescence and Ma- The General Education Core consists of: turity, or SSc 511. Contemporary Developments in the Psy 520. Psy of Learning Social Sciences ...... 3 Hum 511. Contemporary Developments in 18 the Humanities ...... 3 GS 511. Contemporary Developments in the The General Education Core consists of 15 Sciences and Mathematics ...... 3 quarter hours as follows: 9 Two courses selected from the following to Electives: represent two of the three general education Electives in education or psychology, or an ap- proved pattern of courses ...... 6 areas: A minimum of 45 hours is required for the SSc 511. Contemporary Developments in program. the Social Sciences ...... 3 Hum 511. Contemporary Developments in the Humaruties ...... 3 GS 511. Contemporary Developments in Secondary Curricula Science and Mathematics ...... 3 The graduate program for the degree of mas­ 6 of 9 6 and a 9-term hour block of approved courses ter of science in education for secondary teach­ in the third area ...... 9 ers consists of several different curricula based 15 on the candidate's selected teaching area and ( Note: If humanities is selected for the 9-hour block, certification requirements. Each curriculum con­ Hum 5111 may apply· if science-mathematics is selected, sists of a required professional education core GS 511 probably will not apply. If social science is se­ lected SSc 511 may apply. The contemporary develop­ of from 18 to 24 graduate quarter hours includ­ ments courses are required in the two areas not selected ing 12 quarter hours of specified courses and for the block. The student should deterniine with the chairman of the appropriate department the courses from 6 to 12 quarter hours of electives as ap­ that will constitute his particular 9-hour block and in­ proved by the chairman of the department of form the Director of Graduate Programs as to those courses.) education-psychology; and a selected teaching area chosen from one of those listed below, and Electives. The remaining 12 quarter hours consisting of from 21 to 27 required and ap­ shall be completed in approved electives in proved graduate quarter hours as approved by either professional or general education in light the designated adviser. A minimum of 45 quar­ of the candidate's individual needs and possible ter hours is required in the program. Courses in requirements for certification. A minimum of 45 the 400 numbers may usually be taken by either quarter hours is required for the program. 1 Courses applicable to the basic norm requirements Childhood Education ( Ages 4-7). This cur­ for librarians may be included as 6 of the 9-hour block and as the 12 hours of electives. For list of those courses riculum is designed to meet the needs of teach­ see following under secondary humanities. ers in the elementary schools who wish to ex­ • These two 6-quarter-hour-courses, Ed 519 and Ed 520, are offered singly in alternate summer sessions tend their professional competency through only. 66 I OREGON COLLEGE OF EDUCATION undergraduate or graduate students. When a humanities core as a part of the master's degree student takes a 400 course as graduate work it program will depend on the needs of the par­ is his responsibility to verify the graduate stand­ ticular individual and approval by the desig­ ing of that particular course and to make certain nated adviser. that his registration carries the proper designa­ Education courses, not applicable in humanities core: tion of G or g as the case may be. Ed 389. Reading and Telling Children's Stories 3 (not applicable in M.S. program) Ed 435G. Educational Media and Materials.... 3 The Professional Education Core common to all curricula consists of: 6 Ed 512. Research Procedures in Education...... 3 Library courses applicable in humanities core when Ed 546. Philosophy of Education -···-··········· 3 approved: Ed 522. Secondary School Lib480g. Children's Literature ...... 3 Curriculum Lib 483g. Book Selection and Reference or l Materials ...... 3 Ed 566. Curriculum Construc- Lib484g. School Library Administration ...... 3 tion as approved 3 Lib 486g. Introduction to Cataloging and or Classification ...... 3 Ed 571. Junior High School Lib489g. Literature for Adolescents ...... 3 Curriculum Psy 460G. Developmental Psy­ 15 chology: Infancy and Childhood or as approved 3 Psy 461G. Developmental Psy­ Science-Mathematics. The selected area consists chology: Adolescence of one of the following: and Maturity or MATHEMATICS: (one curriculum to be selected) Psy 520. Psychology of Learning Education and/or psychology courses as Junior High School approved ...... 6-12 Pre Algebra and General Mathematics 18-24 Mth 49l~e~~~~~s ~~~~.~~~.~.:.~.~.~.~.~~~~'.:. 6 Approved courses with at least 9 hours in The selected teaching core consists of a mini­ mathematics ...... •...... •.... 15-21 mum of 21 graduate quarter hours in a single Total quarter hours ...... 21-27 teaching area, to be selected from one of those listed below. The actual courses required for Elementary Algebra and Geometry each student shall be selected under guidance Mth 49l~e!~~!f~ryMf:~h:r~c~.. ~.~~················ 6 of the designated adviser subject to individual Approved courses with at least 9 hours in mathematics ...... 15-21 needs and certification requirements to be met. This may necessitate the substitution of courses Total quarter hours ...... 21-27 other than those specifically listed. A minimum of 45 quarter hours is required Senior High School for each Master's degree program. Elementary Algebra and Geometry

Mth 49lte!~~!f~ryMf!~heai~ .. :.~~ ...... 6 Humanities Approved courses with at least 9 hours in mathematics ...... 15-21 Both Junior and Senior High School Total quarter hours ...... 21-27 Literature, Writing, and Language Advanced Mathematics Mth 410g. Foundations of Mathematics ...... 3 Mth 443g. Abstract Algebra ...... 3 En~rfj~J~ 3 Mth 415g. Modem Geometry ...... 3 ~.~!~~.. .~~.~~.~ ..~~ .. ~~~~.~~'.:...... Approved courses with at least 9 hours in Enlit..~!!tr!48g,. 449g.... . Major . Figures. in .... . 6-9 mathematics ...... 12-18 Enli!~:~:67g,. 468g. ... Study of.Ideas .in···· 3--6 Total quarter hours ...... 21-27

::~slit: ~:~e:tu:e:c~:~:a:mar. and 3 48 SCIENCE: ( One curriculum to be selected) literature ·------··············· ..··· •••u• ..• · ···· - · · · · · 3 Approved courses in humanities ...... 3-9 Junior High School Total quarter hours ...... 21-27 General Science Bi 446g. Evolution ...... 3 Bi 460g. Preparation of Biological Materials 4 School Librarian G 450g. Rocks and Minerals ...... 3 Completion of the following 21 quarter hours G 453f" Geology of the Pacific Northwest.. . . 3 GS 41 g. History of Science ...... 3 of course-work will meet the basic norm require­ Approved courses with at least 5 hours in ment for a school librarian. The number of science and/ or mathematics ...... 5-11 courses that may be combined with the above Total quarter hours ...... 21-27 GRADUATE STUDY / 67

Senior High School CURRICULA FOR EDUCATIONAL Biology SPECIALISTS Bi 412g. General Microbiology ...... 4 GS 541. Bioecology ...... 3 These curricula are designed to enable teach­ Bi 458g. Field Biology •...... 3 Z 451g. Invertebrate Zoology ...... 4 ers who desire to become educational specialists GS 411g. History of Science ...... 3 to complete a master's degree program which in­ Approved courses with at least 4 hours in biology ...... 4-10 cludes the course requirements for the norms. Some candidates may complete all requirements Total quarter hours ...... 21-27 for the selected basic subject norm and the master's degree but fall short of completing all Chemistry requirements for the standard norm in the se­ Ch 561. Advanced Inorganic Chemistry .... 3 Ch 520. Advanced Analytical Chemistry .... 3 lected area of specialization. Ultimately, for cer­ Ch 530. Advanced Organic Chemistry ...... 3 tification purposes, educational specialists must GS 411g. History of Science ...... 3 Approved courses with at least 9 hours in complete all course requirements for the stand­ chemistry ...... 9-15 ard norm in the area of specialization. Total quarter hours ...... 21-27 Establishing a Program of Study. Students who have little or no undergraduate work in Physical Science the selected field may be required to complete Ch 561. Advanced Inorganic Chemistry0 • • 3 Ch 530. Advanced Organic Chemistry• ... . 3 additional hours in order to clear certain under­ Ph 581, 582. Modem Physics ...... 6 GS 411g. History of Science ...... 3 graduate deficiencies. Each curriculum requires Approved courses with at least 6 hours in completion of a professional education core con­ physical science ...... 6-12 sisting of 9 quarter hours of approved courses Total quarter hours ...... 21-27 and a specialized core of not less than 36 quar­ ter hours in the selected area for a master's de­ General Science gree program total of not less than 45 quarter Bi 446g. Evolution ...... 3 hours. Each candidate's program shall be de­ Bi 460g. Preparation of Biological Materials 4 G 450g. Rocks and Minerals ...... 3 termined by the designated adviser in terms of G 453g. Geology of the Pacific Northwest .. 3 the student's needs, interests, and certifi­ GS 411g. History of Science ...... 3 Approved courses with at least 5 hours in cation requirements. Deviation from the offi­ science and/ or mathematics ...... 5-11 cially approved program of study may be Total quarter hours ...... '...... 21-27 made only when approved by the above indi­ viduals and filed in writing with the Director of Graduate Programs. Social Science ( one curriculum to be selected) Admission to Candidacy for the Master's De­ gree. Candidates must observe the regulations Both Junior and Senior High School concerning admission, retention, completion, as American History required for all graduate programs and listed Historiography ...... 3 previously under "General Regulations." Seminar in American History ...... 3 Graduate Courses in American History ...... 15-21 Application of Transfer and Previously Com­ Total quarter hours ...... 21-27 pleted Courses. Courses listed below in the vari­ ous basic and standard norms, or comparable World History courses, that have been satisfactorily completed in the recent past may apply to the appropriate ~,;.?,,~~!P.Wo;id·H~.t~·IY·:::::::::::::::::::::::::::::::::: ~ Graduate courses in World History ...... 15-21 norm when so approved by the director of that program. However, application of such courses Total quarter hours ...... 21-27 in the master's degree program will be gov­ erned by the regulations applying to "transfer Geography ( approved courses from the following) credit" and "time limit" as stated previously in Geog 411g, 412g. Cultural Geography •...... 3-6 Geog 416g, 417g, 418g. Advanced Economic the "General Regulations." Geography ...... 3-6 Geog 425g. Geography of Conservation ...... 3 Geog 426g. Geography of Europe ...... 3 TEACHERS OF THE DEAF Geog 427g. Geography of the Soviet Union .. 3 Geog 429g. Geography of North America ...... 3 This program serves the dual purpose of Geog 432g. Geography of Africa ...... 3 Geog 450g. Geography of Asia ...... 3 fully preparing teachers of the deaf and at the Geog 461g. Geography of South America ...... 3 same time qualifying them for a master of sci­ Geog 463g. Geography of Middle America .... 3 ence in education degree. It is conducted by Total quarter hours required ...... 21-27 Oregon College of Education in cooperation 0 Students lacking undergraduate prerequisites may with the Oregon State School for the Deaf and have other courses substituted by the designated adviser. selected day-schools for the deaf. 68 I OREGON COLLEGE OF EDUCATION

The master's degree program consists of the Psy 523. General Intelligence Testing ...... 3 Ed 509. Practicum: Remedial Reading' ...... 6 following courses. Ed 597. Psychology of Reading ...... 3 Professional Education Core Total quarter hours ...... 24 Ed 512. Research Procedures in Education ... . 3 Standard Norm Courses Ed 546. Philosophy of Education ...... 3 Sp 480g. Speech Pathology ...... 3 Psy 460G, 461G, or 520 as approved ...... 3 Sp 487g. Audiology ...... 3 Ed 464G. The Mentally Retarded Child ...... 3 Total quarter hours ...... 9 Ed 469G. Teaching Reading in Secondary Schools ...... 3 Specialized Core in Teaching the Deaf Ed 487G. Counseling Techniques ...... 3 Sp 487g, 488g, 489g. Audiology ...... 10 Ed 509. Practicum: Basic Skills' ...... 3 Ed 507. Seminar: Student Teaching ...... 3 Ed 585. Administration of Special Education.. 3 Ed 509. Practicum: The Deaf ...... 9 Ed 539. Directed Observation of the Deaf ... . 3 Total quarter hours ...... 21 Ed 541. Teaching School Subjects to the Deaf 3 Ed 542. Teaching Elementary School TEACHING THE MENTALLY RETARDED Subjects to the Deaf l or 3 Ed 543. Teaching Secondary School Students wishing to qualify for the master of Subjects to the deaf science in education degree with specialization Ed 556. Teaching Language to the Deaf, Introduction ...... 5 in teaching the mentally retarded must complete Ed 557. Teaching Language to the Deaf, a program of not less than 45 quarter hours Advanced ...... 4 Ed 578. Teaching Speech to the Deaf, consisting of 9 quarter hours of approved Introduction ...... 4 courses in professional education and a mini­ Ed 579. Teaching Speech to the Deaf, Advanced ...... 5 mum of 36 quarter hours pertaining to teaching Ed 584. Orientation to the Deaf and Hard the mentally retarded as listed. of Hearing ...... 3 Total quarter hours ...... 52 Professional Education Core Ed 512. Research Procedures in Education .... 3 Admission to candidacy and successful com­ Ed 546. Philosophy of Education ...... 3 pletion of the required 9 quarter hours of pro­ Psy 460G, 461G, or 520, as approved ...... 3 fessional education and 52 quarter hours of spe­ Total quarter hours ...... 9 cialized education along with any prescribed Specialized Core in Mental Retardation testing program will qualify the graduate for certificate A of the Conference of Executives of The specialized core shall consist of the 12 American Schools for the Deaf and the degree hours required for the basic norm in teaching of Master of Science in Education. the mentally retarded plus additional approved courses from those listed for the standard norm for a total of not less than 36 quarter hours. EXTREME LEARNING PROBLEMS Basic Norm Courses Ed449G. Arts and Crafts for the Mentally Retarded ...... 3 A candidate in this area must have met the Ed464G. The Mentally Retarded Child ...... 3 requirements for the basic general elementary Ed 489G. Curriculum for the Mentally Retarded ...... 3 norm or hold an appropriate Oregon Elementary Ed 509. Practicum: The Mentally Retarded Teaching Certificate issued prior to October 15, Chlld ...... 3 1965. Total quarter hours ...... 12 The master's degree program consists of not less than 45 quarter hours: Standard Norm Courses Ed 424G. Measurement in Education ...... 3 Ed 463G. The Maladjusted Child ...... 3 Professional Education Core Ed 465G. Diagnostic and Remedial Tech- Ed 512. Research Procedures in Education .... 3 niques in the Basic Skills ...... 3 Ed 546. Philosophy of Education ...... 3 Ed 4 70G. Education of the Exceptional Child 3 Psy 460G, 461G, as approved ...... 3 Psy 523G.. General Intelligence Testing ...... 3 Ed 487 Counseling Techniques ...... 3 Total quarter hours ...... 9 Sp 480g. Speech Pathology ...... 3 Psy 524. Individual Intelligence Testing ...... 3 Specialized Core in Extereme Learning Total quarter hours ...... 24 Problems The specialized core consists of the 24 quarter SPEECH CORRECTION hours listed below for the basic norm plus not Students wishing to qualify for the master of less than 12 quarter hours approved from the science in education degree with specialization courses listed for the standard norm. in speech pathology and audiology must com­ Basic Norm Courses plete a program consisting of 9 quarter hours Ed463G. The Maladjusted Child ...... 3 of approved courses in education and a mini­ Ed465G. Diagnostic and Remedial Tech- ni~ues in the Basic Skills' ...... 3 mum of 36 quarter hours of courses in speech Ed468G. Diagnostic and Remedial Tech- . . R d" 1 3 1 Must be completed on Oregon College of Education Ed 470G. Ea~';,"ati~n it t:hegE~~eptioo;.-U:hiia 3 campus. GRADUATE STUDY / 69

pathology and audiology. The required number Basic Norm in Counseling of specialized courses in speech pathology and Ed 485G. Principles and Practices of Guidance Services ...... 3 audiology shall consist of 28 hours required for Ed 486G. Occupational and Educational the basic norm in speech correction along with Information ...... 3 9 or more hours of courses approved from those ~i i~~~- Se~~~d~e;'Jch~~hniquels ...... 3 listed for the standard norm. In most instances Curriculum or the program will exceed the minimum 36 hours Ed 553. Elementary School as approved 3 of specialized courses since it will be planned to Curriculum or help the candidate meet the clinical competency Ed 571. Junior High School requirements of the American Speech and Hear­ Curriculum Ed 424G. Measurement in Education ...... 3 ing Association. The candidate must hold, or be Ed 509. Practicum: Counseling ...... 6 eligible to hold, an Oregon Basic Teaching Cer­ Additional related courses as approved ...... 15 tificate, or its equivalent. For waiver of this re­ ""76 quirement a petition must be approved as out­ Total quarter hours ...... ~ lined in the section entitled "General Regula­ EDUCATIONAL MEDIA SPECIALIST tions." Minimum course requirements are as Oregon College of Education offers a master's follows: degree program for the educational media spe­ Required as a part of the basic norm in speech cialist. Students may complete a program com­ correction but not applicable in the master's posed of a professional education core of 9 degree program. quarter hours, and a media specialist core of 21 Sp 370. Phonetics ...... 3 quartei: hours which relates 'to the nationally recommended standai:ds for school media pro­ Total quarter hours ...... 3 grams. Additional approved courses, for a total Professional Education Core of not less than 45 hours, will permit specializa­ tion in production or administration at various Ed 512. Research Procedures in Education .... 3 Ed 546. Philosophy of Education ...... 3 levels of organizational programs. Psy 460G, or 461G, or 520 as approved ...... 3 SUPERVISION Total quarter hours ...... 9 The following courses provide for the com­ Specialized Core in Speech Correction pletion of the supervisor's norm. They may be incorporated into one of the elementary or sec­ Basic Norm Courses Sp 4 78g. Diagnostic Methods in Speech ondary options for the degree of Master of Pathology and Audiology ...... 3 Science in Education. It will be necessary in Sp 480g. Speech Pathology ...... 3 Sp 481g, or 482g, or 483g. Speech Pathology, some cases and often desirable for the candidate as approved ...... 6 to strengthen his preparation in the area and/or Sp 484g, 485g, 486g. Clinical Speech Therapy 6 Sp 487g, 488g, 489g. Audiology ...... 10 level in which he intends to specialize. Basic Norm Courses Total quarter hours ...... 28 Ed 512. Research Procedures in Education .... 3 Standard Norm Courses Ed 522. Secondary School Curriculum Sp 481g, or 482g, or 483g. Speech Pathology, l Ed 553. Elementary School as approved 3 3 Curriculum Psy 594. P!ych~~~';/~f ·c~-;;;;;~;;;;i·~~tio;;··:::::::: 3 Ed 571. Junior High School Psy 523. General Intelligence Testing ...... 3 Curriculum Ed 4 70G. Education of the Exceptional Child 3 Ed 574. School Supervision ...... 3 Ed 507. Seminar: Medical Aspects of Speech and Hearing ...... 4 Minimum Total quarter hours required Ed 509. Practicum: Speech Pathology ...... 4 for norm ...... 9 Ed 509. Practicum: Audiology ...... 4 Standard Norm Total quarter hours ...... 24 Course work applicable for the standard COUNSELING norm must be completed subsequent to earning the master's degree. Not less than 12 of the Oregon College of Education offers the hours listed below must be completed through courses necessary to meet the basic norm in campus registration including all practicums. counseling. Teachers may complete a master's degree program composed of a professional Standard Norm Courses Ed 424G. Measurement in education core, basic norm in counseling, and Education l additional approved courses for a total of not or as approved 3 Psy 515. Statistical Methods in less than 45 quarter hours. Education and 10 Professional Education Core Ed 443G. PG~~~~ fr'ocess ...... 3 Ed 512. Research Procedures in Education ... . 3 Ed 457G. Recent Educational Trends Ed 546. Philosophy of Education ...... 3 and Problems ...... 3 Psy 460G, or 461G, or 520 as approved part Ed 487G. Counseling Techniques ...... 3 of basic norm ...... 3 Ed 513. Evaluation of Classroom Instruction.. 3 Six hours of supervision seminar and practicum 6 Total quarter hours ...... 9 Minimum Total quarter hours required ...... ~ 70 / OREGON COLLEGE OF EDUCATION

Supervisors in the program expected Ed 597. P~chology of Reading ...... 3 will be Eng 576. The Teaching of English as a to take at least 3 hours of practicum in super­ Second Language ...... 3 visory skills and techniques. Individuals special­ 12 izing in content areas will be required to extend practicum experiences in their area of special­ At least 12 hours of approved courses from the ization. following: Psy 423G. Case Study Procedures ...... 3 Psy 436G. Character and Personality ...... 3 Psy 450G. Abnormal Psychology ...... 3 SOCIALLY AND EDUCATIONALLY Psy 472G. Individual Differences ···············--· 3 Psy 515-516. Statistical Methods in DISADVANTAGED Education and Psychology ······--·---·· 3 Psy 519. Research Studies in Child This program of study is designed to provide: Development ...... 3 Psy 520. Psychology of Learning ...... 3 1. Specialized preparation at the graduate Ed 443G. Group Process ·····················-····--···· 3 level for teachers who wish to extend their pro­ fessional competence through greater concen­ 12 tration on the study of the socially and educa­ 45 tionally disadvantaged. 2. Specialized preparation at the graduate MASTER OF ARTS IN TEACHING level for professional workers whose work ob­ jective requires knowledge about the socially The Master of Arts in Teaching degree at and educationally disadvantaged individual but Oregon College of Education is designed pri­ does not require certification as a teacher. ( Such marily for those secondary teachers whose ob­ individuals petition the Committee on Graduate jective is the development of exceptional com­ Study for waiver of the requirement for holding petence in classroom teaching in one of the sub­ a teaching certificate). ject fields for which the college has been author­ The master's degree program consists of not ized. Those planning to specialize in elementary less than 45 quarter hours: teaching or some type of specialized educational service will normally complete a program lead­ Professional Education Core ing to the degree of Master of Science in Educa­ Ed 512. Research Procedures in Education .... 3 3 tion. Regulations governing admission, reten­ ~! ~tt·G. p~~!~fi;m~~t!iduPs;~oln ·················· tion, completion and other aspects of the pro­ chology: Infancy and Childhood gram are the same as those for the master of or as approved 3 Science in Education degree program. See above Psy 461G. Developmental Psy- chology: Adolescence under "General Regulations." and Maturity 9 Field of Concentration Basic Core in Social Science. At least 12 quarter Secondary: Humanities, Science, Mathemat­ hours of approved courses from the following: ics, Social Science. Geog 411g. Cultural Geography ...... 3 Elementary: General Science, Language Arts Soc 416g. Criminology and Delinquency ...... 3 Soc 437g. Sociology of Race Relations ...... 3 and/or Social Science. Soc 480g. Cultural Anthropology ...... 3 Soc 490g. Educational Sociology ...... 3 Soc 492g. Penology ·················--·······-············· 3 General Pattern of Programs Soc 493g. Parole and Probation ·····-··-·-······-···· 3 Soc 491g. Corrections Process ··········--·--········· 3 Completion of a minimum of 45 quarter SSc 513. Social Problems in American Democracy ...... 3 hours of approved courses apportioned as fol­ lows: At least 12 hours of approved courses from the 1. A minimum of 30 quarter hours in a following: planned program in one of the broad areas Soc 442g. The Culturally Disadvantaged ...... 3 RL414g. Conversational Spanish for Teachers 3 of subject matter of which at least 24 SSc ~44g. Adult Education Programs for hours must be designated as graduate the Disadvantaged ...... 3 SSc 448g. Pre-Vocational and Vocational credits. This portion of the total program Education for the Disadvantaged .... 3 is to be approved by the designated adviser Ed 465G. Diagnostic and Remedial Techniques in Basic Skills 3 in terms of the student's needs and certifi­ Ed 468G. Diagnostic and Remedial cation requirements. Techniques in Reading ...... 3 Ed 469G. Teaching Reading in the 2. Nine quarter hours in graduate level pro­ Secondary School ··················----····-· 3 fessional education courses approved by Ed 485G. Principles and Practices of Guidance Service ...... 3 the Director of Teacher Education in terms Ed 487G. Counseling Techniques ··········-·····-- 3 of the student's needs and certification re­ Ed 502. Summer Workshop for Teachers of Migrant and Disadvantaged Youth 3 quirements. GRADUATE STUDY / 71

The following courses are required: Science-Mathematics Ed 512. Research Procedures in Education ... . 3 Ed 546. Philosophy of Education ...... 3 MATHEMATICS (one to be selected) Psy 460G, or 461G, or 520, as approved ...... 3 Total quarter hours ...... 9 Elementary and Junior High School 3. Six quarter hours of courses approved by Pre-Algebra and General Mathematics the Director of Graduate Programs, only Mth 491'§-e!~!!~ry MT!~~i:'e~~c~-.~~.~-··············· 6 three of which may be in professional edu­ Approved courses with at least 9 hours in mathematics ...... cation. 24 Total quarter hours 30

Curricula Junior High School In addition to the above listed six quarter Elementary Algebra and Geometry hours of courses approved by the Director of Mth 4911[;-e!~~!~ry MT~~i:'e~~c~ ..~~~· ················ 6 Graduate Programs and nine quarter hours of Approved courses with at least 9 hours in graduate courses approved by the Director of mathematics ...... 24 Teacher Education the program shall include Tota! quarter hours 30 one of the following concentrations of not less than thirty quarter hours. Senior High School Elementary Algebra and Geometry Humanities Mth 4911[;-e! ~!~~ry MT!~~e~c~-.~~~· -·············· 6 Both Junior and Senior High School Approved courses with at least 9 hours in mathe1n atics -·-····················-··-······--· 24 Literature, Writing, and Language Total quarter hours ...... 30 Eng 446g. ~~i9r Theories of Literary Cnttc1sm ...... 3 Advanced Mathematics Eng 447g, 448g, 449g. Major Figures of Mth 410g, Foundations of Mathematics ... . 3 Literature ...... 6-9 Mth 415g. Modem Geometry ...... 3 Eng 466g, 467g, 468g. Study of Ideas in Mth 443g. Abstract Algebra ...... 3 Literature ...... 3~ Approved courses with at least 9 hours in Eng 475g. Modem American Grammar mathematics ...... 21 and Usage ...... 3 Eng 484g, 485g. Study of Types of Total quarter hours ...... 30 Literature ...... 3 Approved courses in the humanities as needed Total quarter hours ...... 30 SCIENCE: (one curriculum to be selected) Elementary School School Librarian. Completion of the following 21 quarter hours of course work will meet General Science the basic norm requirement for a school li­ Approved courses from 4 areas as suggested brarian. The number of courses that may be below with ordinarily at least 6 hours from each combined with the above Literature, Writing area. Six hours of upper division credits may be and Language norm as a part of the master's '-'l.pplied in this portion of the program. degree program will depend on the needs of Biological Science the particular individual and approval by the GS 441g. Natural History ...... 3 Bi 446g. Evolution ...... 3 designated adviser. Bi 460g. Preparation of Biological Materials. . 4 Physical Science Education courses not applicable in humanities core: Ph 390. Basic Meteorology ...... 3 Ed 389. Reading and Telling Children's GS 411g. H istory of Science ...... 3 Stories ...... 3 GS 424g. Astronomy ...... 3 Ed 435G. Educational Media and Materials.. 3 Only one of the above courses may be included in Earth Science the Master of Arts in Teaching degree program. G 351. Elements of Geology ...... 3 G 450g. Rocks and Minerals ...... 3 G 453g. Geology of the Pacific Northwest ...... 3 Library courses applicable in the humanities core to the extent approved by the chairman of Mathematics the humanities department. Mth 312, Mth 313. Mathematics for the Lib 484g. School Library Administration ...... 3 Elementary Teacher ...... 3~ Lib 480g. Children's Literature ...... 3 Mth 325. Elements of Statistical Methods ...... 3 Lib 483g. Book Selection and Reference Mth 351. Computer Coding ...... 3 Materials ...... 3 Mth 491g. Mathematics for Secondary Lib 486g. Introduction to Cataloging and Teachers (Arithmetic) ...... 3 Classification ...... 3 Lib 489g. Literature for Adolescents ...... 3 Total quarter hours ...... 30 72 / OREGON COLLEGE OF EDUCATION

Junior High School General Science Bi 446g. Evolution ...... 3 Bi 460g. Preparation of Biological Materials 4 General Science G 450g, Rocks and Minerals ...... 3 Bi 446g. Evolution ...... 3 G 453g. Geology of the Pacific Northwest .. 3 Bi 460g. Preparation of Biological Materials 4 GS 411g. History of Science ...... 3 G 450g. Rocks and Minerals ...... 3 Approved courses with at least 5 hours in G 453g. Geology of the Pacific Northwest. . 3 science and/or mathematics ...... 14 GS 411 g. History of Science ...... 3 Approved courses with at least 5 hours in Total quarter hours ...... 30 science and/or mathematics ...... 14 Total quarter hours ...... 30 Social Science ( one curriculum to be selected) Both Junior and Senior High School Senior High School American History Biology Historiography ...... 3 Bi 412g. General Microbiology ...... 4 Seminar in American History ...... 3 GS 541. Bioecology ...... 3 Graduate courses in American History ...... 24 Bi 458g. Field Biology ...... 3 GS 411 g. History of Science ...... 3 Total quarter hours ...... ~ Z 451g. Invertebrate Zoology ...... 4 Approved courses with at least 4 hours in World History 13 biology ...... Historiography ...... 3 30 Seminar in World History...... 3 Total quarter hours ...... Graduate courses in World History ...... 24 Chemistry Total quarter hours ...... 30 GS 411g. History of Science ...... 3 Ch 520. Advanced Analytical Chemistry .. 3 Geography ( approved courses from the fol­ Ch 530. Advanced Organic Chemistry ...... 3 lowing) Ch 561. Advanced Inorganic Chemistry ... . 3 Geog 411g, 412g. Cultural Geography ...... 3-6 Approved courses with at least 9 hours in chemistry ...... 18 Geog 4l~~~dJlc4lg:~gr~t~~~~.~...... 3-6 Geog 425g. Geography of Conservation .... 3 Total quarter hours ...... 30 Geog 426g. Geography of Europe ...... 3 Geog 427g. Geography of the Soviet Union 3 Geog 429g. Geography of North America.. 3 Physical Science Geog 432g. Geography of Africa ...... 3 GS 411g. History of Science ...... 3 Geog 450g. Geography of Asia ...... 3 Ch 530. Advanced Organic Chemistry' ...... 3 Geog 461g. Geography of South America.. 3 Ch 561. Advanced Inorganic Chemistry' ... . 3 Geog 463g. Geography of Middle America 3 Ph 581, 582. Modem Physics ...... 6 Approved courses with at least 6 hours in Minimum Total quarter hours required ... ~ Physical Science ...... 15 1 Students lacking undergraduate prerequisite may Total quarter hours ...... 30 have other courses substituted by the designated adviser.

NON-DEGREE FIFTH-YEAR 3. Those who have completed all requirements for basic certification at the elementary school PROGRAM level and who wish to qualify at the junior The planned non-degree fifth-year program at or senior high school level ( or who have Oregon College of Education consists of not qualified at the junior or high school level less than 45 quarter hours and is designed to and wish to qualify for elementary school meet the needs of three groups of students who level). Programs are planned in terms of the individual's specific needs. do not desire to earn an advanced degree. In these programs the student will normally 1. Those who have completed basic general complete all requirements for general and sub­ and/or subject matter norms in a program ject norms at both basic and standard levels. of teacher education comparable to that at However, in a number of instances students Oregon College of Education and who seek may find that while completion of the program to complete standard general and/ or subjec­ will meet all course requirements for the basic norms. norm it will not complete all course require­ 2. Those who have earned a bachelor's degree ments for the standard norm due to the lack of from an accredited institution of higher certain preparation at the time of entering the learning in a program that did not include the program. requirements for an Oregon teaching certifi­ The Director of Teacher Education is respon­ cate and who desire to complete the course sible for determining the eligibility of special requirements for basic and/or standard graduate students for entrance into the appro­ norms at the elementary, junior high, or sec­ priate non-degree graduate program, for the ondary school level. Programs are planned approval of a planned program of study, and in terms of the individual's specific needs. for the assignment of an academic adviser. GRADUATE STUDY / 73

Establishing an Official Program dividuals. At least 24 quarter hours of the offi­ All persons desiring to enroll at Oregon Col­ cial program must be earned subsequent to the lege of Education for study at the graduate approval of the program. ( post baccalaureate) level in a planned pro­ gram must complete application for admission Curriculum Patterns to the college by filing the following docu­ PROGRAM I ments with the Director of Admissions: For those persons who hold or are eligible to 1. Two completed Application for Admission hold one of the following Oregon teaching cer­ forms and payment of the required fee tificates: ( 1) Basic Teaching Certificate, ( 2) unless said fee has been certified as waived. Regular Oregon five-year elementary teaching 2. Two official transcripts from the institu­ certificate issued prior to October 15, 1965, or tion granting the bachelor's degree, and ( 3) Oregon provisional secondary certificate is­ from each graduate institution attended, sued prior to October 15, 1965. if any, including the Division of Continu­ Elementary Teachers: ing Education, validating all undergrad­ In order to be recommended for the basic or uate and graduate credits and degrees standard norms as an elementary teacher or for earned. completion of a planned non-degree fifth-year 3. Two completed Declaration of Intent program the individual must have completed forms clearly stating the specific planned subsequent to being granted the bachelor's de­ program the applicant desires to enter, gree a planned fifth year of work ( minimum if any. of 45 quarter hours) in one of the following 4. One unofficial photocopy of the current plans: teaching certificate held, if any. Plan 1. Completion of an interdisciplinary minor General Regulations consisting of 9 to 12 additional hours in the student's undergraduate minor, plus 27 hours Credits earned through correspondence study from three of the 7 fields offered at Oregon will not be applicable in the fifth-year program. College of Education, plus 6 to 9 hours in Only credit earned within five years immediately education-psychology, for a total of at least preceding completion of the fifth-year program 45 quarter hours, or will be applicable in thl(l program. Excess under­ graduate and/or graduate credits not to exceed Plan 2. Completion of from 30 to 36 hours in a 12 hours, earned prior to the completion of the field of concentration, plus 9 to 15 hours in bachelor's degree, and specified as such at the the area of education-psychology, for a total time of registration, may be applied to the fifth­ of at least 45 quarter hours, or year program. Not more than 24 quarter hours Plan 3. Completion of at least 45 hours and all of approved work may be transferred from other requirements for one of the norms in special accredited institutions and/or the Division of education available at Oregon College of Ed­ Continuing Education. At least 12 quarter hours ucation. of approved graduate courses must be included Secondary Teachers: Junior High School in the program. Credit earned in workshops may not apply unless previously approved by a In order to be recommended for the basic or college adviser. Approved credits may not ex­ standard general and subject norms as a junior ceed 9 quarter hours. Grades of "Pass" will not high school teacher the individual must have be used in computing the student's grade-point completed subsequent to being granted the average. bachelor's degree a planned non-degree fifth year of work ( minimum of 45 quarter hours) Minimum Residence Requirement. At least in one of the following plans: 21 quarter hours must be completed on the Plan 1. Completion of a planned program in a Oregon College of Education campus with at field of concentration including at least 9 least 9 quarter hours being taken concurrently. hours in the area of education-psychology, Maximum Load. A maximum load in a regu­ for a total of 45 quarter hours. lar term is 16 quarter hours, or 13 hours in an Plan 2. Completion of 45 quarter hours and all 8-week summer session, unless a petition to requirements for one of the norms in special carry an overload has been approved during the education offered at Oregon College of Edu­ week of regish·ation by the Director of Graduate cation. Programs. Following compliance with the above re­ Secondary Teachers: Senior High School quirements the Director of Teacher Education In order to be recommended for the basic or will formulate an official program in consulta­ standard general and subject matter norms as a tion with the student and other appropriate in- senior high school teacher the individual must 74 / OREGON COLLEGE OF EDUCATION have completed subsequent to being granted the administration program at the University bachelor's degree, a planned fifth year of work of Oregon. ( minimum of 45 quarter hours) in one of the ( 3) Present a planned program, worked out following plans: with the advisor, and approved by the Plan 1. Completion of a planned program dis­ Administration Committee of the Univer­ tributed between the student's major field and sity of Oregon. approved electives with not less than 6 hours in the area of education-psychology, for a The Work at Oregon College of Education total of 45 quarter hours or A program, not to exceed 24 quarter hours, Plan 2. Completion of a planned program in a may be developed with the following conditions field of concentration including not less than 9 understood: hours in education-psychology for a total of ( 1 ) A maximum of 9 quarter hours, in a 45 quarter hours, or planned and approved program, may be Plan 3. Completion of at least 45 hours and all taken at Oregon College of Education as requirements for one of the norms in special a part of the master's degree program. education offered at Oregon College of Edu­ ( 2) A maximwn of 15 quarter hours beyond cation. the master's degree, in a planned and ap­ proved program, may be accepted by the PROGRAM Il University of Oregon from Oregon Col­ Students entering this program are those who have completed a bachelor's degree from an ac­ lege of Education. credited institution of higher learning without ( 3) The student is eligible for transfer and meeting the requirements for an Oregon teach­ acceptance to the University of Oregon ing certificate and who desire to become eligible for completion of the required program. for a Basic or Standard certificate at the ele­ ( 4) The student is eligible for recommenda­ mentary, junior high, or secondary level. These tion by the University of Oregon Admin­ programs vary with the individual. istration Committee for admission to the remainder of the program. PROGRAM ID Students entering this program are those who Program of Instruction have completed all requirements for basic cer­ Nine ( 9) quarter hours of a planned pro­ tification at the elementary level and who wish gram, approved by an advisor, in the master's to qualify at the secondary level ( or those who degree program, and fifteen ( 15) quarter hours have qualified for secondary certification and in a jointly approved program, for a total of wish to qualify at the elementary level) . These twenty-four ( 24) quarter hours may be selected programs vary with the individual. from the following areas, as indicated: Seven ( 7) quarter hours of specialization Educational Administration courses to be selected from among the fol­ ( A cooperative program with the University lowing: of Oregon, Eugene) El~i;~(E~chssl f ~~.~~.~~.~.~.. ~.~.~ .. ~.~.:.~~- 4 Oregon College of Education offers a planned 1 School Finance ( :Ed 575) ...... 3 program, not to exceed 24 quarter hours which may be applied to a program in Educational Six ( 6) to nine ( 9) quarter hours in cur- Administration offered cooperatively through the riculum and supervision selected from the fol­ University of Oregon, and leading to the admin­ lowing: Secondary School Curriculum ( Ed 522) .... 3 istrator's certificate for the State of Oregon. Elementary School Curriculum ( Ed 553) .. 3 Curriculum Construction ( Ed 566) ...... 3 Curriculum Materials ( Ed 567 ) ...... 3 Admission to the Program Junior High School Curriculum ( Ed 571 ) .. 3 In order to be admitted to the program the Three ( 3) quarter hours of courses in research student shall: methods selected from the following: ( 1) Have completed a program of teacher Research Procedures in Education ( Ed 512) 3 education in a standard teacher educa­ Statistical Methods in Education and tion institution, and hold, or be eligible Psychology ( Psy 515, 516) ...... 3-6 to hold, a valid Oregon teacher's certifi­ Specific exemptions, or additional work com­ cate. pleted must be requested by the student, and ( 2) Be eligible for admission to the program is subject to approval by the University of Ore­ leading to the master's degree at Oregon gon Administration Committee. College of Education, or have been ac­ 1 Only with specific advanced approval as a part of a cepted for admission to the educational planned program. DESCRIPTION OF COURSES ART A 228. Design II. 3 hours. Theory and studio practice in basic methods of articulating visual ideas in two and in A 127. Art Appreciation. 3 hours. tlrree dimensional space. Emphasis on color A survey of the visual ans for the general and value. No prerequisites. Non-sequential. student. Illustrated lectures on painting, sculp­ ture, architecture, and design, with emphasis A 229. Design III. 3 hours. on the contempomry view. No prerequisites. Theory and studio practice -in basic methods of articulating visual ideas in two and in three A 211. Life Drawing I. 3 hours. dimensional space. Emphasis on light, space, A studio introduction to the structure and and movement. No prerequisites. Non-sequen­ form of the figure. No prerequisites. tial. A 230. Crafts I. 3 hours. A 220. Drawing and Composition I. 3 hours. A studio exploration in crafts with empha­ A geneml studio introduction to drawing and sis on individual design and professional oomposition. Emphasis on line, shape, and skills related to the exterior consideration of terlure. No prerequisites. Non-sequential. landscape and architecture. No prerequisites. Non-sequential. A 221. Drawing and Composition II. 3 hours. A 231. Crafts II. 3 hours. A general studio introduction to drawing and A studio exploration in crafts with empha­ composition. Emphasis on planes, values, and sis on individual design and professional skills volumes. No prerequisites. Non-sequential. related to consideration of the interior. No prerequisites. Non..isequential. A 222. Design I. 3 hours. A 232. Crafts III. 3 hours. Theory and studio practice in basic methods A studio exploration in crafts with empha­ of articulating visual ideas in two and in sis on individual design and professional skills three dimensional space. Emphas,is on texture, related to personal concomitants. No prerequi­ line, shape. No prerequisites. Non-sequential. sites. Non-sequential. A 223. Printmaking I. 3 hours. A 238. Lettering. 3 hours. A survey of and studio practice in the ex­ An introductory studio course exploring both pressive and technical principles of relief historic and contempomTy letter design and printing processes. Prerequisites: six hours of layout. Emphasis on developing personal drawing, six hours of design. calligraphic skills. No prerequisites.

A 224. Printmaking II. 3 hours. A 251. Art History I. 3 homs. A survey of and studio practice in the expres­ A survey of ancient and classical Art History sive and technical principles of stencil and beginning with pre-historic art and continuing serigraph:ic processes. Prerequisites: six hours through Gothic. No prerequisites. Non-se­ of drawing, six hours of design. quential.

A 225. Watercolor I. 3 hours. A 252. Art History II. 3 hours. Analysis of compositional and technical prin­ A survey of Art History beginning with early ciples in watercolor painting. Studio practice Renaissance and continuing through Rococo in still life and landscape, using aqueous Art. No prerequisites. Non-sequential. media. Prerequisites: six hours of drawing, six hours of design. A 253. Art History III. 3 hours. A survey of Art History beginning with Neo­ A 226. Drawing and Composition III. 3 Classicism and continuing thTough Post-Im­ hours. pressionism. No prerequisites. Non-sequential. A general studio introduction to drawing and composition. Emphasis on form, space, and A 254. Ceramics I. 3 hours. movement. No prerequisites. Non-sequential. Basic laboratory exploration in hand-building processes and glazing of ware. Survey of clay A 227. Life Drawing II. 3 hours. origins and composition, decorating processes, A studio course involving the structure and drying and firing kilns, and glaze composi­ fotm of the figure. Prerequisite: A 211. tion. No prerequisites. 75 16 I OREGON COLLEGE OF EDUCATION

A 255. Ceramics II. 3 hours. A 291. Sculpture I. 3 hours. Basic laboratory practice in throwing on the A studio introduction to sculptural fonn potter's wheel. Nontechnical glaze composi­ using b·aditional and contemporary media. tion, kiln stacking and firing. Prerequisite: Prerequisites: three hours of drawing, six A 254. hours of design.

A 256. Weaving. 3-6 hours. A 292. Sculpture II. 3 hours. Studio introduction to weaving techniques Continued study of sculpture techniques with and materials. Emphasis on the preparation emphasis on the expressive principles of of a variety of looms for weaving. Study of three-dimensional design. Prerequisite: A 291. basic weaves, materials, color, and texture of hand-loomed fabrics. May be repeated once for credit. No prerequisites. Upper-Division Courses A 311. Advanced Printmaking. 3 hours. A 258. Mixed Media I. 3 hours. A survey of, and studio practice in, the ex­ An introduction to mixed media as an expres­ pressive use and technical principles of in­ sive visual fom1. Studio practice in the use of taglio processes. Prerequisites: six hours of a variety of homogeneous and heterogeneous lower division printmaking. materials in the execution of two and three dimensional work. Prerequisites: six hours of A 312. Advanced Crafts. 3 hours. design. Advanced creative work in selected craft media. Emphasis on considerations related to A 259. Ceramics III. 3 hours. the exterior environment. Prerequisites: six A course designed to explore specific possi­ hours in lower division crafts. bilities in glaze fommlation and application as related to the forms and functions of pot­ A 313. Advanced Printmaking. 3 hours. tery. Prerequisite: A 255. A survey of and studio practice in the ex­ pressive use and technical principles of plan­ A 261. Bookbinding. 3 hours. ographic (lithographic) processes. Prerequi­ Introduction to bookbinding through the con­ sites: Six hours of lower division printmaking. struction of various types of bindings. Stress on individual use of materials as well as tech­ A 315. Jewelry I. 3 hours. nical binding skill. No prerequisites. Introductory course in the design and produc­ tion of jewelry. Studio practice in traditional A 277. Watercolor II. 3 hours. and contemporary techniques using silver and Continued analysis of compositional and tech­ other metals, ebony, bone, and teak. Prerequi­ nical principles in watercolor painting. Studio sites: sLx hours of design. practice in still life ,and landscape, using aqueous media. Prerequisite: A 225. A 316. Jewelry II. 3 hours. Metal design and construction involving hand A 280. Painting I. 3 hours. processes of raising, forging, and casting with A survey of expressive and technical princi­ silver and other metals. Prerequisite: A 315. ples in painting. Studio practice in still life and landscape, using oil and related media. A 317. Advanced Drawing-Life. 3-6 hours. Prerequisites: six hours of drawing, six hours Advanced study of anatomical structure and of design. fonn. Life drawing as a means of graphic communication. Prerequisites: six hours of A 281. Painting II. 3 hours. lower division life drawing. May be repeated A survey of expressive and technical principles once for credit. in painting. Studio practice in still life and landscape, using oil and related media. Pre­ A 319. Advanced Ceramics. 3 hours. requisites: six hours of drawing, six hours of Advanced course in ceramic art with an em­ design. phasis on sculptural possibilities in the me­ dimn. Prerequisites: A 254, 255. A 282. Painting III. 3 hours. A survey of expressive and technical princi­ A 320. Advanced Crafts. 3 hours. ples in painting. Studio practice in still life Advanced creative work in selected crafts and landscape, using oil and related media. media. Emphasis on considerations related to Prerequisites: six hours of design, six hours the interior environment. Prerequisites: six of drawing. hours of lower division crafts. ART COURSES / 77

A 321. Advanced Drawing. 3 hours. A 343. Jewelry III. 3 hours. Advanced study of technique and composi­ AdV'anced study in jewelry design, analysis of tion in graphic expression. Prerequisites: six design trends, individual exploration and proj­ hours of lower division drawing. ects. Prerequisites: A 315, 316. A 322. Advanced Design. 3 hours. A 351. Advanced Drawing. 3-6 hours. Advanced study of design theory with studio Advanced study of technique and composi­ practice. Emphasis on three-dimensional ex­ tion rin graphic expression. Prerequisites: six ploration. Prerequisites: six hours of lower hours of lower division drawing. May be re­ division design. peated once for credit. A 323. Art Education (Elementary). 3 A 352. Environmental Design I. 3 hours. hours. Study of interior and exterior aspeots of man­ A survey of art education for prospective ele­ made environment. Emphasis is on contempo­ mentary teachers. Studio experiences in paint­ rary problems and trends in architecture, in­ ing, design, and crafts, integrated with art terior and landscape design. Development of theory, appreciation, and philosophy. Pre­ practical means of planning and designing. requisites: six hours of lower division art and Prerequisites: 6 hours of drawing, 6 hours of upper-division standing. design, and upper division standing. A 354. Advanced Ceramics. 3 hours. A 324. Art Education (Secondary). 3 AdV'anced study in ceramic art. Individual hours. projects in selected ceramic areas. Prerequi­ A survey of art education for prospective sec­ sites: A 254, 255. ondary teachers. Studio experiences in paint­ ing, design, and crafts, integrated with art A 357. Modern Art History I. 3 hours. theory, appreciation, and philosophy. Pre­ A survey of modern art history beginning requisites: six hours of drawing, six hours of with abstract art and continuing through the design, six hours of crafts, and upper division art today. Prerequisite: upper division stand­ stianding. ing. A 325. Art Education (Junior High). A 407. Seminar. Terms and hours to be ar­ 3 hours. ranged.' A survey of art education for prospective jun­ A 424. Layout and Design, 3 hours. ior high school teachers. Studio experiences in Specialized studio course in advanced work painting, design, and crafts, integrated with dealing with problems of page and area lay­ art theory, appreciation, and philosophy. Pre­ out, color, texture, line, and lettering. Pre­ requisites: six hours of lower division art, and requisites: six hours of design, six hours of upper division standing. drawing, and A 238. A 330. Advanced Design. 3 hours. A 425. Advertising Design. 3 hours. AdV'anced study of design theory with studio Specialized studio course in advanced work practice. Emphasis on two-dimensional ex­ dealing wi'th problems of poster, package, ploration. Prerequisites: six hours of lower and publicity techniques. Prerequisites: six division design. hours of design, six hours of drawing, and A 238. A 331. Advanced Sculpture. 3-6 hours. Advanced study of the technical and expres­ A 426. Individual Studies in Art. 2-12 hours. sive principles of sculpture. IndiV'idual choice A maxinmm of three hours of ( g) credit of media. May be repeated once for credit. may be earned. Prerequisites: A 291 and consent of instructor. Individual studies and studio opportunity re­ quiring a planned program, consent of the A 337. Advanced Painting. 3 hours. instructor, and departmental approval. The Advanced study in composition. Individual student will normally have completed all cata­ work in selected media. Prerequisites: six log offerings in an area before individual hours of lower division painting. studies are permitted. A 338. Advanced Painting. 3 hours. A 428. Art in the Elementary School. ( g) Advanced study in composition. Individual 3 hours. work in selected media. Prerequisites: six A 'course designed to provide additional art hours of lower division painting. experiences in the philosophy, materials, and A 339. Advanced Painting. 3 hours. techniques of the visual arts for teachers and Advanced study in composition. Individual administrators. Prerequisites: upper division, work in selected media. Prerequisites: six or graduate standing. hours of lower division painting. 1 Maximum credit: 9 hours. 78 / OREGON COLLEGE OF EDUCATION

A 429. Contemporary Problems in Art Edu- A 487. Curriculum Theory in Art Education. cation. ( g) 3 hours. 3 hours. A course designed to offer a critical examin­ Analysis of ourrent curriculum theories and ation of the current status of art education their •application to curriculum construction with particular emphasis in the areas of crea­ in art education. Prerequisite: consent of in­ tivity, research, and the place of art in edu­ structor. cation. Prerequisite: upper division or gradu­ A 700. ( p) In-Service Education. ate standing. A 434. Visual Techniques. (g) 3 hours. EDUCATION AND PSYCHOLOGY Advanced production and design class in EDUCATION newer media; including film, light, sound, and plastics in kinetic as well as static inter­ Upper-Division Courses pretation. Prerequisites: consent of instructor Ed 311. Historical Foundations of Education. and upper division standing. 3 hours. Historical and philosophical backgrounds of A 447. Advanced Ceramics. 3 hours. American education to assist in the develop­ Advanced study in ceramic art. Individual ment of understandlings and interpretation of projects in selected ceramic areas. Prerequi­ present-day educational issues. sites: A 254, 255. Ed 314. Principles of Secondary Teaching. 3 hours. A 449. Advanced Crafts. 3 houn,. Study of the actual classroom teaching proc­ Advanced creative work in selected craft ess, including classroom organization and media. Emphasis on considerations related to management, planning teaching units, evalu­ personal concomitants. Prerequisites: six ating pupil learning, and similar problems. houn, of lower division crafts. Required of all secondary teacher education majors. Prerequisite: Ed 316, or consent of A 453. Appreciative Aspects in Art. ( g) instructor. 3 hours. A theory course designed to aid the general Ed 316. Psychological Foundations of Educa- as well as the art student in his understanding tion. 4 hours. of the visual arts. Emphasis on art criticism, School and classroom learning; the nature of aesthetic appreciation, the viewpoint of the the learning process; the relation and signifi­ artist, and art and the public. Prerequisites: cance of motivation; educational measure­ upper division or graduate standing. ment and its application to appraising inter­ ests, aptitudes, achievements, and adjust­ A 460. Art for the Handicapped. ( g) ment; use and ~nterpreta:tion of tests by 3 hours. classroom teachers. Prerequisite: Psy 311. Procedures and philosophy of art for the Ed 336. Methods in Teaching a Foreign Lan- handicapped; studio experiences in painting, guage. 3 hours. design, and crafts integrated with the theory A course designed to stress the theory of of expressive art for handicapped children learning: the methods and materials used in and adults. Prerequisite: upper division or the teaching of foreign languages; the prep­ graduate standing. ara1!.ion of materials for use in the language classroom, and practice in the use of these A 485. Foundations of Aesthetic Education. materials. The methods ttauglht are to involve 3 hours. the beginning stages to the advanced levels A study and analysis of historica

Ed 344. Physical Education in the Grades. hour, location of suitable materials for use, 3 hours. and the techniques of learning and present­ Theory and pracllice in rhythm; group and ing the story; study and selection of litera­ folk dancing; stunts, games, self-testing activ­ ture appropriate for oral presentation to chil­ ities, tumbling; materials; planning and eval­ dren of all ages. uating programs with references to basic Ed 392. Braille. 3 hours. principles of physical education for elemen­ Beginning course in Standard Engllish Braille. tary and secondary teachers. Covers use and care of equipment as well as Ed 351. School Health Program. 3 hours. discussion and inl!roduction of Arithmetic and Teaching of health education with emphasis Music codes. on health knowledge, health at~itudes, and Ed 393. Speech Correction in the Schools. health habits of school children, and the de­ 3 hours. velopment of a health service program. Spe­ Designed as part of the s!Judent teaching pro­ cial study of the state health-education pro­ gram to help pre-5ervice speech therapists gram. Prerequisite: Bi 101, 102, 103. understand the problems and therapeutic re­ Ed 357. Methods and Materials: Reading. qu!irements of speech handicapped school chil­ 3 hours. dren and the complementary roles of speech Techniques and methods of teaching for ele­ therapist and classroom teacher in meeting mentary teachers with particular attention to these needs. the development of reading at va11ious levels. Ed 402. Workshop. Terms and hours to be Opportunities for observing children. Pre­ arranged. requisite: Ed 316, or oonsent of instructor. Ed 406. Special Individual Studies. Maxi- Ed 358. Methods and Materials: Language mum of 6 hours. Arts and Social Science. 3 hours. Designed for individual or special studies in Study of the child thrnughout his experiences a limited area of interest, under the guidance in the elementary school as organized around of a designated staff member. the language arts and social studies. Obsel"V'a­ Ed 407. Seminar. Terms and hours to be tion of children and teaching methods. Pre­ arranged. requisite: Ed 316, or consent of instructor. Ed 408. Special Secondary Methods. 2-3 Ed 359. Methods and Materials: Science and hours. Mathematics. 3 hours. Individual courses in the study of the social Modern methods of instruction at the ele­ science, the humanities, the sciences and the mentary school level, based upon recent re­ mathematics programs at the secondary level, search and writing. The meaning theory in including objectives, methods, materials, and the teaching of arithmetic and problem ap­ equipment characteristics of a good instruc­ proach to the teaching of science. Observa­ tional program. Prerequisite: Ed 314, or con­ tion of ch!ildren and teaching methods. Pre­ sent of 'instructor. requisite: Ed 316, or consent of instructor. Ed 409. Practicum. 1-9 hours. Ed 361, 362. Leaming and Instruction in the COUNSELING Elementary Schools. 9 hours each term. SPEECE PATHOLOGY A laboratory type course designed to integrate AUDIOLOGY the competencies essential for elementary REMEDIAL READING school teaching; the nature of learning; evalu­ THE MENTALLY RETARDED ation techniques for child study and their ap­ THE DEAF plication in the classroom; the techniques of Ed 410. Methods and Research Materials. classroom instruction in the elementary school ( G) 3 hours each. Maximum 6 hours un­ with emphasis on observation planning, dergraduate and 9 hours graduate. supervised presentation and evaluation of Problems and methods in selecting and organ­ learning experiences in the areas of read'ing, izing materials for teaching in any one of the language arts, social studies, science, and following fields: Art, Music, Social Science, mathematics. Planned, sequential laboratory Science, Language Arts, Reading, Physical e~eriences in elementary school classrooms and Health Education, and Arithmetic. Em­ and audio-visual laboratory. phasis for graduate students will be placed upon recent research and literature dealing Ed 389. Reading and Telling Children's with instructional materials, methods and fa­ Stories. 3 hours. cilities, including the completion of a special Fundamental principles of the art of story­ project. E !indicates elementary level; S indi­ telling, including the planning of a story cates secondary level. 80 I OREGON COLLEGE OF EDUCATION

Ed 411. Student Teaching Seminar. 3 hours. Ed 434. Preparation of Educational Media Designed as a part of the student teaching and Materials. ( G) 3 hours. program in elementaTy, junior high, or senior Development of audio-visual teaching aids , high schools. Supervised induction into the for more effective teaching in large and di­ teaching profession, liaison and transitlional versified classes, team teaching and educa­ relationship between tlhe oollege and the pub­ tional TV; design and construction of illus­ lic school providing the student teaching ex­ trated materials, flat and three-dimensional perience. Must enroll in Ed 413 concurrently, materials for display or projection. Senior and upon application only. standing or consent of instructor. Ed 412. Laboratory Experience. 1-6 hours. Ed 435. Educational Media and Materials. An experience pmot!icum to acquaint pre­ (G) 3 hours. service and in-service teachers with programs Survey of the developnient and use of class­ for children and youth in various societal and room films, slides, radio, electrical transcrip­ educational agencies; summer practicums in tions, and other kindred visual and auditory pre-school and elementary education; prac­ aids lin teaching; sources and appraisals of ticums in addition to student teaching in audio-visual aid materials, and their practical subject matter areas to meet certification re­ use. quirements. Students limited to six hours of Ed 412 or Psy 412 OT a combination of both. Ed 436. Programed Instruction. ( G) 3 Ed 413. Student Teaching. 3-12 hours. hourn. Observing and teaching under the direction of Principles and techniques employed in the de­ a supervising teacher; opportuniity for assum­ velopment of programed instructional mate­ ing direct responsibility for the learning ac­ rials as an element of ,teaching technology. tivities of children or youth; developing skill Analysis of characteI'istic programs, devices, in the techniques of teachling and classroom and psychological principles upon which cur­ management; participation in the life of the rent material and devices are based. school. Admission by application only. Ed 437. Teaching Reading in the Primary Ed 418. Intern Teaching: Elementary. 12 Grades. ( G) 3 hours. houTS. Study of techniques and research appropriate Ed 419. Intern Teaching: Secondary. 12 to teaching reading in the lower grades of hours. elementary school; emphasis on interrelation­ ship of language arts; readiness; individual Ed 424. Measurement in Education. ( G) differences; word recognition skills; oral read­ 3 hours. ing; evaluation of reading materials and read­ Use and interpretation of informal and stand­ ing progress; new trends in teaching read­ ardized tests as supervisory and gulidance in­ ing. Prerequisite: Ed 357 or Ed 361. struments for the diagnosis, analysis, evalu­ ation, and improvements of instruction in the Ed 438. Teaching Reading in the Intermedi- elementary and secondary schools. Test plan­ ate Grades. ( G) 3 hours. ning, item writing, essay testing administra­ Study of techniques and research appropriate tion and scoring, analysis of scores and grade to teaching reading in the intermediate and assignment. Simple statistics of test interpre­ upper grades of elementary school; emphasis tation. Prerequi ite: Ed 316, or consent of on extending word recognition and vocabu­ instructor. lary; comprehension; work-study skills; indi­ Ed 427. School Activities. ( G) 3 hours. vidual differences; groupling practices; indi­ Principles and purposes of school activities; vidual readings; importance of recreational pupil participation in school government; as­ reading and improvement of reading tastes; semblies; club, social ,activlities; athletics, evaluation of reading growth; new trends speech activities, drama, music, publications, and materials in teaching reading. Prerequi­ evaluation of the school activity program. site: Ed 357 or Ed 361. Ed 433. Organization and Administration of Ed 444. Medical Aspects in Special Educa- Instructional Materials Centers. ( G) 3 tion. ( G) 3 hours. hours. A survey of clinical facilities dealing with The organization and administratlion of re­ the medical aspects and concerns of individ­ source materials centers; acquisition of ma­ uals receiving special education services and terials, cataloging and classification; source those who act as referral agents; to include , materials on pamphlets, texts, reference consultant lectures, and field trips and ob­ books, recordings, pictures, programed materi­ servations at hospitals, clinics, and treatment als; relatfronship to unit construction. facilities. EDUCATION-PSYCHOLOGY COURSES / 81

Ed 448. Habilitation of the Trainable Men- Ed 464. The Mentally Retarded Child. ( G) tally Retarded. ( G) 3 hol.ll's. 3 hours. Organization of educational programs in J1he psychology, education, and guidance of schools and day centers for trainable mentally the mentally retarded child. retarded children; diagnosis and clas&ifica­ tion; charaoteristics and needs; development Ed 465. Diagnostic and Remedial Techniques of teaching materials and techniques; com­ in the Basic Skills. ( G) 3 hours. munity organizations and parent education. Diagnostic, remedial, and corrective tech­ nliques in basic school subjects ( exdusive of Ed 449. Arts and Crafts for the Mentally reading). Retarded. ( G) 3 hours. Nonacademic activities that contribute to­ Ed 466. The Gifted Child. ( G) 3 hours. ward the improvement of motor skills, sen- The psychology, education, and guidance of ,vhe mentally superior and the extraordinarily oory discrimination, and aid in the improve­ gifted child. ment of self concepts for mentally retarded ohildren. Prerequisite: Consent of instructor. Ed 468. Diagnostic and Remedial Techniques Ed 451. Preprimary Education. ( G) 3 in. Reading. ( G) 3 hours. hours. For experienced teachers: the typical causes An evaluatlion of the preprimary period in of difficulty in reading; evaluation of proce­ terms of the opportunities it affords to build dures to be used in remedial classes. Lec­ up good attitudes toward school life, to help tures, demonstrntions, readings, and case ·the child adjust himself to the group, to build studies. Prerequisite: Ed 597. up good habits of work, and to develop a readiness for subjects in the first-grade cur­ Ed 469. Teaching Reading in the Secondary riculum, such as rnading, numbers, and lan­ Schools. ( G) 3 hours. guage. Basic principles of reading insm.rction; nature and scope of the total reading program; meth­ Ed 452. Creative Arts in Childhood. ( G) ods and materials for reading instruction in 3 hours. the content areas of the secondary school. A course designed to assist the student in gaining insight into the many ways young Ed 470. Education of the Exceptional Child. children express themselves with creative (G) 3 hours. media. Exploration will be made into the in­ The emotionally disturbed, the mentally ac­ terrelationships of music and rhythm, graphic celerated, the slow learner, and the physically arts, constructed materials, literature, dra­ handicapped. Visits are made to state institu­ matic play, and other areas of expression as tions and agencies to acquaint students with young children use them. services available. Ed 453. Intern Seminar: Problems of Teach­ ing. ( G) 3 hours. Ed 472. Diagnosis in Special Education. (G) 3 hours. Ed 454. Intern Seminar: Curriculum and Oi.1itioal evaluation of dliagnostic techniques Evaluation. ( G) 3 hours. used in the identification and diagnosis of mentally retarded and other exceptional chil­ Ed 455. Intern Seminar: Curriculum and In­ dren. Students will gain experience in utiliz­ struction. ( G) 3 hours. ing case history information, observation, and Ed 457. Recent Educational Trends and selected diagnostic tools, and in using these Problems. ( G) 3 houTS. techniques to implement a program of learn­ Contemporary trends in educational practice ling for the mentally retarded and excep­ and theory, comparison of conflicting points tional child. of view, new instructional organizations and programs, with emphasis on implications for Ed 473. Contemporary Educational Programs schools and the teaching profession. for International Understanding. ( G) 3 hours. Ed 463. The Maladjusted Child. ( G) 3 The analysis of internationa,J programs such hours. as Peace Corps, AFS student exchange, AID, Identification and modification of the behav­ university area study centers; educational sys­ ior of !!he emotionally and socially malad­ tems, philosophies, curricula, and recent de­ justed child. The home, school, and commun­ velopments with reference to need for under­ ity are considered in relation to the child's standing of Amenioan involvement; and need mental health. for understancliing other parts of the world. 82 I OREGON COLLEGE OF EDUCATION

Ed 474. Comparative Education. ( G) 3 Ed 490. Research Proposal Writing. ( G) hours. 3 hours. The analysis of problems of developed and To develop understanding and minimal com­ under-developed parts of the world; factors petency in preparing the major components underlying common and unique characteris­ of a research proposal. ( Not offered except tics of various educational systems with ref­ ttmough correspondence or as a specialized erence to societal, economic system, organiza­ workshop.) tional differences. Ed 491. Communication With the Deaf. Ed 476. School Law and Organization, ( G) ( G) 1-3 hours. 3 hours. Techniques for facilitating individual inter­ The historic and current legal authority of views with deaf clients and students. Factors federal, state,

Ed 513. Evaluation of Classroom Instruction. lie relations, and profess

Ed 554. Elementary School Administration Ed 574. School Supervision. 3 hours. and Supervision. 4 hours. The role of the supervisor in relation to the P,rinciples and desirable practices in the ad­ changing demands of society; theories of ministration and supervision of elementary leadership; group and individual processes, schools; characteristics of good elementary supervisory processes and techniques; cur­ schools; leadership responsibilities and proc­ riculum change process; analysis of super­ esses; school organirotion patterns; pupil per­ v,isory problems. sonnel and special services; school-commun­ ity relationships; evaluation of the elementary Ed 578. Teaching Speech to the Deaf (In- school. troduction). 4 hours. Philosophical consideration of approaches to Ed 556. Teaching Language to the Deaf (In- meet communication needs of the deaf. Pre­ troduction). 5 hours. senta~ion of symbols Tepresenting the sounds Orientation to sequential developments of of speech wi

Ed 563. Research Procedures in Special Ed- Ed 583. The Preschool Deaf Child. 3 hours. ucation. 3 hours. Development and organiza~ion of learning Methods, techniques, and tools of research. experiences in nursery and preschool pro­ Analysis ,of research studies -in special educa­ grams for deaf children. Emphasis on the de­ tion. Development of a research problem in velopment of communication skills and the one field of special educabion. Oonsent of in­ social and emotional maturation of very structor. young deaf children. Laboratory experiences Ed 566. Curriculum Construction. 3 hours. with deaf children. Basic social, philosophical, and psychological factors for curriculum planning and organi- Ed 584. Orientation to the Deaf and Hard of 2iation at both the elementary and secondary Hearing. 3 hours. levels, including p,ractical emphasis upon spe­ Introducfion to the psychological, social, med­ cific techniques in curriculum making for ical, educational, and vocational problems of the teacher. the deaf and hard of hearing.

Ed 567. Curriculum Materials. 3 hours. Ed 585. Administration of Special Education. Effective use and organizatfon of curriculum 3 hours. materials; text and reference books; supple­ Organization and administration of special mentary pamphlet materials, films and slides, education programs. Laws, rules, and regula­ records and recordings, pictures; programed tions governing the administra1!ion of special materials; relationship to unit construction. education programs in Oregon school districts. Ed 571. Junior High School Curriculum. 3 hours. Ed 590. Guidance and Counseling of the A study of the junior high ·school curriculum Deaf. 3 hours. with an ·emphasis on programs appropriate to Orientation to the effects of early profound needs of the early adolescent years; objec­ deafness. Evaluation of psychological, social, tives; essentials of a good progran1; varying and vocational implications of deafness. Utili­ curriculum practices and organizational pat­ zation of psychological tests and measure­ terns; emphasis on the subject fields; evalua­ m ents with the deaf. Special counseling tech­ tion of junior high school curriculum. niques, demonstrations, and practice. EDUCATION-PSYCHOLOGY COURSES / 85

Ed 597. Psychology of Reading. 3 hours. Psy 423. Case Study Procedures. ( G) An advanced course

Psy 472. Individual Differences. ( G) Psy 594. Psychology of Communication. 3 hours. 3 hours. Application of psychological methods to the 11he nature, origin and purposes of speech and study of the individual; problems involved in the basic psychological principles involved in the prediction of human behavior; basic prin­ the communicative process. ciples for quantitative and qualitative assess­ ment of human characteristics; research find­ ings concerning intelligence, achievement, ap­ SPEECH PATHOLOGY AND AUDIOLOGY titudes, interests, and personality. Sp 370. Phonetics. 3 hours. A study of th:e sounds used fa speech, their Graduate Courses production, determination, and the physical and psychological problems involved in their Courses numbered 400-499 and designated (G) or (g) may be taken for graduate credit. perception. Emphasis upon the application of sound to the listening and speaking activities Psy 507. Seminar. Terms and hours to be of children. arranged. Psy 515, 516. Statistical .Methods in Educa- Sp 371. Speech Science. 3 hours. tion and Psychology. 3 hours each term. A study of the anatomy, psychology, and Stiat'istioal methods in education and psychol­ physics of speech. ogy used ,in the treatment of collective data; principles and techniques in quantitative and Sp 478. Diagnostic Methods in Speech Path- experimental methods. ology and Audiology. ( g) 3 hours. Scientific approaches and techniques in the Psy 519. Research Studies in Child Develop- diagnosis of the major speech and hearing ment. 3 hours. defects. This is a practicum oourse and stu­ Survey and interpretation of ourrent research dents will observe and/or perform requisite studies and experimental programs concerned diagnostic functions. with the physical, emotional, 1intellectual and social development of children. Sp 480. Speech Pathology (introduction). (g) 3 hours. Psy 520. Psychology of Learning. 3 hours. Fundamental principles and techniques in Introduction to the major theories of ~earning speech pathology and audiology with major current among psychologists doing research emphasis on basic diagnostic and therapeutic in the field. Experimentation and ;research un­ techniques in speech pathology. derlying ,these rtheories applied to modern educa~ional practices. Includes learning theory and practices at all age levels through Sp 481. Speech Pathology: Articulation. (g) 3 hours. adulthood. Symptoms, etiology, and treatment of func­ Psy 523. General Intelligence Testing. tional articulation disorders, delayed speech, 3 hours. emotional speech disorders. Prerequisite: Sp Administration, scoring and interpreta1iion of 480. the Stanford Binet Intelligence Scale and the Wechsler Intelligence Scale for Children. Con­ Sp 482. Speech Pathology: Organic. ( g) sent of instructor required. 3 hours. Symptoms, etiology and treatment of speech Psy 524. Individual Intelligence Testing. disorders due to congenital malformation, in­ 3 hours. jury, or neurological impairment. Prerequi­ Selection, administratfon, and interpretation site: Sp 480. of individual tests. Problems in testing excep­ •tional and extremely deviate children. Pre­ Sp 483. Speech Pathology: Stuttering. ( g) requisite: Psy 523 and Psy 525. 3 hours. Psy 525. Individual Intelligence Testing. Symptoms, etiology and treatment of stutter­ 3 hours. ing. P,rerequisite: Sp 480. A supervised experience with except'ional chil­ dren in the administration of rt:he Wechsler Sp 484, 485, 486. Clinical Speech Therapy. Adult Intelligence Scale and a oontinuation ( g) 2 hours each term. of the W.I.S.C. and Stanford Binet. Other Actual case experience for student clinicians instruments for measuring mental ability in­ 1in the diagnosis and treatment, under super­ cHvidually will be introduced. Prerequisite: v1s10n, of speech-defective children and Ed 483. adults. Prerequisite: consent of instructor. HEALTH-PHYSICAL EDUCATION COURSES / 87

Sp 487. Audiology. (,g) 3 hours. Lower-Division Courses Anatomy of rt!he ear and the speech mechan­ 1PE lll, 112, ll3, ll4, ll5. Physical Edu- ism, psychophysics of hearing, physical at­ cation. 1 hour. tributes of speech sounds, types and causes of Instruction is given in skills, techniques, !his­ hearing loss, speech involvements of acousti­ tory, and rules of the following sports and cal impa1irment. acrtivi

PE 337, 338, 339. Officiating Sports. 1 hour PE 371. Kinesiology. 3 hours. each term. The study of human motion; implications for Rules, techniques, and game prac~ice in men's the learning and teaching of physical educa­ and women's sports. tion activities and coaching of sports at the varsity level; includes a brief review of anat­ PE 343. Organization and Administration of omy and physiology. Physical Education. 3 hours. Policies and procedures, facilities; staff; bud­ PE 445. The Physical Education Curriculum. get; scheduling; equipment. (g) 3 hours. Construction of physical education curricula PE 350. Teaching of Sports. 1 hour. on the basis of accepted principles, criteria, Various sports are covered in regard to theory, functions, and evaluations; emphasis on inte­ fundamentals, styles of play, individual adap­ gration with the total school prgram. tations as to po itions by lectures and dis­ cussions. PE 446. Tests and Measurements in Physi- cal Education. 3 hours. PE 359. Athletic Training and Conditioning. The use of tests and measurements in physical 2 hours. education; evaluation of objectives, programs, Study and practice in massage, bandaging, and student achievement through measure­ treatment of sprains, bruises, strains, and ment techniques. wounds; the importance of diet and condi­ tioning. PE 447. Principles of Physical Education. (g) 3 hours. PE 363. Tennis and Golf Coaching. 2 hours. History, philosophy, and trends; scientific Demonstration and discussion of the funda­ bases; place of physical education in the gen­ mentals, !individual skills, methods of instruc­ eral education program; practical problems. tion, systems of play, philosophy of coaching, and management of matches. PE 473. Physiology of Exercise. 3 hours. PE 364. Swimming and Diving Coaching. Physiological effects of muscular exercise, 2 hours. physical conditioning, and training. The sig­ Demonstration and discussion of the funda­ nificance of these effects for health and for mentals, individual skills, methods of instruc­ performance in activity programs. tion, philosophy of coaching and management of meets. Graduate Courses PE 365. Football Coaching. 2 hours. Courses numbered 400-499 and designated (G) or (g) Demonstration and discussion of the funda­ may be taken for graduate credit. mentals, individual skills, methods of instruc­ PE 700. ( p) In-Service Education. tion, systems of play, philosophy of coaching, and management of games. PE 366. Basketball Coaching. 2 hours. HONORS Demonstration and discussion of the funda­ mentals, individual sktills, methods of instruc­ H 201. Sophomore Honors. 1 hour. tion, systems of play, philosophy of coach­ Additional work related to a regular course ing, and management of games. taken simultaneously is gu1ided by an instruc­ tor during weekly meetings. Students and PE 367. Baseball Coaching. 2 hours. work are subject to approval of itihe Honors Demonstration and discussion of the funda­ Committee. mentals, individual skills, methods of instruc­ tion, systems of play, philosophy of coach­ H 303. Junior Honors. 2 hours per term. 'ing, and management of games. Individual research or original writing with scheduled seminars in approved areas of PE 368. Track and Field Coaching. 2 hours. work. Enrollment limited to selected students Demonstration and discussion of the funda­ of superior academic achievement. Limit of mentals and skills of each of the track and six quarter hours. field events, methods of instruction, philoso­ phy of coaching, and management of meets. H 401. Senior Honors. 2 hours per term. PE 369. Wrestling Coaching. 2 hours. Individual research or original writing with Demonstration and discussion ·of the funda­ scheduled seminars in approved areas of mentals, individual skills, methods of instruc­ work. Enrollment Hmited to selected students ~ion, philosophy of coaching and management of superior academic ach1ievement. Limit of of matches. six quarter hours. HUMANITIES COURSES / 89

HUMANITIES Eng 201, 202, 203. Shakespeare. 3 hours eaoh tenn. WRITING The important tragedies, comedies and his­ Lower-Division Courses tories. The three terms constitute a sequence Wr 121. English Composition. 3 hours. but may be taken separately. A basic course in e~ository writing. First Eng 253, 254, 255. Survey of American Lit- course in a sequence that is followed by Wr erature. 3 hours each term. 222 in the sophomore year and Wr 323 in 'Dhe content, form, and history of American the junior year. lettel'S, including the intellectual and environ­ Wr 218. Creative Writing. 3 hours. mental forces which shaped the literature. Opportunity and encouragement for those Upper-Division Courses who wish to express themselves through liter­ ary mediums. Eng 314. Studies in 16th Century Literature. 3 hours. W1· 222. English Composition. 3 hours. A study of selected literary currents and 'Dhe writing of the research paper. Part of a problems 'in 16th century literature, with three-course sequence that includes Wr 121 special emphasis on English literature. in the freshman year and Wr 323 in the junior year. Prerequisite: sophomore standing. Eng 315. Studies in 17th Century Literature. 3 hours. Wr 323. English Composition. 3 hours. A study of litemry currents and problems in The development uf style in writing. P,art of 17th Century Literature with special empha­ a three-course sequence that includes Wr sis on English Literature. 121 in the freshman year and Wr 222 in the sophomore year. Prerequisite: junior standing. Eng 316. Studies in 18th Century Literature. 3 hours. A study of Hterary currents and problems in Upper-Division Courses 18th Century Literature with special empha­ Wr 414. Advanced Composition. ( g) sis on English Literatucre. 3 hours. Advanced instruction and practice in the prin­ Eng 317. Studies in 19th Century Literature. ciples of writing; required for students who 3 hours. plan to t:eadh English. A study of literary currents and problems in 19th Century Literature with special empha­ sis on English Literature. Graduate Courses Courses numbered 400-499 and designated (G) or (g) Eng 357. Theories of Literature. 3 hours. may be taken for graduate credit. An introduction to contemporary schools of Wr 510. Forms of Expository Prose. 3 hours. literary theory, with emphasis on historical, Intensive study and pract!ice for analysis and formalist, sociocultural, psychological, and production of expository prose. Recommended mythopoetic criticism. for secondary English teachers. Eng 361. Contemporary Literature. 3 hours. Contemporary novel, poetry, and drama with ENGLISH emphasis on the development of new literary Lower-Division Courses forms, new concepts, attitudes and move­ ments. E ng 101, 102, 103. Survey of English Lit­ erature. 3 hours each term. Eng 366. The Development of the English A sequence in representative English litera­ Novel. 3 hours. ture from the Angfo-Saicon to the present. The English novel from its beginning to the end of the 19th century. Eng 104, 105, 106. Introduction to Litera- ture. 3 hours each term. Eng 367. The Development of the American A sequence in narrative prose, drama, and Novel. 3 hours. poetry, which involves dose reading of whole The American novel from its beginning to works both in English and in translat!ion. the present. .Eng 107, 108, 109. World Literature. Eng 368. The Development of the Contem- 3 hours each term. porary Novel. 3 hours. A chronological survey of masterpieces in The 20th century novel with concentration Western-World literature from ancient times on works published outs,ide England and the to the present. United States. 90 / OREGON COLLEGE OF EDUCATION

Eng 375. The Development of the Short Eng 475. Modem American Grammar and Story. 3 hours. Usage. ( g) 3 hours. The short story in English and translation A study of grammar and usage with empha­ from the mid-19th century to the present. sis on new Hnguistic ,theories. Prerequisite: Eng 473 or consent of the instructor. Eng 387. Introduction to Mythology. 3 hours. An introduction to the world's mythologies, Eng 480 ( Lib 480). Children's Literature. with special emphasais on the major Graeco­ (g) 3 hours. Roman myths. A study of the many books available for children in the elementary school. ( Applicable Eng 436. Advanced Shakespeare. ( g) as Education on elementary degree require­ 3 hours. ments and certification.) An intensive study of the sources, back­ Eng 484. The Study of Types in Literature: grounds, and texts of a selected few of Comedy. ( g) 3 hours. Shakespeare's plays. Prerequisite: at least one Oomedies and the comic concept in Western quarter of Eng 201, 202, 203 or consent of literature. inshuctor. Eng 485. The Study of Types in Literature: Eng 446. Major Theories in Literary Criti- Tragedy. ( g) 3 hours. cism. ( g) 3 hours. An analysis of tragedy •and the tragic vision A study of the history, principles, and prac­ in a range of literary works. tice of various aspects of literary criticism. Prerequisite: 15 hours in literature or consent Eng 486. The Study of Types in Literature: of the instructor. Epic. ( g) 3 hours. A study of selected works of the epic tradi­ Eng 447, 448, 449. The Study of Major Fig­ tion including poems from oral and literary ures in Literature. ( g) 3 hours eaoh background as well as prose epics. term. Maximum credit 9 hours. Eng 487. The Study of Types in Literature: A study in depth of the influence of the Lyric. ( g) 3 hours. events of an author's ·life on his literary pro­ A study of lyric forms and traditions in West­ duction. ern literature. Eng 457. Modem Poetry. (g) 3 hours. Eng 489 ( Lib 489). Literature for Adoles­ A study of twentieth-century poetry and its cents. ( g) 3 hours. foundations of judgment as seen in literary A study of the literature used in junior and criticism. senior high schools.

Eng 466. The Study of Ideas in Literature: Eng 490. Development of the English Lan- Romanticism. ( g) 3 hours. guage. ( g) 3 hours. An examination of the attitudes and beliefs Growth of the English language from its be­ characteristic of the frame of mind that has ginning to the present day. Prerequisite: Eng come to be called "romantic" and of their in­ 473 or consent of instructor. fluence on the literary productions of certain authors. Graduate Courses Courses numbered 400-499 and designated ( G) or ( g) Eng 467. The Study of Ideas in Literature: may be taken for graduate credit. Classicism. ( g) 3 hours. Eng 510. Recent Developments in Language 'f1he study of historical and intrinsic classi­ Study. 3 hours. cism as a significant intellectual current and Advanced study of the methods and findings in its relation to literature. of leading scholars of contemporary American­ English. Eng 468. The Study of Ideas in Literature: Realism. ( g) 3 hours. Eng 523. The Age of Chaucer. 3 hours. An examination of the theory and practice of A study of 14th century English literature realism in various literary works, with a focus and its backgrounds ( literary, religious, scien­ on the nineteenth century movement. tific, political, social) with special emphasis on the major works of Chaucer. Eng 473. Nature of the English Language. (g) 3 hours. Eng 524. The Victorian Era. 3 hours. A general view of the English language with A study of the literature and the literary emphasis on modem American language. backgrounds of the Victorian Era. HUMANITIES COURSES / 91

Eng 526. Regional Literature of America. Phl 313. Modem Philosophy. 3 hours. 3 hours. Development of the main currents in conteni­ A study of

J 215. Journalism Projects. 1 hour each RL 107, 108, 109. Second-Year Spanish. term. Maximum of 6 hours. 4 hours each term. Applications of journalistic techniques and Comprehensive grammar review with empha­ principles through work on student publica­ sis on understanding, speaking and reading tions. Maximum of six hours. Spanish. Selections from representative Span­ ish authors. Use of language laboratory re­ quired. Prerequisite: RL 60, 61, 62 or two MODERN LANGUAGES years of high school Spanish. Lower•Division Courses RL 50, 51, 52. First-Year French. 4 hours Upper-Division Courses each term. RL 311, 312, 313. Survey of French- An introduction to French stressing compre­ Literature. 3 hours each term. hension and conversation with emphasis on Masterpieces of various periods; general sur­ pronunciation. Practice in the language lab­ vey. Prerequisite: two years of college French oratory required. Exercises in grammar and or equivalent. elementary composition. Not open to students with a background of high school French RL 314, 315, 316. Intermediate French Com­ without the consent of the instructor. position and Conversation. 3 hours each tenn. Exercises in pronunciation, oomprehension, GL 50, 51, 52. First Year German. 4 hours and composition. Ample opportunity for con­ each term. versation. Conducted in French. Prerequisite: Elementary German with stress on compre­ two years of college French or equivalent. hension and conversation. Pronunciation, grammar, and reading included. Use of the RL 331. French Pronunciation and Phonetics. language laboratory required. Not open to 3 hours. students with a background of high school A thorough study of the fundamentals of German without the consent of the instructor. French pronunciation with personal attention to each student's difficulties. Prerequisite: two years of college French or equivalent. RL 60, 61, 62. First-Year Spanish. 4 hours each term. GL 334, 335, 336. German Composition and Elementary Spanish with sh·ess on compre­ Conversation. 3 hours each term. hens•ion and conversation. Pronunciation, Intensive oral and written practice. Class con­ grammar and reading mcluded. Use of lan­ ducted in German. Prerequisite: two years of guage laboratory required. Not open to stu­ college German. dents with a background of high school Span­ ish without the consent of the instructor. RL 338. Hispanic Culture and Civilization: Spain. 3 hours. A comprehensive study of the hfatorical and RL 101, 102, 103. Second-Year French. political backgrounds of literature, art, and 4 hours. each term. music as these affect life and society of the Study of selected texts of modern French au­ people of Spain. Class conducted in Spanish. thors with purpose of expanding the student's Prerequisite: two years of college Spanish competence and fluency in speaking, writing ( RL 107, 108, 109) or equivalent. and understanding French. Complete gram­ mar review. Work in the language laboratory RL 339. Hispanic Culture and Civilization: ~quired. Prerequisite: Completion of RL 50, Latin America. 3 hours. 51, 52 or two years of high school French. A comprehensive study of the historical and political backgrounds of literature, art, and music as these affect the life and society of GL 101, 102, 103. Second-Year German. the people of Latin America. Classes con­ 4 hours each term. ducted in Spanish. Prerequisite: two years of Study 'Of selected texts of modern German college Spanish ( RL 107, 108, 109) or equiv­ authors with purpose of expanding the stu­ alent. dent's competence and fluency in speaking, writing, and understanding Gem1an. Com­ RL 341, 342, 343. Survey of Spanish Litera- plete grammar review. Work in the language ture. 3 hours each term. laboratory required. Prerequisite: Comple­ Masterpieces of various periods; general sur­ tion of GL 50, 51, 52 or two years of high vey. Prerequisite: two years of college Spanish school German. or equivalent. HUMANITIES COURSES / 93

RL 347, 348, 349. Intermediate Spanish RL 441, 442, 443. Modern Spanish Litera- Composition and Conversation. 2 hours ture. 3 hours each term. each term. A study of contemporary Spanish and Span­ Intensive oral and written practice. Class con­ ish-American literature; prose, poetry, and ducted in Spanish. Prerequisite: two years of drama. Prerequisite: completion of one of college Spanish. the courses in the 300 sequences in literature or culture. RL 350. Spanish Pronunciation and Phonet- ics. 3 hours. The study of Spanish sounds, rhythm, and SPEECH & DRAMA intonation. Prerequ1isite: two years of college Lower-Division Courses Spanish. Sp 111. Fundamentals of Speech. 3 houTs. Opportunity to develop poise and confidence RL 405. Reading and Conference. Hours to in ,speech and to organize and present mate­ be arranged. Maximum of 6 hours. rial effectively. Oonsent of instructor required. Sp 112. Fundamentals of Speech. 3 hours. RL 411. Applied Linguistics: French. 3 Continuation of Speech 111. hours. A study of the application of linguistic prin­ Sp 120. Voice and Diction. 3 hours. ciples to the concrete problems facing the Practice of the principles of tone production teacher in the foreign language classroom. and phonetic analysis of English sounds as a Prerequisites: completion of 300 level French basis for correct and effortless speech. and English 473, or equivalent. Sp 144. Verse Choir. 2 hours. Analysis, arrangement, and performance of RL 412. Applied Linguistics: Spanish. poetry suitable for group reading. The devel­ 3 hours. opment of techniques for use in elementary A study of the application of linguistic prin­ and secondary classrooms. ciples rto the concrete problems facing the teacher in the foreign language classroom. Sp 239. Oral Interpretation. 3 hours. Prerequisite: completion ,of 300 level Spanish Emphasis ds placed on the practical values course and Eng 473, or equ1ivalent. and aipplioation of oral reading tlirough the interpretation of prose, poetry, and dramatic RL 415. The Language Laboratory: Theory literature. and Practicum. 3 hours. Theory ( 1 hour) : A study of various types Sp 240. Creative Drama for Elementary of laboratory installations and their functions; Teachers. 3 ihours. the administration of a language laboratory; Creative dramatics leadership principles t'hat audio-lingual exercises and the making of apply to tlie elementary classroom. Tech­ tapes for the language laboratory; and moni­ niques of employing the child's nat'ive apti­ toring and testing in the language laboratory. tude for play in bettering the education proc­ Practicum ( 2 hoU'I:, ) : Practice in all aspects ess. Intended as an elective for elementary of administration of the language laboratory education majors. described above. Theory will be offered fall quarter. Practicum may be taken any quarter Sp 244, 245, 246. Technical Theatre. during the regular school year. Credit for 2 hours each term. practicum will be based on 4 hours per week Demonstration and practice in the technical working in the language laboratory. The su­ theatre arts, scenecraft ( Sp 244 ), stage light­ pervision of the practicum will be adm'inis­ ing ( Sp 245), and costuming ( Sp 246). Each tered by the teacher of theory in conjunction course involves two hours of lecture and dem­ with the teacher of each language taught. onstra'flion and three hours of laboratory work Prerequisite: three years of modern foreign weekly. language at the college level. Sp 251. Elements of Acting. 3 hours. Elementary principles of acting technique. RL 429, 430, 431. French Culture and Civil- ization. 3 hours each term. Sp 252. Make Up. 1 hour. The historica'1, political and social back­ Purposes and teahniques of application of ground of French literature; 'introduction to theatrical make-up; the use of make-up in the French music and art. various theatrical media. 94 / OREGON COLLEGE OF EDUCATION

Sp 253. Production Workshop. 1-3 hours. Sp 356. Theory of Acting. 3 hours. 3 hours maximum. Principles and techniques of acting; prob­ Application of principles of acting and dra­ lems in analysis and interpretation of dra­ matic production. Credit available for stu­ matic literature. Prerequisite: Sp 251 or con­ dents working on regularly scheduled theatre sent of instructor. productions, with consent of the director. Sp 357. Play Production. 3 hOUTS. Sp 254s. Summer Theatre. 1-3 hours. Studies and applications of the fundamenml Practical laboratory experience in summer princiiples underlying play production and theatre production, including acting, costum­ direction. ing, lighting, scenecraft, management, and Sp 364. Play Direction. 3 hours. properties. Offered in summer sessions only. Sources of dramatic material, choice of plays, casting and rehearsal of players. Prerequisite: Sp 270. Projects in Public Speaking. 1-6 Sp 251 equivalent and/or consent of instruc­ hours. tor. Training and participation in debating, ora­ tory, and extempore speaking. Prerequ1isite: Sp 411. Speech for the Classroom Teacher. consent of instructor. (g) 3 hours. Study of vdice improvement techniques and oral projects that can be used in the elemen­ Upper-Division Courses tary and secondary sohool classroom. Projects Sp 311. Advanced Interpretation. 3 hours. for improvement of the teacher's speech. Pre­ Instruction in the discovery and oral expres­ requisite: Consent of instructor. sion of meaning and feeling in prose, poetry, Sp 412. Advanced Speech. 3 hours. and dramatic literature. Selected readings on the principles of the speech arts, illustrated by exercises in the va­ Sp 321. Argumentation. 3 hours. rious types of vocal communication. Prerequi­ Concepts and processes of argumentation, co­ site: consent of instructor. gency in oral communication, systems of logic, critical analysis of contemporary efforts Sp 415. Drama in the Secondary School. ( g) to convince, construction and presentation of 3 hours. oases. Prerequisites: Sp 111 and/or Sp 112, A study of the role of drama as an activity and sophomore standing. in the school, including materials necessary for undertaking the development of the Sp 322. Persuasion. 3 hours. drama, the educational values of drama, and Philosophical, psyohologioa•l, and rhetol'ical the theory of dramatic productions. Prerequi­ principles of persuasion. site: Consent of ins,tructor. Sp 323. Group Discussion Processes. 3 Sp 464, 465, 466. Development of Dramatic hours. Art. ( g) 3 hours each term. Dynamics of discuss'ion; group thinking and A study of dramatic literature, performance, decision making; interpersonal relation; types and criticism in the historical perspective. The of leadership, and the employment of discus­ course is chronological in its presentation but sion in education. Prerequisite: Sp 111. each term may be taken separately. Sp 330. Advanced Forensics. 1-6 hours. LIBRARY SCIENCE• Lib 480. ( Eng 480) Children's Literature. Sp 344, 345, 346. Advanced Technical (g) 3 hours. Theatre. 2 hours each term. A study of the many books available for chil­ Advanced work in the technical theatre arts, dren in the elementary school. ( Applicable scenecraft (Sp 344), stage lighting (Sp 345), as Education on elementary degree require­ and costuming ( Sp 346). Each course in­ ments and oemflcation.) volves two houTS of lecture and demonstration Lib 483. Book Selection and Reference Ma- and tliree hours of laboratory work weekly. terials. ( g) 3 hours. Sp 347. Stage and Scene Design. 3 hours. Exan1ina-t'ion, evaluation, and use of basic Basic principles of scene design, with particu­ reference books, indexes, and bibliographies for public school libraries. Practical problems lar emphasis upon design for the educational in the use of reference tools. Consideration of theatre. Prerequisite: consent of instructor. principles and criteria for book selection and Sp 355. Advanced Production Workshop. ordering. 1-3 hours. 3 hours maximum. 1 Courses in library science applicable to standardi­ Advanced work 'in acting and dramatic pro­ zation requirements as established by the State Depart­ duction. ment of Education. MUSIC COURSES / 95

Lib 484. ,School Library Administration. 'Mus 196. Orchestra. 1 hour each term. (g)' 3 hours. Participation in organized orchestra. Open to The organization, management and function freshmen and sophomores who pass the nec­ of the school library, and its place in the in­ essary tests of ability. The class meets three structional program. Problems of objectives, periods per week. Opportunities are also of­ standards, housing and acqu'isitions. Planned fered for membership 'in small instrumental for both school librarians and administrators. ensembles. 'Mus 197. Chorus. 1 hour each term. Lib 486. Introduction to Cataloging and Participation in organized chorus. Open to Classification. ( g) 1 3 hours. freshmen and sophomores who pass the nec­ Introduction of principles of cataloging and essary tests of ability. The class meets three classification, including basic catalog card periods per week. Opportunities are also of­ fonns, name and subject entries, filing, shelf fered fur membership in small vocal ensem­ listing, and mechanical preparation of books. bles. Mus 201. Introduction to Music and its Liter- Lib 489. ( Eng 489). Literature for Adoles­ ature. 3 hours. cents. ( g) 1 3 hours. An introduction to music l!iterature through A study of the literature used in junior and the study of elements and organizing princi­ senior high schools. ples as

Mus 235, 236, 237. Brass, Woodwind, String Mus 382. Music Fundamentals. 3 hours. and Percussion Instruments. 1 hour each Acquiring more skill in reading song material; term. more advanced rhythmic patterns; major and The study of each family of instruments, minor modes; two-, three-, and four-part stressing good tone production and fingering music; chording; ear tra1ining; dictation. Pre­ techniques. Class serves as a laboratory for requisite: Mus 381. the development of some playing and theo­ retical knowledge of each type of instrument, Mus 383. Music Education (Elementary). including teaching techniques. Some instru­ 3 hours. ments are provided by the college. The close relationship between music educa­ tion and other areas in education; planning a Upper-Division Courses music environment; directing the experienc.;es of ch

Mus 407. Seminar. 3-6 hours. GS 406. Special Individual Studies. Terms and hours to be arranged. Mus 453. Appreciative Aspects in Music. (g) 3 hours. GS 407. Seminar. Terms and houTs to be ar­ Exploration of music through styles including ranged. classical, romantic, impressionistic, and mod­ ern; ,and through major musical works in­ GS 411. History of Science. (g) 3 hours. cluding symphony, opera, oratorio, sonata, A brief history of the development of the nat­ and tone poem. Emphasis is placed on devel­ ural sciences up to the 19th century, their oping standards and criteria for the under­ social 1implications, and the growth of scien­ standing and appreciation of music. tific philosophy. Prerequisite: upper-division standing in science. Graduate Courses GS 424. Astronomy. (g) 3 hours. Courses numbered 400-499 and designated ( G) or ( g) A study of the solar system, stars, stellar sys­ may be taken for graduate credit. tems and galaxies including !!he ·application Mus 700. ( p) In-Service Education. of some of the 1mportant concepts of phys­ ics, chemistry, and mathematics to the field of astronomy. Two lectures and one two-hour laboratory. Prerequisite: one year each of SCIENCE AND MATHEMATICS college physical science and mathematics. GENERAL SCIENCE GS 441. Natural History. ( g) 3 hours. Lower-Division Courses An introduction to the collection, identifica­ GS 201, 202, 203. Foundations of Physical tion, and ecology of local plants and animals Science. 4 hours each term. with some consideration of sound conserva­ An introduction to the various branches of tion practices. Classroom techniques of es­ the physical sciences, ·their basic terminology, tablishing and maintaining collections, fundamental laws, procedures, and interrela­ aquaria and terraria are included. Two lec­ tions. The course is selective in approach and tures and one two-,hour laboratory period. hist:oricarl in emphasis. Students with adequate Prerequisite : One year of rnologica-I science. high school backgrounds may be excused from parts of th,js sequence. Not open to stu­ Graduate Courses dents with college courses in the separate Courses numbered 400-499 and designated ( G) or ( g) fields. Three lectures, one two-hour labora­ may be taken for graduate credit. tory period. GS 501. Hesearch. Hours to be arranged. Upper-Division Courses GS 502. Workshop. Tenns and hours to be ' GS 331. Introduction to Oceanography. arranged. 3 hours. GS 503. Thesis or Field Study. 3-9 hours. A study of the nature of sea water and the physical, chemical, and geologic processes act­ GS 506. Special Individual Studies. Terms ing within the oceans. Three lectures. and hours to be arranged.

GS 341. General Ecology. 3 hours. GS 507. Seminar. Terms and hours to bear­ The analysis and study of rthe environmental ranged. factors affecting the development of plant OS 511. Contemporary Developments in the and animal communities. Two lectures and Sciences and Mathematics. 3 hours. one three hour laboratory. Review of Tecent literature on some selected areas in the field of the natural sciences. In­ GS 351. Elements of Astronomy. 3 hours. cludes a brief examination of the aims, pur­ A descriptive study of the ,solar system, the poses, and organization of the field. constellations, stars, stellar systems and gal­ axies as well as some recent ideas on cosmol­ GS 541. Bioecology. 3 hours. ogy and cosmogany. Three lectures and an Pfants and animals -in their life processes and occasional observation period through a tele­ their reaction upon the environment; human scope. relations and bioeoonomics. Prerequisite: one year of the biological sciences and junior GS 401. Research. Hours to be arranged. standing. Two lectures and one three-hour laboratory. GS 402. Workshop. Terms and hours to be arranged. GS 700. ( p) In-Service Education. 98 / OREGON COLLEGE OF EDUCATION

BIOLOGICAL SCIENCES Bi 460. Preparation of Biological Materials. Lower-Division Courses (g) 4 hours. Procurement, preparation, use and care of Bi 101, 102, 103. General Biology. 3 hours biological materials for teaching and experi­ each term. mentation. Serves as the methods course for The principal concepts of biology, including Biology majors in secondary education. Two consideration of the variety of plant and ani­ ·lectures, two three-hour laboratory periods. mal ,life and the mechanisms for maintenance and replacement of the individual and the Bi 463. Parasitology. ( g) 4 hours. population. Two lectures, one two-hour lab­ Olassification, morphology and life histories oratory period. including host relationships of protozoan, helminth and arthropod parasites. Two lec­ Bi 221. Introductory 1',,Iicrobiology. 3 hours. tures, two three-hour laboratory periods. An introduction to the classification, morphol­ ogy, and physiology of microorganisms in­ cluding viruses, bacteria, fungi and protozoa. Graduate Courses Two lectures and two two-hour laboratory Courses numbered 400-499 and designated (G) or (g) pei

Bot 412. Morphology of Vascular Plants. Z 361. Essentials of Invertebrate Zoology, (g) 3 hours. 4 hours. A study of the sbucture, relationships, and Morphology, anatomy, and general biology of evolution of the vascular plants. Two lectures the major phyla of invertebrate animals. Two and one three-hour laboratory period. Pre­ lectures and two three-hour laboratory peri­ requisite: One year of botany or consent of ods. insbuctor. Z 434. General Animal Physiology. ( g) Bot 490. Paleo botany. ( g) 3 hours. 4 hours. Emphasis on the fossil plants of Oregon. Two A consideration of general physiological prin­ lectures and one threeJhour laboratory. Pre­ ciples as illustrated by major animal phyla. quisite: Bot 203, or consent of instructor. Three lectures and one three-hour laboratory period. Prerequisite: one year of chemistry, one year ·of zoology, or consent of instructor. ZOOLOGY Lower-Division Courses Z 451. Invertebrate Zoology. ( g) 4 hours. Z 201, 202, 203. General Zoology. 3 hours Advanced study of the multicellular inverte­ each term. brate animals exclusive of Arachnida and In­ Introductory study of animal life including secta; emphasis on ecology and phylogeny. the patterns of structural organization and Two lectures and two three~hour laboratory funclion of both invertebrates and vertebrates periods. Prerequisite: Z 361, Essentials of In­ with an emphasis on the developmental pat­ vertebrate Zoology or consent of insbuctor. terns, mechanisms of temporal and spacial distribution during the spring tenn. Two lec­ Z 461. Animal Histology. (g) 4 hours. tures, one three-4our Iabomtory period. Detailed study of cells and filssues of princi­ pal ,animal organs. Two Iectures and two three-hour laboratory periods. Prerequisites: Upper-Division Courses Z 324, Z 325, Z 326, or consent of insbuctor. Z 324, 325. Comparative Vertebrate Anat­ omy. 4 hours each term. Z 474. Entomology, (g) 4 hours. A comparative analysis of vertebrate mor­ Study of selected aspects of the morphology, phology, emphasizing the study of organs and life history, physiology and ecology of insects organ systems, and an introduction to the and some consideration of related Arthro­ taxonomy, evolution, and ecology of the ver­ pods. Two lectures, and two three-hour lab­ tebrates. Two lectures, two three-hour lab­ oratory periods. Prerequisite: two years of oratory periods. Prerequisite: Z 201, 202, biological science or consent of the insbuctor. 203, or wnsent of the insbuctor.

Z 326. Comparative Vertebrate Embryology, CHEMISTRY 4 hours. Lower-Division Courses Principles and mecihanisms of the develop­ mental biology of the Metazoa with emphasis Ch 104, 105, 106. General Chemistry. upon the vertebrates. Laboratory includes the 4 hours each term. descriptive eimmination of the embryonic An mtroductory course to the fundamental silages of representative species. Two lectures, concepts of general chemistry with some em­ two three~hour laboratory periods. Prerequi­ phasis on ·organic chemistry during the spring site: Z 201, 202, 203, or consent of the in­ term. Three lectures, one t!lrree-hour labora­ sbuctor. tory period. Prerequisite: high school algebra or consent of the insbuctor. Z 334, 335. Human Anatomy and Physiology. 3 hours each term. Ch 204, 205, 206. General Chemistry. An integrated treatment of the gross anatomy 4 hours. and function of the organ systems in the A standard first year sequence with emphasis human including a consideration of morpho­ on 'inorganic and physical chemistry. The genesis. Primarily for non-majors. Two lec­ laboratory work during spring term is largely tures, and one three-hour laboratory period. devoted 1:o qualitative analysis. Three lec­ Prerequis'ite: one year of biology or equiv­ tures, one ,three-hour faboratory period. Pre­ alent. requisite: high school algebra and chemistry, 100 / OREGON COLLEGE OF EDUCATION

Upper-Division Courses Ch 539. Selected Topics in Chemistry. 1-3 Ch 312, 313. Quantitative Analysis. 4 hours hours each term, maximum 6 hours. each term. Designed to introduce the student to recent Fundamental principles of quantitative anal­ advances in organic, inorganic, and physical ysis. Laboratory work cons'ists of standard chemistry. Prerequ'isite: Ch 340, and consent V'Olumetric, gravimetric, and instrumental of instructor. procedures. Two lectures, two three-hour Ch 561. Advanced Inorganic Chemistry. laboratory periods. Prerequisite: Ch 206 or 3 hours. consent of instructor. A comprehensive study of the chemistry of the elements and their compounds, including Ch 334, 335, 336. Organic Chemistry. nuclear, atomic, and molecular structures. 4 hours each term. Prerequisite: Ch 312. A study of the carbon compounds of both the aliphatic and aromatic series. Prerequisite: Oh 206 or consent of instructor. GEOLOGY Lower-Division Courses Ch 340. Elementary Physical Chemistry. G 201, 202, 203. Geology. 4 hours each 4 hours. term. Aspects of physical chemistry having applica­ A study of the agents and processes that have tion in engineering, biological sciences, and built up, deformed, and torn down the sur­ medicine. Some knowledge of physics re­ face features of the earth; the main events in quired. One three-hour laboratory. Prerequi­ earth history; history occurrences, and char­ site: Ch 206 or consent of instructor. acteristics of the common rocks and minerals. 'J1hree lectures, one two-hour laboratory and Oh 419. Radiochemistry. ( g) 3 hours. field study. Radiochemistry; mdioisotopes, radioactivity; Tadiotracer methods as research tool in phys­ Upper•Division Courses ·ical and biological science. Prerequisite: two years of college chemistry. Two lectures and G 322. Geomorphology. 3 hours. one three-hour laboratory. A study of the processes acting to modify the configuration of the earth's surface and landscapes resulting from ,these processes. Oh 423. Chemical Preparations. ( g) 1-2 Maps of landforms studied in ,the laboratory hours each term. include those depicting regions of North Important methods of synthesis of compounds American physiographic provinces. Prerequi­ in the fields of inorganic, organic or biochem­ site: any one of the following-G 201, 202, istry. Prerequisite: Ch 313 and Ch 336, or 203, 351, or Geog 392. consent ·of instructor. G 351. Elements of Geology. 3 hours. Oh 450. Biochemistry. (g) 3 hours. Principles of geology, processes which shape An introduction to the chemistry of biological the sur£ace of ,tihe earth, historical develop­ compounds including their metabolism. Pre­ ment of the earth. Designed as an introduc­ quisite: Ch 335. tion to geology for general science teachers and elementary teachers. Two lectures, one two-hour laboratory period. Graduate Courses G 444, 445. Geologic History of Life. ( g) Courses numbered 400-499 and designated ( G) or ( g) may be taken for graduate credit. 3 hours each term. The origin and development of life as inter­ Oh 520. Advanced Analytical Chemistry. preted from the fossil record. First term: 3 hours. General principles and fossil invertebrates. Selected topics in analytical chemistry, mod­ Second term: fossil plants, the rise of the ern techniques and instrumentation. Prerequi­ vertebTates, mammals, and man. Two lec­ site: Ch 312. tures, one two-hour laboratory and field study. Prerequisite: G 203 or G 351 or con­ Oh 530. Advanced Organic Chemistry. sent of instructor. 3 hours. An introduction to some advanced topics of G 450. Rocks and Minerals. ( g) 3 hours. organ'ic chemistry, particularly as related to Identification of common minerals; origin biological systems, including some of the and occurrence of sedimentary, igneous and modern Tesearch methods. Prerequisite: Ch metamorphic rocks. One lecture, two two­ 336, or consent of instructor. hour laboratory periods. SCIENCE-MATHEMATICS COURSES I 101

G 453. Geology of the Pacific Northwest. Upper-Division Courses (g) 3 hours. Ph 311, 312. Introduction to Modern Phys- An introduction to the geologic history of the ics. 4 hours each term. region, with particular emphasis on the physi­ An introduction to atomic hypothes

Ph 201, 202, 203. General Physics. 4 hours Graduate Courses each term. Courses numbered 400-499 and designated ( G) or ( g) A year sequence in the study of energy and may be taken for graduate credit, phys'ical phenomena; including the funda­ Ph 581, 582. Modem Physics. 3 hours each mental principles of mechanics, heat, sound, tenn. light, electricity, magnetism, and a brief in­ A brief study of some of the developments in troduction to modern physics. Three lec­ physics since 1895 with emphasis on nuclear tures, one three-hour laboratory period. Pre­ processes and cosmic rays, relativity and quan­ requisite: Mth 200, previously or concur­ tum ilieory, solid state, cryogenics and oth­ rently. ers. Prerequisite: one year each of college mathematics and physics. Offered during Ph 207, 208, 209. General Physics. 4 hours summer sessions. each term. Mechanics, heat, Jright, sound, electricity, and MATHEMATICS magnetism. For students in engineering and Lower-Division Courses the physical sciences. Three lectures, one Mth 100. Intermediate Algebra. 4 hours. three-hour laboratory period. Prerequisites: For students entering with only one year of Mth 104, 200, 201, previously or parallel. high school algebra. Credit does not apply to­ Will not be offered during 1969-70. ward a major 'in mathematics. 102 / OREGON COLLEGE OF EDUCATION

Mth 101. College Algebra. 4 how-s. Mth 312, 313. Mathematics for Elementary Introduction to elementary set theory, devel­ Teachers. 3 hours each term. opment of the real number system, inequali­ Selected topics appropriate for elementary ties, absolute value, functions, graphs, theory teachers. Enter either term. Prerequisite: of equations, and mathematical induction. Consent of instructor. Prerequisite: Mth 100 or placement examin­ Mth 321. Differential Equations. 3 hours. ation. Introduction to ordinary differential equa­ 'Mth 102. Trigonometry. 4 hours. tions arising in mechanics and physics. Pre­ Introduction to circular functions, analyhc requisite: Mth 203 ( offered only on demand). trigonometry, addition formulas, trigonome­ Mth 325, 326. Introduction to Statistics. 3 tric equations, curve sketching, complex num­ hours each term. bers, and polar coordinates. Prerequisite: Mth An introduction to sample theory, organiza­ 101 or equivalent. tion and classification of data, distribution, measurement of central tendencies and re­ 'Mth 104. Algebra and Trigonometry. lafion position, and resting of hypotheses. 4 hours. Prerequisite: Junior standing and consent of Introduction

Upper-Division Courses Mth 351. Computer Coding. 3 hours. Introduction to digital computers; language Mth 311. Mathematics for Elementary Teach­ programming and techniques; mathematical ers. 3 hours. and statistical applications; console opera­ study of current and projected mathemat­ tion; two lectures, one two-hour laboratory. ics curricula in -the elementay school from Prerequisite: Consent of instructor. an advanced viewpoint. Selection of mathe­ ~101-102 or Mth 104 leads to the calculus. Also, maVical objectives. Prerequisite: Mth 123 and if Mth 101-102 are required in a program, Mth 104 junior standing. will satisfy this requirement. SCIENCE-MATHEMATICS COURSES / 103

Mth 361. Probability. 3 hours. Mth 491, 492, 493. Mathematics for Secon- Combinatorial problems, continuous distribu­ dary Teachers. ( g) 3 hours each term. tion, expectation, laws of large numbers. Pre­ Projects, activities and discussions designed requisite: Mth 200. to contribute to the preparation of effective ,teachers of mathematics for grades 7-12. Mth Mth 402. Workshop. Terms and hours to be 492 is the special methods course which must arranged. be completed before student teaching. May 1be taken in any order. Prerequisites: Mth 200 Mth 407. Seminar. Terms and hours to be and consent of instructor. arranged. Mth 494, 495, 496. Analysis. ( g) 3 hours eaoh term. Mth 410. Foundations of Mathematics. (g) Real and complex number systems, set theory, 3 hours. sequences, series, continuity, differentiation, Fundamental concepts and logical structure sequences of functions, Fourier series, func­ of arithmetic, algebra, and geometry. De­ tions of several variables, inner product spaces, signed for prospective teachers of high school measurable spaces, Riemann and Lebesgue mathema~ics and mathematics majors. Pre­ integrals. Prerequisites: Mth 203 and consent requisites: Mth 344 and Mth 347 or consent of instructor. of instructor. Graduate Courses Mth 415. Modem Geometry. ( g) 3 hours. Selected topics in affine and projective geom­ Courses numbered 400-499 and designated (G) or (g) may be taken for graduate credit. etries. Prerequisite: Mth 345 or consent of instructor. Mth 502. Workshop. 3 hours. Mth 506. Special Individual Studies. Mth 425, 426. Elements of Statistical Meth- 3hours. ods. ( g) 3 hours each term. The first quarter is devoted to general theory Mth 507. Seminar. 3 hours. of statistical inference for those with a non­ mathematical background. The second quar­ Mth 541. Modem Algebra. 3 hours. ter covers topics with application to research Advanced theory of matrices, fin ite groups, in the fields of education, social and biologi­ rings, and fields. Galois theory of equations; cal sciences. Prerequisite: Mth 101 ( Credits associative linear algebras, non-associative al­ do not normally apply toward a secondary gebras, group representations. Prerequisites: major in mathematics.) Mth 443 or consent of instructor. Mth 590. Computer Mathematics. 3 hours. Mth 438. Introduction to Topology. ( g) Introduction to computer programming; ma­ 3 hours. chine language; assembly language; number Introduction to the concepts and definitions of systems; logic; matrix methods; numerical elementary point set topology. A study of methods; approximations; computer applica­ various topological spaces, continuous map­ tions; console operation. Intended primarily pings, the hierarchy of topological spaces, for experienced teachers who have had no metric spaces. Prerequisites: Mth 203 or con­ preparation in the use of computers in mathe­ sent of instructor. matics. Prerequisite: Consent of instructor. Mth 442. Logic and Boolean Algebra. ( g) Mth 700. ( p) In-Service Education. 3 hours. The systematic development of Boolean Al­ gebras through lattice theory. A careful study SOCIAL SCIENCE of: algebra of sets; symbolic logic; switching circuits. Interpretal'.ions are developed that GENERAL SOCIAL SCIENCE yield these systems as realizations of Boolean SSc 401. Research. 3-9 hours. Postulates. Prerequisite: 6 hours of upper division mathemat'ics. SSc 402. Workshop. Terms and hours to be arranged. Mth 443. Abstract Algebra. ( g) 3 hours. SSc 406. Special Individual Studies. Terms Semigroups, groups, rings, integral domains, and hours to be arranged. ideals; with illustrations from several branches of mathematics. Prerequisite: 6 hours of SSc 407. Seminar. Terms and hours to be junior level algebra. arranged. 104 / OREGON COLLEGE OF EDUCATION

SSc 408. Special Secondary Methods. SSc 514. Economic Problems in American 3 hours. Democracy. 3 hours. Provides experiences in methods of teaching Selected economic problems of both a general the social sciences. In addition, emphasis is and specific nature. The aim is to give pros­ placed upon familiarizing the student with pective secondary teachers a firm foundation the philosophies and materials of social sci­ of both theoretical and applied materials in ence. Prerequisite: Ed 314 or consent of in­ various phases of United States economic­ structor. industrial situations and problems.

SSc 409. Practicum. 12 hours. SSc 515. Political Problems in American Democracy. 3 hours. SSc 444. Adult Education Programs for the Disadvantaged. ( g) 3 hours. A study of current domestic political prob­ Designed to familiarize and train individuals lems. in the development and use of the various SSc 700. ( p) In-Service Education. adult education programs. Information and practical experience in the area of literacy education, stressing the method and tech­ ANTHROPOLOGY niques that work most effectively in bringing Lower-Division Courses illiterate people to a level of functional com­ petency. Anth 214, 215, 216. Anthropology. 3 hours each term. SSc 448. Pre-Vocational and Vocational Edu­ Intterplay of man with his environment cation Programs for the Disadvantaged. through the ages; factors influencing physical (g) 3 hours. and cultural development of man. Presents teachers of disadvantaged and mi­ grants with information concerning the de­ Anth 310. Early Man in Oregon and the Pa- velopment of various types of prevocational cific Slope. 3 hours. and vocational programs. A study of the culture of aboriginal man in Oregon and other areas of the Pacific North­ Graduate Courses Courses numbered 400-499 and designated ( G) or ( g) west, with emphasis on research resources may be taken for graduate credit. for teaching at the elementary school level. SSc 501. Research. 3-9 hours. Ant,h 400. Early Man in the New World. (g) 3 hours. SSc 502. Workshop. Terms and hours to be Distribution patterns and reasons, migration arranged. patterns and theories, contracts with man in SSc 503. Thesis or Field Study. 3-9 hours. the Old World, who all were here before Co­ lumbus, the Great Extinction, origins of New SSc 506. Special Individual Studies. Terms World agriculture, utilization of resources. and hours to be arranged. Anth 476. Cultural Anthropology. (g) SSc 507. Seminar. Hours to be arranged. 3 hours. A survey of ancient and primitive men and SSc 511. Contemporary Developments in the their cultures. Social Sciences. 3 hours. A study of contemporary ·literature in the va­ rious social science areas for elementary ECONOMICS teachers. Lower-Division Courses SSc 512. Contemporary Development in the Ee 115. Outline of Economics. 3 l10urs. Social Sciences. 3 hours. A descriptive and analytical outline study of A study of contemporary literature in the va­ our market society with emphasis on macro­ rious social science areas for junior and senior economic theory-a concern with aggregate high school teachers. ( Acceptable for sec­ economic behavior and analysis of such top­ ondary certification.) ics as rate of economic growth, depressions, inflation, levels of employment, private and SSc 513. Social Problems in American Demo- public expenditures, etc. cracy. 3 hours. A selected list of problems in the United Ee 140. Business Organizations. 3 hours. States such as conservation problems, the na­ Understanding of American business organi­ tion's health, crime, etc. Designed to give zation, especially as applied toward small factual and interpretative background for business in the local community; relationship secondary teachers. of business to the local educational district. SOCIAL SCIENCE COURSES / 105

Ee 201, 202, 203. Principles of Economics. Ee 451. Contemporary Economic Systems. 3 hours each term. (g) 3 hours. Social phenomena due to the wealth-getting A study of capitalism, socialism, and com­ and wealth-using activities of man. munism as reflected in a group of contempor­ ary societies, stressing theory of development. Ee 318. Money and Banking. 3 hours. Description and analysis of the operations of commercial banks, the Federal Reserve Sys­ tem, and the Treasury as they affect the mon­ GEOGRAPHY etary system of the United States. Prerequi­ Lower-Division Courses site: Ee 201, 202, 203 or consent of instructor. Geog 105, 106, 107. Introductory Geography. Ee 319, 320. Public Finance. 3 hours each. 3 hours each term. Economic analysis of revenue collection and A study of the field of geography with em­ expenditure by Federal, State, and Local gov­ phasis on human activities, interests and wel­ ernments. Ee 319 deals with the effect of in­ fare. come taxes, corporate taxes, excise taxes, prop­ erty taxes, fees, and other sources of public Geog 200. Geography of World Affairs. revenue on personal income, employment 3 hours. and production; incidence and shifting of Geographic background and m:vestigation of taxes. Ee 320 is concerned with analysis of tl1e world's current social, political, and eco­ government expenditure-allocation of public nomic problems and the role the United funds for the achieving of various social goals States plays in world affairs. and objectives; evaluation of efficiency cri­ Geog 221. Field Geography. 3 hours. teria. Prerequisite: Ee 115 or 201. Intensive study of a limited area near Salem; Ee 417. Problems of Economic Development elementary map making and studies of eco­ of Nations. ( g) 3 hours. nomic and human geography. A study of development problems in such Geog 240. Cartography. 3 hours. countries as Israel, the Latin Americas, and Study and practice in using, compiling, and the African nations. drafting of maps, charts, and diagrams for Ee 432. Introduction to Regional Economics. teaching purposes. (g) 3 hours. Economic analysis of spatially oriented prob­ Upper-Division Courses lems, with emphasis on the problems and techniques related ro the understanding of Geog 311. Geography of Exploration. economic base and the comparative economic 3 hours. growth of regions. Exploration, discovery, and development of the world from classical times to the present. Ee 440. Introduction to International Econom- Emphasis on ,the Western Hemisphere. ics. ( g) 3 hours. Economic analysis of international trade­ Geog ·313. Geography of the Pacific North- basis, problems, and effects-trade restrictions, west. 3 hours. balance of payments and its settlement- ex­ Economic study of the distribution of popula­ change rates, gold reserves, international eco­ tion and industries of Oregon and the Pacific nomic organization and financial institutions. Northwest in relation to the geographic en­ Ee 444. Labor Economics. 3 hours. vironment of the entire area; special emphasis Economics analysis applied to the labor mar­ will be plac-ed on Oregon. ket as a factor of production. Wage determin­ Geog 340. Intermediate Cartography. 3 hours. ation, relationship between wages and prices, The study of the elements of the cartographic relationship between wages and employment processes including functional analysis, com­ will be emphasized. Problems of manpower pilation and design, and map production. utilization. Ee 445. Organized Labor. 3 hours. Geog 390. Weather and Climate. 3 hours. Theories of the labor movement plus the his­ Regional differentiation of the weather and tory, aims, methods, and policies of trade climates of the major land and ocean areas of unions. The mechanics and functioning of the world. collective bargaining will be explored. Geog 392. Physical Geography. 3 hours. Ee 450. Contemporary Economic Systems. Principal ea1th surface elements of physical (g) 3 hours. geography including landforms, soils, water A study of capitalism, communism, and so­ and biotic resources, in their genetic, distri­ cialism in contemporary society. butional and functional interrelationships. 106 / OREGON COLLEGE OF EDUCATION

Geog 408. Senior Colloquium in Geography. Geog 432. Geography of Africa. ( g) 3 3 hours. homs. Study of significant geographical writings A study of the African continent, its nations from the early Grecian period to the present, and colonies; tl1e physical and cultural geog­ with emphasis on methods and interpretations. raphy of the regions of the continent and their geographical implications. Geog 411, 412. Cultural Geography. ( g) 3 hours each term. Geog 433. Political Geography. ( g) A geographic study of the cultural areas of 3 hours. the inhabited regions of the earth as charac­ The nations of the world and their interrela­ terized by ethnic, population, and settlement tions analyzed geograph'ically, emphasizing patterns. both physical and cultural factors of the en­ vironment, to assist in the interpreting of Geog 413. Urban Geography. ( g) 3 hours. world affairs. Study of urban settlements in terms of pat­ Geog 440. Advanced Cartography. 3 hours. terns, forms, and functions; systems of mban Specialized study with individual projects in land classification and geographic aspects of the creative techn'iques of cartography. forces affecting urban land use. Geog 450. Geography of Asia. ( g) 3 hours. Geog 414. Geographic Backgrounds of Amer- · A study of economic and social development ican History. 3 hours. of the countries of Asia; the economic bases The influence of geographic factors on coloni­ of human life; problems of population pres­ zation, settlement patterns, and westward sure; trends in economic and political exploi­ movement in America. tation; and tl1e geographic backgrounds of Geog 416, 417, 418. Economic Geography. oriental and occidental interrelations. ( g) 3 hours each term. Geog 461. Geography of Soutl1 America. ( g) A systematic study of the world's major types 3 hours. of economic activity, simple to complex A course dealing with the economic and so­ course 416 ( g) Agriculture; course 417 ( g) cial development of the countries of Latin Manufacturing; course 418 (g) Trade and America; raw materials; potential markets; Transportation. inter-American relations. Geog 425. Geography of Conservation. ( g) Geog 463. Geography of Middle America. 3 hours. (g) 3 hours. Consideration of the geographic" distribution Intensive study of the physical and cultural of American resources against a background processes that have shaped the landscapes of of world resources; conservation philosophies Middle America. and practices and their geographic bases in Geog 480. Geography in the School Curricu- relation to conservation education. lum. ( g) 3 hours. Geog 426. Geography of Europe. ( g) 3 A discussion and analysis of the major trends, hours. concepts, and content of geography as related The geographic backgrounds of European to the social studies curriculum in the public civilization; present-day regional and political schools. adjustment to environmental conditions; geo­ Graduate Courses graphical aspects of European colonial expan­ Courses numbered 400-499 and designated ( G) or ( g) sion; analysis of the geographic individuali­ may be taken for graduate creclit. ties of ·the major countries, and the relations Geog 515. Geographic Background of Euro- between human life and natural environment. pean History. 3 hours. Geog 427. Geography of the Soviet Union. Study of the influence of geographic factors (g) 3 hours. on the development of European ethnic, set­ Geography of the Soviet Union; its resources, tlement, political, and economic patterns. Em­ peoples, and world position. phasis will be given to the evolution of these patterns since the time of the dissolution of Geog 429. Geography of North America. the Roman Empire. (g) 3 hours. A course providing a basic understanding of Geog 518. Modern Viewpoints, Methods and economic and social activities in the major Materials in Geography. 3 hours. human-use regions of home continent; de­ Analysis of the learning skills, concepts, tools, scription, analysis, and interpretation of the and techniques to provide understanding of present occupancy pattern of the major re­ the physical environment and its relationship gions of the United States and Canada. to man's way of living. SOCIAL SCIENCE COURSES / 107

Geog 519. Cartography for Teachers. Hst 391, 392, 393. History of the Far East. 3 hours. 3 hours each term. Maps and visual aids, their selection and fotroduotion to the history, civilization, and usage in the classroom. Sources of maps for institutions of Southern and Eastern Asia. the teacher. Making a map in the classroom and implementing it as a teachting tool. Meth­ Hst 408. Senior Colloquium in History. ods of relating the map to the ground, and 3 hours. the ground to the map. Study of significant historical writings with emphasis on methods and interpretations. Geog 520. Physical Geography and Field Methods for Teachers. 3 hours. Hst 420. Historiography. ( g) 3 hours. Understanding of the earth as the home of A study of significant historical interpretations man and the tap-root source of all phenomena and the men who offered them. -social, economic, and cultural. Study of nat­ Hst 421. The Middle Ages. ( g) 3 hours. ural resources for security and opulence. Field work will cover experiences in a dry Europe from the decline of the Western landscape, a humid landscape, and coast Roman Empire to the Renaissance. plain ( Eastern Oregon and Cascades, Wil­ Hst 424. Early Modern Europe. ( g) lamette Valley and coastal mountains, and 3 hours. seacoast). Civilization of the Renaissance in Italy and Northern Europe; Protestant and Catholic HISTORY reformations of the 16th Century. Lower-Division Courses Hst 101, 102, 103. History of Western Civili- Hst 425. Early Modern Europe. 3 hours. zation. 3 hours each term. The age of the Enlightenment; development Development of western civilization from of modern science; political thought of t!he early beginnings to the present time; political, Old Regime; social developments; the classi­ social and cultural factors; present conditions cal age in art, architecture, and literature; and problems. the English, American, and French Revolu­ tions; the Napoleonic age. Hst 140. Introduction to History. 3 hours. The historian's craft: an introduction to the Hst 444, 445. Twentieth-Century Europe. meaning and method of history, illustrated by ( g) 3 hours each term. materials drawn from American history. Re­ The age of European supremacy, the impact quired of all social science majors. of World War I, the interwar adjustment and Hst 201, 202, 203. History of the United conflict between democracy and the totali­ States. 3 hours each term. tarian powers; World War II and its after­ Development of the American nation, with math; the rebuilding and reorientation of emphasis on its political and social concepts. Europe. Up1>er-Division Courses Hst 449. History of the Soviet Union. ( g) 3 hours. Hst 304, 305, 306. English History. 3 hours Political, diplomatic, and social development each term. of Russia from 1917 to the present. A general survey covering political, economic, social, intellectual, and religious develop­ Hst 457. The Jacksonian Era. ( g) 3 hours. ments. Attention to Empire and Common­ 'I1he United States, 1815-1850. Westward wealth as well as the homeland. expansion and the mots of intersectional con­ Hst 341, 342, 343. Europe Since 1789. 3 flicts; growth of a native American culture; hours each term. party struggles of the age of Jackson. Political, social, economic, ·and cultural trends from the French revolution to the present. Hst 458. Civil War and Reconstruction. ( g) Fall: 1789-1815; Winter: 1815-1900; Spring: 3 hours. 1900 to the present. The critical decade before the Civil War; the war years; the tragic post-war era. Hst 350, 351, 352. Latin America. 3 hours each term. Hst 459. Industrial America. (g) 3 hours. A survey of Latin America from the early The United States from 1865 to 1900. Indus­ Indian civilizations through the periods of trialization, growth of Big Business, and rela­ European conquest and colonization; the tionhip of government to Business; settling wars of independence; the rise of national the last frontier; immigration and the rise of states; their internal development and foreign cities; new intellectual currents; emergence as relations. a world power. 108 / OREGON COLLEGE OF EDUCATION

Hst 460, 461, 462. American Social and In­ Hst 492. World Problems. (g) 3 hours. tellectual History. ( g) 3 hours each Consideration given to current and signifi­ term. cant, political, economic, and social problems Influence of social factors on American his­ of the nations in relation to American culture. tory and culture; main currents of American intellectual and cultural life from colonial POLITICAL SCIENCE times to the present. Prerequisites: Hst 201, Lower-Division Courses 202,203. PS 206. Introduction to Political Science. Hst 465. The Modem British Empire and the 3 hours. Commonwealth. ( g) 3 hours. What poHtical science is about: its basic con­ A survey of the reshaping of the British Em­ cerns, fields and methods of study. pire in the century following the American Revolution; the development of the concept Upper-Division Courses of the Commonwealth. The meaning and op­ eration of the Commonwealth, its broadening PS 301. National Government. 3 hours. following World War II and the emergence An introduction to the study of forms of gov­ of some of its members to complete inde­ ernment, public policy and public opinion in pendence. the United States. Prerequisite: PS 206 or consent of instructor. Hst 470. Great Americans. ( g) 3 hours. Personality and leadership of men and women PS 302. State and Local Government. who have been outstanding 'in the various 3 hours. fields of endeavor, great movements, and crit­ Practical operation and contemporary reforms ical periods. Closed to seconda1y social sci­ in government at the state and local levels. ence majors. Prerequi ite: PS 206 or consent of instructor. Hst 4 7 6, 4 77. History of the West. ( g) PS 303. European Government. 3 hours. 3 hours each term. A comparative study of the governments of The American Frontier. First term: the early selected foreign nations. American frontier; second term: the trans­ Mississippi West. PS 351. Introduction to Public Administra- tion. 3 hours. Hst 478. History of the Pacific Northwest. Examination of various approaches to and (g) 3 hours. conceptions of public administration; applica­ Historical and cultural development of the tion of various theories of administration to Pacific Northwest. the study of public organizations; substantive Hst 480, 481, 482. The United States in the problems of organizations; structures and in­ Twentieth Century. ( g) 3 hours each ternal administration; personnel and finance. term. The Progressive Era, the United States and PS 414. Political Parties. ( g) 3 hours. the world; industrial growth; depression and The nature, organization, and operation of po­ the New Deal; World War II and postwar litical parties; election and recall of officers; America. Cultural developments, with empha­ proportional representation; initiative and ref­ sis upon the new developments in education. erendum; the role of public relations and advertising agencies. Hst 483. Colonial America. ( g) 3 hours. Colonial background of American history, PS 415. Public Opinion and Pressure Groups. from the Age of Discovery to the Revolution. (g) 3 hours. An analysis of the role of public opinion and Hst 484. The New Nation. (g) 3 hours. interest groups in determining of public pol­ History of the United States from 1775 to icy. 1815; the Revolution, confederation, the Con­ stitution; government under the Federalists. PS 418. Functions and Policies of National H,t 490. Twentieth-Century Latin America. Government. 3 hours. (g) 3 hours. A detailed analysis of the functions and poli­ Contemporary developments, policies, and cies of the national government. Prerequisites: trends in the Latin American states. PS 201, 202, 203 and/or consent of instiuctor. Hst 491. History of Inter-American Relations. Government. (g) 3 hours. A diplomatic history from 1810 to the present, with emphasis on relations between the United States and Latin America. SOCIAL SCIENCE COURSES / 109

PS 424. Problems of State Government. ( g) Soc 309. American Society. 3 hours. 3 hours. An analys

PS 497. American Foreign Relations. ( g) Soc 422. The Culturally Disadvantaged. 3 hours. (g) 3 hours. 'Dhe origin, character, and consequences of Designed to acquaint teachers and others American foreign policies from 1900. with what is meant by the culturally disad­ vantaged. Examination of the sociological SOCIOLOGY characteristics of the disadvantaged; differ­ Upper-Division Courses ences in middle- and lower-class cultural Soc 307. Principles of Sociology. 3 hours. understandings; development of the self­ Fundamental concepts and empirica-1 findings concept. in the field of sociology. Soc 437. Sociology of Race Relations. ( g) Soc 308. World Population and Social Struc- 3 hours. ture. 3 hours. The development of "mce consciousness" and Introduction to the genera,J field of popula­ emergent problems of race-culture contacts. tion studies providing within a sociological framework an analysis of historical, contem­ Soc 443. The Field of Social Work. 3 hours. porary, and anticipated population conditions A survey of the development of the social and trends, as these are related to social sit­ services, with emphasis on current American uations and the organization of society. trends. 110 / OREGON COLLEGE OF EDUCATION

Soc 450. Social Structure of Groups. ( g) Soc 522. Leamer Differences and Institu- 3 hours. tional Structure. 3 hours. Informal and formal groups. Behavior of both A study of what educational structures are small and large groups. Understanding of the applicable to learners in various institutional theory of group structure. Different roles peo­ settings. ple play in small groups. Understanding of sociometric techniques and skill in using BUSINESS ADMINISTRATION them. BA 211, 212, 213. Fundamentals of Ac- counting.' 3 hours each term. Soc 454. Sociology of Deviant Behavior. ( g) Study of the function of accounting as a tool 3 hours. for the planning and administration of business Identification of different forms of deviant enterprise. Primary emphasis on analysis and behavior ( crime, mental illness, poverty); in­ inter,pretation of financial data, Tather than fluence deviant behavior ·has upon the social on collection and presentation. system and upon the individual. Fall: Position and income statements, con­ Soc 477. The Negro in American Culture. ceptual bases for collec~ing and presenting (g) 3 hours. data, flows of cost, the accounting cycle, de­ Study of the Negro's position in the develop­ preciation, formation of working capital. ment of the societies of the Americas. Winter: Inventory and its control, risk-equity relationships, interest, and annuities, analysis Soc 490. Educational Sociology. ( g) of position and income statements, fund 3 hours. statements, manufacturing costs, organization Structure and functioning of society, as a for and administration of costs and budgetary background for the study and evaluation of control. education in its varied forms; the contribu­ Spring: Application of cost concepts to deci­ tion of sociological principles and findings to sion making, taxation, and its effect on plan­ the improvement of educational practices. ning, break-even analysis, 'internal control, capital budgeting, information theory applied Soc 491. Corrections Process. ( g) 3 hours. to accounting reports, the impact of price­ A study of the sequence involved in the cor­ level changes on accounting data. rection process from arrest, courts, institu­ Prerequisites: Sophomore standing or con­ tions, and rehabilitation. sent of instructor. Soc 492. Penology. ( g) 3 hours. The evolution of punishment; penological AIR FORCE ROTC theories; survey of prison development and administration. Education, labor, and reha­ AS 250. Field Training Unit. 6 hours. bilitatfon processes. Social groups in the pri­ Field experience in summer military camp son community. for students enrolled in the AFROTC pro­ gram. Credits earned are accepted as free Soc 493. Parole and Probation. ( g) electives but will not substitute for courses 3 hours. required for graduation. History of parole and probation. Adult and juvenile parole and probation ( a comparison AS 300, 301, 302. Growth and Development of systems). Contemporary practices and of Aerospace Power. 3 hours each term. theories. Administration and research, treat­ A survey course about the nature of war; ment processes and tools. development of air power; mission and organ­ ization of the Defense Department; Air Soc 494. International Corrections Survey. Force concepts, doctrine, and employment; (g) 3 hours. astronautics and space operations; and the A survey of contemporary international cor­ future development of aerospace power. rections. AS 400, 401, 402. The Professional Officer. Soc 495. Personality and Culture. ( g) 3 hours each term. 3 hours. Professionalism, leadership, and management. An exam1ination of culture in the fonnaHon of Includes the meaning of professionalism, pro­ personality and in the determination of the fessional responsibilities, the Military Justice range of personality ,types within specific so­ System; leadership theory, functions, and cieties. practices; management principles and func­ Soc 496. The Indian in American Culture. tion problem solving; and management tools; (g) 3 hours. practices, and controls. Study of the Indian's position in the develop­ 1 Not applicable to social science major or minor in ment of the societies of the Americas. the general studies curriculum. 1967-68 GRADUATES

Degree of Master of Science JoAnn Rochester, Sutherlin Beverly Ann Russell, Portland John Bernhardt Antonson, Silverton Ronald Alvin Russell, Portland Daniel Eugene Barham, Salem Frances Jean Sanders, Monmouth Elmer Dale Baxter, Salem Richard Allen Simon, Woodburn Jerry Clark Bennette Portland Ellen Mitchell Smith, Salem Mary Myrtle Birks, Vancouver, Washington Glenva Ann Smith, Monmouth Leon M. Bousha, Salem Stephen Lee Smith Monmouth Richard L. Brady, Mission, Kansas Richard Odell Sondgroth, Salem Darlene Marie Hess Brixius, Monmouth Dell Martin Squire, Redmond Rex Leslie Brown, Sheridan Robert Allen Staples, Salem Billy Ann Buchanan, Portland Donald Norman Starr, Salem Ila Mabel Carpenter, Hillsboro t Rose Bush Taylor, Portland Daniel Melvin Casebier Salem Ernest K. Teal, Salem Jane A. Coffey, Portlana1 Diane Lee Teel, Salem Lloyd Edward Cole, Milwaukie Paul Leslie Teel, Salem Inahell Cook, Independence Mildred Louise Thayer, Salem Gary L. Covey, Albany Lois B. Tollefson, Salem Lela Mabel Cronk, Dallas Zabelle Helen Gulesserian Tracy, Crescent City, Darryl Marian Cue, Santa Fe, New Mexico California Henry Douglas Denson\ St. Paul Stanley Ray Traxler Monmouth Shirley Jane DeVoe, Sa em Donald Lee Tunnelli Lake Oswego James Jack Donald, Salem Jay B. Vanderford, r., Salem Ruby Gullickson Douglas ~onmouth Desmond Kent Wa er, Salem Buelah Rose Dworschak, Molalla1 George William Wallis, Vermilion, Alberta, Canada Betty H. Ellis, Richland Noel Emerson Ware, Newberg Kenneth Franklin Ellis, Jr., Monmouth Gene Edwin Weeks, Sheridan Cornelius Lambert Feskens, Medford James Seeley White, Salem Lrle S. Fetter, Albany Toni Marie Wolf, Silverton Lmda Sturgis Fitchet~ Eugene Eleanor Louise Woolley, Sheridan Mary Gladys Forbes, Hend Daro! Dwayne Woolsey, Reedsport George Washington Gordon, Monmouth Shirley Elaine Yankey, Weiser, Idaho Donald Duane Guenther, Salem Hester Roberts Guess, Dallas Degree of Master of Arts in Teaching ames William Hadden, Salem acqueline Lee Hanson, Monmouth Robert John Albrightson, Monmouth ~ ddie G. Harris, Salem Willard LeRoy Aldrich, Monmouth Rodney Earl Hascall, Silverton Theodore Warren Bieker, Monmouth Oril Reich Hass Corvallis Bruce Alan Boettcher, Roseburg Joy Emiko H~. Honolulu, Hawaii Robert Dale Borntrager, Salem William Vernon Hogg, Eugene Dallas Jerome Coon, Monmouth Gary Lee Hollen, Salem f Paul Andrew Coy, MonroeJ.. Washington Allen Kent lluggett, Forest Grove Judith Anne Darr, Denver 1.;olomdo Sister Marytulianne Janes, Mt. Angel Loyal Lee Darr Denver, Colorado John Percy eldon, Salem Glenn Charles DeGallier, Kelso, Washington Minerva Ar ene Jensen, Monmouth Carroll Duncan, Monmouth J.C. Ver! Keeney_, Salem Samuel Francis Galloway, Salem Ann Farmer Kelley, Rickreall Richard Leslie George, Port Orchard, Washington Nadine Elaine Keyt, Perrydale Halland William Hankel, Astoria Edward Alfred Kuenzi, Salem Raymond Lee HansoniJ Monmouth Richard Henry LaFever, Monmouth John D. Heitman, Da as Harold Dwaine Lambert, Corvallis Carl Hutzler, Salem Harriett Maxine Largent Salem Don Lee Jacobsen, Salem Linda Kate Larsen, Blacnly1 Herbert E. Johnsrud, Salem Jack Charles Leith, Monmouth Donald C. Kohl, Monmouth Gilbert Ward Little, Sweet Home Donald Eugene Kronser~ ~onmouth Patricia Loomis Lobb, Portland Marlene Yvonne Kropf, Monmouth Jerry Lee Maddy, Albany Julie R. Leavitt, Independence Elaine Carol Main, Mill City Fred Darwynn Matteucci, Monmouth Glenna Darlene Martin, Dallas Alvyn Irwin Nacman, Newark, Delaware Gary Miyuki Matsuoka, Milwaukie Ernest Maynard Ogard, Jr., Monmouth Daniel Lloyd McAuley, Dallas Monte Ray Olson, Central Point James Edward McCarr~ Monmouth Evelyn Woodward Oostenburg, Hood River 0. Gene McDonald, Salem John Wesley Patterson, Canyonville Leonard H. McHargue, Salem Richard D. Pedee, The Dalles Beverly Ann McIntyre, Bend Patrick L. Reilly, Silverton Kenneth John McKenzie, Dallas Earl William Roth Albany Noel M. McRae, Kelso, Washington Joseph Bernard Schiel, Jr., Wilkes-Barre, Pennsylvania Jay Byron McSpaden, Salem Thomas George Smithwick, Jr., Willamina Patricia Anne Meier, Corvallis Janice Marie Wittenberg Weidner, Yamhill Sherry J. Moffitt, Dallas Loralee Warnock Welch, Salem Charles H. Moore Aloha Tobias Lawrence Wolf, Monmouth John Francis N agfe, D ayton, Ohio Thomas Delmer Nelson, Longview, Washington Dennis Boyd Newton, Dallas Degree of Bachelor of Arts in Education Betty Jean Reckmann Odom Oregon City Donna Lee Anderson, Powers Jeannette M. Okada, Lanai City, Hawaii Areta Mae Baker, Salem Robert Bruce Oliphant, Monmouth °ܜChristine Marie Jensen Bealey, Monmouth Diane Jeannette Overholser, Dallas Donna Mae Beals, Salem Bertha Iola Owen, Vista, California Catherine Virginia Boothby, Tigard William Herman Pahrman, Salem Barbara Jean Atkinson Crawford, Salem John Edward Persinger, Salem Nell Patricia Gilman Cretsinger, Salem Charles William Pyne, Salem Marianna Elizabeth Quiring, Salem f Degree granted posthumously Richard Clarence Ramsey, Salem 0 Graduates with honors James Otis Rawlins, Salem Carol Jean Evans, Newport 111 112 / OREGO COLLEGE OF EDUCATION

Ruth Nanine Libby Felton, Sixes Lola Agnes Swearingen Dent, Terrebonne Jo Ann Hayden, Monmouth 0 Shirley Jane DeVoe, Salem Linda Arlene Hazelton, Portland Ronald Edward DeVolder, Portland Delores Marcella Hendricks, Stayton Daniel Wilder Dewees, Salem Rosalie Diane Law, Silverton Ruth Ramey Domes, McCoy Sherrille Ellen Lawrence, Caldwell, Idaho Leslie Jim Dorsing, Salem Marjorie Sharon Leopold, Salem Karl Albert Douglas, Sherwood Sharon Lee Lucas, Shedd Virginia Lee Douglass, Bend Leslie Rae Maschke Lyons, Monmouth Halmand Birney Dyal, Sandy Elizabeth Alice Geier Manes, Albany Janet Kay Graf Edwards, Albany •Dennis Warren Newton, Independence Margaret Linda Ekborg, Beaver Robert Carl Parker, Monmouth John Wiley Ellis, Roseburg Nancy Jane Thompson Phay, Salem Judith Elaine Anderson Ellis, Molalla Judith Kaye Salvey, Portland Dawn Marie Segrin Ennes, Milwaukie Carl Russell Shinkle, The Dalles Diana Faye Erickson, Clatskanie Nancy Carol Sogn, Milwaukie Robert Lea Everett, Monmouth Cynthia Grace Kaufman Watkins, Salem Susan Gail Fancher, Salem 0 Joy Kazue Yoshioka, Kauai, Hawaii James Stewart Fisher, Independence Lynn Susann Zipprich, Tualatin Michael Richard Fitzgerald, The Dalles Jean Kathleen Dentel Fleck, Salem Michael John Foltz, Salem Degree of Bachelor of Science in Education Logan Albert Forster, Boulderf Colorado Glenn Dee Adams, Monmouth Mary Jane Ellen Freeburn, Sa em Marian J. Aleckson, Portland Orley John Friesen, Salem Charles Wilber Alexander, Stayton Richard Allen Fruhwirth, Molalla Dennis Gus Amato, Milton-Freewater Daniel Jon Gatti, Salem Ann Marie Haneberg Amstad, Portland Mary Audrey Girt, Clatskanie Elsie Sophia Apt\ South Beach Barbara Goeke, Salem Neil M. Arant, A bany Esther Toevs Gordon, Redmond Joan Elizabeth Archer, Roseburg David Allan Gray, Salem Annette Ruth Arnold, Monmouth Dorothy Dianne Merchant Gray, Salem Peter Azure, Dallas Terrance Orey Gray, Salem Jerry Kingston Bailey, Monmouth Ross Lee Griggs, Monmouth Ronald Eugene Baker, Dallas Joyce Mary Gross, Tillamook Jack Kent Baker, Richland, Washington Joyce Linnette Anderson Gustafson, Monmouth Monte Jean Barber, Coos Bay Vicki Patrice Nielsen Gwynn, Sweet Home Patsy Jane Mueller Barnett, Monmouth Virginia Elnora Hamilton, Salem Marcy Kay Garrison Bauersfeld, Monmouth Nelda Dean Hammond, Albany John Steven Bealey, Monmouth Thera Dolly Hammond, Aloha Martha Sue Beattie, Great Falls, Montana Katherine Frances Hansen, Springfield Alan Lee Beck, The Dalles Suzanne Harmon, ~larion Barbara Behm, Salem Sararoseltha Harris, Prairie City Koby Ann Benson, Gresham Allan Laurentius Hauan, Aumsville Lola Beth Bergseng, West Linn Lana Marie Haupert, Tillamook Russell William Betschart, Astoria Carol Edith Hayes, Hubbard Ora Jeannette Beyerle, Newport Judy Ann Hayne, Albany John Edward Bohlander, Molalla James Lewis Hays, Monmouth Robert Willard Borden, Monmouth Carolyn Lee Harris Hearing, Portland fBruce Elmer Bradshaw, Pleasant Hill Lester Alan Helvie, Carlton John Gutbrodt Brandt, Sheridan Laura Louise Hemphill, Molalla Robert Helmuth Brandt, Monmouth Barbara Ann Herbison, Monmouth Gail Elaine Brathovd, Hood River Carolyn Sue Stratton Hickman, Albany Jacqueline Jessie Peper Brewer, Selma Bill Eldon Hill, Tigard Mary Margaret Brittain, Arcata, California Carolyn Elaine Hill, Brownsville Douglas Fulton Brown, Salem Jane Maki Hill, Astoria Cary Wayne Buchanan, Salem Ronny C. Hill, Salem Dianne Patricia Buck, Salem Margaret June Hinckley, Canby Carolyn Ruth Bunger, Dallas Charles Joseph Hitz, Albany William Leon Caddy, Hood River Edward Steven Hole, Monmouth Danielle Rae Graham Calhoun, Monmouth Sydney Ann Drake Hole! Monmouth Walter Campbell, Jr., Independence Salome Elaine Horst, Sa em David William Canoy, Valsetz Cynthja Sue Hassick, Salem Louise Humphrys Canoy, Lebanon Delores Elaine Hoye, Monmouth Lois Ray Carpenter, Culver Jeannette Elaine Huckins, Drain Rosalie Marie Carter, Mapleton Mary Ann Maxine Humphrey, Monmouth Sharon Kay Harrison Chambers, St. Helens Bruce Palmer Hurley, Hillsboro Karen Lee Chan, Monmouth Fay Kazue Ikei, Waininnalo, Hawaii RobRoy MacLennon Cheek, Salem Patrick Edwin Irish, Shedd Carol Ann McGill Christensen, Dallas Terry Lynn Snead Irish, Salem Sharlene Ellen Claremont, Nashville Carol Lee Jasper, Astoria Fredric Oliver Clark, Falls City David Michael Jensen, Monmouth Susan Kay Clark, Salem Pamela Joyce Shollenberger Jensen, Monmouth Jim W. Classen, Dallas Vera Irene Jen sen Gardiner borothy Roberta Claussen, Lebanon Frederick Michael Jespersen, Monmouth Patricia Ann Cole, Beaver Gordon Wayne Johnson Vaneta James Douglas Coleman, Salem 0 Beverly Jean Koestner Jones, Newport Karen Ann Collins, Milwaukie Robert Lloyd Jones, Jr., Sacramento, California Dennis Duane Cook, Independence William Page Jones, Coos Bay Jacquelyn Anne Duff Crowson, The Dalles Lynne Diane Jorek, Milwaukie Walton Edward Curtis, Monmouth William Ralph Karcher, Monmouth Lynne Maureen Davidson, Marion Doran Wilhelm Katka, Salem Karen Linda Davis, Lake Oswego Nancy Adelle Keenon, Salem Phillip Ray Davis, Salem Inez Evalyn Kegley, Hood River Judith Lynn Day, Portland Gracelyn Kay Keister, Monmouth Darrel Marvin Deedon, Monmouth Cherri Frances Adams Keller, The Dalles Robert Antone DeJardin, Woodburn Keith William Keller, Lake Grove Andrea Kay DeJong, Amity Carolyn Ann Kemner, Salem Carolyn Marie Dent, Salem Katherine Marie Kendrick, Portland David Allard Kennedy, Monmouth 0 Graduates with honors f Degree granted posthumously 0 Graduates ·with honors 1967-68 GRADUATES / 113

Verda LaVeile Kerns, Silverton Jerry Dee Pratton, Tigard Mary Jo Disbrow Kimball, Monmouth Norah Ann Davenport Pratton, Tigard Bertha Yoshie Kimura, Maui, Hawaii Rhoda Jeanette Quall, West Linn Kendall Dale King, Monmouth John E. Rainforth, Monmouth Michael Craig Kirkpatrick, Monmouth Ellen Annette Rasmussen, Vancouver, Washington Terry Allen Klein, Aumsville Libbie Ann Rathbone, Salem Phyllis Irene VanDeMoortele Kohlmeyer, Cornelius Gary Lynn Rawlins, Salem Karen June Clark Kolski, Salem Christine Marion Reed, Prineville Barbara Kay Steele Kozak, Monmouth Mary Joyce Reed, Salem Earlyn Lee Kraft, Redmond Linda Marie Jacobson Reeves, Gresham Wilhelmina Edna Vandercoevering Krieger, Banks Dennis Leigh Rice, Sweet Home Kathleen Ethyl Harris Kuffner, Monmouth Robert Max Rice, Monmouth Ruth Dorothy LaDuke, Albany Luella Jean Richey, Milwaukie Dortbey June Wilkes LaFever, Mnnmouth Gloria Diane Richmond, Woodburn Antoinette Gail Gunvaldson Laney, Woodburn Charlene Lassen Rivers, Monmouth David Frederick Laney, Monmouth Ronald Wayne Rivers, Monmouth Eula Marie Lankard, Sandy Marsha Rae Robertson, Salem Audrey Marie Larson, Monmouth Jean Allison Robins, Independence David LeRoy Larson, Monmouth Virginia Lynne Robison, Milwaukie Violet Jeanne Layton, Coos Bay Carolyn Sue Rose, Monmouth Grace Louise Leith, Sheridan Marilyn Shirley Rose, Portland Jack Charles Leith, Monmouth Kathleen Harriet Rowan, Salem Marlene Kay Leith, Monmouth Margaret Jane Rufener, Forest Grove Patricia Maureen Leonardirti, Portland Marilyn Ann Trigg Sawyer, Sweet Home Patrice Joan Leupp, Portland Karen Ilean Scarborough, Newport Diane Marie Farris Lewin, Monmouth Vanita Elizabeth Sandahl Scholz, Hubbard Horace Lewis Logan, Silverton Wade Elsworth Scott, Jr., Salem Laura Linda Logan, Coquille Hursheila Marie Lyon Seeber, Hood River Pauline Sarah Losinger, Portland Leland Dean Seeger, Gladstone •Linda Diane Maas, Salem Thomas vVilliam Serres, Salem Susan Elaine Jones MacMillan, Monmouth LuJean Margaret Shaw, Monmouth JoAnn Hicks Maddy, Albany Patricia May Shockey, McMinnville Joan Frances Manning, Salem La Mont Nelson Simons, Salem Arthur Lee Martin, Albany William Elmer Skiles, Harrisburg Patricia Ann Benton Mausen, Monmouth Florence Leota Smith, Salem Marilyn Estelle McCasland, Riverside, California Martha Weems Smith, Sweet Home Norma Shirlene Seversen McCormick, Parkdale Muriel Ann Smith, Portland Diane Jean McFadden, Redmond William Russell Smith, The Dalles Marc Allan McGowan, Independence Kenneth Paul Snyder, Salem Joyce Ellen McKenney, Seaside Sybil Laycock Stanbro, Independence Larry Mickel McKenney, Salem Kevin Lee Stewart, Portland Garold Leland Means, Yoncalla Sandra Jean Savage Stimson, Monmouth Ann Elizabeth Peoples Medlock, Bend Terry Duane Stimson, Monmouth William Wayne Medlock, Sweet Home Sheila Ann Stoick, Tigard Sharon Kay Melheim, Independence Peggy Jean Stoutenburg, Monmouth David Lynn Mendenhall. Salem Carol Lavon Strong, Dallas Patricia Ann Mendenhall, Salem David Alan Sturgis, Lebanon •Donna Lee Meyer, Blue River Carol Lee Marr Sutherland, Monmouth Arlene Louise Miller, Salem Ronald Jay Sutherland, Monmouth John Creston Misener, Mitchell Patrice Jean Kubota Suzuki, Kahului, Maui, Hawaii 0 Linda Rae Misso, Portland Lawrence Paul Sydowt..Monmouth Ellen Levonne Mitts, Canby LeRoy Frank Taraba, J:'ortland Patricia Ann Modde, Dallas Janice May Teeter, Portland Sharon Florence Mohning, Canby Vonza Thompson, Yoncalla Manya Marie Moles, Salem •Ardine Lucille Todd, Grass Valley Melvin Glenn Moore, Monmouth Larry Leonard Todd! Monmouth Roberta Lou Morgan, Salem Lois B. Tollefson, Sa em Linda Louise Morris, Albany Douglas Ray Tomlinson, Salem James Roderick Morrison, Monmouth Robert Phil Tone, Florence Claudia Kathleen MorrowA Portland Theodora Mary Topp, Sweet Home Thomas Richard Mullen, :,alem Ruth Helen Frick Turner, Hood River Nola Bell Munz, Springheld Waneta Marie Ulrich, Florence Donald Christopher Nagle, Stayton Eldrit Everett Van Wert, Corvallis John Arthur Neuschwanger, Salem Deanna Charlene Warren Vassar, Salem Roy Lynn Nickerson, Monmouth Muriel Lois Watkins, Salem Judith Arlee Nolan, Hillsboro Diane Lynn Card Weaver, Dallas Richard Earl Noyes, Salem Don Clifford Weaver, Redmond Geraldine Wanita Oblisk, Cloverdale JoAnn Shirley Weber, West Linn George Winston Ockwell, Seattle, Washington Arlene Helen Laremore Weeks, Tigard Wallace Edward Overlund, Salem . Wayne Earl Welch, Monmouth Corringa Marie Owen, Monmouth Laurel Marie Raycraft Wells, Salem Nina Clarke Owen, Salem Cleone Ruth Welty, Salem Gregory William Painter, Salem Marlene Hazel West, Salem Doris Theresa Paldanius, Salem Sheldon Dale Westfall, Dallas Dennis Ray Parker, Monmouth Shiela Jean Westover, Tigard John Charles Pember, Coos Bay Kristilyn Williams, Albany John Stephen Perry, Monmouth Charlotte Annette Triplett Williamson, Salem Ronald Ralph Williamson, Monmouth Ann Marie Peterson, Monroe Rodney Terry Wilson, Gresham PhHip Arthur Peterson, Monmouth Charlotte Eskeldson Winters, Pendleton Daniel Everett Phelps, Tracy, California Caryle Jeanne Brisbin Wirfs, Eugene Dean Craig Pindell, Salem Peggy Ann Wolfenbarger, Salem David Keith Pitman, Salem Charles Russell Woolums, Corvallis Kathleen Joanne Pitman, Salem Dorene Dee Worthington, Salem Bertha Leanora Plumn1er, Monmouth Paula Rae Worthington, Independence Helen Adelia Poet, Aumsville Susan Kay Wyckoff, Hillsboro Linda Dale Ponsford, Tigard Roberta Rae Grouse Wynne, Portland 0 Dianne Adeline Bible Potter, Milwaukie Suzan Diane Zatterberg, St. Helens

0 Graduates with honors 0 Graduates with honors 114 / OREGON COLLEGE OF EDUCATION

Degree of Bachelor of Arts in General Studies James Stanton Walker, Salem Robert Gordon Wells, Mt. Vernon, Washington Gary Bryant Allison, Salem Charles Irving Winger, Monmouth Gerald Fred Jensen, Gardiner Theodore Dean Young, Monmouth Daniel Wayne Zahn, Salem Degree of Bachelor of Science in General Studies Robert Wayne Altus, Sheridan Summary of Degrees Conferred 1967-68 Charles Edward Bowen, Independence William Charles Britt, Portland Men Women Total Terrell Gene Brixius, Salem Lendell LeRoy Carpenter, Independence Master of Science Keith Ann Croan, Salem Elementary Education ------········ 11 17 28 Larry Gene Curtis, Salem Secondary Education ...... 22 l 23 Linda Kay Foster, The Dalles Educational Specialist oouo•u•••••• 39 25 64 Norman Dale Frink, Salem Master of Arts in Teaching Linda Jean Gwyther, Portland Elementary Education ...... 3 3 John Thomas Hoggard, Ill Molalla Secondary Education 28 34 Janette Rae Hutmacher Kelley, Monmouth ------· 6 Ronald Lynn Kerlee Total Master's Degrees 103 49 152 Robert J. Kirkland, Monmouth Bachelor of Arts James Ernest Loewen, Dallas Elementary Education ...... 3 11 14 Gary James Markleyi Creswell Junior High School ...... Linda Jo McCarl, Sa em Secondary Education ...... 4 9 13 James Vernon Moskal, Salem Art Education ...... l l Charles Frederic Mueller, Salem General Studies ...... 2 John W,ryne Oeltjen, Salem 2 Eugene Joseph Pfeifer, Silverton Bachelor of Science Delmar Andrew Ramsdell, Jr., Salem Elementary Education ...... 10 160 170 James Jefferey Roberson, Monmouth Junior High School ...... 10 7 17 Steven Patrick Sahnow, Dallas Secondary Education ...... 88 32 120 Gary Charles Sanders, Salem Art Education ...... 7 7 14 Wesley Earl Stewart, III, Salem Music Education 5 4 9 Stephen Kirk Taylor, Salem Speech Pathology and Audiology Timothy Alexander Templin, Stayton General Studies ...... 30 5 35 William Foster Thomson, Woodburn Total Bachelor's Degrees ...... 159 236 395 DeAnn Louise Tracy, Hillsboro

Summary of Enrollment, 1967-68 Cumulative Enrollment for Fall, Winter, Spring, 1967-1968

Distributed by Class, Sex, and Curriculum

Freshmen Sophomores Juniors Seniors Graduate Special Totals

M w M w M w M w M w M w M w Elementary Education 32 310 36 225 28 203 31 200 70 109 l 9 198 1056 Secondary Education 165 143 187 144 171 110 140 85 153 50 2 l 818 533 General Studies 139 90 89 39 55 17 26 10 14 l 5 5 328 162 Pre-Professional 60 33 47 12 9 2 5 0 l l 0 2 122 50

Enrollment by Class, Regular Sessions, 1967-68 Enrolhnent for Summer, 1967

Fall Winter Spring Men Women Total

Freshmen ...... 840 834 787 Graduates ...... 425 534 959 Sophomores ...... 691 689 659 Undergraduates 262 442 704 Juniors ...... 530 524 526 Total ...... 687 976 1663 Seniors ...... 457 432 399 Graduate ...... 271 250 284 Special ...... 17 18 13 Total ...... 2806 2747 2668 OREGON COLLEGE OF EDUCATION

Administrative Officers Faculty

ROYE. LIEUALLEN, Ed.D., L.H.D. HELEN BLODGETT ADDISON, M.S. Chancellor, State System of Higher Education Assistant Professor of Education; Supervisor of Teach­ ing. CHARLES A. HOWARD, M.A., LL.D. B.S. ( 1957), M.S. ( 1959), Oregon College of Educa­ President Emeritus tion. At Oregon College of Education since 1958. LEONARD W. RICE, Ph.D. FLOYD BURNAP ALBIN, Ed.D. President Professor of Education; Associate Deanof Faculty. B.A. ( 1932 ), Willamette University· M.A. ( 1940 ), BERT Y. KERSH, Ph.D. University of Washington; Ed.D. ( 1951 ), University of Dean of Faculty Utah. At Oregon College of Education since 1948. JACK D. MORTON, M.S. ROBERT EDWARD ALBRITTON, M.S. bean of Students Assistant Professor of Education; Director of Elemen­ tary Education, FLOYD B. ALBIN Ed.D. B.S. ( 1951J, Eastern Ore~on College; M.S. (1957)1 Associate Dean of Faculty Oregon Co ege of Education. At Oregon College ot Education since 1965. CHARLES A. ALVA, Ed.D. Chairman, Humanities Department CHARLES ALLEN ALVA, Ed.D. Professor of Humanities; Chairman, Humanities De­ NEIL A. AMERMAN, B.S. partment. Director of Dormitories B.A. ( 1941 ), San lose State Colege; M.A. (1948), Ed.D. ( 1960), Stan ord University, At Oregon College DANIEL G. CANNON, M.Ed. of Education since 1964. Chairman, Art Department NEIL ADRIAN AMERMAN, B.S. RONALD L. CHATHAM, Ph.D. Assistant Professor; Director of Dormitories. Director of Planning; Administrative Assistant to the B.S. ( 1937), University of Minnesota. At Oregon Col­ President lege of Education since 1960. CLIFFORD L. CORLEY Ed.D, GERTRUDE JOANNE AMSPOKER, Ph.D. Chairman, Education and Psychology Department Associate Professor of History. B.A. (1942), Reed College; M.A. (1946), Radcliffe ETTA MAE DETERING, B.S. College;, Ph.D. 1959 ), University of Minnesota. At Ore­ Director of Administrative Services and Nursing, Health gon Couege of Education since 1961. Service SAMUEL KINGDON ANDERSON, Ph.D. JACK V. EDLING, Ph.D. Associate Professor of History. birector, Teaching Research Division, OSSHE B.A. (1947 ), M.A. ( 1953 ), University of Washington; Ph.D. ( 1960 ), Washington State University. At Oregon H. KENT FARLEY, Ed.D. College of Education since 1959. Director of Graduate Programs FRANCES MATTINGLY ARMOUR, B.S. CLARENCE C. GORCHELS, M.S. Assistant Professor; Head Reader Services Librarian, Director of the Library B.A. ( 1931 ), Friends University, Wichita, Kansas; B.S. ( 1942 ), School of Library Service, Columbia Univer­ CHARLES D. GRELL, B.S. sity. At Oregon College of Education since 1953. Director of Information FARAG ABDEL-SALAM ATTIA, M.S . PAUL F. GRIFFIN, Ph.D. Assistant Professor of Mathematics. Chairman, Social Science Department B.S. ( 1960 ), Ain Shams University, Cairo, Egypt· M.S. ( 1965 ), Purdue University, Indiana. At Oregon College PHYLLIS K. GRIFFITH, M.S. of Education since 1968. Associate Dean of Students DAVID LEROY AUSTIN M.S. MARTHA H. HILL, B.S. Assistant Professor of Education; Supervisor of Teach­ Executive Secretary to the President ing. B.S. ( 1961), M.S. (1966), Oregon College of Educa­ STANLEY J. KENYON, M.S. tion. At Oregon College of Education since 1965. Registrar ROBERT C. LIVINGSTON Ed.D. LAWRENCE HENRY BACKSTEDT, B.A. Chairman, Physical Education1 Department Instructor in Humanities. B.A. (1964 )1 University of San Francisco. At Oregon H. BLAKE MORANVILLE, B.S. College of Eaucation since 1968. Associate Dean of Students LORRAINE MARY BADURINA, M.A. ANTON POSTL, Ph.D. Instructor; Cataloger/ Reference Librarian. Chairman, Science and Mathematics Department B.A. (1967 ), Oregon State University; M.A. (1968), DONALD H. SEARING, M.D. University of Denver. At Oregon College of Education Director of Medical Services, Health Service since 1968. EDGAR H. SMITH, Ph.D. ROBERT SAMUEL BAKER, M.A. Chairman, Music Department Assistant Professor of Humanities. JOHN N. SPARKS, B.S. B.A. (1953 ), Pacific University; M.A. ( 1956 ), Univer­ birector of Business Affairs sity of Chicago. At Oregon College of Education 1957- 64 and since 1966. HENRY E. TETZ, M.S. Director of Student Teaching and Interns; Director of JAMES ALLAN BARNARD, M.S. Alumni Relations Instructor in Mathematics. A. KENNETH YOST, Ed.D. B.S. (1963), M.S. (1965), Oregon College of Educa­ Director of Educational Media tion. At Oregon College of Education since 1963. 115 116 / OREGON COLLEGE OF EDUCATION

RONALD JAMES BECK, Ed.D. NANCY FERGUSON CANON, M.S. Assistant Professor of Humanities. Assistant Professor of Education. B.A. (1958),i M.A. (1959), University of Michigan; B.S. (1961), M.S. (1964), Oregon College of Educa­ Ed.D. ( 1960 ), Wayne State University. At Oregon tion. At Oregon College of Education since 1964. Colege of Education since 1966. MARY JOSEPHINE CARR, M.A. JOHN EDWARD BELLAMY, Ph.D. Assistant Professor of Education for the Deaf. Professor of Humanities. B.A. ( 1938 ), Oklahoma College for Women; Diploma B.A. ( 1948 ). Indiana State Teachers Collegei M.A. ( 1942 ), Teacher Education Department of Clarke ( 1951 ), Ph.0. ( 1954 ), University of Illinois, At Ore­ School for Deaf, Northampton; M.A. ( 1951 ). State gon College of Education since 1955. University of Iowa, Iowa City. At Oregon College1 of Education 1962-64 and since 1965. RICHARD CHARLES BERG, Ed.D. Professor of Music. JAMES RICHARD CARTER, M.A. B.A. (1936), M.A. (1950), University of Washington; Assistant Professor of Economics. Ed.D. ( 1961 ),. Columbia University, Teachers College. B.A. ( 1963 Massachusetts Institute of Technology; At Oregon College of Education since 1967. M.A. ( 1967), University of Oregon. At Oregon College of Education since 1968. HERMAS JOHN BERGMAN, Ph.D. Assistant Professor of History. JAMES RAYMOND CARY, M.S. B.A. (1948), Walla Walla College; M.A. (1963), Uni­ Assistant Professor of Education; Supervisor of Teach­ versity of Puget Sound; Ph.D. (1967 ), Washington ing. State University, Pullman. At Oregon College of Edu­ B.S. (1953), M.S. (1956), Mankato State College, cation since 1966. Minnesota. At Oregon College of Education since 1968. MARTIN JULIAN BIRNBAUM, M.A. JOHN JOSEPH CASEY, M.F.A. Assistant Professor of Humanities. Instructor in Art. B.A. (1961), City College of New York; M.A. (1962), B.A. (1958) University of Oregon; M.F.A. (1962), New York University, At Oregon College of Education California College of Arts and Crafts. At Oregon College 1963-65 and since 1966. of Education since 1965. WILDON CHARLES BLACKBURN, M.S. RONALD LEWIS CHATHAM, Ph.D. Instructor in Physical Sciences-Physics. Professor of Geography; Director of Planning; Admin­ B.S. (Physics), B.S. (Mathematics) ( 1962), University istrative Assistant to the President. of Alaska; M.S. ( 1966 ), Oregon State University. At B.A. (1952 ), University of California; M.A. ( 1957), Oregon College of Education since 1965. Sacramento State College; Ph.D. ( 1962 ), Stanford Uni­ versity. At Oregon College of Education 1958-61 and WILLARD ALLEN BLAKE, M.S. since 1962, Instructor in Education. B.S. (1967), M.S. (1968), Oregon College of Educa­ GORDON WILSON CLARKE, Ph.D. tion. At Oregon College of Education since 1968, Professor of Humanities. B.A. (1943), M.A. (1947), Ph.D. (1949), University MYRA JEAN BRAND, B.M. of Illinois. In OSSHE since 1950; at Oregon College of Instructor in Music. Education since 1968. B.M. ( 1958 ), Willamette University. At Oregon College of Education since 1966. HARRIETTE HAMMOND COLLINS, M.A. Instructor in Education· Clinical Supervisor, LOUIS CARL BRANDHORST, M.A. B.A. (1957), M.A. (1966), University of Washington, Assistant Professor of Geography. At Oregon College of Education since 1967. B.S. ( 1955), Concordia Teachers College, Seward, Ne­ raska; M.A. ( 1965 ), University of Nebraska, Lincoln. HARLAN DON CONKEY, Ed.D. At Oregon College of Education since 1967. Associate Professor of Audiology. B.S. (1959 ), M.S. ( 1961 ), University of Kansas, Law­ RAY ARLYN BRODERSEN, Ph.D. rence; Ed.D. ( 1964 ), University of Tulsa, Oklahoma. At Associate Professor of Physical Sciences-Geology. Oregon College of Education since 1964. B.A. ( 1953 ), Fresno State College; Ph.D. ( 1962 ), University of California, Berkeley. At Oregon College of JUDITH ANN CONKEY, M.S. Education since 1962, Instructor in Humanities. B.S. (1959 ), University of Kansas; M.S. (1966 ), Ore­ DAVID SILIN BRODY, Ph.D. gon College of Education. At Oregon College of Edu­ Professor of Psychology. cation since 1967. B.S. (1932), M.A. (1936), Ph.D. (1952), University 1tifinnesota. At Oregon College of Education since MERRIANNE METZGER COON, B.S. Instructor in Education· Supervisor of Teaching, B.S. ( 1967), Ore~on College of Education. At Oregon CAROL JOAN BROWNLOW, M.Ed. College of Education since 1968. Instructor in Physical Education. B.S. ( 1964 ), Portland State College;_ M.Ed. ( 1968). DOROTHY LOUISE COREY, M.A. Oregon State University. At Oregon Lollege of Educa­ Instructor in Biology. tion since 1966. B.A. (1951), University of Washington; M.A. (19591, University of California at Los Angeles. At Oregon Co - SUE ELLEN BUEL, B.S. lege of Education since 1967. Instructor in Education· Clinical Supervisor. B.S. ( 1961 ), Oregon College of Education. At Oregon CLIFFORD LEE CORLEY, Ed.D. College of Education since 1968. Professor of Education; Chairman, Education and Psychology Department. WILLARD EDWARD BURKE, Ph.D. B.S. in Ed. (1948), M.Ed. (1949)! Ed.D. (1954), Professor of Health and Physical Education. University of Missouri. At Oregon Col ege of Education B.S. (1937), Moorhead State Teachers College; M.S. 1955-57 and since 1959. ( 1948 ), University of Southern California, Los Angeles; Ph.D. ( 1952 ), State University of Iowa. At Oregon College of Education since 1968. ROSS RALPH COTRONEO, Ph.D. Assistant Professor of History. JOSEPH RONALD CALIGURE, M.S. B.S. (1959), M.A. (1962). Ph.D. (1966), University Assistant Professor of Physical Education. of Idaho, At Oregon College of Education since 1966. B.S. (1952k M.S. (1966), University of New Mexico. At Oregon Lollege of Education since 1966. JAMES WALTER CRAWFORD, Ed.D. DANIEL GEORGE CANNON, M.Ed. Professor of Art. Assistant Professor of Art; Chairman, Art Department. B.S. ( 1951) Edinboro College, Pennsylvaia; M.Ed. B.A. ( 1956 ), M.Ed. ( 1963 ), University of Washing­ ( 1955 ), Ed.b. ( 1961 ), Pennsylvania State University. ton. At Oregon College of Education since 1967. At Oregon College of Education since 1968. FACULTY / 117

RUTH PEARSON CULBERTSON, M.A. EILEEA JOAN ENSTAD, M.S. Assistant Professor of Art. Assistant Professor of Education; Supervisor of Teach­ B.A. ( l 95~) M.A. ( 1959), Humboldt State College, ing. Arcata, Calitornia.1 At Oregon College of Education B.S. (1953), M.S. (1962), Oregon College of Educa­ since 1963. tion. At Oregon College o! Education since 1962. ALLISON CURTIS CULVER, M.S.W. JAY FREDRICK EVETT, Ph.D. Assistant Professor of Counseling. Associate Professor of Physical Sciences-Physics. B.A. (1957), Willamette University; M.S.W. (1961 ), B.S. (1953), B.S. (1957), Washington State Univer­ University of Utah. At Oregon College of Education sity; M.S. (1958 ), Northwestern University; Ph.D. since 1968. ( 1968 ), Oregon State University. At Oregon College of Education since 1968. ERNIE LEE CUMMINS, Ed.D. Professor of Physical Sciences and Science Education. DENNIS JOHN FAHEY, Ed.D. B.S. (1943), M.S. (1952), Ed.D. (1960), Oregon Associate Professor of Education. State University. At Oregon College of Education since B.A. ( 1953 ), M.Ed. ( 1956 ), Western Washington Col­ 1957. lege of Education;. Ed.D. (1964 ), University of Port­ land. At Oregon <.,;ollege of Education since 1966. MERLIN DUANE DARBY Ed.D. Assistant Professor of Education. HENRY KENT FARLEY, Ed.D. B.S. ( 1959 ), Oregon College of Education; M.A. Professor of Education; Director of Graduate Pro­ (1964), Arizona State University, Tempe· Ed.D. grams. ( 1968 ), Oregon State University. At Oregon College of B.S. ( 1927), M.A. ( 1932), University of Missouri; Education since 1968. Ed.D. ( 1949), University of Southern California, At Oregon College of Education since 1947. JOHN BRADEN DASHNEY, M.F.A. Instructor in Humanities. RALPH ARTHUR FARROW, Ed.D. B.A. ( 1964 ), M.F.A. ( 1968 ), University of Oregon. Professor of Education. At Oregon College of Education since 1968. B.S. (1949), Eastern Oregon College; M.A. (1950), Colorado State College of Education; Ed.D. ( 1964 ), Stanford. At Oregon College of Education 1951-61 and GALE DAVIS, M.Ed. since 1962. Assistant Professor of Physical Education. B.S. (1950), Oregon College of Education; M.Ed. MARSHA DENISE FERH: B.A. ( 1958 ), University of Oregon. At Oregon College of Instructor in Education; Supervisor of Teaching. Education since 1967. B.A. ( 1960), Colorado State College, Greeley. At Ore­ gon College of Education since 1968. RICHARD ANTHONY DAVIS, M.A. Assistant Professor of Humanities. THOMAS LEE FERT1':, M.A. B.A. in Ed. ( 1963 ), Central Washington State College; Assistant Professor of Humanities. M.A. ( 1964 ), University of Washington. At Oregon B.S. (1961), Southern Oregon College; M.A. /1962), College of Education since 1964. Arizona State University, Tempe. At Oregon College of Education since 1968. WILLIAM ROBERT DA VIS, Ph.D. Associate Professor of Education; Director of Sec­ JAMES KENNETH FISSEL, M.A. ondary Education. Assistant Professor of Humanities. B.S. (1945), M.S. (1947), University of Idaho, Mos­ B.S. (1944 ), M.A. ( 1949 ), University of Illinois. At cow; Ph.D. (1966), Washington State University. In Oregon College of Education since 1966. OSSHE since 1962; at Oregon College of Education since 1967. DONALD JOSEPH FUNES, M.A. Assistant Professor of Music. B.A. ( 1961 ), M.A. (1963 ), Western Washington State ETTA MAE WELLS DETERING, B.S. College. At Oregon College of Education since l 968. Assistant Professor; Director of Administrative Serv­ ices and Nursing, Health Service. JESSE HOWARD GARRISON, Ed.D. R.N. ( 1931 ), Salem General Hospital School of Nurs­ Professor of Education. ing; Ph.N. (1939), University of Oregon School of B.A. (1948), Central Washington State College; M.A. Nursing; B.S. ( 1957), Oregon State University. At Ore­ (1953 ), Ed.D. (1957 ), Washington State College. At gon College of Education since 1963. Oregon College of Education 1959-66; TR 1966-67; OCE since 1967. MABEL EWALT DOBBS, M.M. Assistant Professor of Music. MELVIN HENRY GEIST, M.M. B.M. (1937), M.M. (1940), Illinois Wesleyan Univer­ Associate Professor of Music. sity, Bloomington. At Oregon College of Education B.M. ( 1929), University of Kansas, Lawrence· M.M. since 1962. ( 1938 ), University of Michigan. At Oregon College of Education since 1964. ERHARD KARL DORTMUND, M.A. Assistant Professor of History. CHARLES RICHARD GENGLER, Ed.D. B.A. (1952), University of Colorado; M.A. (1960), Associate Professor of Education. University of California, Berkeley. At Oregon College B.S. (1954), M.Ed. (1956), Lewis and Clark College; of Education 1958-59 and since 1961. Ed.D. (1965 ), University of Oregon. At Oregon College of Education since 1965. EDNA RACHEL DOUGHTY, M.Mu.Ed. Instructor in Educ~tion;_ Superviso~ of Teaching. JAMES ARCHIE GIBBS, M.S. B.A. ( 1939 ), Tark10 <.,;ollege, Missouri; M.Mu.Ed. Assistant Professor of Education. ( 194 7), University of Colorado. At Oregon College of B.A. (1957), Berea College, Kentucky; M.S. (1964), Education Since 1964. Oklahoma State University. At Oregon College of Edu­ cation since 1966. DONALD HUBBARD DUNCAN, Ed.D. Professor of Education; Director of Special Education ARTHUR HUGH GLOGAU, Ph.D. and Rehabilitation. Professor of Education. B.A. (1951 ), M.Ed. (1955), Central Washington Col­ B.S. (1945), M.S. (1946), Ph.D. (1953), Cornell lege of Education; Ed.D. (1961 ), Washington State University. At Oregon College of Education since 1953. University. At Oregon College of Education 1961-63 and since 1965. CLARENCE CLIFFORD GORCHELS, M.S. Professor; Director of the Library. DENNIS WAYNE EDDINGS, M.A. (1968) B.S. ( 1940), Wisconsin State College, Oshkosh; B.L.S. Instructor in Humanities. ( 1945), University of Wisconsi n; M.S. ( 1952), Colum­ B.A. (1966), M.A. (1968), University of Washington. bia University. At Oregon College of Education since At Oregon College of Education since 1968. 1966. 118 / OREGON COLLEGE OF EDUCATION

CHARLES D. GRELL, B.S. KENNETH LLOYD HOLMES, Ph.D . Instructor; Director of Information. Professor of History. B.S. ( 1950 ), University of Oregon. At Oregon College B.A. ( 1938), University of Redlands; Ph.D. ( 1963 ), of Education since 1969. University of Oregon. At Oregon College of Education since 1967. PAUL FRANCIS GRIFFIN, Ph.D . Professor of Geography; Chairman, Social Science JOHN MORTON H OW ARD, Ed.D. Department. Associate Professor of Education. A.B. (1939), M.S. (1941), University of Pittsburgh; B.S. ( 1948) Oregon College of Education; M.Ed., M.A. (1951) • Ph.D. (1952), Columbia University. ( 1954 ), Ed.I>. ( 1960 ), University of Oregon. At Ore­ At Oregon Couege1 of Education since 1960. gon College of Education since 1949. PHYLLIS KNIGHT GRIFFITH, M.S. •ELIZABETH EMILY HOYSER, M.A. Assistant Professor; Associate Dean of Students. Assistant Professor of Education. B.S. ( 1965 ), M.S. ( 1967), University of Oregon. At B.S. (1950), Ore1;1on College of Education; M.A. Oregon College of Education since 1967. ( 1962 ), San Francisco State College. At Oregon Col­ lege of Education since 1965. LLOYD THEODORE HANSON, M.A. Assistant Professor of Humanities. 0 Leave of Absence, 1968-69. B.A. (1950), Willamette University; M.A. (1957), University of Oregon. At Oregon College of Education MAJDUDDIN MOHAMMED JAFFER, M.S.E. 1960-63 and since 1965. Assistant Professor of Physical Sciences-Chemistry. B.Sc. (1945 ), Osmania University, India; B.S.Ch.E . HAROLD DALE HARP, M.S. (1950), University of Michigan; M.S.E. (i951), Uni­ Assistant Professor of Education; Program Director, versity of North Dakota. At Oregon College of Educa­ Campus Elementary School. tion since 1958. B.S. (1956), M.S. (1960), Oregon College of Edu­ cation. At Oregon College of Education since 1965. PAUL HENRY JENSEN, Ph.D. Professor of Education. ZENAS RUSSELL HARTVIGSON, M.A.T. B.A. ( 1935 ), Midland College, Nebraska; Ph.D . Instructor in Mathematics. ( 1938 ), University of North Dakota. In OS SHE Teach­ B.S. (1965), Oregon College of Education; M.A.T. ing Research since 1966; at Oregon College of Educa­ ( 1966), Harvard University. At Oregon College of tion since 1968. Education since 1966. CHARLES WILFORD JOHNSON, M.S. BEVERLY HENSON HERZOG, Ph.D. Assistant Professor of Geography. Assistant Professor of Education. B.Ed. (1938), Illinois State Normal University· M.S. B.S. (1961), Northwestern University; M.A. (1965), ( 1948 ), University of Wisconsin. At Oregon Coliege of Ph.D. ( 1967 ), University of Michigan. At Oregon Col­ Education since 1961. lege of Education since 1968. BERT YARBROUGH KERSH, Ph.D. LELAN'D ELMER HESS, Ph.D. Professor of Education; Dean of Faculty. Assistant Professor of Political Science. B.A. ( 1950 ), University of California, Santa Barbara; B.A. (1938), Ripon College; M.A. (1940), Ph.D. M.A. ( 1953 ), Ph.D. (1955) University of California, ( 1968 ), University of Chicago. At Oregon College of Berkeley. In OSSHE since 1955; at Oregon College of Education since 1956. Education since 1967. MARGARET LOUISE HIATT, Ed.D. ROGER PHILIP KERSHNER, Ed.D . Professor of Education. Assistant Professor of Education. B.A. ( 1947 ), Western Washington College of Educa­ B.A. ( 1955 ), M.Ed. ( 1964 ), University of Washing­ tion; M.A. ( 1948) Teachers College, Columbia Uni­ ton; Ed.D. (1968), University of Oregon. At Oregon versity; Ed.D. ( 1956 ), Colorado State College of Edu­ College of Education since 1967. cation. At Oregon College of Education since 1949. MILTON KIELSMEIER Ph.D. VERN DONALD HIEBERT, M.S. Associate Professor of Education; Director of Counsel­ Assistant Professor of Mathematics. ing Services. B.A. (1952), Willamette University; M.S. (1959), B.A. (1949), M.S. (1951), Ph.D . (1960), University University of Illinois. At Oregon College of Education of Southern California. At Oregon College of Education 1959-63 and since 1965. since 1966. HOW ARD CLINTON HILL, M.A. DOROTHY MARIE KIRBY, M.A. Assistant Professor; Catalog Librarian. Assistant Professor of Humanities. B.A. (1949k M.A. (1958), University of Washington. B.A. (1927), University of Oregon; M.S. (1939), Mid­ At Oregon Lollege of Education since 1962. dlebury College, Vermont. At Oregon College of Educa­ tion since 1960. JAMES EDWIN HILL, JR., Ph.D. Associate Professor of Geography. LEO JAMES KIRK, M.A., Assistant Professor of Art. A.B. ( 1958 ), M.Sc. (1959 ), Ph.D. (1963 ), University B.A. ( 1951 ), Washington University{ Topeka, Kansas; of Tennessee, KnoxviUe. At Oregon College of Educa­ M.A. (1959), Colorado State College, Greeley. At tion since 1967. Oregon College of Education since 1963. MARTHA HELEN HILL, B.S. Assistant Professor; Executive Secretary to the Presi­ ALICE SNYDER KNUTH, Ed.D. dent. Professor of Music. Diploma (1929), Oregon College of Education; B.S. B.M. ( 1930), MacPhail College of Music, Minneapolis; ( 1932 ), Oregon State University. At Oregon College M.A. (1936), State University of Iowa; Ed.D. (1958), of Education since 1945. University of Oregon. At Oregon College of Education 1966-67 and since 1968. FREDERICK ABRAHAM HIRSCH, Ph.D. Assistant Professor of Geography. NORMAN EDWARD KOCH, Ed.D. B.A. (1956), University of Arizona, Tucson; M.A. Assistant Professor of Education. (1965), Ph.D. (1969), University of Washington. At B.A. ( 1956 ), M.Ed. ( 1958 ), Central Washington State Oregon College of Education since 1967. College{· Ed.D. (1966), University of Oregon. At Ore­ gon Co lege of Education since 1968. BETTY PHILLIPS HOLDT, M.A. Assistant Professor of Education. E. LOUISE HENDERSON KREY, M.A. B.A. (1951), Monmouth College, Illinois; M.A. (1952), Assistant Professor of Physical Education. Gallaudet College, Washington, D . C.; M.A. ( 1960 ), B.A. (1935), Louisiana State University; B.S. in L.S. Professional Diploma (1962 ), Teachers College, Co­ ( 1936 ), Louisiana State University, School of Library lumbia University. At Oregon College of Education Science; M.A. (1952 ), University of Oregon. At Ore­ since 1963. gon College of Education 1952-53 and since 1955. FACULTY / 119

H. LOUISE MICKLEWRIGHT LANDIS, Ph.D. JAMES THOMAS MATTINGLY, M.A. Associate Professor of Biology. Instructor in Art. B.A. ( 1941 ), Wilson College, Chambersburg, Pa.; B.A. (1963), M.A. (1966), San Jose State College. M.A. ( 1945 ), Wellesley College, Massachusetts; Ph.D. At Oregon College of Education since 1968. ( 1950 ), Brown University, Providence, Rhode Island. At Oregon College of Education since 1967. WILLIAM DEAN McARTHUR, Ed.D. Professor of Physical Education. RUTH ELIZABETH LAUTENBACH, Ed.D. B.A. ( 1941 )J Santa Barbara College; M.S. ( 1942 ), Professor of Physical Education. University ot Oregon; Ed.D. (1956 ), Oregon State B.S. (1930), M.A. (1931), University of Iowa· Ed.D. University. At Oregon College of Education since 1947. ( 1957 ), University of Colorado. At Oregon Cohege of Education since 1940. DAVID VERNON McCORKLE, Ph.D. JAMES DALE LIEDTKE, Ph.D. Assistant Professor of Biology. Assistant Professor of Physical Sciences-Chemistry. B.S. ( 1956 ), Seattle Pacific College; M.S. (1959 ), B.S. ( 1959 ), Portland University; Ph.D. ( 1964 ) Wash­ Ph.D. (1967), University of Washington. At Oregon ington State University, At Oregon College of Eaucation1 College of Education since 1963. since 1965. ROBERT PATRICK McCULLOUGH, M.A. ROBERT CLARENCE LIVINGSTON, Ed.D. Assistant Professor of Physical Education. Professor of Physical Education; Chairman, Health B.S. ( 1948), State Teachers College, East Stroudsburg, and Physical Education Department. Pennsylvania; M.A. ( 1952 ), New York University, At B.S. (1947), M.Ed. (1948), University of Missouri; Oregon College of Education since 1959. Ed.D. ( 1951 ),,_ Teachers College, Columbia University. At Oregon t;ollege of Education since 1951. GLORIA JEAN McFADDEN, M.S. Assistant Professor of Education. JEAN SEBERT LONG, M.A. B.A. (1953), Willamette University; B.S. (1956), Assistant Professor of Social Science. M.S. ( 1966), Oregon College of Education, At Oregon B.S. ( 1932 ), Ithaca College, New York; M.A. (1953 ), Colege of Education since 1966. Alfred University, New York. At Oregon College of Education since 1968. THOMAS ELMER MEIER, B.A. in Ed. Media Intern. MAY FOLSOM LUCAS, M.S. B.A. in Ed. ( 1960), Eastern Washington State College. Assistant Professor of Education. At Oregon College of Education since 1968. B.S. (1946), M.S. (1953), Oregon College of Educa­ tion. At Oregon College of Education since 1957. FRANK-G.- MILES, M.Ed. Assistant Professor of Education, Vlx;.~~!~~~~~o;"~/'fa:C~!i~. A.B. (1954), Brigham Young University, Provo· M.Ed. B.A. in Ed. (1950), M.Ed. (1962), Western Washing­ ( 1963 ), University of Oregon. At Oregon Co\Jege of ton College of Education. In OSSHE since 1958: at Education since 1963. Oregon College of Education 1958-63; in Teaching Research 1963-68; at Oregon College of Education MARIAN MARGARET MILLER, B.S. since 1968. Assistant Professor of Physical Education, B.S. ( 1951 ), Oregon State University. At Oregon Col­ ALLYN LAURENCE LYON Ph.D. lege of Education since 1961. Assistant Professor of Music.1 B.S. (1958), M.A. (1960), University of Utah; Ph.D. ( 1965 ), Eastman School of Music of the University of RUTH HATFIELD MILLION, M.M. Rochester. At Oregon College of Education since 1967. Assistant Professor of Music. B.A. ( 1943 ), Georgetown College, Kentucky; M.M. ( 1946), American Conservatory, Chicago, At Oregon ALEX MACKERTICH, Ph.D. College of Education since winter term 1966. Assistant Professor of Education. B.A. (1943 ), Calcutta University, India; M.A. (1955), Fairfield University, Connecticut; Ph.D. (1965), Uni­ LUCILLE NAVARE MILLSAP, Ed.D. versity of Wisconsin, Madison. 1n OSSHE since 1966: Professor of Education. in Teaching Research 1966-67; at Oregon College of B.A. (1930), Oklahoma College of Women; M.Ed. Education since 1967. (1948), Ed.b. (1962), University of Oregon, At Ore­ gon College of Education since 1949. HAROLD FRANK MACKEY, Ph.D. Associate Professor of Social Science. EWAN HARBRECHT MITTON B.A. ( 1943 ), Hope College, Michigan; B.D. ( 1948 ), Assistant Professor of Music. Garrett Biblical Institute, Illinois; Ph.D. ( 1965) Wash­ Private study with Ruth Miller Chamlee, Los Angeles; ington State University, At Oregon College of .Education Grace Leslie, New York; Lina Pagliughi, Milan; Mme. since 1966. Gall, Paris; Maggie Teyte, London; Opera under Carl Elbert, Roberto Moranzoni; Tanglewood Festival. Pro­ ROBERT VAUGHN MAIN, M.S. fessional experience includes Los Angeles Opera,_, New Assistant Professor of Mathematics. England Opera, featured soloist with Salt Lake 1 aber­ B.S. (1953 ), Monmouth College, Illinois;. M.S. ( 1960 ), nacle Choir, national tours under Columbia Artist man­ University of Washington. At Oregon College of Educa­ agement. At Oregon College of Education since 1962. tion since 1968. DENIS MICHAEL MORAN, M.A. BETTY ANN MARKIEWICZ, M.A. Instructor in Social Science. Assistant Professor of Education, B.A. (1966), Immaculate Heart CollegebLos Angeles; B.S. ( 1951 ), Milwaukie State Teachers College; M.A. M.A. (1967 ), Ohio State University. At regon College (1957)..._ San Francisco State College. At Oregon Col­ of Education since 1968. lege of .isducation since 1968.

DONALD ERNEST MARTIN, B.S. HORACE BLAKE MORANVILLE, B.S. Instructor in Social Science· Space Analyst. Instructor; Associate Dean of Students. B.S. ( 1959 ), Oregon State University. At Oregon Col­ B.S. ( 1966 ), Oregon College of Education, At Oregon lege of Education since 1966. College of Education since 1966.

HAROLD IRWIN MASON, M.S. RONALD RALPH MORGALI, M.S. Assistant Professor of Education; Director of Place­ Assistant Professor of Mathematics. ment. B.A. (1959), University of Oregon; M.S. (1965), B.S. (1956), M.S. (1960), Oregon State University. Oregon State University. At Oregon College of Educa­ At Oregon College of Education since 1966, tion since 1967, 120 / OREGON COLLEGE OF EDUCATION

JACK DONALD MORTON, M.S. MARY LEE PICKETT, M.A. Assistant Professor; Dean of Students. Instructor in Political Science. B.S. (1948), University of Oregon; M.S. (1957), Ore­ B.A. ( 1964 ), Willamette University; M.A. (1967 ), gon College of Education. At Oregon College of Educa­ University of Nevada. At Oregon College of Education tion since 1955. since 1968. ROBERT LEONARD MULDER, Ph.D. MARIE BETH PLETCHMY, M.S. Professor of Speech Pathology; Director, Western Instructor in Art. Oregon Cooperative Speech and Hearing Center. B.S. (1956), M.S. (1966), University of Oregon. At B.A. ( 1948 ), Western Michlgan College of Education; Oregon College of Education since 1966. M.A. (1949), Ph.D. (1953), Ohlo State University. At Oregon College of Education since 1953. ANTON POSTL, Ph.D. Professor of Physical Sciences-Chemistry; Chairman, KENNETH HOLLY MYERS, Ed.D. Science and Mathematics Deparbnent. Associate Professor of Education. B.S. (1940), M.S. (1942), University of Hawaii; Ph.D. B.S. (1949), Eastern Oregon College; M.Ed. (1956), ( 1955), Oregon State Unversity. At Oregon College of Ed.D. (1966), Oregon State University. At Oregon Education since 194 7. College of Education since 1968. LaFYRNE FRANCES PRATT, B.A. Instructor; Campus Elementary School Librarian. JUDY ANN NELSON, M.S. B.A. ( 1950), Willamette University. At Oregon College Instructor in Physical Education. B.S. (1962), University of Utah; M.S. (1967), Smith of Education since 1966. College. At Oregon College of Education since 1968. •DONALD LEROY PRATTON, M.A. Assistant Professor of History. ROBERT OTTO NOVAK, Ph.D. B.A. ( 1955 ), Eastern Washington College; M.A. Assistant Professor of Biology. ( 1962), University of Oregon. At Oregon College of B.S. ( 1952) Michigan State University; M.S. ( 1956), Education since 1964. University of Illinois; Ph.D. ( 1963), University of Wis­ consin. At Oregon College of Education since 1968. HELEN MARIE REDBIRD, Ed.D. Professor of Social Science. JAMES PATRICK O'BRIEN, M.Ed. B.S. (1951), Southern Oregon College; M.Ed. ( 1954 ), Assistant Professor of Music. Ed.D. ( 1963 ), University of Colorado. At Oregon Col­ B.S. ( 1961 ), Portland State College; M.Ed. (1966 ), lege of Education 1956-57 and since 1958. Central Washington State College. At Oregon College of Education since 1968. LEONARD WILLIAM RICE, Ph.D. Professor; President. B.A. ( 1941 ), Brigham Young University; M.A. ( 1943 ), ROBERT G. OGAN, M.S. Ph.D. ( 1950), University of Washington. At Oregon Assistant Professor of Education; Supervisor of Teach­ College of Education since August 1962. ing. B.A. ( 1955), Nebraska State College, Wayne; M.S. JULIA ANN RICHARDSON B.S. (1956), University of Omaha. At Oregon College of Instructor in Education; Supervisor of Teaching. Education since 1964. B.S. ( 1962 ), St. Cloud State College, Minnesota. At Orego College of Education since 1967. ERNEST MAYNARD OGARD, JR., M.A.T. Instructor in Social Science. ROBERT RAY RICHARDSON, M.A. B.S. (1960), M.A.T. (1968), Oregon College of Edu­ Instructor in Art. cation. At Oregon College of Education since 1966. B.S. ( 1961 ), St. Cloud State College, Minnesotau· M.A. ( 1965), University of Minnesota. At Oregon Co ege of RICHARD HENRY OLSON, M.A. Education since 1966. Assistant Professor of History. B.A. (1952), M.A. (1955), Stanford University; M.A. MONTANA HOPKINS RICKARDS, Ed.D. Associate Professor of Humanities. ( 1962), University of Idaho, Moscow. At Oregon Col­ B.F.A. (1935), M.Ed. (1942), University of Okla­ lege of Education since 1967. homa; Ed.D. ( 1967 ), University of Oregon. At Oregon College of Education 1963-66 and since 1967. WILFRED RALPH OPAGER, B.S. Assistant Professor of Accounting; Assistant Director 0 GUY HARLAN' ROOTH, M.S. of Business Affairs. Assistant Professor of Physical Sciences-Geology. B.S. (1955), University of Oregon. At Oregon College B.A. ( 1958 ), University of New Hampshire; M.S. of Education since 1965. ( 1960), Lehlgh University. At Oregon College of Edu­ cation since 1966. MARTIN LAVENS OSBORNE, M.A. Instructor in Mathematics. FRANCIS DAVID ROSS, M.A. B.A. (1965), Hamilton College, Clinton, N. Y.; M.A. Assistant Professor of Humanities. ( 1967), University of Oregon. At Oregon College of B.A. (1954), M.A. (1957), University of Washington. Education since 1967. At Oregon College of Education since 1968.

BARRY BRIAN OSTROM, M.B.A. MARION OLINDO ROSSI, M.A. Instructor; Budget Officer. Assistant Piofessor of Humanities. B.A. ( 1961 ), Western Washington State College; B.A. (1963 ), Idaho State University; M.A. (1965 ), M.B.A. ( 1963 ), Washington State University. At Ore­ University of Illinois. At Oregon College of Education gon College of Education since 1968. since 1965. THOMAS DAVID ROWLAND, Ed.D. ZILLAH ANN PAETH, B.A., B.Ed. Professor of Education; Director of Educational Eval­ Instructor; Acting Assistant Acquisition Librarian. uation Center. B.A., B.Ed. ( 1941 ), Washington State University. At B.S. (1945), M.S. ( 1948), University of Idaho; Ed.D. Oregon College of Education since 1965. ( 1961 ), Washington State University. At Oregon Col­ lege of Education 1962-66 and since 1967. JOHN THOMAS PATTERSON, M.A. Assistant Professor of Social Science. STANLEY VAN RUCKMAl'<, M.A. B.A. (1962), M.A. (1965), University of Oklahoma. Assistant Professor of Education; Supervisor of Teach­ At Oregon College of Education since 1968. ing. B.A. ( 1939 ), West Liberty State College, West Vir­ LEWIS ARTHUR PENNOCK, Ph.D. ginia; M.A. ( 1945), Western Reserve University. At Assistant Professor of Biology. Oregon College of Education since 1948. B.A. ( 1953 ), Antioch College; M.S. ( 1961 ), Ph.D. ( 1966 ), University of Colorado. At Oregon College of • Leave of Absence 1967-68 and 1968-69. Education since 1968. • Leave of Absence 1968-69. FACULTY / 121

\VILUAM DONALD SCHENK, M.A. MARGARET LILLIAN STEINER, B.S. in L.S. Assistant Professor of Humanities. Assistant Professor; Associate Librarian. B.A. (1949), University of Redlands; M.A. (1955), B.A. ( 1931 ), Willamette University; B.S. in Library University of Southern California, Los Angeles. At Ore­ Science ( 1938 ), University of Illinois, Library School. gon College of Education since 1967. At Oregon College of Education since 1947. JANET KATHLEEN SCHUMAN, M.L.S. PETER GORDON STONE, M.A.T. Instructor; Cataloger /Reference Librarian. Assistant Professor of Art. B.A. ( 1964 ), Portland State Collegeii· M.L.S. ( 1968 ), B.A. (1956), M.A.T. (1967), Reed College. At Ore­ University of Oregon. At Oregon Co ege of Education gon College of Education since 1968, since 1968. JEAN KAY SYDOW RICHARD TYLER SCOTT, Ed.D. Teaching Intern, Campus Elementary School. Assistant Professor of Education. At Oregon College of Education since 1968. B.A. ( 1954 ), Southern Methodist University· M.A. ( 1958 ), University of Chicago; Ed.D. ( 1965 ), Univer­ SHARILYN KAY SYVERSON sity of Maryland. At Oregon College of Education Teaching Intern, Campus Elementary School. since 1966. At Oregon College of Education since 1968. DONALD HOWARD SEARING, M.D. HENRY EVERETT TETZ, M.S. Assistant Professor; Director of Medical Services, Assistant Professor of Education; Director of Stuolent Health Service. Teaching and Interns; Director of Alumni Relations. B.S. (1929), College of Puget Sound; M.D. (1934), B.S. (1925), M.S. (1937), University of Oregon. At University of Oregon Medical School. At Oregon Col­ Oregon College of Education since 1957, lege of Education since 1936. BERNIECE LUTHRO THAYER, M.S. HENRIETTA NICKELS SHIRK, M.A. Instructor in Education; Supervisor of Teaching. Instructor in Humanities. B.S. (1951 ), University of Alaska, College; M.S. B.A. (1961), Willamette University; M.A. (1963), (1968), Oregon College of Education. At Oregon Col­ Tulane University. At Oregon College of Education lege of Education since 1963. since 1968. LINDA GAYLE THOMPSON, B.S. RICHARD GERALD SHOLLENBERGER, M.Ed. Instructor in Education· Supervisor of Teaching. Assistant Professor of Physical Education. B.S. ( 1966 ), Oregon Coilege of Education. At Oregon B.S. (1947), East Stroudsburg State Teachers College, College of Education since 1968. Pennsylvania; M.Ed. (1955), University of Oregon. At Oregon College of Education since 1965. LEONA ESTHER TODD, M.S. Assistant Professor of Biology. B.A. ( 1954 ), Willamette University; M.S. ( 1955), AJ~~!,i~;!"~r1;£e;.~f~f Economics. Oregon State University, At Oregon College of Educa­ B.S. ( 1955), Punjab University, India; M.S. (1961 ), tion 1960-64 and since 1965. Oregon State University and University of Minnesota; Ph.D. (1964), Oregon State University. At Oregon DAVID CARL TRAPP, B.S. College of Education since November 1965. Instructor; Assistant Dean of Students; Financial Aids Officer, GEORGE DODSON SLAWSON, M.A. B.S. ( 1966 ), Oregon College of Education. At Oregon Assistant Professor of Humanities. College of Education since 1967. B.S. ( 1958 ), Oregon College of Education; M.A. (1964), University of Oregon. At Oregon College of BARBARA JEANNE TYLER, M.A. Education since 1967. Assistant Professor of Education; Supervisor of Teach­ ing. CLAUDE EDWARD SMITH, M.S. B.A. ( 1959l, Western Washington State College; M.A. Assistant Professor of Education; Director of Audio ( 1961 ), Co orado State College. At Oregon College of Visual Services. Education since 1967. B.S. (1958), M.S. (1961), Oregon College of Educa­ tion. At Oregon College of Education since 1958. JAY BEVERLY VANDERFORD, JR., M.A.T. Assistant Professor of Geography. DOUGLAS CAMPBELL SMITH, M.A. B.A. (1959 ), Portland State College; M.A.T. ( 1968 ), Instructor in Art. Oregon Col1ege of Education. At Oregon College of B.A. (1962), M.A. (1967), San Jose State College. At Education since 1963. Oregon College of Education since 1968. BETTIE BENNETT V ANICE, M.A. EDGAR HERBERT SMITH, Ph.D. Assistant Professor of Education. Professor of Music; Chairman, Music Department. B.A. ( 1961 ), Oklahoma University, Norman; M.A. B.A. ( 1935 ), State University of New York; M.Ed. ( 1967), Oklahoma State University, Stillwater. At ( 1943 ), Temple University, Pennsylvania; Ph.D. Oregon College of Education since 1968. (1952), New York University. At Oregon College of Education since 1954. PHILIP EUGENE VOGEL, Ph.D. Associate Professor of Geography. JOHN NATHAN SPARKS, B.S. B.S. ( 1953), Central Missouri State College; M.A. Assistant Professor of Accounting; Director of Busi­ ( 1956), Ph.D. (1960), University of Nebraska. At ness Affairs. Oregon College of Education since 1966. B.S. ( 1947), University of Oregon. At Oregou College of Education since 1960. DORIS MANGUM VOLK, M.S. Instructor in Physical Sciences-Geology. DONALD ANTONE SPINAS, M.S. B.S. ( 1962), Michigan State University; M.S. (1965 ), Assistant Professor of Physical Education. B.S. (1966), Oregon State University. At Oregon Col­ B.S. (1957), M.S. (1963), University of Oregon. At lege of Education since March 1968. Oregon College of Education since 1967. KENNETH WALDROFF, Ed.D. Assistant Professor of Education;_ Coordinator of Con­ LOWELL WAYNE SPRING, M.S. tinuing Education and Special .t'rograms, OCE. Assistant Professor of Biology. B.A. (1951), M.A. (1956), University of Portland· B.A. ( 1960), University of Northern Iowa; M.S. (1963), Ed.D. ( 1968 ), University of Oregon. At Oregon Colleg~ University of Washington. At Oregon College of Educa­ of Education since 1965. tion since 1968. KE NETH MERRIAM WALKER, Ph.D. PATRICIA ANN STEELY, B.S. in Ed. Associate Professor of Biology. Assistant Instructor in Education. B.S. ( 1943 ), M.S. ( 1949 ), Ph.D. (1955 ), Oregon B.S. in Ed. (1938), Nort>hwestem University. At Ore­ State University. At Oregon College of Education since gon ColJege of Education since January 1967. 1957. 122 / OREGON COLLEGE OF EDUCATION

DAVID EDWARD WALLACE, Ph.D. FLORENCE WHITE HUTCHINSON, M.S. Professor of Music. Associate Professor Emeritus of Music. B.M. ( 1950 ), West Virginia University, Morgantown; At Oregon College of Education from 1929 to 1961. M.M. (1951), Ph.D. (1964), Northwestern Univer­ sity, Evanston, Illinois. At Oregon College of Educa­ CHARLES RAYMOND McCLURE, Ph.D. tion since 1960. Professor Emeritus of Humanities. At Oregon College of Education from 1952 to 1964. MAXINE AMMER WARNATH, M.A. Assistant Professor of Education and Psychology. EDITH LORETTA OLSON, B.S. B.A. (1949), Brooklyn College; M.A. (1951),,_ Teachers Assistant Professor Emeritus of Health. College, Columbia University, At Oregon <..;ollege of At Oregon College of Education from 1952 to 1963. Education since 1962. IDA MAE SMITH, M.A. GAIL HARTMAN WEAVER\ M.S. Assistant Professor Emeritus of Education. Instructor in Speech Patho ogy. At Oregon College of Education 1918-24 and 1927-47. B.A. (1966), Central Washington State College· M.S. (1967 ), University of Wisconsin. At Oregon College of WALTER EDWARD SNYDER, Ed.D. Education since 1968. Emeritus Dean of Instruction. At Oregon College of Education from 1956 to 1968. DONALD JOSEPH WEISS, M.A. Assistant Professor of Humanities. ELLIS ARNOLD STEBBINS, B.A. B.A. (1953), Amherst College; M.A. (1955), Indiana Emeritus Dean of Administration. University. At Oregon College of Education since 1966. At Oregon College of Education from 1928 to 1968. WAYNE RODGERS WHITE, M.A. CLARA VAUGHN THOMPSON, B.S. Assistant Professor of Geography. Assistant Professor Emeritus. B.S. ( 1961 ), East Texas University, Commerce;._ M.A. At Oregon College of Education 1930-34 and 1953-61. (1964), University of Texas, Austin. At Oregon <..;ollege of Education since 1967. MATTHEW ROY THOMPSON, Ed.D. Professor Emeritus of Mathematics. DENNIS DALE WILLIAMS, M.A. At Oregon College of Education from 1946 to 1966. Assistant Professor of Mathematics. B.A. (1964), M.A. (1965), University of Montana, HENRIETTA B. WOLFER, M.S. Missoula. At Oregon College of Education since 1967. Associate Professor Emeritus of Education. At Oregon College of Education from 1925 to 1961. LONNIE LEON WILLIS, Ph.D. Assistant Professor of Humanities. LOUISE WOODRUFF, M.A. B.A. (1957); North Texas State, Denton; M.A. (1960), Assistant Professor Emeritus of Music. University ot Texas, Austin,;_ Ph.D. ( 1966 ), University At Oregon College of Education from 1946 to 1947. of Colorado. At Oregon <..;ollege of Education since 1968. NOTE: Since the general catalog is published before ARTHUR KENNETH YOST, Ed.D. the faculty assignments have all been made for the Professor of Education; Director of Educational Media 1969-70 school year, the official faculty list for the Fall Center. quarter for the 1968-69 school year is shown in this B.A. ( 1935), M.A. ( 1939), Carnegie Institute of Tech­ catalog. Where possible1 however, recently awarded de­ nology; Ed.D. (1957), Teachers College, Columbia grees are shown. Incluaed in this list are both full-time University. At Oregon College of Education since 1953. faculty and faculty employed half-time or more. Teaching Research Division Faculty DORIS MARIE COSTELLO Administrative Assistant, Business Office. At Oregon College of Education since 1960. JAMES H. BEAIRD, Associate Director Ed.D., University of Nebraska, 1962. OSSHE since N. ERNEST GRESHAM 1962. Superintendent of Buildings and Grounds. At Oregon College of Education since 1961. JOHN L. BOND, Instructor M.A.T., Oregon College of Education, 1968. OSSHE BETTY COXEN HOYT since 1968. Placement Secretary. At Oregon College of Education since 1964. JAMES BUCK, Instructor M.S.T., Portland State College, 1968. OSSHE since 1968.

JOSEPH M. CANON Instructor Emeritus Faculty M.A.T., Oregon Coilege of Education, 1968. OSSHE since 1968. OSCAR CARL CHRISTENSEN, M.S. Associate Professor Emeritus of Social Science. iACK J. CRAWFORD, Associate Research Professor At Oregon College of Education from 1925 to 1964. ~ ~:· University of Washington, 1962. OSSHE since 1 MARY AGNES DONALDSON, M.A. 6 Associate Professor Emeritus of Education. At Oregon College of Education from 1921 to 1962. PAUL DAWSON, Assistant Research Professor M.S., Central Washington State College, 1965. OSSHE FRANCIS D. HAINES, Ph.D. since 1967. Professor Emeritus of Social Science. At Oregon College of Education from 1951 to 1964. PHILIP DOUGHTY Instructor M.Ed., University of Kansas, 1965. OSSHE since 1967. PEARL BIRCH HEATH, M.S. Professor Emeritus of Art. RUSSELL J. DURHAM, Instructor At Oregon College of Education from 1927 to 1963. M.A., Arizona University, 1960. OSSHE since 1968. EMMA FRANCIS HENKLE, M.A. Associate Professor Emeritus of Education. ~ACK V. EDLING, Director, Research Professor At Oregon College of Education 1922-29 and 1932-57. l&s~:· University of Nebraska, 1955. OSSHE since CHARLES ABNER HOWARD, M.A., LL.D. President Emeritus. HAROLD D. FREDERICKS, Assistant Professor At Oregon College of Education from 1939 to 1947. Ed.S., Stanford University, 1959. OSSHE since 1965. FACULTY / 123

GERALD E. GAGE, Associate Research Professor PAUL A. TWELKER. Associate Research Professor Ed.D., University of Nebraska, 1960. OSSHE since Ed.D., University of California, L.A., 1964. OSSHE 1967. since 1964. THOMAS R. HAINES, Instructor JAMES L. WALTER, Instructor M.S., Oregon College of Education, 1966. OSSHE ll.A., Kearney State College, 1965. OSSHE since 1967. since 1965. WARREN WELCH, Instructor DALE G. HAMREUS, Associate Research Professor fgio. Oregon State University, 1949. OSSHE since Ed.D., Washington State University, 1963. OSSHE since 1963. MARILYN HOLSINGER Instructor M.A.T., Reed College, 1964. OSSHE since 1965. Associate Faculty EDWARD E. HOLT, Research Professor M.S., Miami University, 1936; LL.D.'s ( 4) Hon. Wit­ Off-Campus Supervisors of tenberg University, Miami University, Ashland College, Wilmington College. Elementary Student Teachers and DONALD KOHL, Instructor Interns M.A.T., Oregon College of Education, 1967. OSSHE since 1967. AGERTER, .ANTOINETTE, McNary High, Salem ALBORN, RussELL, Astoria High, Astoria ALLEN LEE, Research Professor .ANTONSON, J01rn, Silverton Union High, Silverton Ph.D., University of Wisconsin, 1962. OSSHE since AuGuST, RONALD, Dallas High, Dallas 1967. BACKLUND, VICTOR, McNary High, Salem BAISCH, ELDORE-PrincipaJ, McMinnville High, Mc- PATRICK R. MAHONEY, Administrator Minnville B.S., Seattle University, 1963. OSSHE since 1966. BAKER, STEWART, Walker Junior High, Salem BALLANTYNE, RAYMOND, South Salem High, Salem GARY L. MARTIN, Instructor BARBER, WILLIAM, Academy Junior High, Dallas B.S., Oregon College of Education, 1968. OSSHE since BAXTER, ELMER, North Salem High, Salem 1968. BENNrNGHOFF, JOSEPH-Administrative Assistant, Salem BOATMAN, BRUCE, Parrish Junior High, Salem HAROLD V. McABEE, Associate Professor BOOST, FRED, McNary High, Salem Ph.D., University of Oregon, 1956. OSSHE since 1968. BoRSBERRY, JAMES, North Salem High, Salem BOYD, BILL, South Salem High, Salem BRANFORD P. MILLAR Professor BRENNEMAN, GERALD, Albany High, Albany Ph.D., Harvard, 1946. OSSHE since 1959. BRENNEMAN, MARvrN, La Creole Junior High, Dallas BROCK, JoE, Stayton High, Stayton FRANK G. NELSON, Assistant Professor BROWN, EuGENE, Talmadge Junior High, Independence Ed.D., Washington State University, 1968. OSSHE BROWN, JERRY, Dallas High, Dallas since 1968. BRowN, NEIL-V. Principal, South Salem High, Salem BURCH, GARY, South Salem High, Salem ROBERT A. NICHOLAS, Assistant Professor BussELLE, TEo-Principal, La Creole Junior High, Dal­ Ed.D., University of Wyoming, 1966. OSSHE since las 1965. CABLE, CARoL-V. Principal, Central High, Independ- ence CASPER F. PAULSON, JR., Assistant Research Pro- CADY, ELIZABETH, Whiteaker Junior High, Salem fessor CALDARAzzo, GuIDO, North Salem High, Salem M.A.T., Reed College, 1961. OSSHE since 1962. CAMPBELL, CHARLES-Assistant Superintendent, Wood- burn FLOYD L. PAULSON, Assistant Professor CANTONWINE, BoB, Dallas High, Dallas M.A., San Francisco State College, 1964. OSSHE since CAREY, DoN, Stayton High, Stayton 1968. CARLETON, E. A.-Principal, North Salem High, Salem GRINBERG, DELBERT, North Salem High, Salem CHRISTIANSON, Rov, Stayton Junior High, Stayton GEORGE D. ROSE, Research Associate CHrusTMAN, CHARLE~ Cheldelin Junior Hig!> Corvallis B.A., Bard College, 1963. OSSHE since 1967. CLARK, JUANITA, La 1.,;reole Junior High, Dauas1 CLARK, CATHY, Dallas High, Dallas RUSSELL K. SADLER, Research Assistant COLEMAN, RAv, Central High, Independence B.S., University of Oregon, 1967. OSSHE since 1968. CoLLrNS, GLEN, Parrish Junior High, Salem CoNnAD, CLELL-Principal, Highland View Junior High, HENRY D. SCHALOCK Research Professor Corvallis Ph.D., University of Nebraska, 1955. OSSHE since CooK, CLIFFORD, South Salem High, Salem 1956. CnEECY, EDWARD, Waldo Junior High, Salem DALKE, ERWIN, North Salem High, Salem DANrELSON, ROGER, Stayton High, Stayton RICHARD D. SCHULTZ, Assistant Research Professor DAVENPORT, ERNEST-Asst. Prin., McNary High! Salem M.A., University of Oregon, 1950. OSSHE since DAWSON, HARRY, McMinnville High, McMinnvil e 1965. DE LORETTO, VmGrNIA, North Salem High, Salem DICKSON, ADRIAN-Principal, Stayton Junior High, Stay- G. ROGER SELL, Instructor ton B.A., University of Denver, 1967. OSSHE since 1968. DICKSON, WALTER, North Salem High, Salem Dow, ROBERT- Principal, Waldo Junior High, Salem KENNETH H. SILBER, Assistant Research Professor DRESSEL, LEONARD, Dallas High, Dallas M.S., University of Sonthern California, 1967. OSSHE DuBois, DoN- PrincipaL Whiteaker Junior High, Salem since 1968. EDMOKDS, EARL, Talmadge Junior High, Independence EDWARDS, DON, Central High, Independence CLARK A. SMITH, Instructor ELLIS, ELEANOR, South Salem High, Salem ~I.Ed., Central Washington State College, 1967. OSSHE ERCOLrNI, HENRY-Principal, Walker Junior High, Salem since 1968. EvANs, LENARD, Walker Junior High, Salem FAIBCHILD, JAMES Dallas High, Dallas FETTER, CAROLE, Leslie Junior High, Salem MICHAEL B. STEWART, Instructor FINEGAN, JACK, Fowler Junior High, Tigard B.S., University of Oregon, 1967. OSSHE since 1968. FINERAN, boN, Leslie Junior High, Salem FISHER, BILL, Dallas High, Dallas GREGORY P. THOMAS Instructor FLESHER, GURNEE- Principal, McNary High, Salem M.S., Washington State University, 1968. OSSHE since FOREMAN, KATHERrNE, Central High, Independence 1968. FRIESEN, LANDO, Dallas High, Dallas 124 / OREGON COLLEGE OF EDUCATION

FUNK, WILBUR, David Douglas High, Portland RosENBALM, NANCY, Dallas High, Dallas GALE, HATTJE, Parrish Junior High, Salem RUNNER, DwmHT, McNary High, Salem GEISLER, ROBERT, Central High, Independence SABIN, ROBERT-Administrative Assistant, Lake Oswego GILHAM, LEwELL, Parrish Junior High, Salem SATIJER, ALF, Leslie Junior High, Salem GILLIHAN, CIJESTER-Asst. Prin., Lake Oswego High, SAXTON, CLIFF, McNary High, Salem Lake Oswego SCHAAD, BENJAMIN, McMinnville High! McMinnville GILMAN, JERRY, South Salem High, Salem SCHAEFER, DoN, North Salem High, Sa em GLENNJE, PETER, Central High, Independence Sc>JELLENBERG, RUBEN, La Creole Junior High, Dallas GoTTFRIED, LORETTA, McNary High, Salem SCRIMP, PAUL, Central High, Independence GRAHAM, FREn--Superintendent, Stayton High, Stayton ScmoPEN~_RoBERT, Dallas High, Dallas GRAHAM, LAURA LYNN, South Salem, Salem SCHWAB, .t1ELEN, McNary High, Salem GRIPPIN, RALPH, South Salem, Salem SEELEY, WILLIAM-Principal, Parrish Junior High, GROBE, ROBERT, McNary High, Salem Salem HABERLY, ROBERT, Albany High, Albany SHAFER, ROGER, Whiteaker Junior High, Salem HAGGERTY, NORMA, McNary High, Salem SHAw, WILLIAM, McNary High, Salem HALSOR, PAUL, North Salem High, Salem SIJEPARD, JEROME, Waldo Junior High, Salem HALSTEAD, RonERT- Principal, Dallas High, Dallas SHIDLER, JAN, Whiteaker Junior High, Salem HALVORSEN, LIDA, South Salem High, Salem SIMMONS, BERT-Principal, Stayton High, Stayton HAMPTON, EARL- Principal, Judson Junior High, Salem SIMMS, MARGARET, North Salem High, Salem HANSON, RAY, Stayton High, Stayton Sue, ANNE, McMinnville High, McMinnville HARGADI>,"E, WILLIAM, Central High, Independence Sue, DoRis, South Salem High, Salem HARGAND, FREo, Waldo Junior High, Salem SNYDER, EDWARD, North Salem High, Salem HAYDEN, JAMES~ Talmadge Junior High, Independence SPARKS, Lois, Central High, Independence HISE, KENDRA, ~outh Salem High, Salem SPELLBRINK, PERRY, South Salem High, Salem HocuE, LEAH, South Salem High, Salem SPENCER, DENN IS, Memorial Junior High, Albany HOLMAN, THOMAS-Principal, Memorial Junior High, SMYTIJER, JANE, South Salem High, Salem Albany STABB, FRED, Dallas High, Dallas HOLMES, BETTY, South Salem, Salem STENBACK, LEo, South Salem High, Salem HUNTSBERGER, JOHN, Highland View Junior High, Cor- STEWART, BRUCE, McNary High, Salem vallis SUDERMAN, LELAND, La Creole Junior High, Dallas HUTZLER, CARL, Corvallis High, Corvallis SwANSON~ ....MARCIA, Warrenton High, Warrenton INSKEE P, EuGENE, Mc ary High, Salem THELEN, KARL, Waldo Junior High, Salem IsoM, LYDIA, Parrish Junior High, Salem THOMAS, SHIRLEY, Walker Junior High Salem Jn

Fox, MARTHA, Morningside, Salem MYERS, KENT-Assistant Superintendent, Lake Oswego FRANZEN, BARBARA, Templeton, Tigard NEELEY, RONALD, Kennedy, Salem GADWAY, Lou HELEN, Brush College, Salem NEWTON, LAURENE, IES, !dependence GETTIS, CuRT, Salem Heights1 Salem PAULSEN, MARILYN, IES, Independence Gmso,.-, L JUANA, Lyle, Dahas PETERSON, CAMELIA, Warrenton, Warrenton GIL SON, DALE, Washington, Salem PEYTON, DALE, Sunnyside Salem GJRARD, CHARLENE, IES, Independence PLUMMER, DON- Principal, Cummings, Salem GJo:NNES, DoROTHY, Hoover, Salem PosT, ROBERT-Principal, Templeton, Tigard GLxsAR, VELMA, Morningside, Salem PRATTON, JERRY, Chas. F. Tigard, Tigard GoRCHELS, EuGENIA, MES, Monmouth RAMSDELL, DONNI, Bush, Salem GRAHAM, OPAL, Whitworth, Dallas RANDS, GonnoN-Principal, McKinley, Salem GROSHONG, RoD--Principal, Uplands, Lake Oswego RA.Nos, Lois, Hoover, Salem HALSTEAD, !CARLEEN, Whitworth, D allas fuEKE, HAZEL, Faye Wright Salem HA..""- NA, ERMA, Candalaria, Salem ROLLINS, EILEEN, Forest Hills, Lake Oswego HANCHETT, KEN, Auburn, Salem SCIIAFFER, JOHN- Principal, Powell Valley, Gresham liAnoING, MARGARET, Waverly, Albany SCROGGIN, KAY, Lyle, Dallas HARROLD, NIA, Chas. F. Tigard, Tigard SEEGAR, LOLA, Faye Wright, Salem HOERAUF, AL, Cummings, Salem SIMPSON EILEEN, Hayesville, Salem IRVING, STEVE-Principal, Liberty, Salem SMITH, CARROL~J Special Education, Salem IVERSON, IRVING, Swegle, Salem SMITH, SYBYL, .l'..eizer, Salem ANES, DEE ANN, Palisadesil Lake Oswego SPENCER, ALLEYNE, Bush, Salem AMIESON, PlllL, Brush Co ege, Salem STEARNS, MARGUERITE, Bryant, Lake Oswego ENSEN, MARILYN, Robert Gray, Astoria STEIDEL, SALLY-OCE Clinical Professor, Seaside JESPERSON, RoSE MARIE, MES, Monmouth STROUT, VIVIAN-Principal, Cook, McMinnville JOHNSON, WILLIAM, Whitworth, Dallas SWANSON, MARILYN, Lake G"rove, Lake Oswego JOHNSTON, WILLA, Baker, Salem SWEET, GLEN- Principal, Morrison, Dallas JoY, .ANNE, Morrison, Dallas TALLENT, THELMA, IES, Independence JuncE, JOHN, Englewood, Salem THIBEAU, JEAN, Hayesvile, Salem K.ELLUMS, MARLYS, MES, Monmouth THOMPSON, LINDA, Chas. F. Tigard, Tigard KEMPER, DICK-Principal, Four Comers, Salem THOMPSON, MILDRED, Morningside, Salem KITZMILLER, ERMA JANE, Morrison, Dallas THURLOW, DOROTHY, Uplands Lake Oswego Kun=, BETTY, Henry Hill, Independence TunNBULL, AnNOLD--Principai,1 Waverly, Albany LEE, MARJORIE, Auburn, Salem WARDLE, LucILLE, Grant, Salem LEIGH, NELLlE, Lewis and Clark, Astoria WARKENTIN, TENA, Lyle, Dallas LUDLAM, JoANNE, Templeton,. Tigard WARREN, ALVINA, Liberty, Salem LUND, ALICE, Whitworth, Dauas WATT, LADELE, Lake Grove, Lake Oswego LUSK, JEAN, Cummings, Salem WEnnLE, C,IBMALITE-Principal, Kennedy, Salem MACNAB, ARLENE, Liberty, Salem WEGNER, GENEvmVE, Salem Heights, Salem MARTIN, GLENNA, Lyle, Dallas WELDON, GENE, Auburn, Salem MCBATH, JERRY, Templeton, Tigard Wn.soN, JoAN, Hoover, Salem McDONALD, MARJORIE, Keizer, Salem WILSON, SusAN, Grant, Salem McGILLIVRAY, CATHERINE, Memorial, McMinnville WOLFARD, EMMA, Keizer, Salem MCMURRAY, LARRY, West Salem, Salem MILLER, JACKrE, Hayesville, Salem Wooo, PHYLLIS, Lyle, Dallas MOFFITT, SHERRY, Lyle, Dallas WRIGHT, }AMES-Principal, Chas. F. Tigard, Tigard MoHR, HARRY, JR.- Principal, Faye Wright, Salem YosHIKAI, ALYCE-Principal, Candalaria, Salem MYERS, ARTHUR-Assistant Superintendent, Salem YosT, FAMm, MES, Monmouth INDEX

Academic Calendar ...... 7 Elementary School Curriculum ...... 37, 64 Academic Procedures and Regulations ...... 31 Employment ...... 26 Accreditation ...... 10 Administrative Officers of OCE ...... 115 :~:~ie~~~ ..::::: ::::::::::::::::::::::::::::::::::::::::::::::: : Admission Requirements ...... 10, 35, 59 Extreme Learning Problems ...... 49, 68 Advanced Placement Program ...... 11 Advanced Standing ...... 11 Facilities, Instructional ...... 14 Faculty ...... 115-125 !t~~h:s~~i~ti~~··:::::::::::::::::::::::::::::::::::::::: i: Fee Refunds ...... 14 Anthropology ...... 104 Fees and Deposits ...... 12 Architecture ...... 44 Financial Aids ...... 22 Art ...... 47, 75 Follow-up Services ...... 18 Art Education ...... 39, 47, 48 Foreign Students ...... 12 Art Gallery ...... 22 Forensics ...... 21 Assemblies ...... 22 Forestry ...... 42 Associate in Arts Certilicate ...... 41 French ...... 51 Athletics ...... 21 Freshman Standing ...... 11 Audiology ...... 40, 49, 86 General Education Requirements .. 37, 38, 39, 40 Awards ...... 22 General Information ...... 9, 59 Bachelor's Degree, Requirements for ...... 29 General Science ...... 97 Biological Sciences ...... 98, 99 General Social Science ...... 103 Botany ...... 42, 98 General Studies ...... 41 Business Administration ...... 42, 110 Business Administration and Technology .... 42 g:~ra;t! .. :::::::::::::::::::::::::::::::::::::::::::::··42: ~gg Graduate Study ...... 59-74 Campus Store ...... 18 Educational Specialists ...... 67 Certificate, Requirements for ...... 29 General Information ...... 59 Chemistry ...... 42, 99 General Regulations ...... 63 Class Standing ...... 31 Master of Arts in Teaching ...... 70 Concerts ...... 22 Master of Science in Education ...... 64 Corrections (Major) ...... 57, 58 Non-Degree Fifth-Year Program ...... 72 Counseling ...... 69 Graduates, 1967-68 ...... 111 Course Descriptions ...... 75-110 Graduation Expenses ...... 14 Course Numbering System ...... 31 Curricula, Graduate ...... 64 Health and Physical Education ...... 49, 87 Curricula, Undergraduate ...... 35 Health Requirements ...... 11 Honors Program ...... 26 Health Sciences ...... 44 Liberal Arts and Sciences ...... 40 Health Services ...... 18 Medical Technology ...... 46 History ...... 107 Preprofessional ...... 41 History and Location of OCE ...... 9 ROTC, Air Force ...... 27 Home Economics ...... 43 Teacher Education ...... 35 Honors Program ...... 26, 88 Housing ...... 15 Dads Club ...... 19, 23 Humanities ...... 50, 66, 71, 89 Deaf, Teaching of the ...... 67 Humanities (Major) ...... 52 Degrees and Certificate ...... 10, 29 Degrees, Awarding of ...... 32 Industrial Arts Education ...... 43 Degrees, Requirements for ...... 29 Insurance, Accident and Health ...... 18 Drama ...... 51, 93 Internship ...... 36 Dramatics ...... 21 Intersession ...... 33 Dropping a Course ...... 32 Junior High School Curricula ...... 37 Early Admission to Freshman Standing ...... 11 Journalism ...... 43, 91 Economic Opportunity Grants ...... 24 Kindergarten Curriculum ...... 36 Economics ...... 104 Education and Psychology ...... 47, 78 Languages ...... 51, 92 Educational Media Specialist ...... 69 Law ...... 44 Educational Specialist, Curricula ...... 67 Liberal Arts and Sciences ...... 40 127 128 / OREGON COLLEGE OF EDUCATION

Librarian ...... 71 Social Activities ...... 19 Library Science ...... 94 Social Science ...... 56, 67, 72, 103 Literature, Writing and Language ...... 51 Socially and Educationally Disadvantaged.. 70 Living Accommodations ...... 15 Sociology ...... 109 Loan Funds ...... 24 Spanish ...... 51 Lower Division Arts and Sciences ...... 41 Special Education ...... 48, 67 Special Fees ...... 13 Master of Arts in Teaching ...... 70 Specialized Programs ...... 38, 48 Master of Science in Education ...... 64 Speech and Drama ...... 51, 93 Mathematics ...... 54, 101 Speech Correction ...... 49, 68 Medical Technology ...... 46 Speech Pathology and Audiology .... 40, 49, 86 Mentally Retarded, Teaching the ...... 49, 68 Sports ...... 21 Microbiology ...... 43 Student Activities ...... 19 Modern Languages ...... 51, 92 Student Discipline ...... 17 Mothers Club ...... 19, 23 Student Expenses ...... 22 Music ...... 53, 95 Student Government ...... 19 Music Education ...... 39, 48, 54 Student Health Services ...... 18 Student Living ...... 15 New Students Week ...... 18 Student Personnel Program ...... 16 Non-Degree Fifth-Year Program ...... 72 Student Teaching and Internship ...... 35 Organizations, Student ...... 19 Student Welfare ...... 16 Summary of Enrollment, 1968 ...... 114 Physical Education ...... 49, 87 Summer Session, 1970 ...... 33 Philosophy and Religion ...... 91 Supervision ...... 69 Physics ...... 43, 101 Teacher Education ...... 35 Placement ...... 10, 18 Political Science ...... 108 Teacher Education, Admission to ...... 35 Preprofessional Curricula ...... 41 Teacher Education, Levels of Preparation .. 35 Probation, Student ...... 32 Teacher Education Programs ...... 36 Professional Education Requirements ...... 48 Teaching Research Division ...... 3 Psychology ...... 49, 85 The Arts (Major) ...... 47, 52, 54 Publications, Student ...... 21 Tuition ...... 13 Recreation ...... 21 Unaccredited Institutions, Credit from ...... 11 ROTC, Air Force ...... 27, 110 Withdrawal from School ...... 32 Scholarships ...... 22 Workshops ...... 33 Science and Mathematics ...... 54, 66, 71, 97 Work-Study ...... 26 Secondary Curricula ...... 37, 38, 65 Writing ...... 89 Senior High School Curricula ...... 38 Zoology ...... 43, 99 GI C .."' "'0 ~o- .. .. .r.- -.. -:, U 0 .., ~ C 0 e :E .:: ..,-.. ·;; c..

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Catalog Issue Monmouth, Oregon-