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2003 Bulletin: General Catalog Issue 2003-2004
Portland State University
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Bulletin General Catalog Issue
2003-2004
P.O. Box 751, Portland, OR 97207-0751 503-725-3511, Toll free: 1-800-547-8887 www.pdx.edu
Table of Contents
Catalog Quick Reference 5
Welcome to Portland State University 19 Tuition, fees, and aid; Student services; Campus services, Extended Studies, Office of International Affairs
Undergraduate Admissions and Programs 43 University Studies, University Honors
Graduate Studies 59
College of Liberal Arts and Sciences 77 Anthropology, Applied Linguistics, Biology, Black Studies, Chemistry, Chicano/Latino Studies, Child and Family Studies, Communication, Economics, English, Environmental Programs, Foreign Languages and Literatures, General/Liberal Studies, Geography, Geology, History, International Studies, Mathematical Sciences, Philosophy, Physics, Preprofessional Programs, Psychology, Science Education, Sociology, Women’s Studies, Interdisciplinary Studies
School of Business Administration 193
Graduate School of Education 211
College of Engineering and Computer Science 235 Civil and Environmental Engineering, Computer Science, Electrical and Computer Engineering, Engineering and Technology Management, Mechanical Engineering
School of Fine and Performing Arts 267 Architecture, Art, Music, Theater Arts
Graduate School of Social Work 287
College of Urban and Public Affairs 293 School of Community Health, Hatfield School of Government, School of Urban Studies and Planning
Directories 329
Index 355
4 P ORTLAND STATE UNIVERSITY
Portland State University campus map
BUILDING NAME LOCATION Lincoln Hall...... 6-A CAMPUS HOUSING Art Building ...... 9-G Millar Library, Branford P...... 4-D Adeline ...... 1-C Business Administration, School of ...... 7-C Native American Student and Community Center . . . . 6-G Blackstone...... 4-C Campus Ministry (Koinonia House) ...... 7-B Neuberger Hall ...... 6-D Broadway Housing Project (Under construction) ...... 7-F Campus Public Safety ...... 6-E Parking 1 ...... 7-D King Albert...... 2-C CECS Annex...... 8-E Parking 2 ...... 7-B Maryanne ...... 3-C Cramer Hall ...... 6-B Parking 3 ...... 1-B Montgomery Court ...... 4-C East Hall ...... 7-E Peter W. Stott Center ...... 4-E Ondine...... 8-E Education, Graduate School of ...... 7-C Peter W. Stott Community Field ...... 3-D Parkway...... 4-A Extended Studies...... 4-A Portland Center for Advanced Technology ...... 8-C St. Helens...... 2-B Fifth Avenue Business Center ...... 9-H PSU Bookstore ...... 8-B Stephen Epler Hall ...... 2-C Fifth Avenue Cinema ...... 8-E Science Building 1 ...... 3-A Stratford ...... 3-A Fourth Avenue Building ...... 10-D Science Building 2 ...... 3-B West Hall ...... 2-B Harder House...... 4-A Shattuck Hall ...... 6-E Harrison Street Building (HSB)...... 3-C Simon Benson House ...... 4-C Helen Gordon Child Development Center ...... 1-A Sixth Avenue Building...... 8-F Hoffmann Hall ...... 2-C Smith Memorial Student Union ...... 6-C Honors Building, University ...... 2-A University Center Building ...... 8-D Koinonia House (Campus Ministry) ...... 7-B University Services (USB) ...... 7-B Library East ...... 6-C Urban and Public Affairs, College of ...... 8-B West Heating Plant...... 2-E
Catalog Quick Reference
Portland State University, operating from a solid Summer Session / 503-725-8500 base of liberal and professional arts and science, Approximately 1,200 courses are offered June- encourages innovative curricula both on the under- August for academic credit through the more than graduate and the graduate levels through its 40 departments that comprise PSU. Formal admis- degree, certificate, and preprofessional programs. sion is not required for Summer Session and all stu- dents are charged in-state tuition, except non- Major academic units residents taking 9 credit hours or more. COLLEGE OF ENGINEERING AND COMPUTER Summer Session offers the greatest possible flexi- SCIENCE bility in scheduling, with classes starting through- http://www.cecs.pdx.edu/ out the summer in formats that include two-day COLLEGE OF LIBERAL ARTS AND SCIENCES workshops through one-, two-, four-, and 11-week http://www.clas.pdx.edu/ courses. Sequential courses are offered to enable students to complete a full year of courses (lan- COLLEGE OF URBAN AND PUBLIC AFFAIRS guages, science) in one term. http://www.upa.pdx.edu/ In addition to on-campus courses, there are sev- SCHOOL OF BUSINESS ADMINISTRATION eral programs offered off campus and abroad. Stu- http://www.sba.pdx.edu/ dents may choose from a variety of special events, SCHOOL OF FINE AND PERFORMING ARTS including concerts, recitals, and lectures. Summer http://www.fpa.pdx.edu/ session highlights include: GRADUATE SCHOOL OF EDUCATION ◆ Bel Canto Vocal Training Institute http://www.ed.pdx.edu/ ◆ Chamber Music for Strings GRADUATE SCHOOL OF SOCIAL WORK ◆ Chamber Winds http://www.ssw.pdx.edu/ ◆ Deutsche Sommershule am Pazifik ◆ Haystack Program in the Arts and Bachelor of Arts and Bachelor of Science degrees Sciences are available in a wide variety of fields from the ◆ International Visiting Professors academic colleges and professional schools. The ◆ Kodaly Certificate of Completion Bachelor of Music degree is available for those Program seeking a professional music degree. Additionally, ◆ Self-Enhancement, Inc. Music Camp specialist certificate programs, minors, preprofes- ◆ sional programs, and secondary education pro- Summer Animator Intensive grams supplement the major studies and provide The Summer Session office is located in the many diverse opportunities. Master’s degrees are Extended Studies building, 1633 S.W. Park Avenue, offered in numerous disciplines, and the University Portland, Oregon. Open weekdays 8:00 a.m. to offers 11 doctoral degrees, including degrees in 5:00 p.m. throughout the year. A PSU Summer Ses- civil engineering, computer science, engineering, sion catalog is issued in early April. To obtain a copy education, mathematics education, social work and contact the PSU Bookstore, visit www.pdx.edu/ social research, and four interdisciplinary degrees summer, or write to: PSU Summer Session P.O. Box in which approximately a dozen departments 1491 Portland, Oregon 97207. participate. See pages 9-11 for a list of the programs offered at PSU and consult the index for further informa- tion about these programs.
6 P ORTLAND STATE UNIVERSITY
Academic calendar
FALL 2003 WINTER 2004 SPRING 2004 SUMMER 2004 FALL 2004
International admission application priority filing dates March 1 July 1, 2003 Nov. 1, 2003 Feb. 1, 2003 March 1
Graduate admission application April 1 Sept. 1, 2003 Nov. 1, 2003 Feb. 1 April 1
Undergraduate admission application or June 1 Oct. 1, 2003 Feb. 1 May 1 June 1 re-enrollment—priority filing dates
†Advance registration begins May 12 Nov. 12, 2003 Feb. 16 ‡April May 10
Classes begin (day and evening) Sept. 29 Jan. 5 March 29 June 21 Sept. 27
Last day to enroll in classes, add a class, Oct. 12 Jan. 18 April 11 varies Oct. 10 or make section changes
Last day of refund period and drop without Oct. 24 Jan. 30 April 23 Oct. 22 course recorded
Last day to make changes in grading option, drop from a class without permission Oct. 31 Feb. 6 April 30 varies Oct. 29
Last day to drop a class with department Nov. 21 Feb. 27 May 21 varies Nov. 19 permission
Final examinations Dec. 8-13 March 15-20 June 7-12 §Aug. 11-13 Dec. 6-11
Term ends Dec. 13 March 20 June 12 Dec. 11
◊Commencement days June 12 or 13 Aug. 14
Holidays Nov. 11 Nov. 11 Nov. 27-28 Jan. 19 May 31 July 4 Nov. 25-26
Changes are published in the quarterly Schedule of Classes. †Advance registration beginning dates are tentative. Refer to the quarterly Schedule of Classes for dates and procedures (www.ess.pdx.edu/adm/sched) ‡Summer Session catalog available in April. §For eight-week courses. ◊The annual commencement day is in June, and there is a summer ceremony in August. There are no ceremonies in fall or winter.
C ATALOG QUICK REFERENCE 7
General undergraduate admission requirements
For United States and United 2. Take Test of General Education Development For international students (GED) and earn a minimum overall average score States permanent residents 1. Minimum grade point average (GPA) require- of 460 and a minimum score of 410 on each sub- ment: HIGH SCHOOL STUDENTS ject test (if taken before January 2001, an average a. High School/Secondary School Graduates: High school students from standard, public high score of 46 and a minimum score 40 on each Cumulative grade point average (GPA) of 2.75 schools, or accredited private high schools must: subject test is required) when adjusted to the US 4.00 scale and 1. Graduate from standard or accredited high b. Transfer Students: Cumulative grade point Meet Second Language Proficiency Requirement. school with a minimum 2.50 grade point average average (GPA) of 2.50 on 30 or more transfer- See “Second Language Proficiency Requirement.” (GPA). Students who do not have a 2.50 cumula- able credits when adjusted to the US 4.00 scale tive high school GPA may meet this requirement or 3. English Language proficiency requirement: with a minimum SAT combined score of 1000 or 3. Enter Portland State as a College Transfer Applicants who meet the English language profi- higher or an ACT average score of 21 or higher. Student. See “College Transfer Students.” ciency requirement may enroll in academic classes. 2. Take the SAT and/or ACT and have scores sent Admission of students graduated in Those who do not meet this requirement will be directly to Portland State University. No minimum 1984 or before. restricted to ESL classes until the requirement has score is required unless student does not meet Students who graduated from been met. minimum GPA (see above). high school in 1984 or before will not be required to meet the 14 units of prescribed subjects. They Applicants may demonstrate English language 3. Complete 14 units of college preparatory work will, however, need to meet the requirements (or proficiency by submitting the following test results. or submit Oregon Proficiency-based Admission alternatives) effective fall term 1984. Students who ◆ Test of English as a Foreign Language (TOEFL). Standards (PASS) scores of M, H, or E. attend a college or a university in the interim ◆ A minimum score of 525 (paper-based test) or 4 years/units English between high school graduation and admission will 197 (computer-based test)is required. 3 years/units math to include Algebra 2 be required to meet the transfer requirements in ◆ International English Language Testing System 3 years/units social science effect at the time of their transfer. (IELTS). A minimum overall band score of 6.5 2 years/units science NO HIGH SCHOOL GRADUATION with minimum 6.0 on each individual band 2 years/units of, or demonstrated proficiency in score is required. a second language. This requirement applies to stu- 4. Students who did not graduate from high dents graduating from high school in 1997 or any school may be considered for admission based on Second language proficiency year after. See “Second Language Proficiency scores from the Test of General Education Develop- Requirements.” ment (GED). Students must earn a minimum over- requirement all average score of 460 and a minimum score of All applicants who have graduated from high Beginning fall 2004 the minimum high 410 on each subject test (if taken before January school in 1997 or any year after must demonstrate school grade point average will change to proficiency in a second language. Students may 3.00 for both domestic and international 2001, an average score of 46 and a minimum score applicants. Automatic admission is still 40 on each subject test is required) demonstrate proficiency by meeting one of the fol- possible with a less than a 3.00 GPA when and lowing options: high school students meet current test Meet Second Language Proficiency Requirement. ◆ Pass with a D- or better, two years of the same score levels. See “Second Language Proficiency Requirement.” high school-level second language HIGH SCHOOL STUDENTS FROM or ◆ Pass with a D- or better, the third year of a high NONACCREDITED OR NONSTANDARD HIGH 5. Enter Portland State as a College Transfer school-level second language SCHOOLS, OR HOME-SCHOOLED STUDENTS Student. See “College Transfer Students” below. ◆ Pass with a D- or better two quarters or two These students may seek admission to the Univer- semesters of college-level second language sity through the following alternative means: COLLEGE TRANSFER STUDENTS ◆ Pass a proficiency exam 1. Students with 30 or more transferable quarter 1. Aptitude tests. Students must earn a com- Students must provide official high school or credits (20 semester credits) will be admitted as bined score of 1000 or higher on the Scholastic college transcripts to indicate the Second Language transfer students. Students with fewer than 30 Aptitude Test (SAT I) or an average score of 21 or Proficiency Requirement has been met. transferable quarter credits must meet both the higher on the American College Test (ACT). For a complete list of proficiency exams available requirements for college transfer and high school and for meeting the Second Language Requirement students. Official high school and college tran- Take the Scholastic Aptitude Test (SAT II) subject (including American Sign Language), please contact scripts must be submitted. tests in Math Level I or II, English Composition, and the University’s Office of Admissions, Records and a third test of the student’s choice. Students must 2. Meet minimum GPA requirement: Oregon Financial Aid, or view the OUS Second Language earn an overall minimum score or 1410 and a mini- residents, 2.00 Nonresidents, 2.25 Policy at www.ous.edu/enroll/enroll_info.html. mum of 470 on each subject test. 3. Meet Second Language Proficiency and Requirement. See “Second Language Proficiency Admission appeals Meet Second Language Proficiency Requirement. Requirement.” Students who do not meet admission requirements See “Second Language Proficiency Requirement.” may apply for admission through the regular or admission process. If denied, students may submit additional information for special consideration by a faculty review committee.
8 P ORTLAND STATE UNIVERSITY
General graduate admission requirements
Application to graduate programs at Portland Certificate status. All students working in a To be considered for admission as a conditional State University requires two complete (but differ- planned program leading only to a postbaccalau- degree student, the applicant must present a bac- ent) admissions packets, one sent to the Office of reate certificate are given certificate status. Certif- calaureate degree from an accredited institution Admissions and one sent to the department. Com- icate students may be admitted to other with a minimum cumulative GPA of 2.50 in all plete applications are available from the individ- categories of graduate study and concurrently undergraduate courses. To be considered for ual academic departments. pursue a certificate. This status includes students admission as a graduate certificate student, the A student must be admitted formally to gradu- working on teaching certificates but does not applicant must meet all requirements for regular ate status (regular, conditional, certificate) for a include students admitted only to graduate certifi- or conditional graduate degree admission. program of study to be planned with the assis- cate programs. To be considered for admission as a postbacca- tance of a faculty adviser. Admission to regular or Postbaccalaureate status. Students not laureate certificate student, the applicant must conditional degree status should be obtained at currently working for a degree but who wish to present a baccalaureate degree from an accred- the earliest possible time in order to avoid loss of register for more than 8 credits of graduate credit ited institution with either a cumulative GPA of credit applicable to a degree. Courses taken at courses may be admitted to postbaccalaureate 2.75 in all undergraduate courses or at least 12 PSU in postbaccalaureate status or non-admitted status. A postbaccalaureate student wishing to be credits with a cumulative GPA of 3.00 in graduate status are pre-admission courses and must meet admitted to regular degree status must apply in work in the proposed field of study earned subse- all applicable limits and requirements. the same way as any other applicant and must quent to receiving the baccalaureate degree. Regular status. Students who meet the Uni- meet the general University requirements and be Departmental requirements. A depart- versity requirements and are fully accepted by fully accepted by the department or school. A ment may have additional admission requirements their departments or schools as potential degree postbaccalaureate student may find departmental based on previous academic achievement, scores candidates are given regular status. Students must enrollment limitations on many courses. Courses on Graduate Record Examinations or other tests, have regular status to be appointed graduate completed in a postbaccalaureate status are not letters of recommendation, a portfolio, or an auto- research or teaching assistants and to graduate automatically applied toward a graduate degree; biographical statement. Information regarding with any degree or certificate. each course must be evaluated and recommended departmental requirements may be obtained Conditional status. Students who do not by the department and is considered pre-admis- directly from the specific department. The number meet GPA requirements for regular admission to sion credit for which all applicable limits and of students admitted to a particular program is the University are given conditional admission requirements apply. limited to the resources available. status if they are fully accepted by their depart- University requirements for admission Exceptional admission procedures. In ments (see Qualified Status below). After complet- to graduate courses and programs. To be situations beyond the control of a foreign appli- ing 9 graduate graded hours with a 3.00 or better admitted to Portland State University for the pur- cant, when transcripts and documents are not GPA, these students will be given regular status. pose of pursuing graduate work, applicants must available to confirm completion of a baccalaure- Students on conditional status may not be satisfy minimum University requirements and be ate degree in a foreign university, the Vice Provost graduate research or teaching assistants. Students accepted by the department in which the graduate may employ a special admissions procedure. Upon admitted to the University conditionally who do work is proposed. Any applicant whose native lan- referral by the Admissions staff responsible for for- not achieve a 3.00 GPA after completing 9 graded guage is not English and who has not received a eign student admission and recommendation of graduate hours will be dropped from their baccalaureate degree from a U.S. institution must the admitting department, a special panel consist- graduate programs. pass the Test of English as a Foreign Language ing of three faculty may be appointed to review Qualified status. Students whose depart- (TOEFL) with a minimum score of 550. the materials available and interview the appli- ment has imposed departmental prerequisites, Portland State University will not confer active cant. The panel shall consist of one member of the GPA, or other requirements but who are eligible admission status to any graduate student pending admitting department, one member of the Gradu- for a regular University admission are given an expected baccalaureate degree without formal ate Council, and a representative of the Office of qualified status. These students are eligible to be written notification from the Registrar of the con- Graduate Studies. The panel will evaluate the edu- graduate assistants. A student may have both con- ferring institution confirming that all requirements cational background and preparation of the appli- ditional and qualified admission status; in this for the degree have been met and stating the date cant and review documents including letters and case, the student is not eligible to be a graduate the degree will be conferred. If admitted on this written testimony of persons who serve as refer- assistant. basis, an official transcript showing the degree ences or are cognizant of the circumstances of the Graduate certificate status. Students will be required during the term of admission or applicant’s situation. The panel may determine admitted only to a graduate certificate program the admission will be canceled. that an equivalency of a baccalaureate degree are in a special status allowing a maximum of 8 To be considered for admission as a regular was earned and, if so, may recommend that the credits of registration per term and are not eligible degree student, the applicant must present a bac- student be admissible in regular or conditional for financial aid. Graduate certificate students calaureate degree from an accredited institution status; or it may determine that an equivalency of who are concurrently admitted to a graduate with either a minimum cumulative GPA of 2.75 in a baccalaureate degree was not earned, and, if so, degree program do not have these restrictions. all undergraduate courses or a cumulative GPA of it may recommend that specific additional prepa- Graduate certificate students who wish to register at least 3.00 in all graduate credit earned at ration be required in order to meet the admission for more than 8 credits per term or to be eligible accredited institutions (a minimum of 12 credits). standard. The dean of Graduate Studies shall for financial aid should see the Office of Graduate Applicants with 12 or more graduate credits must make a final determination based upon the recom- Studies. have a cumulative graduate GPA of at least 3.00, mendation and the evidence presented. and this GPA supersedes the undergraduate GPA.
C ATALOG QUICK REFERENCE 9
Programs of study
Minor Certificate Bachelor’s Master’s Doctorate
Accounting ■
Administration of Justice ■■■
Anthropology ■■■ 1
Applied Linguistics ■■■■ 2 Teaching English as a Second Language
Architecture ■■
Art ■■■ Undergraduate Options: Art History; Drawing/Painting/Printmaking; Graphic Design; Sculpture Graduate Options: Painting, Sculpture, Painting/Sculpture
Biology ■■■■3 Undergraduate Certificate: Biotechnology
Black Studies ■■
Business Administration ■ ■■■1 Undergraduate options: Accounting; Advertising Management; Finance; General Management; Human Resource Management; Information Systems; Marketing; Supply and Logistics Management; Food Industry Management Certificate Graduate option: Financial Analysis
Chemistry ■■■3 Undergraduate option: Biochemistry
Chicano/Latino Studies ■
Child and Family Studies ■
Civil Engineering ■ ■■■ Environmental Engineering minor Graduate option: Civil Engineering Management
Communication Studies ■■ 4 ■■
Community Development ■■
Computer Applications ■
Computer Engineering ■ 77
Computer Science ■ ■■■
Conflict Resolution ■
Economics ■■ 4 ■■1, 3, 5
Education6 ■ 4 ■ Elementary Education Secondary Education Specialist Program options: Counseling; Curriculum and Instruction; Media/Librarianship; Policy, Foundations, and Administrative Studies; Special Education Educational Leadership Options: Administration; Curriculum and Instruction; ■ Postsecondary Education; Special and Counselor Education
Electrical Engineering ■■77
Electrical and Computer Engineering ■ 4 ■■ 10 P ORTLAND STATE UNIVERSITY
Minor Certificate Bachelor’s Master’s Doctorate
Engineering Management ■ 1 Options: Project Management, Technology Management
English ■■■ Professional Writing
Environmental Management ■
Environmental Sciences and Resources ■ 4 ■■ Options: Biology; Chemistry; Civil Engineering; Economics; General; Geography; Geology; Physics
Environmental Studies ■■
European Studies ■
Foreign Languages ■■■■ Undergraduate options: Chinese, French, German, Japanese, Russian, Spanish, combination of two or more of these languages; Certificate: Teaching Japanese as a Foreign Language Graduate: French, German, Spanish
Foreign Literatures and Languages ■
Geography ■■■3, 5
Geology ■■ 4 ■■3 Undergraduate option: Environmental Geology minor Graduate option: Geohydrology
Gerontology ■ 4
Health Education ■■■ Undergraduate options: Community Health; Health and Fitness Promotion; Health Sciences; School Health M.P.H.: Health Education/Health Promotion
History ■■■
Interdisciplinary Studies ■
International Business Studies ■
International Economics ■
International Management ■
International Studies ■■ African Studies; East Asian Studies; European Studies; Latin American Studies; Middle East Studies
Latin American Studies ■
Liberal Studies ■ Options: Arts and Letters; Science; Social Science
Manufacturing Engineering ■ (joint degree with Oregon State University)
Mathematics ■■ 4 ■■■
Mathematics Education ■
Mechanical Engineering ■■1
Middle East Studies ■
Music ■■■ Jazz minor Graduate options: Performance, Conducting
Philosophy ■■ C ATALOG QUICK REFERENCE 11
Minor Certificate Bachelor’s Master’s Doctorate
Physics ■■■3
Political Science ■■■5
Psychology ■■■1, 5
Public Administration ■ M.P.A. option: Health Administration; M.P.H. option: Health Administration and Policy
Public Administration and Policy ■
Science ■ Options: Biology; Chemistry; Environmental; General; Geology
Social Science ■
Social Work ■■
Sociology ■■■1, 5
Software Engineering (Oregon College of Engineering and Computer Science) ■
Speech and Hearing Sciences ■■■
Statistics ■
Systems Engineering ■ 4 ■
Systems Science ■ 4 ■■ Options for Ph.D.: Anthropology; Business Administration; Civil Engineering; Economics; Engineering Management; General; Mathematics; Mechanical Engineering; Psychology; Sociology
Theater Arts ■■■
Urban Studies and Planning ■ 4 ■■ Graduate option: Regional Planning
Women’s Studies ■■ ■
Writing ■ Options: Fiction, Non-Fiction, Technical Writing
Preprofessional Programs: agriculture; chiropractic; clinical laboratory science; cytotechnology; dentistry; forestry; law; medicine; naturopathic medicine; nuclear medicine technology; nursing; occupational therapy; optometry; osteopathy; pharmacy; physical therapy; physician assistant; podiatry; radiation therapy; veterinary medicine
1 Departments participating in multidisciplinary doctoral pro- 3 Departments participating in multidisciplinary doctoral 6 M.A./M.S. offered by Graduate School of Education. gram of systems science. program of environmental sciences and resources. M.A.T./M.S.T. offered in cooperation with appropriate 2 Offered by Department of Applied Linguistics as Teaching 4 Graduate certificate. department. English to Speakers of Other Languages (TESOL). 5 Departments participating in multidisciplinary doctoral 7 M.S., M.Eng., and Ph.D. in Electrical and Computer program of urban studies. Engineering 12 P ORTLAND STATE UNIVERSITY
General requirements for all baccalaureate degrees
Requirements for Note: Students may not use any course to satisfy 3. Requirements for Bachelor of baccalaureate degrees both cluster and major requirements. Cluster Arts, Bachelor of Music, Bachelor of courses must be taken outside of the major To earn a baccalaureate degree a student must Science Degrees department. This includes courses that might be (Students must choose only one.) complete (1) University requirements, (2) general cross-listed elsewhere with the major prefix. education requirements, (3) specific requirements Courses taken to satisfy BA/BS requirements may ◆ for the Bachelor of Arts, Bachelor of Music, or Senior Capstone also be used to meet any other requirements if Bachelor of Science Degree, and (4) requirements This 6-credit capstone course (UnSt 421) is the they conform to the regular qualification for those for a major. culminating general education course for requirements. seniors. Students join an interdisciplinary Students bear final responsibility for ensuring that ◆ For the Bachelor of Arts degree: team, develop a strategy to address a problem the courses taken are applicable toward satisfying Students must complete 28 credits to include or concern in the community, and implement their degree requirements. a minimum of 12 credits in the arts and letters this strategy over one, two, or three quarters academic distribution area, with a minimum 1. University Requirement of work...... 6 credits ◆ Minimum number of credits (lower- of 4 credits in the area of fine and performing division plus upper-division):180 ATTENTION TRANSFER STUDENTS: arts; a minimum of 12 credits in the science (180-205 in engineering) The following placement within University Studies and/or social science distribution areas, with a is based on total credits accepted at term of ◆ Minimum number of upper-division minimum of 4 credits in the science distribu- admission to PSU. tion area; and 4 credits in a foreign language credits (300- and 400-level):72 numbered 203 or higher (conducted in the tar- ◆ Complete General Education Require- ◆ Transfer students who have earned fewer than get language). See foreign language require- ments (Not required for Liberal Studies or 30 quarter credits of transfer work are ments listed below. the Honors Program) required to complete all of the University Foreign language requirement. The Studies program requirements, including the B.A. language requirement is not defined in 2. University Studies (General entire sequence of Freshman Inquiry. credits, but in terms of competence: for gradu- Education Requirement) ◆ Transfer students who have earned 30-44 ation, a student must demonstrate compe- The purpose of the general education program at quarter credits of transfer work are required to tence equivalent to that normally attained Portland State University is to facilitate students in complete a Transfer Transition course (UnSt after two years of college study. Students with acquiring and developing the knowledge, abilities, 201-210) and the University Studies program no previous knowledge of a foreign language and attitudes which form a foundation for lifelong beginning with Sophomore Inquiry. learning. This foundation includes the capacity are advised to complete two years in a lan- ◆ Transfer students who have earned 45-89 and the propensity to engage in inquiry and criti- guage. quarter credits of transfer work are required to cal thinking, to use various forms of communica- Students who already possess sufficient com- complete the University Studies program tion for learning and expression, to gain an petence (or who wish to prepare themselves beginning with Sophomore Inquiry as follows: awareness of the broader human experience and outside of formal classes) may meet the B.A. 45-59 credits, three courses; 60-74 credits, its environment, and appreciate the responsibili- language requirement in any of the following two courses; and 75-89 credits, one course. ties of persons to themselves, to each other, and ways: (1) Completion in any foreign language (The upper-division cluster must come from to community. of 203 or its equivalent with a passing grade; one of these Sophomore Inquiry classes.) To accomplish this purpose all freshmen enter- (2) completion in any foreign language of a Transfer Transition if not required, may count ing with fewer than 30 prior university credits are course that has 203 or higher as a prerequi- as a Sophomore Inquiry courses. required to complete the following program (See site; (3) Demonstration of proficiency in a for- ◆ Transfer students who have earned 90 or more current Schedule of Classes for course descriptions eign language equivalent to that attained and capstone offerings): credits of transfer work are required to com- after two years of college study. There are plete the University Studies program begin- ◆ Freshman Inquiry. One year-long three ways to demonstrate equivalency profi- ning with an Upper-Division Cluster. It is course which must be taken in sequence ciency: a) in French, German, or Spanish, by recommended that they complete the Sopho- (UnSt 100-level) ...... 15 credits passing the CLEP examination with a score more Inquiry course directly linked to the ◆ high enough for second-year level credit (see Sophomore Inquiry. Students are Upper-Division Cluster they choose. required to choose three Sophomore page 45); b) in other languages regularly Inquiry courses, each from a different ATTENTION CO-ADMITTED STUDENTS: taught by the Department of Foreign Lan- University Studies cluster for a total of Contact the Community College Relations Office, guages and Literatures by passing a depart- 12 credits (UnSt 200-level)...... 12 credits 503-725 -8387, for placement rules regarding mental examination with a score high enough for second-year level credit; c) in any language ◆ Upper-Division Cluster (Junior and University Studies. for which the Department of Foreign Lan- Senior Years). Students are required to guages and Literatures has a qualified tester select three courses (for a total of 12 credits) by passing a non-credit departmental exami- from one upper-division cluster (300 to 400- nation. English satisfies the B.A. language level courses designated with a U) which is requirement for students whose official tran- directly linked to one of the three Sophomore scripts demonstrate that their secondary edu- Inquiry classes they have taken cation was completed in a foreign language. previously ...... 12 credits Such students may not enroll in first- or sec- ond-year courses in the language in which they received their secondary education. (See page 130). C ATALOG QUICK REFERENCE 13
◆ For the Bachelor of Music degree: Stu- ◆ The science academic distribution ◆ Maximum number of Cooperative Education dents must complete the program of music area consists of undergraduate credits that may be applied toward degree and applied music as prescribed by the Depart- courses from the following: Biology, requirements: ...... 12 ment of Music. Chemistry, Environmental Studies, Geology, ◆ Minimum cumulative grade point average: ◆ For the Bachelor of Science degree: Mathematics/Statistics, Physics, Science. 2.00 on all residence work and 2.00 on all Students must complete 28 credits to include a ◆ The social science academic distribu- courses, no matter where taken, in major field minimum of 12 credits in the science academic tion area consists of undergraduate (some departments require a GPA greater than distribution area (excluding mathematical sci- courses from the following: Administra- 2.00 in the major). ences/statistics) a minimum of 12 credits in the tion of Justice (AJ 220 and 330 only), Anthro- ◆ Residence credit: 45 (excluding credit by exam- arts and letters and/or the social sciences dis- pology, Black Studies (except BSt 221, 351, ination) of the final 60 or 165 of the total cred- tribution areas, and 4 credits in mathematical 352, 353, 421, 424, 425, 426, 427), Chicano/ its presented. Restriction: At least 25 of the sciences/statistics. A minimum of 8 of the 12 Latino Studies, Child and Family Studies, Eco- last 45 credits must be for differentiated credits in the science distribution area must be nomics, Geography, History, International Stud- grades. Credits earned by participation in the in coursework with its integrated or associated ies, Political Science, Psychology, Social Oregon State Inter-institutional Program at the laboratory or field work. Unless otherwise Science, Sociology, Urban Studies and Plan- Malheur Field Station, some Oregon State Sys- specified, only courses within the science dis- ning, Women’s Studies. tem Programs of Study Abroad, and some tribution area that have an explicit indication National Student Exchange programs also of lab or field work as part of the catalog 4. Major Requirements count as residence credit. description will satisfy the B.S. degree require- For major program requirements see description in ment for lab/field work. Bulletin. ACADEMIC DISTRIBUTION AREAS GENERAL LIMITATIONS ◆ ◆ The arts and letters academic distri- Maximum number of credits transferred bution area consists of undergradu- from regionally accredited two-year institu- ate courses from the following: tions:...... 124 Applied Linguistics, Architecture, Art, Arts and ◆ Maximum number of correspondence credits Letters, Black Studies (BSt 221, 351, 352, 353, (transferred from schools recognized as institu- 421, 424, 425, 426, 427 only), English (except tions of higher learning): ...... 60 for Wr 115, 120, 121, 222, 227, 323), Foreign ◆ Maximum number of credits graded P (pass) Languages and Literatures, Music, Philosophy, that may be counted for graduation: . . . .45 Speech Communication, Theater Arts. Note restriction on P (pass) grades used for resi- dence requirements (see below). 14 P ORTLAND STATE UNIVERSITY
Summary of procedures for master’s degrees
The following outline summarizes the Portland 8. Submit a final Graduate Degree Program form e. three copies of the unbound thesis and four State University procedural requirements for (GO-12), planned with and approved by the fac- copies of the abstract, in final approved form, master’s degrees. Additional information is in ulty adviser and signed by the department chair must be submitted to the Office of Graduate the Graduate Studies section and on the appli- or department graduate committee chair, to the Studies at least three weeks prior to close of the cable forms; additional requirements may be Office of Graduate Studies no later than the first term in which the degree will be granted. Dead- imposed by specific programs. week of the term of graduation. lines for each term are available in the Office of 9. File Application for Degree form in the Office Graduate Studies. Required changes must be 1. Apply for admission about six months prior to made before graduation. registration. Check with the specific department of Graduate Studies no later than the first week about deadlines. of the term of graduation. Deadlines for each 12. In the case of a non-thesis oral examination, term are available in the Office of Graduate Stud- the committee shall consist of at least two mem- 2. Prior to registration, become familiar with ies. bers of the student’s department, including the general regulations and procedures for the mas- candidate’s adviser. At the discretion of the ter’s degree as described in the Bulletin. 10. A minimum enrollment of one credit is required during the term in which oral or written department, a faculty member from another 3. Prior to first term registration, meet with fac- exams are taken. A thesis student must be regis- department may be added; that member would ulty adviser assigned by program director and tered for at least one credit in every term in which be selected by the adviser, the department chair, plan a preliminary program of study. the student is working on any phase of thesis, or the departmental graduate committee chair, 4. If graduate courses taken as an undergradu- including data development or collection, writ- according to department policy. For M.A.T. and ate and not used in the bachelor’s degree are to ing, revision, defense, and finalization through M.S.T. candidates, one member of the committee be considered for use in the graduate program, acceptance by the PSU Library and the Office of is required to be added from the Graduate School the Reservation of Graduate Credit form (GO-10) Graduate Studies. of Education. The oral examination must be must be filed in the Office of Graduate Studies no scheduled no less than two weeks before the end 11. If thesis is to be submitted: of the term. later than the term following admission to a grad- a. thesis proposal, Human Subjects Research uate degree program. (Valid only for courses com- Review Committee approval, and appointment 13. If there are any changes in the approved pro- pleted at Portland State University.) Reserved of the departmental thesis committee must be gram, a Change in Graduate Degree Program credits are subject to all pre-admission limits and completed before approval of the GO-12 (see 8 form (GO-13) must be filed. requirements. above); 14. Schedule and pass final master’s examina- 5. If pre-admission credit (courses taken at any b. adviser submits the Appointment of Final tions, if required, at least two weeks before date institution before the term of formal admission to Oral Examination Committee form (GO-16M) of graduation. Deadlines for each term are avail- the PSU graduate degree program) or transfer for appointment of the representative of the able in the Office of Graduate Studies. credit (courses taken at any time from another Office of Graduate Studies two weeks before 15. An Incomplete or In-Progress grade in any accredited institution) is to be included in the the end of the term preceding the term of course, excluding thesis (see 16 below), which is master’s program of study, the GO-21 form (the defense. The chair of the examination commit- on the approved program (GO-12) must be Proposal for Master’s Pre-admission and/or Trans- tee and the Graduate Office representative removed no later than two weeks before gradua- fer Credit) is to be filed in the Office of Graduate must be regular, full-time PSU faculty, tenured tion. Studies for approval. It is strongly suggested that or tenure-track, assistant professor or higher in this form be submitted early in the student’s pro- rank; the other committee members may 16. Adviser is responsible for the completion of gram; it must be approved before the Graduate include adjunct faculty. If it is necessary to go the form Recommendation for the Degree (GO- Degree Program (GO-12) can be approved). off-campus for one committee member with 17M), which is forwarded to the Office of Gradu- ate Studies no later than the last day of the term 6. If admitted to conditional or qualified status, specific expertise not available among PSU fac- ulty, a CV for that proposed member must be of graduation. In-Progress grades for required remove all deficiencies and/or conditions. Adviser thesis credits are changed on the form, eliminat- will submit a Petition for Change of Status form presented; that member must be in addition to the required three PSU faculty members. All ing the need for the Supplemental Grade Report (GO-7) to change from qualified to regular sta- for these courses. tus; conditional admission will automatically be committee members must have master’s changed to regular status after completion of the degrees. No defense shall be valid without a 17. The dean of Graduate Studies certifies that all first 9 graded graduate credits with a 3.00 or thesis committee approved by the Office of requirements for the degree have been met and better GPA. Graduate Studies; recommends the awarding of the degree. c. the oral examination (thesis defense) must 18. Graduation. 7. If a foreign language is required, pass the for- be scheduled at least five weeks prior to the eign language exam. This requirement must be end of the term and the Graduate Office repre- met before the GO-12 or oral exam committee sentative must receive a complete copy of the can be approved and before any final exam may thesis at least two weeks prior to the defense be taken. (See “Options for Meeting the Gradu- date. For summer term graduation, deadlines ate Foreign Language Requirement for M.A. and apply to the regular eight-week Summer Ses- M.A.T. Students,” page 69.) sion dates; later completion will result in fall term graduation; d. student must check with faculty adviser and thesis committee chair to assure completion of requirements prior to final examinations; C ATALOG QUICK REFERENCE 15
Summary of procedures for doctoral degrees
The following outline summarizes the Portland tative of the Office of Graduate Studies and 4. At least two weeks prior to the final oral exam- State University procedural requirements for the approval of the committee by the dean of Gradu- ination (dissertation defense), the chair of the dis- doctoral degree. Additional information is in the ate Studies. The dissertation topic must accom- sertation committee submits copies of the final Graduate Studies section and on the applicable pany this request, along with a copy of the draft to each member of the committee. forms; additional requirements may be imposed by preliminary draft for approval from the Human 5. The final oral examination must be passed and specific programs. Subjects Research Review Committee. No proposal all degree requirements completed no later than defense shall be valid without a dissertation com- PRE-CANDIDACY FOR DEGREE five calendar years after advancement to candi- mittee approved by the Office of Graduate Studies. dacy for the doctoral degree. Candidates must be 1. After admission to a specific program, each 8. The student prepares a written dissertation continuously enrolled. student is assigned to a faculty adviser by the pro- proposal and submits it to the approved disserta- gram director. A preliminary course of study is 6. Three copies of the dissertation and four copies tion committee for evaluation, modification, and developed in consultation with the adviser. of the abstract in final approved form (some final approval. When the dissertation committee departments require four copies of the dissertation 2. Upon satisfactory completion of 9 credits of has approved the proposal, the student revises the and five copies of the abstract) must be submitted coursework and not later than six months prior to HS draft and submits it to the HSRRC office (111 to the Office of Graduate Studies no later than the completion of the comprehensive examina- Cramer Hall) for approval. The doctoral program three weeks before graduation. Required correc- tions, an advisory committee consisting of at least recommends the student for advancement to can- tions must be made before graduation. Deadlines three members is appointed by the program direc- didacy once HS approval has been granted. If the for each term are available in the Office of Gradu- tor. student has not satisfied the residency require- ate Studies. 3. A program of study is prepared by the advi- ments, a plan for doctoral residency compliance 7. Microfilming of the dissertation is mandatory sory committee in consultation with the student. must also accompany the request for candidacy. for doctoral candidates. An abstract, which may The student’s program is recommended to the pro- 9. The student is informed by the dean of Gradu- not exceed 350 words, must be submitted to the gram director; after approval, copies are distrib- ate Studies of advancement to candidacy for the Office of Graduate Studies with the University uted to the student, adviser, program director, and doctoral degree. The candidate has a minimum of Microfilms International agreement form. The dean of Graduate Studies. four months and a maximum of five years from the charge for this service is $55, payable at the Cash- 4. In some programs the student may be required effective date of advancement to candidacy to ier’s Office, after picking up the necessary forms in to pass a preliminary examination. complete all requirements for graduation, includ- the Office of Graduate Studies. Copyrighting of the 5. Foreign language examinations, if required, ing defense of the dissertation and its final accep- dissertation is optional, at an additional charge of must be passed before the comprehensive exami- tance by the Office of Graduate Studies. $45, payable at the Cashier’s Office. nation. Notice of passing of the examination is Candidates must be continuously enrolled during that period. 8. The National Research Council Survey of sent to the dean of Graduate Studies. Earned Doctorates must be completed by the stu- 6. The comprehensive examinations are sched- 10. Doctoral residency requirement: Each doctoral dent and returned to the Office of Graduate Stud- uled and administered in accordance with estab- student must register for and successfully com- ies. There is no charge involved. lished rules of the program. The results of the plete 9 or more graded graduate credits per term for a minimum of three consecutive terms after 9. Incomplete or In Progress grades in any course examination are sent to the dean of Graduate (excluding dissertation, see 10 below) which is in Studies. admission to the doctoral program. Summer term may be included (i.e., spring, summer, fall 2003) or the approved program must be removed no later 7. After the student has passed the comprehen- excluded (i.e., spring 2003, fall 2003, winter 2004) than two weeks before graduation. sive and foreign language examinations, and after in calculating consecutive terms. 10. The doctoral program completes the Recom- identification of a dissertation research problem, a mendation for the Degree form (GO-17D) which is dissertation committee, consisting of the disserta- CANDIDACY FOR THE DEGREE forwarded to the Office of Graduate Studies no tion adviser and a minimum of three and a maxi- 1. Ph.D. students must register for a minimum of later than the last week of the term of graduation. mum of five additional faculty from the doctoral 27 hours of dissertation (603) credits before gradu- In-progress grades for required 603 dissertation program, is recommended by the program direc- ation; Ed.D. students must register for a minimum credits are changed on this form, eliminating the tor. This committee is selected with regard to both of 18 hours of dissertation (603) credits before need for the Supplemental Grade Report for these faculty skills and knowledge required by the graduation. A minimum continuing enrollment of courses. research problem and the regulations of the spe- one credit is required through the term a student 11. The dean of Graduate Studies certifies that all cific academic program and the University. The graduates. Doctoral programs may set higher requirements for the degree have been met and chair of the dissertation committee and the Gradu- minimums. recommends the awarding of the degree. ate Office representative must be regular, full-time 2. Under direction of the chair of the dissertation 12. Graduation. PSU faculty, tenured or tenure-track, assistant pro- committee, and in consultation with the members fessor or higher in rank; the other three committee of the dissertation committee, the candidate pre- members may include adjunct faculty. If it is neces- pares a preliminary draft of the dissertation. The sary to go off-campus for one additional commit- draft is revised and corrected as directed by the tee member with specific expertise not available dissertation committee until it meets the approval among PSU faculty, a CV for that proposed of the committee. member must be presented. All committee mem- bers must have doctoral degrees. The adviser sub- 3. The candidate files the Application for the mits one copy of the Appointment of Final Oral Degree form with the Office of Graduate Studies Examination Committee (GO-16D) to the Office of no later than the first week of the anticipated term Graduate Studies for appointment of the represen- of graduation. 16 P ORTLAND STATE UNIVERSITY
Key to course descriptions
➊ ➋ ➌ ➍
Art 489/589 Metal Sculpture (3) Bronze or aluminum sculpture cast by the lost wax process. Welded metal sculpture fabrication using gas, electric, and heliarc welding methods. Experimental materials, methods, and concepts optional, consistent with the facilities and circumstances. Maximum: 12 credits. Prerequisite: 12 credits in elementary sculpture or consent of instructor. ➎ ➏
➊ Course prefix/Subject. These letters indicate the department or aca- ➌ Course title. The official title of the course is listed next to the course demic unit which offers the course. number. A subtitle may be used as part of an omnibus course title. ➋ Course numbering system. Courses throughout the Oregon University ➍ Credits. The numeral or words in parentheses indicate the number of System (OUS) are numbered as follows: credits granted for one term of study in a particular course. Where approved departmental combinations of courses are listed together, the 0-99 Noncredit courses or credit courses of a remedial, termi- first number in parentheses refers to the first course number and so on nal, or semiprofessional nature not applicable toward respectively. Example: Art 373, 374, 375 Creative Sculpture (3, 3, 3). degree requirements. 100-299 Courses on the lower-division level. ➎ Maximum credits. This designation, which appears in descriptions of 300-499 Courses on the upper-division level. activity courses, such as art, music, and physical education, means that students may continue to earn credit in this course for more than one 4xx/5xx Master’s level graduate courses which are also offered as term up to specified limits. courses for undergraduates. 5xx Graduate courses offered in support of master’s degree ➏ Prerequisites. Students are responsible for making sure prerequisites level instructional programs. Ordinarily employed for units have been met. Prerequisites are automatically enforced in most depart- whose majors have access to master’s programs or for ments at the time of registration. Recommended prerequisites are at the courses populated by master’s students. discretion of the instructor. 5xx/6xx Graduate courses offered in support of doctoral degree level instructional programs which are also offered as courses for master’s level students. 6xx Graduate courses offered in support of doctoral degree level instructional programs. Ordinarily employed for units whose majors have access to doctorate programs or for courses populated by doctorate students. 7xx Postbaccalaureate courses which may not be applied toward an academic degree. 8xx In-service courses with limited application toward advanced degrees and no application toward undergradu- ate degrees. In addition, the following number system is generally in effect in all OUS institutions: 100 to 110 and 200 to 210 courses are survey or foundation courses in the liberal arts and sciences in the disciplines covered. The fol- lowing numbered courses are repeating courses (they may be taken for more than one term under the same number), with credit being granted according to the amount of work done: 199/299/399, Special Studies; 401, 501, 601, 801, Research; 402, 502, 602, 802, Independent Study; 403 Honors Thesis; 503 Thesis/603 Dissertation; 404, 504, 604, 804, Cooperative Education/Internship; 405, 505, 605, 805, Reading and Con- ference; 406, 506, 606, 806, Problems/Projects; 407, 507, 607, 807, Semi- nar; 408, 508, 608, 808, Workshop; 409, 509, 609, 809, Practicum; and 410, 510, 610, 810, Selected Topics. Other repeating numbers are assigned to activity courses, such as art, music, and physical education. Certain senior level courses are taught concurrently with their graduate- level counterparts. Hence this course may be offered for either graduate or undergraduate credit. (See quarterly Schedule of Classes for specific offering.) In the graduate credit course, additional work appropriate to the graduate level of study will be assigned. C ATALOG QUICK REFERENCE 17
Tuition and fees
(Charges for 2002-2003 per term) Graduate Graduate POLICY NOTES: Undergrad Undergrad Student Student Admission is recommended but not required Credits Resident Nonresident Resident Nonresident when registering for eight credits or fewer. Full-time: Resource fees apply to programs in engineer- 12-18 $1,291.00 $4,423.00 ...... ing and computer science, fine and perform- 9-16 ...... $2,404.00 $4,078.00 ing arts, and business administration. Part-time: 1* 122.00 122.00 274.00 274.00 Financial aid is not available to non-admit- 2* 219.00 219.00 523.00 523.00 ted students. 3* 316.00 316.00 772.00 772.00 4* 413.00 413.00 1,021.00 1,021.00 Health service and insurance is not available 5* 510.00 510.00 1,270.00 1,270.00 to students registered for fewer than 4 6* 607.00 607.00 1,519.00 1,519.00 credit hours. 7* 704.00 704.00 1,768.00 1,768.00 Post-baccalaureate undergraduate students 8* 801.00 801.00 2,017.00 2,017.00 are assessed undergraduate fees. 9 1,003.00 3,352.00 ...... 10 1,097.00 3,707.00 ...... OVERTIME NOTE: 11 1,194.00 4,065.00 ...... Over-time: Each Overtime enrollment is restricted, see “Over- additional credit 80.00 341.00 230.00 416.00 load Approvals” in the Academic Policies section. Graduate assistants pay $334.00 per term (plus hourly overtime fee above 16 credits). Postbaccalaureate students pay undergraduate fees, when registered for 9 credits or more. Admission is required in order to register for 9 credits or more. Note: The appropriate fee is determined by total credits of registered coursework (credit and audit). *Tuition for carrying loads of 8 credits or fewer is determined by the level of the course(s) taken. Residency is not considered. See the quarterly Schedule of Classes for further details and for registration policies that affect carrying load, such as auditors and overloads.
EIGHT HOURS OR LESS NOTE: Graduate students registering for nine or admitted to the undergraduate School of Business Fees based on the level of course taken. more hours are assessed graduate-level fees for all Administration degree programs are assessed a Total charges include: credit hours regardless of course level (per state resource fee of $5.00 per credit hour with the maxi- policy). Instruction Fees mum charge being $50.00. and Building Incidental Technology EXCESS TUITION ASSESSMENT GRADUATE ASSISTANTS Fee Fee Fee After the start of the quarter, the timing of some Graduate Assistants (GAs) are fully admitted gradu- 1 $13 $24 $5/$7 (G) drop and add activity may result in a refund penalty ate students appointed to assistantships while 2 $15 $34 $10/$14 (G) charge which may not be appropriate for the credit working toward an advanced degree. Appoint- 3 $17 $44 $15/$21 (G) load. Complete the Request for Return of Excess ments must be for at least.15 FTE per quarter. GAs 4 $19 $54 $20/$28 (G) Tuition Paid form. This form can be acquired and are exempt from the payment of the instruction fee 5 $21 $64 $25/$35 (G) submitted at the Admissions, Records, and Financial 6 $23 $74 $30/$42 (G) on the first 16 credit hours per quarter. (Employing 7 $25 $84 $35/$49 (G) Aid window in the Neuberger Hall lobby. (This does department will provide a tuition credit.) All GAs 8 $27 $94 $40/$56 (G) not apply to credits in Extended Studies or other must register for a minimum of 9 graduate credits. self-support courses.) The adjustment will be Hours in excess of 16 per quarter are assessed at UNDERGRADUATE reflected on the billing statement. Total undergraduate charges include: $230 per hour and must be approved by the depart- ment head and dean of Graduate Studies. GAs are Instruction Fees; BASIC HEALTH INSURANCE Health Service Fee (includes basic insurance) at $85 The nonrefundable basic health insurance will be responsible to pay the Building, Health, Dental, per quarter and $20 dental insurance fee; per asso- deducted before calculating the refund amount. Incidental, and Technology Fees, which total $334, ciated credit hours: and applicable resource fees (e.g., programs in Building Incidental Technology RESOURCE FEES engineering, business administration, and fine and Fee Fee Fee Resource fees are mandatory enrollment fees. All performing arts). 9 $29 $104 $45 PSU students are assessed a Technology Fee of 10 $31 $111 $50 This schedule of tuition and fees is determined by 11 $33 $121 $55 $5.00 per undergraduate credit (maximum $60) the Oregon State Board of Higher Education. No 12+ $35 $131 $60 and $7.00 per graduate credit hour (maximum reduction in the total charge is made to those stu- $63). In addition, all students majoring in Fine and dents who do not intend to use specific resources GRADUATE Performing Arts, students admitted to School of Total graduate charges include: or services. Fees are subject to change. Business Administration graduate programs and Self-support courses have fees that are assessed in Instruction Fees; admitted to College of Engineering and Computer Health Service Fee (includes basic insurance) at $85 addition to any other tuition paid to the University. per quarter and $20 dental insurance fee; Building Science upper-division and graduate-level pro- Students may access their individual financial Fee of $35, Incidental Fee of $131, and Technology grams are assessed a resource fee per credit hour account balances on the Web at www.pdx.edu. Fee of $63. (FPA: $5, max $50; SBA: $15, max $150; EAS: $17, Resource Fee: Programs in Engineering, Business Administration, and Fine and Performing Arts. max $170); this is a program specific fee. Students 18 P ORTLAND STATE UNIVERSITY
University housing
Portland State has shaped its residence life program to enhance your education. The pro- RENT CLEANING FEE gram’s goal is to further your personal growth and (monthly) development through living in a community. It teaches appreciation for others, interpersonal Adeline skills, and social responsibility, and provides Built in 1918, this four-story, nonsmoking building has three chances for exploring values, sharing ideas, and one-bedroom apartments and 17 studios. $432-$591 $140-$170 receiving feedback. Returning adult students also might find the Blackstone University’s Residence Life program an attractive A five-story structure, built in 1931, offering six two-bedroom alternative to more expensive housing located apartments, 21 one-bedroom apartments, 14 studios, and 16 farther from campus and lacking the campus focus sleepers. $254-$782 $55-$195 University housing offers. To request housing information or apply for a King Albert room, contact the University at 503-725-4333, or Built in 1931, this four-story, all-studio, 64-unit building is go to www.aux.pdx.edu. connected to campus by broad pedestrian walkways. $399-$486 $140 HOUSING OPTIONS Maryanne Portland State University Residence Built in 1910, this two-story building offers 17 studios and one Facilities. The University owns 11 residential sleeper. $206-$651 $55-$170 facilities located on the Portland State campus. Units include studios, one- and two-bedroom Montgomery Court apartments, and a traditional residence hall Designed in 1916 by distinguished Portland architect A.E. Doyle, College Housing Northwest buildings. this is a four-story structure with 143 furnished sleepers. $323-$555 $55 College Housing Northwest (CHNW), a nonprofit property management company, and Portland Ondine Residence Hall State have enjoyed a partnership for more than 33 This contemporary 15-story high-rise offers furnished sleeper years, and CHNW will continue to operate and units with private baths and suite-style units with shared function as the University’s primary housing bathrooms and kitchens. $390-$700 $80-$130 leasing agent. CHNW provides housing to Portland State stu- FRESHMAN EXPERIENCE dents and others in its seven residential facilities The Freshman Experience, a traditional dorm-style plan offering on the perimeter of the University campus: Clifton housing, food, social programs, academic tutoring, and advising, $6,185 House, Goose Hollow Plaza, Goose Hollow Tower, is also available in the Ondine on an academic year basis. (annual fee) N/A Cambrian, Clay, Tiffany, and Palladian. For housing information and availability, go to www.chnw.org. Parkway Manor RENTAL LIST This 1932 five-story building provides 54 apartments of various styles. $318-$784 $55-$195 A rental list is published online at 9 a.m. every weekday morning at www.chnw.org. You may St. Helens Court also review it at the Housing Services Office or This building contains 51 studios and one-bedroom apartments. $371-$616 $55-$170 access it by phone at 503-725-4394. You must have completed the application process before Stephen Epler Hall making an appointment to see an apartment. Stephen Epler Hall is a newly constructed residential facility. UNIT DEFINITIONS Its 129 studios will be available for lease August 30, 2003. $530 $150 Sleeper: single room, community bath, and kitchen. Stratford Studio: efficiency apartments, kitchen, and bath. This 1927 three-story apartment offers 31 studios and One-bedroom: kitchen, bath, living room, and one-bedroom apartments. $431-$608 $140-$170 bedroom. Two-bedroom: kitchen, bath, living room, and West Hall two bedrooms. Built in 1986, this nine-story, L-shaped building offers 189 Bachelor/bachelorette: furnished units with one-bedroom apartments. $630-$642 $145 private bedrooms; kitchen and bath facilities shared with the adjacent apartment. Security deposits, cleaning fees, and pet deposits vary according to location and are excluded from these ranges. For complete information on residential rates and other details, contact the Residence Life Office at 503-725-4333, go to www.aux.pdx.edu, or contact CHNW at www.chnw.org. Welcome to Portland State University
Portland State University is at the center of Campus a dynamic community. Almost 60 percent of Oregonians live within commuting dis- Occupying 47 buildings in a 49-acre area, tance of the campus and the population of the campus is built around the Park Blocks, greater Portland has grown to nearly two a greenway area reserved for pedestrians million people. With its excellent parks, and bicyclists. The Park Blocks are well cultural facilities, transportation systems, used by PSU students. Landscaped to com- and cityscape, Portland is one of the finest bine utility with natural beauty, they pro- cities in the United States. As Oregon’s eco- vide a place for students and the nomic and population center, and as a community to gather, talk, study, or put on gateway to the Pacific Rim, Portland offers an impromptu concert or lecture. unique opportunities for business, indus- Elevated walkways connect many of the try, government, and the University to buildings, bridging city streets and provid- enhance partnerships that promote eco- ing fast, easy routes for busy students. An nomic, social, cultural, and international underground tunnel network serves the development. same purpose and contains shops, game The University’s mission is to enhance rooms, and eating places. the intellectual, social, cultural, and eco- At the edge of campus, the University nomic qualities of urban life by providing merges easily into downtown Portland. The access throughout the life span to a quality areas immediately surrounding the campus liberal education for undergraduates and to contain private student housing, shops, an appropriate array of professional and taverns, convenience stores, dry cleaners, graduate programs especially relevant to theaters, and restaurants which primarily metropolitan areas. The University con- serve the University. ducts research and community service that Commercial and governmental centers, support a high quality educational environ- as well as cultural and entertainment ment and reflect issues important to the resources, are within easy walking distance region. It actively promotes the develop- of campus. Among them are the Oregon ment of a network of educational institu- History Center, Performing Arts Center, tions to serve the community. Portland Art Museum, Multnomah County Presidents who have served the Univer- Library, Portland Center with its noted sity are John F. Cramer, 1955 to 1958; Lovejoy and Keller fountains, Civic Sta- Branford P. Millar, 1959 to 1968; Gregory dium, Civic Auditorium, theaters, and B. Wolfe, 1968 to 1974; Joseph C. Blumel, restaurants. 1974 to 1986; Natale A. Sicuro, 1986 to The campus is located within 90 min- 1988; Roger N. Edgington (interim presi- utes’ driving time of snow-covered Mt. dent) 1988 to 1990; and Judith A. Ramaley, Hood to the east and the famed Oregon 1990-1997. Daniel O. Bernstine took office coastline to the west. August 1, 1997. 20 P ORTLAND STATE UNIVERSITY
Faculty Various schools and departments within In the College of Liberal Arts and Sci- the University also are accredited by special ences, the Department of Communication, PSU faculty members are engaged in teach- agencies. The undergraduate and graduate training program in speech pathology is ing, research, and related academic work. programs and the accounting program of accredited by the Education and Training Many also put their expertise to work in the School of Business Administration are Board, American Board of Examiners, community affairs, consulting with local accredited by the American Assembly of through the American Speech-Language- business concerns, holding key assignments Collegiate Schools of Business. The Gradu- Hearing Association. The speech and hear- in professional, cultural, and civic groups, ate School of Education teacher education ing clinics have accreditation in both working cooperatively with social agencies, programs are accredited by the National speech pathology and audiology by the or otherwise serving the community. Council for Accreditation of Teacher Edu- Professional Service Board, American Board Faculty members come from colleges cation and by the Oregon Teacher Stan- of Examiners, in speech pathology and and universities throughout the United dards and Practices Commission. The audiology through the American Speech- States and from foreign countries. The fac- counseling program is accredited by the Language-Hearing Association. The ulty includes over 600 full-time and several Council for the Accreditation of Counsel- Department of Chemistry is accredited by hundred part-time members. More than 81 ing and Related Educational Programs. the American Chemical Society. percent of the full-time faculty have doc- The Graduate School of Social Work In the College of Urban and Public toral degrees. Many of the part-time mem- program is accredited by the Council on Affairs, the Master of Urban Planning bers from the community lecture in Social Work Education. The Department of degree is accredited by the Planning specialized courses while actively involved Chemistry is accredited by the American Accreditation Board; the Master of Public in their professions.The faculty is sup- Chemical Society. The College of Engineer- Administration degree is accredited by the ported by about 600 non-teaching admin- ing and Computer Science undergraduate National Association of Schools of Public istrative, office, and technical personnel. programs in civil, electrical, and mechani- Affairs and Administration; and the Master cal engineering are accredited by the Engi- of Public Health degree is accredited by the Accreditation neering Accreditation Commission/ Council on Education for Public Health. Accreditation Board for Engineering and In the School of Fine and Performing Portland State University is accredited by Technology. The computer science program Arts the Department of Music is accredited the Northwest Association of Schools and is accredited by the Computing Sciences by the National Association of Schools of Colleges, the official accrediting agency for Accreditation Commission Board/Accredi- Music. Programs in the Department of Art the region. Portland State is a member of tation Board for Engineering and are accredited by the National Association the Association of American Colleges and Technology. of Schools of Art and Design. Universities. Tuition, fees, and aid
the Peter Stott Center. A regular student is students taking 4-8 hours may opt to pur- Tuition and fees also entitled to admission to PSU home chase health services and insurance. Resi- Student status. Entering and continuing athletic events (with the exception of play- dency and admission requirements are students at Portland State University off games and social events) and coverage waived for students in this category. should plan their study programs and work by a basic health insurance plan. No reduc- All students registered for coursework loads with a knowledge of the fee and tion in the total charge is made to those on or after the first day of the term have a tuition schedules of the institution. The students who do not intend to use specific financial obligation in the form of an Oregon State Board of Higher Education resources or services. All regular students accounts receivable. The financial obliga- reserves the right to change the schedule of are required to be currently admitted to the tion is the maximum load enrolled after the tuition and fees without notice. Addition- University. start of the term. ally, certain charges set by the University All part-time students, admitted and All tuition and fees may be paid at the are also subject to change. However, no nonadmitted, taking 1 to 8 credits pay Cashier Windows located in Neuberger change made after a term begins will tuition and fees according to the level of Hall lobby, or in accordance with the become effective within that term. the course(s) in which they enroll. Courses instructions received with the monthly bill- Most laboratory and class materials are numbered 499 or below are assessed at the ing statement. For specific deadlines refer included in the tuition and fees payment, undergraduate rate; courses numbered 500 to the appropriate Schedule of Classes pub- but certain classes do require special and above are assessed at the graduate rate. lished each term. Tuition and fees must be deposit charges, surcharges, or costs to Part-time students are entitled to such ser- paid in full each term; however, students cover materials. These charges are listed in vices as the University Library, Smith may elect to pay in installments by making the Schedule of Classes. Memorial Student Union, Student Devel- a one-third payment at the beginning of the A regular student is defined as a resi- opment programs, and use of the open rec- term with the balance due by the term’s dent or nonresident undergraduate, post- reation areas of the Peter Stott Center. They end (Revolving Charge Account Plan). baccalaureate, or graduate student enrolled are not entitled, however, to incidental fee First-time participants must sign an agree- for 9 credits or more. A regular student is privileges, such as free admission to most ment which is available at the Accounts entitled to use the resources of the Univer- athletic events or subsidized use of the Receivable office, Neuberger Hall lobby. sity, including the Library, the Health Ser- Helen Gordon Child Development Center, vice, and use of the open recreation areas of or health services or insurance; however, W ELCOME TO PORTLAND STATE UNIVERSITY 21
Tuition and fee schedules/Regular Late fees. Late payment fees apply on Students on financial aid may have their tuition schedule. Note: The 2003-2004 the last day of the term. A late fee of $100 refund credited back to the appropriate tuition and fee schedules have not been set is charged the last Saturday of finals week grantor or agency making the award. Stu- by the Oregon State Board of Higher Edu- to accounts with unpaid current term dents receiving financial aid who withdraw cation. The charges listed in the chart on tuition. completely from school before the end of page 17 are effective during the 2002-2003 Resource fee. This fee is a mandatory the term may be required to repay a por- academic year. Students should consult the enrollment fee. All students are assessed a tion of their financial aid award. The tuition and fee listing in the PSU Schedule of technology fee per credit hour. In addition, amount to be repaid will be calculated by Classes for up-to-date information and students admitted to some academic pro- the Admissions, Records, and Financial Aid applicable tuition and fees. grams are assessed a program-specific Office based upon the date the student Students who enroll incur an accounts resource fee per credit. withdraws. receivable obligation and are financially Other special fees. Special fees and Refund calculations are based on total responsible for all classes and credits in fines are subject to change. Up-to-date tuition and fees. Special fees are nonre- which they are registered on or after the information on special fees and clarifica- fundable. Refunds are computed from the first day of the term. All classes dropped tion of charges can be obtained from the date of official withdrawal or drop; they are are subject to the refund schedule. Stu- Office of Business Affairs, 167 Neuberger not based on when attendance in class dents are required to pay for any tuition, Hall, 503-725-3443. ceased. Students who are delayed in with- fees and charges remaining on their Revolving Charge Account Plan drawal process for reasons beyond their account. (RCAP). An installment payment option is control may petition for an earlier drop Tuition and fee calculation—8 credits available (except to students who owe the date via a Deadline Appeals petition or fewer. Part-time students enrolling in University money from previous terms or obtained at the Registration window. Allow courses numbered 499 or below pay who are receiving financial aid). four to six weeks between withdrawal/drop undergraduate tuition and fees. Students Students may elect to pay installments and receipt of refund. Action cannot begin enrolling in courses numbered 500 and on their account balance. The balance is until the two-week Add period has passed. above pay graduate tuition and fees. subject to interest at the rate of 12 percent Refund schedule for complete or For students enrolling in classes both per annum. First-time participants must partial withdrawal for undergraduate and graduate credit, the sign an agreement which is available at the Before the beginning of classes ...... 100% Before the close of the 14th calendar day instructional fee for each is combined and Accounts Receivable Window, Neuberger after classes begin ...... 85%† added to the single building, technology, Hall lobby. Before the close of the 21st calendar day † and incidental fee to arrive at the total In the event of withdrawal, any refunds after classes begin ...... 50% Before the close of the 28th calendar day charge. due are applied to the outstanding balance, after classes begin ...... 25%† When courses are added, tuition is cal- and any remaining balance due remains There is no refund after the close of the culated upon the difference between the payable. Failure to pay in full may also 28th calendar day following the start of original credit-hour payment and total result in denial of registration, graduation, classes. This schedule applies to all stu- credits. When credits exceed 8, tuition and transcripts as well as additional assess- dents, whether making a complete with- policy for 9 credits or more applies. ment for collection charges and attorney’s drawal or just reducing hours. The Tuition and fee calculation— fees. appropriate percentage is applied to the 9 credits or more. All students taking Withdrawals and fee refunds. Com- difference between the initial official tuition 9 credits or more are assessed tuition and plete withdrawal or dropping one or more and fees figure and the figure applicable to fees according to their undergraduate/ classes can be accomplished before classes the reduced load. graduate and residency status. The level begin via Web access with a 100 percent of courses in which students enroll is reversal of charges. After classes begin, immaterial. withdrawals and class drops are accom- Financial aid Self-support, Extended Studies, and plished via touch-tone phone, Web access, noncredit. Enrollment in these courses or Special Registration Form at the Regis- Neuberger Hall Lobby may not be combined with regular PSU tration windows in the Neuberger Hall 503-725-3461 credit courses for fee calculations. Self-sup- lobby, with the applicable tuition percent- e-mail: [email protected] www.ess.pdx.edu/fao port courses have fees that are assessed in age charge remaining due and payable. addition to any other tuition paid to the Refund consideration is automatic; no spe- The professional staff of Admissions, University. cial request is necessary. Records, and Financial Aid is ready to help Senior citizen fee schedule. Senior cit- Fees for the purchase of a student students to determine the level of their izens are defined as persons age 65 or older health insurance plan are nonrefundable. financial need and to plan for the most effi- who do not wish to earn course credit. Refunds of special course fees must be cient use of their financial resources for Senior citizens who are Oregon residents approved by departments. Art, speech, and education. are authorized to attend classes on a space- music special activity course fee refunds are available basis without payment of tuition. subject to the schedule for complete with- Eligibility Charges for special materials, if any, must drawal listed on page 21. To assist the student in financial planning be paid. Complete withdrawal or dropping and in determining eligibility for assistance, Incidental and Health Service fee privi- coursework does not cancel a student’s the following expenses are taken into con- leges are not provided and the University obligation to pay a student loan, balance of sideration: tuition and fees, books and sup- does not maintain any records of enroll- Revolving Charge Account Plan (RCAP), or plies, room and board, transportation, child ment. The registration receipt may be used any other financial obligation owed the care costs and personal/miscellaneous to obtain a library card. University. Students with such outstanding expenses. Specific allowable student obligations will have any refund due them expense budgets are shown in the Applying applied against the obligation.
†Less nonrefundable health insurance for regular students. 22 P ORTLAND STATE UNIVERSITY
for Financial Aid brochure (available in Progress Policy requirements described in Student Assistance Commission. Awards Admissions, Records, and Financial Aid) the Financial Aid Guide. The student must are based upon financial need. Awards are and the Schedule of Classes. Note: All tuition be in a degree or certificate program and renewable for 12 terms provided satisfac- and fee costs are subject to change by the must be a U.S. citizen or be an eligible non- tory academic progress and financial need Oregon State Board of Higher Education. citizen. continue. Admissions, Records, and Financial Aid Oregon University System Supplemental provides needy, qualified students with Award notification Tuition Grants. This is a state-funded pro- financial aid in the form of loans, grants, Applicants will be advised of the decision gram that provides tuition assistance to eli- and employment. In order to make the best on their financial aid application by an gible Oregon resident undergraduates. use of available funds, awards normally Award Notification. Award amounts will be consist of a “package” of two or more of Athletic Grants-in-Aid and Scholarships. displayed on the PSU Web site, and stu- these forms of financial aid. Athletic grants-in-aid and scholarships are dents will accept or decline their aid offer Underlying the awarding of financial administered by the institution’s financial online. aid at PSU is the nationally accepted phi- aid and athletic departments. Each head Delivery of aid. Financial aid funds are losophy that parents are the primary source coach is responsible for selecting recipients disbursed by the Cashier’s Office each responsible for helping dependent students based upon eligibility and athletic ability. term. Available financial aid will be auto- to meet educational costs. The amount of The National Collegiate Athletic Associa- matically credited to pay tuition and other the contribution expected from parents is tion sets forth the eligibility and financial PSU charges. Students may complete the related directly to a family’s financial aid requirements for Portland State Univer- Direct Deposit form to authorize the cash- strength as reflected by adjusted gross sity men’s and women’s athletic teams. ier to electronically deposit any remaining income, number of dependents, allowable Any prospective PSU student should aid to the student’s bank account. Direct expenses, and assets. Both dependent and contact the coach of the desired sport Deposit forms are available on the Finan- independent students also have a responsi- about availability of scholarships and the cial Aid Web page or from Admissions, bility to make a reasonable contribution recruiting process. Each coach will then Records, and Financial Aid. Students who toward their costs from earnings and sav- consider the prospective student’s athletic do not choose this option go to the cashier ings. Financial aid resources serve to sup- ability, eligibility, finances available, and in person to receive a check for any plement these primary resources. Aid the need of that particular sport. An ath- remaining aid. Federal Work-Study is eligibility is determined through a federally letic grant-in-aid request is then submitted earned on a monthly basis and paychecks established formula. to the director of Athletics for award to the are issued at the end of each month. Students should apply annually using prospective student. the Free Application for Federal Student EDUCATIONAL LOANS Aid (FAFSA). The FAFSA can be filed on- Award sources Federal Perkins Loans. This federally line at www.fafsa.ed.gov. FAFSA forms are Additional details on the federal aid pro- funded loan program is available to under- available at high schools or at college finan- grams are available in The Student Guide, graduate and graduate students who dem- cial aid offices. PSU’s federal school code to published annually by the U.S. Department onstrate exceptional financial need. This is be used on the FAFSA is 003216. of Education. Students can also find the a long-term, low-interest loan for which Graduate students. Graduate students Financial Aid Guide at www.ess.pdx.edu/fao. repayment commences nine months after may receive consideration for financial The Financial Aid Guide gives a detailed the student is no longer enrolled on at least assistance through the Federal Perkins explanation of the conditions for receiving a half-time basis. Loan, Federal Work-Study, and Federal aid, student rights and responsibilities, and Federal Family Education Loan Program Stafford Loan programs. other information of which aid applicants (FFELP). Loans are available to students International students. International should be aware. Copies of both of these and parents of dependent students through students are not eligible to participate in guides are available from Admissions, the Federal Family Education Loan Pro- federal financial aid programs. Records, and Financial Aid, Neuberger Hall gram (FFELP). Students can borrow the Applications for aid. Applications for Lobby. Stafford Loan and parents borrow the PLUS financial aid must be submitted annually Loan from various lending institutions. for the academic year and/or summer aid. EDUCATIONAL GRANT PROGRAMS Student borrowers will select a lender at Applications are accepted by Admis- Federal Pell Grants. This federally funded the time they accept a Stafford Loan. Parent sions, Records, and Financial Aid at any grant program is designed to provide assis- borrowers will select a lender when they time during the year, with priority given to tance to eligible undergraduate students. complete a request for a PLUS Loan. admitted applicants who submit their The amount of the grant is determined by FAFSA in January or February and who the federal government with the University FFELP Stafford Loans. Loans are available provide all requested information acting as the disbursing agent. Eligibility is to PSU students through various lending promptly. It is not necessary to wait for based upon financial need. institutions. Both interest subsidized and formal admission to the University before Federal Supplemental Educational unsubsidized loans are available. Subsi- submitting the financial aid application; Opportunity Grants. This is a federally dized loan eligibility is based upon the however, students must be admitted before funded grant program under which eligible demonstration of financial need. Repay- processing of the application for financial applicants are selected for awards by Port- ment begins six months after the student aid may occur. land State University. Eligibility is based drops below half-time status or leaves the In order to be eligible to receive state or upon exceptional financial need and University. The federal government pays federal financial aid, students must remain awards are limited to undergraduate stu- the interest on subsidized loans while the in good academic standing as defined in dents only. student is in school. Unsubsidized loan eli- the University Scholastic Standards Policy, State Grants (Oregon residents). All gibility is based upon the difference and enroll for the minimum credits speci- undergraduate students needing financial between the student’s cost of attendance fied by their Award Notification. Students aid are eligible to apply for the Oregon and financial aid awarded. Repayment of also must meet the Satisfactory Academic Opportunity Grant awarded by the Oregon interest begins while the student is still W ELCOME TO PORTLAND STATE UNIVERSITY 23
enrolled. The federal government does not Short-Term Loans. Short-term loans of up and some off-campus jobs. The Career make interest payments. Annual loan maxi- to $200 are available through the Accounts Center refers students to community ser- mums for both loan types combined are Receivable Office for educationally related vice jobs. $2,625 for freshmen; $3,500 for sopho- expenses. For other student employment oppor- mores; $5,500 for juniors, seniors, and tunities, contact the Student Employment postbaccalaureates; and $8,500 for gradu- FEDERAL WORK-STUDY Office within the Career Center, 503-725- ate students. Independent students may The Federal Work-Study Program is a 4958, 402F University Services Building. borrow additional unsubsidized Stafford need-based program in which the federal Loans up to these maximums: $4,000 for government pays from 50 to 90 percent of SCHOLARSHIPS AND AWARDS freshmen and sophomores; $5,000 for jun- student wages and the employer pays the Portland State University has a number of iors, seniors, and postbaccalaureates; and remainder. Work-Study is available to scholarships and awards which are admin- $10,000 for graduates. The interest rate undergraduate and graduate students. istered by individual academic depart- varies annually, with a maximum of 8.25 Employment opportunities are on-campus ments, the Scholarship Committee, or percent. and off-campus. On-campus jobs are with special committees developed for specific nearly every academic and administrative scholarships. Scholarships generally are FFELP PLUS Loans. These loans are avail- department. Off-campus jobs are with gov- awarded on the basis of academic achieve- able to the parents of dependent students ernment agencies and non-profit groups; ment, promise, and financial need. Addi- who wish to borrow funds to supplement many are community service jobs that tional information is available in the their student’s other aid. Parents may involve directly serving the community, Scholarship Handbook, available in Admis- borrow the difference between the student’s while providing good work experience. sions, Records, and Financial Aid, Neu- cost of attendance and all other aid the stu- The America Reads program which tutors berger Hall Lobby, or by contacting the dent receives. Repayment begins 60 days young children in public schools is one of department or person mentioned after each after the last disbursement. The interest these programs. The Office of Human scholarship description. rate varies annually, with a maximum of 9 Resources lists openings for on-campus percent. Student services
The more than 20,000 students who attend versity. A wide range of housing is available, bike path that connects the apartment Portland State University form a diverse including small, furnished sleeper units and building to campus. All apartments are group, with many age groups and cultures programs geared toward the different needs wired for Internet and secure, off-street represented. The great majority are Orego- of the diverse student body of PSU. The Res- parking is available. nians, but almost every state in the Union idence Life Program at PSU provides living Montgomery Hall, which consists of and 68 foreign countries are also repre- options for PSU students that are less expen- 144 single- and six double-occupancy sented. Approximately 27 percent of the sive than comparable private housing units, is popular with traditional as well as students are enrolled in graduate studies. options in downtown Portland. international students. The historic hall The student population also reflects the Ten smaller apartment buildings on offers many educational and social pro- enrollment of many older students—nearly campus and seven buildings off campus are grams geared toward introducing new stu- 80 percent are in the 22-and-older age available to PSU students, offering more dents to life at PSU. group; half are 25 years and older; and 20 than 1,400 units in all. Three buildings The Ondine, across the street from the percent are 35 or older. The average age of have apartments which have been modified Portland State Bookstore, features sleepers students at PSU is about 28 years. to meet the needs of students with physical and bachelors. In this community-oriented Many students take a full load of challenges, and two others are completely building, sleepers include a private bath, courses while also being employed in posi- wheelchair-accessible. The buildings, but no kitchen facilities. Bachelors share tions either on or off campus, with over which vary in architectural styles and floor bathroom and kitchen facilities with an three-fourths of the students working while plans, house approximately 1,800 stu- adjoining apartment. attending school. Forty-four percent of the dents, domestic partners, and dependents. To be eligible for student housing, students are part-time. The larger campus apartments consist undergraduate students must successfully of seven refurbished buildings which offer complete a minimum of 8 credits per term a unique charm within the urban setting of for three out of four successive academic Housing resources the campus. Several of the buildings are terms. Graduate students in all units are located on the picturesque South Park required to complete a minimum of 8 cred- University Housing Blocks. its per term for three out of four successive West Hall, a nine-story apartment academic terms or provide documentation Services Office building located on campus, features 189 that they are working toward an advanced Montgomery Building well-insulated, carpeted, one-bedroom degree. Student status is checked at the 503-725-4333 units. beginning of every academic term and ten- www.chnw.org The modern Goose Hollow building ants are required to provide verification of [email protected] offers carpeted studio, one-, and two-bed- their eligibility upon request. The goal of the University Housing Services room apartments. The Goose Hollow is Office at PSU is to provide desirable and located just eight blocks off campus via a affordable housing to students of the Uni- 24 P ORTLAND STATE UNIVERSITY
Guest rooms for overnight visitors to observation, practicum, or research activi- ◆ Alcohol and other drug use assessment, the University and conference housing is ties at the center. Interested students education and referral available during the summer months. should contact the center’s office. These services are available to students Incoming students are advised to make taking 9 or more credits during the regular their housing plans three to six months ASPSU Children’s Center academic year. Students taking 4-8 credits prior to starting school at the University. who wish to be eligible for CAPS and Stu- Occasionally some units are available imme- 126 Smith Memorial Student Union dent Health Services, may become so by diately, but most apartments and the resi- 503-725-2273 paying the Health Fee within the first 15 dence hall have waiting lists of varying www.aspsucc.pdx.edu days of the term. During Summer Session, lengths. For information and a housing The Children’s Center provides child care students taking 1 or more credits are eligi- application, contact: Housing Services for children (ages 3 through 9) of students, ble for services. Office, Portland State University, 1802 SW staff, and faculty on a part-time, flexibly CAPS also offers a testing service that 10th Avenue, Portland, Oregon 97201, 503- scheduled basis. This facility is for part- coordinates national tests (LSAT, MCAT, 725-4333; or 1-800-547-8887, ext. 4333. time care, and time may be scheduled in GRE, GMAT) and administers other admis- blocks of up to four hours a day with a Freshman Experience sions, aptitude, and specialty tests. The ser- maximum of 20 hours of care per week. Freshman Experience is a unique program vice is available to PSU students and to The Children’s Center is fully licensed and integrating the living environment at the members of the greater community. There staffed by professionals. Call 503-725- Ondine Residence Hall with the learning are fees for testing which vary depending CARE for information and enrollment environment at Portland State University. on the test. procedures. Services include room, board, activity pro- The CAPS Outreach/Consultation Pro- grams, tutoring, and academic advising. gram sponsors various workshops through You’ll develop and refine skills in managing Student Parent Services the year on topics of general and specific time and stress, setting goals, making interest; these are well advertised and are choices, utilizing campus resources, build- 118 Smith Memorial Student Union usually open to students and community 503-725-5655 members. Consultation services (e.g., ing meaningful relationships, communicat- www.sps.pdx.edu ing effectively, handling difficult situations, training, mediation, conflict resolution, and valuing diversity. The ultimate goal of Student Parent Services (SPS) is a resource program development) are available to stu- Freshman Experience is to equip first year and referral, networking and educational dents and faculty in groups or individually. students with the tools to be successful PSU center designed to help student parents To learn more about our services or to students, and contributing members of soci- manage their roles and responsibilities as take advantage of a specific service, call or ety. To learn more about Freshman Experi- both parents and students. SPS services come by the CAPS office Monday through ence, or to receive a registration form, please include the PSU Child Care Cooperative (a Thursday, 8 a.m. to 6 p.m., and Friday, contact the University Housing Services networking service); parent education 8 a.m. to 5 p.m., to make an appointment. Office. classes, workshops and materials; and Walk-in appointments are available. child care information, education and referral. SPS also provides individual con- Child care sultation. SPS is funded through Incidental Student Health Service Fees and there is no charge for direct ser- D4 Neuberger Hall resources vices. Student parents can use SPS by call- 503-725-3462 ing 503-725-5655 or dropping by the SPS www.shs.pdx.edu Helen Gordon Child office in room 401D SMSU. [email protected] Development Center Student Health Services is staffed by physi- cians and nurses who are available for diag- 1609 SW 12th Avenue Health resources nosis, treatment, consultation and referrals 503-725-3092 for illnesses and injuries. Women’s health www.hgcdc.pdx.edu care is available for annual gynecological [email protected] Counseling and Psychological Services exams, pap smears, family planning coun- The Helen Gordon Child Development seling, and contraception. The Student Center is a University-operated service that M343 Smith Memorial Student Union Health Service is an outpatient facility open provides a quality educational laboratory 503-725-4423 8 a.m. to 6 p.m. Monday through Thursday preschool/extended day program for chil- www.caps.pdx.edu and 8 a.m. to 5 p.m. Friday. [email protected] dren two to six years of age. The center is Each term Student Health Services accredited by the National Academy of Counseling and Psychological Services offers a variety of physical assessment Early Childhood Programs, a division of (CAPS) provides assistance to PSU students screens, lectures and workshops that the National Association for the Education in the following areas: address health-related issues. These events of Young Children. The center is open from ◆ Crisis counseling are advertised on bulletin boards around 7:30 a.m. to 5:30 p.m. daily. Children of ◆ Brief individual, couple or family coun- the campus. A wellness resource center and PSU students, faculty, and staff are eligible seling, group counseling, general and a self help clinic are available and provide for enrollment in the program. Enrollment topic specific, psychiatric assessment educational material and assessment tools is based on the date of application. and treatment including medication on health-related issues pertinent to stu- As a laboratory preschool/extended day ◆ Career counseling including testing dents. Assessments and counseling are program, the center enables students from ◆ Screening for learning disabilities available to assist students to live a health- education, psychology, and related fields to ◆ Stress management ier lifestyle. complete course requirements through ◆ Test anxiety W ELCOME TO PORTLAND STATE UNIVERSITY 25
Health Services and Counseling and ◆ An on-campus recruiting program in Psychological Services work closely to which students interview with Campus activities enhance the students’ educational experi- employers, both public and private. Campus-centered activities, supported by ences by recognizing the importance of ◆ PSU CareerConnect, an on-line service the changing resources of the city, make for maintaining physical and mental health at featuring full- and part-time job listings. dynamic and contemporary choices for the the optimal level. ◆ Placement file/dossier service for Portland State student. Most students plan Students taking 9 or more credits fall, educators. their schedules to allow time to take advan- winter, and spring terms are eligible for ser- ◆ Off-campus part-time or temporary tage of the numerous opportunities, which vices, and a basic health insurance program employment for eligible students (see may include organized cultural affairs, out- is provided. Students taking 4-8 credits listing for Student Employment). door activities, or a multitude of other may pay the health fee within 15 days of ◆ Off-campus Federal Work-Study Com- experiences available on campus or in the the beginning of the term. Included in the munity Service, “America Reads” and community. Conducting volunteer research basic benefits are partial payments for hos- “America Counts” programs. at the Institute on Aging, finding a part- pitalization, physicians’ home and office ◆ Three annual career days or job fairs: time job, or interning in city government visits, ambulance service, diagnostic work, Career Information Day in February, are just a few of the opportunities. A visit surgery, and pregnancy expenses. An Part-time/Summer Job Fair in April, to the Littman Gallery on campus, with its optional supplementary insurance, avail- and Non-Profit Career Fair in October. local and traveling exhibits, a lunch hour able at extra cost, covers major medical and ◆ Portland-area Peace Corps office. listening to free-form jazz at a noon con- dependent care. Workshops are offered regularly to assist cert, a presentation at the Lunchbox The- Insurance coverage is available for stu- students with career decision making, ater, or an impromptu forum in the Park dents during summer session, even if they resume writing, interview preparation, and Blocks are among the options open to PSU are not enrolled, providing that they were effective job seeking techniques. Appoint- students. eligible spring term. Students eligible ments may be arranged to discuss career Opportunities exist for all levels of stu- spring term and who are returning fall term plans, employment opportunities, resumes, dent involvement at PSU. Below is a sam- may use the Health Services on a fee-for- and application materials. Practice inter- pling of currently active programs and service basis during the summer. Basic views with video-taped feedback may be groups. New activities are initiated contin- insurance is not automatic during Summer scheduled. uously according to student interests. Session. It must be purchased individually The Career Center library contains by the student taking one or more credits. career information as well as information Music Pamphlets explaining the insurance on employers in both the public and pri- coverage and insurance forms are available vate sectors, in print, on videotape, and via Many musical organizations contribute to in Health Services. Questions regarding the Web. Also available for use at any time the cultural life of the University commu- insurance benefits may be directed to are employer directories, school and col- nity. They include the PSU Piano Recital Health Services at 503-725-3462. lege vacancy notices, information concern- Series, the Florestan Trio (artists-in-resi- PSU is not responsible and will not pay ing employment trends and patterns, and dence at PSU), and Ensemble Viento (fac- bills from physicians, hospitals, and labora- job-seeking techniques, including sample ulty woodwind quintet); the PSU tories incurred by the student contrary to resumes and letters of application. Orchestra, Symphonic Band, and Jazz lab the provisions of the prepaid medical plan. For further information, contact the bands; University Chorus and Chamber For further information regarding Career Center or visit the Web site: Choir; Opera Workshop; and several services, call or come by Student Health www.career.pdx.edu. chamber groups. Each year they provide a Services. rich experience of music in performance during free noon concerts as well as occa- Student employment sional evening programs for the benefit of Employment 402F University Services Building music scholarships at the University. 503-725-4958 The Music Committee works closely resources with the Department of Music to present Student Employment provides referrals to weekly noon concerts. These Tuesday and internships and part-time, temporary, and Career Center Thursday programs are free and open to summer jobs off campus, including Federal all. They feature exceptional student and 402 University Services Building Work-Study Community Service posi- 503-725-4613 professional performers in a variety of solo tions. Many employment opportunities are www.career.pdx.edu and ensemble literature. Each Wednesday degree-related and most jobs offer flexible and Friday at noon the Popular Music The Career Center offers assistance to hours, often within walking distance from Board sponsors free performances by the Portland State University students (who are campus. Referrals may be obtained by Northwest’s finest rock and jazz musicians formally admitted and registered for using PSU CareerConnect, an online career and hosts national musical acts as well. classes) and alumni. Services and resources and job information service, or by stopping Student rates are available for many include: by the Student Employment office during ◆ other concerts, including those of the Individual career and job search office hours. Some employers also arrange Friends of Chamber Music, Portland Sym- counseling. employment interviews with students in ◆ phonic Choir, Oregon Symphony Orches- Workshops and individual assistance on the Career Center. Check PSU CareerCon- tra, and Portland Opera Association. career decisions, resume writing, inter- nect regularly, as job postings and In short, music is a vital force at Port- viewing, and job search strategies. employer interview schedules change daily. ◆ An extensive career library and home land State, providing extensive opportuni- page with information on careers, ties for participation to student performers internships, employers, and job-search and to all listeners. resources. 26 P ORTLAND STATE UNIVERSITY
Publications Athletics Theater Student publications include the Vanguard, www.goviks.com Opportunities for extensive performance the daily student newspaper; the Rearguard [email protected] and production experience are available to and The Spectator, alternative student press; The Department of Athletics sponsors 14 students through productions by the Port- and The Portland State University Review, the intercollegiate varsity athletic programs, six land State Theater Arts Department. Studio campus literary magazine. These publica- for men and eight for women. Men and theater, graduate theses, and Lunchbox and tions strive to provide a service to the Uni- women compete in basketball, cross coun- Supperbox Theater (short pieces offered at versity community and to provide an try, and indoor and outdoor track and field. noon and on weekend evenings) are stu- opportunity to students to learn about the Other men’s programs are football and dent-directed. publications business. wrestling, while women compete exclu- All students, not just theater arts sively in golf, soccer, softball, and volley- majors, are invited to audition for any ball. departmental production. Tryouts are Religious activities Portland State is a member of the announced regularly in the Vanguard. The Campus Christian Ministry represents National Collegiate Athletic Association eight faiths: Baptist, Christian (Disciples of (NCAA) and competes at the Division I Christ), Episcopal, Lutheran, Methodist, level. The Vikings are a member of the Big Student organizations Presbyterian, Roman Catholic, and United Sky Conference in all sports except wres- PSU is home to over 150 student organiza- Church of Christ. Campus Ministry is tling, which is in the Pac-10, and softball, tions which offer many opportunities for located at SW Broadway and Montgomery. which is a member of the Western Athletic involvement related to students’ interest There are also a variety of religious Conference (WAC). area. Some organizations have existed for student organizations that invite participa- Football games are played at PGE Park many years and receive substantial funding tion in educational events. in downtown Portland. Erv Lind Stadium each year. Some of these are listed below. The Center for the Study of Religion is the home venue for PSU softball and the Other organizations develop annually and (CSR) at PSU has an office, library, and Tigard High School Soccer Complex serves can be contacted via the Student Activities internet services in the basement of the as the backdrop for Viking soccer. Home and Leadership Programs Office. Campus Ministry. CSR arranges PSU tennis meets are held at the Eastmoreland classes, as well as lectures, symposia, and Racquet Club and track and field events are AMERICAN INDIAN STUDENTS FOR forums to increase public knowledge and held at Duniway Park. Indoor sports are ENGINEERING AND SCIENCE understanding of the religious traditions of played primarily at the Peter W. Stott Cen- (AISES) the world, while also supporting inter-faith ter, on campus, with selected events held at 23 SMSU / 503-725-5351 [email protected] dialogue in the quest for meaning and the Rose Quarter. AISES nutures a strong relationship wisdom. Free admission to all Portland State between PSU’s Native American students, men’s and women’s intercollegiate home the campus community, and the Portland Special events athletic events, with the exception of play- community by bridging and incorporating off games, is accorded to all PSU students science and technology with traditional Conferences and programs bring noted who hold a valid ID card. Extra football Native values. authors, actors, and political figures to reserved tickets are also available prior to campus to lecture and/or participate in each home game. ART EXHIBITION COMMITTEE group discussions. These events are orga- 250A SMSU / 503-725-5656 nized by students and faculty working [email protected] together and are open to the entire metro- Student government— Juried art shows featuring local and travel- politan community. ASPSU ing exhibits is coordinated by students. Student committees, with faculty con- Paintings, sculpture, prints, ceramics, and www.aspsu.pdx.edu graphic design are shown in the Littman sultation, plan and present continuing pro- [email protected] grams in film, poetry, photography, art Gallery of Smith Memorial Student Union. All students registered for at least one exhibitions, and music. The World Dance Photographs are exhibited in the White credit are members of the Associated Stu- Office, the Women’s Resource Center, the Gallery, also on the second floor of Smith dents of Portland State University (ASPSU). Multicultural Center, and other student Center. A program of art education, includ- The ASPSU advocates for students’ inter- organizations provide a variety of co-cur- ing gallery talks and studio visits, accompa- ests, officially represents students before ricular services. Film programs feature clas- nies the exhibitions. internal and external bodies, and is the sics and new forms of expression, showing vehicle through which students may partic- ASSOCIATION OF AFRICAN a caliber of excellence not often seen in ipate in the governance of the University. STUDENTS (AAS) popular theaters. There are many opportunities to become M113F SMSU / 503-725-5659 Special committees arrange for such involved with student government at Port- [email protected] events as foreign language theater and land State. Students may run for office, The AAS promotes fellowship and cultural other programs in the performing arts serving on the Student Senate or as presi- exchange among its members and organi- which visit Portland State. PSU students dent, vice president, or as a member of the zational affiliates. Activities are aimed at work with representatives of the other Student Fee Committee. Students may also increasing and enhancing the understand- Portland-area colleges and universities to volunteer to work on specific-issue task ing of the economic, political, social, and bring the finest in cultural events to the forces or be appointed to a University-wide cultural issues of Africa. community. committee to represent the student body. W ELCOME TO PORTLAND STATE UNIVERSITY 27
BLACK CULTURAL AFFAIRS ORGANIZATION OF QUEERS AND ALLIES BOARD (BCAB) INTERNATIONAL STUDENTS (OIS) M113G SMSU / 503-725-5681 M109 SMSU / 503-725-5660 222 EAST HALL/ 503-725-5667 [email protected] [email protected] [email protected] The Q&A provides a supportive environ- The Black Cultural Affairs Board (BCAB) is OIS provides a supportive meeting place ment for lesbian, gay, and bisexual stu- one result of the efforts of the black com- where international and other interested dents. It also acts as an advocate for sexual munity, black students, and Portland State students network. OIS serves as a resource minority students and promotes gay, les- University to address the needs of black and referral service for campus and com- bian, and bisexual visibility through activ- students on the University campus. The munity organizations that address the ism and educational programs. purpose of the Black Cultural Affairs Board issues and needs of international students. is to provide educational and cultural SPEAKERS BOARD enrichment, with primary emphasis on the LITERARY ARTS COUNCIL [email protected] The Speakers Board is a student-faculty black experience for PSU students and M104 SMSU / 503-725-5666 [email protected] committee which brings to campus high- community residents. In addition to art The Literary Arts Council brings poets and caliber speakers of broad appeal to stu- exhibits, dances, speakers, debates, etc., fiction writers of national and international dents, faculty, and staff. Each term the the BCAB also provides resource informa- stature to campus for readings and hosts board selects a guest speaker. Lecturers tion about student services to help incom- writing workshops. have included nationally known politi- ing and returning black students accustom cians, economists, journalists, poets, and themselves to the University. It is the goal MECHA AND LAS MUJERES others. Persons who would like more infor- of the Black Cultural Affairs Board to create M112 SMSU / 503-725-5665 mation about the board may call 503-725- an environment that makes the attainment [email protected] 4452. of knowledge possible and gratifying for all MEChA focuses on the Mexican-American students and to support the associated community, and Mujeres addresses the STUDENT ORGANIZATION needs of black students. needs of Latino/Chicano women. These COMMITTEE organizations provide students with the M113D SMSU / 503-725-5657 CHIRON STUDIES opportunity to learn about Chicano and [email protected] 203A SMSU / 503-725-5662 Latino cultures with a variety of programs The Student Organization Committee [email protected] including speakers, films, traditional cele- recognizes registered student organiza- Chiron Studies is a student-run program brations, and weekly meetings. The pro- tions. The SOC can allocate to registered which provides incentive and support for gram maintains a close link with the Latino groups up to $400 of financial support for students to teach University courses, with and Chicano communities of Oregon. programs. faculty sponsorship, which are not offered by the academic departments. Stop by to MUSIC COMMITTEE STUDENTS WITH learn more about Chiron or to discuss an M113E SMSU / 503-725-5666 DISABILITIES UNION (SDU) idea for a course you would like to teach. [email protected] 435 SMSU / 503-725-5664 The Music Committee works closely with [email protected] CLUB SPORTS the Department of Music to present weekly The Students with DisAbilities Union is 503-725-5663 noon concerts. These Tuesday and Thurs- coordinated and staffed by students who [email protected] day programs are free and open to all. They provide the PSU community with disabil- Administered by students, the Club Sports feature exceptional student and profes- ity/ability programs and advocacy to elimi- program is designed to provide students sional performers in a variety of solo and nate attitudinal and architectural barriers to with the opportunity to compete in sports ensemble literature. academic achievement. There is no charge including sailing, crew, kickboxing, snow- or disability requirement to be an SDU boarding, tae kwon do, and soccer. Clubs OSPIRG member. The SDU offers advocacy, aware- travel regionally and provide an excellent M103 SMSU / 503-725-4500 ness seminars, complaint forms, proce- basis for improving one’s knowledge of a [email protected] dures, and referrals. sport. The Oregon Student Public Interest Research Group at PSU is part of a state- UNITED INDIAN STUDENTS IN FILM COMMITTEE wide research effort operating at several HIGHER EDUCATION 510 SW HALL / 503-725-4470 colleges and universities. The group inves- 29F SMSU / 503-725-5671 fi[email protected] tigates such areas as consumer and envi- The Film Committee presents entertaining [email protected] ronmental protection, concentrating on UISHE provides information and pro- and edifying films, foreign and domestic, to local problems. grams concerning Native American cus- students and the public throughout the toms, traditions, history, and literature to year at the Fifth Avenue Cinema. POPULAR MUSIC BOARD PSU students. Annual events include a 203A SMSU / 503-725-5661 KPSU [email protected] Salmon Bake and a series of Pow Wows. S18E SMSU / 503-725-5669 PMB sponsors weekly concerts every UISHE works closely with many Indian [email protected] Wednesday and Friday at noon, featuring organizations in the community in order to KPSU, 1450 AM, provides students with an the top rock and jazz groups in the North- have as many tribes as possible represented educational opportunity to learn about west. In addition, special concerts featuring at its celebrations. radio broadcasting. KPSU is Portland’s only internationally acclaimed artists are pre- city-wide college radio programming, sented periodically in the University’s audi- which makes it a unique experience for toriums. PMB strives to present excellent students, the University, and the commu- musicians and a wide spectrum of popular nity. KPSU is on the air 365 days a year music, including rock, new wave, blues, from 5 p.m. to 2 a.m. reggae, Latin, funk, and jazz. 28 P ORTLAND STATE UNIVERSITY
WORLD DANCE OFFICE (WDO) ETA KAPPA NU educational ideals, express an intention to 503-725-5670 Electrical Engineering continue in the field of education, manifest [email protected] Contact: Lee Casperson, Department of desirable personal qualities, and give evi- The World Dance Office sponsors a wide Electrical Engineering dence of leadership attributes. variety of local, international, and national Students must be in the upper quarter of guest artists. Featured artists perform in the junior class, the upper third of the MU PHI EPSILON short and long workshop format. Events senior class, or the upper half of M.S. or Music are offered at a nominal cost to students. Ph.D. candidates. Contact: Marilyn Shotola, Department of Music GREEK COUNCIL FINANCIAL MANAGEMENT Students must be music majors or minors, [email protected] ASSOCIATION HONORS SOCIETY have a 3.00 GPA in music, and show prom- The PSU fraternities and sororities encour- Finance ise in music and service. age scholastic achievement as well as pro- Contact: Beverly Fuller, mote leadership and teamwork. School of Business Administration PHI ALPHA THETA Campus chapters of social sororities are Students must have a 3.00 GPA overall, 90 History Alpha Chi Omega, Delta Chi Sigma, and credits at PSU, and have taken FinL 358 or Contact: Thomas Luckett, Phi Sigma Sigma. Fraternities include 359. Student must have 3.00 GPA in Department of History Alpha Kappa Alpha, Kappa Alpha Psi, finance classes. Students must be juniors or seniors with Kappa Sigma, Phi Delta Theta, and Tau 45 credits at PSU; have 18 credits in his- Kappa Epsilon. GOLDEN KEY NATIONAL tory, with a 3.00 GPA overall with no more HONORARY than three incompletes on their transcripts. Overall disciplines, general honorary Graduate students must have 15 credits in Honorary, professional, Contact: Duncan Carter, Department of history, with a 3.50 history GPA, with no social affiliations English; Student Activities and Leader- more than two incompletes on their ship Programs transcripts. Portland State has chapters of the following Students must be in the top 15 percent of honorary and professional organizations: their junior or senior class. Full- or part- PHI KAPPA PHI Overall disciplines-general honorary ALPHA PHI SIGMA time and traditional or nontraditional stu- dents are eligible. Contact: Office of Student Development Administration of Justice Students must be in the top 5 percent of Contact: Annette Jolin, Department of HUMAN RESOURCE MANAGEMENT the senior class or in the top 5 percent and Administration of Justice ASSOCIATION in the third term of the junior class. Gradu- Students must have completed one-third of Human Resource Management ate students must have a 4.00 GPA. the credits necessary for graduation, have a Contact: Alan Cabelly, 3.20 GPA in administration of justice, and School of Business Administration PHI SIGMA IOTA have a 3.00 cumulative GPA. Membership is open to any undergraduate Foreign Languages or graduate student with an interest or Contact: Suwako Watanabe, Department BETA ALPHA PSI of Foreign Languages and Literatures Accounting emphasis in human resource management. The student chapter is affiliated with the Students must be juniors and foreign lan- Contact: Mike Henton, guage majors, have a 3.00 GPA in foreign School of Business Administration Portland chapter of the Northwest Human Resource Management Association and the language. Students must undergo an inter- Students must have taken the first term of view in the language. intermediate accounting, have a 3.00 GPA national organization of the Society for overall and a 3.00 GPA in accounting. Human Resource Management. PI MU EPSILON Mathematics BETA GAMMA SIGMA IOTA SIGMA PSI Women in Chemistry Contact: Leonard Swanson, Business Department of Mathematical Sciences Contact: Tom Gillpatrick, School of Contact: Carole Gatz, Department of Chemistry Students must have two years of college- Business Administration level mathematics, including calculus; a Students must be in the upper five percent Students must have a 3.00 GPA overall, a 3.00 GPA in chemistry, and one year in 3.00 GPA in mathematics; and be in the of the junior class, the upper 10 percent of top third of their class overall. Sophomore the senior class, or the upper 20 percent of advanced chemistry beyond organic chemistry. students may join if they have five terms of master’s candidates. college-level mathematics, including two DELTA PI EPSILON KAPPA DELTA PI terms of calculus. They must have a 4.00 Business Education Education GPA and be in the top fourth of their class Contact: Rosanne Mohr, Contact: Loyde Hales, overall. Graduate students must have School of Business Administration School of Education mathematical work at least equivalent to Students must have a 3.00 GPA in 12 hours School of Education graduate level stu- that required of the undergraduate and of graduate work in business teacher edu- dents must have completed a minimum of have maintained a 3.00 GPA in mathemat- cation. 30 graduate-level credits at Portland State ics during their last school year prior to University in an approved certificate and/or their election. master’s degree program or a minimum of 18 graduate-level credits at Portland State PI SIGMA ALPHA University in an approved program for the Political Science Doctor of Education. Students must have Contact: David Smeltzer, Department of an overall GPA of no less than 3.75 on Political Science graduate-level hours, exemplify worthy Students must be graduating seniors and have a 3.50 GPA in political science. W ELCOME TO PORTLAND STATE UNIVERSITY 29
SIGMA XI munity; and to provide services that understood to be academically dishonest. Scientific Research Society facilitate student transition to the Univer- For a copy of the Student Code of Conduct of North America sity and remove barriers to student success. see the OSA Web site. Contact: Thomas Hard, Department of Within the unique setting of PSU as the Allegations of academic dishonesty may Chemistry, Scott Burns, Department of major metropolitan university in Oregon, be addressed by the instructor, may be Geology student service programs, organizations, referred to the Office of Student Affairs for Must be a major in a discipline that can be classi- and activities serve as focal points for stu- action, or both. Allegations referred to the fied as a science, be it a natural science or a dent success, personal growth and devel- Office of Student Affairs are investigated social science. opment, multicultural understanding, following the procedures outlined in the Students must be invited to join and must community service, and leadership oppor- Student Conduct Code. have the sponsorship of two regular (fac- tunities, as well as support the University’s Acts of academic dishonesty may result ulty) members. Students must demonstrate teaching, research, and public service mis- in one or more of the following sanctions: a an ability to do scientific research and indi- sion. failing grade on the exam or assignment for cate the potential of future scientific work. The vice provost for Student Affairs also which the dishonesty occurred, disciplin- serves as the administrator of numerous ary reprimand, disciplinary probation, loss TAU BETA PI student services and activities including the of privileges, required community service, Engineering Honor Office of Student Affairs, Career Center, suspension from the University for a period Contact: Herman Migliore, Department Counseling and Psychological Services, of up to two years, and/or dismissal from of Mechanical Engineering Educational Equity Programs and Services, the University. Engineering students are scholastically eli- Enrollment Services, Information and Aca- Questions regarding academic honesty gible if their overall GPA is in the top 20 demic Support Center, and Student Health should be directed to the Office of Student percent for juniors, 20 percent for seniors, Service. Affairs, 433 Smith Memorial Student and 12.5 percent for graduate level. The Union. student chapter will also evaluate candi- dates for other factors such as minimum Student conduct number of PSU credits and potential for Student Activities and active membership. Student rights, freedoms, responsibilities, and conduct Leadership Programs The policies of the University governing the 119 Smith Memorial Student Union Faculty boards rights, freedoms, responsibilities, and con- 503-725-4452 and committees duct of students are set forth in the State- [email protected] ment of Student Rights, Freedoms, and www.salp.pdx.edu Students are encouraged to share in the Responsibilities, as supplemented and Student organizations, committees, and a policy-making processes of the University amended by the Portland State University staff of advisers work together to provide by becoming members of University boards Student Conduct Code, which has been issued PSU students with: and committees. Students should contact by the President under authority of the ◆ Student participation on campus and in the Office of Student Affairs which solicits Administrative Rules of the Oregon State the metropolitan community. names of interested persons, or ASPSU for Board of Higher Education. The code gov- ◆ Resources and expertise for campus more information regarding the nomina- erning academic honesty is part of the Stu- cultural, academic, recreational, and tion process. dent Conduct Code. Students may consult community service programs. these documents in the Office of Student ◆ An open atmosphere for student dia- Affairs, 433 Smith Memorial Student Union. logue, debate, experimentation, and Observance of these rules, policies, and action on problems and issues affecting Student Affairs procedures helps the University to operate the University and the wider 433 Smith Memorial Student Union in a climate of free inquiry and expression community. 503-725-4422 and assists it in protecting its academic ◆ Specific services such as bulletin boards www.ess.pdx.edu/osa environment and educational purpose. and displays for University and com- [email protected] munity announcements, scheduling Academic honesty and coordination of all student events, The personnel in the Office of Student Academic honesty is a cornerstone of any Affairs provide support and assistance to and a contact point for independent meaningful education and a reflection of student clubs and organizations. students in dealing with the administra- each student’s maturity and integrity. The tion, faculty, staff, and other students. ◆ Opportunities for out-of-class learning Office of Student Affairs is responsible for and applied experience which compli- The mission of Student Affairs at PSU is working with University faculty to address threefold: to provide programs that facili- ments in-class learning. complaints of academic dishonesty. ◆ tate and enhance student learning through Community-service and leadership The Student Conduct Code, which development on and off campus. intentionally connecting parts of the stu- applies to all students, prohibits all forms dent experience into a meaningful whole of academic cheating, fraud, and dishon- All students within the University are through collaborative partnerships with esty. These acts include, but are not limited encouraged to participate in activities as faculty and other institutional agents and to, plagiarism, buying and selling of course members of student organizations and by bridging organizational boundaries; to assignments and research papers, perform- committees. These activities give students enrich and complement student learning ing academic assignments (including tests opportunities to sharpen their skills in by providing opportunities for involvement and examinations) for other persons, unau- leadership, budgeting, programming, com- in meaningful activities within the Univer- thorized disclosure and receipt of academic munication, and relations with the public. sity community and the larger urban com- information, and other practices commonly 30 P ORTLAND STATE UNIVERSITY
Multicultural Center Information and Disability Resource 228 SMSU / 503-725-5342 http://www.culture.pdx.edu Academic Support Center The Multicultural Center is a focal place on Center 435 Smith Memorial Student Union, campus that welcomes all students, faculty, 503-725-4150, TDD 503-725-6504 425 Smith Memorial Student Union staff and community members to share in [email protected] 503-725-4005 www.pdx.edu/iasc/drc dialogue and activities that further under- www.ess.pdx.edu/iasc standing among people of different cul- Disability Resource Center (DRC) is a Uni- The Information and Academic Support tures. The center offers a program space for versity resource promoting barrier-free Center (IASC) provides direct services to events that promote appreciation for cul- environments (physical, program, informa- students to aid in the University’s retention tural diversity and serves as an informal tion, attitude), which means ensuring the efforts. Specific programs are offered to gathering place for all members of the Uni- rights of students with disabilities and meet the various needs of students. versity’s extended family. Student organiza- assisting the University with meeting its General Education Requirements tions, academic units, and community obligations under federal and state statutes. Advising. Students who have not declared groups collaborate to offer a rich array of Disability Resource Center works to a major are provided advising as it pertains educational and cultural activities open to ensure access to University courses, pro- to the University General Education all. grams, facilities, services, and activities by Requirements. Students majoring in a documenting disabilities and providing or department are provided appropriate refer- arranging reasonable accommodations, Outdoor Program ral to the advising available within the aca- academic adjustments, auxiliary aids and 114 SMSU / 503-725-5668 demic department. Workshops and other services, training, consultation, and techni- [email protected] media resources provide needed informa- cal assistance. Students who have a disabil- This program provides students, faculty, tion with individual appointments avail- ity are encouraged to contact DRC for and staff with the opportunity to take part able for specific needs assessment. further information. in outdoor activities including team-led Academic Support Program. Students kayaking, canoeing, rafting, camping, wil- who are academically dismissed may apply derness hiking, cross country skiing, and to participate in the Academic Support Pro- Program for Returning snow camping trips. The program main- gram (ASP). If admitted, they will receive tains an extensive inventory of outdoor extensive advising, monitoring, referral, Women Students equipment which students, faculty, and and support while addressing academic 425 Smith Memorial Student Union, staff may rent for a small fee. Educational deficiencies. Students are required to main- 503-725-5471 programs include films, lectures, demon- tain standards which lead to increased aca- www.ess.pdx.edu/iasc/RTWSPAGE strations, etc. demic performance enhancing the The PSU Program for Returning Women likelihood of success in petitioning the Students provides support and information Student Recreation Program / Scholastic Standards Committee for formal to women returning to college after an Peter W. Stott Center reinstatement. interruption in their formal education because of family and/or work responsibili- 503-725-5127 or 503-725-8787 The Student Recreation Program is a stu- Community ties. The program is a resource for women dent fee funded service that provides recre- at both the undergraduate and the graduate ational time in the Peter W. Stott Center College Relations level. The program sponsors weekly drop- in groups and hosts special orientations for and an outdoor program. The Student Rec- 425 Smith Memorial Student Union, reation Program operates the weight room, 503-725-8387 or potential new students. The program also circuit room, natatorium, intramural 503-725-9548 assists women who are planning to return leagues, open gym time, outdoor program, www.ess.pdx.edu/iasc/ccr to college and works with local community and other recreational services provided in The Community College Relations Office college programs to encourage returning the Peter W. Stott Center. Students with responds to the needs of students transfer- women students to consider a bachelor’s valid PSU identification may use any of the ring to PSU from community college by degree as an educational goal and to facili- services for free or for a nominal charge. providing advising and transition assis- tate their transfer to PSU. Recreation hours change on a term by term tance. PSU recognizes that transfer basis, but are usually in the morning until students often have unique needs and situ- Student Athlete 9 a.m. and after 5 p.m. ations. The office also acts as a liaison for community college personnel, providing Academic Adviser Women’s Resource Center information, updates, and assistance in the 224 Peter Stott Center, 503-725-2387 development of collaborative educational 28 SMSU / 503-725-5672 Student athletes coming to PSU will be able [email protected] opportunities. to work directly with an adviser to assist Developed by and for women students, the Co-admission programs, currently in them in academic advising and scheduling. center sponsors cultural, social, and aca- place with Chemeketa, Clackamas, Mt. Referral, advocacy, problem solving and demic activities. The center also acts as a Hood, and Portland Community Colleges, monitoring of progress for those with aca- referral for needs such as child care, com- help ease the transition from community demic difficulty are also available. munity services, and scholarship informa- college to the University. Co-admitted stu- tion. The office is a place to study, relax, dents have access to PSU academic advis- and meet friends. Volunteers are welcome ing, library privileges, and, if qualified, as office staff and organizers of union financial aid for both PSU and community events. college courses. W ELCOME TO PORTLAND STATE UNIVERSITY 31
Tutorial and Learning To be eligible, students must: Educational Equity ◆ Be enrolled in 9th through 11th grade Skills Program at Franklin, Grant, Jefferson, Madison, Programs and Services The Tutorial and Learning Skills Program Marshall, or Benson High School in 425 Smith Memorial Student Union, coordinates a variety of supportive instruc- Portland. 503-725-4457 tional and tutorial opportunities for stu- ◆ Come from a low-income family in www.pdx.edu/EOP dents, including: which the parents did not graduate Educational Equity Programs and Services ◆ A peer-tutoring program for Portland from a four-year college. (EEPS) manages various programs and ser- State University students who desire ◆ Be in need of academic assistance. vices that increase access for, and improve supplemental, individualized academic ◆ Have a desire to pursue higher the retention of, students from low- assistance in lower-division courses. education. income, ethnic, and other disadvantaged Tutoring is available on a drop-in basis PSU’s Upward Bound Program offers: groups that are underrepresented in post- and is free to PSU students. ◆ Preparation for postsecondary secondary education. This office also ◆ Workshops covering basic university- education administers scholarships for underrepre- level skills. These workshops are open ◆ Assistance from tutors during the sented students and provides general advis- to any Portland State University student academic year; instruction in math, ing, advocacy, and counseling for ethnic who desires further information and science, and English language students. Students who prefer advising and skill development. ◆ Individual and group counseling counseling from a multicultural staff can These tutorial opportunities are ◆ An intensive six-week nonresidential obtain these services from staff in EEPS. designed to assist students who are experi- summer program (one week is a encing academic difficulty because of initial residential Outdoor Learning Lab) Diversity Scholarship anxiety about college, who find themselves ◆ Assistance in completing college admis- insufficiently prepared for university sions and financial aid applications Programs/Portland coursework, or who have limited English- ◆ Special workshops, field trips and Teachers Program speaking ability. Returning students who college visits need basic skill review can also benefit ◆ Incentives: stipend checks, awards, bus Students admitted to PSU who are recipi- from tutorial assistance, as can students tickets, high school credit ents of the Diversity Scholarships are pro- who face cultural and economic barriers to vided tuition waivers and support services their educational goals. All students desir- through a special advising component of ing to upgrade their academic skills are Veterans’ Services the Educational Equity Programs and Ser- encouraged to use the tutorial services or to 425 Smith Memorial Student Union, vices unit. Applications are accepted in attend workshops. 503-725-3876 February for first-time freshmen and trans- The Tutorial and Learning Skills Pro- www.pdx.edu/iasc/Vetpage2 fer or continuing college students with 30 gram also offers supervised tutoring experi- All veterans applying to Portland State Uni- or more college credits. Applications may ence to upper-division and graduate versity are encouraged to take advantage of be accepted throughout the year, depend- students who have a minimum 3.00 GPA the services and opportunities open to ing on the availability of funds. in the subject area in which they wish to them. Veterans’ Services provides exten- The recipients receive academic advis- tutor. Tutoring can be done voluntarily, sive academic counseling, and welcomes ing, advocacy, priority registration, tutor- through the College Work-Study Program, the opportunity to aid PSU veterans in any ing, one-on-one counseling, mentoring, or for pay. Training is provided through University-related problem they may and may participate in informational and special tutor training workshops. encounter. The Veterans’ coordinator is social group activities. In addition, the stu- The program fosters academic success available in 425 Smith Memorial Student dents’ academic progress is monitored from through individualized attention. Its peer- Union, 503-725-3876. In addition, the term-to-term to promote academic success. tutoring program helps personalize the personnel welcome the chance to talk Information about the Portland university experience, opens channels for informally with veterans about any aspect Teachers Program is also available through cultural exchange, and presents a valuable of federal veterans’ benefits. this office. opportunity for students to become Certification for VA Benefits. Veterans involved in one another’s intellectual intending to use their education and train- Student Support growth and social development. ing eligibility at PSU should obtain proper Students who need tutorial assistance or certification forms from the Veterans’ Clerk Services, Educational who are interested in becoming a tutor are in the Registrar’s Office (503-725-3411). Opportunity Program encouraged to contact the Program’s staff. This process should be started at least one month prior to registration. (SSS/EOP) Portland State is approved for the train- 458 Smith Memorial Student Union, Upward Bound Program ing of veterans under Title 38, U.S. Code, 503-725-3815 239 Shattuck Hall, Section 1501 (for disabled veterans), Sec- www.pdx.edu/EOP 503-725-4010 tion 1651 (Veterans’ Readjustment Benefits SSS/EOP is Portland State University’s fed- www.ess.pdx.edu/ets Act of 1966), and Section 1700 (Survivors erally funded academic and personal sup- The PSU Upward Bound Program supports and Dependents Educational Assistance). port services TRIO program for college student academic success in high school Tutoring. For some veterans, tutorial students. It is designed to provide special and develops the skills and motivation nec- funds are available. Basic requirements of assistance to those who have traditionally essary for entry into post-secondary study the program are that the veteran be had limited access to a college education. among low-income and potential first-gen- enrolled for at least 6 credits and be receiv- Specifically, students who are low-income, eration college students who are enrolled in ing VA educational benefits. who have a disability, or whose parents did high school. not graduate from college can receive assis- 32 P ORTLAND STATE UNIVERSITY
tance from SSS/EOP if they have a need for Society). The adviser also provides referral trict. The program is designed to increase academic support. The program provides to community organizations that serve the number of first-generation and income counseling, skill development courses, and Native Americans and Alaskan Natives. disadvantaged students continuing in, and tutoring that is designed to help the stu- graduating from, middle and secondary dent achieve his or her educational goals. schools. It seeks to increase the number of The program’s goal is to provide sup- Project Connect: these students enrolling in postsecondary port services that will facilitate an increase Mentors for New education. Students in Project PLUS will in the retention and graduation rates of have access to free services provided by program eligible students who, historically, Students professional role models and educational have a higher attrition rate than most stu- 425 Smith Memorial Student Union, advisers in the areas of motivation, career dents. 503-725-8031 and college information, leadership skills, Students should consider applying for Project Connect, a mentoring project for technology skills, mentoring, and tutoring the Student Support Services/Educational new students, matches students who are as needed. Students are assisted with the Opportunity Program if they feel they will new to Portland State with successful preparation of forms for college admissions benefit from the additional academic and junior and senior students (student and financial aid. personal support the program provides. guides). These student guides help new Only admitted PSU students can apply for students, especially students of color and participation in SSS/EOP. Applicants will first generation college students, adjust to Student Legal and be selected on the basis of their need for university life and provide the initial and Mediation Services the educational services SSS/EOP provides important individual connections to the and their desire to fully participate in the campus. Student guides, in turn, develop 401C Smith Memorial Student Union, program’s activities. Once selected, partici- leadership and mentoring skills and may 503-725-4556 www.pdx.edu/sls pation is voluntary and determined by the request faculty mentors. [email protected] individual needs of the student. Students interested in SSS/EOP are invited to contact Confidential, professional advice and coun- the SSS/EOP office. Student Support Educational Talent seling on a wide range of legal issues is Services/EOP is a U.S. Department of Search: Project PLUS available through Student Legal Services. Education Title IV TRIO program. Attorneys and staff provide students with Program assistance in understanding and dealing 219 Shattuck Hall, 503-725-4458 with legal problems. The office also main- Native American www.ess.pdx.edu/ets tains a resource file of community agencies Student Services A TRIO Program for students in middle and referral services. and high school, Project Plus serves over This office also offers mediation services A professional of American Indian heritage 600 students at Cleveland, Franklin, Jeffer- for students who want an alternative pro- assists students through individual meet- son, and Marshall high schools and Binns- cess for resolving disputes in a construc- ings and by providing guidance to several mead, Hosford, Kellogg, Lane, Ockley- tive, non-adversarial atmosphere. The goal American Indian organizations on campus Green, and Whitaker middle schools in the is to provide a safe, neutral environment (the United Indian Students for Higher Portland Public School District. The pro- where students can come to resolve con- Education and the campus chapter of the gram also provides services to students at flicts with other students, other members American Indian Science and Engineering Century, Glencoe, and Hillsboro high of the PSU community, or the community schools and Poynter and Thomas junior at large. high schools in the Hillsboro School Dis- Campus services
More than 20,000 students attend Portland Tri-Met, the local transit agency, serves areas, allow commuters to park their cars State—each one with a special set of cir- the three counties—Multnomah, Washing- and ride the bus into the city. The campus cumstances, concerns, interests, and aims. ton, and Clackamas—which make up met- is within Fareless Square, a large section of Finding the right people to answer ques- ropolitan Portland. Tri-Met tickets and downtown Portland within which bus and tions and provide help and support is passes are available at Transportation and streetcar travel is free. made easier by organizations and channels Parking Services, the Transportation Center Wheelchair and bicycle paths, and set up to respond to the various needs. in the Urban Center Building, and at parking areas for bicycles, are located numerous other locations throughout the throughout the campus. Automobile park- city. Monthly passes entitle riders to unlim- ing is provided in permit-only structures, Accessibility ited travel and transfer privileges and offer surface lots, limited short-term meters, and www.pdx.edu/transport a reduction over the purchase price of indi- on-street city metered spaces. Accessibility is the keynote of Portland vidual fares. The Portland metropolitan The campus offers special programs for State: the campus is on the edge of down- area is divided into zones which determine carpools, disabled parking, and others with town Portland and within the freeway loop. the price of monthly passes. Park and Ride special needs. Stations, located throughout the suburban W ELCOME TO PORTLAND STATE UNIVERSITY 33
For more detailed information on trans- ited vehicle services, and to provide general dents for Internet access and electronic portation, parking, or securing a permit, University information. Public safety offic- mail. Computer accounts are available to inquire at the Parking Office, 503- ers patrol the campus continually to assure all employees and to currently enrolled stu- 725-3442. a safe and comfortable environment. dents upon request. USS staff also provides Campus Public Safety Report. A copy support for the technical needs of all Uni- of Portland State University’s annual Public versity labs Affirmative Action Safety Report is available upon request. Instruction and Research Services Office This report includes statistics for the three (18 Smith Memorial Student Union) pro- previous years concerning reported crimes vides support to faculty and students using 503-725-4417 www.afm.pdx.edu that occurred on campus; in certain off- technology in teaching, learning, and [email protected] campus buildings or property owned or research. IRS provides support to faculty in controlled by PSU; and of crimes which developing Web courses, research comput- It is the mission of the Affirmative Action occurred on public property within, or ing, distributed education technologies, Office to: (1) promote a campus environ- immediately adjacent to and accessible and technical assistance in the develop- ment that supports and celebrates the from, the campus. This report also includes ment and use of classroom presentations diversity of the PSU community; (2) ensure institutional policies concerning campus and instructional materials. Classroom a good faith affirmative action effort and public safety, such as policies concerning technologies are available in many equal opportunity in all aspects of employ- alcohol and drug use, crime prevention, equipped rooms or through check out ment; and (3) ensure fair and equitable the reporting of crimes, sexual assault, and equipment available in 6 Smith Memorial treatment for all PSU community members. other matters. You can obtain a copy of this Student Union. IRS also operates the To accomplish this mission, the office report by contacting the PSU Public Safety PSU Distance Learning Center providing provides the following services: complaint Office or by accessing the following Web televised courses and using on-campus processing and investigation; campus site, http://www.cpso.pdx.edu. distance education classrooms and delivery recruitment facilitation; Affirmative Action of distance learning presentations. Plan development; and workshops and Student general access microcomputer event development for students, staff, and Information labs are available to students with a current faculty in employment and diversity- PSU computer account. Labs are located in related areas. Technologies 107 and 112 Shattuck Hall, the Millar For more detailed information about 503-725-4441 Library, and 96 Neuberger Hall. Other our functions and policies, including griev- www.oit.pdx.edu microcomputer labs, such as the Universi- ance procedures and the sexual harassment [email protected] ties Studies Labs, 322 Cramer Hall and the policy, contact the office by phone at 503- The Office of Information Technologies Instructional Computing Center (408C 725-4417, TTY 503-725-6503, or via the provides support for computing, voice, and Neuberger) are available for student use Internet at http://www.afm.pdx.edu. The data communications, multimedia, and when classes are not scheduled. Affirmative Action Office is located in 122 television audiovisual services. The office Cramer Hall and is open Mondays through of the executive director is located in 445 Fridays from 8 a.m. to 5 p.m. Neuberger Hall. Information Technologies Library resources consists of the following areas: Computing and Networking Services 503-725-5874 www.lib.pdx.edu Box Office/ (Shattuck Hall Annex) operates and Ticketmaster maintains all centralized computer sys- The Portland State University Library tems, servers, Web platforms, the campus (Millar Library) is located on the west side 503-725-3307 network, and all external connections of the park blocks, across from Neuberger The Box Office is located at the Broadway including Internet/Internet-2 connections. Hall and adjacent to the Stott Center. More entrance to Smith Memorial Student CNS provides support for the academic than 1,000,000 volumes and more than Union. Tickets are for sale to PSU cultural and administrative functions of the Univer- 10,000 serial subscriptions are available. events and activities, as well as to intercol- sity, including general and specialized Additionally, numerous electronic data- legiate athletic home events. This office applications and services. CNS Telecom bases as well as the library’s online catalog also serves as a Ticketmaster outlet where (M107F-Smith Memorial Student Union) are accessible. tickets to most major events and perfor- provides the University, including student Teaching and learning under score the mances occurring in the metropolitan area housing, with telephone services including library’s information services. A variety of may be purchased. For further informa- data connections and support to other classes and seminars on library research tion, please call 503-725-3307, or visit Oregon University System (OUS) facilities and information usage are available for stu- www.bao.pdx.edu. located in the Portland metropolitan area. dents and faculty. Librarians are also avail- Information Systems (120 Shattuck able to collaborate with faculty to create Campus Public Hall) develops and supports the campus customized classes, enhancing the student administrative systems. Systems include learning experience. Safety Office the full suite of SCT/Banner software A Graduate Student Consultation Ser- vice is available to provide specialized 503-725-4407 (financial, human resources, student sys- tems), data warehouse, and other touch- expertise and assistance for graduate stu- The Campus Public Safety Office dents who need assistance with disserta- (www.cpso.pdx.edu) is located adjacent to tone applications. User Support Services (Help Desk) tions, theses, or other major initiatives. Shattuck Hall at SW Broadway and College For reference assistance, go to the streets. The office is open year-round, 24 (18 Smith Memorial Student Union) pro- vides technical assistance for all faculty, Research & Learning Center on the second hours a day to assist with personal safety, floor. Professional assistance is available crime prevention, escort services, and lim- staff, and students in the use of hardware and software. USS issues accounts to stu- from 8:00 a.m to 9:30 p.m. on Monday- 34 P ORTLAND STATE UNIVERSITY
Thursday, from 8:00 a.m. to 5:00 p.m. on Smith Union is home to many student Daily parking is available at the Univer- Friday, from 10:00 a.m. to 7:00 p.m. on organizations, including Associated Stu- sity Center Garage off SW Harrison Street Saturday, and from 11:00 a.m. to 9:00 p.m. dents of Portland State University (ASPSU), between Fifth and Sixth Avenues and at on Sunday. student publications, and a variety of other Parking Structure Three off SW Mill Street Ask-A-Librarian, an electronic reference student clubs and boards. It also houses the between 12th and 13th Avenues. Short- service, is also available via the library’s Student Resource Center, Multicultural Cen- term metered parking is available in Uni- Web site. ter, the Offices of Student Affairs and Stu- versity parking structures, lots, and on Books and Reserve materials may be dent Activities and Leadership Programs, streets throughout campus. checked out at the Circulation/Reserve area IASC, disability, legal, and child care. If you have any questions regarding on the 1st floor. A valid PSU photo identifi- Smith Union provides diverse services transportation, parking, and identification cation card or other PSU borrower’s card is and amenities to enhance campus life— please call the office at 503-725-3442 or needed to check out materials. Electronic Portland Teacher’s Credit Union, Co-Head visit the Web site at http://www.bao.pdx.edu/ Reserves are also available via the library’s Salon, Littman and White Galleries, Viking parking.htm. Web site. Bowl and Billiards (including video games), The library’s hours vary throughout the Parkway Commons, and University Mar- academic year. Check the library’s Web site ket. Parkway Commons, Smith Union’s Alumni Relations for current hours or call 503-725-3065. food court, features Starbucks Coffee, Taco 503-725-4948 Bell, Subway, Noah’s Bagels, the Food For 1800 SW Park Thought Cafe, and others. University www.alumni.pdx.edu Ombuds Office Market, located on the ground floor near [email protected] 503-725-5901 the SW Montgomery Street entrance, The Office of Alumni Relations enables www.omsbuds.pdx.edu stocks sundries, reading materials, and PSU Portland State’s 80,000 alumni to maintain [email protected] memorabilia. Smith Union also offers areas a strong and continuing relationship with The mission of the Ombuds Office is to for students to study or simply relax and the University. The office is responsible for ensure that all members of the campus admire the Park Blocks. promoting communication between community receive fair and equitable treat- alumni and the University and for provid- ment within the University system. The Transportation and ing services to alumni, such as the Alumni office serves as a confidential, independent, VISA Card, the Alumni Benefit Card (ABC), and informal resource to students, faculty, Parking Services alumni travel, and a variety of insurance and staff who need assistance in resolving 503-725-3442 programs. The ABC card provides gradu- problems and conflicts that may arise. The www.bao.pdx.edu/parking.htm ates access to a variety of benefits and Uni- ombudsperson considers all sides of a Transportation and Parking Services sells versity facilities, including the Library and question in an impartial and objective way faculty, staff, and student parking permits, physical education facilities. and assists community members in resolv- provides directions, issues University iden- The 30 volunteer members of the ing conflicts, sorting through policy, pre- tification cards, and is responsible for the Alumni Board of Directors initiate and pro- senting options, and mediating issues. The coordination of alternative transportation mote many programs on behalf of the Ombuds Office is located in 169 Cramer programs and parking on the PSU campus. Alumni Association and the University. The Hall. Also see www.ombuds.pdx.edu for Parking permits authorize parking in any board hosts an annual PSU Weekend, additional information. University parking areas and are designated which includes a day of seminars, a nation- by permit type. Transportation and Parking ally-known speaker, a pre-football game Smith Memorial Services is located in the lobby of Neu- party, and a variety of other events. The berger Hall off SW Broadway between SW Alumni Board also sponsors an endowed Student Union Harrison and SW Hall Streets. scholarship for children of alumni; over- The Transportation and Information sees an alumni advocates program; selects 503-725-4522 outstanding alumni award winners; works www.aux.pdx.edu Center is located in Urban Plaza off SW Sixth Avenue between SW Mill and SW with student and campus groups; and pro- Smith Union, 1825 SW Broadway, serves as motes numerous other activities. the campus focal point for students, faculty, Montgomery streets. Tri-Met sales, trip staff, and the University community. It is a planning services, and Portland Streetcar gathering place for students to meet and passes and information are available at this Visitor Information plan activities, take advantage of recre- location. In addition, reserved student Center ational and social areas, attend events, seek parking permits may be picked up at this help or information, or just relax and get site. 1939 SW Broadway, food and refreshment. Annual parking permits are available to 503-725-4407 The Smith Union ballroom and other faculty and staff and term parking permits Campus maps, brochures, class schedules, meeting and conference rooms host a vari- are available to students and temporary and registration forms are available 24 ety of activities, including conferences, lec- staff. Term parking permits should be hours a day in the Portland State University tures, meetings, dances, concerts, and reserved in advance approximately four Visitor Information Center, 1939 SW other events involving the University and weeks prior to the start of the term. Reser- Broadway. the metropolitan community. Most campus vation instructions are listed in each term’s The office is in the Campus Public activities, other than credit classes, are Schedule of Classes and on our Web site. Tran- Safety Office, and staff are available to give scheduled by the campus Campus Event sit passes are sold at a discount to current directions to visitors looking for the Scheduling Office, located in the 116 University students and faculty and staff. Library, the bookstore, and other campus Smith Memorial Student Union. The discount transit pass programs are points. subject to Tri-Met approval on an annual Street signs in the University district basis. direct motorists to the center. W ELCOME TO PORTLAND STATE UNIVERSITY 35
Extended Studies
Cheryl Livneh, Dean Continuing Education Early Childhood Training Glen Sedivy, Assistant Dean Graduate School of Education Center (ECTC) Extended Studies Building 1633 S.W. Park, 503-725-3276 (CE/ED) 503-725-4815 www.extended.pdx.edu 503-725-4670 Provides credit and noncredit courses, con- Provides credit and noncredit professional ferences, workshops, on-site consultation, Extended Studies is a major provider of development for PreK-12 educators, and technical assistance to individuals and continuing adult education in Oregon. administrators, and support staff; post sec- programs serving children age 0-5 and Working together with campus and com- ondary educators and administrators; the their families. ECTC administers the munity partners, Extended Studies pro- broad spectrum of human service profes- Region X Head Start Quality Center and vides a vital link that responds to new sionals (e.g., counselors, social workers, Quality Center for Disabilities Services. opportunities with innovative programs for psychologists); and training professionals. The center also publishes The Oregon meeting the growing continuing education Courses and workshops are offered on Assessment Tool for Young Children. campus, at a variety of sites throughout the needs of the region. Recognized nationally Independent Study for its commitment to excellence, Extended state, online, and by contract on-site in Studies has received numerous awards for school districts and human service agen- 503-725-4865 its programming, including: U.S. Depart- cies. Offerings include: off-site master’s University and high school credit courses ment of Housing and Urban Development degrees, administrative licensure programs, offered through correspondence and on the Community First Award; National Univer- the added elementary endorsement, the Web. Start courses anytime and take up to sity Continuing Education Association ESL/Bilingual endorsement, the special 18 months to finish. Catalog online: (NUCEA) Outstanding Credit Program education continuing endorsement, part- www.extended.pdx.edu/istudy or call 503-725- Award; NUCEA Exemplary and Innovative time GTEP, graduate certificates (graduate 4865 training in addictions and in marriage and Program Award; Region X Head Start International Special Award. Each year, in cooperation with family therapy), and a number of certificate other academic units, Extended Studies of completion programs (e.g., training and Programs offers over 1,600 courses, seminars, and development, instructional technology, and 503-725-4878 workshops, totaling more than 60,000 distributed learning). Provides training and education programs registrations. for groups and individuals. Largest pro- Extended Studies delivers both credit Continuing Education Press gram is the Intensive English Language and noncredit programs spanning many 503-725-4891 Program, enrolling 200 international stu- fields of study. Subjects range from conflict Publisher of the Getty-Dubay of Italic dents per term in a 5-level program management and multimedia professional Handwriting series of books and materials designed to increase students’ language to teacher education and the arts. Offerings for adults and children, as well as other proficiency for academic and general pur- include degree-oriented courses as well as varied titles including: Getting Funded: A poses. Other programs are custom- customized professional development Complete Guide to Proposal Writing by Mary designed for specific international groups/ offerings (programs/instructional packages/ S. Hall; The Art of Legal Interpretation by agencies/institutions, and draw on workshops/training/certificates of comple- Constance E. Crooker; Helping Children resources and expertise of PSU faculty and tion) designed to meet the specific needs of Heal From Loss: A Keepsake of Special Memo- the Portland community to provide spe- the community. Courses are offered in the ries by Laurie Van-Si and Lynn Powers; and cialized instruction. Past program groups evenings, on weekends, and in daytime Working on the Bomb by Stephen L. Sanger. have come from Japan, Korea, Thailand, short-course formats to accommodate the Brochures and detailed information on Taiwan, China, the Philippines, Germany, schedules of working adults. publications available upon request. Romania, republics of the former Soviet In partnership with the School of Busi- Union, and Yemen. ness Administration, Extended Studies Degree Completion offers the eM.B.A. distance learning pro- Designed specifically for working adults Professional Development gram and in collaboration with the College wanting to complete their bachelor’s degree Center of Liberal Arts and Sciences offers the off- evenings and weekends. Available at three 503-725-4820 campus social science undergraduate sites: Beaverton (503-725-2148), Salem www.pdc.pdx.edu degree with several minors. (503-399-5262), and Downtown main Programs developed to meet the needs of campus (503-725-3822). the business and professional community. Information The center serves over 5,000 clients from Call 503-72-LEARN Distance Learning over 600 companies and offers 250 indi- E-mail: [email protected] 503-725-4863 vidual courses to private, public, nonprofit, http://extended.pdx.edu Instructors combine a variety of technolo- and profit entities. Offerings include certifi- Mail: PO Box 1491, Portland, OR 97207 gies (telephone, video, computer, e-mail, cate programs, evening courses, daytime Registration, 503-725-4832 and Internet) for course delivery. Extended seminars, and customized in-house train- Accounts Payable/Receivable, Studies works with PSU academic units to ing. Courses and seminars are taught from 503-725-4819 deliver master’s degrees in education, busi- a practical perspective and scheduled ness administration, and social work. during times convenient for most working professionals. 36 P ORTLAND STATE UNIVERSITY
Programs include: ◆ Supervision and performance PSU Salem Center ◆ Advanced software training management† 503-399-5262 ◆ Business management† ◆ Tax practitioners institute Extends PSU offerings to the Salem commu- ◆ Contract/customized in-house training ◆ Web site developer (design and nity and explores ways that the institutions ◆ Corporate and executive education technology)† in the Oregon University System can coop- ◆ Environmental programs† ◆ Workplace conflict management† eratively serve the Salem area. Serves as a ◆ Human resource management/compre- training and education center for PSU hensive human resource management† PSU’s Beaverton Site degree completion, certificate of completion ◆ Marketing† CAPITAL Center programs, and training in child welfare, as ◆ Multimedia producer† 503-725-2148 part of the Child Welfare Partnership. ◆ Brings PSU offerings to Washington Project management/advanced project PSU eM.B.A. management† County. Serves as a training and education ◆ Seminars (business communication and center for PSU undergraduate and graduate 503-725-4822 Delivers PSU’s eM.B.A. program to admit- management) degrees, certificate of completion pro- grams, and on-site customized training. ted students in remote locations through- out the state. Office of International Affairs
Gil Latz, Vice Provost area civic organizations in cultural and edu- Middle East 101 East Hall cational endeavors. It houses the Center for 503-725-3455 Japanese Studies (www.cjs.pdx.edu/), which Studies Center www.intl.pdx.edu supports research on Japan and the Japa- Director: Jon E. Mandaville nese-American experience and provides a 320 East Hall, 503-725-5467 The Office of International Affairs houses forum for related academic activities and the The Middle East Studies Center (MESC) is International Education Services (Interna- exchange of ideas through a variety of the first federally supported undergraduate tional Student and Faculty Services and curricular and outreach programs. program in the United States for Arabic Study Abroad), the International Internship language and area studies. Dating from 3 (IE ) program, the Institute for Asian Stud- 1961, the center’s mandate today is to sup- ies, the Institute for the Study of U.S.-Latin Institute for the Study port the academic study of the Middle East American Relations, the Middle East Studies of U.S.-Latin American at PSU and to provide Oregon’s community Center, and the Waseda—Oregon Transna- Relations with information on the peoples, cultures, tional Program, and is the administrative languages, and religions of the region in an office for the International Studies Bachelor Director: Shawn Smallman open and objective atmosphere. MESC is of Arts Program of the College of Liberal 307 East Hall, 503-725-8728 one of PSU’s oldest and flourishing institu- Arts and Sciences. Information on Interna- The Institute for the Study of U.S.-Latin tional bridges between the campus—its tional Studies can be found on page 158. American Relations provides an opportu- resources and expertise—and the commu- nity to explore and study Latin American nity. MESC also serves as a regional infor- Institute for countries, cultures, economies, and societ- mation center providing support to ies. This includes foreign relations between business, media, and educational systems Asian Studies Latin America and Asia, Africa, Europe, throughout the Northwest. and North America. The institute empow- Director: Patricia Wetzel Options in Middle Eastern Studies: ers the student to examine the social, polit- 308 East Hall, 503-725-8571 ◆ Bachelor of Arts degree in international ical, economic and cultural complexity of The mission of the Institute is to prepare studies with a concentration in the Latin American countries from a student PSU students for professional careers and Middle East. perspective. Through the institute’s library, leadership roles in Asia-related fields by pro- ◆ Middle East Studies Certificate comple- students can enhance their work toward a viding a comprehensive academic program ments a Bachelor of Science or Arts degree in associated disciplines. in Asian studies. The institute coordinates degree in any other PSU degree Asian studies curriculum across the Univer- program. sity and facilitates the development of fac- MESC participates in a number of con- ulty expertise in their fields of specialization sortia programs with universities and orga- and in related areas. It promotes links nizations world-wide that maximize between the University and community by resources and expand student opportuni- sponsoring Asia-related programs and by ties. Such activities, dating from 1991, collaborating with Portland metropolitan include: a collaboration with the University
†Indicates a certificate of completion offered. W ELCOME TO PORTLAND STATE UNIVERSITY 37
of Washington’s Center for Middle Eastern dle East, Muslim Educational Trust, IES/Student and Faculty Studies, a national resource center with Iranian Women’s Association, Turkish- funding from the Department of Educa- American Student Cultural Association, Services tion’s Title VI program; participation in the and the refugee resettlement network 212 East Hall, 503-725-4094 Western Consortium for Middle East Stud- ◆ Cooperating with other educational ser- The International Education Services staff ies which sponsors an annual intensive vice organizations such as World Affairs who work with admitted international stu- summer language and area studies program Council of Oregon, Oregon Interna- dents, visiting scholars, and international (hosted by PSU in 1990 and 1996); mem- tional Council, and public and private faculty are a central source of information bership in national and international aca- schools. on the services available to these groups. demic and professional organizations The office works closely with sponsoring including the Middle East Studies Associa- International agencies, diplomatic missions, and other tion, Middle East Outreach Council, government agencies to resolve academic, National Council on U.S.-Arab Relations, Education Services financial, and immigration issues. American Institute for Yemeni Studies, Director: Dawn L. White Services offered to international stu- American Research Institute in Turkey, and 212 East Hall dents and scholars include: others. In 1994 MESC entered into a part- The Office of International Education Ser- ◆ An intensive orientation program for all nership with Osh State University (Kyr- incoming international students and gyzstan) which promotes student and vices provides a variety of academic and support services to international students faculty; faculty exchanges and cooperation in vari- ◆ Opportunities to live in American ous disciplines. and faculty and to students studying abroad through PSU-sponsored programs. homes and visit with American families Branford Price Millar Library’s largest through a host family network; specialized collection is the substantial ◆ An English conversation program Middle East vernacular holdings, a nation- ie3: Global internships which promotes both conversation and ally recognized resource owing its existence International cross-cultural understanding between to the federal Foreign Language and Area international and American students; Studies Acquisition Program, augmented education, Experience, ◆ Participation in the International Cul- through private donations over the years. and Employment tural Service Program (ICSP) which The collection includes a number of rare sponsors cultural presentations by books and is available to the public (formerly Global Graduates) internationals throughout the greater through local and Internet online access. 212 East Hall, 503-725-4094 Portland metro area. Students at PSU Several scholarship and fellowship The IE3 Global Internship program, are invited to apply for this program, opportunities are available to students in administered by the Oregon University and those selected receive a partial support of Middle East language and area System in cooperation with AHA Interna- tuition credit; studies. These include the Elizabeth Ducey tional, enables PSU students to acquire ◆ Sponsorship of a wide variety of educa- Scholarship Fund, the Patricia and Gary international experience for credit as part tional and social events for international Leiser Scholarship in Middle Eastern Lan- of their degree. students with University and commu- guages, and the recently established Noury An IE3 Global Internship is a super- nity groups; Al-Khaledy Scholarship in Arabic Studies. vised, practical, international work experi- ◆ Provision of technical immigration ence. Ranging from 10 weeks to nine assistance for students, visiting scholars, Community outreach months of full-time work, the internship and faculty; PSU’s mission as an urban university integrates academic credit on the home ◆ Assistance to various departments at includes a strong commitment to commu- campus with on-the-job experience, allow- PSU in meeting the legal requirements nity outreach with service at its core. ing students to gain valuable skills while for employment for visiting scholars MESC’s outreach program supports the fol- working toward their degrees. and faculty. lowing activities: The benefits gained from an interna- For information about international stu- ◆ Teacher workshops tional internship are numerous: personal dent admissions, call the Office of Admis- ◆ Free, public lending library of over 800 growth, a better understanding of world sions, International Student Admissions, educational resources housed in “Build- affairs, competitive advantage in the job 503-725-3511. ing Bridges,” a community resource market, proficiency in a foreign language, For information about the English as a center for international, peace, and an understanding of foreign cultures, Second Language program (ESL), call multicultural education, 121 Sixth knowledge of professional practices in the ESL program in the Department of Avenue Building another country, maturity and confidence, Applied Linguistics, 122 East Hall, ◆ Guest lectures and presentations by and professional contacts for future career 503-725-4088. PSU faculty, students, and friends development. ◆ K-12 school curriculum development IE3 offers internships throughout the ◆ Northwest Model League of Arab States world in private-sector companies, govern- IES/Study Abroad (hosted by PSU in 1999 and 2002) ment agencies, and non-profit organiza- 212 East Hall, 503-725-4011 ◆ Sponsorship of public lectures, confer- tions. The latest information on available The Office of International Education Ser- 3 ences, speakers’ bureau, cultural and internships can be found on the IE Web vices sponsors a wide variety of study arts events including plays, concerts, site: http://ie3global.orst.edu. abroad programs for PSU students year- dance performances, films, and round. The University administers some of museum exhibits these programs directly, while others are ◆ Cooperating with local organizations, conducted in cooperation with the Oregon including: Andisheh Center, Institute University System (OUS), universities for Judaic Studies, Oregon Interreli- offering programs abroad jointly, such as gious Committee for Peace in the Mid- 38 P ORTLAND STATE UNIVERSITY
the Northwest Council on Study Abroad AUSTRALIA: Perth work combined with extensive cultural † Council on International Educational Exchange (NCSA ), and educational associations (CIEE) Program excursions and exposure to different such as the Council on International Edu- Murdoch University, located in Perth on aspects of life in the Bahian region of Brazil. cational Exchange (CIEE). the southwest coast of Australia, is the site BRAZIL: São Paulo The office also seeks to facilitate teach- of this program offered fall and spring Council on International Educational Exchange ing and other opportunities abroad for fac- (CIEE) Program semesters. Students may enroll in a wide The University of São Paulo is home for ulty and to develop bilateral exchanges range of course offerings in the liberal arts, this fall or spring semester or academic with universities abroad which will provide sciences, and social sciences. Housing is in year program emphasizing acquisition of exchange opportunities for both faculty university dorms. Portuguese language skills necessary to and students. take courses in Portuguese in a wide range The University supports a long-stand- AUSTRALIA: Sydney Council on International Educational Exchange of academic fields. Housing is in boarding ing tradition that study of other cultures (CIEE) Program houses or shared apartments. and places is an essential component of The University of Sydney and Macquarie modern education. University offer a wide variety of academic CARIBBEAN: Trinidad/Tobago, Jamaica The office houses the Study Abroad disciplines to study. Programs range in Aspects of Caribbean history and culture Library, which catalogs thousands of length from a semester to a full academic are the focus of this program, which begins opportunities for overseas study. People year. on the PSU campus during the first eight weeks of winter term and concludes with a seeking information on academic programs AUSTRALIA: Wollongong offered by educational institutions in this Council on International Educational Exchange two-week field experience in the Carib- country and abroad are welcome to read (CIEE) Program bean. The program, offered in alternating Environmental sciences and health sciences the materials available in the office. years, is designed as a short-term commu- are the focus of this program held at the Advisers in the Office of International nity-based learning experience integrated University of Wollongong, located south of Education Services provide guidance and into the curricula of International Studies Sydney on the southeast coast of Australia. assistance for students who seek to enrich and Black Studies. Depending on faculty The program is offered fall or spring semes- their university education through study research interests and expertise, students ter or for an academic year. Students are abroad. The University’s study abroad are involved in archaeological research, housed in university dormitories or off opportunities are highlighted in the follow- museum studies, and cultural studies. campus. ing sections. Because these programs offer CHILE: Santiago residence credit and home campus registra- AUSTRIA: Vienna Council on International Educational Exchange Northwest Council on Study Abroad (NCSA) (CIEE) Program tion, participating students who are eligible Program The Universidad de Chile and the Pontifi- for financial aid at PSU may apply it, in The beautiful city of Vienna is home to this cia Universidad Católica de Chile jointly most cases, to these study programs. fall term and spring semester program. In host this program, offered fall and spring ARGENTINA: Buenos Aires both programs, German language study is semesters with a year-long option. Courses Council on International Educational Exchange an integral component, but the other in the liberal arts and social sciences are (CIEE) Program courses, taught in English, vary. The offered on both campuses. Housing is in An advanced social studies program is emphasis fall term is on international busi- private homes with Chilean families. offered fall and spring semesters at the Uni- ness and European studies, while the CHILE: Valdivia versidad de Buenos Aires and the Argentine spring program is more centered on the Northwest Council on Study Abroad (NCSA) branch of the Facultad Latinoamericana de humanities. Students live with host families Program Ciencias Sociales (FLASCO). Students live and enjoy academic excursions in and out- Held at the Southern University of Chile in in homestays or in student residences. side Vienna. Valdivia, this program offers students a cross-cultural learning experience which ARGENTINA: Rosario BELGIUM: Brussels combines Spanish language training with Northwest Council on Study Abroad (NCSA) Council on International Educational Exchange Program (CIEE) Program integrated academic courses. Valdivia, a Held at the Universidad Nacional de Rosa- Held at the Universite Libre de Bruxelles, city of 140,000 inhabitants, is the center rio through the Programa Sur, this study this program features study of French and for culture and industry in the region of program is designed for beginning and Dutch languages as well as social sciences, Los Lagos. Excursions to important cul- intermediate Spanish language students, humanities, and international relations. tural and historic sites in the region are part and offers additional coursework in history Students can apply for spring semester or of the program. Students have the option of and culture, art and literature, and busi- full academic year. Housing is in student living with a host family or in a pension ness. Language courses are taught in Span- residences or private homes. (boarding house). ish and emphasize speaking and writing BRAZIL: Salvador de Bahia CHINA: Beijing skills. All content courses are conducted in Council on International Educational Exchange Oregon University System (OUS) Program English. (CIEE) Program Intensive study of Chinese language is the This program has three main objectives: to focus of this fall semester program held at AUSTRALIA: Melbourne increase students’ oral and written Portu- Council on International Educational Exchange the Chinese Institute of Nationalities. The (CIEE) Program guese language skills, to facilitate students’ program also provides the opportunity to A wide variety of subjects are available to knowledge of contemporary Brazil and the learn about minority peoples of China. A PSU students at the University of Mel- northeastern region, and to provide stu- three-week excursion to a minority region bourne and La Trobe University. Programs dents with the opportunity to take numer- in China is included. Students live in the range in length from a semester to a full ous courses, especially in the fields of Afro- Institute’s dormitory for foreign students academic year. Brazilian issues, cultural studies, and/or the and scholars. arts. This is achieved through academic
†NCSA members: University of Alaska-Anchorage, University of Alaska-Fairbanks, University of Alaska Southeast, Central Washington University, Eastern Oregon University, Oregon State University, University of Oregon, Portland State University, Southern Oregon University, University of Washington, Washington State University, Western Oregon University, Western Washington University. W ELCOME TO PORTLAND STATE UNIVERSITY 39
CHINA: Beijing program is available fall and spring semes- courses with Ecuadorian students. In both Council on International Educational Exchange (CIEE) Program ters. A three-week summer business pro- programs, lodging is with Ecuadorian host Peking University is host for this program, gram is also offered. families. available fall and spring semester, which DENMARK: Copenhagen ENGLAND: Please see Great Britain, offers Chinese language and area studies. Denmark’s International Study (DIS) Program page 40. Students reside in dormitories on campus. PSU students can study a variety of topics at FRANCE: Angers the University of Copenhagen. Semester and Northwest Council on Study Abroad (NCSA) An eight-week summer program focusing Program on Chinese language is also available. year-long programs are offered in humani- ties and social sciences, international busi- The language, culture, and traditions of CHINA: Nanjing ness, architecture and design, and marine France are the focus of this term-long pro- Council on International Educational Exchange gram located in western France in the (CIEE) Program environmental studies. Summer programs in Nanjing University hosts this fall and architecture and design and “Europe in beautiful Loire Valley. Offered every fall, spring semester program, with a year-long Transition” are also available. Courses are winter, and spring quarter, the program is option, in which participants study taught in English by Danish professors. Par- held in the Centre International d’Etudes Chinese and area studies. Housing is in ticipants live with Danish families or in stu- Françaises (CIDEF) on the campus of the dormitories. dent residence halls. Catholic University of the West and fea- tures course choices offered in English or CHINA: Shanghai DENMARK: Copenhagen Council on International Educational Exchange Oregon University System (OUS) Program French. Housing is with French families. (CIEE) Program Students currently enrolled in PSU’s Master Students interested in summer study at Held at Fudan University, this fall or spring of Business Administration program are eli- CIDEF have several options in terms of semester program provides participants gible to apply for study fall semester at the length of study, curriculum, and housing. with Chinese language study and course Copenhagen School of Economics and FRANCE: Lyon offerings in international studies. An inten- Business Administration. Participants may Oregon University System (OUS) Program sive Chinese language program is also choose to live in dormitories or with host This year-long program is open to qualified offered during the summer. Students in families. students with intermediate or advanced pro- both programs stay in the university ficiency in French. Students with two years DOMINICAN REPUBLIC: Santiago dormitory. Council on International Educational Exchange of college-level French may enroll in a lan- CHINA: Zhengzhou (CIEE) Program guage institute at a Lyonnaise university; This exchange program with Zhengzhou Spanish language and Caribbean area stud- students with at least three years may enroll University, PSU’s sister university in Henan ies are the focus of this program offered fall in regular university courses at one of four Province, offers students the chance to and spring semesters, with a full-year other institutions. Apartments or student study Chinese for fall or spring semester option. Advanced Spanish language stu- dormitories are available for lodging. (or both). Located near the Yellow River dents are enrolled at the Pontificia Univer- FRANCE: Marseille about 450 miles south of Beijing, Zheng- sidad Católica Madre y Maestra (PUCMM), The Summer Business in Europe Program zhou is an industrial city of more than one a private institution located in a suburb of introduces M.B.A. students and undergrad- million. Housing is in the University of Santiago. Lodging is with Dominican fami- uate business majors to international busi- Zhengzhou’s student dormitory. lies in private homes. ness at its European roots. Offered in COSTA RICA: Monteverde DOMINICAN REPUBLIC: Santo Domingo cooperation with the Marseille School of Council on International Educational Exchange Council on International Educational Exchange Business - Ecole Supérieure de Commerce, (CIEE) Program (CIEE) Program the three-week summer program offers This fall or spring semester program focus- The goals of this program are to provide coursework in English taught by PSU and ing on tropical biology, ecology, and con- advanced Spanish language students with a Marseille School of Business professors. servation is held at the Monteverde critical appreciation of the Dominican The program includes several company Institute in west central Costa Rica. Stu- Republic and Hispanic Carribean and its visits and regional excursions. Participants dents live at a biological station next to a importance in Latin America, from the per- stay in an apartment hotel close to the rainforest. During the week prior to exams, spective of the social sciences and in the school. A semester option is also available. participants live with rural Costa Rican context of a developing urban Carribean families. An eight-week summer program FRANCE: Paris setting. Students have the option of taking Council on International Educational Exchange is also offered. courses with Domican students as well. (CIEE) Program CUBA: Havana Students are housed with Domincan A critical studies program emphasizing lit- Council on International Educational Exchange families. erary criticism, film studies, and philoso- (CIEE) Program phy is offered fall and spring semesters and The goal of this program is to promote ECUADOR: Quito Oregon University System (OUS) Program academic year at the Paris Center for Criti- greater knowledge about Cuban life and cul- Two opportunities exist in Quito. The first cal Studies and the University of Paris III. ture through the immersion of participants is a fall term or year-long program, held at Students locate their own housing with in the Cuban academic environment. Stu- the Pontificia Universidad Católica del help from program staff. dents also have the opportunity to pursue a Ecuador (PUCE), offering courses in Span- great variety of academic interests due to the FRANCE: Paris ish language and Latin American Studies. Council on International Educational Exchange many different course offerings available at The courses are designed for foreigners and (CIEE) Program the University of Havana. Offered on a are taught in Spanish. The second pro- The aims of the French Contemporary semester basis or in the summer. gram, offered at the Universidad San Fran- Studies Program are to enable students to CZECH REPUBLIC: Prague cisco de Quito (USFQ), is available fall improve their ability to communicate in Council on International Educational Exchange term, spring semester, or all year. Designed French through intensive language instruc- (CIEE) Program tion and interaction with Parisians and to Social science, humanities, and Czech lan- for students whose Spanish language skills study major events and trends in 20th cen- guage are offered at Charles University, are at the intermediate and advanced lev- tury French literature, film, history, philos- where students live in dormitories. The els, the program places students in regular ophy, and art history with a focus on Paris. 40 P ORTLAND STATE UNIVERSITY
All courses are taught at the CIEE Paris GREAT BRITAIN: London IRELAND: Dublin Center. Students locate their own housing Northwest Council on Study Abroad (NCSA) Council on International Educational Exchange Program (CIEE) Program with help from program staff. Historic London is the setting for this term- Students are introduced to the breadth and FRANCE: Poitiers long program offered every fall, winter, and depth of Irish culture, enabling them to Oregon University System (OUS) Program spring quarter. Courses in the liberal arts enhance their academic studies through Most students in this year-long program are integrated studies at DBS School of Arts. enrolled at the Institute for Foreigners at and social sciences are integrated with aca- demic excursions. Students live with Brit- The program offers a core course in Irish the University of Poitiers, studying French culture and society, followed by opportuni- language and literature. Regular classes at ish families. GREAT BRITAIN: Reading ties to study in a variety of disciplines. the University of Poitiers are available to Other courses include business, finance, students with sufficient academic prepara- This direct exchange program with the University of Reading allows PSU students economics, liberal arts, literature, and area tion. Students may live in dormitories or studies. Irish homestays are the housing apartments or with French families. to spend a quarter or an academic year studying a wide range of courses covering option for students. FRANCE: Rennes Council on International Educational Exchange the liberal arts and social sciences, business ITALY: Asolo (CIEE) Program studies, education, and engineering. The As a member of the Consortium of Universi- Students take classes through the Division city of Reading is situated on the River ties for International Business Studies, PSU for Foreign Students at the University of Thames, about 40 miles west of London. offers M.B.A. students an opportunity to Haute Bretagne in Rennes, choosing from a Students live in residence halls on campus. study business in a distinctive international variety of academic subjects, mainly in the GREECE: Athens environment with a diverse international humanities. Students are housed in French Northwest Council on Study Abroad (NCSA) business culture. Held in the northeastern homes or in university residences. Program Italian city of Asolo, about 25 miles north of Courses in modern Greek, history, art his- GERMANY: State of Baden-Württemberg Venice, the four-week summer program and Oregon University System (OUS) Program tory, and political science are featured in the spring semester program offers courses In this exchange program with several uni- this fall and spring quarter program held at taught in English by consortium professors versities in the German state of Baden- the Athens Centre in the heart of Athens. who are recognized leaders in international Württemberg, students enroll in cooperat- All courses are taught in English, with the business education and consulting. exception of modern Greek. Excursions in ing universities including Freiburg, Heidel- ITALY: Ferrara berg, Hohenheim, Konstanz, Mannheim, and around Athens and the Greek Islands Council on International Educational Exchange Stuttgart, Tübingen, and Ulm. Housing is complement the coursework. Lodging is in (CIEE) Program in university dormitories. apartments. The aims of this program are to enable stu- dents to improve their ability to communi- GERMANY: Tübingen HUNGARY: Budapest Oregon University System (OUS) Program Council on International Educational Exchange cate in Italian through intensive language A 15-week intensive German language pro- (CIEE) Program instruction and to increase students’ under- gram is offered in the spring to students Budapest University of Economic Sciences is standing of social, historic, political, and who have completed two quarters of first- host for this fall and spring semester pro- cultural realties in Italy through English- year college level German. The intensive gram, which offers courses in Hungarian lan- taught content courses. The University of format enables students to complete the guage, humanities, and social science. Ferrara is the host institution for this pro- first year and the entire second-year Students live in apartments with other pro- gram. Students are housed in apartments sequence in German language. Housing is gram participants or with Hungarian families. with other students. in university dormitories. HUNGARY: Szeged ITALY: Macerata Students can attend this program fall or Northwest Council on Study Abroad (NCSA) GHANA: Legon Program Council on International Educational Exchange spring semester (or both) at Jozsef Attila The lovely hill town of Macerata, located in (CIEE) Program University in Szeged, Hungary, studying Most fields of study are available at the east central Italy near the Adriatic Sea, is Hungarian language and culture. Classes University of Ghana, host of this new pro- the site of this semester-long program avail- through the Institute for Foreigners are gram open for fall and spring semester and able fall, winter, and spring terms. Partici- offered in English, although participants academic year study. Twi language and area pants study Italian language at the with proficiency in Hungarian may enroll studies are also offered. Housing is in stu- University of Macerata and enroll in inter- directly in the university, choosing from a dent residences on campus. national studies courses taught in English wide range of courses within the fields of by Italian professors. Students live with GREAT BRITAIN: London arts and letters, social science, and science. Council on International Educational Exchange Italian families or in apartments shared (CIEE) Program Student dormitories or shared apartments with other students. Students can study at Goldsmiths College are housing options for students. and take courses in art history, anthropology, ITALY: Paderno del Grappa INDIA: Hyderabad A new undergraduate business program drama, English, psychology, and sociology. Council on International Educational Exchange (CIEE) Program offered fall and spring semester by the Students with a background in the sciences The CIEE Study Center provides a rigorous Consortium of Universities for International can study at Imperial College. Course offer- academic experience with the opportunity Business Studies, of which PSU is a member, ings are available in biochemistry, chemical to gain insights into the challenges that face gives PSU students a unique opportunity to engineering, chemistry, civil and environ- contemporary India. Courses offered study abroad while maintaining their gradu- mental engineering, computing, electrical include anthropology, art history, dance, ation timeline. Held at the Consortium’s engineering, earth sciences, fusion, and economics, fine arts, geography, Hindi lan- European campus in Paderno del Grappa, physics. The University of Westminster guage, history, humanities, and literature. north of Venice, the program offers upper- offers courses in architecture, business and Courses are offered at the University of division business courses held in English, management, communications, design and Hyderabad. Housing is shared rooms in a along with optional courses in Italian lan- media, health care, international relations, dormitory setting. guage and culture, and a program of excur- law, tourism, and urban design. W ELCOME TO PORTLAND STATE UNIVERSITY 41
sions, lectures, and other activities designed KOREA: Asan POLAND: Warsaw This direct exchange program between Council on International Educational Exchange to enhance the international business (CIEE) Program experience. Portland State University and Soonchunhy- Hosted by the Warsaw School of Econom- ITALY: Siena ang University in Asan, Korea, gives stu- ics, participants study Polish language, Northwest Council on Study Abroad (NCSA) dents the opportunity to study Korean humanities, and social science. The pro- Program language and take courses focusing on gram is offered fall and spring semester. Italian language, humanities, and social sci- English as a Second Language, culture and Housing is in dormitories. ence are emphasized in this term-long pro- history courses, and area studies, as well as RUSSIA: St. Petersburg gram located in the Tuscan hills of central offers the possibility of internships in Council on International Educational Exchange Italy. Focus of the program is on Italian lan- teaching conversational English. Housing is (CIEE) Program guage, offered at all levels, and other offered in a shared dormitory with Korean The Council offers several options at St. courses taught in English. Lodging is in students. Petersburg University: shared apartments; a limited number of KOREA: Seoul 1. Russian language programs offered fall homestays is available. Oregon University System (OUS) Program and spring semesters and during the aca- JAPAN: Osaka Students may study at Yonsei University demic year, geared for students at the inter- PSU’s exchange relationship with Kansai- and/or Ewha University, located within mediate and advanced levels of Russian. Gaidai University allows PSU students to walking distance of each other in Seoul. 2. A summer program emphasizing study Kansai-Gaidai’s Asian Studies Pro- Classes in the program, offered through the Russian language study. gram for a semester or academic year while international division at each university, are 3. A Russian Language for Research students from Kansai-Gaidai come to PSU taught in English. The curriculum includes Program offered fall and spring semester to study business. PSU students at Kansai- Korean language and area studies. Housing and during the academic year. Gaidai participate in the university’s home- is in university dormitories, although pri- 4. A summer program emphasizing stay program, although housing in univer- vate arrangements may be made. Russian language for research. sity dorms can be arranged. MEXICO: Cuernavaca, Guadalajara, 5. A summer program focusing on lan- Guaymas, Monterrey JAPAN: Tokyo guage and business in Russia. Oregon University System (OUS) Program Housing is with Russian families or in a Oregon University System (OUS) Program Students with two years of college level Participants attend Aoyama Gakuin Uni- university dormitory. Spanish may apply to study for a semester versity’s School of International Politics, or a year at one of three campuses of Insti- RUSSIA: St. Petersburg/Moscow Economics, and Business (SIPEB), studying American Council of Teachers of Russian (ACTR) tuto Tecnologico y de Estudios Superiores Japanese language, although other course- Program de Monterrey (ITESM), a private Mexican Students enroll in the Department of Rus- work is offered in English. This 10-month university program with 27 campuses sian as a Foreign Language at one of several program follows the Japanese academic cal- throughout Mexico. Depending on each institutions in St. Petersburg or Moscow. endar, beginning in April and ending in participant’s interests and Spanish profi- Programs are available fall and spring semes- February. Housing is in university ciency, studies in Mexican business, Latin ters or for the academic year. In addition, an dormitories. American culture, politics, art, and litera- eight-week summer program is offered. JAPAN: Tokyo ture are available, offered primarily in Housing is in university dormitories. Oregon University System (OUS) Program The 10-month program, beginning in Spanish at the beginning and advanced lev- SENEGAL: Dakar August at Waseda University, offers a vari- els. Students with sufficient language profi- Council on International Educational Exchange ciency may also enroll in regular university (CIEE) Program ety of courses, taught in English, in liberal The program provides opportunities for cul- courses. Depending on the campus, hous- arts and social sciences as well as Asian tural immersion through living with a Sene- ing may be in homestays or residence halls, studies. Lodging is with Japanese families. galese family and participating in a or privately arranged. JAPAN: Tokyo community service project or internship. Council on International Educational Exchange MEXICO: Guanajuato Students explore issues such as education, (CIEE) Program Council on International Educational Exchange Offered at the Ichigaya campus of Sophia (CIEE) Program women’s roles, traditional ways of life, and University, this program is designed for This program is designed to facilitate Span- the impact of development and globaliza- students with an interest in Japanese busi- ish language acquisition for elementary- tion from a West African perspective; the ness and economics as well as area studies level Spanish speakers in an environment program also enables students to acquire and Japanese language. Non-language of cultural immersion facilitated by both foreign language skills in French and Wolof. courses are taught in English. Available fall classroom work and experiential activities. SOUTH AFRICA: Cape Town and spring semesters, as well as all year, the It also provides an excellent introduction to Council on International Educational Exchange Mexican history, literature, and culture. (CIEE) Program program includes company visits, cultural The University of Cape Town is host to a activities, and field trips. Students are THE NETHERLANDS: Amsterdam new spring semester or South African aca- Council on International Educational Exchange housed with Japanese families. (CIEE) Program demic year (February-December) pro- JORDAN: Amman International relations, social science, and gram. The academic program allows Council on International Educational Exchange Dutch language are features of this fall semes- students to pursue academic studies in a (CIEE) Program At the University of Jordan in Amman, PSU ter program held at the University of Amster- number of disciplines while providing first- students can study history, culture, anthro- dam. Housing is in student residences. hand knowledge of contemporary South pology, political science, economics, Arabic African life and society. language, art history, and literature. The program is offered on a semester basis, fall and spring. 42 P ORTLAND STATE UNIVERSITY
SPAIN: Alcalá focus of the Liberal Arts Program, while the VIETNAM: Hanoi Council on International Educational Exchange Business and Society Program is designed Council on International Educational Exchange (CIEE) Program (CIEE) Program The program goals are to solidify language for students specializing in these areas. Vietnam National University is host of this skills of advanced students of Spanish and A third program at the University of fall and spring semester program, in which to develop an appreciation and under- Seville, available fall or spring semester, is Vietnamese language, civilization, and his- standing of issues relevant to contemporary designed for intermediate level students of tory are the focus of study. Participants stay Spain and its people. The goals are accom- Spanish. This Language and Society pro- in foreign student guest houses or private plished through daily interaction in the gram also includes courses in the humani- residences. social and academic communities of Alcalá ties and social sciences. and Madrid, coursework at the University For all programs in Seville, students live Institute of North American Studies, enroll- in private homes or residencias (boarding Other programs ment in regular Universidad de Alcalá houses). classes, living with Spanish students in uni- TAIWAN: Kaohsiung Fulbright Program versity residences or with families, class- An exchange agreement between PSU and Adviser: Ron L. Witczak National Sun Yat-Sen University in Kaohsi- related excursions to Madrid and other cul- Portland State participates in the Interna- tural and linguistic areas of Spain, and ung offers a unique opportunity for two PSU students to spend a year studying tional Educational Exchange Program many organized university activities with authorized by the Fulbright-Hays Act. Spanish students. Mandarin Chinese at intermediate and advanced levels. In addition, students may Awards available include those offered by SPAIN: Alicante select from courses in Chinese history, cul- the U.S. government, foreign governments, Council on International Educational Exchange ture, and contemporary society which are universities, and private donors. Grants are (CIEE) Program available to qualified graduating seniors Held at the University of Alicante, this fall taught in English. Housing is in residence and graduate students for advanced and spring semester program, with a year- halls shared with other students. research, to qualified faculty for lecturing long option, balances language instruction TAIWAN: Taipei and research, and to teachers for teacher with area studies courses in the history, cul- Council on International Educational Exchange (CIEE) Program exchange programs. ture, and economy of Spain, taught in Participants study Chinese language, Grants for Graduate Study Abroad. English. In addition, a six-week summer humanities, economics, and social sci- Fulbright opportunities are announced program provides Spanish language study ences at National Chengchi University. The annually about May 1, and applications and an introduction to contemporary program is available fall and spring semes- should be prepared as soon as possible. trends in Spanish culture. In both pro- ters and academic year. The deadline for submission of application grams, students live with Spanish families. THAILAND: Chiang Mai materials to the Fulbright adviser is the last SPAIN: Barcelona Oregon University System (OUS) Program week of September 2003 for the 2004- Institute for Social and International Studies (ISIS) Program participants begin their stay in 2005 academic year. The Fulbright pro- Program Chiang Mai in October with an orientation gram adviser disseminates information Students can spend fall, winter, and/or session. Classes are offered in the areas of spring quarters on this international stud- about grant opportunities and assists in art history, economics, geography, govern- processing grant applications. ies program. ISIS also offers a four-week ment, history, literature, and philosophy of summer program. Courses are selected University Lecturing/Advanced Thailand and Asia, taught in English by Research. The Office of International Edu- each term from such fields as political Thai, American, and other international science, economics, history, sociology, and cation Services provides information to fac- professors. Thai language classes are a ulty on grants for university lecturing or art history, all taught in English. Spanish required part of the curriculum. language instruction, offered at all levels, is advanced research. Application deadline is THAILAND: Khon Kaen August 1. an integral part of the curriculum. Housing Council on International Educational Exchange is with Spanish families or in residencias. (CIEE) Program Opportunities Abroad for Teachers. The U.S. Department of State sponsors SPAIN: Oviedo Two programs are held at Khon Kaen Uni- Northwest Council on Study Abroad (NCSA) versity. The first, held fall semester, offers teaching positions abroad and summer Program coursework in Thai language and litera- seminars for teachers and professors An intensive Spanish language program ture, women’s and development studies, through its Opportunities Abroad for offered to students with at least one year of and public health. The second is a six-week Teachers program. Interested persons prior college-level Spanish is available at the summer program in Thai language and should apply by October 15 directly to the University of Oviedo. Located in north cen- development studies. Housing for both U.S. Department of State. Interviews for tral Spain just a few miles from the coast, programs is student dormitories; in addi- Oregon-area applicants are arranged by the Oviedo reflects both its pre-Moorish past tion, semester students have the option of Fulbright adviser at PSU and are held on and elements of European Spain. The pro- private housing. campus in December. gram is available fall term, spring semester, TURKEY: Ankara and all year. Students in the program live Council on International Educational Exchange with Spanish families, although housing at (CIEE) Program the university is an alternative option. Students can study architecture, biology, SPAIN: Seville chemistry, history, mathematics, philoso- Council on International Educational Exchange phy, economics, and a wide variety of lib- (CIEE) Program eral arts subjects at either Middle East The University of Seville is host to two Technical University (METU) or Bilkent CIEE-sponsored programs available fall University. Programs are offered on a and spring semesters and for an academic semester basis and in the summer. year. Humanities and social sciences are the Undergraduate Admissions and Programs
105 NEUBERGER HALL PO BOX 751 PORTLAND, OR 97207-0751 503-725-3511 www.pdx.edu
Domestic students 4. Official scores of College Board Scholastic Aptitude Test or American College Test. For new freshmen entering Application PSU directly from high school or who have Domestic students must submit the follow- earned fewer than 30 credits of college ing information to the Office of Admis- transfer work, scores from the College sions, Records, and Financial Aid. Board Scholastic Aptitude Test (SAT) or 1. Application form and nonrefundable American College Test (ACT) are required. fee. Copies of the official form may be The applicant is responsible for seeing that obtained from the PSU Office of Admis- test scores are submitted directly to PSU sions, Records, and Financial Aid and at from the testing board. For more informa- the counseling offices in most Oregon high tion on these examinations, contact the schools and community colleges or on-line College Board, 1947 Center Street, Berke- at http://www.pdx.edu. To assure consider- ley, CA 94704; The American College ation for admission, the application should Testing Program, Iowa City, IA 52240; or be submitted by the dates listed on the PSU Counseling and Psychological form and must be accompanied by a non- Services, M343 Smith Memorial Student refundable $50 application fee†. The appli- Union, 503-725-4423. cation and the nonrefundable $50 5. Altered transcripts and falsified application fee are valid for one calendar applications. Students who knowingly year. submit altered transcripts or falsified appli- 2. Admission validation. If the student cations jeopardize their admission status does not validate admission by registering and could have their registration canceled. for classes within one calendar year, the All records submitted, filed, and accumu- student must submit a new application lated in the Office of Admissions, Records, and pay the $50 fee again. and Financial Aid become the property of 3. Official transcripts. Transcripts must the University. be submitted directly from each high The number of students admitted for school or college attended. Transfer stu- any term is subject to the availability of dents who have earned fewer than 30 space. When space is limited, selection credits of college transfer coursework are may be based on grade point average, date required to submit high school tran- of application, intended major, etc. scripts. Since all official transcripts submit- ted become the property of PSU and cannot be copied or returned to the stu- Admission requirements— dent, students are encouraged to obtain Entering freshmen unofficial copies of their transcripts from To be admitted as freshmen, students need prior institutions for advising or personal to fulfill each of the requirements (or alter- purposes. natives to each) as specified in items 1-4 below.
†Fees subject to change without notice. 44 P ORTLAND STATE UNIVERSITY
1. High school graduation require- Alternatives to the subject require- fails to meet the minimum admission ment. Must have graduated from a stan- ments. (Any one of the following.) requirements must petition the Office of dard or accredited high school. Students i. Score an average of 470 or above Admissions, Records, and Financial Aid. who have not graduated from high school (1410 total) on the SAT II subject Disciplinary disqualification. A stu- or from a standard or accredited high exams (English Composition, Math dent who has been disqualified from school may meet entry requirements Level I or IIc, and a third test of the another institution for disciplinary reasons through alternative testing. Alternative student’s choice). must be eligible to re-enroll at that institu- testing includes successful completion of tion to be considered for admission to Port- the Test of General Education Develop- ii. Take make-up coursework for spe- land State University. Students with ment (GED) with a minimum overall score cific subject requirements missed in extenuating circumstances may petition the of 460 and a minimum score of 410 on high school and achieve a passing Scholastic Standards Committee for a each of the five sub-tests (if taken before grade. Note: Satisfactory completion of waiver of this policy. January 2001, an average score of 46 and a Math 95 or its equivalent (Intermedi- minimum score of 40 on each subject test ate Algebra) fulfills in total the subject is required). Students may also meet the requirement in mathematics. International students high school graduation requirement with a 4. Grade point average requirement. To minimum score of 1,000 on the Scholastic be admitted, students must have a 2.50 Application Aptitude Test (SAT) or 21 on the Ameri- grade point average in all graded subjects can College Test (ACT) and an average of Applicants who are not U.S. citizens or taken toward graduation in four years of immigrants are considered for admission as 470 or above (1,410 total) on each of SAT high school. Beginning fall 2004, a mini- international students. Candidates for II subject tests for English, Math Level I or mum grade point average of 3.00 will be IIc, and one additional subject test of the required for automatic admission. Stu- admission are given priority if complete student’s choice. dents who do not meet this will require applications are filed by: ◆ 2. Admissions test requirement. Must additional campus review. March 1 for fall term ◆ submit scores of the Scholastic Aptitude Alternative to the GPA requirement. July 1 for winter term ◆ November 1 for spring term Test (SAT) or American College Test (Either of the following.) ◆ February 1 for Summer Session (ACT). Note: Students graduated before i. 1000 SAT or 1975 are not required to provide the SAT ii. 21 ACT Applications will be considered for all or ACT. terms subject to department and/or Uni- 5. Special admissions. A limited number versity restrictions and/or course availabil- 3. Subject requirements. Satisfactorily of students who do not meet the admis- complete 14 units (one year equal to one ity. Graduate-level applicants should sions requirements or alternatives listed contact the appropriate academic depart- unit) of college preparatory work in the above may be admitted through special subject areas shown below, or submit ment for specific departmental application action of an admissions committee. To be information. Oregon Proficiency-based Admission Stan- considered on this basis, contact: Portland dards (PASS) scores of M, H, or E. International applicants should submit State University, Office of Admissions, the following information to the Office of a. English (4 units). Shall include the Records, and Financial Aid, P.O. Box 751, Admissions, Records, and Financial Aid. study of the English language, literature, Portland, OR 97207-0751, 503-725-3511 All documents submitted become the speaking and listening, and writing with or email [email protected]. property of PSU and cannot be photocop- emphasis on and frequent practice in writ- ied or returned. ing expository prose during all four years. Admission requirements— 1. Application form and $50 nonre- b. Mathematics (3 units). Shall include Transfer students fundable application fee. The applica- first-year algebra and two additional years Oregon Resident. tion and nonrefundable application fee are of college preparatory mathematics such as To be admitted as a valid for one academic year only. The $50 geometry (deductive or descriptive), transfer student, resident applicants must fee cannot be waived. advance topics in algebra, trigonometry, have a minimum GPA of 2.00 in 30 quarter analytical geometry, finite mathematics, credit hours of transferable college work. 2. Official transcripts. To be considered advanced applications, calculus, probabil- Students who have accumulated up to 29 official, transcripts must arrive in our office ity and statistics, or courses that integrate credits of college work must also meet the in a sealed envelope from the issuing topics from two or more of these areas. freshman admission requirements. school. Applicants whose admission will (One unit is highly recommended in the Nonresident. To be admitted as a trans- be based on high school graduation should fer student, nonresident applicants must senior year.) Algebra and geometry taken submit official transcripts of their final four have a minimum GPA of 2.25 in 30 quarter prior to the ninth grade will be accepted. years of high school study. Transfer stu- credit hours of transferable college work. dents must submit official transcripts from c. Science (2 units). Shall include a year Students who have accumulated up to 29 each college or university attended. Trans- each in two fields of college preparatory credits of college work must also meet the fer students with less than 30 quarter cred- science such as biology, chemistry, phys- freshman admission requirements. its of college/university coursework should ics, or earth and physical science; one rec- Transfer evaluations. A copy of the also submit high school transcripts. ommended as laboratory science. transfer evaluation is sent after the transfer 3. Proof of English language profi- d. Social studies (3 units). Shall include student has been admitted. ciency (as described below). one year of U.S. history, one year of global Academic probation/disqualification. studies (world history, geography, etc.), Academic probation/disqualification will 4. Evidence of adequate financial one year of social studies elective (govern- not affect the admissibility of a student resources for educational and living whose complete academic record meets the ment highly recommended). expenses. (International applicants resid- minimum admission requirements in effect ing in the United States on visas other than e. Second language (2 units). Shall at the time of application. A student who F-1 or J-1 student visas are not required to include two years of the same second lan- submit proof of financial resources.) guage. U NDERGRADUATE ADMISSIONS AND PROGRAMS 45
5. Proof of current immigration status the IELTS is available from IELTS Interna- tent from those institutions before (if already residing in the United States). tional, 1024 West Orange Grove Ave., consideration of transfer evaluation can be Intensive English Language Program. Arcadia, CA 91006 or www.ceii.org. made. Work from unaccredited schools is Persons seeking English language training Admission to professional programs evaluated in accordance with the institu- only, who do not wish to continue toward and schools. Admission to Portland State tions and policies listed in Transfer Credit university-level academic study, may apply University does not automatically admit Practices, published by the American Asso- for admission to the Intensive English Lan- students to its professional programs and ciation of Collegiate Registrars and Admis- guage Program (IELP). schools. Standards for admission and eval- sions Officers. Credit given for a particular The IELP provides non-credit classes uation of transfer credits often exceed gen- course will not exceed credit given for the only; therefore, no university-level aca- eral University requirements. Students equivalent or corresponding PSU course. demic credit will be offered. Students must should check this catalog under the appro- Co-admission programs. Portland have earned the equivalent to a U.S. high priate academic unit to determine if a unit State University has established co-admis- school diploma for admission consider- has special admission requirements. sion programs with Chemeketa Commu- ation. Prospective students must be in legal nity College, Clackamas Community U.S. immigration status at the time of College, Mt. Hood Community College, application. Postbaccalaureate and and Portland Community College. Each Contact the Department of Applied transfer students co-admission program allows students to Linguistics, 503-725-4088, for additional be simultaneously enrolled at both PSU requirements. Postbaccalaureate status and the community college campus. In addition, the program provides for PSU New students holding a baccalaureate who Admission requirements academic advising and, if qualified, finan- are not seeking a graduate program may be cial aid for both PSU and the community Applicants must demonstrate an appropri- admitted as a postbaccalaureate. A postbac- college courses. Applicants should contact ate level of academic preparation. PSU calaureate student has earned at least one Clackamas Community College at 503- offers conditional admission to applicants baccalaureate degree and is admitted to 657-6958, ext. 2770, Mt. Hood Commu- who do not have the required level of PSU for the purpose of earning another nity College at 503-669-6996, Portland English language proficiency. baccalaureate degree or certificate. These Community College–Sylvania at 503-977- Freshman: completion of U.S. academic students are not admitted to an advanced 4519, Chemeketa Community College at (university preparatory) high school or sec- degree program. PSU students, upon grad- 503-399-5006, or the Office of Admis- ondary school equivalent as determined by uation, need to be admitted as a postbacca- sions, Records, and Financial Aid at 503- the Office of Admissions, Records, and laureate if they seek another undergraduate 725-3511 for more information. Financial Aid with a minimum 2.75 GPA. degree or wish to take 9 or more credits a Associate degree transfers. Students Beginning fall 2004, the minimum GPA quarter. Postbaccalaureate students are who upon admission have completed an will become 3.00. subject to all academic policies. Associate of Arts-Oregon Transfer (AAOT) Transfer: completion of 30 transferable degree at an accredited Oregon community college quarter credits, excluding ESL Transfer credits college or another PSU-approved associate courses, with a 2.50 GPA or higher at a Accredited Colleges and Universities. The degree, have met all lower-division general U.S. regionally accredited college/univer- Office of Admissions, Records, and Finan- education and University requirements. Wr sity or equivalent as determined by the cial Aid evaluates credits from accredited 323 is waived. The student must still fulfill Office of Admissions, Records, and Finan- colleges and universities. Portland State any outstanding upper-division general cial Aid. education requirements. The transfer A.A. English Language Profiency Require- University accepts college-level credits earned in academic degree programs at col- may not satisfy all requirements for admis- ment. Applicants who meet the English sion to professional schools. Please check language proficiency requirement may leges and universities accredited by regional accrediting associations and as rec- with each school for specific admission enroll in academic classes. Those who do requirements. not meet this requirement will be restricted ommended in Transfer Credit Practices of Designated Educational Institutions. All Vocational and technical schools. to ESL classes until the requirement has Portland State University grants up to 12 been met. Applicants may demonstrate courses are evaluated to be either equiva- lent or parallel to PSU courses. Equivalent credits for courses which are deemed voca- English language proficiency by submitting tional-technical. These credits are trans- the following test results. means that the catalog course description is substantially equal to that in the Portland ferred to PSU as general elective credits. Test of English as a Foreign Language Correspondence credit. A maximum (TOEFL). A minimum score of 525 State University Bulletin. Parallel means that the course is in a discipline which is of 60 correspondence credits is acceptable (paper-based test) or 197 (computer-based in transfer from schools recognized as insti- test) is required on either the international offered by Portland State, even though PSU does not offer the specific course. tutions of higher education. TOEFL or the PSU institutional TOEFL. Community and junior colleges. The Information on the international TOEFL is Unaccredited and Foreign Institutions. Departmental representatives, working number of lower-division credits to be available from TOEFL, P.O. Box 899, accepted in transfer from regionally accred- Princeton, NJ 08540 or at www.toefl.org. through the Office of Admissions, Records, and Financial Aid, are authorized to evalu- ited junior colleges and the Oregon com- Information on the PSU institutional munity colleges is limited to 124. TOEFL is available from PSU Testing ate credits transferred from unaccredited or foreign colleges and universities or Interna- Military service courses. Credit may Services, 503-725-4428. be granted for military service courses on International English Language Test- tional Baccalaureate (IB) Diplomas after a student has been admitted to PSU. Interna- the college level where equivalency to Port- ing System (IELTS). A minimum overall land State courses can be shown. band score of 6.5 with minimum 6.0 on tional students requesting transfer of credit each individual band score. Information on from foreign institutions must supply cata- logs and/or documentation of course con- 46 P ORTLAND STATE UNIVERSITY
AFROTC program. Under a coopera- College courses completed before The cumulative GPA at Portland State tive agreement with the University of Port- high school graduation. College courses University required to maintain satisfactory land, Portland State University students taken before a high school diploma is progress is 2.00. One hundred and eighty may participate in the Air Force Reserve received are accepted in transfer provided (180) credits are required to graduate with Officers Training Corps (AFROTC) pro- the student receives grades of D- or above a baccalaureate degree (the total is greater gram offered on the University of Portland in the courses and the grades are posted on in some programs). Incompletes, with- campus. The purpose of the program, a college transcript. drawals, and audits do not count toward which is administered by the Aerospace Health science professions. Students credits completed and may result in a VA Studies faculty at the University of Port- who have completed preprofessional pro- overpayment. land, is to select and train students to serve grams at PSU may transfer up to 48 credits For reporting purposes, the last date of as officers in the United States Air Force. of their professional health science work attendance is the same as the date of official AFROTC offers to men and women a two- from schools accredited by a regional asso- withdrawal from class or classes, date of year and a four-year program, both of ciation and/or as indicated in Transfer student notification of a change in credits which lead to an Air Force commission. Credit Practices. The health science students to the Veterans’ Clerk, or the date of deter- Students who qualify may elect to pursue may not receive a bachelor’s degree from mination of unsatisfactory progress, which- either of these programs. Scholarships are PSU and from the professional school when ever is earliest. This date determines the available on a competitive basis for those both degrees are based essentially on the amount of overpayment, if any, incurred by who qualify. The ROTC credits earned are same credits completed by the student. The a student not maintaining satisfactory accepted as transfer credits to meet Port- residence credit requirement is satisfied by progress standards. land State University’s total credit require- completing 45 of the last 60 credits at PSU, Courses may be dropped during the ments for graduation. For more after admission to PSU and prior to formal drop periods, but student veterans are still information, see the University of Portland enrollment in the qualifying professional responsible for reporting any changes in catalog or contact the professor of aero- program. The student must be within 48 credits which affect the rate of VA certifica- space studies, University of Portland, Port- credits of receiving a bachelor’s degree from tion. The number of credits completed is land, Oregon 97203, 503-283-7216. PSU at the time of matriculation into the checked against the number of credits for Army ROTC. The Military Science Pro- professional program. which the veteran is certified each term by gram is designed to provide full-time PSU Through affiliation agreements from the Veterans’ certification clerk. students the opportunity to participate in fully accredited programs at the Veterans Failure to maintain satisfactory progress ROTC with the purpose of obtaining a Administration Medical Center in Portland standards at Portland State University will commission in the U.S. Army, Army (NMT), Mayo School of Health Related Sci- result in the termination of G.I. benefits. National Guard, and Army Reserve. To this ences in Rochester, Minn., (CYT) and Please contact Veterans’ Services, 503- extent, Army ROTC provides instruction Memorial Sloan-Kettering Cancer Center in 725-3876, 425 Smith Memorial Student and experience in the art of organizing, New York (CYT), credits will be transferred Union, for more information. motivating, and leading others. It includes to Portland State University in a manner instruction to develop self-discipline, phys- equivalent to academically based programs. ical stamina, and professional bearing. Part-time students/ Army ROTC classes are designed to be non-admitted students taken along with the student’s other normal Veterans’ certification The Schedule of Classes, published each academic curriculum. Military Science requirements term, contains information needed to regis- classes, leadership laboratories, physical 503-725-3876 ter as a part-time student or a non-admit- training instruction, and field training are ted student. Part-time and non-admitted all conducted on the campus of the Univer- Portland State University is approved for students are subject to the same rules as sity of Portland, 5000 N. Willamette Blvd., the training of veterans.Veterans consider- full-time students with regard to Academic in north Portland. Students desiring to ing entering PSU are expected to meet Standards (academic warning, probation, enroll in the ROTC program must obtain admission requirements appropriate for dismissal) and registration deadlines (drop, approval from the Army ROTC Enrollment their educational backgrounds. (Please see add, tuition refunds, grade option changes Officer. Upon completion of the ROTC Veterans’ Services under Student Services etc.). Fee payment is required by published program of instruction and graduation for instruction in how to apply.) deadlines. from an accredited four year baccalaureate Academic credit. Credit may be institution, cadets receive a commission in granted for some types of military service the U.S. Army, in either the Active or the courses on the college level where equiva- Part-time students Reserve Components. Scholarships are lency to Portland State courses can be Part-time status is defined as enrollment in available from both the Army Cadet Com- shown. Veterans should provide transcripts fewer than 12 credit hours for undergradu- mand and the Army National Guard. For from appropriate military schools and a ates, and fewer than 9 credits for graduate additional information contact the Army copy of VA form DD214 to the veteran’s students. Credit work taken as a part-time ROTC Enrollment Officer at 503-943- certification section of Admissions, student is acceptable in degree programs 7353. Records, and Financial Aid office upon subject to University regulations. A student National Student Exchange Program. application to PSU. may earn most University degrees as a part- Portland State is a member of the National Satisfactory progress standards. In time student and some degrees may be Student Exchange Program, which enables order to maintain satisfactory progress, the earned by taking courses exclusively at sophomores, juniors, and seniors to attend student veteran must complete the follow- night. Part-time students should meet reg- state-supported institutions in other areas ing credits: ularly with an adviser for academic plan- of the nation for up to one academic year. Certified for: Undergraduate: Graduate: ning and information on up-to-date Students pay in-state tuition. Call 503-725- Full time 12 credits 9 credits requirements and University policies. Stu- Three-quarter time 9 credits 7 credits 3511 for applications. One-half time 6 credits 5 credits dents who wish to take 9 or more credits U NDERGRADUATE ADMISSIONS AND PROGRAMS 47
must be formally admitted to the Univer- Student orientation Registration activity, which includes sity. Students who plan to earn a degree at adding courses, dropping courses, and PSU should be admitted formally as soon programs changing grading options, is available from as possible. 503-725-5796 the start of the preregistration period The Office of Admissions, Records, and through the end of the second week of the Non-admitted students Financial Aid coordinates an orientation term. All courses must be dropped prior to the first day of the term in order to avoid a A student may take a maximum of 8 credits program for all undergraduate students refund penalty. per term without applying for formal new to PSU. This includes students coming The academic regulations which govern admission. A Quick Entry form is used to to PSU directly from high school, students drops and withdrawals are described in add the student to the registration system. returning to college after an absence, and detail in “Grading system for undergradu- There is a one time, nonrefundable $10 fee. students transferring from other institu- ates” on page 49. The academic calendar, Non-admitted students do not qualify for tions of higher education. published in the Schedule of Classes, con- financial aid nor do they receive transfer After admission to PSU, each under- tains deadlines related to adding and drop- evaluations. Non-admitted students are graduate student receives information ping classes, making grade changes, considered to have part-time status. Non- about attending a one-day orientation ses- withdrawing from classes, and refund per- admitted students are allowed to preregis- sion prior to the beginning of her or his centages. These deadline dates are impor- ter after admitted students. first term. Orientation provides students with the tant as they determine the extent of financial obligations incurred by registra- Senior citizen enrollment opportunity to meet with current PSU fac- ulty, professional staff, and students in tion activity and they determine if and how Senior citizens (persons 65 or older) not order to: a course registration will be recorded on a enrolled as regular students, may take ◆ Understand academic requirements of a student’s transcript. Students who with- classes on a space-available basis at no baccalaureate degree draw or drop may be entitled to certain charge other than for special materials, if ◆ Successfully develop an academic plan refunds of fees paid. See page 49 for more any. The University does not maintain any and register for courses information. records of senior citizen enrollments, but ◆ Access programs and services available Students returning to PSU after an the registration receipt may be used to to PSU students absence. Former Portland State University obtain a library card. Contact the Senior ◆ Facilitate the academic and social tran- students who have attended another col- Adult Learning Center, 113A Urban and sition to the University community lege or university since leaving PSU and Public Affairs Building. who wish to enroll after an absence must New Student Week is part of the orienta- submit a re-enrollment application form to tion program that takes place the week prior Student documents the Office of Admissions, Records, and to the start of fall term during the month of Financial Aid. Official transcripts must be Student records. The University Student September. This is a week of activities, infor- submitted from each institution attended Records Policy, in accordance with the fed- mation sessions, open houses, and social since leaving PSU. The filing date for a re- eral Family Educational Rights and Privacy events in which new students are invited to enrollment is the same as for new students. Act of 1974 as Amended, governs the col- attend and encouraged to participate. For Non-attendance. Although it is the stu- lection, use, and disclosure of student further information write to orienta- dent’s responsibility to drop courses they records with the goal of ensuring their pri- [email protected] or view the Web site at do not wish to attend, the University vacy. Generally it provides the right to non- www.ess.pdx.edu/orient. reserves the right to drop students who do release of confidential information except not attend classes or do not have the as directed by the student in a transcript proper prerequisites. Non-attendance does request, or as provided by law; the right to Enrollment process not cancel the tuition charges nor prevent inspect educational records maintained by Registration. Students who have been for- the course and grade (F, NP, or X) from the University; the right to correction of mally admitted or who have filed a Quick appearing on the student’s academic errors, a hearing if necessary, and the right Entry form may register for classes online record. Note: Students receiving all X to file a complaint with the U.S. Depart- at www.pdx.edu during the preregistration grades (no basis for grade) at the end of ment of Education. Copies of the full Stu- period for a given term. Registration dates each term, who are also receiving federal dent Records Policy are available from the are determined by student class level and financial aid, will be required to prove that Office of Student Affairs and the Office of admissions status and are listed under the they attended classes each term. Students Admissions, Records, and Financial Aid. term Priority Registration Schedule. Course who do not submit proof of attendance to Retention of student documents. All offerings, detailed instructions for registra- the Office of Admissions, Records, and documents submitted to PSU become the tion, priority registration dates, and a Financial Aid are subject to having all fed- property of the University and may not be detailed academic calendar are published eral funds returned. This means that Port- copied or returned to a student. Transcripts in the Schedule of Classes each term. land State University will bill students for from other institutions cannot be copied. The printed version of the Schedule of all funds received Release of student information. Please Classes is available exclusively from the OUS concurrent enrollment. Portland note: The privacy laws do not permit the Portland State University Bookstore at $1 State University students paying full tuition University to discuss a student’s application per copy. An online version is available at may enroll for courses in other units of the with anyone other than the applicant. All www.ess.pdx.edu/adm/sched/. The schedule Oregon University System through a inquiries must originate with the applicant. is available approximately six weeks before concurrent enrollment program. Details the beginning of classes for winter and of policies and procedures are available at spring, and available in April for the fol- the Admissions, Records, and Financial Aid lowing fall term. Office, 113 Neuberger Hall, 503-725- 3412. 48 P ORTLAND STATE UNIVERSITY
ID cards. All students (full-time, part- urban studies, or women’s studies. A certif- ◆ Minimum 12 credits science including time, extended studies) may purchase a icate program is only available upon gradu- 8 with lab (excluding math/statistics) photo ID card by presenting their paid ation or as a postbaccalaureate. ◆ Minimum 12 credits arts and letters tuition receipt at the ID window in the A minor in administration of justice, and/or social science Neuberger Hall Lobby. See the Schedule of anthropology, architecture, art, athletic ◆ Minimum 4 credits math/statistics Classes for operating hours. training, biology, black studies, business 3. Requirements for a major: Courses administration, chemistry, community taken as a postbaccalaureate student or as development, computer applications, com- part of the first degree program count Undergraduate puter science, economics, electrical engi- toward the major. Students do not need to programs neering, English, environmental meet the general education requirement. engineering, environmental studies, foreign Admitted postbaccalaureate students Portland State University is committed to languages, geography, geology, health edu- must maintain a cumulative GPA of 2.00 providing for its students maximum oppor- cation, history, international economics, on all work taken at PSU. Failure to do so tunities for intellectual and creative devel- international studies, jazz studies, linguis- will result in academic probation and opment within the context of its urban and tics, mathematics, music, philosophy, disqualification. international mission. Students earning a physics, political science, professional writ- Postbaccalaureate students who do not baccalaureate degree will complete a rigor- ing, psychology, sociology, speech commu- hold a degree from a university where the ous program of study leading to mastery of nication, theater arts, and women’s studies. language of instruction is English must sat- the chosen field of study at the undergrad- A minor is only granted with a baccalaure- isfy the Wr 323 requirements before gradu- uate level. In addition, Portland State Uni- ate degree. ation from PSU. versity is committed to providing the A nondegree preprofessional Certificate candidates holding a foundation for continued learning after program in agriculture, chiropractic, clini- baccalaureate degree. A candidate for a completing the baccalaureate degree. This cal laboratory science, cytotechnology, certificate holding a baccalaureate degree foundation includes the capacity to engage dental hygiene, dentistry, forestry, law, must complete the following: in inquiry and critical thinking, to use vari- medicine, naturopathic medicine, nuclear ◆ If the first degree is from Portland ous forms of communication for learning medicine technology, nursing, occupational State University, credits in residence and expression, to gain an awareness of the therapy, optometry, osteopathy, pharmacy, needed to complete the certificate broader human experience and its environ- physical therapy, physician assistant, requirements. ment (local, national, and international), podiatry, radiation therapy, and veterinary ◆ If the first degree is from another along with an ability to appreciate the medicine. accredited college or university, 30 responsibilities of individuals to them- credits in residence at Portland State selves, each other, and community. University, including that work needed Undergraduate students at Portland Postbaccalaureate to complete the certificate require- State University may work toward a Bache- studies ments. Postbaccalaureate students who lor of Arts, a Bachelor of Science, or a Bach- do not hold a degree from a university elor of Music degree, with one or more 503-725-3438 where the language of instruction is majors. See the “Programs of Study” chart Second baccalaureate degree. A candi- English must satisfy the Wr 323 on pages 9-11 for majors leading to a bac- date for a second baccalaureate degree requirements before completion of a calaureate degree. must complete the following: certificate program. Students working toward a bachelor’s 1. Residence credit after earning first degree must complete the (1) University degree: if the first degree was from Port- requirements, (2) Bachelor of Arts, Bache- land State University, 36 credits; if the first Catalog eligibility lor of Music, or Bachelor of Science degree was from another college or univer- Catalog eligibility rules: Students may requirements, (3) general education sity accredited by a recognized regional graduate according to the requirements of requirement, and (4) requirements for a association, 45 credits. Restriction: At least the PSU catalog in effect when they matric- major. Students majoring in Liberal Studies 25 of the 45 credits must be for differenti- ulate to any accredited, postsecondary do not need to meet the general education ated grades (A-F). institution, subject to the seven-year rule requirement. Specific requirements for a (see below). Once admitted and enrolled, baccalaureate degree are detailed by the 2.a.Bachelor of Arts degree: if the first students may graduate under the guide- chart on page 12. Students pursuing sup- degree was not a B.A., students must com- lines of any catalog issued after their first plementary programs must complete addi- plete 28 credits to include: ◆ admission and enrollment, whether or not tional requirements as specified in the 12 credits in arts and letters distribu- tion area with minimum of 4 in fine the student was enrolled during the year in curricula of these programs. and performing arts which said catalog was in effect. This Students working toward a bachelor’s ◆ 12 credits in science and/or social sci- applies to all PSU students regardless of degree may wish to supplement their major ence distribution area with minimum whether or not they are transfer students. coursework with: of 4 in science Seven-year rule: No catalog is valid for A certificate program, a concentration ◆ Four credits in a foreign language longer than the summer term following the of courses in one of the following specialty numbered 203 or higher. seventh academic year after issuance of the fields: biotechnology, black studies, Chi- b. Bachelor of Music degree: if the first catalog. The 2003-2004 catalog will expire cano/Latino studies, European studies, degree was not a B.M., students must com- at the end of summer term, 2010. A stu- international business studies, plete program in music and applied music dent must meet the requirements of a cata- Latin American studies, Middle East stud- as prescribed by the Department of Music log for which the student is eligible and ies, teaching English as a second language, c. Bachelor of Science degree: if the first which is valid at the time of the student’s teaching Japanese as a foreign language, degree was not a B.S., students must graduation. This applies to a first bachelor’s complete 28 credits to include: degree, to a second bachelor’s degree, and U NDERGRADUATE ADMISSIONS AND PROGRAMS 49
to certificates which may be earned by submitted by the last day to pay without may not be used to repeat a course previ- undergraduates and by postbaccalaureate a late fee. ously taken for differentiated grade or for students. Class standing. Class standing is based major requirements in some departments. on the number of credits a student has Incompletes. A student may be Double major completed, according to the following assigned a mark of I by an instructor when schedule: all of the following four criteria apply: Students with two or more majors must Acceptable status Credits completed 1. Quality of work in the course up to that satisfy the University general education Freshman 1-44 point is C- level or above. requirements for the first major only. When Sophomore 45-89 2. Essential work remains to be done. a double major includes a liberal studies Upper-division standing 90 or more Junior 90-134 “Essential” means that a grade for the course major, the University general education could not be assigned without dropping requirements are to be satisfied for the Senior 135 or more Postbaccalaureate Hold a degree one or more grade points below the level departmental major. from an achievable upon completion of the work. accredited college 3. Reasons for assigning an I must be Assessment or university acceptable to the instructor. The student does not have the right to demand an I. Students at Portland State University par- Grading system for The circumstances must be unforeseen or ticipate in assessment activities within their be beyond the control of the student. An programs of study. Assessment activities undergraduates The undergraduate grading system applies instructor is entitled to insist on appropri- may include standardized testing, place- ate medical or other documentation. ment tests, surveys, portfolios of student only to undergraduate courses. work, group or individual interviews, or The undergraduate grading system 4. Consultation must have occurred and a classroom research. Results are used to gives students the choice of taking certain formal agreement must be reached inform the process of teaching and learn- courses designated by departments for between instructor and student. ing, the design and implementation of pro- either differentiated (A, B, C, D, F) or A written record of the remaining work grams and curricula, and efforts to describe undifferentiated (pass or no pass) grades. and its completion date should be kept by and improve the student experience at The following grading scale is employed both instructor and student. The instructor Portland State University. at the undergraduate level: may specify the highest grade that may be Incoming students to PSU may be A= 4.00 B- = 2.67 D+= 1.33 earned. This should not exceed the level of required to take a writing assessment and, A- = 3.67 C+ = 2.33 D = 1.00 achievement displayed during the normal based on the results of that assessment, B+ = 3.33 C = 2.00 D- = 0.67 course period. take an assigned writing course. B = 3.00 C- = 1.67 F = 0.00 The deadline for completion of an Incomplete can be no longer than one year. Evaluation of a student’s performance is The instructor may set a shorter deadline Academic credit determined by the following grades: which shall be binding. An agreement to a A credit is the basic unit of measurement of A—Excellent longer period must be by petition to the educational accomplishment. One credit B—Good Scholastic Standards Committee. normally connotes 10 hours of lecture-reci- C—Satisfactory An Incomplete mark becomes part of the tation or 20 or more hours of laboratory, D—Inferior permanent transcript record after the dead- studio, or activity work. The majority of F—Failure line expires. To remove an I, an instructor courses at Portland State University involve P—Pass must file a supplementary grade report. three or four hours per week of lecture-rec- NP—No pass Note: Other colleges and universities may itation. PSU is on the quarter-system calen- The following marks are also used: treat a permanent incomplete as a failure. Drops and withdrawals. The student dar. Semester credits transferred from other I—Incomplete must initiate drop/withdrawals from a accredited schools may be converted to IP—In Progress (UnSt 421 only) course. It is the student’s responsibility to PSU’s credits by multiplying by 1.5. W—Withdrawal withdraw properly by the deadline dates A student should enroll for an average Au—Audit published in the quarterly Schedule of of 15 credits per term in order to be gradu- X—No basis for grade/No grade received ated within the normal 12 terms. Classes. To avoid having to pay special The Schedule of Classes identifies courses Employed students should make sure they deposit fees, students should refer to as offered under the differentiated or undif- are not overloading themselves. They may departmental policies. ferentiated option. Students electing the want to plan to spend more than 12 terms A student may drop with no record of undifferentiated grade option when it is to complete degree requirements. Under- the course on the transcript up to the end offered are graded pass or no pass. In the graduate students desiring to take more of the fourth week of the term. As a cour- majority of instances, a pass grade is than 21 credits must obtain approval as tesy, students are advised to notify the equated to a C- grade or better (some follows: instructor concerned of the intended drop. departments accept only C or better). 22-25 credits: Obtain approval of adviser A student may withdraw for any reason Please check with the department. Pass/No on Consent for Overload form available before the end of the fifth week without the Pass grades are not used in computing a at the Registration window, Neuberger instructor’s approval. To withdraw in the student’s GPA. A maximum of 45 credits Hall lobby. sixth to the end of the eighth week, the stu- graded P may be applied toward Portland 26 or more credits: Petition to Academic dent is required to get the instructor’s State’s baccalaureate degree. Students elect Requirements Committee. Forms are approval. A student withdrawing in the grade options for specific courses during available at the registration window, Neu- fifth through the eighth week will have a the registration period. Grading options berger Hall lobby. Such petitions must be “W” recorded on the transcript. may not be changed after the fifth week of the term. The undifferentiated grade option 50 P ORTLAND STATE UNIVERSITY
A student cannot withdraw after the Grade requirements for graduation. A student’s academic status may change eighth week without approval of the Dead- In order to earn a bachelor’s degree, a stu- by repeating courses. A student’s status line Appeals Committee. A “W” is recorded dent must earn 180 credits (more required when academically dismissed is changed if the petition is allowed. in some programs) with grades of A, B, C, by repeating courses, but not by grade Deadline dates for drops and withdraw- D, or P. changes made by the instructor. als are given on the calendar page of the A student must earn at least a 2.00 GPA Academically disqualified students are Schedule of Classes. Date of withdrawal is on residence credit, that is, credit taken at not permitted to register for any Portland the date it is received by Registration. PSU. State University day, evening, summer, or Eight-week Summer Session classes will A student must earn at least a 2.00 GPA Extended Studies credit classes. use three- and six-week deadlines instead on all courses taken in the student’s major Reinstatement. A student who is dis- of four and eight weeks. field. As some departments have additional missed may be readmitted to the University If a student, to the best of the instruc- conditions, check Requirements for Major upon petition to and approval by the Scho- tor’s knowledge, has never attended class, in the major department description in the lastic Standards Committee. If reinstate- the name on the grading register may be Bulletin to determine the minimum GPA ment is approved, the student will be assigned an X grade. An auditor may also required for your major and whether D or reinstated to probation status. be assigned an X for insufficient attendance P grades may be counted toward the major. only. A student completing a minor must A student who has participated in a meet the GPA prescribed in the description Credit by examination course but who has failed to complete of the minor. 503-725-3511 essential work or attend examinations, and A maximum of 45 credits graded P may Undergraduate students may obtain Credit who has not communicated with the be counted toward the 180 credits required by Examination in four basic ways: instructor, will be assigned an D, F, NP, or for graduation. At least 25 of the last 45 I. Examinations in Portland State Univer- whatever grade the work has earned. credits must be taken for differentiated sity courses approved for Credit by Exami- Grade Point Average (GPA). The grades. nation and administered by Portland State Office of Admissions, Records, and Finan- departments or schools. cial Aid computes current and cumulative Academic standing II. Examinations approved by Portland GPAs on student grade reports and tran- State and available through the College- scripts, according to the following scale: The faculty Scholastic Standards Commit- Level Examination Program (CLEP). A = 4, B = 3, C = 2, D = 1, F = 0. A plus tee has the authority to place on academic III.Advanced Placement Program. grade increases the points by 0.33, a minus warning, probation, or dismissal any stu- decreases it by 0.33 (e.g., B- = 2.67). dent according to the following standards: IV. International Baccalaureate Cumulative grade point averages include Academic warning. Any student with I. PORTLAND STATE UNIVERSITY all credits and points earned at PSU. Sepa- 12 or more attempted credits whose cumu- COURSES rate GPAs are printed for undergraduate lative PSU GPA† falls below a 2.00 will be courses and for graduate courses. For fur- placed on academic warning. A registration Prerequisites for Credit by ther details on academic standing, see the hold will also be placed on the student Examination (PSU courses) quarterly Schedule of Classes. until he/she has met with an academic 1. Students must be formally admitted (in GPA repeat policy. This policy only adviser. writing) to Portland State, and applies to undergraduate duplicate courses. Academic probation. Students on aca- 2. Be currently registered or have com- Credit and GPA are retained on the first A, demic warning will be placed on academic pleted one Portland State course. A-, B+, B, B-, C+, C, C-, and all grades in probation if they do not meet at least one of subsequent attempts count in GPA. The the following requirements: Guidelines governing Credit by first PSU grade of D or F may be forgiven if 1. Raise the cumulative PSU GPA† to 2.00, Examination (PSU courses) repeated at PSU for a differentiated grade or 1. Not all courses in all departments are (not P/NP). In this case, credit is retained open to challenge. Each academic unit on the last grade received. Both grades are 2. Earn a GPA for the given term of 2.25 or above. decides which of its courses are available retained on the transcript. If repeated more to undergraduates for credit by examina- than once, each subsequent grade will be Academic dismissal. Students on aca- tion. The determination by the depart- retained on the transcript and counted in demic probabtion will be dismissed if they ment is final. No courses numbered 199, the GPA. do not meet at least one of the following 299, 399, or 401 to 410 inclusive are eligi- Honors at graduation. Honors desig- requirements: ble for credit by examination. † nations are conferred at the baccalaureate 1. Raise the cumulative PSU GPA to 2.00, 2. Credit earned by examination may not level. To be eligible for honors, students or be received in a course which: must meet minimum resident grade point 2. Earn a GPA for the given term of 2.25 a. Duplicates credit previously earned by standards. Honor degrees are inscribed on or above. diplomas and candidates’ names are pub- a student, or If only the second of these requirements lished in the Commencement program. Eli- b. Is more elementary, as determined by is met, the student will remain on proba- gibility criteria are available from the Office departmental, college, or school regula- tion subject to the same requirements as of Admissions, Records, and Financial Aid, tions, than a course in which the student those specified above. 104 Neuberger Hall. has already received credit. 3.a. A student may attempt to acquire credit by examination only once for any course.
†The Scholastic Regulations use a GPA combining the undergraduate GPA with any graduate coursework. The GPA computation is based upon Portland State University credits only. It does not include transfer credits. U NDERGRADUATE ADMISSIONS AND PROGRAMS 51
b. A student who has taken but not the CLEP table, but only after admission is Credit awarded for Advanced passed a course may subsequently attempt granted and the student is (or has been) Placement. The amount of credit a student credit in that course by examination. Only enrolled in Portland State courses. may receive for Advanced Placement one such attempt is permitted. In the event Qualifications for CLEP Transfer. Examinations and the scores required for of failure, results will not be recorded on a Students who have taken CLEP examina- the award of credit vary according to student’s academic record. Should an tions prior to entering Portland State may department as described below under indi- examination not be passed, credit can be transfer such credit provided they have vidual department headings. Important: obtained by repeating the course. passed the examination with scores at or Any student with a score of four or five (or 4. In assigning grades for credit by exami- above the minimum accepted by PSU and three in mathematics) must arrange an nation, the departments, college, or provided the University has approved the interview with the department chair for schools determine whether to use an examinations for credit. purposes of further guidance. undifferentiated (P for pass or NP for no Application for credit before coming Art history. With a score of 3 or better pass) or a differentiated grade, from A to PSU. Students may request an official and the completion of the accompanying (excellent) to F (failing). transcript be sent to Portland State Univer- year-long course in high school, will confer 5. Credit earned by examination at other sity, Office of Admissions, Records, and 9 credits in ArH 204, 205, and 206. institutions of higher education may only Financial Aid. The request should be sent Biology. A student with a score of 4 or be transferred with the approval of the to College Examinations Entrance Board, 5 will be permitted to enroll in advanced appropriate Portland State department, Attention: CLEP Transcript Service, Prince- courses in biology with waiver of the intro- college, or school and the Academic ton, NJ 08540. The transcript request ductory courses. This waiver does not Requirements Committee. should include Social Security number, reduce the total number of credits required date and place of test and fee. Fees are set in biology courses for a major but gives the 6. Credit by examination does not count by the Educational Testing Services and are student opportunity to gain greater depth toward residence credit. subject to change. Phone request number is and scope. Courses and examinations (609) 771-7865. Chemistry. A score of 4 or 5 qualifies given for credit Where to apply for CLEP science, health science, and engineering 1. Students should contact the appropri- Examinations. Admitted students plan- majors to enroll in Ch 223 and 229. A ate departments, college, or schools to ning to take CLEP examinations should creditable grade in these two courses will determine the availability of particular apply for them at least one month in confer 10 credits in Ch 221, 222, 227, and courses for credit by examination. advance with the Testing Office of PSU’s 228. A score of four or five will entitle the Counseling and Psychological Services nonmajor to 9 credits in chemistry, unas- 2. The examinations administered vary (M342 Smith Memorial Student Union) or signed; these 9 credits will count toward according to the departments, college, or with other recognized CLEP testing cen- the distribution requirements in science. schools which administer them, and may ters. The Testing Office supplies descriptive Computer science. A score of 4 or 5 include midterm and/or final examina- brochures and other information on CLEP will lead to a conference with an adviser to tions in current courses or special exami- examinations. determine whether credit will be conferred nations designed for students “challenging” The Testing Office also supplies infor- for CS 161 and CS 162. courses whether or not the courses are cur- mation and administers CLEP examina- Economics. A score of 3 or higher in rently being offered. tions to nonadmitted or nonenrolled Advanced Placement Micro will lead to Application for Credit by Examination students. Fees for CLEP examinations are credit for Ec 201 (Intro Micro) and a score (PSU courses) and cost set by the Educational Testing Services and of 3 or higher in Advanced Placement 1. Students wishing to take examinations are subject to change. Macro, will lead to credit for Ec 202 (Intro for Portland State courses may obtain an Relation between CLEP and Macro). application with detailed instructions from Advanced Placement (AP) Program. English. A score of 4 or 5 on the the Office of Admissions, Records, and Students cannot acquire duplicate credit Advanced Placement English Literature Financial Aid (Neuberger Hall lobby). through CLEP in the subjects for which and Composition examination will confer a they have acquired Advanced Placement total of 15 assigned lower-division credits. 2. The fee for credit by examination is credit. To the extent that a student’s high A score of 3 will confer 3 credits in Wr 121. currently $40 per course examination. Fee school does not offer Advanced Placement A score of 3, 4, or 5 on the Advanced subject to change. work, CLEP becomes a supplement or sub- Placement English Language and Composi- II. CLEP EXAMINATIONS stitute for Advanced Placement credit. tion examination will confer 9 credits: 3 credits in Wr 121 and 6 unassigned credits CLEP (College-Level Examination III. ADVANCED PLACEMENT Program) includes nationally normed examina- in lower-division writing. PROGRAM tions. CLEP has (1) subject matter examinations, European history. A score of 4 or 5 and (2) general examinations. Students who complete college-level work confers 8 credits in Hst 101 and 102, and in high school under the Advanced Place- A table of CLEP examinations accepted by 4 credits in history, unassigned. ment Program sponsored by the College Foreign languages. French, German, PSU is available from the Admissions, Entrance Examination Board and who Records, and Financial Aid Office, Latin, and Spanish Language Test: A score receive creditable scores in examinations of 3 confers 12 credits for the first year Neuberger Hall lobby. administered by that board may, after Eligibility for CLEP. CLEP subject or sequence; a score of 4 confers 12 credits for admission to PSU, be granted credit toward the second-year sequence and 3 additional general examinations may be taken prior to a bachelor’s degree in comparable college entering the University. If the individual upper-division foreign language elective courses. Students may request their official credits for a total of 15 credits; and a score passes a CLEP examination, the University transcript by writing to the Advanced accepts the amount of credit indicated in of 5 confers 12 credits for the second-year Placement Program, PO Box 6671, sequences, plus 8 upper-division credits, Princeton, NJ 08541-6671. for a total of 20 credits. 52 P ORTLAND STATE UNIVERSITY
Mathematics. Calculus AB: A score of 4 tial academic achievement. Students may The program’s objectives are: or 5 confers 8 credits in assigned 200-level enroll for a maximum of two classes per ◆ To provide a structure within the Uni- math courses. A score of 3 confers 4 credits quarter. versity where students can participate in assigned 200-level math courses. Calcu- The Challenge Program currently offers actively in implementation of courses. lus BC: A score of 4 or 5 will confer 12 introductory college courses in English, ◆ To encourage the formal use of student credits in assigned 200-level math courses. foreign languages, history, and mathemat- learning through teaching, tutoring, A score of 3 will confer 8 credits in ics. Course content is identical to that and advising. assigned 200-level math courses. offered to Portland State University stu- ◆ To supplement and enhance existing Music. Music Theory: A score of 4 or 5 dents on the home campus. College-level departmental offerings. confers 12 credits in assigned 100-level texts and materials are used. ◆ To foster the development of alternative music sequence; a score of 3 confers 4 Students who successfully complete learning formats and seek, generally, to credits for Mus 111. their Challenge Program coursework are improve the experience of undergradu- Music History/Literature: A score of 4 or entitled to a regular Portland State Univer- ate education. 5 confers 8 credits for Mus 201, 202. sity transcript. The credit earned by the Proposal forms are available in 451 Physics B. A score of 4 or 5 confers student can be transferred to many colleges Smith Memorial Center. 8 credits in assigned 200-level physics. and universities regionally and nationally. Physics C. A score of 4 or 5 confers Application for a 8 credits in assigned 200-level physics. PSU Link United States history. A score of 4 or 5 503-725-3430 degree on the examination confers 8 credits in Hst Karen Tosi, Coordinator 503-725-3438 201 and 202. Portland State University is committed to An admitted student from Portland State IV. INTERNATIONAL serving the needs of the metropolitan area University must file an application for a BACCALAUREATE by providing an academic environment for degree (undergraduate or graduate) with A table of International Baccalaureate (IB) intellectually gifted students. The LINK the Degree Requirements section of the examinations accepted by PSU is available Program makes it possible for selected Office of Admissions, Records, and Finan- from the Admissions, Records, and Finan- gifted high school students to attend the cial Aid. Commencement day is in June, a cial Aid Office, Neuberger Hall lobby. University for part-time advanced study in summer commencement is held in August, The IB exams are evaluated in much the a particular academic discipline. The pro- and degrees can be issued each term. Quar- same way as Advanced Placement exams. gram is designed to serve those students terly degree application deadlines are pub- ◆ Submit an official IB transcript directly who have exhausted all coursework in a lished in the Schedule of Classes. from IB North America, 200 Madison particular discipline at their high schools. If Applications received after a deadline are Ave., Suite 2007, New York, NY, 10016. a student in the field of mathematics, for considered for the next available gradua- Additional student records, where example, is ready to go beyond the study of tion date. needed, will be requested. calculus, he/she can enroll in a mathemat- General University degree require- ◆ Credit will be awarded for higher level ics class at the University, while simulta- ments are checked by the Degree Require- exams only. Credit will not be awarded neously maintaining his/her high school ments section in the Office of Admissions, for subsidiary level exams, the theory of schedule. To qualify for the program, stu- Records, and Financial Aid, 104 Neuberger knowledge, or extended essays. dents must be recommended to the Uni- Hall. All special requirements for a degree ◆ Credit will be awarded only for a score versity by their school district and must in a major will be checked and approved of 5 or higher. successfully complete the LINK admissions by the department, college, or school offer- process. First opportunity goes to high ing the major program. school seniors. If there is space available Students bear final responsibility for Pre-college programs after seniors have been accommodated, ensuring that the courses taken are applica- other qualified applicants may be accepted ble toward satisfying their degree require- Challenge Program into the program. ments. They are also responsible for informing the degree requirements section 503-725-3430 Karen Tosi, Coordinator of any change of address while a degree Student-taught courses candidate. The Challenge Program is a cooperative Based on the application, baccalaureate program between Portland State Univer- Chiron Studies Project candidates are mailed a complete Degree sity and metropolitan area high schools. It Audit before their last term. Part-time stu- 503-725-5662 provides high school seniors an opportu- dents may request a Degree Audit prior to nity to take regular college courses on their Chiron Studies Project is a student-ori- application upon completion of 150 cred- own campuses. ented program funded by student inciden- its. (Advanced degree candidates should Students who have a cumulative grade tal fees. The purpose of the program is to see their adviser concerning the required point average of 3.00 or above after the support the development of courses not GO-series forms.) completion of six high school semesters (or normally offered by the academic depart- All University academic requirements the equivalent in high school credits) are ments. Instruction in Chiron courses is must be satisfied before any degree will be eligible to enroll in the Challenge Program. conducted with faculty sponsorship; these conferred and all financial obligations must School district staff members review tran- courses are approved in the same manner be met before any diploma will be released. scripts of high school students who wish to as other courses by the appropriate depart- enroll in Challenge courses and select those ments and deans. students who have demonstrated substan- U NDERGRADUATE ADMISSIONS AND PROGRAMS 53
Appeals and grievances ferent disciplines, and building a founda- University Studies tion for the effective and efficient Grievances and requests for exceptions to application of information technology University requirements may be filed with 163 Cramer Hall resources, such as the Internet and e-mail. committees which deal with specific stu- 725-5890 For some students, Transfer Transition can dent concerns. www.ous.pdx.edu/ be used as one of the required Sophomore Please see page 12 for University Studies (general Inquiry courses. Academic Appeals Board education) baccalaureate requirements. This board hears appeals from students who claim to have received prejudiced or The faculty of PSU have designed a four-year capricious academic evaluation and makes program of study required of all students Freshman Inquiry recommendations on cases to the Provost. (not required for Liberal Studies or Honors See Web or orientation guide for course In such cases the student should first con- Program) planning to graduate from PSU. descriptions. sult with the instructor. If the grievance is This nationally recognized program offers students a clear opportunity to acquire the Freshman Inquiry consists of a year-long not resolved, the student should then con- course developed by a team of faculty from tact the department chair, then the dean of foundation for the academic and problem solving skills needed to succeed in the 21st different disciplines. Freshman Inquiry has the college or school. If the grievance is still a maximum class size of 40 students and not resolved, the student may then appeal century. University Studies offers students a program of connected educational opportu- each class is divided into three small- by writing a letter to the Academic Appeals group, peer mentor sessions led by spe- Board. Appeals may be filed in the Office of nities. The purpose of the University Studies cially selected upper-division students. Student Affairs, 433 Smith Memorial Stu- Class material is introduced and explored dent Union. program is to facilitate the acquisition of the knowledge, abilities, and attitudes that during the full class sessions and then Academic Requirements Committee will form a foundation for lifelong learning assignments are developed and discussed This committee develops policies and adju- among its students. This foundation in the peer mentor sessions. dicates petitions regarding academic regu- includes the capacity and the propensity to While the themes and content of the lations such as credit loads, transfer credit, engage in critical thinking, to use various Freshman Inquiry courses differ, the over- and graduation requirements for all under- forms of communication for learning and all objectives are the same. Each of these graduate degree programs. It also develops expression, to gain an awareness of the classes emphasizes the building of a foun- and recommends policies and adjudicates broader human experience and its environ- dation of communication skills for learning student petitions regarding initial under- ment, and to appreciate the responsibilities and expression. Writing is the core, but graduate admissions, including entering of persons to themselves, each other, and communication also includes emphasis on freshmen. their communities. improving oral, quantitative reasoning, and University Studies begins with Fresh- graphic/visual modes of communication. Deadline Appeals Board man Inquiry, a year-long course introduc- Freshman Inquiry is also designed to help A student may petition this board to be ing students to different modes of inquiry students learn and effectively use current exempted from published deadlines for the and providing them with the tools to suc- information technologies. Both in the large current term. Cases most often handled ceed in advanced studies and their majors. groups and in the smaller peer mentor ses- involve deadlines for waiving late registra- At the sophomore level, students choose sions, students are introduced to the Inter- tion fees and for changing classes. Petitions three different courses, each of which leads net and e-mail, as well as word-processing may be submitted before or after the dead- into a thematically linked, interdisciplinary and calculation software. Students will also line date and must include documentation cluster of courses at the upper-division learn how disciplines from the sciences, of the reason for missing the deadline. level. Students are required to complete social sciences, humanities, and profes- Petition forms may be obtained at the 12 credits from one of these course clus- sional schools approach problems in differ- Office of Admissions, Records, and Finan- ters. Finally, all students are required to ent ways and how they work together to cial Aid in the Neuberger Hall lobby. For complete a capstone course which consists improve understanding of complex issues. further information students may call 503- of teams of students from different majors When students complete Freshman 725-3511. working together to complete a project Inquiry they will be expected to be able to apply writing, quantitative reasoning, Scholastic Standards Committee addressing an issue in the Portland metro- speech, and visual/graphic skills to prob- This committee develops and recommends politan community. lems requiring analysis and discovery. academic standards with a view to main- Freshman Inquiry will expand awareness taining the reputation of the undergraduate Transfer students of academic potential and prepare students program of the University. It advises the to move on to increasingly rigorous and Office of Admissions, Records, and Finan- Transfer transition sophisticated levels of inquiry. cial Aid in academic matters concerning (UnSt 200/300 level) transfer students or students seeking read- Transfer Transition is a course specifically mission after having had scholastic defi- designed and recommended for students ciencies. It assists undergraduate students transferring to Portland State University Sophomore who are having difficulty with scholastic from other post-secondary institutions. Inquiry regulations and adjudicates student peti- The thematically based course is designed See page 54 for course descriptions or current tions that request the waiving of regula- by faculty from different disciplines Schedule of Classes. tions on suspensions (academic assisted by student peer mentors. This 5- readmission). credit, one-term course is designed to assist At the sophomore level, students complete transfer students in improving their com- 12 credits of coursework in Sophomore munication skills, learning the process of Inquiry. Students select three Sophomore inquiry from the perspectives of several dif- Inquiry classes, each representing one of more than 27 different themes or clusters. 54 P ORTLAND STATE UNIVERSITY
Sophomore Inquiry classes are structured vides a focus through which to explore enable students to attain an overall view of similarly to those in Freshman Inquiry with sources in the humanities, social sciences, the classical period and the influence of the a main class and smaller mentor classes, natural sciences, and performing arts, and Greeks on later cultures. except at this level the mentor classes are offers an opportunity to acquire a variety of Sophomore Inquiry: Classic Greek Civi- led by graduate students. skills important in college and the work lization. This course will investigate the his- Sophomore Inquiry classes maintain an world. As the interdisciplinary study of tory, art, archaeology, culture, and interdisciplinary approach to their individ- American Culture, the course focuses on a philosophies of Greece in the Classical ual topics, and continue to emphasize the comparison of voices or perspectives as a period (600-100 B.C.). We examine Greek four University Studies goals of inquiry and way of knowing American artifacts, policies, culture in terms of its influence on modern critical thinking, communication, the and places. Although the focus of each class American culture and also focus on the dif- diversity of human experience, and ethics may differ, they will all use their subjects as ferences between the two societies as a and social responsibility. Each Sophomore a laboratory for learning the methods and means of getting a more objective look at Inquiry class also provides an introduction perspectives of American Studies. In the ourselves. Greek approaches to modern to important concepts, questions, and con- process, students will become familiar with issues such as diversity, democracy, educa- cerns that will be explored in greater depth something of the culture, character, and tion, and poverty are explored and their les- in the upper-division cluster courses to environment of the United States. Each class sons for today’s society considered. which it is linked. will focus on several main texts or projects during class, and students will do an addi- Community Studies Cluster tional project either outside class and/or in This cluster explores the nature of the com- University Studies their mentor sections. munities we live in, whether defined spa- clusters and tially (such as a neighborhood) or as a set of Archaeology Cluster ties based on sharing a common interest. Sophomore Inquiry Through the study of archaeology, students Building community has become a central descriptions grapple with fundamental questions about debate in a number of social sciences, what it means to be human, how we came The following are brief descriptions of the including sociology, political science, eco- to be the way we are, and what we might Upper-Division Clusters, including the nomics, and psychology. In a culture expect from the future. The field draws on Sophomore Inquiry courses which serve as emphasizing individualism and individual research interests, methods, and explanatory the gateways to the clusters. Please contact rights, how can needs for community and approaches from multiple disciplines, the cluster coordinator for more detailed responsibility to others be balanced? Thus, including: anthropology, history, black stud- course descriptions. Contact information is in this cluster, students have the opportu- ies, geography, biology, and geology. available through the Office of University nity to gain practical as well as theoretical Sophomore Inquiry: Archaeology. This Studies, 503-725-5890, 163 Cramer Hall. experience with building communities. course surveys the varieties of current Sophomore Inquiry: Understanding See page 12 for information on undergrad- archaeological approaches to the past, the Communities. This course addresses social- uate requirements. kinds of questions we ask, and samples structural issues of communities embedded some of the most important answers. in their spatial, political, and economic con- African Studies Cluster texts. Specific themes that may be explored This cluster presents interdisciplinary Asian Studies Cluster include (a) community and identity (com- approaches to the study of the African conti- An interdisciplinary approach to under- munity formation and change; conflict and nent and its peoples, their complexity and standing the diversity of cultures and societ- cooperation within and between communi- diversity. It explores problems and themes ies in Asia, including both the continuities ties; balancing individualism and commu- that are cultural, historical, political, and and discontinuities between past and nity; social control), (b) historical development and current conditions of the geographical, and that address fundamental present. History, religion, art, anthropology, American city, and (c) balancing individual issues in the construction and expression of geography, literature, political science, and rights with community responsibility. identity and knowledge. economics provide complementary ways of Sophomore Inquiry: African Studies. grasping the complexities of contemporary This course will explore changing disciplin- Asian worlds. Environmental Sustainability ary and interdisciplinary perspectives on the Sophomore Inquiry: Asian Studies. Cluster study of the African continent and its peo- This course introduces students to the study This cluster creates a bridge between the sci- ples. The course examines how an under- of diverse cultures and societies in Asia entific approach to analyzing and solving standing of the African experience, far from through history, literature, anthropology, environmental problems, the socioeconomic being exotic or distant, reaches to the core of and geography. Contemporary issues related concerns involved in formulating and academic struggle and intellectual debate. to the political, cultural, and economic administering environmental policy, and the transformation of Asia in the twentieth cen- historic and philosophical basis of human- American Studies Cluster tury are discussed in light of tradition and ity’s relationship to ecosystems. With the American Studies is an established interdis- its place in Asian societies as well as the common goal of defining, characterizing, ciplinary field both in the United States and powerful forces of modernity. and understanding environmental sustain- in several other countries, including ability, the cluster identifies how each partic- England and Japan. This cluster uses Ameri- Classic Greek Civilization ipating discipline can creatively contribute canist materials ranging from literature, Cluster and thus, enable students to direct their through landscapes, to art, music, and court The theme of this cluster is: What made the own courses of study toward this end. cases, to explore both the tensions and the Greek civilization of the classical period Sophomore Inquiry: Environmental traditions of American culture and society. what it was? Greek civilization was com- Sustainability. A sustainable human society Sophomore Inquiry: American Studies. posed of several distinct features and the is one that satisfies its needs without jeopar- dizing the opportunity of future generations This course introduces students to the inter- cluster provides a variety of courses which disciplinary field of American Studies, pro- to satisfy theirs. This course introduces stu- U NDERGRADUATE ADMISSIONS AND PROGRAMS 55
dents to the study of environmental sustain- Framing the Two Cultures: cal changes that are recorded in the rock, ability, and to the ways in which a wide Sciences and Humanities ice, and sediment record. The present will variety of disciplines address environmental Cluster concentrate on recent changes on the oceans issues. and atmosphere, and discuss the human This cluster provides students a sophisti- dimension. The future will discuss the European Studies Cluster cated portrayal of the historical and contem- merits and limits of global models. porary relationship of the natural sciences Sophomore Inquiry: Global Environ- Although it has had immense cultural, polit- and the humanities. The cluster is formed ical, and economic influence on the rest of mental Change. This course will provide around the idea that an appropriate scien- enough content and description of the the world, Europeans themselves have long tific literacy must develop within a frame- debated the nature and meaning of Europe, global system for students to have a concep- work of the types of questions primarily tual framework to do further study. This struggling over issues such as self-identity, posed by the humanities, and that an under- politics, ethnicity, class, gender, and religion. course will include a variety of exercises, standing of the historical inquiry character- including homework problems, writing The cluster in European Studies proposes an istic of the humanities can be usefully exercises, group exercises and likely one or in-depth study of European history, politics, contrasted to that of the sciences. Cluster more mid-term exams. There will be some society, and the arts in order to convey the courses explore these various and complex use of mathematics and graphical informa- complexity of the European scene, past and relations, identifying early developments of tion, including use of Excel as an analytical present. the two cultures, and moving into the con- tool. Having the computer in the classroom Sophomore Inquiry: European temporary age. will allow analysis to take place in a group Studies. Sophomore Inquiry classes in this Sophomore Inquiry: Framing the Two setting. cluster will take an interdisciplinary Cultures. In this class we explore some of approach to investigate the meaning of what C.P. Snow meant by dissociating the Europe, examining the history of its devel- Healthy People/Healthy Places cultures of the sciences and the humanities; Cluster opment, and its contemporary relevance. we also explore what it means for our cur- Courses may analyze the historic impact of rent intellectual world to believe that these Healthy people/healthy places Sophomore national, ethnic, religious, and class identi- two cultures—the cultures of the sciences Inquiry and cluster courses will examine the ties, or the various art forms (art, drama, and the humanities—are distinct and unre- nature and state of healthy individuals in and/or literature) produced by European lated. their various environments. A dynamic cultures, emphasizing the arts as a forum for approach will be used to study the places in the portrayal of ethical issues within human Freedom, Privacy, and which people live and interact, such as the experience. Courses will concentrate on community, the workplace, and the natural teaching students to read closely history and Technology Cluster environment. Topics will focus on ways to the arts, and critically analyze both by inves- The aim of this cluster is to provide the solve and prevent problems that may affect tigating the different social, political, intel- knowledge that will enable those who com- the health and wellbeing of the individual, lectual, and religious contexts, as well as the plete the cluster to face thoughtfully the the local environment, and/or the global ideologies and symbolisms imbedded in the question of the appropriate use of and limi- community. Individual behavior change, arts, history, and culture of Europeans. tations upon modern technology. One social policies, community development, important feature of the cluster is that it and social responsibility may be empha- Family Studies Cluster brings together actual sciences with human- sized. The theme of this cluster is a broad explora- istic and social science disciplines. Sophomore Inquiry: Healthy People/ tion of family issues from diverse perspec- Sophomore Inquiry: Freedom, Privacy, Healthy Places. This Sophomore Inquiry tives, which are relevant to the non- and Technology. Privacy and freedom are course will examine the nature and state of traditional PSU student. From this founda- highly valued, and are to some extent pro- healthy individuals, populations, social tion students may pursue study of human tected by the U.S. Constitution. Recent units, and natural environments. Students development and multiple perspectives on rapid advance in science and technology, will examine our state of health, including families in the context of varied academic combined with compelling motives to use environmental, social, physical, psychologi- disciplines, including history, sociology, this technology to control and exploit cal, intellectual, and spiritual health. Spe- public health education, psychology, speech aspects of human life that have heretofore cific units will focus on necessary measures been left to chance or to individual choice, communication, and black studies. for improvement of current deficiencies and make urgent the questions about what uses Sophomore Inquiry: Family Studies. prevention of future problems that may of technology should be encouraged or per- This introductory course in contemporary affect the health and wellbeing of the indi- mitted. family issues is designed to provide a broad vidual, and the local and global community. exploration of the family, emphasizing the Individual behavior change, social policies, current social, cultural, and political forces Global Environmental Change community development, and social affecting urban families. Specific topics to be Cluster responsibility will be emphasized. explored in-depth include: gender roles, Students are barraged on a daily basis with work and family issues, poverty, teen par- news stories of El Nino, global warming, Knowledge, Rationality, and ents, and the impact of race and culture on CO2 increasing, greenhouse effects, ozone Understanding Cluster the family experience. A central focus hole, etc. This cluster will introduce some of Knowledge, rationality, and understanding throughout this course will be on the the scientific concepts and issues of natural are at once the chief goals of the academic strength of contemporary families facing global cycles and how the systems have enterprise and the subject of much current external challenges. changed in the past. We will discuss the academic discussion. This study of their physical, chemical, and biological changes natures and the methods of achieving them of the earth’s environment in the past, has both theoretical interest and a practical present, and future. The past will concen- benefit. Logic, science, and certain mathe- trate on the physical, chemical, and biologi- matical disciplines aim to discover rational 56 P ORTLAND STATE UNIVERSITY
methods of achieving knowledge and day life. In recent years, mass communica- the ethnic groups of the region and their understanding. Assessments of these meth- tion has taken on new electronic formats interrelationships from Roman times to the ods call upon the disciplines of epistemol- and has expanded worldwide to bring more present, examining at the same time larger ogy, psychology, and philosophy of science. and more people and places in contact with political, economic, and cultural patterns at Sophomore Inquiry: Knowledge, one another, shrinking our sense of time and work in the region in the same period. Spe- Rationality, and Understanding. An intro- space. The media studies cluster serves to cific contemporary issues such as transna- duction to the cluster knowledge, rational- unify a common subject under different dis- tional culture, migrant labor, distribution of ity, and understanding, the course deals ciplinary and intellectual approaches, look- wealth are also addressed. Selections of briefly with the nature of these, with the ing at both applied and interpretive aspects scholarly and literary sources are used to techniques of achieving them and with gen- of image creation and symbolic exchange introduce the student to both professional eral criticisms of the techniques. Its main within and across cultural and territorial views and those of the region’s people aim is to promote the kind of critical inquiry boundaries. themselves. that has been so successful in advancing Sophomore Inquiry: Media Studies. modern science, both physical and social. Introduction to Media Studies examines the Morality Cluster social significance of media content, media This cluster studies morality (i.e., moral Latin American Studies Cluster institutions, and social changes deriving learning, beliefs, values, feelings, and behav- With Hispanics now the largest minority from uses of communication in different ior) from the perspective of philosophy, psy- group in the United States, and Brazil’s econ- social, political, and cultural contexts. Criti- chology, and other academic disciplines. omy surpassing that of Russia, Latin Amer- cal approaches to this course include the The aim of these courses is not just the prac- ica is attracting considerable attention in the study of: (1) systems of representation and tical moral one of improving moral thought United States. While its people struggle to their constitution; (2) structural characteris- and behavior but the more intellectual one preserve the region’s artistic, literary, and tics of mass production and distribution of of coming to understand better this central cultural heritage, Latin America also is expe- media products; and (3) the social impacts aspect of our human nature. riencing rapid political and economic of mass media through changing technologi- Sophomore Inquiry: Morality. This change. This cluster explores the rich diver- cal forms. course focuses attention on the psychology sity of peoples, histories, and cultures that of moral development, as well such philo- together define Latin America. Medieval Studies Cluster sophical questions as whether there are any Sophomore Inquiry: Latin American This cluster is made up of courses that, objective moral standards. There will also be Studies. This course inquires into the colo- taken together, present to students a broad, stress on the distinctions between philo- nial origins and development of Latin Amer- interdisciplinary view of medieval Europe, sophical questions about morality, scientific ican society and culture, and the nineteenth approximately the period from 400 to 1500 questions about morality, and moral ques- century roots of political and economic C.E. The cluster strives to distinguish the tions themselves, as well as some effort to dilemmas that confront the peoples of Mex- medieval cultural system(s) from those that introduce students to the relevant methods ico, the Caribbean, Central America, and preceded it and those that followed it. of scientific inquiry on the one hand, and South America. A variety of scholarly and Sophomore Inquiry: Medieval Studies. philosophical inquiry on the other hand. literary sources are used to provide the stu- The medieval studies Sophomore Inquiry dent with a varied and balanced view of the courses introduce students to medieval life, Ninteenth Century Cluster rest of the hemisphere. thought, and culture in Europe and the The advent of the 19th century marks the Mediterranean Basin, from roughly 800 to beginning of the modern age. No field of Leadership for Change Cluster 1450 C.E. All medieval studies inquiry inquiry was exempt from change: politics, This cluster explores the varying theoretical courses are interdisciplinary in their society, religion, philosophy, psychology, sci- frameworks of leadership studies by expos- approach and emphasize appreciation for ence, music, and the literary and visual arts. ing students to a variety of leadership classes the uniqueness of medieval culture through In this cluster, students study the ideas that offered across the academic disciplines. The the analysis of literary and historical narra- emerged and evolved in various intellectual courses in the cluster will help students to tives, images and material life, mythologies disciplines during this dynamic century understand and work with different forms of and allegory, and religious life. Exact content which even now shape the world we leadership within an organizational and/or will vary according to course. inhabit. community context. Students will grapple Sophomore Inquiry: The Nineteenth with the fundamental question of what it Middle East Studies Cluster Century: Revolution and Evolution. This means to be a leader. The Middle East is a region of great ethnic course takes an interdisciplinary approach Sophomore Inquiry: Student Leader- and cultural diversity and intense nationalist to the study of the development of the 19th ship for Change. This course will provide a rivalry. Its near monopoly of world energy century through its three phases: (1) Revo- foundation of leadership theory and will supplies and geopolitical location have long lution, Romanticism, and Nationalism; (2) examine models of leadership in relation to made it a focus of international capital flow, Realism, Evolution, Socialism, and More the theory and concepts of change. There labor migration, and world power competi- Revolution; and (3) Imperialism, the will be opportunities for practice, applica- tion. This cluster addresses key issues facing Bureaucratic State, Individualism, and tion, and documentation of leadership, and Middle Eastern societies in the 21st century, Decadence. reflection on individual responsibility for issues which face the United States as well: and potential in leadership roles. ethnicity, transnational culture, migrant Popular Culture Cluster labor, the politics of energy, and distribution Popular culture is a vital area of study that Media Studies Cluster of wealth in the context of both regional and offers new insights into our history, beliefs, The media have become core social institu- world power structures. diversity, emotional make-up, and socio- tions in the dissemination of information, Sophomore Inquiry: The Original economic relations. Study of popular culture news, entertainment, culture, politics, social Melting Pot: Middle East Ethnics, Politics, is an interdisciplinary approach aimed at interpretation, and other spheres of every- and Culture. This course introduces stu- understanding how culture links the indi- dents to the distinctive cultural histories of U NDERGRADUATE ADMISSIONS AND PROGRAMS 57
vidual and society. This cluster of courses Science in the Liberal Arts by societies. Finally, we will explore the will enable students to see everyday life with Cluster interweaving of sex, race, class, and nationality. new eyes by teaching them the habits of crit- The theme of this cluster is “science-in-the- ical thinking and query into what they making” or the ongoing process of active sci- would otherwise take for granted. entific inquiry—the processes of problem- Women’s Studies Cluster Sophomore Inquiry: Introduction to posing, problem-solving, and persuasion. The field of women’s studies originated as an Popular Culture. In this course, students This thematic emphasis is applied to scien- interdisciplinary effort to uncover women’s begin to study popular culture through experience past and present. Today, the field observation, reflection, description, and crit- tific inquiry in general, to the study of gen- eral natural science concepts, and to the focuses on gender as a category of analysis ical thinking in order to gain a deeper and explores the impact of gender on all understanding of the popular myths sur- analysis of scientific issues in political, eco- areas of social life. Although feminist schol- rounding everyday life. Students focus on nomic, social and ethical contexts. arship is diverse in terms of methods and several forms of popular culture and engage Sophomore Inquiry: Natural Science Inquiry. theoretical frameworks, its common basis in discussion and interpretation individually This course is designed to provide a and in group work. methodological and interdisciplinary per- lies in this focus on gender difference and spective on science and engage students in issues of inequality organized around gen- the collaborative scientific investigation of der. This focus is central to all courses in this Professions and Power Cluster problems of the sort they might encounter cluster. One of the least understood elements in the as attentive citizens. Through the use of col- Sophomore Inquiry: Introduction to making of the modern world is the role of laborative inquiry students learn that the Women’s Studies. In this course students professions like law, medicine, engineering, modern sciences, as well as the questions analyze the varieties of women’s experience education, architecture, and accounting. they address, require teamwork both within in contemporary American society, consider The people who work in such occupations and between specific disciplines. The course how gender relations may be changing, and form a major leadership class in society. As a features methods of scientific investigation, investigate the social, political, economic, group and as individuals, they play critical analysis and graphical presentation of data, and cultural forces that shape our lives as roles in preserving the public health, defin- and scientific writing. The major course women and men. Feminist thinking within ing justice and who can obtain it, designing project deals with a real-world scientific and across academic disciplines frames the safe buildings, bridges, and roads, educating problem in the Portland area. exploration of these topics. Attention is paid us for life’s challenges, and regulating of our to relations of inequality organized along economic and financial systems. In short, Sexualities Cluster lines of race, ethnicity, class, and sexual ori- they often make life-and-death decisions This cluster will explore human sexualities entation as well as gender. that affect each of us. Courses in this cluster from a variety of disciplinary and topical examine the critical responsibilities profes- perspectives. While we tend to speak of sex- sions and professionals have in our society uality in the singular, it actually encom- Upper-Division and culture, the special training they passes a broad array of behaviors and beliefs Cluster require, the ethical dilemmas they face as a which differ quite radically across cultures consequence of their roles, why they enjoy and time. Bodily sex, reproductive func- See page 54 for cluster descriptions and current Schedule of Classes for course descriptions. and how they protect their elite status, who tions, and erotic expressions are all part of can join their ranks, and why we are so what we call “sexuality” and can be viewed After their Sophomore Inquiry coursework, dependent on them. from multiple vantage points, for example students select one of three clusters repre- Sophomore Inquiry: Professions in the historically, cross-culturally, biologically, and sented in their Sophomore Inquiry classes. Making of the Modern World. This course through literature or the arts. All of the From a list of courses approved for the is about how and why professions have courses begin with the presumption that selected cluster, students pursue a program become among the most important forces in sexed bodies and expressions of desire are of 12 upper-division credits offered by vari- modern society. Those who practice medi- both socially constructed and highly con- ous departments across campus. These cine, law, architecture, engineering, and tested. Furthermore, sex and sexuality are classes allow students to explore an aspect experts in science, economics, and other key interwoven with other social categories, of the cluster’s theme in greater depth, areas of knowledge have immense influence while continuing to investigate the four in our lives. We examine the sources of their such as gender, race, class, and nationality. This topic will enable a complex exploration University Studies goals in relation to the power and authority in society, the ethics cluster topic. that govern their activities, the nature and of the constitutive work of sexuality in the formation of social institutions and power Students might choose a cluster to extent of their knowledge, and who joins broaden their perspective, allowing them their ranks. relations. Finally, this is a theme which lends itself to interdisciplinary education, cutting the opportunity to take classes of interest outside their major, or students can choose Renaissance Studies Cluster across the divides between the arts, humani- ties, social sciences, and physical sciences. a cluster to complement their major area of The Renaissance, dating from approximately Sophomore Inquiry: Sexualities. This study. In either event, Upper-Division Clus- 1300 to 1700, saw the transition from the course will look at sexuality with its multi- ter courses may not be used to fulfill a stu- late medieval to the early modern world. It ple meanings as body, desire, identity, and dent’s major requirement. was the age of exploration and discovery, of reproduction from a variety of different per- the Reformation and Counter-Reformation; spectives. We will consider sex and sexed it saw an explosion of artistic and literary body as historical constructions and explore Senior Capstone creativity. This cluster offers a broad, inter- the debates about the role of biology and The culmination of the University Studies disciplinary view of the period. culture in shaping desires, practices, and Sophomore Inquiry: The Renaissance. program is the Capstone course require- identities. We will then look at specific ment. This 6-credit, community-based This course examines the life and thought of examples in which sexualities are regulated this vibrant period of Western history as learning course is designed to provide stu- reflected in great works of literature and art. dents with the opportunity to apply, in a team context, what they have learned in 58 P ORTLAND STATE UNIVERSITY
the major and in their other university other factors, including letters of recom- Further information and course studies courses to a real challenge emanat- mendation, a writing sample, and an inter- descriptions are available from the Honors ing from the metropolitan community. view are considered. Program Office, located in the Honors Pro- Interdisciplinary teams of students address Part-time students, transfer students, gram Building, 1632 S.W. 12th Avenue. these challenges and produce a summation and students returning after an absence Visiting Scholars Project. In the junior product in an University Studies approved from formal education also may apply. and senior years of the honors curriculum, Capstone course under the instruction of a However, because of the program’s own students participate in coursework associ- PSU faculty member. The majority of Cap- curricular structure and the unique direc- ated with the Visiting Scholars Project. stone courses take place over two terms. tions that most degree programs take, stu- Each year several noted scholars, American Students need to plan their schedules dents who have completed more than 60 or foreign, are brought to campus; they accordingly. quarter hours of college work are not usu- both deliver public lectures and meet with The Capstone’s purpose is to further ally considered for admission. a seminar group of students from the enhance student learning while cultivating Graduation requirements. Honors Honors Program, who have prepared by crucial life abilities that are important both Program students are graduated after com- working through an appropriate bibliogra- academically and professionally: establish- pleting requirements for their majors, the phy with faculty from the honors program. ing connections within the larger commu- liberal and general education requirements Departmental honors. Some depart- nity, developing strategies for analyzing of the Honors Program, and the specific ments throughout the University offer a and addressing problems, and working requirements of their individualized pro- departmental honors option. Students with others trained in fields different from grams. should contact their major department to one’s own. Students complete a core component of find out if this option is available and, if so, work in the Honors Program, typically what the requirements are. around 45 credit hours, which satisfies their general and liberal education require- University ments. While individual core programs will Courses vary to some extent, students will complete Courses with an asterisk (*) are not offered every year. Honors 8 or 10 courses in Honors (8 for technical/ Hon 199 professional track, 10 for liberal arts track). Studies in Western Culture Honors Program Building These will include the appropriate track of I-IV (tech/prof–5, 5, 5; 4) 1632 SW 12th I-VI (liberal arts–5, 5, 5; 4, 4, 4) the core course, “Studies,” at least two See section above for technical/professional and 503-725-4928 courses designated as colloquia, and the www.honors.pdx.edu liberal arts section course descriptions. Studies two-quarter thesis project (8 credit hours). in Western Culture I-III comprise 15 credits (12 B.A. or B.S.—any University major Studies in Western Culture. A foun- hours lecture, 3 hours recitation); Studies in dation course in the theory and methods of Western Culture IV-VI comprise 12 credits (lec- The University Honors Program is the social sciences, humanities, and sci- ture only, no recitation). intended for those students who plan to go ences. “Studies” examines the politics, art, on to graduate or professional school; it Hon 199 ideas, and scientific practice of major peri- Special Studies (Credit to be arranged.) therefore gives highly motivated applicants ods in Western culture, beginning with the Consent of instructor. the chance to develop undergraduate period that has been called the “foundation Hon 399 degree programs that reflect their particular of the natural sciences,” the 17th century. Special Studies (Credit to be arranged.) interests. Originally developed under a grant from Hon 401 Limited to 200 participants, the Honors Research (Credit to be arranged.) the National Endowment for the Humani- Program offers a foundation course in the Consent of instructor. ties, the course remains open to all Port- theory and methods of the human, natural, Hon 403 land State students. and social sciences, opportunities for inde- Thesis (Credit to be arranged.) After the first two quarters of the fresh- pendent study, and honors colloquia. Stu- Hon 404 man year, which are taken by all students, dents are also allowed the chance to take Cooperative Education/Internship (Credit first-year students will separate into two to be arranged.) part in the Washington, D.C., internship tracks, the technical/professional track and program provided by the program. Honors Hon 405 the liberal arts track. Students in the tech- Reading and Conference (Credit to be Program classes are small, and students nical and professional majors will thereaf- arranged.) work closely with advisers both in the pro- Consent of instructor. ter study the organization and historical gram and in the academic departments of development of professional culture, while Hon 407 the University. Seminar (Credit to be arranged.) students in the liberal arts track will pursue Students may major in any undergradu- Consent of instructor. Reading and discussion of the roots, beginning in ancient Greece and ate degree program offered at Portland an area to be chosen by instructor, with a semi- Rome and moving forward through the State. Requirements for majors are set by nar paper required. medieval and Renaissance periods, of the departments; students meet general educa- Hon 410 social and political movements which Selected Topics (Credit to be arranged.) tion requirements through their work in shape later culture. Consent of instructor. the Honors Program. Professors of classical studies, science Eligibility and admission. The pro- studies, history, humanities, and interdisci- gram seeks students who will strive for aca- plinary social science serve as faculty, and demic excellence. Students who have written work focuses on primary texts combined SAT scores of 1200 or more and studied in the course. Students are encour- whose high school grade point averages aged to form study groups to supplement were 3.50 or better are eligible to apply. their classroom work. The qualities sought in Honors Program students, however, are not always reflected in test scores, GPAs, or transcripts, and so Graduate Studies
WILLIAM H. FEYERHERM, VICE PROVOST FOR RESEARCH AND GRADUATE STUDIES 117 CRAMER HALL, 503-725-8410 www.gsr.pdx.edu
Portland State University graduate pro- lished in the Portland State University Bulle- grams offer a variety of opportunities for tin, including the section on Graduate advanced study and research, including Studies and the section listing the require- preparation for academic or other profes- ments for the degree and the offerings and sional careers, continuation and improve- requirements of the major department. The ment of skills for in-service professionals, department chair appoints a faculty adviser and personal intellectual enrichment and for each graduate student to assist in devel- professional development. More than oping the course of study, determining 5,000 graduate students are enrolled in the deficiencies, planning the program, and University’s colleges and schools, and over clarifying special regulations. Departments 1,100 graduate degrees are awarded annu- can be expected to have additional degree ally in the more than 70 master’s and the requirements beyond those listed in the 11 doctoral programs. Bulletin. The Office of Graduate Studies oversees A graduate student may petition the the University’s graduate programs in the Graduate Council for the waiver of a Uni- interest of ensuring quality instruction and versity graduate academic regulation or research and promoting the highest degree requirement. The responsibility of achievement of graduate students. Located initiating the petition rests with the stu- in 117 Cramer Hall, it is the principal dent. The petition must be approved by the resource concerning advanced degree faculty adviser and graduate committee requirements, degree status, petition proce- and is forwarded to the Office of Graduate dures, thesis or dissertation preparation, Studies. The petition must be accompanied and final oral examinations. by supporting documentation provided by Graduate governance. All matters of the department and approved by the chair graduate study are subject to the policies of the department/school/college graduate and procedures established by the Faculty committee. Petition forms are available in Senate upon recommendation of the Grad- the Office of Graduate Studies. uate Council. The dean of Graduate Stud- The University reserves the right to ies is responsible for conducting the affairs require the withdrawal of any student who of the Office of Graduate Studies and for fails to accept responsibilities, as evidenced certifying to the registrar candidates who by conduct or scholastic achievement. have fulfilled the requirements for advanced degrees. Student responsibility. The student is Application responsible for knowing all regulations and Domestic application documents. In procedures required by the University and order to expedite the graduate admission the advanced degree program being pur- process for domestic applicants, Portland sued. In no case will a regulation be waived State University requires that the applicant or an exception granted because of igno- send two complete (but different) applica- rance of the regulation or of the assertion tion packets, one packet to the Admissions that the student was not informed by the Office and the other directly to the depart- adviser or other authority. The student ment. Incomplete packets sent either to the should be familiar with information pub- Admissions Office or to the department 60 P ORTLAND STATE UNIVERSITY
will seriously delay completion of the grad- etc., showing all courses taken and all at PSU in postbaccalaureate status or non- uate admission process. Students may call grades and degrees received. The records admitted status are pre-admission courses the PSU Touch-tone Admission Status must be either the original documents or and must meet all pre-admission limits and Reporting System at 725-ADMT (2368) to certified copies (i.e., copies certified by a requirements. determine the status of their admission notary public or a U.S. Embassy official). Regular status. Students who meet the applications. Questions about the admis- An official translation must be attached to University requirements and are fully sion process should be directed to the these records if they are in a language accepted by their departments or schools department. other than English. as potential degree candidates are given 1. The application packet sent to the 3. A minimum score of 550 on the Test of regular status. Students must have regular Admissions Office must include: English as a Foreign Language, which is status to be appointed graduate research or a. the University application form; administered by the Educational Testing teaching assistants and to graduate with any degree or certificate. b. the application fee; Service at testing centers established throughout the world. Students who Conditional status. Students who do c. one official transcript from every college cannot obtain a TOEFL bulletin and regis- not meet GPA requirements for regular or university attended (except PSU), includ- tration form locally should write, well in admission to the University are given con- ing junior colleges and community colleges; advance, to: Test of English as a Foreign ditional admission status if they are fully d. the measles immunization form. Language, Box 899, Princeton, NJ 08540. accepted by their departments (see Quali- 2. The application packet sent to the The minimum acceptable TOEFL score is fied Status below). After completing 9 department must include: 550 (213 for computer-based test). graded graduate hours with a 3.00 or better a. the departmental application form; The applicant must have earned the GPA, these students will be given regular equivalent of a U.S. bachelor’s degree, with status. Students on conditional status may b. a copy of each transcript (or official not be graduate research or teaching assis- transcripts, if required by the department); first-class marks, from an approved institu- tion. The applicant must present certifica- tants. Students admitted to the University c. other departmental requirements, conditionally who do not achieve a 3.00 which may include recommendations, tion of the availability of sufficient funds to meet all costs while studying at the Univer- GPA after completing 9 graded graduate resume, personal statement, essay, test hours will be dropped from their graduate scores, portfolio, and/or departmental sity. Contact the Admissions Office for an estimate of expenses. programs. checklist. Qualified status. Students whose The department evaluates the file and Funds for graduate assistantships and fellowships are limited, and the chances of department has imposed departmental pre- recommends admission or denial of the requisites, GPA, or other requirements but applicant. Some departments evaluate a foreign student obtaining such aid during the first year of residence are minimal. Stu- who are eligible for a regular University admission applications periodically, admission are given qualified status. These and other departments wait until the dents from other countries are expected to carry a full academic load of 9 credits students are eligible to be graduate assis- application deadline before evaluating all tants. A student may have both conditional applications. during the regular school year and are cau- tioned not to plan to supplement funds by and qualified admission status. In this case, Upon admission, the student will be the student is not eligible to be a graduate assigned to a departmental or school fac- part-time off-campus employment during this period. assistant. ulty adviser. Graduate certificate status. Students The application and the non-refundable Application deadlines for foreign stu- dents are fixed. Applications for admission admitted only to a graduate certificate pro- application fee are valid for one academic gram are in a special status allowing a max- year. To validate admission, a student must and complete credentials should reach the Office of Admissions at least 6 months imum of 8 credits of registration per term register and pay for at least one credit in and are not eligible for graduate assistant- the term for which she/he was admitted. If prior to the opening of the term. Please note that the application must be accompa- ships. Graduate certificate students who the student does not validate admission for are concurrently admitted to a graduate the admission term, that admission will be nied by a $50 (U.S.) nonrefundable appli- cation fee. degree program do not have these restric- cancelled unless the student contacts the tions. Graduate certificate students who Admissions Office and requests that the wish to register for more than 8 credits per admission be updated to another term Admissions term should see the Office of Graduate within the year. If the student does not val- Studies. idate admission within one calendar year, requirements Certificate status. All students working the admission will be cancelled, and the Application to graduate programs at Port- in a planned program leading only to a student must submit a new application and land State University requires two com- postbaccalaureate certificate are given cer- new application fee. plete (but different) admissions packets, tificate status. Certificate students may be Foreign application documents. All one sent to the Office of Admissions and admitted to other categories of graduate graduate students are expected to be profi- one sent to the department. Complete study and concurrently pursue a certificate. cient in the use of English. An applicant applications are available from the individ- This status includes students working on whose native language is not English and ual academic departments. teaching certificates but does not include who has not completed undergraduate A student must be admitted formally to students admitted only to graduate certifi- degree requirements at an accredited U.S. graduate status (regular, conditional, certif- cate programs. institution must present the following: icate) for a program of study to be planned Postbaccalaureate status. Students not 1. A complete and accurate chronological with the assistance of a faculty adviser. currently working for a degree but who outline of all previous college-level Admission to regular or conditional degree wish to register for more than 8 credits of education. status should be obtained at the earliest graduate credit courses may be admitted to 2. Authorized school or university possible time in order to avoid loss of postbaccalaureate status. A postbaccalaure- records, transcripts, certificates of degrees, credit applicable to a degree. Courses taken ate student wishing to be admitted to regu- G RADUATE STUDIES 61
lar degree status must apply in the same way with a cumulative GPA of 3.00 in graduate of the applicant’s situation. The panel may as any other applicant and must meet the work in the proposed field of study earned determine that an equivalency of a bacca- general University requirements and be subsequent to receiving the baccalaureate laureate degree was earned and, if so, may fully accepted by the department or school. degree. recommend that the student be admissible A postbaccalaureate student may find Departmental requirements. A depart- in regular or conditional status; or it may departmental enrollment limitations on ment may have additional admission determine that an equivalency of a bacca- many courses. Courses completed in a requirements based on previous academic laureate degree was not earned, and, if so, postbaccalaureate status are not automati- achievement, scores on Graduate Record it may recommend that specific additional cally applied toward a graduate degree; Examinations or other tests, letters of rec- preparation be required in order to meet each course must be evaluated and recom- ommendation, a portfolio, or an autobio- the admission standard. The dean of Grad- mended by the department and is consid- graphical statement. Information regarding uate Studies shall make a final determina- ered pre-admission credit to which all pre- departmental requirements may be tion based upon the recommendation and admission limits and requirements apply. obtained directly from the specific depart- the evidence presented. University requirements for admission ment. The number of students admitted to Re-enrollment. Admitted graduate stu- to graduate courses and programs. To be a particular program is limited to the dents who fail to enroll for credits for three admitted to Portland State University for resources available. terms (excluding summer), including those the purpose of pursuing graduate work, Exceptional admission procedures. In returning from an approved Leave of applicants must satisfy minimum Univer- situations beyond the control of a foreign Absence, must submit a re-enrollment sity requirements and be accepted by the applicant, when transcripts and documents request to their department; if this request department in which the graduate work is are not available to confirm completion of a is supported by their department, the proposed. Any applicant whose native lan- baccalaureate degree in a foreign university, request is signed and forwarded to the guage is not English and who has not the Vice Provost may employ a special Office of Admissions for processing. A GPA received a baccalaureate degree from a U.S. admissions procedure. Upon referral by the of at least 3.00 in all graduate work taken institution must pass the Test of English as Admissions staff responsible for foreign subsequent to admission to the PSU gradu- a Foreign Language (TOEFL) with a mini- student admission and recommendation of ate program is a prerequisite for re-enroll- mum score of 550. the admitting department, a special panel ment. Re-enrolled students are subject to Portland State University will not confer consisting of three faculty may be all University and program requirements in active admission status to any graduate stu- appointed to review the materials available effect at the time of re-enrollment. dent pending an expected baccalaureate and interview the applicant. The panel Students submitting the re-enrollment degree without formal written notification shall consist of one member of the admit- request who have enrolled in coursework from the Registrar of the conferring institu- ting department, one member of the Grad- elsewhere since PSU admission must also tion confirming that all requirements for uate Council, and a representative of the submit two sealed official transcripts, one the degree have been met and stating the Office of Graduate Studies. The panel will each to the Office of Admissions and the date the degree will be conferred. If admit- evaluate the educational background and department, from each institution attended ted on this basis, an official transcript preparation of the applicant and review subsequent to PSU graduate admission. showing the degree will be required during documents including letters and written To assure that registration materials can the term of admission or the admission will testimony of persons who serve as refer- be prepared on time, the re-enrollment be canceled. ences or are cognizant of the circumstances request form and supporting documents To be considered for admission as a regular degree student, the applicant must present a baccalaureate degree from an accredited institution with either a mini- mum cumulative GPA of 2.75 in all under- graduate courses or a cumulative GPA of at least 3.00 in all graduate credit earned at accredited institutions (a minimum of 12 credits). Applicants with 12 or more gradu- ate credits must have a cumulative gradu- ate GPA of at least 3.00, and this GPA supersedes the undergraduate GPA. To be considered for admission as a conditional degree student, the applicant must present a baccalaureate degree from an accredited institution with a minimum cumulative GPA of 2.50 in all undergradu- ate courses. To be considered for admission as a graduate certificate student, the appli- cant must meet all requirements for regular or conditional graduate degree admission. To be considered for admission as a postbaccalaureate certificate student, the applicant must present a baccalaureate degree from an accredited institution with either a cumulative GPA of 2.75 in all undergraduate courses or at least 12 credits 62 P ORTLAND STATE UNIVERSITY
should be received by the Office of Admis- point is C level or above. If a student, to the best of the instructor’s sions no later than three weeks prior to 2. Essential work remains to be done. knowledge, has never attended class, the registration. “Essential” means that a grade for the course name on the Grading Register may be could not be assigned without dropping assigned an X grade. An auditor may also be one or more grade points below the level assigned an X for insufficient attendance. Enrollment achievable upon completion of the work. A student who has participated in a Graduate grading system. The following 3. Reasons for assigning an I must be course but has failed to complete essential grading scale is employed at the graduate acceptable to the instructor. The student work or attend examinations, and who has level: does not have the right to demand an I. The not communicated with the instructor, will A = 4.00 B- = 2.67 D+ = 1.33 circumstances must be unforeseen or be be assigned an F, a D, or whatever grade the A- = 3.67 C+ = 2.33 D = 1.00 beyond the control of the student. An work has earned. B+ = 3.33 C = 2.00 D- = 0.67 instructor is entitled to insist on appropri- Repeat of graduate courses. If a grad- B = 3.00 C- = 1.67 F = 0.00 ate medical or other documentation. In no uate course is repeated, the grades awarded The grading system at the graduate level case is an “Incomplete” grade given to enable a both times are included in the GPA; how- is defined as follows: student to do additional work to raise a defi- ever, credit toward the number of credits A—Excellent cient grade. required for the degree is counted only once. Repeating courses to raise the GPA is B—Satisfactory 4. A written agreement, signed by both the C—Below graduate standard not acceptable. student and the instructor, should include a Audit. Graduate students may take any D—Failure statement of the remaining work to be done F—Failure course for which they have the prerequi- to remove the I grade, and the date, not to sites and which is open to them on the The following marks are also used: exceed one year from the end of the term of basis of their admission category on an P—Satisfactory completion (B- or better) enrollment for the course, by which work audit (no-credit) basis. The tuition and fees NP—No credit, unsatisfactory must be completed in order to earn credit for auditing courses are the same as for I—Incomplete toward the degree. The instructor may spec- taking the courses for credit, but a student’s IP—In progress ify the highest grade which may be awarded load (total credit hours) does not include W—Withdrawn upon completion; the grade awarded audit enrollments. X—No grade received/No basis for grade should not exceed the level of achievement Courses taken more than once on an attained during the regular course period. Although grades of C+, C, and C- are audit basis cannot be repeated for graduate An Incomplete grade becomes part of below the graduate standard, they may be credit. During the add-drop period a stu- the permanent transcript record after the counted as credit toward a graduate degree dent registered for a course for audit may deadline expires, unless a retroactive with- with the specific approval of the depart- change to credit status or vice versa drawal is approved by petition to the Grad- ment if taken at PSU after the term of through the official methods; thereafter the uate Council. To remove an I an instructor formal admission to the graduate program. change cannot be made. must file a supplementary grade report. The student must have a B average (3.00 Television course credit. Graduate Withdrawals. Withdrawal from a GPA) on the courses fulfilling the degree credit earned through enrollment in televi- course must be initiated by the student. It requirements (courses listed on the GO-12 sion courses (closed-circuit TV excepted) is the student’s responsibility to withdraw form for master’s students), and depart- will not be acceptable toward an advanced properly by the deadline dates published in ments may establish a more rigorous stan- degree, except when approved in advance the Schedule of Classes. dard. Grades of D or F indicate clearly by the graduate adviser, the department, A student may withdraw with no record unacceptable work and carry no graduate and the dean of Graduate Studies. on the transcript up to the end of the credit. Correspondence credit. Under no cir- fourth week of the term. As a courtesy, stu- The grades of P/NP are used by only a cumstance will graduate credit earned dents are advised to notify the instructor limited number of departments which have through correspondence study be accept- concerned of the intended or completed received special authorization and may be able toward an advanced degree. withdrawal. counted as credit toward a graduate degree Academic load. The normal term load A student may withdraw for any reason in resident credit only. for a student devoting full time to graduate before the end of the fourth week, but A mark of IP may be used for 501/601 study is 12 credits including coursework withdrawal between then and the end of Research and for 506/606 Project when a and thesis. Graduate students must seek the eighth week requires instructor student is progressing in an acceptable approval of registration in excess of 16 approval. A student withdrawing after the manner toward completion of the work; credits. A student registering for 17 to 19 end of the fourth week shall have a W final grades for 501/601 and 506/606 are credits must obtain the approval of the recorded on the transcript. assigned by the instructor on a Supplemen- department chair or faculty adviser. A stu- A student wishing to withdraw after the tal Grade Report. A mark of IP must be used dent registering for 20 credits or more eighth week must petition the Deadline for 503 Thesis/603 Dissertation when a stu- must obtain the approval of the depart- Appeals Board. A W is recorded if the peti- dent is progressing in an acceptable manner; ment chair or faculty adviser, the student’s tion is allowed. Reasons for withdrawal final grades for 503/603 are assigned by the academic dean, and the dean of Graduate beyond the eighth week must be beyond instructor on the Recommendation for the Studies. A graduate assistant registering for the student’s control, and medical reasons Degree form (GO-17) and posted after more than 16 credits must obtain approval must be documented. Instructor’s com- acceptance of the thesis/dissertation by the from the department chair and the dean of ments are required on the petition. Office of Graduate Studies. Graduate Studies. Overload approval forms Refunds are automatic and are calcu- Incompletes. A student may be may be obtained from the departments or lated from the date of official course load assigned an I grade by an instructor when the Office of Graduate Studies. reduction. The refund is 100 percent only all of the following four criteria apply: if withdrawal occurs before the first day of 1. Quality of work in the course up to that the term. G RADUATE STUDIES 63
Minimum enrollment. The University 504, 508, and 509 combined; a range of 6 ments and limitations; requests for foreign requires that graduate students who are to 9 credits in 503. Courses numbered 60x transfer must include additional documen- involved in activities requiring faculty time are included in these limitations. tation to facilitate verification of eligibility. or the use of University facilities register Courses applied to the degree must be Transfer credits must meet all the fol- each term, including those working on any 500 or 600 level. The 700- and 800-level lowing requirements: (1) must be graduate aspects of a thesis or dissertation. courses are not acceptable in graduate credit taken at an accredited institution and A minimum of one credit is required degree programs, with the exception of the acceptable into graduate academic degrees when taking any comprehensive or final master’s degree programs in the School of without qualification at the originating examination. A minimum of one credit of Education as well as some M.A.T./M.S.T. institution; (2) must be letter-graded B- or registration is required when engaged in any programs; these programs may allow a higher; pass or similar grading methods are phase of research, such as developing or col- maximum of 6 credits at the 800 level. not acceptable; (3) must not be used for lecting data, or any aspects of a thesis or dis- Joint Campus program. Graduate stu- any other degree at any institution; (4) sertation until its final acceptance is dents at Portland State University may, must not be correspondence credit; (5) approved by the Office of Graduate Studies. with adviser, department, and registrar must be no older than seven years old at The student’s department can require approval, take graduate courses at any of the time the master’s degree is awarded; (6) additional registration in any given term in the other institutions in the Oregon State must total no more than one-third of the relation to the amount of time required of System of Higher Education. A student reg- required credits for the degree program. faculty or the use of University facilities isters for these courses with the PSU regis- Television courses and short-term courses during the term. trar, who records each grade on the are generally not eligible; requests for Residence credit. In all cases, a mas- academic record under Joint-Campus transfer of these courses require additional ter’s student must earn a minimum of two- Course (JC 510/610). The student must be documentation and specific approval, as thirds of the courses applied to the degree a matriculated graduate student in a PSU noted on page 62. after formal admission to the graduate advanced-degree program and be regis- Courses from other institutions degree program at PSU; courses taken at tered for PSU credit the same term the JC approved for graduate transfer credit are any institution, including PSU, before the 510/610 course is taken. Forms are avail- not entered on PSU’s graduate transcripts term of formal admission to a PSU graduate able in the Office of Registration and and are not considered in the computation degree program are pre-admission credits. Records in the lobby of Neuberger Hall. of PSU cumulative graduate grade point Additionally, a minimum of two-thirds of Self-support courses and courses offered by averages for the purposes of determining the courses applied to the degree must be Extended Studies and Summer Session are continued admissibility and graduation taken at PSU; courses taken at other insti- ineligible for this program. (except they are included in the program tutions at any time are transfer credits. A Pre-admission and transfer credit. GPA, which is calculated on only those minimum of 12 credits in a 45-credit pro- Courses taken at any institution, including courses applied to the degree). The M.S.W. gram (or 25 percent of the required credits PSU, before the term of formal admission to program has specific transfer credit allow- in a degree program greater than 45 cred- a PSU graduate degree program are Pre- ances resulting from accreditation require- its) must be taken in residence in 500, 500/ admission credits. Courses taken at any other ments and interinstitutional agreements, 600, or 600 course level categories. The institution at any time are Transfer credits. In but a minimum of 45 credits applied to the remainder of the required credits may be all cases, a master’s student must earn a min- M.S.W. must be taken at PSU. 400/500 courses taken for the 500-level imum of two-thirds of the courses applied to Reservation of work for graduate number. the degree after formal admission to the credit. Only credits earned at PSU can be In a doctoral program, a minimum of graduate degree program at PSU and must reserved for graduate credit. A Reservation three consecutive terms must be spent in earn a minimum of two-thirds of the credits of Graduate Credit form must be filed in full-time residence (minimum 9 graduate applied to the degree at PSU. Departments the Degree Requirements Office (for stu- credits each term) after admission to the may have stricter limitations. dents who are still undergraduates) or the doctoral program. The application of eligible pre-admis- Office of Graduate Studies (for students A maximum of 12 graduate credits sion and/or transfer credits to an advanced whose baccalaureate degrees have already acquired by an undergraduate student at degree at PSU must be approved by the been awarded) as early as possible. It must Portland State University through the grad- student’s department and the Office of be approved by the department or degree uate credit reservation procedure will be Graduate Studies. Both pre-admission and program, the Office of Degree Require- counted as reserved credits if approved for transfer credits must be submitted to the ments, and the Office of Graduate Studies. inclusion in the student’s graduate pro- Office of Graduate Studies for approval on It is strongly suggested that this be submit- gram. Reserved credits are subject to pre- the GO-21 form (Proposed Pre-admission ted before award of the baccalaureate admission limits and requirements. and Transfer Credit for the Master’s degree, but it must be submitted and Residence requirements are intended to Degree). It is strongly suggested that this approved before the Office of Graduate ensure that the candidates work in close form be submitted early in the student’s Studies can review the Graduate Degree association with other graduate scholars in program, but it must be submitted and Program form, which is due in the first the intellectual environment of Portland approved before the Office of Graduate week in the term of graduation with the State University. Studies can review the Graduate Degree master’s degree. Credit distribution and limitations Program form, which is due in the first Reserved graduate credit is limited to for master’s degrees. Limitations are week of the term of graduation. 12 completed and graded graduate credits placed on the use of credits in 501, 502, All pre-admission and transfer credits letter-graded B- or higher earned within the 503, 504, 505, 508, and 509 courses. In a must be letter-graded B- or higher; pass or last 45 credits prior to award of the bacca- 45-credit program, the limits are as follows: similar grading methods are not acceptable. laureate degree and not used to fulfill the a maximum of 12 credits in 501, 502, and All Joint Campus (JC) credits are consid- requirements for the baccalaureate degree. 505 combined; a maximum of 9 credits in ered transfer credits. Credit from foreign Such courses are pre-admission credits and institutions is subject to the same require- 64 P ORTLAND STATE UNIVERSITY
subject to all pre-admission requirements Cancellation of admission to gradu- laureate level at PSU, is below 3.00 at the and limitations. The department may have ate program. If a student does not validate end of any term, or stricter limitations. admission by registering and paying for at 2. The student’s term graduate GPA, based Dual master’s degrees. No credits least one credit in the term of admission, on a minimum of 6 graded graduate cred- applied toward a master’s degree, once that that admission will be cancelled unless the its, is below 2.67 for a given term. degree is achieved, may be applied to the student contacts the Admissions Office and While on academic probation the stu- earning of another master’s degree, except requests that the admission be updated to dent will not be permitted to graduate, to for the special arrangement provided for another term within the calendar year. If be advanced to doctoral candidacy, to the dual master’s degree program. the student does not validate admission receive approval of the master’s degree pro- In the case of the dual master’s degree within one calendar year, the admission gram (GO-12 form), to receive or continue program, a graduate student may work will be cancelled and the student must to hold a graduate assistantship, or to regis- concurrently toward the completion of the submit a new application and a new appli- ter for more than a total of 9 credits in any requirements of two PSU master’s degrees cation fee. term. Removal of academic probation in complementary disciplines where an A student with validated admission to a occurs if the cumulative graduate GPA is overlap of coursework or research (not the- graduate program who during a one-year brought to 3.00 within the next 9 graduate sis) occurs. The dual degree program is period 1) does not have an approved leave credits in graded courses in the case of pro- planned in consultation with and approved of absence and 2) does not successfully bation due to a low cumulative GPA, or by the advisers from each program. The complete a graduate course in the both cumulative and term GPA of 3.00 or courses to be accepted dually for the two approved program of study for the degree above in the case of probation due to a low degrees shall be determined by the depart- may have admission to the degree program term GPA. ment(s) involved but may not exceed one- canceled. For further information, students Disqualification. A student who is dis- third of the required quarter credits for a are urged to contact individual depart- qualified may not register for any graduate degree. If the two master’s programs have ments for departmental restrictions. courses at PSU for at least one calendar different totals for course credits, the one- Degree application. Candidates must year. Disqualification occurs if: third limit is determined by the smaller file a Degree Application card with Gradu- course total. To ensure time for adequate ate Studies by the first Friday of the antici- 1. The student on academic probation for planning, applications for admission to the pated term of graduation. The degree will low GPA fails to achieve a cumulative grad- dual degree program are made early in the not be conferred unless the student has uate GPA of 3.00 or higher within the next graduate studies. Admission to the second attained a cumulative GPA of at least 3.00 9 graduate credits in graded courses; or program in the dual degree program must for all graduate credits earned at Portland 2. The student on probation for a term be attained no later than the term prior to State, as well as a GPA of at least 3.00 on GPA below 2.67 does not receive at least a the term in which the final coursework is the courses fulfilling the degree require- 3.00 term GPA and does not achieve a 3.00 completed for the first degree. A memo of ments (courses listed on the GO-12 form cumulative GPA within the next 9 credits of agreement signed by both advisers and list- for master’s students); departments may graded graduate coursework; or ing the specific courses which will be used establish a more rigorous standard. 3. The student becomes subject to aca- for both degrees must be approved by the Limitations for faculty members. PSU demic probation for a second time. Office of Graduate Studies before gradua- faculty members are encouraged to pursue Readmission after disqualification. tion with the first degree. These forms are additional advanced degrees at other insti- A disqualified student may petition for available in the Office of Graduate Studies, tutions. Specifically, faculty members above readmission as a degree-seeking student in 117 Cramer Hall. the rank of instructor are not eligible to a graduate program after one calendar year. Leave of absence. A student admitted receive an advanced degree in their own Readmission after the mandatory one-year to a graduate program and in good stand- department or school at the University; period is initiated by the student’s filing of ing may petition for leave of absence for however, in special circumstances, they a petition for readmission to the Graduate one calendar year. Leave of absence status may earn a degree in a department or Council through the Office of Graduate assures the student a continuation of the school in which they do not hold an Studies. Readmission is not automatic. To student’s admission in the program during appointment. be readmitted the student must meet all the period of the leave of absence. Applica- current admission requirements, with the tion for leave of absence, endorsed by the Academic standing exception of the graduate GPA. department chair or program director, All students admitted to graduate studies If the student’s graduate program has must be filed in the Office of Graduate (regular, conditional, and graduate certifi- recommended readmission, the Graduate Studies not later than the last day to regis- cate) at Portland State University must Council may grant readmission, with or ter for classes in the term for which the maintain a GPA of at least 3.00 for all grad- without additional academic require- application is made. A leave of absence is uate credit earned at Portland State Univer- ments, or may recommend continued dis- granted only to graduate students in good sity. All graduate students, especially those qualification. If the Graduate Council standing and does not constitute a waiver in a conditional admission status, are approves readmission, the student must of the time limit for completion of the expected to keep in close communication submit a re-enrollment request to the Office graduate degree at PSU. with their departments and to avail them- of Admissions. The readmitted graduate A student may petition for a second selves of departmental advising. student is subject to all University and pro- leave of absence from a graduate program, Academic probation. An admitted stu- gram requirements in effect at the time of but approval is required from the depart- dent is placed on probation if: readmission. The student must raise the ment chair or program director and gradu- PSU cumulative graduate GPA to 3.00 or 1. The student’s cumulative graduate GPA ate committee of the college or school. better with 12 credits of graded graduate at Portland State University, based on the Students who have not enrolled for three coursework after readmission, or she/he completion of 9 graded graduate credits terms (excluding summer) must submit a will be disqualified. re-enrollment request. after admission to the graduate/postbacca- G RADUATE STUDIES 65
Graduate courses completed at any cies, establishes procedures and regulations evidence used to arrive at the decision. The institution while a student is under dis- for graduate studies, and adjudicates peti- Graduate Council chair’s decision is final. It qualification at PSU will not be applied tions regarding graduate regulations. is reported to the dean of Graduate Studies, toward a graduate program at PSU. Procedures for allegations of viola- who provides written notification to the tion of graduate policy on academic hon- student of the chair’s decision. Academic honesty esty and integrity. Allegations of violation If the student requests a formal hearing of the graduate policy on academic honesty instead of exercising the petition option Graduate policy on academic honesty and integrity not resolved within the (see paragraph above), the dean shall refer and integrity. Graduate students have a pri- department (or appropriate academic unit) the matter to the Graduate Council chair, mary, unique relationship and responsibil- shall be submitted to the dean of Graduate who will convene a hearing panel under ity to the faculty of the academic Studies. At this point in the process, the the following procedures. The Graduate departments, the faculty upon whose rec- dean is empowered to attempt to resolve Council chair shall appoint a hearing panel ommendations graduate degrees are the case and not forward the case to the from among its members and designate one awarded. A major feature of the graduate Graduate Council. If the dean, with appro- of the appointed members to serve as the student’s responsibilities to the faculty is the priate consultation, and the student concur panel’s chair. The hearing panel will be adherence to academic honesty. The Gradu- in the case’s disposition, such disposition comprised of at least three but no more ate Policy on Academic Honesty and Integ- will be imposed. If the dean is unable to than five members. If there are graduate rity assumes that the student is honest, that resolve the case, the dean shall provide student members serving on the Graduate all coursework and examinations represent formal written notification to the student of Council, the council chair shall invite one the student’s own work, and that all docu- ◆ the charges; graduate student member to serve on the ments supporting the student’s admission ◆ the student’s right to request a formal hearing panel. The council chair, in consul- and graduation are accurate and complete. hearing to contest the charges; tation with the panel chair, shall notify all Academic honesty is a requirement for all ◆ the student’s right to waive the formal involved parties of the date, time, and place graduate activities. Any violation of aca- hearing by utilizing the student petition for the hearing and provide a list of hearing demic honesty and integrity is grounds for process (see paragraph below); and panel members, in advance of the hearing, academic action. In addition, a student ◆ the requirement that the student’s to permit objections to be heard regarding found in violation of this policy may be sub- request for a formal hearing or to file a the appointment of any particular panel ject to disciplinary sanction as provided in petition be submitted in writing to the member(s). Prior to the hearing, all the University Student Conduct Code. dean within 10 business days of the date involved parties are encouraged to submit Violations of the policy include but are of this written notification. If the student written arguments and corroborating docu- not limited to: does not respond within this time ments to the hearing panel chair. 1. Cheating in examinations and course period, the dean shall refer the matter to The dean, with assistance from the orig- assignments. The willful use or provision the Graduate Council for decision by inal complainant, and with advice and to others of unauthorized materials in writ- default, based upon the information and assistance from the Oregon Department of ten or oral examinations or in course records in the file, without further partic- Justice, shall advance the case before the assignments. ipation by the student. Upon referral to hearing panel. The student shall have the 2. Plagiarism.The appropriation of lan- the Graduate Council, the council chair right to be represented (at the student’s guage, ideas, and products of another shall review the file and submit a written own expense) by counsel. The dean may author or artist and representation of them determination for final consideration by elect to have the Department of Justice as one’s own original work; failure to pro- the council. present the matter. At the panel hearing, all vide proper identification of source data; If the petition option is selected by the involved parties shall be given the opportu- use of purchased or borrowed papers in student, the student will complete a writ- nity to present further oral and written graduate courses without complete identifi- ten petition to the dean of Graduate Stud- arguments and to have witnesses called. cation of the source. ies that includes the student’s own written Opportunity shall be provided for witness 3. Selling or offering to sell course statement, with attached supporting docu- cross-examination. Testimony shall be pre- assignment materials. Selling or offering mentation, and the specific action sented upon oath or affirmation and a ver- to sell material to another person; know- requested of the Graduate Council. The batim record of the hearing kept. ing, or under circumstances having reason Office of Graduate Studies shall request a The hearing panel shall deliberate in to know, that the whole or a substantial part written statement from the faculty mem- private and produce a written decision, of the material is intended to be submitted ber(s) and/or administrative personnel who including the findings of fact and evidence in fulfillment of a course requirement. have advanced the case of alleged violation relied upon to reach its decision. The 4. Academic fraud. Furnishing false or of academic honesty and integrity. Consis- administration has the burden of proving incomplete information to the University tent with existing Office of Graduate Stud- the allegations. Findings shall be based with the intent to deceive; forging, altering, ies procedures for the review of student upon a preponderance of the evidence. If or misusing University documents or aca- petitions, at least two members of the the hearing panel concludes that a violation demic forms which serve as the basis for Graduate Council will review the petition of graduate policy on academic honesty admission, course study, or graduation; independently and each will submit their and integrity occurred, the following con- misrepresenting a person’s identity to an decision to approve or deny the student’s stitute academic actions which the hearing instructor or other University official. requested action. Then, the Graduate panel may take: Council chair will review both the student’s ◆ denial or rescinding of credit for the Graduate Council petition and the decisions made by the course in which the violation occurred; This council recommends policies and Graduate Council members. The Graduate ◆ academic probation for a period of one standards for graduate courses and pro- Council chair will approve or deny the stu- calendar year; grams and coordinates all graduate activi- dent’s request, or invoke an alternative dis- ◆ academic disqualification for a period of ties of instructional units and programs. It position, indicating the findings of fact and one to three calendar years; develops and recommends University poli- 66 P ORTLAND STATE UNIVERSITY
◆ denial or rescinding of the award of the Nonresidents also a consideration for some of the graduate degree. 8 credits ...... 2,017.00 awards. The application deadline is April In the event that the hearing panel is Full time (9 to 16 credits)...... 4,078.00 15 for the following year. Information will unable to reach a consensus decision, the Each additional credit ...... 416.00 be available after March 1 from the Office Microfilming hearing panel will submit its majority and Dissertation (required)...... 55.00 of Graduate Studies in 117 Cramer Hall. minority report at the next scheduled Thesis (optional)...... 45.00 Scholarships. Portland State University Council meeting for deliberation and vote has a limited number of scholarships avail- Copyrighting (optional) ...... 45.00 by the entire Graduate Council. A consen- able to graduate students. Scholarships are Transcript sus decision, reached by the hearing panel Official ...... 5.00 awarded to students in attendance at the and ratified at a subsequent council meet- University on the basis of academic Each additional copy ordered at same time...... 1.00 ing, is final. achievement, promise, and financial need. Unofficial/advising ...... 1.50 Upon receipt of the Graduate Council’s A computerized data base of scholar- decision, or the council chair’s decision in Catalog ...... 6.00 ships, both national and local, is available the case of a petition, the dean of Graduate Note: All tuition and fee costs listed above are on the second floor of the library. Requests Studies will impose whatever academic accurate as of January 1, 2003, and are subject to for information on scholarships related to sanction is included in the decision. If an change by the Oregon University System or the specific departments should be made to the academic sanction is imposed, the dean independent institutions involved. specific department involved. will also forward all materials gathered in Educational loans and work. Gradu- the case to the Office of Student Affairs, Financial assistance ate students may apply for educational which may choose to act under the aus- Graduate assistantships. The University loans through the Federal Perkins Student pices of the Student Conduct Code. offers graduate assistantships for teaching Loan program, the Federal Direct Stafford or research on a competitive basis for stu- Loan program, the Federal Unsubsidized Tuition, fees, and aid dents working toward advanced degrees in Stafford Loan program, and the federal most areas. To qualify and to remain eligi- College Work-Study Program. Details and Basic graduate fees ble for an appointment, a student must be application materials are available from the Admissions, Records, and Financial Aid The basic fees associated with graduate admitted to regular or qualified status and be in good academic standing in a graduate Office, 176 Neuberger Hall. Priority con- study at PSU are listed in the following sideration for Federal Perkins Student Loan table. The admission application fee is degree program at PSU. Graduate assistants must be registered for and satisfactorily and federal College Work-Study will be required and is nonrefundable. For many given to those who have completed the of the graduate degree programs, the appli- complete a minimum of 9 graduate aca- demic credits each term the assistantship is application process earliest, while funds are cant is required to submit a recent test available. score on one or more of the designated in effect, except Summer Session, with standardized tests. The graduate tuition term and cumulative GPAs of 3.00 or fees depend on the total number of credits higher, and must show satisfactory aca- Graduate in enrolled classes, resident or nonresident demic progress in fulfilling the require- status in the state of Oregon, and the stu- ments of the degree program. The student’s programs dent’s status as graduate assistant or non- department chair or graduate coordinator may allow up to 4 undergraduate credits The advanced degrees offered by Portland graduate assistant. Further details on State University are listed below. graduate fees are available by contacting within the 9 credits if the undergraduate the Office of Admissions, Records, and credits are needed as prerequisites for grad- GRADUATE CERTIFICATES Financial Aid, 113 Neuberger Hall. uate courses or are important to the stu- A graduate certificate program is a linked Tuition and fees may be paid in full at dent’s plan of study. Any request for a series of approved graduate-level courses the time of registration; however, the Uni- student to take more than four undergrad- which constitute a coherent body of study versity offers a deferred tuition plan which uate courses must be approved by the dean with a specific defined focus within a disci- allows for a partial payment at registration of Graduate Studies. Graduate assistants pline. It is designed for a postbaccalaureate with the balance due in two installments. are provided a salary on a regular periodic participant and reflects the educational Admission application fee basis as compensation for the service pro- mission of the University. Each graduate (nonrefundable)...... $50.00 vided and receive a remission of the certificate program is approved by the Admission application fee for special limited instructional fee portion of tuition each graduate certificate status only Graduate Council and the Faculty Senate (nonrefundable)...... $25.00 term of appointment. Students wishing to with a minimum number of credits and a Tests apply for graduate assistantships must cor- specific set of courses which must be com- Graduate Record Examination (GRE) respond directly with the appropriate aca- pleted; a final project or portfolio may be General...... 96.00 demic department chair. The Office of required to provide for integration of the Graduate Management Admission Test Graduate Studies does not award graduate sequence of course materials. (GMAT)...... 125.00 assistantships. Students must be admitted to the grad- Miller Analogy Test ...... 45.00 PSU Laurels. The PSU Laurels Gradu- uate certificate program by the University Validation of out-of-date graduate credit ate Tuition Remission Program provides and must meet standards for admission to (per course) ...... 50.00 remission of the instructional fees at in- allied graduate degree programs (master’s Tuition (Spring 2003) state rates to academically qualified stu- or doctoral level programs). All graduate Oregon residents dents on a competitive basis with prefer- certificate applicants must have an accred- 8 credits ...... 2,017.00 ence given to Oregon residents. The tuition ited baccalaureate degree. Applicants with Full time (9 to 16 credits) ...... 2,404.00 remissions are available to admitted gradu- Each additional credit ...... 230.00 an undergraduate GPA of at least 2.75 are ate students, both full time and part time, eligible for regular admission with the at Portland State University. The PSU Lau- agreement of their graduate certificate pro- rels is a merit program; financial need is gram; applicants with an undergraduate G RADUATE STUDIES 67
GPA lower than 2.75 but at least 2.50 are dren’s and young adult literature (Curricu- program of study, the discipline and thesis eligible for conditional admission at the lum and Instruction); computational represent the major portion of the program discretion of their program. Applicants intelligence; computer modeling and simu- of study. with 12 or more graduate credits must lation (Systems Science); earth and space Applicants for admission must meet the have a cumulative graduate GPA of at least sciences for K-12 educators; engineering University requirements for admission to 3.00, and this GPA supersedes the under- geology; environmental geology; hydroge- graduate study. For further information on graduate GPA. Programs may specify addi- ology (Geology); hydrology (Environmen- admission, as well as other aspects of a spe- tional requirements, including higher tal Sciences and Resources); gerontology cific master’s degree, the appropriate minimum GPA requirements. (Urban Studies and Planning); profes- department should be contacted directly. Graduate certificate students must sional communication (Communication); remain in good academic standing (see systems engineering fundamentals (Sys- MASTER OF ARTS IN TEACHING AND page 52) and must achieve a cumulative tems Engineering); and real estate develop- MASTER OF SCIENCE IN TEACHING GPA of 3.00 or higher in all courses to be ment (Urban Studies and Planning). (M.A.T. AND M.S.T.) used for the graduate certificate. Application materials and program English (M.A.T. only); general arts and letters; environmental science; science; general social sci- Courses and certificates completed will requirements are available from the depart- ence; mathematics; music. be transcripted by the University Registrar ments offering these programs or from the as a part of the student’s permanent Graduate Studies Web site at For students interested in specializing University record. Certificates may be www.gsr.pdx.edu. in a particular teaching field at the second- awarded at the end of any term when the ary level, the Master of Arts in Teaching requirements have been met. Students MASTER OF ARTS. AND MASTER OF (M.A.T.) and/or the Master of Science in must apply for award of the certificate in SCIENCE (M.A. AND M.S.) Teaching (M.S.T.) are offered in the follow- the Office of Graduate Studies no later than Administration of justice (M.S. only); anthropol- ing fields: English (M.A.T. only), general ogy (M.A. only); biology; chemistry; civil engi- the first week of the term in which comple- arts and letters, science, environmental sci- neering; computer science (M.S. only); tion is expected. ence, general social science, mathematics, communication; conflict resolution; economics; and music. Courses completed up to seven years education (with options in counseling; curricu- prior to the certificate award date may be The fundamental purpose of the M.A.T. lum and instruction; educational policy, founda- and M.S.T. programs is the improvement of used to satisfy graduate certificate require- tions, and administration; media/librarianship; ments (i.e., a course started in the fall term the quality of teaching in the schools. To special education); electrical and computer engi- this end, the programs are developed and of 1997 will be beyond the seven-year limi- neering; engineering management (M.S. only); administered within flexible guidelines to tation at the close of fall term 2004). environmental sciences and resources (M.S. only); Courses completed for a graduate degree English (M.A. only); financial analysis; foreign match the needs of students with varying program may be applied to completion of a languages (M.A. only) with options in French, backgrounds and professional plans. The graduate certificate program. Degree cred- German, and Spanish; foreign literature and lan- programs permit the prospective or in-ser- its earned in fulfillment of a graduate certif- guage (M.A. only); geography; geology (with an vice teacher to work toward satisfying the icate program may be applied to a graduate option in geohydrology); health studies; history requirements for a teaching certificate if degree program, provided they meet the (M.A. only); interdisciplinary studies; mathemat- desired and, in addition, to devote a sub- appropriate standards for use in the degree ics; mechanical engineering; physics; political sci- stantial portion of the program of study to (including acceptable grade and comple- ence; psychology; sociology; speech and hearing coursework in selected academic fields. All tion within seven years of the degree award sciences; statistics; TESOL (M.A. only); theater M.A.T. degrees require a demonstrated pro- date for the master’s degree). arts; writing. ficiency in at least one foreign language. For graduate certificates only. Trans- The University offers programs leading Foreign language proficiency is not fer credit is defined as any graded (B- or to the Master of Arts and the Master of Sci- required for the M.S.T. degree. higher) graduate course taken at another ence as shown in the Graduate Degrees sec- In general, admission requirements are accredited institution. Two-thirds of the tion. In all programs leading to these equivalent to admission requirements for credits required for a graduate certificate, degrees, the primary emphasis is placed the M.A. and M.S. degrees. or 15 credits, whichever is higher, must be upon the student’s scholarly development A minimum of 45 graduate credits is taken at PSU. Individual programs may set through formal coursework, seminars, required. higher minimums. research, and independent study. The pro- The program of study includes the fol- The following graduate certificate pro- grams are designed to develop a mastery of lowing: grams are currently offered (additional pro- subject matter in a chosen discipline and to 1. At least 24 graduate credits must be grams are in the process of approval): provide training and experience in devoted to selected courses in academic addictions counseling; marriage and family research. fields which strengthen the candidate’s counseling (Special and Counselor Educa- Candidates for the Master of Arts and scholarship in a teaching field and related tion); analog and microwave circuit design; Master of Science degrees must earn a min- area. This minimum may be higher at the communication systems; computer archi- imum of 45 credits in approved graduate department’s discretion. At least 12 credits tecture and design; design automation; dig- courses. A thesis may be required, depend- in residence at PSU at the 500, 500/600, or ital design; digital signal processing; image ing on the program. The Master of Arts 600 level must be completed successfully. processing; integrated circuit test, verifica- degree requires a demonstrated proficiency The remainder of the required courses may tion, and validation; lasers and optoelec- in one or more foreign languages. Foreign be 400/500 courses taken for the 500-level tronics (Electrical and Computer language proficiency is not required for the number. Engineering); applied energy economics Master of Science degree. Programs of 2. At least 9 credits of courses in education (Economics); geographic information sys- study are built upon appropriate baccalau- are required. tems (Geography); applied statistics; math- reate preparation and include a major dis- 3. A final written examination covering the ematics for middle school mathematics cipline; if a thesis is included in the academic teaching field and professional teachers (Mathematical Sciences); chil- education courses is required. 68 P ORTLAND STATE UNIVERSITY
4. A final oral examination is required of all Master of Urban and Regional Planning dissertation. Before being admitted to can- students except in music and math M.S.T. (M.U.R.P.); Master of Urban Studies didacy for the Ph.D. degree, each student programs. (M.U.S.). must pass written comprehensive examina- tions; some programs also require demon- Information on admission and other DOCTOR OF PHILOSOPHY (PH.D.) aspects of a program may be obtained by strated competency in at least one foreign Civil and environmental engineering; computer language. Advancement to candidacy for contacting the department identified with science; electrical and computer engineering; the Doctor of Philosophy degree requires, the field of interest. environmental sciences and resources (with options in biology, chemistry, civil engineering, among other prerequisites, certification by PROFESSIONAL DEGREES the responsible program coordinator/direc- Master of Business Administration economics, geography, geology, and physics); mathematics education; mathematical sciences; tor that specified coursework has been or (M.B.A.), with an option in management of public administration and policy; social work and will be completed and that the proposed innovation and technology; Master of Edu- social research; systems science (with options in research can be adequately supported and cation (M.Ed.); Master of Engineering anthropology, business administration, civil engi- directed. The dean of Graduate Studies (M.Eng.), in civil and environmental engi- neering, economics, engineering management, retains final approval authority for neering, civil engineering management, mathematics, mechanical engineering, psychol- advancement to candidacy. electrical and computer engineering, man- ogy, and sociology); urban studies. In addition to the general University ufacturing engineering, mechanical engi- The Doctor of Philosophy degree is admission and degree requirements, each neering, project management, systems awarded for scholastic achievement based doctoral program has special requirements engineering, technology management; upon the candidate’s proven comprehen- and/or policies concerning admissions and Master of Environmental Management sive knowledge in a recognized specialized awarding of the Ph.D. degree. Information (M.E.M.); Master of Fine Arts (M.F.A.), in field of study and for creative scholarship on specific admissions requirements, pro- art, with options in painting, sculpture, through independent research. Judgment cedures, and other aspects of the program and mixed media; Master of International of such attainments is based upon evalua- can be obtained from the following: dean, Management (M.I.M.); Master of Music tion of a dissertation grounded in indepen- College of Engineering and Computer Sci- (M.M.), with options in performance and dent research and the passing of prescribed ence: Civil and Environmental Engineer- conducting; Master of Public Administra- written and oral examinations. ing Doctoral Program, Computer Science tion (M.P.A.), with an option in health All doctoral students must fulfill the Doctoral Program, and Electrical and Com- administration; Master of Public Health residency requirement by attending a mini- puter Engineering Doctoral Program; direc- (M.P.H.), a joint program with Oregon mum of three consecutive terms of full- tor, Environmental Sciences and Resources Health Sciences University and Oregon time approved graduate study at PSU (at Doctoral Program; director, Mathematics State University, with options in health least 9 credits per term) after admission to Education Doctoral Program; director, education/health promotion and health the doctoral program. Mathematical Sciences Doctoral Program; administration and policy; Oregon Master Doctor of Philosophy programs consist director, Social Work and Social Research of Software Engineering (O.M.S.E.), a joint of formal coursework, guided individual Doctoral Program; director, Systems Sci- program with Oregon Graduate Institute, study in a chosen field or discipline, study ence Doctoral Program; and dean, College Oregon State University, and University of in cognitive areas, and original research of Urban and Public Affairs: Urban Studies Oregon; Master of Social Work (M.S.W.); which serves as the basis for a scholarly Doctoral Program and Public Administra- tion and Policy Doctoral Program. Under the Western Interstate Commis- sion for Higher Education (WICHE) Regional Graduate Program agreement, res- idents of Alaska, Hawaii, Idaho, Montana, Nevada, New Mexico, Utah, Washington, and Wyoming admitted to the following programs pay resident fees: the master’s and doctoral programs in environmental sciences and resources; the master’s pro- gram in education: special education with a focus in visually impaired learners; master’s and doctoral programs in urban studies; or the doctoral program in public administra- tion and policy. DOCTOR OF EDUCATION (ED.D) In educational leadership: administration; post- secondary education; curriculum and instruction; special and counselor education. The Doctor of Education degree is granted in recognition of mastery of theory, practice, and research in education. The criteria for the award of the degree are the candidate’s demonstrated comprehensive knowledge of designated fields of concen- tration and specialization and the success- ful presentation and defense of a dissertation embodying the results of origi- G RADUATE STUDIES 69
nal investigation which demonstrates the Options for meeting the graduate for- A student whose native language is not candidate’s ability to conduct independent eign language requirement for M.A. and English may meet the foreign language investigation. The dissertation is a contri- M.A.T. students. The Department of For- requirement in English, except for students bution to knowledge or a constructive eign Languages and Literatures will accept in two programs: (1) students in the M.A. result of significance and value for educa- the following ways of satisfying the gradu- in French, Spanish, or German, who must tional practice. In addition to the area of ate foreign language competency require- be tested in a language other than English specialization, which includes the leader- ment: and other than the language of their M.A. ship core and the specialty studies core, the 1. Equivalent coursework: Students who program; and (2) students in the M.A. in student’s program of study includes work have passed a course equivalent to PSU Foreign Literature and Language, who are in related fields outside education and the level 203 or higher in a foreign language required to demonstrate fluency in two for- use of systematic inquiry leading to the within the four years prior to their admis- eign languages other than English at the dissertation. sion into their PSU graduate program will time of admission and are not required to All doctoral students must fulfill the be deemed to have met the language demonstrate additional competency except residency requirement by attending a mini- requirement. The Department of Foreign as necessary to complete their degree mum of three consecutive terms of full- Languages and Literatures will issue a certif- requirements. time approved graduate study at PSU (at icate of completion upon evaluation of the For M.A. TESOL students only, a stu- least 9 credits per term) after admission to student’s academic record. M.A. and M.A.T. dent whose native language is not English the doctoral program. For the Ed.D., these students are responsible for making their will meet the written requirement (2.b., approved graduate credits may be course- academic records available to the chair of above) by achieving a TOEFL score of 600 work, the study of practice (i.e., field-based that department in the first term of admis- or higher. work), or dissertation credits. Foreign sion and requesting evaluation and certifica- Final examination. If a final examina- language competency is not required for tion. tion is required by the student’s major the Ed.D. degree. The equivalent of three 2. Students who do not meet the require- department, it shall be taken after success- years of full-time study beyond the bacca- ment under 1. above should make an ful completion of any required foreign lan- laureate is required. appointment with the Department of guage examination and after at least 30 The Ed.D. in educational leadership Foreign Languages and Literatures during credits have been completed. The examina- program prepares highly qualified profes- the first term after their admission to make tion is not a re-examination over course- sional educators for positions in teaching, an individualized plan for the completion of work but rather a test of the candidate’s supervision, and administration in elemen- their language requirement. Options ability to integrate material in the major tary and secondary education, in commu- include preparing for and passing one of and related fields, including the work in nity and four-year colleges and universities, these evaluations: any thesis or research project. and in other educational institutions, both If a final oral examination is required, it public and private. a. Oral proficiency interview (mandatory may be scheduled only during the regular Information concerning admission for M.A. TESOL students if they do not take sessions and no fewer than two weeks requirements, procedures, and other a course at level 203 or above) before the close of the term of graduation. aspects of the program can be obtained b. A written test (mandatory for M.A. If a thesis is being presented, the required from the dean, Graduate School of Educa- TESOL students if they do not take a course oral examination (thesis defense) must be tion. at level 203 or above), such as scheduled no later than five weeks prior to i. The Graduate Student Foreign the close of the term in which the degree Language Test will be granted. For summer term gradua- Degree requirements ii. The CLEP exam tion, deadlines apply to the regular eight- MASTER’S DEGREE iii. A special exam, administered by the week Summer Session dates; later comple- Prior to the completion of 18 credits, the Department of Foreign Languages and tion will result in fall term graduation. degree student prepares a program of study Literatures When a thesis is presented, the final with the assistance of the faculty adviser. c. Coursework after admission: taking a oral examination is conducted by a com- The purpose of the planned program of course at level 203 or above mittee of at least three and not more than five faculty members, including the candi- study is to present an organized, individu- d. Overseas intensive courses or other date’s adviser as chairperson and a repre- alized plan for coursework, practicums, intensive courses sentative of the Office of Graduate Studies and research activities consistent with the e. Special reading courses, if available. requirements for the proposed degree and who is appointed by the dean of Graduate The Department of Foreign Languages Studies. The chair of the examination com- approved by the faculty adviser. Successful and Literatures will teach and test only in completion of the program of study should mittee and the Graduate Office representa- languages in which it has expertise. How- tive must be regular, full-time PSU faculty, demonstrate a high level of academic and ever, off-campus arrangements may be pos- professional performance required in the tenured or tenure-track, assistant professor sible with the cooperation of other or higher in rank; the other committee graduate specialization. institutions. Certification of having passed The final, approved program of study members may include adjunct faculty. If it a foreign language examination from an is necessary to go off-campus for one com- must be received in the Office of Graduate institution other than Portland State Uni- Studies not later than the first week of the mittee member with specific expertise not versity must be approved by the Depart- available among PSU faculty, a CV for that term of graduation. ment of Foreign Languages and Literatures Language requirement. The language proposed member must be presented; that at Portland State University prior to member must be in addition to the requirement for M.A. and M.A.T. students acceptance as fulfillment of the University’s must be passed before the student’s pro- required three PSU faculty members. All master’s degree foreign language compe- committee members must have master’s gram (GO-12) or committee can be tency requirement. approved and before final exams can be degrees. taken. 70 P ORTLAND STATE UNIVERSITY
In the case of a non-thesis oral examina- Thesis. The presentation of a thesis as filmed and abstracts published in the Mas- tion, the committee shall consist of at least partial fulfillment of the requirements for ter’s Abstracts. The microfilm agreement two members of the student’s department, the master’s degree is required in certain form and further information may be including the candidate’s adviser. At the departments. If a thesis is presented, the obtained from the Office of Graduate Stud- discretion of the department, a faculty student must register for 6 to 9 thesis cred- ies. It is not required that master’s theses be member from another department may be its in the appropriate department. Final microfilmed. Upon the recommendation of added; that member would be selected by grades for thesis credits are not recorded the department chair, however, selected the adviser, the department chair, or the until the thesis has been approved. IP is the theses may be accepted for microfilming. departmental graduate committee chair, interim grade reported. When the thesis is In such cases an abstract of not more than according to department policy. For M.A.T. required, it becomes a major factor in 150 words must be submitted to the Office and M.S.T. candidates, one member of the determining the eligibility of the candidate of Graduate Studies with the microfilm committee is required to be added from the for the degree. Each school, college, and agreement form. The charge for this service Graduate School of Education. department defines the nature of research is $45, payable at the Cashier’s office after The chairperson of the final oral exami- and scholarship accepted for a thesis, but picking up the necessary forms in the nation committee will schedule the time in all cases a high level of resourcefulness, Office of Graduate Studies. and place of the examination after agree- productivity, and mature perception of the Time limitation. All coursework sub- ment has been reached among all members discipline is expected. The quality of the mitted for the master’s degree program and the candidate. All committee members culminating work must meet University approved by the department must be com- or alternates approved by the dean of standards and reflect those of other leading pleted within the seven years prior to the Graduate Studies must be present for the universities. awarding of the degree (e.g., a course final oral examination. The final examina- The subject of the thesis must be within started in the fall term of 1997 will be tion is open to the University faculty. Pass- the major field of the candidate. Although beyond the seven-year limitation at the ing of the final oral examination requires a the thesis is not required to show original close of fall term 2004). The formal appli- majority approval. In case of failure of the results, it must reveal independent investi- cation for the degree must be filed with the final oral examination, the department has gation, including the knowledge and appli- Office of Graduate Studies no later than the the option of disqualifying the candidate cation of the accepted methods of first week of the anticipated term of gradu- from the master’s program or permitting scholarship and research methodology. The ation. Deadlines for each term are available the candidate to appear for re-examination thesis represents the independent work of in the Office of Graduate Studies. after a period of at least three months. The the candidate for the degree and must be Validation of out-of-date graduate result of the second examination is final. developed under the direction of a faculty credit. A PSU course more than seven If a final written examination is member approved for graduate instruction. years old at the time of graduation, but no required, the student must pass all sections The student must be registered for at least more than ten years old at the time of grad- of the examination. If the student fails the one credit in every term in which the stu- uation, may be used toward master’s degree entire examination or any section thereof, dent is working on any phase of thesis, requirements after a successful validation the department may dismiss the student including data development or collection, exam (for example, a course taken in fall from the degree program, or permit the writing, revision, defense, and finalization 1994 may be validated for a graduation student to repeat the entire examination, or through acceptance by the PSU Library and term no later than fall 2004). A separate the section that was failed, after a mini- the Office of Graduate Studies. validation examination must be given for mum of three months. The result of the Three copies of the thesis (unbound), each course, in accordance with the full second examination is final. prepared in accordance with the Univer- requirements listed on the GO-15 form, Human Subjects Research Review sity’s Information Regarding Thesis Approval, available in the Office of Graduate Studies Committee. All research involving human and four copies of an abstract of not more (117 Cramer Hall). Departments are subjects conducted by faculty, staff, or stu- than 350 words must be filed with the expected to limit validation examinations dents in any program at PSU must have Office of Graduate Studies not later than to those courses that are current and rele- prior approval of the Human Subjects three weeks prior to the close of the term in vant in the discipline and meet the current Research Review Committee. This policy, which the degree will be granted. Dead- requirements of the master’s degree pro- established by the Office of the President of lines for each term are available in the gram. Validated courses are limited to one- Portland State University, applies to all Office of Graduate Studies. Two copies of third of the program requirements (i.e., 15 research under the auspices of the Univer- the thesis will be bound by the Library. The credits total in a 45-credit program). Each sity, including surveys and questionnaires, third copy will be forwarded to the major examination attempted, regardless of whether supported by grant, contract, gift, department. It is wise to clear with the result, has a fee of $50.00, which will be University, or personal funds. Even if a stu- Office of Graduate Studies before under- credited to the department giving the dent’s research is exempt from full Human taking the final preparation of the thesis. exam. Subjects Research Review Committee Thesis in absentia. With the written In very unusual cases, with the specific review, the student must still file an appli- approval of the department or program agreement of both the student’s department cation with the HSRRC. The decision to chair, the dean of Graduate Studies may and the department most equivalent to the waive review is made by the HSRRC chair authorize the thesis to be prepared in original course department, a student may or a designated member of that committee. absentia. The student must register at Port- validate a graduate course from another HSRRC applications may be obtained from land State University at the beginning of accredited institution, in accordance with the Office of Research and Sponsored each term and conduct the research under the full requirements listed on the GO-15 Projects in 111 Cramer Hall. The student the direction of the thesis adviser. form. should allow a minimum of six weeks for Microfilming. The University sub- the approval process. scribes to the services offered by University DOCTORAL DEGREE Microfilms International, enabling degree Advisory committee. An advisory com- candidates to have master’s theses micro- mittee for the doctoral degree student shall consist of at least three faculty members G RADUATE STUDIES 71
representative of the student’s field of study. faculty adviser is superseded by the disser- sity, including surveys and questionnaires, When a student enters the doctoral pro- tation adviser. The chair of the dissertation whether supported by grant, contract, gift, gram, a faculty adviser shall be designated committee and the Graduate Office Repre- University, or personal funds. Even if a stu- by the program director to advise the stu- sentative must be regular, full-time PSU dent’s research is exempt from full Human dent and to meet in regular consultation faculty, tenured or tenure-track, assistant Subjects Research Review Committee concerning the program of studies and professor or higher in rank; the other three review, the student must still file an appli- research. The additional members of the committee members may include adjunct cation with the HSRRC. The decision to advisory committee shall be appointed faculty. If it is necessary to go off-campus waive review is made by the HSRRC chair after successful completion of 9 credits for one additional committee member with or a designated member of the HSRRC. The and not later than six months prior to the specific expertise not available among PSU student should allow a minimum of six completion of the comprehensive faculty, a curriculum vitae (CV) for that weeks for the approval process. examinations. proposed member must be presented. All Dissertation presentation. With guid- Residence requirements. A minimum committee members must have doctoral ance of the dissertation committee, the can- of three academic years of satisfactory grad- degrees. A written dissertation proposal didate shall present a dissertation written uate study beyond the baccalaureate is shall be presented to the dissertation com- in acceptable form setting forth the results required. A minimum of three consecutive mittee for discussion, evaluation, and sug- of original and independent investigation. terms must be spent in full-time residence, gested modifications. No proposal defense The dissertation must constitute a contri- with registration for and successful com- shall be valid without a dissertation com- bution to knowledge, significantly enlarg- pletion of 9 or more graduate credits each mittee approved by the Office of Graduate ing, modifying, or reinterpreting what was term, after admission to the doctoral pro- Studies. The final proposal submitted to previously known. The candidate is gram at Portland State University. Summer the committee for approval should be suffi- expected to register for dissertation and the term may be included (i.e., spring, sum- ciently detailed and clear to provide a blue- related research for a minimum of one full- mer, fall 2003) or excluded (i.e., spring print for the study to follow. The proposal time academic year. Until the degree is 2003, fall 2003, winter 2004) in calculat- is expected to include the following: granted, the student enrolls for the number ing consecutive terms. 1. General nature and present status of of credits appropriate to the amount of Language requirement. For the Ph.D. knowledge of the problem. University services utilized, as determined degree, the student may be required to 2. The theoretical and empirical frame- by the dissertation adviser, with a mini- demonstrate competency in at least one work within which the proposed problem mum of one credit each term. Ph.D. stu- foreign language. This requirement is exists. dents must register for a minimum of 27 determined by the governing unit of the hours of dissertation (603) credits before student’s program, department, or school. 3. The significance of the proposed graduation; Ed.D. students must register Any foreign language requirement must be research and its likely contributions. for a minimum of 18 hours of dissertation completed before the comprehensive 4. The research methodology to be used. (603) credits before graduation. A mini- examinations. When the dissertation committee has mum continuing enrollment of one credit Preliminary examination. Early in the approved the proposal, the student revises is required through the term a student doctoral program the student may be the HS draft and submits it to the HSRRC graduates. The dissertation must be pre- required to take preliminary examinations. office (111 Cramer Hall) for approval. The pared in accordance with the University’s The scope and content of the examination, doctoral program recommends the student Information Regarding Dissertation Approval, and the standard of performance, shall be for advancement to candidacy once HS available in the Office of Graduate Studies. determined by the department concerned. approval has been granted. Changes in the Microfilming. Portland State University Comprehensive examination. Before original proposal are permitted, but the subscribes to the services offered by Uni- advancement to candidacy and not less student is expected to provide a sufficiently versity Microfilms International, enabling than one academic year before all require- complete formulation of the proposal degree candidates to have their doctoral ments for the doctoral degree are expected before approval and to keep modifications dissertations microfilmed and abstracts to be completed, the student must pass a to a minimum. All major modifications of published in the Dissertation Abstracts series of comprehensive examinations in the approved dissertation proposal must be International. Microfilming is mandatory the field of specialization. The examina- reviewed and approved by the dissertation for doctoral candidates. An abstract, not to tions may be written, oral, or both. The committee and the Human Subjects exceed 350 words, must be submitted to comprehensive examinations may not be Research Review Committee. If the student the Office of Graduate Studies with the taken until the language requirement, if has not satisfied the residency requirement microfilm agreement form. The charge for any, and substantially all the coursework by the time of advancement to candidacy, a this service is $55, payable at the Cashier’s for the degree have been completed. plan for doctoral residency must accom- office, after picking up the necessary forms Advancement to candidacy. After pany the program’s recommendation for in the Office of Graduate Studies. Doctoral passing the comprehensive examination advancement. The dean of Graduate Stud- students may wish to copyright their dis- and the identification of the dissertation ies retains final approval authority for sertations. The charge for this optional ser- problem, and after the student completes a advancement to candidacy. vice is $45. preliminary draft for approval from the Human Subjects Research Review Final oral examination. After tentative Human Subjects Research Review Commit- Committee. All research involving human approval of the dissertation, the candidate’s tee, a dissertation committee—consisting subjects conducted by faculty, staff or stu- dissertation committee, including the rep- of the dissertation adviser, a minimum of dents in any program at PSU must have resentative of the Office of Graduate Stud- three and a maximum of five additional prior approval of the Human Subjects ies, shall conduct a final oral examination, faculty from the doctoral program, plus the Research Review Committee. This policy, which may be scheduled only during the representative of the Office of Graduate established by the Office of the President of regular sessions or during the eight-week Studies—shall be formed to take the place Portland State University, applies to all Summer Session. The final examination of the advisory committee. At this time the research under the auspices of the Univer- shall not be given until coursework and 72 P ORTLAND STATE UNIVERSITY
residence requirements have been com- MASTER OF ARTS, MASTER OF uate courses of at least two, and no more pleted. The final defense of the dissertation SCIENCE PROGRAM IN than three, separate academic disciplines. may be held no later than five weeks prior INTERDISCIPLINARY STUDIES Changes to the advising committee or the to the conferring of the degree. For This program, effective fall 2003, is plan of study after admission must be summer term graduation, deadlines apply designed to provide highly motivated stu- approved in advance by the Office of Grad- to the regular eight-week Summer Session dents the opportunity to develop, with an uate Studies. dates; later completion will result in fall advising committee, an individualized, The program requires 54 approved term graduation. The final doctoral oral interdisciplinary program for graduate graduate credits and a culminating activity examination, which is open to the public, study, in which approved courses in the (thesis or project). If two departments or is the culminating experience in the doc- humanities, sciences, social sciences, and programs participate, 48 credits are toral studies. The candidate is expected to the professional schools are combined to required in the two programs with a mini- prepare and present orally a formal state- create a cohesive program not otherwise mum of 20 in each, and an additional 6 ment on the research methodology and available on campus. Such a program will credits of Thesis (ISt 503) or Project (ISt results. The oral presentation should not involve a minimum of two and a maximum 506). If three departments or programs exceed 30 minutes. Following the oral pre- of three academic disciplines. participate, 48 credits are required in the sentation, the candidate must defend the The program is also designed to three programs with a minimum of 15 in dissertation as a worthy contribution to respond to faculty-driven initiatives in each, and an additional 6 credits of Thesis knowledge in its field and must demon- emerging fields of study, providing an (ISt 503) or Project (ISt 506). strate a mastery of the field of specializa- avenue for faculty from different disciplines The following additional requirements tion as it is related to the dissertation. The to collaborate in graduate education in apply to both options: questioning and discussion are for the pur- areas of intellectual interest where specific ◆ All university requirements apply. pose of: (1) further enlightenment of the graduate programs do not yet exist. ◆ All courses in each department must be candidate and the committee of the signifi- Admission to the program. Admission approved by the faculty adviser in that cance and limitations of the research, and applications are available in the Office of department. (2) demonstration that the candidate has Graduate Studies (117 CH). Students must ◆ All credits must be 500- or 600-level. met the high expectations of the University meet all requirements for regular Univer- ◆ Students earning the M.A. degree must for the award of the doctoral degree. sity admission. Admission will be selective, pass the current Foreign Language All committee members or alternates based on completed graduate coursework Requirement for M.A./M.A.T. students approved by the dean of Graduate Studies (if applicable), appropriate undergraduate before any final examination can be must be present for the final examination. coursework, grades, particular departmen- given and before a Graduate Office Rep- For dissertation approval there may be no tal requirements, letters of recommenda- resentative for the thesis/project commit- more than one dissenting vote on the doc- tion, and a statement of purpose regarding tee can be approved. toral final examination. If the final oral the intended fields of study. In addition, ◆ Of the 54 credits applied to the degree, examination is not satisfactory, the advisory each student must obtain the consent of an students must take a minimum of 36 committee may recommend that the dean eligible tenured or tenure-track faculty credits at Portland State after admission of Graduate Studies permit the candidate adviser in each of the two or three intended to the graduate degree program. to take another oral examination after a departments, indicating willingness to ◆ A maximum of 12 credits total of 501 period of further study. serve on the student’s advisory and final (Research), 502 (Independent Study), Dissertation in absentia. With the examination committee and acceptance of and 505 (Reading and Conference) com- written approval of the doctoral program the general plan of study and intended out- bined may be applied toward the 54 chair, the dean of Graduate Studies may come. One of these faculty members will required credits. No 508 (Workshop) authorize the dissertation to be prepared in be designated as chair. One faculty adviser credits can be applied to the degree. A absentia. The student must register at Port- (in a two-department program) or two fac- maximum of 6 credits of 509 (Practi- land State University at the beginning of ulty advisers (in a three-department pro- cum) and/or 504 (Internship) combined each term and conduct the research under gram) should have experience as chair of a may be applied toward the degree. A the direction of the dissertation adviser. master’s or doctoral committee in which total of 16 credits of 501, 502, 504, 505, Time limitation. A doctoral candidate the degree was granted within the past and 509 combined may be applied has a minimum of four months and a max- three years. Each faculty member may toward the degree. (Courses numbered imum of five years from the effective date chair only two M.A./M.S. interdisciplinary at the 600-level still must fit within these of advancement to candidacy to complete studies committees at any one time. limits.) all requirements for graduation, including Admission decisions will be made by a ◆ All students will be required to pass a defense of the dissertation and its final committee composed of the coordinator of final oral examination. For both thesis acceptance by the Office of Graduate Stud- Graduate Studies, the senior academic and project students, this will be a pre- ies (within this time frame, doctoral pro- adviser in Liberal Arts and Sciences, and a sentation of an oral examination on the grams may have stricter requirements). representative from each of the depart- thesis or project, in keeping with Univer- Candidates must be continuously enrolled ments or programs (not the proposed sity requirements for master’s final oral during that period. Failure to meet the five- adviser), designated by the department examinations, and including a represen- year limitation will invalidate passing of the chair. This committee may choose to tative from a different department comprehensive examinations and remove include additional departmental or Gradu- selected by the Office of Graduate Stud- the student from candidacy. Readmission to ate Council members in assessment of indi- ies to complete the final oral examina- candidacy requires the passing of the regu- vidual application files, if appropriate. tion committee. lar, or a special, comprehensive examina- Degree requirements. The degree is tion. Approvals for readmission are intended to allow students, in collabora- required from the academic program and tion with graduate advisers, to structure a the dean of Graduate Studies. coherent program from the approved grad- G RADUATE STUDIES 73
neural networks, systems approach, sys- admission to the master’s program, but Systems Science tems theory, systems dynamics, and other must complete and submit a GO-19D form areas. to the program. Harder House Doctor of Philosophy in systems Doctor of Philosophy in systems 1604 SW 10th Avenue science. There are two options for the science. Students with high academic 503-725-4960 Ph.D. in systems science. standing and with a baccalaureate and/or www.sysc.pdx.edu/ Core option: The student pursues master’s degree may apply for admission to M.S. interdisciplinary studies with a strong the doctoral program. Generally, applicants Ph.D. emphasis on systems coursework. Exam- should have a combined GRE score of Systems science is the study and applica- ples of study topics appropriate for inclu- 1100 (quantitative and verbal, or analytical tion of general methods of problem solving sion in such a program are: intelligent and verbal) or GMAT score of 550. Appli- and general principles governing systems systems; information, structure and cants must submit scores (taken within the of widely differing types. Systems concepts dynamics; organization, decision making last five years) for either the GRE aptitude and techniques are used extensively for and optimization; modeling and simula- or GMAT test to verify their national rank- both applied and research purposes. In tion; systems philosophy; systems ing. The Admissions Committee will con- industry and government, considerable approach; and related topics in the study of sider exceptions to the five-year demand exists for professionals who are complex systems. requirement, if the GRE or GMAT scores skilled in modern methods of decision Departmental option: The student are in the 90th percentile or higher. making and systems design and who are undertakes advanced academic preparation In considering an applicant for admis- capable of managing complex social and primarily in a single department or school. sion, the admissions committee for Systems technical systems. In mathematics, engi- Discipline-oriented studies, augmented by Science seeks evidence of demonstrated neering, business administration, and the systems coursework, lead to dissertation intellectual capacity, undergraduate and/or natural and social sciences, systems theo- research that incorporates systems ideas graduate training in an appropriate disci- rists continue to make important contribu- and methods. This option is currently pline (or disciplines), adequate preparation tions to the growth of knowledge within available in the above listed departments in in mathematics (including calculus, statis- academic disciplines and to the application the College of Liberal Arts and Sciences, tics, and computer programming), and the of knowledge across disciplinary bound- the College of Engineering and Computer potential to pursue advanced study and aries. Indeed, the most exciting research in Science and the School of Business research for the Ph.D. Students are admit- science and engineering today is outside Administration. ted to the program in fall, winter, and the boundaries of traditional disciplines Both of the options facilitate the design spring terms. Prospective applicants should and is done at centers and institutes that of curricula which are individually tailored call or email the Systems Science Program study systems described as complex, artifi- to the needs and interests of the students. for the information packet. It is also avail- cial, adaptive, nonlinear, or intelligent. Master of Science in systems science. able online at www.sysc.pdx.edu. The Office of Such research can be viewed as the contin- The Systems Science M.S. program empha- Admissions must receive: (1) the com- uation and contemporary form of systems sizes the systems theories and methodolo- pleted Application to Doctoral Program science, which crystallized after World War gies taught in the current Systems Science form, (2) the application fee, (3) one copy II around general systems theory, cybernet- Ph.D. program. Students choose a combi- of all undergraduate and graduate tran- ics, operations research, systems dynamics, nation of systems science courses plus scripts to be sent by the institutions to systems engineering, and systems analysis. approved courses in associated disciplines. Portland State University, and (4) TOEFL if In 1970, the Systems Science Ph.D. Pro- Concentration areas include (but are not a foreign student. The applicant must gram was established at Portland State Uni- limited to) the faculty research areas arrange for the Admissions Committee for versity. The program encompasses both described in the document entitled Systems Systems Science to receive: (1) the com- applications and theory-oriented aspects of Science Research at PSU. Upon completion pleted Application to Doctoral Program the field. It is designed to prepare students of the program, students will understand a form, (2) one copy of all undergraduate for professional practice in industrial, gov- wide variety of systems ideas, be able to use and graduate transcripts to be sent by the ernmental, and public service organiza- them in modeling and analysis, be able to institutions, (3) GRE aptitude or GMAT tions and for research and teaching in tap methods and ideas from a variety of scores, (4) three letters of recommendation academic institutions. disciplines, and will gain expertise in from faculty and/or professionals The School of Business Administration, problem solving and in being integrative acquainted with the applicant’s abilities and the College of Liberal Arts and Sciences thinkers. record, (5) statement of the student’s (Departments of Economics, Mathematics, expectations of the program, and (6) Sociology, Anthropology, and Psychology), TOEFL score of 575 or other evidence of and the College of Engineering and Com- Admission English competency if a foreign student. puter Science (Departments of Civil Engi- requirements Each applicant who has received formal neering, Engineering and Technology notice of admission to the Systems Science Master of Science in systems science. Management, and Mechanical Engineering) Doctoral Program should contact the pro- Admission is based on the applicant’s aca- formally participate in the program. In gram office for initial advising. Adviser(s) demic transcript, two letters of recommen- addition to the systems courses offered by will be appointed to assist and consult with dation, a statement of interests and these departments (e.g., cost-benefit analy- the admitted student regularly in planning objectives, and other background material sis, operations research, systems analysis the program of study and research. A com- considered individually by an admissions and synthesis, mathematical modeling, prehensive examination committee is committee, in line with general University etc.), the systems science core faculty offers appointed for each student to give required admission policies. GRE/GMAT scores are courses in artificial life, computer simula- oral and written examinations. A disserta- recommended but not required. Students tion, discrete multivariate modeling, tion committee supervises the research and admitted to the Ph.D. program (either dynamic systems, information theory, preparation of the dissertation. option) need not apply separately for 74 P ORTLAND STATE UNIVERSITY
Degree requirements Consequently, students taking SySc 511 If required, the foreign language examina- and 512 should have stronger quantitative tion must be successfully completed before Master of Science in systems science. To background. the student is allowed to take the compre- be granted an M.S. degree, students must To fulfill the remaining 8 credits of the hensive examinations. meet the requirements below and submit systems component, students must take Comprehensive examinations. Writ- the necessary Graduate Studies Office two systems science courses numbered 515 ten and oral comprehensive examinations forms. All students will be required to through 599 or 610 and above. These elec- are required in appropriate areas to demon- complete 24 credits of courses listed under tive courses are either advanced systems strate the breadth and depth of the stu- Systems Science in the PSU catalog, includ- science courses or integrative courses. The dent’s academic competence, and expertise ing selected new 510/610 courses that are integrative courses have emerged from the in research techniques pertinent to his/her under development. The master’s program interdisciplinary nature of the program. intended dissertation area. Written exams has two options: They are taught jointly by faculty from Sys- cover four distinct areas, each including a 1. Thesis option: Students must take 12 tems Science and participating depart- minimum of 16 course credit hours. additional credits of systems science courses ments, and the topics covered illustrate Advancement to candidacy. All stu- and/or approved courses from other depart- specific applications of systems concepts. dents must establish competency in appro- ments (see document entitled, Approved Additional coursework requirements. priate research methodology before Resource Courses for the Master of Science Beyond the systems component described beginning their dissertation research. After Program in Systems Science); and 9 thesis above, additional graduate courses are this and all other requirements have been credits. required to meet the 72 credit hour pro- met, the student prepares a proposal for A student selecting the thesis option gram minimum for advancement to candi- independent research leading to a signifi- must form a thesis committee of at least dacy. Participating departments may have cant and original contribution to knowl- three faculty members (two committee additional or more specific requirements. edge in the systems field. When the members, one of whom must be a systems Core option students are required to take proposal is accepted, the student is science core faculty, and a Graduate Studies an additional 12 credits in systems science, advanced to candidacy, and then focuses representative), and pass an oral thesis beyond the 16 credit core requirement. exclusively on research. Students must reg- defense. Design of the student’s comprehensive ister for at least 27 credits of dissertation 2. Non-Thesis option: Students must take exam and anticipated dissertation research research after advancement to candidacy. 21 additional credits of systems science should guide course selection. Dissertation. Completed research is courses and/or approved courses from other Courses taken to satisfy the systems presented in a dissertation which must be r departments (see document entitled, core and additional coursework require- approved and successfully defended in a Approved Resource Courses for the Master of ments must be at the 500 or 600 level. final oral examination. Science Program in Systems Science). Credit for graduate work done elsewhere The student can anticipate approxi- A student selecting the non-thesis (with a grade of B or better) may also be mately four to five years of full-time study option will be required to pass two written approved. However, at least 27 credits of beyond the baccalaureate degree in order comprehensive exams, each of which covers coursework (not including dissertation to satisfy the program requirements. a minimum of 16 credit hours of course- credits) must be taken at Portland State Detailed additional information on require- work. One of the examiners must be a Sys- University. ments and procedures are contained in the tems Science core faculty member. Students Decisions to transfer credits for core document, “Systems Science Ph.D. Pro- admitted to the Ph.D. program who pass option students are made by the program gram Supplemental Rules,” and should be their comprehensive exams meet this director upon recommendation of the stu- obtained by visiting our Web site: requirement automatically. Ph.D. students dent’s adviser(s); decisions for departmen- www.sysc.pdx.edu or contacting the Systems who do not pass their comprehensive tal option students are made by the Science Ph.D. Program. exams meet this requirement if they pass department/school. There is no specific GRADUATE CERTIFICATES two of their written exams, one of which is time limitation on when courses were The Systems Science program offers gradu- a core systems science exam. taken; however, the student is expected to ate certificates in two specialty areas: com- Doctor of Philosophy in systems be familiar with, and may be examined on, material being given in current courses putational intelligence and computer science. A discussion of general require- modeling and simulation. Please see the ments for doctoral degrees is on page 70. equivalent to those included in the com- prehensive examination proposal. Graduate Studies section on page 66 for Minimum requirements specific to the graduate certificate requirements. Ph.D. in systems science include 72 course Enrollment. Students are required to credit hours, organized as follows: be enrolled continuously, except if a leave Systems component. Students in both of absence is formally requested and Courses the core and departmental options are approved by the program director. Failure required to complete 16 credits of systems to take courses for a year, or failure to Courses with an asterisk (*) are not offered every year. science coursework as the minimum sys- maintain continued progress after course- SySc 501 tems component of the program. All stu- work is completed will result in a student Research (Credit to be arranged.) dents must satisfy the first 8 credits by being dropped from the program. Research which is normally not part of the thesis. taking two of the following courses: SySc Language requirement. Foreign lan- 511, SySc 512, SySc 513, SySc 514. Any guage competency may be required of SySc 503 departmental option students in some Thesis (Credit to be arranged.) combination of two of the courses, except All aspects of the thesis including thesis research SySc 512 and 514 is acceptable. SySc 511 departments which also determine the level and writing of dissertation. and 512 explore systems concepts in more of competency and testing procedures. quantitative terms than SySc 513 and 514. (Consult the appropriate department for further information.) There is no foreign language requirement for the core option. G RADUATE STUDIES 75
SySc 505 to enhance understanding, make predictions, used as illustrations and as tools for analysis. Reading and Conference (Credit to be and find ways to improve the performance of Prerequisites: familiarity with high-level com- arranged.) systems and processes. Models are defined in puter languages, applied linear algebra, differen- Scholarly examination of literature including terms of a set of “rate” equations that are numer- tial equations, and multivariable calculus. discussion between student and professor. ically integrated to simulate behavior over time. SySc 545/645 SySc 507 The process of applying this methodology to real Information Theory (4) Seminar (Credit to be arranged.) world situations is discussed in detail. Prerequi- Establishes theoretical limits on the performance Discussion of recent and current research and/or site: graduate standing. of techniques for compression or error correc- presentation of progress and final reports. SySc 527/627 tion of signals. This course focuses on communi- SySc 508 Discrete System Simulation (4) cations applications, specifically source coding Workshop (Credit to be arranged.) The primary focus is on the application of dis- and channel coding for discrete signals. Topics SySc 510 crete system simulation to real world problems will include: Entropy and Mutual Information, Selected Topics (Credit to be arranged.) using the Arena simulation language. The math- Asymptotic Equipartition (the Ergodic Theorem SySc 511 ematical basis for discrete system simulation is of Information Theory), Entropy Rates of Infor- Systems Theory (4) probability theory and queuing theory. It is used mation Sources, Data Compression, and Chan- Surveys fundamental systems concepts and cen- extensively in the fields of operations research, nel Capacity. tral aspects of systems theory. The course begins civil engineering, and industrial engineering. SySc 551/651 with an overview of the systems paradigm and Students apply the tools to projects within their Discrete Multivariate Modeling (4) the systems field as a whole. Topics then include fields of interest. Prerequisite: graduate standing This course focuses on information theory as a introductions to set-and information-theoretic or consent of the instructor. tool for modeling and multivariate analysis and multivariate relations and structures, discrete SySc 529/629 as a general framework for the study of structure dynamic systems; model representation and sim- Business Process Modeling and and organization. The course examines the use ulation; decision analysis, optimization, game Simulation (4) of set- and information-theoretic techniques for theory; artificial intelligence, complex adaptive The primary focus is on the application of the analysis of constraints in qualitative, as well systems. Readings drawn from mathematics, the system simulation to process flow problems. as quantitative, data. Also covered are software natural and social sciences, and the professional Extend, a special-purpose computer simulation implementations, relations to log-linear meth- disciplines (e.g., engineering, business). Course language, is used to develop models to describe ods, and applications in the natural and social content derives both from “classical” general sys- and analyze both continuous and discrete flow sciences and the arts. Prerequisite: SySc 511/611 tems theory, cybernetics, and operations processes in order to better understand bottle- or consent of instructor. research as well as from contemporary systems necks and how to alleviate them. Such models SySc 552/652 research, which is organized around the themes are used to study, for example, manufacturing Game Theory (4) of nonlinear dynamics, complexity, and adapta- systems, business systems, and engineering sys- Study of cooperation, competition, and conflict tion. Prerequisites: graduate standing, calculus, tems. Students apply the concepts to projects in social systems and associated issues of ratio- probability, computer programming. within their fields of interest. Prerequisite: grad- nality. Emphasis is on game-theoretic models, SySc 512 uate standing or consent of the instructor. particularly of dilemmas of collective action, Quantitative Methods of Systems Science SySc 541/641, 542/642 their possible solutions, and their applications to (4) Dynamic Systems I, II (4, 4) social, economic, and political phenomena. Also An introduction to the quantitative representa- The fundamental concepts of modeling time covered are social choice theory, differential tion and investigation of systems with a focus dependent deterministic systems, including equations models of competition and conflict, that emphasizes tools more than applications. applications of dynamic models to various types and other systems-theoretic approaches to simi- Topics include linear dynamics, optimization, of systems including electrical, mechanical, eco- lar problems. Prerequisite: SySc 511/611 or con- and uncertainty. The level of presentation nomic, and ecological. Computer methods are sent of instructor. assumes familiarity and facility with calculus. Notions from linear algebra unify the topics and those notions will be presented. Required coursework includes both calculations to be done on a computer and calculations to be done by hand. Prerequisites: one year of calculus, probability and familiarity with computers, graduate standing. SySc 513 Systems Approach (4) Provides practitioner-oriented definition of sys- tems, including: importance of observer depen- dence and context, and ideas of meta-systems, subsystems; notion of value system and associ- ated optimization/sub-optimization; aspects of life-cycle project management; the underlying notions of inquiring systems; and key aspects of learning (human) organizations. Qualitative tools for the system’s practitioner, including graphical tools, basic ideas of modeling/simula- tion and structural modeling. Also, the multiple perspectives aspect of the systems approach. Prerequisite: graduate standing. SySc 514 System Dynamics (4) lntroduces concepts and a methodology for ana- lyzing the behavioral dynamics of systems that consist of complex “webs” of feedback loops. Primary emphasis is on building computer models of these systems and using these models 76 P ORTLAND STATE UNIVERSITY
SySc 553/653 and evolutionary simulations, and (3) genetic SySc 576 AI: Manufacturing Systems Simulation (4) algorithm optimization and adaptation. Other Neural Networks II (4) Application of discrete systems simulation to topics include artificial chemistry (metabolism Focuses on applications. Topics in fuzzy set the- manufacturing processes, including production and origins of life) and philosophical issues. Pre- ory, control theory, and pattern recognition are cells, assembly operations, materials handling, requisites: graduate standing, calculus, probabil- studied and incorporated in considering neural and scheduling. Students also learn general sys- ity, computer programming. networks. A design project (using NN simulator) tems modeling concepts, such as how to model in selected application area is done by each stu- *SySc 573/673 random processes and probabilistic events, and Information Systems III (3) dent. Prerequisite: SySc 575. how to use a specific simulation package that A general framework of information systems SySc 601 features realistic animation of the system under (ISs) that provide a perspective useful in under- Research (Credit to be arranged.) study. Prerequisites: basic knowledge of proba- standing, designing, and/or evaluating ISs, and SySc 603 bility and statistics, and some exposure to manu- provides a perspective from which to ask ques- Thesis (Credit to be arranged.) facturing processes and terminology. This course tions of a type not examined in the traditional IS SySc 605 is the same as EMgt 553/653; course may only literature. Includes basic ideas from pattern rec- Reading and Conference (Credit to be be taken once for credit. ognition and the mathematics of imprecision arranged.) SySc 557/657 (Fuzzy Set Theory). SySc 607 Artificial Life (4) SySc 575 AI: Seminar (Credit to be arranged.) Artificial life (ALife) encompasses mathematical Neural Networks I (4) SySc 608 and computational studies of phenomena such Introduces approach for developing computing Workshop (Credit to be arranged.) as replication, metabolism, morphogenesis, devices whose design is based on models taken learning, adaptation, and evolution. Situated at SySc 610 from neurobiology and on notion of “learning.” Selected Topics (Credit to be arranged.) the intersection of computer science and biology A variety of NN architectures and associated (also physics and chemistry) and focused on computational algorithms for accomplishing the abstract, materiality-independent aspects of life, learning are studied. Experiments with various its purpose is two-fold: to understand biological available architectures are performed via a simu- phenomena and to develop computational tech- lation package. Students do a major project on nologies. ALife bears significantly also on the the simulator or a special programming project. social sciences and philosophy. It is part of the Prerequisite: graduate standing. research program into “complex adaptive sys- tems”. Emphasizes (1) cellular automata (and other discrete dynamical models), (2) ecological College of Liberal Arts and Sciences
MARVIN A. KAISER, DEAN DUNCAN A. CARTER, ASSOCIATE DEAN GRANT FARR, ASSOCIATE DEAN 491 NEUBERGER HALL, 503-725-3514 www.clas.pdx.edu/
The College of Liberal Arts and Sciences provides an opportunity for students to Undergraduate obtain a liberal education—an education programs that both broadens and deepens their understanding of the major areas of knowl- BACCALAUREATE DEGREES edge and scholarship, and develops their The College of Liberal Arts and Sciences is expertise in an area of specialization. A lib- a large and diversified unit offering more eral education is an education for life. It than 20 majors (some with additional prepares students to make informed deci- choices of sub-specialization), several aca- sions about their lives and to think criti- demic certificates and teaching endorse- cally and analytically. ments, and numerous departmental All students—Liberal Arts and Sciences minors, as well as minors in computer majors as well as those from professional applications and professional writing. schools and programs—take a selection of The college also offers a selection of courses that represent the three areas of the alternative programs for students who are college: arts and letters, science, and social highly motivated and who have a record of science. Course offerings range from those high scholarly achievement. Students may designed to provide a foundation for all obtain information concerning any one of baccalaureate degrees to those of an several departmental honors programs advanced, specialized nature. from the participating department. These Acquiring a balanced and integrated lib- programs generally allow an accelerated eral education requires planning and con- exposure to higher education, thereby sultation with an adviser. Faculty advisers broadening the experience of the student. in each department and program are avail- The college’s dean’s list recognizes high able to help students structure their aca- scholastic achievement on a quarterly demic careers so they may get the most basis. The students who qualify for the from their college experience. Dean’s List are those who meet or exceed The instructional units of the college the following criteria within a given term of include Anthropology, Applied Linguistics, study: Biology, Black Studies, Chemistry, Chicano/ ◆ Undergraduate standing with a major in Latino Studies, Child and Family Studies, one of the college’s programs. Communication, Conflict Resolution, ◆ Completion of at least 12 graded credits Economics, English, Environmental Pro- within the grading period. grams, Foreign Languages and Literatures, ◆ A 3.50 cumulative GPA and a 3.75 GPA Geography, Geology, History, International for the term. Studies, Mathematical Sciences, Philoso- All majors in the College of Liberal Arts phy, Physics, Psychology, Science Educa- and Sciences, along with University and tion, Sociology, and Women’s Studies. general education requirements, lead to a Undergraduate and graduate degree pro- bachelor’s degree. Requirements for each grams and certificates available through the major are listed under the appropriate college are listed on pages 4-6. department. (Students wishing to empha- size a broad study in arts and letters, sci- 78 P ORTLAND STATE UNIVERSITY
ence, or social science may do so by matical Sciences, Physics, Psychology, lege. The CAPITAL Center allows upper- majoring in liberal studies. For these Sociology, or Speech Communication. division students to complete a degree in options see page 140.) Selection of a department constitutes a general studies: social sciences with an student’s declared emphasis. optional minor in business administration. MINORS Credits The Salem Center provides upper-division The following departments and programs Three lower-division, adviser-approved students with an option of majoring in in the College of Liberal Arts and Sciences computer science courses selected from, but either child and family studies or in social offer academic minors: Anthropology, not restricted to, the following: CS 105, CS 106, CS 107, CS 161, CS 162,CS 163, CS 199, CS 200, CS sciences. Applied Linguistics, Biology, Black Studies, 201, CS 202, CS 208, CS 250 ...... 10-12 Chemistry, Communication, Economics, Four adviser-approved courses in advanced English, Environmental Studies, Foreign computer applications, with at least 3 credits outside the student’s major department. These Graduate Languages and Literatures, Geography, courses may come from any unit in the University Geology, History, International Studies, but may not include 405 reading/conference courses ...... 12 programs Mathematical Sciences, Philosophy, Phys- A one-term, adviser-approved senior practicum There are many options available for grad- ics, Psychology, Sociology, and Women’s or seminar ...... 3 uate study within the College of Liberal Studies. (Students majoring in a field of Adviser-approved, upper-division research project...... 3 Arts and Sciences. Currently students may study outside Liberal Arts and Sciences also specialize in any one of the many master’s may declare an academic minor in one of Total 28-30 programs, or four doctoral programs. these programs.) The requirements for CERTIFICATES these minors are indicated within the Specialized academic certificates are offered MASTER OF ARTS AND MASTER OF appropriate department sections of this by several units in the College of Liberal SCIENCE PROGRAMS Bulletin. Arts and Sciences: Applied Linguistics/ Master of Arts and Master of Science Requirements for the professional TESL, Biotechnology, Black Studies, Chi- degrees are designed for the student who writing minor are listed in the Department cano/Latino Studies, Foreign Languages/ wishes to conduct advanced studies in a of English information. Requirements for a Teaching Japanese, International Studies, particular discipline. Generally the pro- minor in international economics are listed and a postbaccalaureate certificate in grams are flexible enough for students, in the Department of Economics Women’s Studies. (Refer to the appropriate with the aid of an adviser, to design a pro- information. department for certificate requirements.) gram of study that allows them to pursue Requirements for these certificates are met their particular interest. The requirements COMPUTER APPLICATIONS of each discipline are listed under the MINOR—COLLEGE-WIDE concurrently with completion of a major in a selected field. departments that have the M.A./M.S. The computer applications minor may option available. accompany any departmental major. This Secondary teaching licenses allow the minor is designed to encourage and student to teach the selected discipline at MASTER OF ARTS IN TEACHING AND emphasize the application of computer specified grade levels in public schools in MASTER OF SCIENCE IN TEACHING technology and to acquaint the student Oregon. Recommended courses for those PROGRAMS with hardware and software function and preparing to be teachers are listed under The Master of Arts in Teaching and the design appropriate to modern academic appropriate departments. Master of Science in Teaching are degrees disciplines. The minor is tailored to the DEGREE COMPLETION available to students who wish to obtain a specific needs and interests of the student. In addition to an increasing range of continuing teaching license in secondary All students who declare this minor evening and weekend courses on campus, education as well as continue advanced must coordinate their program through an the college offers innovative degree com- studies in the area of their choice. The pro- assigned adviser in one of the following pletion options at three off-campus sites; gram of study for these degrees should be departments: Anthropology, Applied Lin- the CAPITAL Center in Beaverton; the carefully designed and must be approved guistics, Biology, Chemistry, Economics, Salem Center, located in Salem on the by an adviser. The specific requirements of English, Foreign Languages and Litera- campus of Chemeketa Community Col- each discipline are listed under the depart- tures, Geography, Geology, History, Mathe- ments for which the M.A.T./M.S.T. option is available. (For the General Studies option see page 141.) DOCTORAL PROGRAMS Many departments in the College of Liberal Arts and Sciences participate in one or more multi-disciplinary doctoral programs: Environmental Sciences and Resources, Systems Science, and Urban Studies. They also offer the doctorate in mathematics education and mathematical sciences. The doctoral degree is for the person who wants the most advanced academic degree, generally with a life-long objective of expanding the scope of knowledge of a specialized field of study. The specific requirements of each available option are listed under the participating departments and programs. C OLLEGE OF LIBERAL ARTS AND SCIENCES 79
Anthropology
141 Cramer Hall priate courses to supplement the student’s C- or better. Students must earn a cumula- 503-725-3914 major work should be made in consulta- tive grade point average of 2.00 or better in www.anthropology.pdx.edu tion with the adviser. No student majoring all courses required for the anthropology in anthropology will be permitted to offer bachelor’s degree (including those courses B.A., B.S. more than 72 credits of work in anthropol- taken outside the department as part of Minor in Anthropology ogy for the bachelor’s degree. This limita- departmental requirements). Secondary Education Program— tion will be waived only through petition to Requirements for minor. To earn a Social Science the department. minor in anthropology a student must M.A. complete 28 credits (12 credits of which Anthropology is concerned with two basic must be taken in residence at PSU), to questions: How is it that human beings are Degree requirements include the following: both like and unlike other animals? And Requirements for major. In addition to Credits how is it that there are so many sorts of meeting the general University degree Anth 101 Introduction to Physical human beings both like and unlike one Anthropology ...... 4 requirements, the anthropology major Anth 102 Introduction to Archaeology ...... 4 another in different societies and cultures? must meet minimum departmental Anth 103 Introduction to Social/Cultural In seeking answers, anthropologists deal requirements as follows: Anthropology ...... 4 with prehistoric and historic times and Credits One of the following courses: ...... 4-5 with such topics as human evolution, com- Anth 101 Introduction to Physical Anth 304 Social Theory (4) parative primate behavior, language, and Anthropology...... 4 Anth 305 Culture Theory (4) Anth 350 Archaeological Method and Theory (4) human ecology. Anth 102 Introduction to Archaeology ...... 4 Anth 103 Introduction to Social/Cultural Anth 372 Human Variability (4) or The curriculum in anthropology is Anthropology ...... 4 Anth 370 Paleoanthropology (5) designed to develop an understanding of Anth 304 Social Theory ...... 4 Upper-division anthropology electives—three Anth 305 Culture Theory ...... 4 courses. (Upper-division electives must include at human life from these various perspectives. least one 400-level course, excluding courses num- Anth 350 Archaeological Method and bered 401, 404, 405, 407) ...... 12 It does this by providing, both in general Theory ...... 4 survey courses (Anth 101, 102, 103) and Anth 372 Human Variability (4) or Anth 370 Total 28-29 in its departmental major program, a bal- Paleoanthropology (5)...... 4-5 anced view in terms of the anthropological Ling 290 or Stat 244...... 4 All anthropology courses used to satisfy Upper-division anthropology electives the departmental minor requirements, subfields of physical anthropology, archae- (5 courses, see below)...... 20 ology, linguistics, and socio-cultural whether taken in the department or else- anthropology. Total anthropology coursework 52-53 where, must be graded C- or above. Stu- The departmental major program is of All anthropology students (B.A. or B.S.) must dents must earn a cumulative grade point benefit to the liberal arts student in provid- complete two years of a foreign language or average of 2.00 or better in all courses ing the most broadly based view of human demonstrate equivalent proficiency. required for the anthropology minor (including those courses taken outside the adaptation, variation, and achievement. A Elective requirements. Upper-divi- variety of ethnographic courses is offered department as part of departmental sion electives shall be selected from at least requirements). for persons with particular regional or area two subfields of anthropology (physical, interests, such as East Asia, Latin America, social/cultural, or archaeology) and include SECONDARY EDUCATION PROGRAM Africa, and the Pacific Northwest. Finally, at least one methods course (i.e., 412, 452, Adviser: V.A. Butler the major provides the necessary general 453, 454, 455, 456, 478, 479). At least 8 of (See General Studies: Social Science, anthropological background for those the 20 credits must be in formally num- page 140.) interested in graduate study in the bered 400-level courses (i.e., not including discipline. 401, 404, 405, 407, 410). Note: In excep- tional circumstances, the department may Graduate permit a student to apply a maximum of Undergraduate one lower-division course to the upper- programs program division elective requirement. Master of Arts. The department offers a All anthropology courses used to satisfy program leading to the Master of Arts the departmental major requirements must degree. The program is designed to give the Admission be taken for a letter grade and must have student a graduate level of competence in requirements been assigned a grade of C- or better. general anthropology, including the major Courses taken outside the department as subfields of physical anthropology, archae- Admission to the department is based on part of departmental requirements (i.e. ology, and social-cultural anthropology. At general admission to the University. See Ling 290 or Stat 244, Foreign Languages) the same time, the program will permit the page 43 for more information. may be taken pass/no pass (subject to the student to pursue a special interest in one Limitations. Students majoring in University limitations on the maximum of the subfields. The M.A. degree candidate anthropology should seek assignment to a number of hours taken pass/no pass) or for is required to do research in an area of spe- department adviser no later than the begin- a letter grade. However, students who take cial interest and prepare a thesis based ning of the junior year. Selection of appro- these courses for a letter grade must earn a upon it. 80 P ORTLAND STATE UNIVERSITY
The master’s program has been planned in French, Spanish, or German. Other lan- Anth 300 for students who hold an undergraduate guages may, upon departmental approval, The Modern World in Anthropological Perspective (4) degree in general anthropology or its be substituted. Students must complete Examination of anthropological approaches to equivalent in course coverage. Under these the foreign language requirement no later cultural diversity in a global context. Include circumstances, the master’s degree, includ- than one calendar year following entrance cultural contact between the Fourth World and ing research and thesis, may be completed to the program. the industrialized world; health, nutrition, and in two to three years. The undergraduate 2. Advancement to candidacy involves poverty in different world areas; ecocide and major is not required, however, for admis- successful passing of a written examina- ethnocide; political movements in the Fourth sion to the program. In the latter case, tion in general anthropology (covering World; racism; and sexism. completion of the degree may require a archaeology, physical anthropology, and Anth 301 Culture and Ethnography (4) more extended period of study. Students sociocultural anthropology). This examina- without an adequate background in Cultural diversity and contemporary social tion is normally given as part of the core issues examined through a series of ethno- anthropology will be required to take cer- seminars (Anth 511, 550, 570) in the graphic studies that highlight the methodology tain selected undergraduate courses to respective fields. Advancement to candi- and efficacy of ethnographic research. Topics remove deficiencies. These courses nor- dacy can only be accomplished before the may include, but will not be limited to, issues to mally do not offer graduate credit. close of the next-to-the-final term of work. identity formation, gender, political economy, 3. Approval of a thesis topic and the and transnational culture flows. appointment of the thesis committee. The Anth 304 Admission Social Theory (4) requirements student develops a thesis proposal and Human social organization is examined in cross- submits it to the department faculty for cultural perspective. Analysis of kinship systems For admission to graduate study the stu- approval and for the formal appointment in stateless societies and of the state and other dent must have a minimum of a 3.25 grade of the thesis committee. In addition to institutional arrangements in complex societies. point average in anthropology courses and advising and guiding the student’s research Attention to the historical development of major an overall GPA of 3.00. In addition, appli- and thesis preparation, the chairperson of theoretical approaches to social organization: cants must submit GRE scores, a 500-word this committee files a graduate degree pro- structural functionalism, structuralism, human statement indicating why he or she is inter- gram with the Office of Graduate Studies ecology, sociobiology, political economy, post- and Research. Students must have a mas- modernism. Designed for anthropology majors ested in pursuing a graduate degree in and minors. Note: This course is not approved anthropology, and a sample of written work ter’s thesis proposal submitted to and for distribution credits. Recommended prerequi- (e.g., a term paper). All applicants must approved by the department faculty as site: Anth 103. also arrange to have three letters of recom- soon as possible following admission to Anth 305 mendation indicating professional promise the program, but in no case later than the Cultural Theory (4) sent directly to the Department’s Graduate end of the seventh term (excluding Explores the historical development of the con- Admission Committee. To facilitate sched- Summer Session) following admission to cept of culture within anthropology and exam- uling of graduate courses, students ordi- the program. Students who fail to meet ines how this concept and the theories based on narily are admitted for fall term only. this requirement will be dropped from the it have shaped both fieldwork practices and pro- program. duction of ethnographic texts. Designed for anthropology majors and minors. Note: This Degree requirements 4. Presentation and approval of thesis. course is not approved for distribution credits. 5. Passing of an oral defense of thesis. Recommended prerequisite: Anth 103. Of the 48 required credits, 36 must be in Anth 311 anthropology and must include: Peoples and Cultures of Latin America (4) Credits Courses Introduction to the peoples and cultures of Latin Anth 511, 550, 570 Core Seminars in America, including Mexico, Central and South Anthropology ...... 12 Courses with an asterisk (*) are not offered every year. America, and the Caribbean. Course topics Graduate-level Anthropology Electives † Anth 101 include religion, ecology, race and ethnicity, gen- 3 courses) ...... 12 Introduction to Physical Anthropology (4) der, urbanization, conflict, and social change. Approved graduate-level electives The biological side of anthropology: primate (Anth, non-Anth)† ...... 8 Anth 312 An adviser-approved, graduate-level course in paleontology, human evolution, modern human Southeast Asian Societies and Cultures (4) research methods‡ ...... 4 variation, and primate behavior. Introduction to the societies and cultures of Anth 501 (thesis research) ...... 4 Anth 102 Southeast Asia, the area encompassed today by Anth 503 (thesis) ...... 8 Introduction to Archaeology (4) the nations of Burma (Myanmar), Thailand, The study of ancient and prehistoric cultures of Total 48 Laos, Cambodia, Vietnam, Malaysia, Singapore, the world. Introduction to the theories and tech- Brunei, Indonesia, and the Philippines. Course Five calendar years from the term of niques of archaeological investigation. topics explore the religious and cultural diversity admission will be the maximum time Anth 103 of the area, as well as historical and cultural allowed to complete all requirements for a Introduction to Social/Cultural themes that traverse this region. Recommended master’s degree. Terms on approved leave Anthropology (4) prerequisite: students are strongly encouraged to of absence will be charged against the five- Study of modern and recent societies in cross- complete Anth 103 before enrolling in this year limitation. cultural perspective. Focus on methods for course. In addition to formal course require- understanding social and cultural differences and similarities. ments, the following are also necessary: 1. Fulfilling the foreign language require- ment. Ordinarily the examination is taken
†At least three of these courses (12 credits) must be in formally numbered graduate-level courses (i.e. courses numbered between 510-597 or 610-697). With graduate adviser approval, the remaining two courses (8 credits) may be in courses numbered 504 or 505 (i.e. Internship, Reading and Conference). ‡This course must be formally numbered and described in the PSU Bulletin. It may not be a course numbered 501/601, 502/602, 503/603, 504/604, 505/605, 506/606, 507/ 607, 508/608, 509/609. C OLLEGE OF LIBERAL ARTS AND SCIENCES 81
Anth 313 *Anth 362 Anth 404/504 Indian-White Relations (4) African Prehistory (4) Cooperative Education/internship Consideration of North Americans since 1500: Methods and the results of the study of prehis- (Credit to be arranged.) problems of social and cultural survival and toric cultures of Africa-with an emphasis on Anth 405/505 change, as well as changing governmental poli- those south of the Sahara-from the earliest traces Reading and Conference (Credit to be cies, population, non-Indian conceptions of until the first historical records. Recommended arranged.) “The Indian.” prerequisite: Anth 350. Consent of instructor. Anth 314 *Anth 364 Anth 407/507 Native Americans (4) Pacific Northwest Prehistory (4) Seminar (Credit to be arranged.) Ethnographic survey of North American Indian The prehistory of northwestern North America Consent of instructor. cultures-from simple hunter-gatherers to com- from its earliest occupants to the arrival of Euro- Anth 410/510 plex empires-illustrating the patterns of adapta- peans, with emphasis on developments during Selected Topics (Credit to be arranged.) tions to the variety of landscapes and historical the last 5,000 years. Recommended prerequisite: Consent of instructor. processes. Anth 350. Anth 412/512 *Anth 315 Anth 365 Research Methods in Social and Cultural American Culture (4) North American Prehistory (4) Anthropology (4) Central beliefs and core values of modern Amer- A survey of pre-contact cultures north of Mex- Methods and techniques of research involving ican society are examined from an anthropologi- ico, from the first prehistoric migrant popula- primary contacts with people, institutions and cal perspective. Considers: value of constructs tions and early hunter-gatherers to the complex communities. The initiating and developing of such as individualism and conformity; creation agricultural societies encountered by 15th and projects designed to produce data for basic eth- of public images; kinship and friendship; pri- 16th century European explorers. Recom- nographic, as well as applied, anthropological vacy; schools and neighborhoods; and conflicts mended prerequisite: Anth 350. research. Recommended prerequisite: 12 credits involving ethnicity, social class, and gender. *Anth 366 in anthropology (Anth 304, 305 strongly recom- Questions the role of culture in our own lives, Mesoamerican Prehistory (4) mended). thereby gaining a greater understanding of social Early cultures of Mesoamerica with an emphasis *Anth 414/514 experience and of the concept of culture. on the domestication of plants and animals and Culture and Ecology (4) Anth 316 the development of civilization, focusing on the A critical analysis of the interrelations of culture, Traditional East Asia (4) Maya and Highland Mexico. Recommended pre- social structure, and human ecology. Social orga- Comparative ethnographic examination of peas- requisite: Anth 350. nization as influenced by characteristic patterns ant cultures in East Asia (China, Japan, Korea) *Anth 367 of resource exploitation. The uses of natural prior to World War II. Recommended prerequi- East Asian Prehistory (4) environment from the viewpoint of the members site: students are strongly encouraged to com- The archaeology of China, Japan, and Korea of societies. Recommended prerequisites: Anth plete Anth 103 before enrolling in this course. from about 1 million years ago to the establish- 304, 305. Anth 317 ment of the Yamato State in Japan. Focuses on Anth 415/515 Peoples and Cultures of South Asia (4) developments during the past 18,000 years, Applied Anthropology (4) Introduction to the peoples and cultures of including the domestication of plants and ani- The application of anthropological knowledge to South Asia, the area encompassed by India, mals, the spread of agriculture, and the develop- various kinds of projects and action programs in Pakistan, Sri Lanka, Nepal, Bangladesh, Butan ment of civilization and regional states. which cultural factors are critical elements. An and the Maldive Islands. Topics include cultural Recommended prerequisite: Anth 350. examination of problems produced by rapid diversity, religious traditions, the caste system, *Anth 368 technological, social and cultural change, con- class and gender hierarchies, and social change. Oceania Prehistory (4) flicts of values, and unequal access to resources *Anth 319 Reviews issues related to the peopling of Austra- in multi-ethnic societies and “developing” Traditional Cultures of Africa (4) lia about 40,000 years ago, and subsequent voy- nations; research leading to possible solutions is A survey of the culture history and characteris- aging and colonization of all parts of the South considered. Recommended prerequisite: 8 cred- tics of the traditional (before Western influence) Pacific. Examines prehistoric cultural develop- its in anthropology (Anth 304, 305 strongly rec- cultures of African peoples. ments in Hawaii, New Zealand, Easter Island, ommended). Anth 330 and island groups in Micronesia. Examines evi- *Anth 416/516 Anthropology of Folklore (4) dence of human modification of island ecosys- Urban Anthropology (4) Review of folklore, including legend, folktales, tems. Recommended prerequisite: Anth 350. Cross-cultural examination of urban phenomena including: variability in cultural and institutional music, and dance, and its role in society. Empha- †Anth 370 sis will be on the study of folklore by anthropol- Paleoanthropology (5) patterning of cities, acculturation processes ogists in both western and non-western Method and theory in paleoanthropology. A affecting urban populations, migration and contexts. Explores how folklore can reveal social study of hominoid and human evolution from social accommodation of rural and tribal peoples relations, conflict and resistance, social change the Miocene to modern times. Emphasis will be to urban settings, and the varieties of new sub- and gender relations. placed on the interactions between biology and cultures that emerge in urban society. Recom- mended prerequisite: 8 credits in sociocultural Anth 350 culture in the evolution of the human species. Archaeological Method and Theory (4) Recommended prerequisite: Anth 101. anthropology or allied social science (Anth 304, A survey of current techniques and conceptual 305 strongly recommended). †Anth 372 models applied in the discovery and analysis of Human Variability (4) Anth 417/517 archaeological materials. The fundamentals of The causes and significance of biological varia- Advanced Topics in Native American Studies (4) archaeological research design, field survey, tion in contemporary human populations- excavation, dating, cultural reconstruction, and In-depth examination of a current scholarly genetic, environmental and cultural factors. Rec- topic in the anthropology of native North Amer- the application of interdisciplinary studies. ommended prerequisite: Anth 101. Recommended prerequisite: Anth 102. ica, especially in relation to colonialism and Anth 399 * native resistance. Course will cover appropriate Anth 361 Special Studies (Credit to be arranged.) theory, as well as ethnographic and ethnohistori- European Prehistory (4) Methods and results of the study of prehistoric Anth 401/501 cal materials. Recommended prerequisites: Anth Research (Credit to be arranged.) 313 and 314 or two courses on Native Ameri- cultures of Europe from the earliest traces until Consent of instructor. the advent of written records. Recommended cans in any department. prerequisite: Anth 350.
†Anth 370 and Anth 372 are offered in alternating years. 82 P ORTLAND STATE UNIVERSITY
Anth 422/522 ommended prerequisites: 8 credits sociocultural mended prerequisite: either Anth 317 or two Contemporary American Indian Policy (4) anthropology (Anth 304, 305 strongly recom- related courses in Asian studies. (Anth 304, 305 An examination of current federal, state, and mended). strongly recommended.) tribal law and policy pertaining to Indian affairs, *Anth 430/530 *Anth 451/551 including tribal government organization, gov- Myth, Ritual, and Symbol (4) History of Archaeology (4) ernment-to-government relations, economic A critical examination of both classic and recent A chronological survey of developments in the development, natural and cultural resource anthropological theories in the cross-cultural field of archaeological inquiry: major schools of management, health care, welfare, and educa- study of symbolic forms. Recommended prereq- thoughts, innovations in method and theory, key tion. Both reservation communities and the Port- uisite: 8 credits in sociocultural anthropology personalities and their contributions. Recom- land metropolitan Indian community are (Anth 304, 305 strongly recommended). mended prerequisites: Anth 350 plus at least one considered. Student research is based on read- * additional upper-division archaeology course. ing, field trips, and interviews with tribal offi- Anth 431/531 Advanced Topics in Latin American cials and other policy professionals. Anth 313, Anth 452/552 Anthropology (4) Lab Methods in Archaeology (4) 314 recommended. In-depth exploration of a current topic in Latin Techniques and their applications in the analysis *Anth 425/525 American anthropology, especially in relation to of materials recovered from archaeological sites. Medical Anthropology (4) the study of social change. Course materials will Course content will vary, emphasizing the study An examination of how health-related beliefs cover both theory and ethnography. Recom- of various artifact types-lithics, ceramics, tex- and practices relate to biological factors and to mended prerequisite: either Anth 311 or two tiles, botanical remains, etc. (May be repeated wider systems of belief. Healing in traditional courses related to Latin America. with departmental consent. Maximum 8 credits) societies; origins and culture of scientific medi- Anth 432/532 Recommended prerequisites: Anth 350 plus at cine. A comparison of traditional and scientific Gender in Cross-Cultural Perspective (4) least one additional upper-division archaeology medical systems and the impact of scientific A cross-cultural examination of sex roles and course. medicine on traditional healers. Examples drawn gender beliefs including political, social, eco- from both Western and non-Western societies. Anth 453/553 nomic, and ideological aspects of the position of Archaeological Field Methods (4) Recommended prerequisite: 8 credits of socio- the sexes. Recommended prerequisites: upper- The theory and practice of contemporary archae- cultural anthropology (Anth 304, 305 strongly division standing and at least one basic course in ological field investigation-research design, recommended. Anth 101 helpful). sociocultural anthropology (Anth 103, 304, or survey and reconnaissance, site excavation, sam- Anth 426/526 305). pling and recording techniques, cultural Transnationalism and Migration (4) Anth 446/546 resource management. Recommended prerequi- In-depth exploration of globalization, transna- Chinese Culture and Society (4) site: Anth 350. tionalism, and migration. Topics include colo- Issues in the study of Chinese societies today, nialism and the history of world connections, Anth 454/554 including those found in the Chinese mainland, Archaeological Field School (6) the global economic system, cultural imperial- Hong Kong, Taiwan, and Southeast Asia. In- Archaeological excavation of prehistoric or his- ism, nationalism and identity, migration, refu- depth examination of questions surrounding toric archaeological sites; or reconnaissance, gees, tourism, and the commodification of local kinship organization, religious practice, ethnic survey and mapping of sites during a summer cultures. Recommended prerequisite: 8 credits identities, gender relations, and economic and field project. Approximately 40 hours of field in socio-cultural anthropology (Anth 304, 305 political change. Recommended prerequisite: 8 work per week for 6 weeks, with a week of labo- strongly recommended). credits in sociocultural anthropology (Anth 304 ratory work. Recommended prerequisite: Anth *Anth 428/528 and 305 strongly recommended). 350. Political Anthropology (4) Anth 447/547 Survey of major anthropological approaches to Anth 455/555 Advanced Topics in South Asian Analysis of Faunal Remains (5) politics and power. Coverage includes structural Anthropology (4) Reviews issues of recovery, identification, quanti- functionalism, evolutionism, action theory, In-depth exploration of a current topic in South fication, and interpretation of archaeological structuralism, political economy, and post-struc- Asian anthropology, especially in relation to faunal remains. Seminar component involves turalism. Ethnographic cases include both prim- social change, nationalism and conflict, colonial- discussion and critical review of recent faunal itive politics and contemporary ethnic, class, and ism, or modernization. Course materials will studies. Laboratory component introduces stu- gender struggles in heterogeneous societies. Rec- cover both theory and ethnography. Recom- dent to skeletal anatomy of vertebrates (with C OLLEGE OF LIBERAL ARTS AND SCIENCES 83
focus on fishes and mammals) and basic proce- with fossils and other relevant evidence. Recom- Anth 490/590 dures used in faunal analysis. Recommended mended prerequisites: Anth 370. The Anthropology of Violence (4) Theoretical and ethnographic exploration of the prerequisite: Anth 350. *Anth 472/572 nature of violence. Topics include identity poli- Anth 456/556 Population Dynamics (4) Issues in Cultural Resource Management (4) The study of the principles of Mendelian and tics and nationalism; the biology of aggression Examines the current cultural, legal and regula- population genetics as they apply to the evolu- and the cultural meanings of pain; state violence; tory issues, problems, and frameworks affecting tion of human populations and the maintenance symbolic and structural violence; and human the management of cultural resources in North of diversity in modern populations. Emphasis rights. Recommended prerequisite: 8 credits in America and elsewhere in the world. Course also is placed on the articulation of genetic socio-cultural anthropology (Anth 304, 305 coverage will include such topics as the laws methods with evolutionary theory. Recom- strongly recommended). affecting antiquities trafficking, and the relation- mended prerequisites: Anth 372; 2 years of high Anth 503 Thesis (Credit to be arranged.) ships between indigenous peoples and archaeol- school algebra or equivalent; Bi 341 as a pre- or *Anth 511 ogists. Recommended prerequisite: Anth 350. corequisite. Core Seminar in Social and Cultural *Anth 461/561 *Anth 478/578 Anthropology (4) Advanced Topics in Archaeology (4) Human Osteology (4) A seminar that provides a methodological, theo- In-depth exploration and analysis of a major The identification and interpretation of human retical, and substantive review and integration of current problem in archaeology. Problems may skeletal material from archaeological sites: the anthropological materials in social and cultural be substantive or theoretical. Recommended determination of age, gender, and population anthropology. Prerequisites: graduate standing in prerequisite: Anth 350. affinity; an introduction to paleopathology and anthropology and consent of instructor. *Anth 464/564 the recognition of genetic and cultural variation. *Anth 550 Topics in Northwest Prehistory (4) Recommended prerequisites: Anth 350 and Core Seminar in Archaeology (4) In-depth exploration of current problems in the Anth 370. A seminar that provides a methodological, theo- study of Northwest Prehistory, particularly as it *Anth 479/579 retical, and substantive review and integration of articulates with general theories of hunter-gath- Forensic Anthropology (2) anthropological materials in archaeology. Prereq- erer adaptations and cultural evolution. Recom- Advanced techniques of human skeletal identifi- uisites: graduate standing in anthropology and mended prerequisite: Anth 364. cation and their application to the solution of consent of instructor. *Anth 471/571 medico-legal (forensic) problems. Recom- Anth 570 Advanced Topics in Paleoanthropology (4) mended prerequisites: Anth 478/578 or consent Core Seminar in Physical Anthropology (4) In-depth exploration and analysis of current of instructor. A seminar that provides a methodological, theo- problems in the study of Paleoanthropology. retical, and substantive review and integration of Emphasis on articulation of evolutionary theory anthropological materials in physical anthropol- ogy. Prerequisites: graduate standing in anthro- pology and consent of instructor. Applied Linguistics
122 East Hall studying the essence of language in gen- The Department of Applied Linguistics 503-725-4088 eral, what are its forms and functions. Lin- is concerned with these as well as with www.ling.pdx.edu guists ask questions such as: How do the related, more practical questions. How is sounds we utter relate to the meanings we language learned? How can second lan- B.A. express? What are the patterns and struc- guages best be taught? How do we evaluate Minor in Linguistics ture of linguistic sound systems? How are teaching and learning? What is involved in Certificate in Teaching English as a Second they produced? How is a word formed? learning how to write and read? How does Language What are the different parts of a sentence? one’s cultural background influence the M.A.—Teaching English to Speakers of How can a grammar be succinctly charac- way one learns another language? How do Other Languages terized? How do children learn language so we model what language users know and M.A.T and M.S.T. (General Arts and quickly without being taught? How is lan- how they use language? How does one Letters) guage mapped in the brain? How can create an alphabet for an unwritten lan- people speak more than one language and guage? How does one resuscitate a lan- how do they switch from one to the other guage that is in danger of disappearing? Undergraduate so rapidly? How is language different from How can linguistics help to create natural programs other communication systems, such as that language understanding systems? How of animals or computer languages? How does language as it’s spoken and used differ Linguistics is the scientific study of lan- does language change through time? How from what we’re told in grammar books? guage, one of the most important aspects of At the undergraduate level the Depart- do dialects diverge enough to become sepa- being human. An interdisciplinary field, ment of Applied Linguistics offers a B.A. rate languages? What was the first lan- linguistics involves the physical sciences, and a minor, as well as a certificate in guage? Where did language originally come the social sciences, and the humanities. teaching English as a second language. The from? Becoming a linguist does not mean learn- major would serve either as preparation for ing to speak a lot of languages but rather graduate study or as an organizing theme 84 P ORTLAND STATE UNIVERSITY
for a rich undergraduate education. The All courses used to satisfy the depart- Writing for Non-Native department also administers programs in ment minor requirements must be graded Residents (WNNR)-Ling 115 English as a Second Language and in C or above. Courses taken pass/no pass are A two-level course designed to help non- English for Non-Native Residents. These not acceptable toward fulfilling department native residents develop skills and confi- programs aim to develop English profi- minor requirements. dence in writing for college. Both levels ciency in non-native speakers. The major will focus on responses to readings, in applied linguistics would serve either as Intensive program in English instruction in grammar, and understanding preparation for graduate study, or as an as a Second Language (ESL)- of assignment instructions. Level 1 will organizing theme for a rich undergraduate Ling 110 stress study skills and essay format. Level 2 education. The graduate degree prepares will focus on higher level skills of analysis, Ling 110 is an intensive course, designed students to become teachers, language con- evaluation, synthesis, and incorporating to develop the student’s competence in lis- sultants, and researchers in the field of lan- source material into an essay. Placement tening, speaking, reading, and writing for guage learning and teaching. The English will take place in class on the first day of academic purposes. Ling 110 is a year- as a Second Language and the English for the quarter. Non-Native Residents programs are round intensive program offered through- designed to develop non-native English out the regular academic year as well as speakers’ competence in English. during the summer. There are five basic Certificate in Teaching English levels: beginning, lower-intermediate, as a Second Language (TESL) intermediate, upper-intermediate, and The program is administered by the Admission advanced (Levels 1-5 below). Students may Department of Applied Linguistics. It is requirements earn from 3 to 12 credits per term. Full- specifically designed to prepare persons to time students usually register for 12 cred- Admission to the department is based on teach English to speakers of other lan- its. Students in levels 1 and 2 may not take guages in the United States and abroad. In general admission to the University. See other academic courses. Students in level 5 page 43 for more information. contrast with the M.A., TESOL, this certifi- may enroll in some non-ESL courses with cate will fit into the programs of majors in a the approval of the program coordinator, if wide variety of fields, such as foreign lan- Degree requirements their academic record allows. Specifically, guages, speech, education, and the social the Ling 110 course is divided into four sciences. Candidates may enroll in the pro- Requirements for major. In addition to major parts: gram as undergraduates or as post-bacca- meeting the general University require- Part A: Grammar and sentence patterns laureate students. ments for the B.A. degree, majors must Part B: Reading and vocabulary develop- complete an adviser-approved program to ment Admission requirements include: Part C: Writing 1. Admission to Portland State University. Credits Part D: Oral communication skills 2. English proficiency in spoken and writ- Ling 390 Introduction to Linguistics ...... 4 Time is also devoted to American cul- Ling 407 Senior Seminar ...... 4 ten English if the student is not a native Ling 411 Syntax ...... 4 tural patterns, and academic and cultural speaker of English (a TOEFL score report Ling 435 Applied Linguistics...... 4 orientation. is required for proof of proficiency). The Ling 490 History of the English Language...... 4 To reinforce classroom instruction, stu- student is to be tested upon arrival. Linguistics electives (upper-division level)...... 20 dents spend up to 10 hours a week in the (Required for both certificate and M.A. Two-terms of a non-Indo-European language...... 10 language and computer laboratory, and in (If the language used to fulfill the programs.) Two years’ proficiency in at University language requirement is individual tutorials if necessary. least one foreign language if the student is non-Indo-European, the student may An essential function of the program is choose any other language to fulfill a native speaker of English. this requirement) orienting international students to Ameri- can life. Students are encouraged to take Certificate requirements Total 50 part in social and educational activities, In addition to fulfilling minimum Univer- In all of these courses students must both on campus and in the community. sity or graduate school requirements, the following adviser-approved courses are earn a “C” or better. By the end of the first Admission requirements required: quarter of admission to the program, stu- The student must submit a completed dents must consult with their assigned lin- Credits application form and other materials Ling 390 Introduction to Linguistics...... 4 guistics adviser to select the appropriate requested on the application to the Office courses and areas of concentration. Upon Ling 438 Second Language Acquisition ...... 4 of Admissions at Portland State University. Ling 492 Structure of the English Language ...... 4 completion the entire program must also If the student is accepted, the I-20 or other Ling 477, 478 TESOL Methods ...... 8 be approved by the student’s adviser. appropriate form will be issued. Upon Linguistics electives (upper-division level) ...... 12 Requirements for minor. To earn a arrival the student must take a placement Literature ...... 4 Cultural studies...... 4 minor in linguistics a student must com- test in English administered by the depart- plete 28 adviser-approved credits (12 cred- ment. Placement into courses will be based Total 40 its of which must be taken in residence at on these test results as well as on TOEFL PSU), to include the following: All courses used to satisfy certificate score reports if available. course requirements must be upper-divi- Credits Qualified students interested in English- Ling 390 Introduction to Linguistics ...... 4 sion courses in which the student earns a Ling 411 Syntax or only study can participate in an Intensive mark of “C” or above. Before the end of the Ling 492 Structure of the English Language ...... 4 English Language Program offered through first quarter after beginning the program, Ling 490 History of the English Language...... 4 a partnership between Applied Linguistics the student is required to consult with a Linguistics electives (upper-division level)...... 16 and Extended Studies. For information departmental adviser to select the appro- Total 28 and application materials, contact the priate courses and sequence. The entire Department of Applied Linguistics. program must be approved by the adviser. C OLLEGE OF LIBERAL ARTS AND SCIENCES 85
Some courses used in the TESL certifi- Linguistic Analysis Ling 115 cate program can also be applied to obtain- Choose 4 credits from the following courses: Writing for Non-native Residents (WNNR) Ling 513 Linguistic Semantics (4) ing the ESL/bilingual endorsement for Ling 514 Linguistic Pragmatics See description above public school teachers. Students seeking Ling 515 Linguistic Phonetics Ling 199 this endorsement must plan a program Ling 516 Discourse Analysis Special Studies (Credit to be arranged.) through a departmental adviser and must Ling 520 Historical-Comparative Linguistics Lin- complete 100 hours of practice in the K-12 guistic Argumentation Ling 290 Choose 4 credits from the following courses: Introduction to Language (4) setting. Ling 511 Syntax General introduction to structure of languages of Ling 512 Phonology the world, how they are used, and how they Choose 8 credits from Language and Society and/or change through time and space, and how they Graduate Language and the Mind Language and Society are affected by social context. Ling 580 Bilingualism Ling 582 Pidgins & Creoles Ling 299 program Special Studies (Credit to be arranged.) Ling 532 Sociolinguistics Master of Arts in Teaching of English to Ling 581 World Englishes Ling 390 Speakers of Other Languages. The Language and Mind Introduction to Linguistics (4) M.A.,TESOL degree qualifies its recipients Ling 533 Psycholinguistics A general introduction to the study of linguistics, to teach English at an advanced level to Ling 537 First Language Acquisition including a basic survey of phonology, morphol- speakers of languages other than English. It Ling 545 Linguistics and Cognitive Science ogy, syntax, and semantics, brief overview of Research Design and Thesis ...... 10 other topics such as language acquisition and is increasingly the degree of preference for Ling 560 Research Design: Methodology (2) language in social contexts, a brief sketch plac- employers both at home and abroad. Ling 561 Research Design: Applications (2) ing English in historical perspective, and a pre- Thesis (6) liminary examination of principles in modern language study. Admission Total 46 Ling 399 requirements Ling 505 (Reading and Conference), Special Studies (Credit to be arranged.) Ling 507 (Seminar) and Ling 510 (Selected Ling 401/501 1. Admission to graduate study at Topics) will count for Language Education/ Research (Credit to be arranged.) Portland State University. Applied Linguistic Theory, Foundations in Ling 404/504 2. Proficiency in English if the student is Language/Linguistic Theory or Research Cooperative Education/Internship not a native speaker of English: minimal Design depending on course content, as (Credit to be arranged.) TOEFL score of 600 or 250 (computer- determined by the instructor. Ling 405/505 based). By the end of the first quarter after Reading and Conference (Credit to be arranged.) 3. At least two years’ proficiency in at least admission to the program, students are required to consult with a departmental Ling 407/507 one foreign language if the student is a Seminar (Credit to be arranged.) native speaker of English. adviser to select the appropriate courses and areas of concentration. The entire pro- Ling 408/508 gram must be approved by the adviser and Workshop (Credit to be arranged.) Degree requirements the department graduate committee. Ling 409/509 Upon satisfactory completion of course- Practicum (Credit to be arranged.) In addition to the minimum graduate work, the student in consultation with a Ling 410/510 school requirements, students must have research adviser completes a thesis that Selected Topics (Credit to be arranged.) an adviser-approved program that meets deals with a specific aspect of TESOL. The Ling 411/511 the following criteria. (For those students Syntax (4) thesis requires a proposal that must be Introduction to modern grammatical theory, its who have completed the Certificate in approved by the research committee before TESL, certain adviser-approved courses methods, and findings. Presents patterns of the research is undertaken. Upon successful argumentation, models, and basic results of will be used to substitute for some of the completion of the thesis, the student will be research. Prerequisite: Ling 390 and one other following requirements.) eligible for the final oral examination. course in linguistics. Persons interested in applying for the Prerequisites: Ling 390 Introduction to Linguistics Ling 412/512 or equivalent Ling 492 Structure of English or M.A., TESOL Program should write to the Phonology (4) equivalent or departmental grammar exam Department of Applied Linguistics for How sounds pattern and how they are used in Credits additional information. the world's languages, how those patterns Language Education/Applied Linguistic Theory ...20 Master of Arts in Teaching or Master should be represented, and what theories have Required Courses of Science in Teaching. For information on been advanced to explain those patterns. Some Ling 538 Second Language Acquisition the Master of Arts in Teaching and the historical background to the subdiscipline and Ling 571 Understanding the International Master of Science in Teaching (General Arts some training in linguistic analysis and argu- Experience or and Letters), see page 130. mentation. Prerequisite: Ling 390. Recom- Sp 515 Problems in Intercultural Communication mended: Ling 415/515. Ling 577 TESOL Methods I Ling 578 TESOL Methods II Ling 413/513 As part of the TESOL Methods requirement, stu- Courses Linguistic Semantics (4) dents must submit a portfolio documenting a Survey of linguistic approaches to meaning, minimum of 70 hours of practical experience. Courses with an asterisk (*) are not offered every year. including approaches from logic and philosophy 4 credits from the following Ling 110 of language. Addresses general questions of Ling 509 Practicum English as a Second Language (4-12) meaning, methods for studying meaning, and Ling 539 Language Assessment An intensive course designed to develop the the relationship of semantic theory to theories of Ling 565 Administration of ESL/EFL Programs non-native speaker’s competence in listening, syntax and semantics. Prerequisite: Ling 390. Ling 570 Grammar for TESOL speaking, reading, and writing. For students Recommended: Ling 411 or 492. Ling 575 Curriculum Design and Materials enrolled in the ESL program only. See full Development description above. Foundations in Language/ Linguistic Theory ...... 16 86 P ORTLAND STATE UNIVERSITY
Ling 414/514 Ling 437/537 assess needs, write curriculum, and develop Linguistic Pragmatics (4) First Language Acquisition (4) materials for a local company employing non- A study of current theories of language use, Introduction to main aspects of first language native speakers. Recommended prerequisite: particularly contextual and functional aspects of acquisition in childhood, from infancy to the Ling 477 or teaching experience. communication. Prerequisite: Ling 390. Recom- early school years. Examines comprehension *Ling 475/575 mended: Ling 411 or 413. and production of the structural and social Curriculum Design and Materials Ling 415/515 aspects of language. Includes discussion of lan- Development in TESOL (4) Linguistic Phonetics (4) guage acquisition theories from linguistic, psy- Principles of curriculum design and instruc- Introduces the sounds of the world’s languages cholinguistic and sociolinguistic perspectives. tional materials development in teaching English with a concentration on English. Practical exer- Research project based on collection and analy- to speakers of other languages. Students work in cises designed to develop skills in production, sis of child language data required. Prerequisite: teams to assess needs, design syllabus, develop discrimination, and phonetic transcription. Ling 390. lessons and materials, plan evaluation for Applications to speech technology and speech Ling 438/538 English language program. Covers structural, pathology. Prerequisite: Ling 390 or concurrent Second Language Acquisition (4) notional and communicative, task-based, and enrollment. Introduction to main aspects of second language content-based syllabus. Prerequisite: Ling 390; *Ling 416/516 acquisition from sociolinguistic and psycholin- Ling 477 or instructor's approval. Recom- Discourse Analysis (4) guistic perspectives. Examines comprehension mended: Ling 478 or teaching experience. The examination of forms and functions in di and production, stages in acquisition, cognitive Ling 477/577, 478/578 course. Using several analytic procedures for processes, linguistic environment, individual TESOL Methods (4, 4) understanding how conversation works, espe- variables, relationship between first and second Approaches, methods, and techniques in teach- cially as applied to language learning and teach- language. Research project based on collection ing English to speakers of other languages, cov- ing. Prerequisite: Ling 390. and analysis of language-learner language. ering theoretical material and its applications to *Ling 420/520 Prerequisite: Ling 390. language teaching. Requires 25 hours/term of Historical and Comparative Linguistics (4) Ling 439/539 observation, tutoring, and practice teaching, and Study of language relationships and language Language Assessment (4) additional 5-10 out-of-class hours for 578. change. Topics include the genetic classification Theoretical background and practical consider- Courses must be taken in sequence. Ling 477/ of languages, language and prehistory, methods ations in the conduct of language assessment. 577: Introduces current knowledge concerning of historical reconstruction, and language con- Students will explore traditional, quantitative language teaching methodology and second lan- tact. Prerequisite: Ling 390. Recommended: Ling methods as well as alternative, qualitative meth- guage learner characteristics. Recommended 412/512. ods for systematically gathering information to prerequisites: 471/571, 438/538. Ling 478/578: inform decisions about individual language abil- †Ling 422/522 Emphasizes techniques for teaching and class- How Do People Learn a Second ity. Prerequisite: Ling 390; 477. room management. Language (3) *Ling 445/545 *Ling 480/580 Gain a historical perspective of language teach- Linguistics and Cognitive Science (4) Bilingualism (4) ing and look at current language learning and Presents current developments in linguistic the- Survey of issues involved with bilingualism teaching models. Examine variables involved in ory, and in psychological theories of perception, throughout the world. Explores the linguistic, first and second language acquisition, including cognition, and information processing (with spe- sociolinguistic, and psycholinguistic aspects of the effect of the first language, socio-economic cial focus on language processing). Examines the simultaneous and subsequent acquisition of one factors, and instruction. fusion of linguistic and psychological theories or more languages. Includes perspectives of indi- † into the rapidly growing field of cognitive sci- vidual and societal bilingualism, and examines Ling 423/523 ence. Prerequisite: Ling 390. Recommended: Taking Stock: Assessment and Evaluation issues involved with bilingual language use, lan- in Programs With Language Minority Ling 433. guage processing, education, language plan- Students (2) Ling 470/570 ning, and language and identity. Prerequisite: Consider ways to expand the assessment domain Grammar for TESOL (4) Ling 390. so that it describes the full range of student work A study of how to teach difficult grammatical Ling 481/581 and includes all populations. Learn about tech- structures in English, how to resolve problems World Englishes (4) nical standards needed to ensure fair, accurate, and questions that frequently arise in the ESL Explores the role of English as a world language. and meaningful information. Discuss using classroom, and how to adapt and supplement Using film, audio tapes, and English language assessment results to focus school and district ESL grammar tests. Prerequisites: Ling 390; 492 newspapers from around the world, students services for language minority students. or departmental grammar test. will become familiar with such Englishes as Ling 432/532 Ling 471/571 Malaysian English, Indian English, Nigerian Sociolinguistics (4) Understanding the International Experience English, and Filipino English. Prerequisite: Examines the role of language in society and (4) Ling 290 or 390. how social factors can influence language. The Examination of communication-based dimen- Ling 482/582 social issues around language including lan- sions of an international or intercultural experi- Pidgins and Creoles (4) guage policy and language ideology. Prerequisite: ence, including teaching English to speakers of Introduces students to the language varieties Ling 390. other languages. Development of strategies and arising in contact situations. Concentration on activities required to meet the challenges of *Ling 433/533 African and New World creoles (and African Psycholinguistics (4) teaching, working, or doing research in an inter- American Vernacular English). Considers the A survey of psycholinguistics and the psychol- national/intercultural setting. All linguistics stu- formation of pidgins and creoles in terms of both ogy of language, focusing on the general ques- dents must register for Ling 471/571, however, first and second language acquisition. Looks at tion of the relation between human language this course is also offered as Intl 471 and BSt the social factors involved in their creation. and human beings. Prerequisite: Ling 390. 471. Course may be taken only once for credit. Prerequisite: Ling 390. * *Ling 435/535 Ling 474/574 Ling 490/590 Applied Linguistics (4) ESL in the Workplace (4) History of the English Language (4) An examination of current areas of applied lin- Theory and practice in developing programs to A survey in which the development of English guistics research. Prerequisite: Ling 390. teach English language programs in the work- phonology, morphology, vocabulary, and syntax place. Students observe workplace programs, is studied through the application of modern lin- examine case studies, and work in teams to guistic criteria and methodology. Recommended prerequisite: Ling 390.
†Ling 422/522 and Ling 423/523 are to be used only for ESL/bilingual endorsement for public school teachers, offered through Continuing Education. These courses cannot be used as linguistics electives or toward the TESL certificate or TESOL master’s degree without explicit approval by the Applied Linguistics department. C OLLEGE OF LIBERAL ARTS AND SCIENCES 87
Ling 492 Ling 560 pedagogy. Review of related literature, prepara- Structure of the English Language (4) Research Design: Methodology (2) tion of proposal, collection and analysis of data, A study of English structure and modern Methods for qualitative and quantitative research presentation of results. Recommended prerequi- approaches to grammar. This course satisfies in TESOL and other areas of applied linguistics. site: Ling 560 or concurrent enrollment. state standards for teaching English. Recom- Measurement concepts, major types of research *Ling 565 mended prerequisite: Ling 390. designs, alternative types of research in TESOL, Administration of ESL/EFL Programs (4) Ling 503 introductory statistics, evaluation of published Analyzes models of intensive and non-intensive Thesis (Credit to be arranged.) research. Prerequisite: 16 credits in applied programs in terms of goals, students, levels, staff, linguistics. schedules, materials and approaches based on Ling 561 resources and facilities available. Discusses theo- Research Design: Applications (2) retical, financial and pedagogical issues in Second course in a two-course series in research designing and maintaining a successful program. design required for M.A. TESOL students. Pro- Prerequisite: Ling 390; 477. vides experience in applied research in linguis- tics, language acquisition, and language Biology
246 Science Building II Admission The remaining 14 credits may include no 503-725-3851 more than a total of 6 credits in Bi 401, www.bio.pdx.edu requirements 404, 405, and 406. Admission to the department is based on Biology majors interested in the Biology B.A., B.S. general admission to the University. See Honors program may obtain information Minor page 43 for more information. on that in the Science Support Office. Secondary Education Program M.A., M.S. Option I: General Biology M.A.T. and M.S.T. (Science/Biology) Degree Requirements Credits Ph.D.—Environmental Sciences and Bi 251-253 Principles of Biology...... 15 Resources: Biology Requirements for major. In addition to Bi 341 Genetics ...... 4 satisfying general University requirements, At least two of the following courses: a student majoring in biology must meet Bi 338 Introduction to Molecular Biology ...... 4 Bi 336 Cell Biology ...... 5 Undergraduate general department major requirements Bi 357 General Ecology...... 4 and specific requirements in one of the Upper-division electives ...... 32-33 programs biology major options. Courses taken as upper-division biology The biology program is designed to prepare General requirements are completion of electives must include at least one other students for careers in biological research, two terms of statistics or two terms of cal- upper-division course in each of the fol- development, and teaching, and in health culus; three terms of science majors’ intro- lowing areas: sciences, nursing, agriculture, forestry, and ductory chemistry with laboratory; one Botany other applied fields. It also provides the term of organic chemistry; Ph 201, 204; Bi 433 Morphology of Vascular Plants necessary background for prospective and 12 elective credits from geology, phys- Bi 435 Plant Systematics ics, or chemistry at the 200 level or higher. Bi 441 Plant Physiology teachers and for advanced study leading to Bi 471 Plant Ecology graduate degrees in the more specialized All biology majors must complete at least 60 credits in biology including three terms ESR 445 Phytoplankton Ecology fields of the biological sciences. Zoology A student planning to enter medicine, of science majors’ introductory biology Bi 387 Vertebrate Zoology dentistry, or other professional fields with laboratory. Of the 60 credits in biol- Bi 413 Herpetology should consult the catalog of the profes- ogy at least 44 must be upper-division, Bi 414 Ornithology including one term of genetics (Bi 341, Bi 415 Mammalogy sional school to which the student intends Bi 461 Freshwater Invertebrate Zoology to apply following preprofessional work in Introduction to Genetics) and fulfillment of one of the options listed below. Students Microbiology biology and other sciences at Portland Bi 480, Bi 488 Microbiology and Laboratory State. Biology is also a teaching endorse- must receive a grade of C- or better in all Bi 421 Virology ment area in the program of secondary upper-division courses specifically listed in Bi 430 Theory of Recombinant DNA Techniques education. the four options. Evolutionary biology Biology courses taken pass/no pass are Bi 426 Evolution The Oregon University System main- Bi 427 Evolutionary Genetics tains the Institute of Marine Biology near not acceptable toward fulfilling departmen- tal major requirements, with the exception Bi 428 Human Genetics Coos Bay and the Hatfield Marine Sciences Bi 476 Population Biology of courses numbered Bi 401, 404, 405, Center in Newport on the Oregon coast. Several different avenues of study may PSU also participates in programs at the 406, and 407 which are only offered pass/ no pass. Of the 60 credits required in biol- be followed under the general track. These Malheur Field Station in southeastern Ore- include emphases in ecology, evolution, gon. Biology majors are encouraged to ogy, at least 46 credits must be in courses other than Bi 401, 404, 405, 406, and 407. botany, microbiology, and field biology. spend a summer at one of these Please consult your adviser for more institutions. details. The remaining courses taken to meet upper-division elective requirements 88 P ORTLAND STATE UNIVERSITY
in biology may be selected from any upper- The remaining courses taken to meet Bi 360, 361 Introduction to Marine Biology and Laboratory division courses offered by the Department upper-division elective requirements in Bi 423 Microbial Ecology of Biology (courses with a "Bi" prefix). biology may be selected from any upper- Bi 426 Evolution division courses offered by the Department Option II: Organismal Biology of Biology (courses with a "Bi" prefix). Total 30 Credits The department offers a Certificate in Courses taken under the undifferenti- Bi 251-253 Principles of Biology ...... 15 ated grading option (pass/no pass) will not Bi 341 Genetics...... 4 Biotechnology in cooperation with Port- Bi 336 Cell Biology ...... 5 land Community College. Students inter- be accepted toward fulfilling department Bi 357 General Ecology...... 4 ested in obtaining the Certificate in minor requirements. Bi 401, 404, 405, Bi 426 Evolution ...... 4 Biotechnology should contact Dr. Lisa 406, and 407 are not allowed for the Upper-division electives...... 28-29 Weasel for information on specific require- minor. Additional courses may be required ments for the certificate. as prerequisites. Courses taken as upper-division biology electives must include at least one course Option IV: Botany SECONDARY EDUCATION from each of the following sub-areas: Credits Adviser: M. Murphy, L. Weasel Systems physiology Bi 251-253 Principles of Biology ...... 15 Students who wish to teach biology in sec- Bi 301, Bi 302, Bi 303 Human Anatomy Bi 341 Genetics ...... 4 ondary schools should complete one of the and Physiology (4, 4, 4) At least two of the following courses: Bi 417 Mammalian Physiology (4) Bi 338 Introduction to Molecular Biology ...... 4 two programs shown. Courses are to be Bi 418 Comparative Animal Physiology (4) Bi 336 Cell Biology ...... 5 taken for differentiated grades, except for Bi 419 Animal Physiology Laboratory (4) Bi 357 Ecology ...... 4 those offered for pass/no pass only. Stu- Upper-division biology electives ...... 28-29 Bi 441 Plant Physiology (4) dents must have at least a 3.00 GPA in the Bi 462 Neurophysiology (4) Courses taken as upper-division biology recommended science courses and must Bi 463 Sensory Physiology (4) electives must include at least four courses earn at least a C in each course of the Structure/systematics/development from the lists below and at least one course endorsement area. Students should also Bi 326 Comparative Vertebrate Embryology (5) from each of the following sub-areas. Bi 328 Comparative Vertebrate Anatomy (5) take Ed 420 Introduction to Education and Structure and function Bi 387 Vertebrate Zoology (6) Society; Psy 311; and one of the following: Bi 433 Morphology of Vascular Plants Bi 413 Herpetology (6) Bi 434 Plant Anatomy Sp 100, 229, 220, 262, or 324. Bi 414 Ornithology (6) Bi 441 Plant Physiology Biology majors. The student must com- Bi 415 Mammalogy (6) ESR 445 Phytoplankton Ecology plete a biology major’s program as outlined Bi 416 Marine Mammals (6) Bi 433 Morphology of Vascular Plants (4) Evolution and systematics above, to include a course each in microbi- Bi 426 Evolution Bi 435 Plant Systematics (4) ology, ecology, genetics, and evolution. (See Bi 435 Plant Systematics Bi 455 Histology (6) adviser.) Bi 476 Population Biology Ecology/genetics/evolution/behavior Ecology Credits Bi 360 Introduction to Marine Biology (3) Biology (see adviser) ...... 60 Bi 410 Reproductive Ecology of Plants Bi 412 Animal Behavior (4) Mathematics (see above) ...... 8 Bi 471 Plant Ecology Bi 427 Evolutionary Genetics (4) Chemistry (see above) ...... 19 ESR 475 Limnology and Aquatic Ecology Bi 428 Human Genetics (4) Physics (see above) ...... 5 Bi 471 Plant Ecology (4) The remaining courses taken to meet Electives (see above) ...... 12 Bi 472 Natural History (3) upper-division elective requirements in Bi 476 Population Biology (4) biology may be selected from any upper- Total 104 ESR 475 Limnology and Aquatic Ecology (4) division courses offered by the Department Nonbiology majors The remaining courses taken to meet of Biology (courses with a "Bi" prefix). One year-long sequence in introductory biology . 9 upper-division elective requirements in Bi 234, 235 Elementary Microbiology ...... 6 Requirements for minor. One course each in both anatomy and biology may be selected from any upper- To earn a minor in biology, a student must complete physiology...... 8 division courses offered by the Department Bi 341 Introduction to Genetics ...... 4 at least 27 credits (at least 9 credits of of Biology (courses with a "Bi" prefix). Bi 357 General Ecology ...... 4 which must be taken in residence at PSU), Bi 426 Evolution ...... 4 Option III: Microbiology/ to include the following: Biology elective in botany or field-oriented Molecular Biology Credits course ...... 4 Credits Bi 251, 252, 253 Principles of Biology ...... 15 Biology total 39 Bi 251-253 Principles of Biology ...... 15 Upper-division credits to include at least one course from each of the following three Physical science electives as approved by Bi 336 Cell Biology ...... 5 areas ...... 15 adviser ...... 18 Bi 337 Cell Biology Lab ...... 2 Area I: Cellular Biology Bi 338 Introduction to Molecular Biology ...... 4 Total 57 Bi 336 Cell Biology Bi 341 Genetics...... 4 Bi 341 Introduction to Genetics Bi 480, Bi 488 Microbiology and Laboratory ...... 6 Bi 480 Microbiology Ch 350 or Ch 490, 491 Biochemistry...... 4 or 6 Area II: Organismal Biology Graduate Upper-division electives (must include at least 12 credits from the following list:) ...... 24 Bi 301, 302, 303 Human Anatomy and Physiology programs Bi 421 Virology Bi 326 Comparative Vertebrate Embryology Bi 423 Microbial Ecology The Department of Biology offers graduate Bi 328 Comparative Vertebrate Anatomy Bi 424 Molecular Genetics Bi 334 Systematic Botany study leading the Master of Arts or Master Bi 428 Human Genetics Bi 387 Vertebrate Zoology of Science, and the Master of Arts in Bi 430, 431 Recombinant DNA Techniques and Laboratory Bi 433 Morphology of Vascular Plants Teaching or Master of Science in Teaching Bi 456 Developmental Biology Bi 434 Plant Anatomy Science/Biology. The department also par- Bi 481 Microbial Physiology Bi 455 Histology ticipates in the Environmental Sciences and Bi 482 Environmental Microbiology Bi 461 Freshwater Invertebrate Zoology Resources Doctoral Program. Specialized Bi 486 Pathogenic Bacteria Area III: Ecological and Evolutionary Biology Bi 357 General Ecology studies in the basic principles and tech- Bi 487 Immunology niques of the discipline, when combined C OLLEGE OF LIBERAL ARTS AND SCIENCES 89
with multidisciplinary environmental sci- M.S.T. degrees in Science/Biology. In con- ences courses and seminars, will partially sultation with the graduate adviser, the stu- Courses fulfill the requirement for the Ph.D. in dent should establish the degree program Courses with an asterisk (*) are not offered every year. environmental sciences and resources. For before the completion of 15 credits of Bi 101, 102, 103 information relative to the Ph.D. program coursework. The program must include a General Biology (3, 3, 3) in environmental sciences and resources/ minimum of 45 credits in approved gradu- The fundamental principles of life as they apply to both plants and animals. If taken after completing biology, see page 125. ate courses, to include a minimum of 24 courses with similar materials credit will be credits in the area of concentration. At least restricted Concurrent enrollment in Bi 104, 105, Admission 9 credits, but no more than 15 credits, 106 required. must be in education courses and must Bi 104, 105, 106 requirements include Ed 520 Introduction to Education General Biology Labs (1, 1, 1) and Society. The 45 credits required must Laboratory to accompany General Biology (Bi In addition to the instructions for admis- include 6 credits in either Bi 501 Project 101, 102, 103). Previous or concurrent enroll- sion to the graduate program as they Track: Research Project relating to biology ment in 101, 102, 103 is required. One 2-hour appear on page 60, the department teaching (i.e. curriculum module, grant laboratory per week. requires the following information from proposal, community development *Bi 161 each applicant to the M.A./M.S. program in project) as approved by students commit- Food, Plants, and People (3) biology and the Ph.D. program in environ- The role of plants in human affairs as sources of tee; or Bi 504 Practicum Track: 6 credits in mental sciences and resources: food, fiber, fuel, beverages, and drugs. This practicum/internship/community outreach 1. Satisfactory scores on the Graduate course does not satisfy the Department of Biology experience as approved by student’s com- botany course requirement and is intended for Record Examination (GRE), to include mittee. In order to fulfill requirements for nonmajors. results from the aptitude test and the the degree, the student must satisfactorily *Bi 162 advanced biology examination. complete the degree program and pass Indoor Plants (3) 2. Three letters of evaluation from per- both a final written examination and a final An in-depth study of the botany, identification, sons qualified to assess the applicant’s oral examination. cultural characteristics, propagation, care and promise as a graduate student. Continuing teaching license. The maintenance, and effective utilization in interior requirements for the continuing teaching design of common foliage plants. Not intended The student should contact the depart- for biology majors. ment for a statement of current admission license include satisfactory completion of 45 credits of upper-division and graduate Bi 163 policy. Organic Gardening (3) The prospective student should realize work earned subsequent to receipt of An in-depth study of the principles and practices that a high GPA and acceptable GRE scores a bachelor’s degree. The 45 credits are in of modern home gardening. Plants, soils, and cli- do not guarantee admission to the graduate addition to those required for the initial mates are studied in relation to the production of programs in biology. This is because of the teaching license. For the continuing vegetables, herbs, flowers, and perennial food many departmental factors which must be endorsement in biology, the student must plants. The organic and chemical approaches to taken into consideration, such as availabil- take at least 15 credits of adviser-approved gardening are discussed with the goal of helping graduate-level work distributed to students to formulate intelligently their own phi- ity of appropriate advisers and research losophy of gardening. Not intended for biology space. strengthen the student’s background in majors. science. Although no specific courses in Bi 175 science are required for the continuing Evolutionary Concepts (3) Degree requirements endorsement, combined undergraduate This class is designed to provide background in University master’s degree requirements are and graduate preparation must include at evolutionary concepts for nonmajors and to listed on page 60. Specific departmental least 36 credits in biology and must include address current issues in evolution as they are requirements are listed below. All M.S., specific courses. Each student’s program is perceived and are being investigated by various M.S.T., M.A.T. students are required to take tailored to meet the needs of the individual members of our faculty in biology and geology. It is a combined lecture and discussion class and Bi 598 Graduate Research Prospectus, and and the requirements of the continuing endorsement and the continuing license. will include occasional guest lecturers presenting Bi 599 Graduate Grant Writing, in the fall their research and views on various topics in evo- and winter quarters, respectively, follow- See page 215 for the required lution. ing admission to the program. education courses. Doctor of Philosophy in environmen- Bi 199 Master of Arts or Master of Science. Special Studies (Credit to be arranged.) tal sciences and resources—biology. In Satisfactory completion of at least 45 cred- Bi 234 its of approved graduate-level courses is addition to the program requirements Elementary Microbiology (4) required for a master’s degree. The student listed on page 126, the student is required Introduction to the basic and applied aspects of must complete at least 30 credits in the to take Bi 598 Graduate Research Prospec- microbiology, with special emphasis on the role of field of biology. No more than 9 credits tus, and Bi 599 Graduate Grant Writing, in microorganisms in human affairs. Such fields as may be in Bi 503 Thesis. No more than a the fall and winter quarters, respectively, nursing, environmental protection, food technol- ogy, and public health are given special attention. total of 15 credits may be in seminar, read- following admission to the program. The student must also have taken a departmen- Topics will include microbial growth and death, ing and conference, research, and thesis. A human disease, environmental microbiology, food maximum of 15 credits may be pro- tal Ph.D. comprehensive exam by the fifth and industrial microbiology, microbial aspects of grammed as electives in fields related to quarter after entering the program, fol- water and sewage treatment, aspects of microbial biology in consultation with the degree lowed the next quarter by formal defense of gene flow, genetic engineering, and vaccine devel- adviser. Successful completion of a final their Ph.D. prospectus. opment. oral examination and a thesis is required. Master of Arts in Teaching or Master of Science in Teaching. The College of Lib- eral Arts and Sciences offers the M.A.T./ 90 P ORTLAND STATE UNIVERSITY
Bi 235 and one hour of recitation. Recommended pre- Bi 399 Elementary Microbiology Laboratory (2) requisites: one year of introductory biology and Special Studies (Credit to be arranged.) The laboratory is designed for science majors and one year of introductory chemistry. Bi 401/501 others who need practical experience in culturing Bi 337 Research (Credit to be arranged.) and observation of microorganisms. Topics will Cell Biology Laboratory (2) Bi 404/504 include culture techniques, use of the microscope Experiments in cell biology to complement lec- Cooperative Education/internship for observation of microorganisms, and proce- ture. One three-hour laboratory. Recommended (Credit to be arranged.) dures for study of microorganisms in the labora- prerequisite: prior completion of/or concurrent Bi 405/505 tory and field. Two 2-hour laboratory periods. enrollment in Bi 336. Reading and Conference (Credit to be Recommended prerequisite: Bi 234 or concurrent arranged.) Pass/no pass only. enrollment in Bi 234. Bi 338 Introduction to Molecular Biology (4) Bi 406 Bi 251, 252, 253 The principles, concepts and methods of molecu- Laboratory Project (Credit to be arranged.) Principles of Biology (5,5,5) lar biology with focus on structure, biochemistry, Bi 407/507 Study of the basic principles of living organisms. biosynthesis, and regulation of cellular macromol- Seminar (Credit to be arranged.) The course will study both plants and animals ecules-DNA, RNA, and proteins. Topics covered Selected topics in biology. and topics will include cell structure, energy pro- include the nature and structure of the genes, reg- duction synthesis, nutrition, genetics, evolution, Bi 410/510 ulation and expression of genes, molecular Selected Topics (Credit to be arranged.) classification, excretion mechanisms of response, aspects and regulation of translation, DNA repli- Consent of instructor. reproduction and development, and ecology. Lab cation and repair, mutagenesis, cell signaling, the *Bi 412/512 investigations will use laboratory, field study, and cell cycle and an introduction to the molecular special readings. Four hours lecture and one 3- Animal Behavior (4) basis of cancer. Prerequisites: Bi 341 and 336. An evolutionary approach to the study of animal hour laboratory. Recommended prerequisite: Ch behavior. The importance of ecological, physio- 221, 227 or concurrent enrollment in Ch 221, Bi 341 logical, and social variables will be examined in 227. Introduction to Genetics (4) A study of the mechanism of biological inherit- relation to the behavior of the individual animal. Bi 299 ance. One 2-hour recitation period. Recom- Recommended prerequisites: one year of intro- Special Studies (Credit to be arranged.) mended prerequisite: one year of biological ductory biology and upper-division standing. Bi 301, 302, 303 science. *Bi 413/513 Human Anatomy and Physiology (4, 4, 4) Bi 343 Herpetology (6) Fundamental principles of microanatomy, mac- Genes and Society (4) Study of the distinguishing features, anatomy, roanatomy, genetics, embryology, and physiology, Explores the principles of genetics, molecular physiology, origins, evolution, and ecology of as applied to the human organism will be pre- biology, and biotechnology within social and his- amphibians and reptiles. North American species sented and correlated to provide a comprehensive torical context. Emphasis on the ethical issues are emphasized. Two 2-hour lectures, two understanding of man as a functionally integrated arising from the intersection of genetics, technol- 2-hour laboratories. Recommended prerequisite: biological entity. One 3-hour laboratory period. A ogy, and society, with attention to the role of gen- Bi 387. previous course in chemistry is recommended. der, race, and class in the formation and *Bi 414/514 Recommended prerequisite: one year of college application of scientific knowledge. biological science. Ornithology (6) Study of the evolution, diversity, ecology, physiol- * Bi 357 Bi 326 General Ecology (4) ogy, and behavior of birds. Two 2-hour lectures Comparative Vertebrate Embryology (5) The study of the interrelationships of plants and and one 3-hour laboratory. The laboratory Comparative study of the development of repre- animals with their environment. Emphasis is on emphasizes species identification and exposes sentative vertebrates, including the cellular mech- basic ecological principles and concepts, not on students to techniques used in museum and field anisms responsible for early morphogenesis. One current environmental problems. Recommended studies. Students are required to conduct a 4-hour laboratory period. Recommended prereq- prerequisite: one year of biological science. research project outside of scheduled laboratory uisite: one year of introductory biology. * time. Recommended prerequisite: Bi 387. * Bi 360 Bi 328 Introduction to Marine Biology (3) Bi 415/515 Comparative Vertebrate Anatomy (5) Introduction to the marine environment and its Mammalogy (6) Gross dissection and comparison of organ sys- life forms. Survey of organismal diversity with Study of the diversity, characteristics, evolution, tems in representative vertebrate forms. Two 4- emphasis on structural and physiological adapta- structure, function, distribution, and life habits of hour laboratory periods. Recommended prerequi- tions to the marine realm. Recommended prereq- mammals. North American Species are empha- site: Bi 252. uisite: one year of biological science. sized. Two 2-hour lectures, two 2-hour laborato- Bi 330 Introduction to Plant Biology (4) *Bi 361 ries. Recommended prerequisite: Bi 387. Plant diversity, structure and function in relation- Introduction to Marine Biology *Bi 416/516 ship to evolution, habitat, and interactions with Laboratory (1) Marine Mammals (6) other organisms. Historical impacts of plants on Laboratory and field work in marine biology. One Study of the distinguishing features, classification, human culture, including conservation, biotech- 3-hour laboratory period. Recommended prereq- origins, evolution, physiology, anatomy, behavior, nology, and world food supply. Recommended uisite: completion of or concurrent enrollment in ecology, and status of groups of marine mammals. prerequisites: Bi 251, 252, 253. Bi 360. Two 2-hour lectures, one 3-hour laboratory. Rec- *Bi 332, 333 *Bi 370 ommended prerequisite: Bi 387. Plant Morphology (4, 4) Mushrooms (4) *Bi 417/517 Study of the structure and life history of represen- An introduction to the distribution, systematics, Mammalian Physiology (4) tatives of the algae, fungi, and bryophytes (Bi identification, ecology, morphology, and life histo- Physiology of the mammalian cardiovascular, 332) and the vascular cryptogams (Bi 333). Two ries of visible fungi (mushrooms). Two 3-hour respiratory, renal and digestive systems with 3-hour laboratory periods. Recommended pre- laboratory periods; field trips. Recommended pre- emphasis on homeostatic control and integration requisite: Bi 253. requisite: one year of biology. of these systems in normal and pathophysiologi- Bi 336 Bi 387 cal states. Recommended prerequisite: upper- Cell Biology (5) Vertebrate Zoology (6) division physiology course. An introduction to the biology of eukaryotic Introduction to the classification, anatomical (plant/animal) and prokaryotic cells (bacteria, characteristics, distribution, and life habits of etc.) with emphasis on physiology, biochemistry, fishes, amphibians, reptiles, birds, and mammals. morphology, and energetics. Four hours of lecture Two 2-hour lectures, two 2-hour laboratories. Recommended prerequisite: one year of college- level biology or zoology. C OLLEGE OF LIBERAL ARTS AND SCIENCES 91
Bi 418/518 Bi 430/530 *Bi 453/553 Comparative Animal Physiology (4) Theory of Recombinant DNA Techniques (3) Biology of Aging (3) Physiology of metabolic, respiratory, circulatory, Lectures on the principles and theory of recom- The study of molecular and structural changes in excretory, muscle, and nervous systems with binant DNA and molecular cloning techniques. animals as a function of age. Emphasis is on the emphasis on a comparative ecological approach. Topics will cover use of restriction and other basic biological factors which limit life-span. Recommended prerequisite: upper-division DNA modifying enzymes, host-vector systems, Recommended prerequisites: Bi 336 or bio- physiology course. DNA fragment and plasmid isolation techniques, chemistry, Bi 487. Bi 419/519 gene mapping, subcloning techniques, in vitro Bi 455/555 Animal Physiology Laboratory (4) mutagenesis, cDNA and genomic cloning, Histology (6) Laboratory experiments on the physiology of screening of clones, blot hybridizations, DNA Systemic study, description, and identification animals from the cell through organismic levels. transfection and use of reporter genes, DNA of histological structures. Two 3-hour laboratory Two 3.5-hour laboratory periods. Recommended sequencing and PCR. Recommended prerequi- periods. Recommended prerequisite: two years prerequisite: Bi 336, 417 or 418. May be concur- site: Bi 338. of biology. rent. Bi 431/531 Bi 456/556 Bi 421/521 Recombinant DNA Techniques Developmental Biology (4) Virology (4) Laboratory (2) Explores basic principles of how organisms A study of the classification, structure, genetics, Laboratory of recombinant DNA and molecular develop from a fertilized egg into a complex, molecular biology of replication, cell interac- cloning techniques. Corequisite: Bi 430/530. multicellular adult. Focuses on contemporary tions, and host response of representative groups *Bi 432/532 issues in developmental biology, including pat- of bacterial, plant, and animal viruses, and the Morphology of Nonvascular Plants and tern formation, morphogenesis, determination, medical aspects of important human viruses. Fungi (4) and differentiation in vertebrates and inverte- Recommended prerequisite: Bi 338. Study of the morphology, structure, and life his- brates. Recommended prerequisite: Bi 341. tory of algae, bryophytes, and fungi from an evo- *Bi 422/522 *Bi 461/561 Comparative Vertebrate Endocrinology (4) lutionary point of view. One 3-hour laboratory. Freshwater Invertebrate Zoology (5) Neuroendocrine and endocrine mechanisms in Recommended prerequisite: Bi 253. A survey of the major groups of freshwater vertebrates with an emphasis on the comparative *Bi 433/533 invertebrates with emphasis on benthic inverte- physiology and morphology of endocrine sys- Morphology of Vascular Plants (4) brates and invertebrate groups used as biological tems. Recommended prerequisite: Organic Study of the gross morphology, development, indicators. Two 3-hour laboratories; field work Chemistry, Principles of Biology. and structure of roots, stems, leaves, and flowers outside of class hours. Recommended prerequi- from an evolutionary point of view. One 3-hour *Bi 423/523 sites: Bi 251, 252, 253. laboratory. Recommended prerequisite: Bi 253. Microbial Ecology (4) Bi 462/562 Study of the interaction of microorganisms with Bi 434/534 Neurophysiology (4) each other and plants and animals; soil and Plant Anatomy (5) Lectures covering the basic anatomy of the verte- aquatic systems; microbial evolution; cycles of Study of the structure of meristems, cells, tis- brate central nervous system (CNS) and the cel- matter; biodegradation and microbial pest con- sues, and tissue systems of roots, stems, leaves, lular bases for resting, graded and action trol. Recommended prerequisite: Bi 480. flowers, and fruits from the developmental and potentials. Also, chemical and electrical signal- comparative standpoint. One 3-hour laboratory. *Bi 424/524 ing between cells of the nervous system is dis- Molecular Genetics (4) Recommended prerequisite: Bi 253. cussed, including pharmacological intervention The nature of the gene and its mode of action, Bi 435/535 in the CNS. Lastly, several model systems for organization of the genetic material, and the reg- Plant Systematics (4) integrative neuroscience are described including ulation of gene action. Recommended prerequi- Study of angiosperm classification, diversity, and the visual and somatosensory systems, learning, site: Bi 338. evolutionary relationships. Methods of phyloge- memory, and simple motor pattern generators. netic analysis and current hypotheses regarding Bi 426/526 Recommended prerequisite: Bi 336. Evolution (4) angiosperm phylogeny are emphasized. Lab will Bi 463/563 Examination of micro- and macroevolutionary focus on the form and floral structure of about Sensory Physiology (4) patterns in the evolution of life, with an empha- 30 local plant families. One 3-hour laboratory. An exploration of the range of animal senses with sis on the mechanisms of evolution. One 2-hour Recommended prerequisite: Bi 252. lecture and discussion of the principles of sensa- recitation period. Prerequisite: Bi 341. Bi 441/541 tion and sensory communication in general, and *Bi 427/527 Plant Physiology (5) the detailed physiology of transduction for Evolutionary Genetics (4) An introduction to the metabolic activities of mechanical, electromagnetic, chemical, nocicep- An introduction to population genetics theory plants. Two 3-hour laboratory periods. Recom- tive, and thermal senses. Recommended prerequi- and an examination of the genetic techniques mended prerequisite: Bi 336 or one term of bio- site: Bi 462/562. that are used to look at populations, speciation, chemistry. *Bi 471/571 and phylogenetic relationships. Prerequisite: Bi *Bi 442/542 Plant Ecology (4) 341, Bi 426. Plant Physiology (3) A study of the interrelationships between plants Biochemical activities of plants, photosynthesis, *Bi 428/528 and their environment with emphasis upon indi- Human Genetics (4) and respiration. Course is intended to be taken vidual adaptation and community dynamics. The organization of the human genome, pedi- in sequence with Bi 441. Recommended prereq- One 3-hour laboratory period. Recommended gree analysis, gene mapping, chromosome uisite: Bi 441. prerequisite: Bi 357 or equivalent. abnormalities, sex determination, and gene *Bi 451/551, 452/552 *Bi 472/572 defects (metabolic and hemoglobin). Topics are Parasitology (4, 4) Natural History (3) discussed from the point of view of clinical Study of the biological inter-relationships of par- A study of plant and animal interrelationships, applications and current research. Prerequisite: asites and their hosts. An introduction to the emphasizing maintenance of proper field Bi 341. morphology, physiology, and life cycle of repre- records, identification, distribution, and ecology sentative parasites. One 3-hour laboratory Bi 429/529 of vertebrates in Oregon. Includes one two-hour Conservation Biology (4) period. Recommended prerequisite: two years of laboratory. Recommended prerequisite: one year Examination of the principles of conservation biology. of biology. biology and applications of theory to conserva- tion issues, globally and in the Northwest. Rec- ommended prerequisites: Bi 341, 357, 426; Bi 387. 92 P ORTLAND STATE UNIVERSITY
Bi 473/573 Bi 487/587 Bi 592 Field Sampling (4) Immunology and Serology (4) Advanced Topics in Marine Mammals (2) An introduction to the methods commonly The study of resistance to infectious disease and A study of one or more advanced topics in employed for collecting and interpreting the properties and behavior of antisera formed marine mammals; covering new developments ecological data. One 3-hour laboratory. within an animal in response to foreign antigenic in regard to their evolution, physiological and Recommended prerequisite: Bi 357. substances. Recommended prerequisite: Bi 480. anatomical adaptations, echolocation, popula- *Bi 476/576 Bi 488/588 tion structure and dynamics, and behavior. Population Biology (4) Microbiology Laboratory (2) Prerequisite: Bi 416. A study of classical and modern theories of the Techniques in microbiology, including staining *Bi 593 growth and regulation of natural populations of and microscopy, isolation and maintenance of Cytogenetics (3) plants and animals. Emphasis will be placed on bacteria, counting techniques, and methods for a Structure and function of chromosomes, mitosis quantitative models. Topics will include: age- wide range of physiological and morphological and meiosis, the major chromosomal changes of specific population growth; population growth tests. Corequisite: Bi 480/580. plant and animal evolution. Recommended pre- in a limited environment; competitive and pred- Bi 489/589 requisite: Bi 341 or equivalent. ator-prey interactions; biotic diversity; data col- Microbiology Physiology Laboratory (1) *Bi 594 lection and mathematical modeling of actual Application of the principles of microbiology in Cytogenetics Laboratory (1) populations. Includes one-hour recitation. the laboratory. One 3-hour laboratory period. Normal and aberrant forms of nuclear division; Recommended prerequisite: Bi 357. Recommended prerequisite: concurrent with Bi major techniques in preparation of chromosomes Bi 480/580 481/581. for microscopic examination. One 2-hour labora- Microbiology (4) Bi 503 tory. Recommended prerequisite: current enroll- Fundamental concepts and techniques of micro- Thesis (Credit to be arranged.) ment in Bi 593. biology. The general principles of microbial cell *Bi 543 *Bi 595 structure and function, physiology and bio- Advances in Plant Physiology (3) Advanced Topics in Genetics (2) chemistry, growth, survival, classification, and Lectures and discussions on selected topics in New developments in genetics. Topics to include diversity are emphasized. Recommended prereq- plant physiology; evaluation of current trends in current research in the areas of genetics, human uisites: Bi 336 and Bi 338. Corequisite: Bi 488/ this field. Recommended prerequisite: Bi 442 (or genetics, evolutionary genetics, and molecular 588. concurrently). May be repeated once for credit. genetics. Prerequisite: Bi 341. *Bi 481/581 *Bi 585 *Bi 596 Microbial Physiology (3) Advances in Microbiology (3) Advanced Topics in Evolution (2) Physiology and biochemistry of microorganisms. Analysis of new developments in microbiology New developments in evolution. A study of one Modern contributions to microbiology empha- including metabolic pathways, anaerobic systems, or more advanced topics relating to the patterns sized. Micro- and macro-molecular anatomy of mechanisms of pathogenicity, and the exploitation and processes of microevolution and macroevo- microbial cells; energy metabolism, biosynthetic of microorganisms to generate products for man- lution. Prerequisite: Bi 426. pathways and their regulation, kinetic and kind. Recommended prerequisite: Bi 480. *Bi 597 molecular aspects of growth, genetics, evolution, *Bi 590 Advanced Topics in Mammalogy (3) and ecology. Recommended prerequisites: Bi Advanced Comparative Physiology (4) Study of one or more advanced topics in 480, 488, and either Bi 336 or one term of bio- Advanced topics and current research on various mammalogy. chemistry. aspects of comparative physiology. Recommended Bi 598 *Bi 486/586 prerequisites: Bi 417 or Bi 418 and Bi 419. Graduate Research Prospectus (3) Pathogenic Bacteriology (4) Bi 591 Each student develops and presents a thesis pro- Study of bacteria pathogenic to humans and Advances in Phycology (2) spectus. The prospectus is to include a review of their relationship to infectious disease. Emphasis Lectures, seminars, discussions. Recent advances the literature and a detailed statement of signifi- on the biochemical mechanism of infection and in phycology with an emphasis on cultivation, cance, specific aims, research design, and meth- laboratory diagnosis. Recommended prerequi- morphology, physiology, genetics, and sexuality ods. All entering biology graduate students site: Bi 480. of algae. Recommended prerequisite: Bi 445. (M.S.T., M.A./M.S. and Ph.D.) are required to take this course. Bi 599 Graduate Grant Writing (3) Each student is required to write a major grant proposal based on their research prospectus. All biology graduate students (M.S.T., M.A./M.S. and Ph.D.) are required to take this course. Recommended prerequisite: Bi 598. Bi 601 Research (Credit to be arranged.) Bi 603 Thesis (Credit to be arranged.) Bi 604 Cooperative Education/Internship (Credit to be arranged.) Bi 605 Reading and Conference (Credit to be arranged.) Pass/no pass only. Bi 607 Seminar (Credit to be arranged.) Bi 610 Selected Topics (Credit to be arranged.) C OLLEGE OF LIBERAL ARTS AND SCIENCES 93
Black Studies
308 Neuberger Hall Program requirements Three courses chosen from ...... 12 503-725-3472 BSt 302 African American Experience in Requirements for certificate. Candidates the 20th Century www.blackstudies.pdx.edu/main.htm/ BSt 305 African History, Before 1800 for the Black Studies Certificate must satisfy BSt 306 African History, 1800-Present Certificate in Black Studies the requirements outlined below as well as BSt 362 African Prehistory Minor in Black Studies meet the general requirements for a degree BSt 412 Oregon African American History in any field. Completion of 36 credits is BSt 413 Slavery The Department of Black Studies is an aca- required for certification in black studies. It BSt 414 Racism demic interdisciplinary unit within the Col- is recommended that of these 36 credits, 24 BSt 417 African American Family lege of Liberal Arts and Sciences. The BSt 419 African American Women in credits be Department of Black Studies America primary focus is on the social sciences and course offerings. Twenty-four credits will be BSt 421 African American Writers liberal arts. The Department of Black Studies upper-division courses within an area of BSt 424 African American/African Culture in is devoted to the exploration and analysis of specialization constructed with the consent Cinema BSt 430 African American Political Thought the history, politics, and culture of African of the adviser and approval of the faculty. people in the United States, the Caribbean, BSt 440 Caribbean Studies 1. Completion of all requirements for a BSt 470 African Art and Africa. It seeks to objectively explore the major with a B.A. or a B.S. degree. BSt 484 African American Community black experience, to illuminate the contribu- Development tions of African people to world culture, and 2. Completion of 12 credits of lower-divi- Eight adviser-approved credits chosen from related sion courses with consent of adviser and courses within departments in the to provide an alternative to traditional College of Liberal Arts and Sciences ...... 8 approaches to the study of world history approval of faculty. These 12 credits must that have bypassed the African experience. relate to black studies areas of specializa- Total 28 The objectives of the Department of tion listed below. No more than 12 credits taken under Black Studies are to provide comprehensive 3. Completion of 24 credits of upper- the undifferentiated grading option (pass/ learning programs aimed at greater under- division courses in an area of specializa- no pass) are acceptable toward fulfilling standing by all people of the African expe- tion within a program constructed with department minor requirements. rience, past, present, and future. consent of adviser and approval of faculty. The Department of Black Studies seeks Areas of specialization include: to expose students from all cultural, reli- ◆ Black culture and civilization (history, Center for Black Studies gious, and ethnic backgrounds to academic art, music, literature, etc.) 308 Neuberger Hall experiences beyond those usually found in ◆ Black social development (sociology, 503-725-3472 traditional college curricula. political science, psychology, etc.) Established in 1969, the Center for Black In addition to providing a heightened All courses used to satisfy certificate Studies at Portland State University facili- sense of awareness about persons of Afri- requirements need not be black studies tates the study of the past and present can descent and their contributions to courses, but can include appropriate courses experiences of black America. world civilization, a Black Studies Certifi- in other departments as approved by an Among the goals of the center is to act cate has practical applications. adviser. as a forum between faculty members and ◆ It may be utilized as the foundation for Students may focus on the American, students of different disciplines who share graduate studies in the social sciences, Caribbean, or African experiences. an interest in black studies; to collect and liberal arts, and some professional pro- Courses taken under the undifferentiated disseminate information which accurately grams. Examples of such careers are grading option (pass/no pass) are acceptable reflects and helps improve the black expe- teaching, counseling, social work, poli- toward fulfilling certificate requirements. rience; and to link the University and black tics and government, law enforcement, Languages. There are no special lan- communities by maintaining an active role health planning, and urban planning. guage requirements for a Black Studies Cer- in community service. ◆ It provides background for students tificate. However, students interested in The center provides the University and interested in the field of social welfare travel to Africa, the Caribbean, or South the broader community with cultural activ- as a vocation. America are encouraged to acquire skills in ities and the stimulation of an exciting and ◆ It provides added dimension to the African languages, French, Spanish, or enlightening intellectual atmosphere in the study of education, and it is especially Portuguese. Portland community, contributing to crucial for those persons considering Requirements for minor. To earn a greater understanding and cooperation teaching in inner-city communities. minor in black studies a student must com- between races. A lecture series brings to the plete 28 credits (12 credits of which must be campus and the Portland community black taken in residence at PSU), to include the speakers of different disciplines and philos- Admission following: ophies who have made notable contribu- requirements Credits tions to society. The center promotes Admission to the department is based on Two courses chosen from: ...... 8 national and international activities in this general admission to the University. See BSt 203, 204 Introduction to African- area through the generation of grants, pro- American History posals, and programs that combine Univer- page 43 for more information. BSt 211 Introduction to African Studies BSt 206 Introduction to Caribbean Studies sity staff, money, and expertise with BSt 221 Introduction to African American resources from the government and the pri- Literature vate sector. 94 P ORTLAND STATE UNIVERSITY
*BSt 221 BSt 362 Courses Introduction to African American Literature African Prehistory (4) Courses with an asterisk (*) are not offered every year. (4) Methods, sources of evidence, and the results of An overview of African American fiction, poetry, the study of prehistoric cultures of Africa from the BSt 199 drama, and expository prose. earliest traces until the first written records; it Special Studies (Credit to be arranged.) *BSt 261 includes human origins (physical and cultural BSt 202 The African American Economic Experience evolution), the earliest civilization, peopling of Introduction to Black Studies (4) (4) Africa, migrations, earliest settlements, origins of Historical and theoretical underpinnings of black The role of African-Americans in the American agriculture and metallurgy. Prerequisites: BSt 211, studies as an inter- and multidisciplinary field in economic system. Employment, wage differen- Anth 102. the arts and humanities. Introduced through tials, welfare payments, and the ghetto economy BSt 396 exemplary scholarship in African, African Ameri- are examined. can and Caribbean studies. What makes a special- Research Methodologies in Black Studies (4) ization unique within the academy and its BSt 302 African American Experience in the 20th Introduces students to qualitative research meth- applicability to other disciplines. Century (4) ods in the humanities and social sciences. Explo- BSt 203, 204 An upper-division course designed to examine ration of research methods including, but not Introduction to African American History the history of the black experience in the 20th limited to, interviewing, content analysis, archival (4, 4) century. Primarily a discussion-reading format research, library research, Internet research, and An introductory sequence designed to provide augmented with speakers and films. Special con- participant-observation. Special attention will be students with a factual framework and conceptual sideration will be given to developing in the stu- paid to how to conduct research in marginalized foundation to analyze the history of the black race dent the skill to re-examine traditional concepts communities. in the New World. Primarily a lecture-discussion and approaches to the study of the black experi- format augmented with speakers and films, the BSt 399 ence within the broader context of mainstream Special Studies (Credit to be arranged.) course will trace the pertinent contacts between developments in American life and history. the African and European worlds from ancient BSt 401 times to the present. Special consideration will be BSt 305 Research (Credit to be arranged.) African History, Before 1800 (4) Consent of instructor. given to developing the student’s skill to re-exam- An upper-division course designed to survey the BSt 404 ine traditional historical concepts and information history of the African continent from the period of from the perspective of the black experience. Cooperative Education/internship (Credit to European exploration to the eve of colonialism. be arranged.) BSt 206 Using a lecture/discussion format, the course will Introduction to Caribbean Studies (4) examine the impact of the European presence on BSt 405 Reading and Conference (Credit to be Interdisciplinary examination of the historical and African institutions and trade, and the relative cultural experience of the circum-Caribbean arranged.) importance of the environment, technology, and Consent of instructor. regions. Special attention will be given to issues in indigenous social systems on the transformation the creation of multicultural society, such as the of African society prior to 1800. This course is the BSt 406/506 Overseas Experience (4) dynamics of resistance and the interplay of cul- same as Hst 312; course may be taken only once tural identity and political domination. Provides community-based learning in an inter- for credit. Prerequisite: BSt 211. national context through immersion in depart- BSt 207 BSt 306 mental programs in Africa and/or the Caribbean. Introduction to Race, Class, and Gender (4) African History, 1800-Present (4) Provides theoretical foundation to examine the The fee-based programs provide students with An upper-division course designed to survey the rich, multicultural environments in which to origins of the categories “race,” “gender,” and history of the African continent from 1800 to the “class” as used in African diasporic societies. Ana- learn and serve international communities. Stu- present, with emphasis on the colonial period, dents will be asked to apply for admission to the lyzes social, political, economic, and cultural phe- independence and post-independence. This nomenon as they are influenced by constructed overseas programs focused in the Caribbean and course is the same as Hst 313; course may be Africa. categories. Focus on how the intersections of taken only once for credit. Prerequisite: BSt 211. identities function at the individual, societal, and BSt 407/507 structural levels. BSt 319 Seminar (Credit to be arranged.) Traditional Cultures of Africa (4) Consent of instructor. BSt 211 Survey of African cultures. Some of the main fea- Introduction to African Studies (4) tures examined include: environment and people, BSt 408 An introductory course designed to provide stu- Workshop (Credit to be arranged.) oral traditions, time and seasons, naming and Consent of instructor. dents with an understanding of methods and numbering systems, language and communica- sources used by the historian of the African past. tion systems, religious, political and legal institu- BSt 409 Museum visits, guest speakers, and films will sup- tions, music, dance, and family. Prerequisite: BSt Practicum (Credit to be arranged.) Consent of instructor. plement the lecture format. In addition to a 211 or Sophomore Inquiry. survey of major themes and issues in the history BSt 410 of the African continent, the course will consider BSt 342 Selected Topics (Credit to be arranged.) Black Feminism/Womanism (4) Consent of instructor. the rise of complex societies, indigenous African Examines the historical evolution of black femi- towns, agricultural and technological achieve- nist theory. Starts with emancipation or slave nar- *BSt 411/511 ments, African state systems, and the impact of ratives and ends with contemporary African American History Seminar (4) international trade and Islam on Africa. manifestations of black feminism, such as hip hop This course will provide an in-depth analysis of BSt 214 feminism; will redefine feminist resistance in the critical topics and issues in African American his- Introduction to Contemporary Race and context of race and gender. Analysis of the plural- tory. The focus will be topical rather than chrono- Ethnic Relations (4) ism within black feminism including black les- logical and the approach will emphasize specific Introductory examination of the origins and man- bian feminism, womanist theology, and radical periods, individuals, or relevant developments for ifestations of the socio-historical concept of race. black subjectivity. Examines the people and orga- a concentrated treatment in a seminar Critical theory approach is used to analyze the nizations that shaped black feminist thought and environment. manner in which race has been interpreted and its the black liberation movements. BSt 412/512 influence on the socio-political relations between * Oregon African American History (4) races and ethnic groupings. Particular emphasis BSt 351, 352 An examination of the black experience in on topical race issues in the literature which per- African American Literature (4, 4) A study of African American literature from its Oregon history. The course will include coverage tain to categorization, gender, culture, and politi- oral and folk beginnings to the present. of the slavery controversy in early Oregon devel- cal economy. Prerequisite: BSt 221 or Eng 256. opment as well as the individual contributions of C OLLEGE OF LIBERAL ARTS AND SCIENCES 95
blacks to the growth of the state. Additional topics where necessary). Prerequisites: One previous American political thought. Prerequisite: consent will include the black migration of World War II, African American literature course and 12 addi- of instructor. Vanport flood, and various legislative actions tional literature credits. BSt 440/540 related to black status in Oregon. *BSt 421/521 Caribbean Studies (4) *BSt 413/513 African American Writers (4) Interdisciplinary examination of historical or cul- Slavery (4) A concentrated examination of significant African tural issues in the Caribbean experience. Empha- An examination of the institution which has American literary figures and their impact on sis will be on issues and dilemmas related to the played a central role in establishing the status and American arts and letters. The course will identify creation of a multicultural society. Prerequisite: position of the modern black population in Amer- each term a particular author or literary period of BSt 211 or 206. ican society, both in physical and psychological writing and then read, analyze, and discuss the BSt 450/550 terms. The course will attempt to put information major works and the background information of Topics in African/Caribbean History And and understandings of slavery in the proper and that period. Special consideration will be given to Culture (4) accurate context of an institution which has been the relationships between the topic of focus and In-depth exploration of selected topics in African a part of the human experience since the ancient the larger spheres of American and world writing. and/or Caribbean cultural history. Special atten- world and which has a legacy and implications far Prerequisites: BSt 221; Eng 107, 108, 253, 254. tion will be given to thematic issues of broad beyond the racially associated perceptions usually *BSt 422/522, 423/523 application to the understanding of cultural inter- attached to it. The approach will be through the African Fiction (4, 4) action, continuity, and change. comparative analysis of the numerous forms the Readings in African fiction in regional, cultural, *BSt 464 institution of slavery has assumed in human his- generational, and gender contexts. Prerequisites: Minority Business Perspectives (4) tory. Prerequisites: BSt 206, 211, Hst 101, 102. One previous African American literature course This course is designed to prepare the student for *BSt 414/514 and 12 additional literature credits. a role as a proprietor of an enterprise, as an Racism (4) BSt 424/524 administrator in a related public or social agency A survey of the pertinent social-psychological lit- African American/African Culture in or to conduct research in an economic area which erature on individual and cultural forms of racism Cinema (4) has very special problems and constraints for the in America. The rationalizations, processes and An examination of the treatment accorded black minority entrepreneur or professional. The tradi- machinery of oppression as constructed by white culture and individuals in the evolution of the tional elements of small business operation will be European and American governments which con- cinema industry. Coverage will include review examined within the framework of reference, pro- trol and exploit the resources of non-white peo- and analysis of classic film productions from the gressing from basic organization and feasibility ples will be examined. Special attention will be infancy of Hollywood through to the black urban studies through marketing, governmental con- paid to the theoretical social-psychological expla- films of the modern period. Emphasis will focus tracting, contract compliance, and special govern- nations of black/white differences. Prerequisites: on the relationships between racial stereotypes mental assistance to minorities. BSt 207, 211, or 214, UnSt 212. and the creation of majority culture perceptions of *BSt 467/567 *BSt 416/516 the black experience. Prerequisite: upper-division African Development Issues (4) African American Urban Education standing. An examination of the causes of poverty and Problems (4) BSt 425/525 underdevelopment of the African continent. A Course examines the education systems in major Black Cinema: the 1970s (4) comparative analysis of pre-colonial, colonial and cities being inherited by African-Americans. The Examination of the treatment of Black themes, post-colonial circumstances will be conducted. relationship between public and private educa- issues and characterization during the decade of Prerequisites: BSt 211. tion will be studied for impacts on African-Ameri- the 1970s in the cinema industry. Particular atten- BSt 470/570 cans. Educational system response to African tion will be focused on the genre of the blaxploi- African Art (4) American enrollment will be discussed. Moreover, tation film as an industry response to the rapidly Examination of selected African art forms, styles, pertinent literature, e.g., the Coleman Report, shifting social and racial dynamics of American and traditions. Emphasis on the context of the art Jensen’s thesis, and others will be introduced with culture as the Civil Rights era wound down. Pre- and artist, and their relationship to politics and respect to their overall effect on the curricula requisites: BSt 203, 204, or 302. society in African history. Prerequisites: ArH 204, available to the African American child. Topics of BSt 426/526 205, 206, BSt 211. This course is the same as ArH concern include community control, citizen Contemporary African American Cinema 470/570; course may be taken only once for involvement, alternative education forms, race (4) credit. relations, faculty-staff responses, modern trends, Examination of the treatment of Black themes, etc. Prerequisite: junior, senior, or graduate-level BSt 471 issues, and characterization in the contemporary Understanding the International Experience standing. cinema industry. Particular attention will be (4) *BSt 417/517 focused on the development of new Black actors, Examination of communication-based dimen- The African American Family (4) directors, and producers. The impact of these new sions of an international or intercultural experi- A review of the present-day life-styles of African factors in the industry will be analyzed for the ence, including teaching English to speakers of American families in the United States. Special influence they have on the traditions of cinema other languages. Development of strategies and attention is placed on cultural variations by class history relative to the Black experience. Prerequi- activities required to meet the challenges of teach- as they relate to the African American family. A sites: BSt 203, 204, or 302. ing, working, or doing research in an interna- careful study of the appropriate social science lit- BSt 427/527 tional/intercultural setting. Prerequisite: upper- erature commonly used to describe the African African American Films and Film Makers division or postbac academic standing. All lin- American family will provide more accurate (4) guistics students must register for Ling 471/571 insights. Prerequisite: BSt 207. Examination of films made by African-Americans which includes a zero-credit lab, however, this *BSt 419 from the early years of cinema history down course is also offered as Intl 471. Course may only African American Women in America (4) through contemporary films. Examination will be taken once for credit. Designed to investigate the evolution of the Afri- include a focus on the internal structure and con- *BSt 484/584 can American woman from slavery to the contem- tent of the films as well as consideration of the African American Community Development porary period. African American women’s agency larger social, cultural, economic, and political (4) will be examined in the antislavery, suffrage, club, context of the society in which the films were Designed to investigate processes of community civil rights, nationalist, black feminist, and cur- produced. development for their application to urban Afri- rent movements for social justice. Prerequisite: *BSt 430/530 can American communities. Topics include com- BSt 207. African American Political Thought (4) munity development, community organization, *BSt 420/520 An examination in-depth of the political theory of ghettos as colonies, citizen participation, roles of Caribbean Literature (4) African American leaders in America between change agents, social planning, and social A selection of poetry and fiction from the English 1850-1920 and the impact of that thought on change implications. Prerequisite: consent of and French speaking Caribbean (in translation instructor. 96 P ORTLAND STATE UNIVERSITY
Chemistry
262 Science Building II Degree requirements courses from supporting departments (e.g., 503-725-3811 mathematics, physics, and biology), must www.chem.pdx.edu/ Requirements for major. A student major- be graded C- or above, with a combined ing in chemistry is required to take a mini- GPA of 2.25 or higher, except for those B.A., B.S. mum of 70 credits in the subject and will major course requirements offered only on Minor take courses in the core areas of general a pass/no pass basis (e.g., General Chemis- Secondary Education Program chemistry, analytical chemistry, organic try Laboratory). If an unsatisfactory grade M.A., M.S., M.A.T. and M.S.T. (Science/ chemistry, physical chemistry, inorganic is received in an upper-division course Chemistry) chemistry, and biochemistry. For transfer offered in the Department of Chemistry, a Ph.D.—Environmental Sciences and students, a minimum of 20 credits in student will be allowed to retake the course Resources: Chemistry upper-division chemistry courses must be to improve their grade only once. earned at PSU. A student will be certified by the Ameri- In addition to meeting the general Uni- can Chemical Society and is eligible to Undergraduate versity degree requirements, the major in become a member of the society after grad- programs chemistry must meet the following depart- uation, if the student is following Option I, mental requirements: and if the 400-level chemistry electives Chemistry has helped to provide us with a Option I: Chemistry Credits include Ch 411, Ch 490 (or Ch 350), and a way of life never before known. Chemistry Ch 221, 222, 223 General Chemistry ...... 12 lab course that includes at least 30 clock is the study of the reactions of atoms and Ch 227, 228, 229 General Chemistry Laboratory .....3 Ch 320, 321 Quantitative Analysis ...... 6 hours (including Ch 401 and 406). molecules, the stuff from which people and Ch 334, 335, 336, 337, 339 Organic Chemistry .....17 Requirements for a minor. To earn their physical environment are made.With Ch 426, 427 Instrumental Analysis ...... 6 a minor in chemistry a student must com- a relatively small knowledge of atoms and Ch 436, 437 Spectrometric Analysis or plete the courses outlined below; at least Ch 411 Chemical Bonding or molecules, it is possible to have a consider- Ch 412 Advanced Inorganic Chemistry ...... 4 10 credits of these must be taken in resi- able understanding of many chemical phe- Ch 440, 441, 442, 443, 444, 445 Physical dence at PSU. nomena we see and use. A comprehensive Chemistry ...... 16 Credits knowledge of chemistry is essential for the Approved 400-level chemistry courses ...... 6 Ch 221, 222, 223 General Chemistry ...... 12 Ch 227, 228, 229 General Chemistry Laboratory .... 3 person who wishes to help solve the prob- Total in chemistry 70 lems of today—problems of illness and dis- Ch 320, 321 Quantitative Analysis ...... 6 One year of physics with calculus with Ch 334, 335, 336, 337, 338 Organic ease, problems of wise use of our laboratory...... 15 Chemistry or Ch 331, 332, 337, 338 resources—and for the person who wants Calculus through Mth 254 or equivalent...... 16 Elements of Organic Chemistry ...... 12-17 to do basic research in chemistry or who And one of the following: Total in other fields 31 Ch 416 or 440 Physical Chemistry wants to work in the chemical industry. † Study of a foreign language, although or Ch 350 or 490 Biochemistry ...... 4 The Department of Chemistry is com- not required, is highly recommended, mitted to maintaining a teaching program Total 37-42 particularly for students who plan to of excellence at the undergraduate level as Courses taken under the undifferenti- pursue graduate studies in chemistry. well as having a strong graduate program. ated grading option (pass/no pass) are not Option II: Biochemistry Credits acceptable toward fulfilling department Courses tailored for the student desiring Ch 221, 222, 223 General Chemistry ...... 12 only an introduction to the field are offered Ch 227, 228, 229 General Chemistry Laboratory ....3 minor requirements (except for Ch 227- on a regular basis. A wide variety of other Ch 320, 321 Quantitative Analysis ...... 6 229). courses in the program are designed to Ch 334, 335, 336, 337, 339 Organic Chemistry .....17 SECONDARY EDUCATION PROGRAM offer fundamental training for students Ch 416, 417 Physical Chemistry for the Biosciences ...... 8 Adviser: G. Shusterman majoring in chemistry or for students in Ch 426, 427 Instrumental Analysis ...... 6 Students who plan to obtain a teaching other science areas, such as biology or Ch 490, 491, 492, 493 General Biochemistry ...... 15 health-related occupations. Approved 400-level science electives ...... 6 license with an endorsement to teach The curriculum, faculty, library, and chemistry at the high school level should Total in chemistry 73 facilities of the department are approved by complete a baccalaureate degree with a One year of physics with calculus major in chemistry (preferred) or in general the American Chemical Society. Graduating with laboratory ...... 15 chemistry majors are eligible for certifica- Calculus through Mth 253 or equivalent...... 12 studies/science. The degree program tion to become members of the ACS after Bi 251, 252, 253 ...... 15 should include the following courses: Credits two years of professional experience. Total in other fields 42 Ch 221, 222, 223 General Chemistry ...... 12 Study of a foreign language, although Ch 227, 228, 229 General Chemistry Laboratory .... 3 Admission not required, is highly recommended, par- Ch 320, 321 Quantitative Analysis...... 6 ticularly for students who plan to pursue Ch 334, 335, 336, 337, 338 or 331, 332, 337, 338 requirements Organic Chemistry...... 12-16 graduate studies in biochemistry. Ch 416 or 440 Physical Chemistry Admission to the department is based on All courses used to satisfy the depart- or Ch 350 or 490 Biochemistry...... 4 general admission to the University. See mental major requirements, whether taken Subtotal 37-41 page 43 for more information. in the department or elsewhere, including
†Ch 490 requires the Ch 334, 335, 336 Organic Chemistry sequence as a prerequisite. C OLLEGE OF LIBERAL ARTS AND SCIENCES 97
Ph 201, 202, 203 or Sciences and Resources Doctoral Program ate courses, to include a minimum of 24 211, 212, 213 General Physics...... 9-12 Ph 204, 205, 206, or in the College of Liberal Arts and Sciences. credits in the area of concentration. At least 214, 215, 216 Physics Laboratory ...... 3 For more information, see page 125. 9 credits, but no more than 15 credits, must be in education courses. In order to Subtotal 12-15 fulfill requirements for the degree, the stu- Chemistry or Physics elective ...... 3-4 Admission dent must satisfactorily complete the Total 51-60 requirements degree program and pass both a final writ- ten examination and a final oral examina- Those majoring in general studies/sci- Admission to the department is based on ence are advised to strengthen their prepa- tion. general admission to the University. See Doctor of Philosophy in environmen- ration for teaching by taking additional page 43 for more information. Students chemistry and physics courses as their tal sciences and resources. In addition to should also apply directly to the depart- the program requirements listed on degree programs permit. Consult with the ment. Contact our office or check the Web secondary education adviser for suitable page 125, the candidate must pass site, www.chem.pdx.edu for application entrance examinations as in the M.A./M.S. courses. Chemistry teachers in many forms and other information. schools also teach physics, so it is recom- program and the departmental comprehen- mended that additional physics courses be sive examination. The candidate must sat- taken in preparation for eventually adding Degree requirements isfy a seminar requirement as in the M.A./ a physics endorsement to the license. M.S. program. Additional requirements are University master’s degree requirements are delineated in the graduate handbook. Courses should be taken for differenti- listed on page 69; requirements related to ated grades, except those offered only on a the Environmental Sciences and Resources pass/no pass basis. A positive departmental Doctoral Program are given on page 125. Courses recommendation for admission to the fifth- Specific departmental requirements are year teacher-education program will listed below and in the graduate handbook. All courses in chemistry will be taught with the assumption that the student has sucessfully completed depend on at least a C- in all chemistry and Master of Arts or Master of Science. all recommended prerequisites. physics courses, as well as a combined 2.25 Prior to initial course registration in the GPA for these courses. M.A./M.S. program, the student must take Courses with an asterisk (*) are not offered every year. entrance examinations in those areas of Students registering for labs must attend the first lab chemistry represented in the student’s pre- meeting. Graduate vious coursework. Any three of these †Ch 104, 105, 106 examinations must be passed by the end of Introductory Chemistry I, II, III (4, 4, 4) programs A survey of chemistry for students in nursing, in the first three academic terms of residence. allied health fields such as dental hygiene, in for- The Department of Chemistry offers gradu- The candidate must complete a mini- ate work leading to the following degrees: estry, and in the liberal arts. This course is not mum of 45 credits in approved graduate intended for science or engineering majors. Ch Master of Arts or Master of Science; Master courses. In addition, the student must 104, 105: three lectures; Ch 106: four lectures. of Arts in Teaching or Master of Science in complete 6 credits of coursework outside Must be taken in sequence. Prerequisite for Ch Teaching (Science); and Ph.D. in environ- of the major area of interest but within the 104: two years of high school algebra or Mth 95. mental sciences and resources/chemistry. Department of Chemistry. All students par- †Ch 107, 108, 109 The M.A./M.S. program is designed for ticipate in a one-term course entitled Semi- Introductory Chemistry Laboratory I, II, III the student who wishes to pursue a career nar Preparation as well as present to the (1, 1, 1) as a professional chemist or a scientist in department one seminar on an acceptable Laboratory work to accompany Ch 104, 105, other allied disciplines. The program 106 respectively. Concurrent enrollment in the topic. For the M.A., if the student has not appropriate lecture course is required. Ch 107, involves work in advanced courses with successfully completed two academic years training in research techniques. An integral 108; one 2-hour laboratory period. Pass/no pass of German, Russian, or French at the only. Ch 109: one 3-hour laboratory period. part of the program is the individual undergraduate level, the student must research project and thesis. *Ch 160 show competence by examination. Physical Science (4) The M.A.T./M.S.T. is offered to provide Each candidate for the M.A./M.S. An integrated survey of fundamental principles scientific training for teachers in secondary degree in chemistry must complete a of physics and chemistry. The course is designed schools. The program is composed of thesis. The thesis, an experimental or theo- for students majoring in fields other than chem- courses intended to increase the sophistica- retical research project resulting in an origi- istry, physics or geology who wish a broad view tion of the student in chemical principles nal contribution to chemical knowledge, of the principles of several physical sciences and to acquaint the student with current needed. Elementary algebra is used in this must be defended in an oral examination. course. techniques in teaching methods. The examination is not restricted to the The program leading to the Ph.D. in *Ch 167 thesis material alone but may cover any Physical Science Laboratory (1) environmental sciences and resources/ aspect of chemistry or related fields. chemistry combines basic training in a par- Optional lab work to accompany Ch 160. Master of Arts in Teaching or Master Enrollment in the laboratory requires concurrent ticular chemical discipline with courses of Science in Teaching. The College of Lib- or prior enrollment in the lecture. One 2-hour and seminars relating to environmental eral Arts and Sciences offers the M.A.T/ laboratory. topics. Students complete the program pre- M.S.T. degrees in Science/Chemistry. In pared to pursue a career in chemistry or a consultation with the graduate adviser, the career more directly related to environmen- student should establish the degree pro- tal science or environmental problems. gram before the completion of 15 credits of The program is part of the Environmental coursework. The program must include a minimum of 45 credits in approved gradu-
†A maximum of 16 credits will be allowed for first-year chemistry. Students will be allowed credit for only one first-term, one second-term, and one third-term course. First-year chemistry courses are Ch 104, 105, 106; Ch 201, 202, 203; and Ch 221, 222, 223. 98 P ORTLAND STATE UNIVERSITY
*Ch 170 †Ch 334, 335, 336 solid waste disposal; hazardous chemicals. Rec- Fundamentals of Environmental Chemistry Organic Chemistry I, II, III (4, 4, 4) ommended prerequisites: one term of college (4) A comprehensive study of the chemistry of the chemistry. A course designed to increase the scientific compounds of carbon. Meets chemistry and bio- * knowledge of the non-science major. The inter- Ch 375 chemistry major requirements. The correspond- Environmental Chemistry Laboratory (1) action between science and society, the nature of ing laboratory courses are Ch 337, 339 for Optional laboratory work to accompany Envi- matter and chemical reactions. Energy, radiation, chemistry and biochemistry majors, and Ch ronmental Chemistry (Ch 371). Concurrent and nuclear power. 337, 338 for non-chemistry majors. Recom- enrollment in Ch 371 is required. One 2-hour Ch 199 mended prerequisites: Ch 223. Concurrent laboratory. Special Studies (Credit to be arranged.) enrollment in the laboratory course is Ch 399 Special Studies (Credit to be †Ch 221, 222, 223 recommended. arranged.) General Chemistry (4, 4, 4) Ch 337 Ch 401/501 Fundamental basis of chemistry for science, Organic Chemistry Laboratory I (2) Research (Credit to be arranged.) engineering and health professional students Part one of the laboratory work to accompany Consent of instructor and chair of department. (such as predental, premedical, premedical tech- the sequence of Ch 334, 335, 336. One 4-hour Credit will only be awarded after filing in the nology and veterinary students). Concurrent laboratory period. Concurrent enrollment in the department office a well-written, detailed report enrollment in Ch 227 for Ch 221, Ch 228 for Ch lecture course is recommended. approved by the instructor and the department 222, and Ch 229 for Ch 223. Prerequisite for Ch Ch 338 chair. Ch 501 pass/no pass only. 221: Mth 111 or concurrent enrollment. High Organic Chemistry Laboratory II school chemistry or equivalent is recommended. Ch 404/504 (nonmajors) (2) Cooperative Education/Internship (Credit Recommended prerequisite for Ch 222: Ch 221; Part two of the laboratory work to accompany to be arranged.) for Ch 223: Ch 222. the sequence Ch 334, 335, 336. One 4-hour lab- oratory period. Not open to chemistry majors. Ch 405/505 †Ch 227, 228, 229 Reading and Conference (Credit to be General Chemistry Laboratory (1, 1, 1) Recommended prerequisites: Ch 337. Concur- arranged.) Laboratory work to accompany Chemistry for rent enrollment in the lecture course is Consent of instructor and department chair. Engineering Majors (Ch 201, 202, 203) or Gen- recommended. Ch 505 pass/no pass only. eral Chemistry (Ch 221, 222, 223). Concurrent Ch 339 Ch 406 enrollment in the appropriate lecture course is Organic Chemistry Laboratory II Chemical Preparations (Credit to be recommended. One 3-hour laboratory. Pass/no (chem majors) (3) arranged.) pass only. Part two of the laboratory work to accompany Methods of synthesis of compounds in the fields the sequence Ch 334, 335, 336. More extensive of inorganic, organic, or biochemistry. Maxi- Ch 250 laboratory course than Ch 338; required for Nutrition (4) mum: 6 credits. Recommended prerequisites: Nutritive value of foods from the standpoint of chemistry and biochemistry majors. Two 4-hour consent of instructor and chair of department. newer scientific investigations; nutritional laboratory periods. Recommended prerequisites: Ch 337. Concurrent enrollment in the lecture Ch 407/507 requirements for normal human beings; selec- Seminar (Credit to be arranged.) tion of an optimal diet for health; present-day course is recommended. Consent of instructor. Ch 507 pass/no pass only. problems in nutrition; recent trends in American Ch 350 Ch 410/510 dietary habits. Biochemistry (4) Selected Topics (Credit to be arranged.) Biochemistry for students having a limited back- Consent of instructor and chair of department. Ch 320 ground in physical chemistry. Recommended Quantitative Analysis (4) prerequisites: Ch 229 and 332 or 336. Ch 411/511 Fundamental principles of quantitative analyti- Chemical Bonding (4) cal chemistry. Recommended prerequisites: Ch *Ch 355 Atomic orbitals, ionic bonding, valence bond 223 and 229. Biochemistry of Women (3) theory, molecular orbital theory, crystal field the- Structure, synthesis, mode of action, and effects ory, and introduction to coordination theory. Ch 321 of female sex hormones. Relationships between Quantitative Analysis Laboratory (2) Recommended prerequisites: Ch 223, Ph 203, Basic quantitative analytical laboratory work developmental, mature functional, and meno- Mth 253, and Ch 417 or Ch 442. pausal phases of woman’s life and hormonal bal- including volumetric and instrumental methods. *Ch 412/512 Two 3-hour laboratory periods. Recommended ance. Effect of female hormones upon glucose utilization, fat metabolism, bone metabolism, Advanced Inorganic Chemistry (4) prerequisites: Ch 320 or concurrent enrollment. Ligand field theory, coordination chemistry, tran- energy balance, and mental function. Biochemis- sition metals, organometallic chemistry, acids Ch 327, 328 try of pregnancy and lactation. Prerequisite: one and bases, nonaqueous solvents, and descriptive Elements of Organic Chemistry year of college chemistry or biology. Laboratories I, II (2, 2) chemistry of the elements. Recommended pre- Laboratory work to accompany the sequence of Ch 360 requisites: Ch 223, Ph 203, Mth 251 and Ch 417 Ch 331, 332. One 4-hour laboratory period. Origins of Life on Earth (4) or 442. Scientific description of the chemical events Recommended prerequisites for Ch 328: Ch Ch 416/516, 417/517 327. Concurrent enrollment in Ch 331 or 332 leading to life on the Earth. Current and past theories of how life arose and experiments that Physical Chemistry for the Biosciences I, II respectively is recommended. (4, 4) support these ideas will be presented. Cultural †Ch 331, 332 Intended primarily for students in the biological and societal issues surrounding the origins of life sciences and allied medical health fields. The Elements of Organic Chemistry I, II (4, 4) will also be discussed. Recommended prerequi- Chemistry of the carbon compounds, the ali- emphasis is on the application of modern physi- sites: one college-level course in biology, chemis- phatics, aromatics, and derivatives. The corre- cal chemistry to problems of biological interest. try, geology, or physics. sponding laboratory courses are Ch 327, 328. Ch 416 includes the study of heat, work, energy, Recommended prerequisites for Ch 331: Ch *Ch 371 entropy, vapor pressure, chemical equilibrium, 223; concurrent enrollment in Ch 327 is recom- Environmental Chemistry (4) and transport phenomena. Ch 417 covers chem- mended. Recommended prerequisites for Ch Current environmental problems. Stratospheric ical and enzyme kinetics, photochemistry, and 332: Ch 331; concurrent enrollment in Ch 328 ozone, greenhouse effect, photochemical smog, spectroscopy. Courses must be taken in is recommended. particulates, acid rain, and trace metals, water sequence. Recommended prerequisite: Ch 320, resources, pollution, and treatment; oil spills; 321, a year of general physics, and two terms of calculus. Recommended prerequisites: Ch 223 or 203 and Ch 229.
†Ch 331, 332 duplicate to some extent Ch 334, 335, 336. No more than 12 credits will be allowed in organic chemistry lecture. C OLLEGE OF LIBERAL ARTS AND SCIENCES 99
*Ch 418/518 *Ch 439/539 Ch 491/591 Advanced Chemistry Laboratory (4) Advanced Spectrometric Laboratory (1) Biochemistry: Enzymology and Metabolism Advanced techniques and their use in the prepa- Laboratory work to accompany Ch 438/538. (4) ration of compounds. One lecture; two 3-hour One 3-hour laboratory period. Requires concur- Second term of a three-term course for students laboratory periods. Recommended prerequisites: rent enrollment in Ch 438/538. preparing for professional biochemical work. Basic principles of enzyme catalysis and mecha- Ch 338 or 339. †Ch 440/540, 441/541, 442/542 *Ch 424/524 Physical Chemistry (3, 3, 3) nism, the chemistry and energetics of the pri- Electronics and Instrumentation for The study of thermodynamics, phase and chem- mary metabolic pathways responsible for life, Chemists (2) ical equilibria, solutions, electrochemistry, reac- including glycolysis/glyconeogenesis, citric acid Selected topics in chemical instrumentation will tion rates and mechanisms, quantum mechanics, cycle, lipid and amino acid metabolism, oxida- be presented at a basic level. Representative spectroscopy, and statistical mechanics. Ch 440/ tive phosphorylation, and photosynthesis. Rec- topics are current and voltage measurements, 540 requires concurrent enrollment in Ch 443/ ommended prerequisite: Ch 490/590. voltage dividers, simple filters, introduction to 543. Recommended prequisites: Ch 320, Ch 492/592 operational amplifiers and digital circuits. Ph 213, Mth 254 or concurrent. Biochemistry: Nucleic Acids and Biological Requires concurrent enrollment in Ch 425/525. Information Flow (4) † Recommended prerequisites: Ch 320, 321, Ph Ch 443/543 Third term of a three-term course for students 203, and Ch 416 or 440/540. Computational Chemistry (3) preparing for professional biochemical work. The study of programming methods, statistical Structure and function of nucleotides and *Ch 425/525 analysis of experimental data, and numerical Electronics and Instrumentation nucleic acids. Biochemical detail of DNA replica- methods of common importance in physical tion, RNA transcription, and protein translation. Laboratory (3) chemistry. Concurrent enrollment in Ch 440/ Laboratory work to accompany Ch 424/524. Recommended prerequisites: Ch 490/590 and 540 recommended. Assignments will include measurements with a 491/591. variety of transducers including ion selective †Ch 444/544, 445/545 Ch 493/593 electrodes, thermistors, phototransistors, and Physical Chemistry Laboratory (2, 2) Biochemistry Laboratory (3) GLC thermal conductivity detectors. Two 3-hour Laboratory work to accompany Ch 441/541, Introduction to general techniques of biochemis- lab periods. Requires concurrent enrollment in 442/542. One 4-hour laboratory period. Recom- try including purification and characterization of Ch 424/524. mended prequisites: Ch 321 and concurrent enzymes. One 4-hour laboratory period, plus enrollment in Ch 441/541, 442/542 respectively. Ch 426/526 one hour of lecture. Recommended prerequisite: Instrumental Analysis (4) Ch 451/551 Ch 491/591 or concurrent enrollment. Theory and application of modern instrumental Materials Chemistry Laboratory (3) *Ch 494/594, 495/595 methods, including UV-visible, fluorescence, A suite of laboratory experiments in modern Biochemistry Laboratory (2, 2) atomic absorption and emission, infrared, materials chemistry. Topics include nonmolecu- Advanced laboratory projects carried out on an nuclear magnetic resonance, and mass spectrom- lar inorganic solids (semiconductors, supercon- individual and group basis. Two 3-hour labora- etry; potentiometry and voltammetry; gas and ductors, sols, and gels), thin polymeric films, tory periods. Recommended prerequisite: liquid chromatography, and capillary electro- magnetic and photonic materials. Equal empha- Ch 493/593. sis is placed on synthesis and physical character- phoresis. Ch 503 ization. Recommended prequisites: Ch 338 or Ch 427/527 Thesis (Credit to be arranged.) Instrumental Analysis Laboratory (2) 339. Pass/no pass only. Laboratory work to accompany Ch 426/526. Ch 460/560 Ch 601 One 4-hour laboratory period. Prebiotic Chemistry (4) Research (Credit to be arranged.) Reaction pathways for the abiological produc- *Ch 430/530, 431/531 Pass/no pass only. Advanced Organic Chemistry (4,4) tion of molecules involved in biological informa- tion flow. Recommended prequisite: completion Ch 603 Advanced treatment of general organic reactions Thesis (Credit to be arranged.) and structure; emphasis on bonding, stere- or concurrent enrollment in Ch 492/592. Pass/no pass only. ochemistry, the correlation of structure and reac- Ch 470/570 Ch 604 tivity, scope and mechanisms of organic NMR Spectroscopy (4) Cooperative Education/internship (Credit to reactions classified by reaction type. Must be Nuclear magnetic resonance spectroscopy theory be arranged.) taken in sequence. Recommended prequisites: and practice. Basic quantum theory of magnetic moments, the semi-classical vector model of Ch 605 Ch 336, 442/542, or 417/517. Reading and Conference (Credit to be spins, and the product operator formalism will Ch 436/536 arranged.) Spectrometric Analysis (3) be applied using a variety of NMR spectroscopic Pass/no pass only. Ultraviolet, infrared, nuclear magnetic resonance techniques. Recommended prequisite: Ch 417 or 442. Ch 607 and mass spectrometry in the analysis of molec- Seminar (Credit to be arranged.) ular structure. Recommended prequisites: Ch 471/571 Pass/no pass only. Ch 336 and 339. Biological NMR Spectroscopy (4) Nuclear magnetic resonance spectroscopy Ch 610 Ch 437/537 Selected Topics (Credit to be arranged.) (NMR) of biological systems. The basic theory of Spectrometric Analysis Laboratory (1) *Ch 615 Use of infrared spectrometers and nuclear mag- NMR, its application to complex biological mol- ecules and complexes. Recommended prerequi- Selected Topics in Inorganic Chemistry (3) netic resonance spectrometers. One 3-hour labo- Current topics in inorganic chemistry such as site: Ch 470/570. ratory period. Recommended prequisites: advances in oxidation, solution chemistry, and Ch 436/536 or concurrent enrollment. Ch 490/590 fluorine chemistry. As subject matter varies, *Ch 438/538 Biochemistry: Structure and Function (4) course may be repeated with consent of instruc- Advanced Spectrometric Techniques (3) First term of a three-term course for students tor. Prerequisite: Ch 411/511. Use of the mass spectrometer in analysis of preparing for professional biochemical work. organic molecules. Discussions of high resolu- Structures of biological molecules and assem- tion infrared and nuclear magnetic resonance blies, including proteins, nucleic acids, and lip- spectroscopy and their applications to molecular ids, and how these structures give rise to their structure. Recommended prequisites: Ch 436/ biological functions. Recommended prerequi- 536 and Ch 437/537. Requires concurrent site: Ch 336. Recommended pre- or corequisites: enrollment in Ch 439/539. Ch 416 or 440/540, Ch 320/321, and Bi 253.
†Carries graduate credit only for nonchemistry degrees. 100 P ORTLAND STATE UNIVERSITY
*Ch 620 photochemistry. As subject matter varies, course *Ch 665 Selected Topics in Analytical Chemistry (3) may be repeated with consent of instructor. Rec- Statistical Thermodynamics (3) Current topics in analytical chemistry such as ommended prerequisite: Ch 431/531. Foundations of the subject with application to chromatographic theory and methods, elec- the equilibrium thermodynamics of gases, liq- *Ch 635 troanalytical methods, electrochemical kinetics Physical Organic Chemistry (3) uids, and solids. Prerequisite: Ch 664. and analytical applications of spectroscopy. As Modern concepts of physical-organic chemistry *Ch 666 subject matter varies, course may be repeated and their use in the study of mechanisms of Solution Thermodynamics (3) with consent of instructor. Prerequisites: gradu- organic reactions and reactivities of organic com- Partial molar quantities, activities, stability theo- ate standing and consent of instructor. pounds. Recommended prerequisite: Ch 431/ rems, thermodynamics of surfaces. Prerequisite: *Ch 621 531. Ch 663. Advanced Analytical Theory (3) *Ch 660 *Ch 670 Modern methods of analysis and their applica- Selected Topics in Physical Chemistry (3) Atmospheric Chemistry (3) tion to the analytical chemistry of elements. Pre- Current topics in physical chemistry such as Physical chemistry of the earth’s atmosphere, requisites: Ch 425/525 and 442/542. irreversible thermodynamics, advanced topics in including global chemical budgets, atmospheric *Ch 622 spectroscopy, group theory, and kinetics. As sub- thermodynamics, photo-chemical reactions in Trace Metal Analysis (3) ject matter varies, course may be repeated with the lower and upper atmosphere, chemical Analytical methods for detecting and studying consent of instructor. Prerequisite: consent of properties of aerosols, and global climate the chemistry of trace metals and ions, including instructor. change. Prerequisite: Ch 442/542. optical, electrochemical, X-ray, neutron activa- *Ch 661 *Ch 693 tion, mass spectrometric and gas chromato- Photochemistry (3) Enzyme Structure and Function (3) graphic techniques. Use in studies of An introduction to the chemistry of the interac- Chemical and physical properties of enzymes; complexation, precipitation, redox and reaction tion of light with matter. Absorption and emis- energetics, kinetics, and mechanism of enzy- rates of trace metals. Prerequisites: Ch 320, 321, sion of light, photochemical and photophysical matic reactions. Prerequisite: Ch 492/592. 426/526. processes, photochemical kinetics and mecha- *Ch 695 *Ch 623 nisms. Reactivity of excited states of molecules Advances in Biochemistry (3) Advanced Instrumental Analysis (3) and atoms. Prerequisite: Ch 441/541. Current topics in biochemistry such as neuro- Application of instruments to chemical research *Ch 662 biochemistry, membrane structure, differentia- and analysis with emphasis on modern spectro- Chemical Kinetics (3) tion, metabolic regulation, bioenergetics, nucleic metric techniques. One lecture; two 3-hour lab- Chemical kinetics in the gas phase and in solu- acids. As subject matter varies, course may be oratories. Prerequisite: Ch 426/526. tion, catalysis, and absolute rate theory. Prereq- repeated with consent of instructor. Prerequisite: *Ch 633 uisite: Ch 442/542. Ch 492/592. Organic Synthesis (3) *Ch 663 *Ch 696 Organic reactions, mechanisms and stereochem- Chemical Thermodynamics (3) Molecular Structure and Spectra (3) istry with application to multi-step synthesis. The laws of thermodynamics and their applica- Quantum theory applied to molecular structure Recommended prerequisite: Ch 431/531. tions. Prerequisite: Ch 442/542. and to the interpretation of rotational, vibra- * tional, electronic and magnetic-resonance spec- Ch 634 *Ch 664 Advanced Topics in Organic Chemistry (3) Quantum Chemistry (3) tra. Prerequisite: Ch 442/542. Current topics such as stereochemistry, natural Principles of quantum mechanics with applica- products, pericyclic reactions, carbonium ions, tions to chemical systems. Prerequisite: heterocyclic and polycyclic compounds, organic Ch 442/542. Chicano/Latino Studies
141 Cramer Hall Certificate other Latinos living in the United States 503-725-4447 or 503-725-3081 have, over the years, developed a rich and www.psulatinogala.org requirements extensive literature. They have been Chicano/Latino studies is the interdiscipli- involved in all aspects of American life and Certificate in Chicano/Latino Studies nary study of social, cultural, political, eco- have made major contributions in all areas nomic, and historical forces that have of society. In comparison with long-estab- shaped the development of the people of lished, recognized academic fields, Chi- Admission Mexico and other Latin American countries cano/Latino studies is still developing its requirements in the United States over the past 300 critical perspectives and the formulation years. Emphasis is on the experience of the and application of new approaches and Admission to the department is based on Chicano and other Latinos as residents and methodologies. general admission to the University. See citizens in the United States and not in Graduates with a certificate in Chicano/ page 43 for more information. their countries of origin or descent. Latino studies will have augmented their The Chicano/Latino experience pre- major field of study by broadening their dates from the mid-19th century when ter- scope of knowledge. They will have gained ritories belonging to Mexico were occupied important insight into a very different cul- by the United States. The Chicano and ture within U.S. borders. This increased C OLLEGE OF LIBERAL ARTS AND SCIENCES 101
awareness and insight will lead to success- ChLa 301 ChLa 408 ful interaction on many levels of society. Chicano/Latino Communities (4) Workshop (Credit to be arranged.) Graduates also will be better prepared to Contemporary sociological studies and theory Consent of instructor. used to understand and explain the status of enter the work force with its rapidly chang- ChLa 410 Chicanos and Latinos in the U.S. Topics will Selected Topics (Credit to be arranged.) ing demographics. include family, gender relations, immigration, ChLa 411 In addition to meeting the general PSU work and employment, inter- and intra-ethnic Chicano/Latino History Seminar (4) requirements for a degree in any field, stu- and racial relations in the community. This course will take an in-depth look at the his- dents pursuing a certificate in Chicano/ ChLa 302 tory of Chicano/Latino experience in this coun- Latino studies must complete 40 credits to Survey of Chicano/Latino Literature (4) try examining such issues as the Treaty of be distributed as follows: A representative overview of Chicano/Latino lit- Guadalupe-Hidalgo and its affect on Latinos. Credits erature covering poetry, theater, novel, short Additional topics will include issues dealing ChLa 201 Introduction to Chicano/Latino I...... 4 story, and essay. The course will include literary with why the Puerto Rican and Cuban experi- ChLa 202 Introduction to Chicano/Latino II...... 4 techniques, modes of expression, trends in Chi- ence has been different than for other Latinos in ChLa 203 Introduction to Chicano/Latino III...... 4 cano and Latino creativity, critical approaches, this country. Recommended prerequisite: ChLa ChLa 301 Chicano/Latino Communities ...... 4 and will expose students to available biblio- 201. ChLa 302 Survey of Chicano/Latino Literature ...... 4 graphic resources in the field. ChLa 412 ChLa 303 Chicana/Latina Experience ...... 4 ChLa 303 Chicano/Latino Theater (4) Span 301, 302 Third-Year Spanish...... 8 Chicana/Latina Experience (4) An examination of the Chicano Theater move- Upper-division electives from the following (or The social, political, and literary experience of ment of the 1960s and 1970s with an in-depth other adviser approved electives) ...... 8 women in the Chicano and Latino communities. ChLa 330 Chicano/Latino Folklore study of the work of Luis Valdez and El Teatro The women’s perspective and position in histori- ChLa 399 Special Studies (Credit to be arranged) Campesino. Additional topics will include the ChLa 401 Research (Credit to be arranged) cal events, community organizing, and social work of the Nuyorican Playwrights and the ChLa 405 Reading and Conference issues will be explored through literature, art, Latino New York Shakespeare Festival. Recom- (Credit to be arranged) music, and social science research. mended prerequisite: ChLa 302. ChLa 407 Seminar (Credit to be arranged) ChLa 330 ChLa 413 ChLa 408 Workshop (Credit to be arranged) Chicano/Latino Folklore (4) Chicano/Latino Cinema (4) ChLa 410 Selected Topics (Credit to be arranged) Introduction to Chicano/Latino folklore— An examination of the Chicano/Latino issues, ChLa 411 Chicano/Latino History (4) including folk tales, legend, folk healing, prov- themes, and struggles as presented by Chicano/ ChLa 412 Chicano/Latino Theater (4) erbs, music, celebrations, dance, food, and its Latino filmmakers. The course will further ChLa 413 Chicano/Latino Cinema (4) role in Chicano/Latino society. Explores how examine stereotypes created by the film industry ChLa 414 Chicano/Latino Literature (4) Chicano/Latino folklore can reveal social rela- of the Chicano/Latino people and their place in tions, conflict and resistance, social change, and contemporary society. Recommended prerequi- Total 40 gender relations. site: ChLa 203 or 302. ChLa 399 ChLa 414 Special Studies (Credit to be arranged.) Chicano/Latino Literature (4) Courses ChLa 401 Examination of the works created by some of the Research (Credit to be arranged.) leading Chicano/Latino novelists, poets, and ChLa 201 Introduction to Chicano/Latino I (4) Consent of instructor. short fiction writers from the 1960s to present An introductory history of Latinos in the United ChLa 405 day. The course will look at the impact of their States. Beginning with Spanish colonization and Reading and Conference (Credit to be work and how it impacts how Latinos view moving to the recent migration of Latin and arranged.) themselves and their place in American society. South Americans in the 1970s, 1980s, and early Consent of instructor. Recommended prerequisite: ChLa 203 or ChLa 1990s. Special attention will be given to particu- ChLa 407 302. lar events that shaped and influenced the Latino Seminar (Credit to be arranged.) experience, such as the Mexican-American War, Consent of instructor. Repatriation, Bracero Program, World War II, War on Poverty, the Chicano Movement, and U.S. foreign policy in Latin America. ChLa 202 Introduction to Chicano/Latino II (4) An introductory course designed to look at the social, political, and economic status of Latinos. Includes an examination of the political and eco- nomic structure and organization and U.S. society and the status and class position of various Latino groups. The course will include a demographic profile and an overview of current social issues. ChLa 203 Introduction to Chicano/Latino III (4) An introductory course designed to examine the cultural heritage of Chicanos and Latinos in the United States. Drawing from a wide range of dis- ciplines, including anthropology, folklore, litera- ture, film, and linguistics. Examines both folk and popular culture as well as the combination and integration of various cultural traditions in Latino communities in the United States. 102 P ORTLAND STATE UNIVERSITY
Child and Family Studies
101L Sixth Avenue Building The program represents an integration CFS 492 Families and the State: Effects of Legislation and Policies on Children and 503-725-8241 of theory, research, and practice related to their Families (4) www.cfs.pdx.edu/ children and families. The unique program CFS 494, 495, 496 Professional Development in strengths include interdisciplinary semi- Child and Family Studies, I, II, & III (2,1,1) B.A., B.S. nars and extensive and diverse practicum CFS 498 Advanced Practicum (5) Child and Family Studies Specializations ...... 15-17 experiences. Total 76-79 Undergraduate Majors may meet with a program adviser for guid- program Admission ance in the selection of an area of specialization requirements from among the eight areas listed below. Majors The Child and Family Studies Program are required to complete a minimum of four Students must be admitted into the pro- courses within the area. More than one specializa- offers an interdisciplinary baccalaureate tion area may be selected and will require an addi- degree with specializations in human gram to earn a baccalaureate degree in tional 15-17 credits or four courses. Lists of courses development; families in society; youth child and family studies. Deadlines for sub- recommended for each specialization are listed on worker; administration of programs for mission of application materials are the Web (www.cfs.pdx.edu) and are subject to December and February. Accepted appli- change based on on-going assessment and course children, youth, and families; early child- availability. The specialization adviser will assist the hood education; early intervention/early cants are admitted for the following spring student in tailoring a program of courses to meet childhood special education; special educa- term or fall term, respectively. Information career goals and to accommodate previous profes- tion for school-aged children; and elemen- meetings are held for students who are sional experience. tary education. The primary focus is on considering application into the program. The Specializations are: children and their families. The program Call 503-725-8241 to schedule attendance Human Development at an informational meeting. Information Advisers: Lynn Santelmann, Applied Linguistics; was collaboratively designed by faculty and Carol Morgaine, Child and Family Studies professionals from varied disciplines at and application forms can be obtained by visiting the Web site: www.cfs.pdx.edu. Stu- Designed to focus on development in the social, Portland State University and Oregon cognitive, physical, and emotional domains. Theory Health & Science University in cooperation dents will need to submit an application and research related to development will extend to with community agencies and institutions. form, written essays, completed reference current issues of diversity and to implications for professionals working with children and families. The Child and Family Studies Program forms, and unofficial transcripts. Students are accepted provisionally until they attend Families in Society attends to the needs and varied profes- Advisers: Pete Collier, Sociology; Carol Morgaine, sional goals of students desiring broad and an Orientation meeting which is scheduled Child and Family Studies socially relevant preparation for work with in the term prior to their admittance. Designed to examine societal contexts within which children and families. Program content is families live. Families will be studied from the per- directed toward competencies for a range spectives of culture, gender, health, and socio-eco- Degree requirements nomics. Approaches to working with families will of professional roles. Coursework in child be developed with sensitivity to the diversity of and family studies reflects the socio-eco- Requirements for major. In addition to family structures, traditions, and dynamics. nomic and cultural diversity of children meeting the general University require- Youth Worker and families in the metropolitan area. ments, majors must complete the following Advisers: Joan Shireman, Social Work; Michael Tay- Majors in child and family studies will program components: lor, Child and Family Studies Credit Designed to foster understanding and provide skills develop a broad understanding of family for working directly with school-age children and systems and the diverse socio-cultural con- Interdisciplinary Conceptual Foundations ...... 31 Ec 417 Women in the Economy (4) adolescents in youth organizations and social ser- vices agencies. Coursework prepares youth practi- texts in which children and families Ed 420 Introduction to Education and Society (4) tioners from the perspective of multiple disciplines, develop. The program offers an opportu- Hst 343 History of American Families (4) with emphasis on the development of cultural com- Psy 311 Human Development (4) or Psy 460 Child nity to acquire knowledge and skills in one petence in working with youth and their families. Psychology (4) or more specialization areas. Majors may Administration of Programs for Children, pursue careers as early childhood teachers, Soc 337 Minorities(4) Soc 342 Social Psychology (4) or Soc 339 Marriage Youth, and Families preschool and child care administrators, and Intimacy (4) or Soc 461 Sociology of the Advisers: Ellie Justice, Helen Gordon Child Develop- Family (4) ment Center; Carol Morgaine, Child and Family parent educators, family advocates, youth Studies SW 301 Introduction to Social Work (4) or Coun workers, social service caseworkers, early 441 Introduction to Counseling (4) Designed to develop understanding and provide intervention/special education assistants, PHE 365 Health Promotion Programs for Children strategies for administration of programs for chil- and program directors for community and Families (4) dren, youth, and families. There is a focus on com- agencies providing services to children and SpEd 418 Survey of Exceptional Learners (3) munication, with sensitivity to issues of culture, their families. The Child and Family Stud- Child and Family Studies Core ...... 30 race, and economics. CFS 409 Practicum (5) Early Childhood Education ies Program also provides a foundation for CFS 480 Societal Influences on Advisers: Christine Chaille, Curriculum and Instruc- those students who intend to pursue grad- Professional Practice (4) tion; Cari Olmsted, Head Start Regional Training uate work in education, counseling, social CFS 481 Family Health Issues (4) Office; Carol Morgaine, Child and Family Studies work, or related disciplines. CFS 491 Conceptual Foundations in Designed to develop understanding and provide Child and Family Studies (4) approaches for working with children and their C OLLEGE OF LIBERAL ARTS AND SCIENCES 103
families in early childhood education settings. This CFS 480/580 child and family issues in the context of commu- area of study will focus on developmentally appro- Societal Influences on Professional Practice nity-based service learning. Participants also priate curriculum and guidance, and the develop- (4) investigate leadership, empowerment, and advo- ment of relationships with families. Individuals preparing for human or social ser- cacy roles within the child and family profession. Early Intervention/Early Childhood Special vices professions have been influenced by family Education and societal events, values, beliefs, and assump- CFS 494 Professional Development in Child and Advisers: Ruth Falco, Special Education and Counse- tions which have interacted with their lives. Stu- lor Education; Leslie J. Munson, Special Education Family Studies I (2) and Counselor Education dents will examine those influences (including Introduces students to interdisciplinary perspec- Designed to develop knowledge and skills for serv- gender, culture, and socioeconomic status) for tives and the ways in which personal develop- ing young children with special needs and their the purpose of gaining insight into the ways ment, professional identity, and professional families in inclusive settings or to prepare for grad- their professional practice might be affected. action contribute to one’s professional develop- uate studies in early intervention/early childhood Projects will include a “professional practice ment. Emphasis will be on reflection, personal special education or related fields (e.g., social action plan.” ethics, self care, career options, and scholarly work). Coursework includes a focus on typical and atypical development, foundations of early inter- CFS 481 foundations. Recommended prerequisite: admit- vention/early childhood special education, and Family Health Issues (4) tance into child and family studies program. Overview of issues related to family health, family-centered practices. CFS 495 including health promotion/prevention domestic Special Education for School-Aged Children Professional Development in Child and violence/child abuse, alcohol/chemical depen- Advisers: Ruth Falco, Special Education and Counse- Family Studies II (1) lor Education; Leslie J. Munson, Special Education dence, chronic and terminal illnesses, and Continued examination of interdisciplinary per- and Counselor Education accessing health systems. Special attention to spectives and the ways in which personal devel- Designed to develop knowledge and skills for serv- ethnic, political, ideological, religious, eco- opment, professional identity, and professional ing children and youth with special needs and their nomic, and geographic influences. Includes action contribute to professional development. families in inclusive settings or to prepare for grad- community-based learning components. Emphasis will be on reflective practice, profes- uate study in special education for school-aged Prerequisite: junior standing. sional ethics, professional boundaries, profes- children or related fields (e. g., social work). Coursework includes special needs and disabilities CFS 485/585 sionalization processes, legislation, and of children and youth, foundations of special edu- Working with Diverse Families (4) advocacy. Recommended prerequisite: CFS 494. cation, and supports for children and youth within For individuals who are preparing to work pro- CFS 496 school, home, and community. fessionally with families. Theoretical perspec- Professional Development in Child and Elementary Education tives on working with families. Issues involved Family Studies III (1) Advisers: Christine Chaille, Curriculum and Instruc- when working with diverse U.S. families (Afri- Final examination of interdisciplinary perspec- tion; Sara Davis, Curriculum and Instruction can American, Asian, Russian, and Hispanic) as tives and the ways in which personal develop- Provides the necessary requirements for application well as international families. ment, professional identity, and professional into PSU’s Graduate Teacher Education Program CFS 490 action contribute to professional development. (GTEP). All the classes included in the Elementary Sex and the Family (4) Emphasis will be on reflective practice for social Education specialization are all prerequisites for Explores how responses to sexuality are influ- justice, goal setting, self-directed learning, codes this graduate program. Admission into the GTEP program is not guaranteed. enced by family and other social systems includ- of ethics, and leadership. Recommended prereq- ing culture, gender, economics, and religion. uisite: CFS 495. All courses submitted to satisfy the Family systems theory will be used to evaluate CFS 498 requirements for a major in Child and family relationships. Prerequisite: junior standing. Advanced Practicum (Credit to be Family Studies must be passed with a grade CFS 491 arranged.) of C or above. In addition, courses taken Conceptual Foundations in Child and Child and family studies practicum conducted in under the undifferentiated grading option Family Studies (4) approved professional settings selected with (pass/no pass) will not be accepted toward Theoretical and conceptual foundations of work- consideration of students’ professional goals. fulfilling program major requirements. ing with children, youth, and families in profes- Accompanying seminar. Prerequisite: admittance sional settings. Historical, socio-political into the CFS program, five credits in CFS 409, contexts of significant theories and their rele- and senior status. vance for professional application. Prerequisite: Courses junior standing. CFS 401 CFS 493 Research (Credit to be arranged.) Community Resources and Family Support CFS 404 (4) Cooperative Education/Internship (Credit Examination of community resources in the con- to be arranged.) text of community building, family support and CFS 405 empowerment, cultural competence, and cul- Reading and Conference (Credit to be tural democracy. Factors that influence the effec- arranged.) tiveness of community programs serving CFS 406 children and families. The mission, professional Projects (Credit to be arranged.) roles, and services of particular community agencies and programs that serve, support, and/ CFS 407 Seminar (Credit to be arranged.) or advocate on behalf of children and families. Prerequisite: junior standing. CFS 408 Workshop (Credit to be arranged.) CFS 493 Interdisciplinary Perspectives on Children CFS 409 and Families (4) Practicum (Credit to be arranged.) This seminar, for majors in child and family Supervised community-based learning experi- studies, examines contemporary issues, research, ence in organizations and agencies that serve and resources regarding children and families in children and families. One credit equals 30 urban settings from multiple disciplines and hours. Includes reflective, integrative seminar. multicultural perspectives. Promotes a synthesis CFS 410 of understandings and professional reflection of Selected Topics (Credit to be arranged.) 104 P ORTLAND STATE UNIVERSITY
Communication
23 Neuberger Hall and hearing science laboratories provide Requirements for major in speech and 503-725-3531 special experiences for the science and hearing sciences. In addition to meeting www.comm.pdx.edu/ research-oriented student. the general University degree require- ments, the program requires the student to B.A., B.S. complete a minimum of 52 credits based. Minor Admission Credits Special Education Program requirements Sp 220 Public Speaking ...... 4 M.A., M.S. SpHr 370 Phonetics and Acoustics ...... 4 Admission to the department is based on SpHr 371 Anatomy and Physiology of Speech general admission to the University. See and Hearing...... 4 SpHr 372 Speech and Language Development Undergraduate page 43 for more information. in Children ...... 4 SpHr 380 Disorders of Communication I ...... 4 programs SpHr 389 Sign Language: Theory and Practice ...... 4 Degree requirements SpHr 461/561 Neurology of Speech and Hearing ... 4 The Department of Communication offers SpHr 464/564 Articulation/Phonological programs leading to degrees at both the All classes in the major or minor must be Disorders ...... 4 undergraduate and graduate levels. Aca- taken for a letter grade and only classes SpHr 487/587 Basic Audiology ...... 4 graded C or better will be counted toward SpHr 488/588 Advanced Audiology...... 4 demic concentrations are in communica- SpHr 489/589 Aural Rehabilitation...... 4 tion studies and in speech and hearing the major or minor. Requirements for major in communi- SpHr 495/595 Disorders of Communication II ...... 4 sciences. (speech-language pathology emphasis) cation studies. In addition to meeting the The courses offered in communication SpHr 496/596 Introduction to Clinical general University requirements, the stu- studies are based on the premise that an Management ...... 4 dent must complete a minimum of 56 educated individual must be able to think Total 52 credits in communication studies courses. critically and analytically, comprehend Credits political, social, cultural, institutional, Sp 100 Introduction to Speech Communication...... 4 international, and mediated contexts, listen (may be waived for students who have Licensure effectively, and be rhetorically sensitive and completed at least four communication studies adaptive to communicative encounters courses at PSU and who have earned a minimum COMMUNICATION DISORDERS grade of B or better in all communication studies EDUCATION LICENSURE with persons of diverse abilities, back- courses.) Advisers: M.E. Gordon-Brannan, E. Reuler grounds, and situations: interpersonal, Sp 220 Public Speaking ...... 4 small group, organizational, political, inter- Sp 311 Communication Inquiry ...... 4 The Speech and Hearing Sciences Pro- national, media, policy, and public. The Sp 416 Theories of Communication ...... 4 gram offers programs leading to Oregon Complete at least one course offered through effective communicator has an understand- Speech and Hearing Sciences. There is no longer a education licensure for communication ing of the complexity and dynamic nature restriction on the number of hours that may be disorders at two levels: initial license and taken from Speech and Hearing Science. Recom- of the communication process, as well as a mended courses include: SpHr 262, 365 (may be continuing license. sense of responsibility for the substance waived for students who have taken a comparable course in another department). INITIAL TEACHING LICENSE IN and consequences of communicative inter- COMMUNICATIONS DISORDERS action. Students may acquire experience Of the required total of 56 credits in The undergraduate and graduate level through internships in the community communication studies, note the following courses listed below are the requirements and other practical communication activi- restrictions: for the initial license program, some of ties, both in the classroom and in the ◆ At least 24 must be in upper-division which may be used to fulfill University community. communication studies courses. requirements for the baccalaureate degree: In the speech and hearing sciences con- ◆ No more than 12 credits may be counted toward the major from courses SpHr 370 Phonetics and Acoustics (4) centration at the undergraduate level, SpHr 371 Anatomy and Physiology of Speech and coursework in typical speech, language, numbered Sp 401 through Sp 409 and Hearing (4) and hearing development is emphasized. Sp 370 Debate/Forensics. SpHr 372 Speech and Language Development in Children (4) Study in these areas is necessary educa- Requirements for minor in communi- SpHr 380 Disorders of Communication I (4) tional preparation for graduate work lead- cation studies. To earn a minor in commu- SpHr 389 Sign Language: Theory and Practice (4) ing to professional certification by the nication studies, a student must complete SpHr 461/561 Neurology of Speech and Hearing American Speech-Language-Hearing Asso- 28 credits with a minimum of 16 credits at (4) SpHr 464/564 Articulation/Phonological ciation. Courses of instruction include edu- the upper-division level. Total for Sp 404 Disorders (4) cation in speech-language pathology and/ and Sp 409 may not exceed 9 credits. A †SpHr 486/586 Urban Language Clinic (2) or audiology. Practica in speech and hear- minimum of 12 credits must be taken in SpHr 487/587 Basic Audiology (4) ing include experiences in the University residence at PSU. SpHr 488/588 Advanced Audiology (4) clinic, the public schools, and several clin- SpHr 489/589 Aural Rehabilitation (4) ics, medical agencies, and private practice SpHr 495/595 Disorders of Communication II (4) SpHr 496/596 Introduction to Clinical in the greater Portland area. The speech Management (4)
†SpHr 486/586 and 498/598 require 25 hours of confirmed clinical observation as part of the courses listed as prerequisites. C OLLEGE OF LIBERAL ARTS AND SCIENCES 105
†SpHr 498/598 Speech-Language Practicum (4) SpHr 550 Advanced Speech Disorders Practicum Admission Degree requirements (2) requirements University master’s degree requirements are SpHr 551 Advanced Child Language Disorders Practicum (2) For admission to graduate study, the stu- listed on page 69. Master of Arts in communication stud- SpHr 533 Counseling in Communication dent’s background and preparation should Disorders (2) ies or Master of Science in communica- SpHr 554 Advanced Speech Sound Disorders (2) reflect an ability to pursue graduate work tion studies. Students entering this SpHr 559 Augmentative and Alternative in communication studies or speech and Communication (2) program are expected to develop an under- hearing sciences. It is not required that the standing and appreciation of the theoreti- SpHr 566 Special Populations (4) applicant have an undergraduate degree in SpHr 581 Stuttering (4) cal, conceptual, and methodological SpHr 582 Voice Disorders (4) communication; students with undergrad- breadth of the discipline and to develop SpHr 583 Language Development and uate backgrounds in related disciplines are expertise in the pursuit of their particular Disorders in Children (4) encouraged to apply. Should the student’s interests in the study of communication. In SpHr 584 Assessment and Treatment of preparation be deemed inadequate in cer- Language Disorders: Birth to Age Five (4) conjunction with the student’s adviser, each SpHr 585 Assessment and Treatment of tain areas, the student will be required to student will design a program based upon Language Disorders in School-aged Children overcome those deficiencies through particular concerns with interpersonal, and Adolescents (4) formal coursework and/or directed read- SpHr 591 Student Teaching: Speech- group, organizational, intercultural, and Language Pathology (10) ings. All such work is separate from work international communication. Students SpHr 592 Seminar: Speech-Language Pathology toward the master’s degree. also focus on media studies, public rela- in Schools (2) Communication Studies. Applicants to tions, political science, health, and science SpHr 597 Educational Audiology (2) the communication studies program must †Ed 420/520 Introduction to Education communication. and Society (4) submit letters to the graduate committee Students engage in research using criti- †SpEd 418/518 Survey of Exceptional Learners (3) explaining their reasons for pursuing an cal, cultural, qualitative, or quantitative advanced degree in the communication CONTINUING TEACHING LICENSE research methods. The master’s program in studies discipline. Additionally, each appli- communication studies includes three IN COMMUNICATION DISORDERS cant must submit three letters of recommen- Continuing license requirements extend options: thesis with 45 credits; communi- dation from individuals closely acquainted cation project with 45 credits; or course- the initial license in three areas: with the applicant’s academic career and, ◆ 3 years of half time or more work work-only with 56 credits. where applicable, with the applicant’s pro- The master’s degree program requires a experience, fessional background and competencies. ◆ the master’s degree inclusive of a minimum of 45 credits of coursework for Applicants must also submit supporting those students who elect to complete the master’s thesis/project, and materials and transcripts. For a list of ◆ thesis or communication project option. advanced competencies documented requirements contact the department. through portfolio development and Six credits of the 45 total are to be taken for All students are admitted to the pro- the thesis or communication project. Stu- advanced coursework/continuing edu- gram on conditional status. Regular status cation units. dents electing the thesis option will take Sp and retention in the graduate program 503 Thesis, while students electing the Following completion of a master’s requires the satisfactory completion of 12 communication project will take Sp 506 thesis or project and awarding of the mas- graduate credits with a minimum grade of Communication Project. ter’s degree, candidates in the continuing 3.00 in each course and evidence of satis- The third option, a coursework-only license program are required to complete 6 factory progress toward the degree. master’s program, consists of a minimum of credits of advanced coursework or 60 Speech and Hearing Sciences. Appli- 56 credits of coursework with 4 credits to hours of approved continuing education cants to the speech and hearing sciences be taken in an advanced theory or research units (CEUs) or a combination of graduate- program must submit a statement of their seminar designated as a final integrative level coursework and CEUs. During their professional philosophy and purpose to the course to be taken during one of the final work experience, candidates will complete director of the program. In addition, each two quarters of study. a repeating 5-credit hour portfolio seminar applicant must submit three letters of rec- Each student’s program must be based series including: development (2 credit ommendation from individuals closely upon the following courses. hours), monitoring (1 credit hour), and acquainted with the applicant’s academic or evaluation (2 credit hours). work background. Finally, scores from the 1. Theory, History, and Methods. Complete Graduate Record Examination must be a, b, and c. submitted and transcripts from all colleges a. Sp 511 Introduction to Graduate Stud- Graduate attended. ies (must be taken the fall term of the first All students are admitted to the pro- year of graduate studies) programs gram on conditional status. Regular status b. Sp 516 Theories of Communication The Department of Communication offers and retention in the graduate program (unless previously taken as Sp 416) graduate work leading to the degrees of require attainment of 3.00 or higher GPA c. At least one course in research Master of Arts and Master of Science with for 12 graduate credits of speech and hear- methods: specialization in communication studies or ing sciences coursework as an admitted Sp 521 Quantitative Methods of speech and hearing sciences. graduate student, and attainment of at least Communication Research or a B- in each of two consecutive or concur- Sp 531 Qualitative Methods of rent clinical practica totaling at least 4 Communication Research or credit hours in the student’s major profes- Equivalent courses in another department sional area (speech-language pathology or 4. Areas of Emphasis. All graduate stu- audiology). dents are expected to develop a theoretical
†Education courses may require additional prerequisite courses. 106 P ORTLAND STATE UNIVERSITY
competency in at least two areas of empha- 8. Coursework-only Option. The third PSU clinic through enrollment in the fol- sis. For the thesis, areas of emphasis will option, a coursework-only master’s pro- lowing courses: SpHr 486/586, 490/590, be designed in consultation with the stu- gram, consists of a minimum of 56 credits 498/598, 550, and 551. In order to receive dent’s adviser. For the communication of coursework, including 4 credits to be credit for the clinical hours completed in a project, areas of emphasis and coursework taken as the final integrative course. The clinical course, students must receive a to support the project are designed in con- integrative course is identified in advance course grade of B- or above. sultation with the student’s adviser. In the and should be taken during one of the 3. Culminating Experience. Students must case of the coursework-only master’s, stu- final two quarters of coursework. complete one of the following culminating dents will select, with approval from the Master of Arts in speech and hearing experiences. The decision to pursue one or student’s program adviser, the most appro- sciences or Master of Science in speech the other of these options is to be made in priate final integrative course to complete and hearing sciences. Degree candidates conjunction with the student’s faculty coursework. Areas of emphasis currently for the M.A. or M.S. with concentration in adviser. supported in this department include: speech-language pathology, in addition to a. Comprehensive Examinations—The interpersonal, group, organizational, inter- meeting University degree requirements, student must pass written comprehensive cultural, and international communica- must meet academic and clinical require- examinations. Written comprehensive tion. Students also focus on media studies, ments for the Certificate of Clinical Com- examinations are normally taken during public relations, political science, health, petence with the American Speech- the spring term of the student’s second and science communication. Other areas of Language-Hearing Association prior to the year of graduate study. Specific details emphasis may be developed, according to granting of a master’s degree. regarding administration and scoring of particular student needs, in consultation The master’s degree program consists of the examinations will follow current pro- with the program adviser, project director, a minimum of 48 credit hours inclusive of gram guidelines. Students must consult or thesis director. core coursework and thesis or special with their academic adviser during the first 5. Core Coursework. Students are required project credits. Each student’s program year of their graduate program to begin to complete core coursework in communi- must meet each of the following preparation for the examination. Students cation. Students are expected to take rele- requirements. will sign up for 3 credits of SpHr 501 vant courses outside the department in 1. Coursework. Students must complete during the term in which they write their support of their core coursework. Courses 42-48 credits of core coursework in their examination. taken outside the department must be area of emphasis, i.e., speech-language b. Master’s Thesis—The student will com- approved by student’s program adviser in pathology or audiology. Core coursework plete a thesis and pass a final oral examina- order to count toward the requirements of for an emphasis in speech-language tion before a committee consisting of the the degree. pathology includes: SpHr 550 (2 terms), student’s faculty adviser and at least two 6. Complete Thesis. Students who are inter- 551, 553, 554, 559, 560, 563, 565, 566, other members of the PSU graduate fac- ested in an academic career or anticipate 581, 582, 583, 584, and 585. Students ulty. The thesis committee members will advanced graduate work leading toward a must earn a grade of B- or above for each be selected according to University and Ph.D., may prefer to elect the thesis core course. Enrichment courses outside Departmental guidelines and in consulta- option. Each student who elects the thesis the department may be proposed at the tion with the student’s academic adviser. option will complete a thesis and pass a discretion of the faculty adviser. Course- Students pursuing this option are required final oral examination on the thesis. The work in statistics (e.g., Stat 243 and 244) to sign up for at least 6 credits and up to 9 thesis director and thesis committee will is required. However, the statistics course- credits of SpHr 503 Thesis. usually be selected, in consultation with work does not count toward the mini- mum credits required for the master’s c. Master’s Project—The student will com- the program adviser, during the first three plete a major project relating to their major terms of study. Prior to beginning work on degree. The statistics requirement is not satisfied by completing SpHr 560. This area of study and present the results to fac- the thesis, students must demonstrate pro- ulty and students. The student will comply ficiency in relevant theories and research coursework may be completed prior to enrollment in the graduate program. Stu- with current Departmental guidelines for methods. selection of project topic, project format, 7. Graduate Communication Project. The dents should consult with their academic adviser in determining if statistics courses project committee, and presentation of the graduate communication project is project outcomes. The student will com- intended to meet the needs of graduate taken during the undergraduate program or at other institutions satisfy this require- plete the project under the direct supervi- students whose primary interests are sion of the academic adviser. However, applied rather than academic, and who ment. Students must also complete a pro- gram of three consecutive terms, exclusive with approval of the academic adviser, expect to be employed in business, indus- another faculty member in the Speech and try, or government. Each student who of Summer Session, of full-time residency during their first academic year as an Hearing Sciences program holding a PSU elects the graduate communication project graduate faculty appointment may super- option will complete a communication admitted student in the Speech and Hear- ing Sciences Program. vise the project. In addition to the project project undertaken as an individual or supervisor, at least one other faculty team activity. The project will focus on 2. Clinical Practicum. Students must com- member from the Speech and Hearing Sci- application of acquired knowledge and plete a minimum number of direct clinic ences program must serve on the project problem solving to actual communication contact hours in accordance with current committee. Students pursuing this option situations and will be grounded in an Oregon licensure and ASHA certification are required to sign up for at least 6 cred- in-depth literature review. Completion of requirements. A minimum of 50 clinical its and up to 9 credits of SpHr 506 Special the communication project may take place hours will be completed at the Speech Project. in 6 credits of Sp 506 Special Project. Sp Clinic at Portland State University. The 510 Communication Consultation may be remaining hours will be completed at a substituted for 4 credits of Sp 506. minimum of two external practicum sites. Students can accrue clinical hours at the C OLLEGE OF LIBERAL ARTS AND SCIENCES 107
eye behavior, touch space, time, and physical *Sp 320 Courses and social environments. Course requirements Advanced Public Presentation (4) Courses with an asterisk (*) are not offered every year. include completion and report of a personal Designed for students who have basic experience research project. in choosing, researching, organizing, and pre- Sp 100 senting speeches, and who wish to augment Introduction to Communication (4) Sp 230 Overview of major topic areas in communica- Listening (4) their skills in being a more dynamic and effective tion, including models of communication, social Development, review, analysis, training, and public speaker. The course requirements will uses of language, communication codes-verbal/ practice in the “five motives for listening”—dis- include several speeches presented in class, one nonverbal, listening and communication in criminative, comprehensive, critical, apprecia- speech which must be presented in a different interpersonal, group, intercultural, public, and tive, and therapeutic. Opportunity to evaluate setting, practice in impromptu speech making, mass media contexts. Application of theory listening efficiency. Listening projects are as well as sharpening skills in audience-cen- through skills development and community designed for application in business, interper- teredness. Prerequisite: Sp 220. focused assessments. sonal, and social contexts. Sp 322 Political Communication (4) Sp 311 Sp 199 An analysis of the relationship of communica- Special Studies (Credit to be arranged.) Communication Inquiry (4) tion to the exercise of politics and political Sp 212 Introduction to the assumptions and methods of inquiry in the study of human communication. power. Topics may include the ethics and prac- Mass Communication and Society (4) tices of electoral politics, political ideologies, A survey of the development of print, broadcast, Students will learn to design and conduct practi- cal research projects and improve their ability to political advertising, propaganda, public opinion film, and new communication technology as formation, the role of mass media as a source social, cultural, and economic forces in Ameri- understand, evaluate, and use reports of research and scholarship encountered in future course- and form of political communication, speech can society. Examination of news media and writing, public policy writing and analysis, polit- their relationship to American political institu- work and in everyday life. Prerequisite: Wr 222 or 333. ical news writing, and political campaigning. tions. Discussion of advertising as an economic The focus is on how communication strategies and popular cultural force. Survey of major Sp 312 and media can be used to organize consent or Media Literacy (4) trends in mass communication research. Class dissent to ruling parties, representatives, and Focuses on building critical skills for evaluating research project examines content of contempo- ideas. Sp 212 recommended. rary commercial media. mass media, going beyond the ways that mes- Sp 324 Sp 215 sages represent the world to the ways that mes- sages and the institutions that produce them Critical Thinking and Argumentation (4) Introduction to Intercultural A study of the relationship among evidence, rea- Communication (4) actually constitute the social world. Primary Designed to give a theoretical understanding of issues include cultural domination and empow- soning, and argument. Course examines formal the process and role of communication (both erment; public opinion and the legitimizing role reasoning as well as practical argument in its mass and interpersonal) when faced with cul- of the media; mass culture and ideology; cultural actual forms and uses in everyday life. Primary tural plurality. Provides a background of classical opposition; the political-economy of news emphasis upon students’ ability to analyze evi- theories in intercultural communication, and in media; and the general role of media in political dence, forms of reasoning, and arguments that interdisciplinary areas (cultural studies, gender socialization. Extensive in-class and small-group structure public issues of the day. Strongly rec- studies, cultural anthropology, political science, media analysis. ommended for all speech majors. * and international development) where culture Sp 313 Sp 329 and communication have been theorized. Dis- Communication in Groups (4) Oral Presentation and Performance (4) cussions will focus on the changing cultural ter- Focuses on communication processes in small, The oral interpretation of the literature of prose rain in the United States and upon decision-making groups. Students examine the and poetry. Concerned with the study of mean- internationalization and globalization of mass or relation between actual communicative behav- ing in selected pieces of literature, and the devel- popular culture as it impacts other parts of the iors of group members and group structure, opment of vocal skills for the effective world. functions, and outcomes. Topics include leader- communication of meaning to others. Projects in public presentation and program development. Sp 218 ship emergence and enactment, quality of prob- Interpersonal Communication (4) lem solving strategies utilized, the impact of Sp 337 Study of communication concepts, processes, socio-cultural and institutional features on small Communication and Gender (4) and practices in interpersonal contexts with group communicative practices. Theoretical An examination of similarities and differences in application of principles and concepts to actual application in the critical analysis of various male and female communication styles and pat- interpersonal communication situations. group settings and effective communication in terns. Particular attention given to the implica- Includes situational management and behavioral ongoing group projects. Prerequisite: Sp 100 or tions of gender as social construct upon repertoire development, verbal/nonverbal code Sp 218. perception, values, stereotyping, language use, nonverbal communication, and power and con- features structuring conversation and relation- Sp 314 ships, characteristics of functional relational sys- Persuasion (4) flict in human relationships. Discussion of influ- tems, intercultural/inter-ethnic factors. A consideration of concepts, principles, and the- ence of mass communication upon shaping and ories related to persuasion, and a consideration constricting male and female sex roles. Course Sp 220 requirements include completion and report of a Public Speaking (4) of the role of persuasive communication in personal research project. Research, writing, delivery, and listening skills public discourse. Opportunity for practical for oral presentation in a variety of settings, application of principles in student projects. Sp Sp 340 including multicultural. Equal consideration 100 or Sp 220 recommended. Interviewing (4) A study of principles for effective interviewing given to speech preparation and delivery with Sp 318 critical thinking, argument forms, and audience Family Communication (4) with emphasis upon information-gathering, in- analysis emphasized. Issues of speech anxiety Focuses on the study of families from a commu- depth interviewing. Examine interview struc- addressed. nication perspective; that is, how families create, tures, preparation of interview schedules, ques- maintain and reinforce patterns of interaction tion phrasing, approaches to interviewer- Sp 227 interviewee relationship. Specific interview con- Nonverbal Communication (4) through daily living, story-telling and other texts will vary among employment, performance The study of nonverbal communication as habitual forms of communication. Course appraisal, helping, and focus group, and will be related to verbal communication. Course applies theoretical frameworks such as family examined from both interviewer and interviewee emphasis on theories and typologies of nonver- systems theory, social construction theory and perspectives. Prerequisite: upper-division stand- bal behavior. Consideration of the influence of dialectical theory to issues of courtship and rela- ing. Sp 218 recommended. such factors as para-language, body movement, tional development, the changes in the life of families, and family roles. 108 P ORTLAND STATE UNIVERSITY
Sp 370 *Sp 417/517 *Sp 426/526 Forensics: Competitive Public Speaking and Communication and Conflict (4) The Rhetorical Tradition (4) Debate (4) Examines assumptions underlying the selection Survey of the major contributors, themes, and Development of advanced public speaking and of communicative behaviors in conflict situa- theory development in the 2500 year rhetorical argumentation skills. Students will engage in tions, and the assessment of choices for expected tradition examining public discourse in the team debate and have opportunities to compete or desired consequences. Interpersonal, group, management of human affairs. Among the peri- in intercollegiate debate competition. organizational, intercultural and international ods examined will be Classical, Enlightenment, Sp 399 settings are examined. Examination of tradi- contemporary 20th century, and post-modernist. Special Studies (Credit to be arranged.) tional and nontraditional approaches to conflict Special attention given to the significance of ear- Sp 401/501 management. Required development of case lier treatments of rhetoric to contemporary cir- Research (Credit to be Arranged.) study applying concepts of the course, and class cumstances. Prerequisite: Sp 314 or Sp 324. Consent of instructor. Speech Communication presentation. Sp 218, 313, 314, or 324 recom- *Sp 427/527 Laboratory. mended. Issues in International Communication (4) Sp 404/504 *Sp 418/518 A study of historical and contemporary theories Cooperative Education/Internship (Credit Advanced Interpersonal Communication (4) and practices in the conduct of trans-border to be Arranged.) Theory course in which students analyze current communication. Topics may include interna- Sp 405/505 concepts and theories related to inter-personal tional communication issues of law, diplomacy, Reading and Conference (Credit to be communication, comparing and contrasting var- conflict, the Cold War, international organiza- arranged.) ious models and their relative adequacy in repre- tions, mass media, information, advertising and Consent of instructor. senting the complexity of communication news flows, and social-economic development, Sp 406/506 processes. The impact on actual communicative as well as discussions of specific cases of cultural Special Projects (Credit to be arranged.) practices is examined. The influence of particu- and institutional communication, spoken, writ- Consent of instructor. lar historical perspectives and contemporary ten and produced, in various industrial and Sp 407/507 issues and trends on interpersonal communica- developing societies. Prerequisite: upper-divi- Seminar (Credit to be arranged.) tion is analyzed through evaluation of empirical sion standing or graduate standing. Consent of instructor. Rhetoric of Protest. data and general cultural texts. Research project Sp 430/530 required. Sp 408/508 Advanced Speaking and Listening Skills (4) Workshop (Credit to be arranged.) Sp 419 Advanced work in the theory and practice of effective speaking and listening, employee and Sp 409/509 Gossip and Shop Talk: Interpersonal Practicum (Credit to be arranged.) Challenges in the Workplace (4) client relations, and competency assessment. Students must show proof of professional liabil- Assessment of speaking and listening competen- Addresses characteristics that differentiate effec- ity insurance. cies in the work environment and investigation tive from ineffective communication. Develop of gossip as communication phenomena with and implement a model for communication skill Sp 410/510 cultural, historical, ethical, judicial, organiza- building through behavior modification. Selected Topics (Credit to be arranged.) tional, and political influences. Designed for stu- Recommended prerequisite: senior or graduate * Sp 412/512 dents in professions where communication standing. Empirical Theories of Mass Communication competencies are central to their positions, for *Sp 436/536 (4) those interested in developing as communica- Surveys social scientific theories of mass com- Communication and Cognition (4) tion professionals or for those interested in munication. Prerequisite: Sp 212. Stat 243, Exploration of human communication from a learning about the seemingly intangible factors Sp 314, or Psy 342 recommended. cognitive perspective. Prerequisite: graduate which contribute to the casually referred to standing or Sp 416 (or equivalent) and consent Sp 415/515 “people problem” in the workplace. Assessment of instructor. Problems of Intercultural Communication of positive and negative interpretations of gossip; *Sp 437/537 (4) techniques to improve communication climates. Builds upon the theories and issues discussed in Urban Communication (4) Recommended prerequisite: junior- or senior- the introductory course by including contempo- Course utilizes a cultural, contextual approach level standing. rary and classical literature on multicultural and to the study of urban communication structures, intercultural communication. Identifies and ana- Sp 422/522 processes and practices. Macro and micro fea- lyzes politically constructed categories of race, Critical Theories in Mass Communication tures are examined with the goal of understand- (4) age, class, gender in society against the backdrop ing the role of communication in structuring Surveys critical institutional theories of mass of debates on multiculturalism in the United social life in urban environments. Relevant theo- communication. Primary focus is analysis of the States. Examines these categorizations of race, retical perspectives on urban life are examined relationship between media and communication class, etc. in their historical, social, and cultural and multiple dimensions of verbal and nonver- institutions and the state and other social context, and how those have influenced mass- bal communication codes analyzed for their institutions. Prerequisite: junior or senior mediated and interpersonal communication. meaning features and particular configurations standing. Uses mass media (television, radio, daily print in urban contexts. Theoretical and empirical media, music) texts to provide examples of how Sp 423/523 approaches taken recognize urban centers as we understand “difference” and “otherness” in Organizational Communication (4) multicultural environments. Research project our daily lives. Prerequisites: Sp 215 and senior Application of communication theory to the required. Prerequisites: upper-division standing standing, or instructor permission. study of human interaction in the organizational or graduate standing. context. Examination of the relationships Sp 416/516 *Sp 447/547 between structural variables in the organization Communication and Aging (4) Theories of Communication (4) and informal communication channels, includ- Examines the major lines of theoretical develop- Focuses on the intersecting areas of communica- ing analysis of leadership style, decision-making, ment in the study of human communication, as tion and gerontology. Ages of communicators as conflict management, and computer-mediated well as examining their diverse and alternative variables affecting the process and outcome of communication. Course requirements include assumptive bases for theory construction and interaction. Students examine communication completion and report of a personal research critical analysis. Particular attention given to and aging through interaction (intrapersonal, project. Prerequisite: upper-division standing. questions of causal or practical necessity, and interpersonal, intercultural) and through context Sp 218 and Sp 313 recommended. reductionistic or holistic analysis of communica- (organizational, family, medical.) Student tion process and phenomena. Prerequisites: 6 projects include interviews with elderly subjects credits upper-division speech communication and case studies. and Sp 311. Course offered at least one term every year. C OLLEGE OF LIBERAL ARTS AND SCIENCES 109
Sp 452/552 statistical packages, results interpretation, and SpHr 262 Gender and Race in the Media (4) writing reports of completed research. Prerequi- Voice and Diction (4) Primarily examines the representations of gender site: at least one course in statistics. Study and practice of principles of voice produc- and race, including age, class and sexual orienta- tion and articulation of speech sound, with *Sp 525 tion in various media (mainstream and alterna- Seminar: International Communication and attention to elementary speech physiology and tive), and will examine approaches which may Culture (4) phonetics. Intended for students who desire to be used to interpret these representations. In Study and analysis of the international dimen- develop more effective speech and for meeting addition, considers the potential impact that sions of communication. Focus is on under- special needs of teachers, radio and television media institutions have on people’s lives, politi- standing the cultural and power contexts and speakers, public speakers, and others who cal decisions and social relations. The overall differences among and between peoples and require special competence in speaking. Empha- aim is for students to understand how their own institutions that establish the boundaries in the sis on both theory and practice. Two hours per cultural identities affect their media consump- exchange of meanings, values, and ideas. week of laboratory work required. tion and social positioning. This course is the Emphasis is given to questions of cultural, eco- SpHr 365 same as WS 452; course may only be taken once nomic and political sovereignty in the pursuit of Survey of Speech, Language, and Hearing for credit. national, regional, and personal identity and Disorders (4) Sp 457/557 development. Designed as an overview of speech, language, and hearing in children and adults. Topics to The Language of Violence (4) *Sp 528 Seminar: Examination of violent language as a reflection Communication in Relational Contexts (4) include: cleft palate, stuttering, hearing impair- of culture. Students will identify violent atti- Advanced work in interpersonal communication ment, and multi-cultural differences. Recom- tudes, themes, contradictions, metaphors, etc. theories, and concepts such as family, aging, and mended for general speech students. implicit and explicit in our language. Verbal conflict. Critique of current research in light of SpHr 370 abuse and verbal aggression, violent words and such considerations as cultural constraints, shifts Phonetics and Acoustics (4) metaphors in everyday speech, and the use of in relational definitions and configurations. A study of sounds used in speech, their acoustic descriptive language to evaluative language Research project. Prerequisite: Sp 518, graduate properties, and their transcription utilizing the when classifying acts of violence will provide standing or permission of instructor. IPA; description of sounds, their symbolic insight into the notion of a “public violent nature, their production, and physical and psy- *Sp 531 mind.” Students will also examine messages in Qualitative Methods in Communication chological problems involved in their percep- violent entertainment, news reports, Internet, Research (4) tion. The acoustical bases of speech and hearing and other media. This course is the same as WS An examination of naturalistic methods of com- will also be addressed. 457; course may only be taken once for credit. munication research and their assumptive bases. SpHr 371 Sp 503 Particular attention given to descriptive, inter- Anatomy and Physiology of Speech and Thesis (Credit to be arranged.) pretive, and critical approaches for analysis, and Hearing (4) Sp 511 to specific techniques of participant observation, A study of the anatomical and physiological Introduction to Graduate Studies (4) interviewing, and textual analysis. Critical exam- bases of speech, language, and hearing. Introduction to the development and scope of ination of selected research as models for origi- SpHr 372 the speech communication discipline, including nal student research. Prerequisite: Sp 511. Speech and Language Development in a critical examination of the lines of inquiry and *Sp 533 Seminar: Children (4) methods of investigation that shape the disci- Organizational Communication (4) Provides students with a foundation of knowl- pline. Emphasis is placed on those elements of Examines the implications of evolving perspec- edge regarding basic processes of language scholarly inquiry that enable students to become tives in organizational theory, as well as cultural acquisition. In addition to the study of normal competent consumers of current research and factors which may influence communication language development from a theoretical, devel- contribute to their ability to conduct original processes in the organizational context. Different opmental, and clinical perspective, related areas research in speech communication. approaches to assessing organizational commu- of study include cognition, social interactions, play, and literacy. Bilingual and multicultural *Sp 513 nication processes are considered with relevance Seminar: Communication in Institutional to enhancing organizational effectiveness and issues are also addressed. Contexts (4) facilitating organizational transition and change. SpHr 380 Various configurations and features of institu- Course requirements include completion and Disorders of Communication I (4) tional life are examined. The impact of culture, report of a research project. An overview of speech-language pathology and audiology as professions and their historical per- politics, media on organizational communicative *Sp 541 structures and processes, communication con- Methods of Rhetorical Criticism (4) spectives. Most speech, language, and hearing sultation, institutional-community interface are An examination of philosophical and conceptual disorders are examined in terms of etiology, inci- among the topics covered. Current research is bases of contemporary rhetorical theory and dence, and characteristics. Assessment and treat- examined. Students conduct an organizational their implications for the conduct of rhetorical ment of articulation disorders and child research project. Prerequisite: graduate standing criticism. Selected approaches to criticism exam- language disorders as well as multicultural issues or instructor permission. Repeatable for credit. ined, along with exemplars for analysis. Special are addressed. Directed clinical observations are *Sp 514 attention given to critical invention, and to the required (about 5 hours of practicum observa- Seminar: Communication, Culture, and social positioning of the critic. Students will tion). Community (4) select and examine a specific example of con- SpHr 389 Examination and analysis of human symbolic temporary rhetoric. Prerequisite: Sp 511. Sign Language: Theory and Practice (4) activity as the management of meaning, with the Basic mastery of American Sign Language (ASL) *Sp 556 capacity to shape and influence thought, action, Seminar: Language, Meaning, and and the manual alphabet. Discussion of ASL and world view. Particular attention given to Interpretation (4) rules and grammatical structures. Study of cul- assumptions regarding intent, effects, meaning, Exploration of cognitive, linguistic, and interpre- tural, social, vocational, and other related issues understanding, and interpretation, and their tive approaches of emerging interest in the study associated with deafness. Comparison of a vari- implications for studying persuasion from mod- of human communication. Specific topics vary ety of sign language systems and overview of the ernist and post-modernist perspectives. with instructor. Prerequisites: Sp 511 and controversies between total communication and *Sp 521 Sp 516 (or equivalent courses from other depart- oralism. Includes ASL practice in class and Quantitative Methods in Communication ments), graduate standing or consent of lab assignments. Recommended prerequisite: Research (4) instructor. upper-division standing. An examination of the methods of empirical SpHr 199 SpHr 399 research in communication. Emphasis is upon Special Studies (Credit to be arranged.) Special Studies (Credit to be arranged.) selected research designs, data collection and analysis, data input for computer analysis with 110 P ORTLAND STATE UNIVERSITY
SpHr 401/501 SpHr 487/587 tions of behavior modification theory as applied Research (Credit to be arranged.) Basic Audiology (4) to children and adults with speech, language, Consent of instructor. Speech Communication Introductory course in audiology emphasizing and hearing problems. Recommended prerequi- Laboratory. basic acoustics and psychoacoustics, anatomy sites: SpHr 370, 372, 380. and physiology of the ear, hearing measurement, SpHr 404/504 † and types and causes of hearing impairment. SpHr 498/598 Cooperative Education/Internship (Credit Speech-Language Practicum (2) to be arranged.) SpHr 488/588 Supervised clinical work with speech and/or lan- SpHr 405/505 Advanced Audiology (4) guage disordered children and adults enrolled Reading and Conference (Credit to be Introduction to the audiological test battery. for assessment and intervention in the PSU arranged.) Topics include bone-conduction, masking, Speech and Hearing Clinic and/or associated Consent of instructor. speech audiometry, and objective tests. Auditory clinical programs; group discussion of clients, SpHr 406/506 pathologies and their audiometric correlates are clinical techniques and clinical principles. Rec- Special Projects (Credit to be arranged.) also covered. Recommended prerequisite: ommended prerequisites: SpHr 380, 464/564, Consent of instructor. SpHr 487/587. 494/594, 496/596 (with grade B- or better). SpHr 407/507 SpHr 489/589 SpHr 503 Seminar (Credit to be arranged.) Aural Rehabilitation (4) Thesis (Credit to be arranged.) Consent of instructor. Theoretical course covering the role of speech- SpHr 550 SpHr 408/508 reading (lip reading) and auditory training as it relates to speech, language, and communication. Advanced Speech Disorders Practicum (2) Workshop (Credit to be arranged.) Students will participate in the evaluation and Historical perspectives and philosophies consid- SpHr 409/509 treatment of children and adults with disorders ered, communication systems, speech acoustics Practicum (Credit to be arranged.) of speech under the supervision of faculty. Pre- and perception, amplification and hearing aids, Students must show proof of professional liabil- requisite: SpHr 498/598. Prerequisite or coreq- speech reading, and auditory training. Multicul- ity insurance. uisite: SpHr 581 or 582. Maximum 6 credits. tural issues will be included. Recommended SpHr 410/510 SpHr 551 Selected Topics (Credit to be arranged.) prerequisite: SpHr 488/588. * Advanced Child Language Disorders Clinic SpHr 452/552 SpHr 490/590 (2) Screening in the Schools (1) Audiological Rehabilitation Clinic (2) This on-campus practicum provides students Students will participate, under supervision, in Supervised clinical practicum in the diagnosis with an opportunity to apply methods covered screening school-aged students for speech, lan- and rehabilitation of children and adults with in SpHr 584 to a practicum experience. Students guage, and/or hearing disabilities. Recom- hearing disabilities; staff seminars in case dispo- will evaluate language skills and design and mended prerequisites: SpHr 498/598; 25 clock sitions. Maximum: 18 credits. Recommended deliver language intervention under faculty hours of practicum. prerequisite: SpHr 489/589, 498/598. supervision to preschool and school-age chil- SpHr 461/561 SpHr 495/595 dren with speech/language delays/disorders. Var- Neurology of Speech and Hearing (4) Disorders of Communication II (4) ious models of language intervention will be A course specifically designed for speech and Introduction to speech and language disorders stressed. This is a prerequisite for SpHr 591. Pre- hearing majors to provide a study in-depth of with emphasis on voice disorders, stuttering dis- requisite: SpHr 498/598, 580. Corequisite: SpHr the neurology of the speech and hearing mecha- orders and neurogenic disorders; cleft palate and 584 or permission of instructor. nisms with special attention given to the major cerebral palsy will complete the survey. Recommended prerequisite: SpHr 371. SpHr 553 deviations affecting verbal communication. Rec- Counseling in Communication Disorders ommended prerequisite: SpHr 370. SpHr 495L (2) SpHr 464/564 Directed Clinical Assistant Lab (2) Designed for speech-language pathology and Articulation/Phonological Disorders (4) Designed to acquaint preprofessional students audiology majors to receive an introduction into Discussion of phonological development, types with the direct management of speech, language, the major theories of counseling techniques and and causal patterns of articulation/ phonologic and hearing cases in cooperation with advanced how they can implement these techniques disorders, description of and practice with clinicians and under the direction of a qualified throughout their careers. clinical supervisor. Students enrolled in this assessment tools and techniques, presentation of SpHr 554 intervention principles, and descriptions and course will participate in all phases of clinical Articulatory and Phonological Disorders (4) practice with intervention techniques and operation, inclusive of: scheduling, diagnostic Development and disorder of the articulation approaches. Recommended prerequisites: management, parent conferencing, report writ- and phonology of speech sounds, with particular SpHr 370, 380. ing, material preparation, etc. Recommended emphasis on children. Phonological and pho- prerequisites: SpHr 370; may be taken in con- netic theories used in understanding speech and SpHr 470/570 junction with SpHr 494/594, 495/595, or Hearing Screening (1) speech disorders. Various means of assessing and Students will participate, under supervision, in 496/596. providing intervention for articulation and pho- the hearing screening of children and adults. SpHr 496/596 nological disorders. Information specific to spe- Recommended prerequisite: SpHr 488/588. Introduction to Clinical Management (4) cial topic areas, such as developmental apraxia Provides an introduction to management of per- *† of speech and oral motor approaches to inter- SpHr 486/586 sons with communication disorders in terms of Urban Language Clinic (2) vention. assessment and treatment of persons with This on-campus practicum provides students an SpHr 555 opportunity to participate in a speech and lan- speech, language, and hearing disorders. Admin- Hearing Aids I (4) guage enrichment classroom program for chil- istration and interpretation of standardized tests, Introduction to amplification for the hearing dren. This practicum experience emphasizes interviewing, and case-history taking will be impaired. Topics include: types of hearing aids development and use of speech and language covered. Methods, materials, and techniques in and their components, electroacoustic character- units and pragmatic techniques with children the treatment of communication disorders will istics of hearing aids, coupler and real-ear mea- from various cultural backgrounds. This is a be addressed. Terminology and basic techniques surement, output limitation, programming and prerequisite for SpHr 591. Recommended of modifying speech, language, and hearing dis- earmolds. Prerequisite: SpHr 488/588. prerequisite: SpHr 498/598. orders, with specific application to clinical man- agement, will be given, with special SpHr 556 Hearing Aids II (4) consideration of program design and delivery. Advanced topics in amplification for the hearing Theoretical considerations and practical applica- impaired. Topics include: hearing aid evaluation,
†SpHr 486/586, and 498/598 require 25 hours of confirmed clinical observation as part of the courses listed as prerequisites. C OLLEGE OF LIBERAL ARTS AND SCIENCES 111
prescription of electroacoustic characteristics, SpHr 566 *SpHr 576 fitting procedures, and post-fitting counseling. Special Populations (4) Geriatric Audiology (2) Prerequisite: SpHr 555. Advanced discussion regarding diagnosis and The study of hearing in aging. Physiological treatment of dysarthria and apraxia. Issues changes in the hearing mechanism associated SpHr 557 Hearing Aids Laboratory (2) related to augmentative/alternative modes of with primary and secondary aging. Audiologic Provides practical experience in hearing aid test- communication and tracheostomy to be assessment of the prebycusic patient, as well as ing, repair and modification. addressed. Prerequisite: SpHr 495/595, 563, intervention procedures are emphasized. Psy- * 565. chosocial forces associated with hearing impair- SpHr 558 ment during the aging years are examined. Computer Applications in Communication *SpHr 567 Disorders (2) Craniofacial Disorders and Speech (3) Prerequisite: SpHr 488/588. Provides students with basic information on Acquaints students with clinical management of *SpHr 577 using computerized resources in diagnosis, treat- cleft palate and other craniofacial anomalies, Medical Audiology I (4) ment, and data management. Internet informa- particularly the role of speech-language patholo- Evaluation of practical application of differential tion resources will also be explored. gist. Students gain exposure to analysis of articu- auditory tests used in the assessment of various lation and resonance disorders of persons with hearing disorders. Focus on procedures, applica- SpHr 559 Augmentative and Alternative velopharyngeal incompetence. Prerequisite: tions, and implications of various auditory mea- Communication (2) SpHr 495/595. sures forming test batteries which assist in the Introductory course in augmentative and alter- SpHr 569 detection of conduction, cochlear, and retroco- native communication (AAC) with a focus on Advanced Audiology Practicum (2) chlear lesions. Class demonstrations and super- manual and technological communication meth- Supervised clinical practicum in the PSU Speech vised experiences. Prerequisites: SpHr 487/587, ods. Includes strategies for appropriate assess- and Hearing Clinic. Students provide assessment 488/588. ment of speech, language, cognitive, and motor of hearing and hearing aid evaluation and fit- *SpHr 578 skills, and addresses partner support require- tings for children and adults. Prerequisites: SpHr Medical Audiology II (2) ments for AAC use. Students gain knowledge 488/588, 577, or concurrent. Continues examination of medical audiology and skills for treating children, adolescents, and *SpHr 571 from SpHr 577. Specific topics to be addressed adults with moderate to severe congenital or Advanced Hearing Science I (4) include otacoustic emissions, central auditory acquired disorders in speech and language. Psychoacoustics and the fundamentals of acous- assessment. Class demonstrations and super- SpHr 560 tics. Topics include simple harmonic motion, vised experiences. Prerequisite: SpHr 577. Research Methods in Speech-language simple and complex sounds, decibel scales, and *SpHr 579 Pathology and Audiology (4) impedance. Also covered are psychophysical Medical Audiology III (2) Introduction to research methods in communi- measurement, auditory sensitivity, pitch and Continues examination of medical aspects of cation disorders, including clinical efficacy stud- loudness perception, masking, auditory nonlin- audiology from SpHr 577 and 578. Specific ies. Students become familiar with the scientific earities, and binaural hearing. Prerequisite: SpHr topics to be addressed include central auditory method, issues in hypothesis tests, approaches 487/587. processing and tinnitus. Evaluation and manage- to literature review, data collection, reduction, *SpHr 572 ment of both pathological conditions will be and analysis. Background in statistics is helpful. Advanced Hearing Science II (4) included. Prerequisite: SpHr 578 Questions of current interest in the fields of Anatomy and physiology of the auditory system, *SpHr 580 speech, language, and hearing are presented. including transmission properties of the middle Vestibular Disorders and Evaluation (4) Students are encouraged to focus on one as a ear, cochlear mechanics and transduction, and An in-depth examination of anatomy and physi- thesis topic and develop a mini-prospectus for a processing of auditory information from cochlea ology of the vestibular system. Observation and thesis through class assignments. Computer to cortex. The course begins with an introduc- experience with evaluation protocols including applications in research also outlined. Prerequi- tion to basic electricity, including Ohm’s Law, electronystagmography and posturography. sites: Stat 243, 244 or equivalent. series and parallel circuits, alternating and direct SpHr 581 *SpHr 562 currents. Prerequisite: SpHr 571. Stuttering (4) Instrumentation in Speech Sciences (4) *SpHr 573 Study of stuttering theories, research, methods Designed for speech-language pathology majors Industrial Audiology (2) of diagnosis, and treatment for stuttering and to enable exploration of current instrumentation This course focuses on the role of audiology in other disorders of fluency. Prerequisite: 495/595. in the speech sciences. Provides exposure to hearing conservation in industry. Includes effects SpHr 582 recording equipment, flexible and rigid endos- of noise on the auditory system, noise measure- Voice Disorders (4) copy, spirometry digital speech analysis as well ment, and medical-legal aspects of noise expo- Deviations of voice found in children and adults. as to a variety of computer applications for use sure. Prerequisites: SpHr 487/587, 488/588, 572. Study of normal and abnormal function of the in evaluation and therapeutic settings. Prerequi- SpHr 574 voice mechanism. Attention to detection, refer- sites: SpHr 380, 464/564, 495/595, 560. Objective Auditory Measures (4) ral, and differential diagnosis of voice problems. SpHr 563 Introduction to clinical measurement of auditory Demonstrations of typical voice problems; dem- Adult Language Disorders (4) evoked potentials. Normative and pathological onstrations in examination and treatment proce- Serves as an introduction to neurogenic commu- aspects of electrocochleography and brainstem dures; review of recent literature and research. nication disorders. Topics include aphasia, responses. Also covers advanced acoustic immit- Prerequisite: SpHr 495/595. dementia, right-hemisphere disorders, and brain tance, including physical principles and diag- SpHr 583 injury. Causes, symptoms, and multicultural nostic applications. Prerequisite: SpHr 488/588. Language Development and Disorders in issues in assessment and treatment will be dis- *SpHr 575 Children (4) cussed. Prerequisite: SpHr 495/595. Pediatric Audiology (2) Provides students with a basis of knowledge of SpHr 565 This course covers the embryology of the ear, the current research related to language acquisition Dysphagia (4) development of hearing, the etiology and pathol- in children, from both a theoretical and develop- Designed to provide in-depth study of anatomy ogy of hearing loss in children, and the assess- mental perspective. Normal language processes and physiology of swallow mechanism. Assess- ment of hearing in children. It also covers will be used as a framework for the study of lan- ment and treatment of dysphagia and feeding amplification for hearing impaired children, and guage differences and disorders in the acquisi- disorders in neonatal through older adult popu- management of children with hearing losses. tion of language. Areas of study will include lations to be addressed. Prerequisite: SpHr 563. Prerequisite: SpHr 488/588. specific language and learning disorders, and language delays secondary to mental retardation, autism, brain lesions/pathology, and hearing impairments. Related areas of development, 112 P ORTLAND STATE UNIVERSITY
including cognition, play, learning, and literacy assessment of language difficulties will be cov- SpHr 592 acquisition will be discussed. Issues of bilingual- ered. Treatment topics will include service deliv- Seminar: Speech-language Pathology in ism and multicultural issues will also be ery models, including consultation and Schools (2) addressed. collaboration with other school personnel, and Survey of current methods and materials avail- intervention strategies. The relationship of lan- able to and appropriate for the public school SpHr 584 speech-language pathologist. Specific problems Assessment and Treatment of Language guage and learning disabilities will be addressed, Disorders: Birth to Age Five (4) with a focus on the assessment and treatment of encountered in the practicum experience are uti- Outlines causation, prevention, evaluation, and language-based disorders of reading and writing. lized as topics of discussion. Prerequisite: SpHr management procedures for addressing develop- Issues of assessment and treatment in culturally 585. Concurrent registration in SpHr 591 mental language disorders in infants, toddlers, diverse populations will be presented. Prerequi- required. and preschool children. Formal and informal sites: SpHr 583, 584. *SpHr 594 assessment procedures will be covered. Uses and SpHr 591 Professional Issues in Audiology (2) misuses of standardized tests will be discussed. Student Teaching: Speech-language Introduction to advanced issues relevant to the Models of language disorders will be compared Pathology (10) clinical practice of audiology. Topics addressed and contrasted. Speech sample analysis proce- Practicum in speech-language pathology in the include interviewing, patient counseling, resume dures will be studied. Pragmatic intervention public school setting under the direction of a preparation, scope of practice, and basic busi- techniques will be stressed. Relations between supervising speech-language clinician (ASHA ness practices. language and phonology and multicultural CCC-SP). Students participate in the following SpHr 597 issues will also be included. Family-centered activities: diagnosis and evaluation; section of Educational Audiology (2) practice techniques will be emphasized. Prereq- caseload and scheduling; management of an Examination of issues facing the hearing uisite: SpHr 498/598, 583. Corequisite: SpHr entire caseload; maintaining appropriate records; impaired child in the classroom. Topics include 551. handling both incoming and outgoing referrals; roles for audiologists and speech-language SpHr 585 and parent/teacher/staff conferences. Concurrent pathologists, amplification, cochlear implants, Assessment and Treatment of Language registration in SpHr 592 required. Prerequisites: rehabilitation/ counseling, classroom acoustics, Disorders in School-aged Children and admission to teacher education program, 3 and central auditory processing disorders and Adolescents (4) terms of clinical practicum to include one com- treatment. Prerequisite: SpHr 489/589. Provides information on assessment and inter- pleted at PSU, 3.00 GPA in speech major. vention of language and learning disorders in Admission by approved application only, one children, aged six through adolescence. Formal, full academic term in advance. informal, dynamic, and curriculum-based Economics
241 Cramer Hall Degree requirements 503-725-3915 Undergraduate www.econ.pdx.edu/ programs Requirements for major. In addition to meeting the general University degree The major in economics is required to B.A., B.S. requirements, the major in economics take 42 credits in economics courses, plus must meet the following departmental Minor in Economics specified courses in basic accounting, Minor in International Economics requirements: mathematics, and statistics. Many majors Secondary Education Program—Social Credits Science concentrate their electives so that they in Ec 201, 202 Principles of Economics ...... 8 Graduate Certificate in Applied Energy Eco- effect establish a minor in either business Ec 375 Macroeconomic Theory ...... 4 nomics and Policy administration, engineering, or one of the Ec 376 Microeconomic Theory ...... 4 Ec 370, 456, 457, 460 (any one course) ...... 4 M.A., M.S. other fields in the social sciences. A minimum total of 24 credits of 300 M.A.T. and M.S.T. (General Social and 400-level coursework, including Science) Ec 370, 456, 457, and 460 when not Admission used to satisfy the 4-credit requirement Ph.D. in Systems Science-Economics immediately above. At least 12 of these Ph.D.—Participating department in Urban requirements credits must be in courses numbered above Studies Doctoral Program 410. Ec 370 will be treated as a 400-level As soon as students decide to become eco- course, and Ec 101 may be counted as if The program in economics is designed to nomics majors, they should consult the it were a 300-level course, if the student earns a B or better)...... 24 meet four major objectives: to provide a department secretary for referral to the basic knowledge of economic analysis for appropriate adviser. Economics majors Total in economics 44 the student intending to do undergraduate who anticipate that they may do graduate Mth 241 Calculus for Management and Social work in preparation for a professional work in economics should consult their Science or Mth 251 Calculus I ...... 4 Stat 243, 244 Introduction to Probability and career in business or government; to serve adviser to develop a proper background Statistics ...... 8 as the core of a liberal arts program for stu- program. Stat 366 Introduction to Experimental Design ...... 4 dents planning to enter business or indus- Admission to the department is based try directly upon graduation; to provide on general admission to the University. See Total in other fields 16 courses preparing students for graduate “Admissions requirements” on page 43 for Total 60 work in economics; and to present courses more information. that offer insight into the economic prob- lems of the day. C OLLEGE OF LIBERAL ARTS AND SCIENCES 113
Majors must take a minimum of 16 toral Degree Program. Specialized theoreti- supervised by two faculty members special- credits of coursework in residence from cal and applied courses in economics, ized in the field and methodology. (Note this department and must maintain at least when combined with urban studies general that field requirements have been elimi- a 2.00 grade point average in work com- seminars, partially fulfill the requirements nated.) pleted in this department. for the Ph.D in Urban Studies with an Courses outside of economics may be All courses used to satisfy the depart- emphasis in economics. The Department of used to meet the elective requirements, mental major requirements, whether taken Economics participates in the Systems Sci- subject to approval by a faculty adviser. A in the department or elsewhere, must be ence Ph.D. Program. Candidates for the working knowledge of mathematics and graded C- or above. Ph.D. in Systems Science-Economics are statistical methods is required for all stu- Requirements for minor. To earn a encouraged to enroll in advanced courses dents. This requirement may be fulfilled by minor in economics a student must com- in economics, and may elect economics as examination or by the successful comple- plete 28 credits (12 credits of which must a major or minor field of study within that tion of courses in mathematics and statis- be taken in residence at PSU), to include program. For information relating to the tics approved by the department. the following: Ph.D. programs, see pages 66 and 319. Differential and integral calculus and linear Credits algebra are highly recommended. Ec 201, 202 Principles of Economics ...... 8 Conditionally admitted students must †Upper-division economics electives...... 20 Admission fulfill all conditions within the first two Total 28 requirements terms of their program unless special exemption is granted by the department Master of Arts or Master of Science. No more than 8 credits of Ec 410 and graduate committee. Admission to the master’s program in the 300-level courses other than Ec 370, 375, In addition to the general requirements Department of Economics requires, in and 376 will be accepted (no omnibus for advancement to candidacy, the student addition to the University admissions courses other than 399 and 410 will be must complete 12 credits in residence requirements: accepted). work for graduate credit in economics with Courses taken under the undifferenti- 1. A minimum of a 3.00 GPA in overall a GPA of at least 3.00 and be recommended ated grading option (pass/no pass) are not coursework and a minimum of a 3.00 GPA by the graduate committee of the depart- acceptable toward fulfilling department in economics coursework. ment. minor requirements. 2. Completion of the core undergraduate Any transferred graduate credits that Requirements for minor in interna- courses in the Economics program at satisfy University requirements may be tional economics. To earn a minor in inter- Portland State University, including the- applied toward major electives. Under no national economics a student must ory, statistics, and econometrics, or present circumstances can the core and field complete 28 credits (12 credits of which equivalent competence. requirements be waived or substituted for must be taken in residence at PSU), to with coursework from other PSU depart- include the following: 3. Have a cumulative GPA of 3.50 in all graduate credit earned at accredited insti- ments or from other institutions. Students Credits Ec 201, 202 Principles of Economics ...... 8 tutions. with questions concerning transferred Ec 440 International Trade Theory and Policy...... 4 credits should contact the departmental Ec 441 International Monetary Theory office for advising. and Policy ...... 4 Degree requirements Doctor of Philosophy in systems sci- Upper-division economics electives ence—economics. The Department of Eco- chosen from:...... 12 Master of Arts or Master of Science. Stu- Ec 442 The Multinational Enterprise in dents must complete an eight-course core nomics participates in the Systems Science the World Economy requirement, a research project, and three Ph.D. Program. Students interested in seek- Ec 445 Comparative Economic Systems major elective courses. The research project ing a Ph.D. in systems science—economics Ec 446 Economic Systems of East Asia should contact the Department of Econom- Ec 447 Economics of Transition will normally be undertaken in the stu- Ec 450 Third-World Economic Development dent’s second year of study, after comple- ics for further information. Elective fields tion of course requirements. include: international economics, urban- Total 28 Credits regional economics, mathematical econom- Courses taken under the undifferenti- Core economics courses ...... 32 ics, and economic development. Applicants ated grading option (pass/no pass) are not Ec 560 History of Economic Thought (4) must be admitted simultaneously to the acceptable toward filling department minor Ec 576 Advanced Microeconomics (4) economics graduate program and the Sys- requirements. Ec 570 Econometrics (4) tems Science Ph.D. Program. Ec 575 Advanced Macroeconomics (4) SECONDARY EDUCATION PROGRAM Ec 571 Advanced Econometrics (4) Ec 590 Applications of Advanced Adviser: T. Potiowsky Macroeconomic Theory (4) Courses (See General Studies: Social Science Ec 591 Applications of Advanced page 140.) Microeconomic Theory (4) Courses with an asterisk (*) are not offered every year. Ec 595 Applied Advanced Econometrics (4) Economics does not allow credit for Ec 201, 202 Economics electives ...... 12 after credit has been earned in an upper-division Economics research ...... 8 economics class for which Ec 201, 202 is a Graduate Ec 596 Research Project I (4) prerequisite. Ec 597 Research Project II (4) programs Ec 101 Total 52 Contemporary Economic Issues (4) The Department of Economics offers grad- Introduction to economists’ approaches to some uate work leading to the Master of Arts and In order to complete the research of the most pressing, current political and eco- Master of Science degrees. The department project, each student must submit a written nomic issues. Topics will vary depending upon also participates in the Urban Studies Doc- paper on a subject to be approved and the instructor, but are likely to include the
†Additional prerequisites may be required. 114 P ORTLAND STATE UNIVERSITY
sources of economic development and growth, be technically sound, but also economically fea- theory of business cycles, economic growth, what constitutes a desirable standard of living sible. Emphasizes the information needs, the inflation. The role of government in dealing with and quality of life, analyses of poverty and ine- communication process, and the interdiscipli- these and related problems. Recommended pre- quality, economic pressures on the family, and nary interaction involved in project planning requisite: Ec 202. strategies for environmental sustainability. and managerial decision-making. Ec 376 Ec 201 Ec 332 Microeconomic Theory (4) Principles of Economics (4) Economics of Environmental Issues (4) Theories of consumer behavior and demand, A study of the market system, involving the Examines several local, national and global envi- production and cost, the firm and market orga- essentials of demand and supply analysis; ronmental issues. Students will be introduced to nization and functional income distribution. competition and monopoly; labor public policy some basic economic concepts and tools funda- Recommended prerequisite: Ec 201. towards business; the distribution of income; mental to understanding the social, economic Ec 399 international trade and commercial policy; and environmental impacts of current and pro- Special Studies (Credit to be arranged.) comparative advantage, tariffs, and quotas. posed environmental policies. Ec 401/501 Ec 202 Ec 338 Research (Credit to be arranged.) Principles of Economics (4) The Political Economy of Latin American Consent of instructor. A study of factors affecting the level of national Development (4) Provides students an opportunity to analyze the Ec 403 income: the essentials of money and banking; Honors Thesis (Credit to be arranged.) the role of government expenditure and taxation political and economic complexities of develop- Consent of instructor. in achieving economic stability, growth, and ment in Latin America. Studies the social, politi- development; international monetary issues cal, and economic institutions that have shaped Ec 404/504 including exchange rates and the balance of pay- the development process in Latin America; Cooperative Education/internship (Credit to be arranged.) ments. reviews competing theoretical frameworks; and discusses current issues such as the foreign debt, Ec 405/505 Ec 314 Reading and Conference (Credit to be Private and Public Investment Analysis (4) privatization, trade liberalization, and recurrent financial crises. arranged.) An examination of engineering economy funda- Consent of instructor. mentals concerned with the formulation, tech- Ec 340 niques, and patterns of economy studies or International Economics (4) Ec 407/507 engineering projects and the underlying ration- Examines trade and financial relations among Seminar (Credit to be arranged.) ales of the various approaches. countries with an emphasis on policy perspec- Consent of instructor. Ec 315 tives. Outlines international policy options and Ec 409 Economics of Sports (4) the principles that govern world trade and finan- Practicum (Credit to be arranged.) Investigates the application of economic theory cial arrangements. Regional and international By prior arrangement with the department, eco- to the particular arena of sports. Emphasis is trade organizations and currency arrangements nomics majors may receive a maximum of 3 placed on the theories of labor, industrial organi- will be discussed. Credit is not given for both Ec credits in their total undergraduate program for zation, and quantitative methods and their 340 and Ec 440 or Ec 441. economics research done in the community in conjunction with guided reading and regular application to such topics as player compensa- Ec 345 tion and movement, stadium financing, team Marxist Political Economy (4) consultations with the practicum instructor. Rec- relocation, and racial discrimination. An inquiry into the contribution to social and ommended prerequisites: Ec 201, 202, and con- sent of instructor. Ec 316 economic thought advanced by Karl Marx. Introduction to Health Care Economics (4) Based on reading and interpreting primary Ec 410/510 Provides an introduction to basic economic con- sources. Considers the legacy of Marx’s ideas on Selected Topics (Credit to be arranged.) cepts that are most relevant to the study of the the course of history in the 20th century, and the Ec 411/511 health care system. Examines the efficiency and potential influence in the 21st century. Cultural Economics (4) equity implications of providing health care Ec 348 Focus is on a general theory of economic devel- under the traditional fee-for-service system The Globalization Debate: Concept, History, opment and growth, in the conceptual frame- versus providing health care under the relatively and Theory (4) work of culture and its evolution. The economic new systems of health care delivery such as Works to clarify the meaning and conception of process fed by the dynamics of technological health maintenance organizations (HMOs), pre- globalization. Analyzes its roots from a historical change is analyzed in cultural and social terms in ferred provider organizations (PPOs), etc. Com- and evolutionary perspective dating from the the tradition of institutional and/or evolutionary pares the American health care system to the nineteenth century, on to the present and future economics. This framework is relevant and will systems employed in other developed countries. prospects. Applies an interdisciplinary method- be applied to current issues such as: globaliza- Special attention will be paid to the delivery of ology to present both the pros and cons of the tion, trade, jobs and the environment, sustain- health care in Oregon. globalization debate dealing with the World able development, corporate power, cultural lags Trade Organization, environmental, third world and social justice. Ec 317 Managerial Economics and Business development and labor concerns. Applies differ- *Ec 417/517 Strategies (4) ent economic theories to explain and analyze Women in the Economy (4) Uses examples to examine potential contribu- globalization in the context of the evolutionary Different economic theoretical perspectives are tions of economic concepts to managerial deci- dynamics of economic development. presented to account for women’s particular eco- sion-making in the business and public sectors. Ec 370 nomic roles currently and historically. Emphasis Modeling applications will be retained primarily Introduction to Quantitative Economics (4) on women’s responsibility for child rearing and to demonstrate that they can concisely include General survey of quantitative techniques useful housework; women’s relatively low wages; occu- essential information for management decisions, for economic analysis. Focus on the applications pational segregation by gender; economic differ- eliminate extraneous information, identify key of mathematical tools and simple regression ences among women due to ethnicity, relationships, and focus managers toward more analysis in economics. Quantitative topics will generation, and class; and policy issues with par- informed decision-making. be introduced systematically with hands-on case ticular importance for women’s economic situa- tion. Recommended prerequisite: Ec 201. Ec 318 studies and examples. Recommended prerequi- Investment Analysis—Engineering and sites: Ec 201, 202, Mth 241, Stat 243 and 244. Ec 419/519 Business Applications (4) Ec 375 Economics of Race and Ethnicity (4) Designed for the needs of students in engineer- Macroeconomic Theory (4) Survey of the economic history of ethnic groups ing and other disciplines such as planning, Social accounting practices and problems. Fac- in the United States, various economic theoreti- accounting, finance, and business administra- tors influencing the levels of output, employ- cal perspectives advanced to account for past tion. Provides a rigorous examination of the eco- ment, and prices. Comparison of Keynesian and and current experience of people of color in the nomic principles involved in project planning pre-Keynesian thought. Fundamentals of the U.S. economy, and examination of selected eco- and similar management tasks. Develops the nomic policy issues. Recommended prerequisite: fundamental concept that projects must not only Ec 201. C OLLEGE OF LIBERAL ARTS AND SCIENCES 115
Ec 420/520 including cost benefit analysis and PPBS, the nomic effects of global environmental agree- Money And Banking (4) theory of fiscal federalism and the theory and ments and the environmental effects of trade and Functional and empirical definitions of money principles of public debts. Prerequisites: Ec 201, global commerce in developed and developing and interest rates. Characteristics and role of 202. countries. bank and non-bank financial institutions in Ec 436/536 Ec 445/545 determining the level of money and interest Taxation and Income Policies (4) Comparative Economic Systems (4) rates. History of the Federal Reserve System. Principles and problems of government financ- Introduces the evolutionary-institutional Instruments of monetary control by the Federal ing. Critical analysis of alternative taxes as method of analysis, incorporating history, the Reserve. Alternative models of monetary influ- sources of public revenue with emphasis on the- legacy of ideas, and the dynamics of change over ence on the economy. Prerequisites: Ec 201, 202. ories of incidence and economic effect. Prerequi- time. Using this method, we shall examine eco- Ec 425/525 sites: Ec 201, 202. nomic systems of Ancient Rome, Medieval Feu- Economics of Industrial Organization (4) Ec 437/537 dalism, the Laissez-Faire Market Economy, Study based upon the application of microeco- Public Utility Economics (4) Fascist Command Economy, and others. nomic theory to the analysis of firms, markets, Examines the rationale, economic principles, Prerequisites: Ec 201, 202. and industries. Search for economic explana- and institutions of historic economic regulation. Ec 446/546 tions for the structure of markets and for the Contemporary theory of the firm and microeco- Institutional Economics (4) behavior of the firms which trade in them. Seeks nomic pricing are analyzed. Technological Considers the contributions of seminal thinkers also to explain the internal organization of firms changes suggest that to achieve economic effi- to what is regarded as an alternate or heterodox and to assess the efficiency of the market in ciency it may no longer be necessary or appro- school in economic science. Contribution of determining organization. Prerequisite: Ec 201; priate to subject energy and telecommunications Thornstein Veblen, John R. Commons, Wesley Ec 376 recommended. firms to traditional utility regulation. There is Mitchell, Simon Kuznets, Clarence Ayres, Ec 426/526 academic enthusiasm for displacing economic Gunnar Myrdal, and John Kenneth Galbraith, as Economics of Regulation (4) regulation with competition. Deregulation and well as more contemporary thinkers will be Study of government regulation designed to restructuring are explored with emphasis on explored. Institutional theory will be compared control—or at least to influence—the perfor- contemporary issues in Oregon, the Pacific and contrasted with neoclassical economics, and mance of the market in specific ways. Historical Northwest, and the nation. In particular, diffi- shown as a viable theory posing a formidable and economic analyses of three main forms of culties in transformation to the marketplace will challenge to the dominant paradigm of ortho- regulation: direct regulation of monopoly and be examined. Expert guest lecturers from the doxy. Neo-institutionalist challenges will also be competition, and social regulation to protect the utility and regulatory communities will be considered. environment and the individual. Prerequisite: Ec scheduled, and contemporary scholarly litera- Ec 447/547 201. ture will be reviewed. Prerequisites: Ec 201, 202. Economics of Transition (4) Ec 431/531 Ec 440/540 Examines the formation of the Soviet-type eco- Urban Economics (4) International Trade Theory and Policy (4) nomic system in the 1920s and 30s and its dis- Functions of the urban economy: the market Theories of international trade. Analysis of the semination after World War II to Eastern sector and the public sector. Economic analysis normative aspects of trade including the gains Europe, China, and other selected countries. of issues such as land use, environmental quality, from trade and the effect of trade on economic Emphasis is placed on the history of ideas and transportation, housing, income distribution, welfare. Examination of international trade the historical setting which gave rise to the and the organization and financing of urban policy and issues of economic integration, eco- Soviet model. Includes the examination of the public services. Prerequisites: Ec 201, 202. nomic growth, and current trade problems. Pre- internal contradictions of the model, the *Ec 432/532 requisites: Ec 201, 202; Ec 376 recommended. “unwinding” of planned socialism, and the pros- Environmental Economics (4) Ec 340 and Ec 440 cannot both count towards a pects for the move toward mixed market econo- An examination of the alternative and sometimes degree or major requirements. mies. Prerequisite: Ec 201, 202. conflicting evaluation and decision-making cri- Ec 441/541 Ec 450/550 teria of economics and physical sciences as they International Monetary Theory and Policy Third-World Economic Development (4) pertain to the material environment. An evalua- (4) Examines problems of post-colonial legacy: tion of policy alternatives. Prerequisites: Ec 201, Balance of payments theory including balance of underdevelopment and persistent poverty. Rapid 202. payments accounting and foreign exchange mar- population growth, uneven development, capital Ec 433/533 ket; theoretical models of fixed and flexible flight, dual economy, brain drain. Industrializa- Natural Resource Economics (4) exchange rate systems using both Neoclassical tion strategies, foreign trade, education and An examination of the economic concepts and and Keynesian approaches. Historical evolution human capital, population slowdown, microcre- theories for analyzing natural resource use and of the international monetary system. Current dit institutions, role of women. Recommended related environmental pollution, including the international monetary policies and problems. prerequisites: Ec 201, 202. economics of sustainability. Discussion of renew- Prerequisites: Ec 201, 202; Ec 375 *Ec 451/551 able and non-renewable natural resource issues recommended. Ec 340 and Ec 440 cannot both Small Businesses in Developing Areas (4) in the Pacific Northwest and policy alternatives. count towards a degree or major requirements. Examines role of small businesses in promoting Prerequisite: Ec 201. Ec 442/542 economic development in low income areas in Ec 434/534 The Multinational Enterprise in the World Asia, Latin America, and Africa. Entrepreneur- Business Environmental Management Economy (4) ship as motor of economic growth and social Economics (4) The study of the multinational (transnational) transformation. Appraisal of institutions as con- Examines the economic costs and benefits that enterprise as a form of direct foreign investment. straints and advantages. Consideration of com- affect the decisions of business firms to develop Analysis of theories of direct investment; the plex political environments affecting small integrated environmental management systems. impact of the multinational enterprise on the business. Survival strategies of entrepreneurs. Analysis of policy options to foster business national and international economy and the rela- Prerequisites: Ec 201, 202. tionship of such firms to the concept of the environmental management for public goods. Ec 453/553 Case studies of selected firms. Prerequisite: Ec nation-state. Prerequisites: Ec 201, 202. Theory of Economic Growth (4) 201. Ec 443/543 Introduction to the theory of economic growth. Ec 435/535 Global Environmental Economics (4) This course will emphasize the theoretical basis Public Spending and Debt Policy (4) An examination of economic forces and theories and the models developed to measure growth Analysis of the role of the state in a competitive to understand the causes of global environmen- and change in modern industrial societies. economy. Development of decision rules for tal problems and to evaluate policy options to Prerequisites: Ec 201, 202. state economic action. Includes a detailed study remedy serious problems. Analyses of the eco- of the principles of voting, public budgeting 116 P ORTLAND STATE UNIVERSITY
†Ec 456/556 *Ec 485/585 Ec 575 American Economic History: the First Cost-benefit Analysis (4) Advanced Macroeconomics (4) Century (4) Identification and estimation of direct and indi- Theories of national income, employment and The economic background of the War of Inde- rect inputs and outputs. Valuation of commodi- price levels with special emphasis on recent pendence and the seeds of the Civil War. Indus- ties and of factors. Present social value and time developments in analytical techniques and trialization, urbanization, and development of discounting. Uncertainty. Prerequisite: Ec 376. empirical findings. Prerequisite: Ec 375. the frontier. Rise of big business and organized *Ec 486/586 Ec 576 labor. Laissez-faire, federalism, and the gradual Project Evaluation (4) Advanced Microeconomics (4) emergence of the national government in eco- Cost and benefit evaluation. Choice of projects. Theory of consumer behavior and of the firm. nomic policy. Changes in foreign trade and in Case studies related to water resources, transporta- Market and multimarket equilibrium and stabil- the international position of the U.S. tion, and industrial projects. Prerequisite: Ec 376. ity. Varieties of imperfect competition. Prerequi- Prerequisites: Ec 201, 202. *Ec 487/587 site: Ec 376. †Ec 457/557 Economic Planning (4) Ec 583 American Economic History: the 20th Aspects of the economic planning process Impact Assessment (4) Century (4) including target setting, tests of feasibility, con- Empirical techniques employed in measuring Economic impact of U.S. involvement in World sistency, optimality, and plan implementation. the impacts associated with land use change. War I. Postwar structural changes. Waning of Prerequisite: Ec 376. Topics: goals achievement matrix approaches to laissez faire. Causes of the Great Depression. Ec 503 impact assessment; trade-offs between commu- Economic policies of Hoover and Roosevelt Thesis (Credit to be arranged.) nity and regional welfare; distance and times in administrations. The New Deal reforms. World urban analysis; estimating the social profitability War II and emergence of the administered sys- Ec 527 Applied Energy Economics (4) of land development; cost-benefit analysis tem. Evolution of the mixed economy and Covers applications of microeconomics to energy. applied to freeway location techniques for valua- growing role of the government. The industrial- Consumer behavior, demand, production, costs, tion of nonpriced resources; measuring munici- military complex. Social imbalance. market structure, and price theory (including pal revenue and expenditure impacts; gravity Prerequisites: Ec 201, 202. tariff design). Prerequisite: bachelor’s degree. models and transport demand estimation; eco- * nomic base analysis for employment and popu- Ec 460/560 Ec 528 History of Economic Thought (4) lation impact assessment; and estimating air and Energy Modeling (4) noise pollution associated with land develop- Selections from the economic writings of various Covers applications of energy modeling. Optimi- ment. Prerequisite: Ec 376. thinkers from antiquity through the Reforma- zation with linear programming as well as statis- tion. A survey of the work of the most important tical models including regression analysis and Ec 590 economic theorists of the 18th, 19th, and 20th econometrics. Prerequisite: bachelor’s degree. Applications of Advanced Macroeconomic centuries including Adam Smith, Ricardo, Marx, Theory (4) Marshall, Veblen, and Keynes. Readings include Ec 529 Coverage includes current topics of interest in original writings and interpretations by later Energy Regulation and Policy (4) macroeconomics. The focus is on the applica- economists. Scholars will be studied in terms of Covers the creation and enforcement of legisla- tions of neoclassical and Keynesian theories of their historical context and the contemporary tion as it affects the production, distribution, macroeconomic theory to a variety of real world relevance of the theories and policy recommen- and consumption of energy. Social and economic problems. The various sub-disciplines of macro- dations. Prerequisites: Ec 201, 202. forces along with technical change are examined economics that may be covered include: finan- for their roles in the creation of regulations for cial economics, monetary economics, economic Ec 465/565 the energy industry. Current policy issues, such Labor Economics and Industrial Relations growth models, labor economics, public finance, as deregulation of the energy industry, are ana- international economics, and radical macroeco- (4) lyzed. Prerequisite: bachelor’s degree. After a survey of the history of American labor nomic thought. Prerequisite: Ec 575. market institutions including unions, this course Ec 530 Ec 591 investigates the big questions in labor economic Energy Economics Practicum (4) Applications of Advanced Microeconomic theory including the sources of unemployment, Students will take classroom knowledge into the Theory (4) wage determination, and the reasons demo- field. A current topic in energy economics and/ Applies theories of consumer and producer graphic groups fare differently in the labor mar- or policy will be selected. Students will work behavior to a variety of real world problems. Dif- ket. Also considered are appropriate policies for with private and public agencies, collecting and ferent sub-disciplines of microeconomics will be current developments in the labor market, such processing information and offering advice on covered, which may include two or three of the as increasing wage inequality, globalization, and improvements in the energy industry. Prerequi- following: information economics, environmen- the widespread use of new technologies. sites: Ec 527, 528. tal economics, economics of regulation, indus- Prerequisite: Ec 201. Ec 570 trial organization, law and economics, natural Ec 472 Econometrics (4) resource economics, labor economics, regional Time Series Analysis and Forecasting (4) Covers the theory and application of statistical economics, urban economics, and the econom- This course covers time series analysis and simu- regression, hypothesis testing, and simulation of ics of contracting. For each sub-discipline cov- lation, emphasizing techniques of identification, econometric models. Emphases are placed on ered, the most important economic model will estimation, forecasting and econometric simula- model construction and efficient use of eco- be discussed and a review of major research tion. Various techniques of moving average, dif- nomic data. Problems of multicolinearity, het- studies and techniques will be undertaken. Pre- ferencing, and autocorrelation adjustment will eroscedasticity, autocorrelation, and distributed requisite: Ec 576. lags are discussed. Some familiarity with calcu- be introduced in order to identify the time series. Ec 595 Estimation methods and diagnostic checking fol- lus, matrix algebra, and computer applications Applied Advanced Econometrics (4) lowing the identification will provide the base are assumed. Prerequisite: Ec 370. Covers advanced topics related to methodologi- model for forecasting and simulation. Ec 571 cal issues in econometrics, with emphases on Prerequisite: Ec 370. Advanced Econometrics (4) computation, simulation, and non-linear meth- Advanced econometrics topics including sys- Ec 480/580 ods in econometrics. Nonlinear econometric Mathematical Economics (4) tems of linear equations, panel data, nonlinear models including Box-Cox variable transforma- Mathematics for economists. Applications of dif- models, nonparametric estimation and predic- tion, autoregressive time series analysis, and ferential calculus and matrix algebra to econom- tion, and applications in consumption and pro- qualitative choice models. Simulation-based ics. Topics include consumer theory, production duction models. Data resources available to the econometrics covers topics of Monte Carlo functions, and applied general equilibrium practicing economist will be covered. Prerequi- experiments and bootstrapping methods. Pre- models. Prerequisites: Ec 201, 202. site: Ec 570. requisites: Ec 570, 571.
†Also offered as Hst 438/538. C OLLEGE OF LIBERAL ARTS AND SCIENCES 117
Ec 596, 597 *Ec 675 *Ec 676 Research Project I, II (4, 4) Advanced Macroeconomics II (4) Advanced Microeconomics II (4) Intended for graduate students to complete the Extended analysis of macroeconomic theory Extended analysis of microeconomic theory cov- field project requirement. Course activities covering static, deterministic models through ering individual and social choice issues. include: independent reading on researchable recent dynamic and stochastic macro modeling. Selected topics of interest and significance field-related topics; individual development of a Analytic tools in both theoretic and empirical include but are not limited to: rational choice research project, i.e., selection of a subject and models are illustrated in the study of inflation, behavior of consumers and producers, theory of plan of study; and periodic reporting of individual unemployment, growth and government policy. the market, partial and general equilibrium anal- research projects progress. Prerequisite: Ec 595. Prerequisite: Ec 575. ysis, welfare economics, and economics of infla- tion. Prerequisite: Ec 576. English
405 Neuberger Hall ates in English have gone on to succeed in Eng 341 Renaissance Literature 503-725-3521 advanced degree programs at many major Eng 342 Restoration and Eighteenth www.english.pdx.edu/ Century Literature universities. Eng 343 Romanticism Eng 344 Victorian Literature B.A.—English Eng 345 Modern British Literature B.A., B.S.—General Studies: Arts and Let- Admission Eng 426 Advanced Topics in Medieval Literature ters requirements Eng 430 Advanced Topics in Renaissance Minor in English Literature Minor in Professional Writing Admission to the department is based on Eng 440 Advanced Topics in Seventeenth-Century Literature Secondary Education Program general admission to the University. See Eng 441 Advanced Topics in Renaissance Litera- M.A. page 43 for more information. ture and Culture M.A.T. Eng 450 Advanced Topics in Eighteenth-Century M.A./M.S. in Writing Literature Degree requirements Eng 458 Advanced Topics in Romanticism Eng 475 Advanced Topics in Victorian Literature Requirements for major. In addition to Eng 480 Advanced Topics in Twentieth-Century Undergraduate meeting the general University degree Literature requirements, the English major will meet Electives...... 8 programs Eng 321 The English Novel the following requirements for the B. A. Eng 364, 365 American Fiction The study of English has long been consid- degree: Eng 384, 385 Contemporary Literature ered one of the best ways to obtain a liberal Lower-division courses Credits Eng 447 Major Forces in Literature education. Courses are designed to develop Two courses selected from the following: ...... 8 Eng 448 Major Figures in Literature students’ critical capabilities, to deepen Eng 201 Shakespeare Eng 463, 464 American Literature: 1865-1955 their understanding of diverse cultural Eng 202 Shakespeare Eng 475, 476 Literature of the Victorian Period issues, and to improve their abilities to ana- Eng 204 Survey of English Literature Eng 477, 478 American Poetry Eng 205 Survey of English Literature Eng 480 Modern British Literature lyze and produce complex texts. The Eng 253 Survey of American Literature Eng 482 Contemporary British Literature department prepares its majors for careers Eng 254 Survey of American Literature Eng 485 Contemporary Drama in writing and teaching, as well as for a Wr 200 Writing about Literature Eng 486 Contemporary American Novel variety of professions in which high levels Eng 487 Contemporary American Short Story Total lower-division credits 8† of literacy and critical thought are required. Eng 488 Contemporary American Poetry Upper-division courses Writing, Rhetoric, Composition, and Linguistics Various concentrations in literature and Theory One upper-division writing course...... 4 writing allow students flexible ways to Eng 300 ...... 4 Elective ...... 4 combine interests in the literary arts with Elective in advanced criticism and practice ...... 4 Eng 413 Teaching and Tutoring Writing personal and professional goals. Commu- Eng 491, 492 Literary Criticism Eng 414 Contemporary Composition Theories nity-based learning courses encourage stu- Eng 494 Topics in Critical Theory and Methods Eng 415 Research Methods in Composition Literatures of Ethnicity, Gender, Class, and Culture Eng 425 Practical Grammar dents to integrate their academic skills with Electives ...... 8 Eng 490 Rhetoric Eng 304 Topics in Literature and Popular Culture experience in the metropolitan area. Eng (appropriate adviser-approved course Indeed, the breadth of knowledge and the Eng 305 Topics in Film offered under omnibus number) communication skills that English majors Eng 308 Cultural Studies in Literature Ling 390 Introduction to Language Eng 309 American Indian Literature Wr 312 Intermediate Fiction Writing typically acquire make them attractive to Eng 351, 352 African American Literature many potential employers and prepare Wr 313 Intermediate Poetry Writing Eng 420 Caribbean Literature Wr 319 Planning and Producing Publications them for graduate work leading to profes- Eng 421, 422 African Fiction Wr 323 Writing as Critical Inquiry sions such as law. Eng 443, 444 British Women Writers Wr 327 Technical Report Writing For those who wish to teach, the Eng 445, 446 American Women Writers Wr 328 News Editing English Department prepares majors for Eng 449 Advanced Topics in Cultural Studies Wr 330 Desktop Publishing I Eng 467, 468 American Literature and Culture graduate work leading to teaching certifica- Wr 333 Advanced Composition Period Studies in British and American Literature Wr 412 Advanced Fiction Writing (to include at least 8 credits at the 400 level) tion or for entry into graduate master’s or Wr 420 Writing: Process and Response Pre-1800 literature ...... 4 doctoral programs in English. PSU gradu- Wr 425 Advanced Technical Writing Eng 340 Medieval Literature
†Adviser-approved lower- and upper-division credits may be substituted for some or all of these lower-division credits. 118 P ORTLAND STATE UNIVERSITY
Wr 427 Technical Editing ◆ Sixteen credits must be at the Any course used to satisfy requirements Wr 428 Advanced News Writing upper-division level. for the professional writing minor must be Wr 430 Desktop Publishing II ◆ Wr 460 Introduction to Book Publishing No more than 8 credits total and no taken under the differentiated grading Wr 461 Book Editing more than 4 credits in each of the fol- option and must have been assigned a Wr 462 Book Design and Production lowing may be applied to the English grade of C or above. Wr 463 Book Marketing and Promotion minor: Eng 199, 399, 401, 405, 408, Wr 464 Bookselling 409, Wr 199, 399, and/or 405. SECONDARY EDUCATION PROGRAM Wr 470 Intellectual Property and Copyright ◆ With the exception of upper-division At the time of entering, the time of com- Wr (appropriate adviser-approved, upper-division creative writing courses, any course pleting student teaching, and the time of course) completing the secondary teaching pro- Electives used to satisfy departmental minor Electives in theory, literature, writing, and rheto- gram, the student must hold a minimum † requirements must be taken under the ric. May include up to four adviser-approved, 3.00 GPA in English and writing courses. lower-division credits) ...... 16 differentiated grading option and must have been assigned a grade of C or Those who do not meet this GPA require- Total upper-division credits 52 above. Upper-division creative writing ment may request that their adviser initiate courses assigned a grade of pass may proceedings for a special evaluation by the Total 60 apply to the minor. Department of English teacher education English majors will be expected to committee. Note: The following courses will not choose their courses in consultation with Students who complete a major in count as part of the English minor: Wr 115 their advisers. For upper-division course- English and wish to teach English in sec- Introduction to College Writing; Wr 121 work in the several groups, consult the fol- ondary schools must be accepted into the English Composition; Wr 211 Writing lowing lists of acceptable courses: program in the Graduate School of Educa- Practice; Wr 222 Writing Research Papers; Alternate courses. The following tion and complete specific requirements in and Wr 323 English Composition courses, depending on their content, may both English and education. fulfill major requirements in Groups A, B, Requirements for minor in Students must consult with an English C, and D. Students should consult specific professional writing. To earn a minor in education adviser to learn the requirements offerings each term and consult with their professional writing, a student must com- for the initial teaching license. adviser to have them approved: plete 28 credits (12 credits of which must Eng 305 Topics in Film be taken in residence at PSU), to include Eng 306 Topics in Literature and Popular Culture the following: Graduate Eng 308 Cultural Studies in Literature Foundation courses Credits Eng 399 Special Studies Three courses chosen from the following: ...... 12 programs Eng 407 Seminar Wr 227 Introduction to Technical Writing Eng 410 Special Topics Wr 228 News Writing in English Eng 447 Major Forces in Literature Wr 327 Technical Report Writing The Department of English offers graduate Eng 448 Major Figures in Literature Wr 328 News Editing work leading to the Master of Arts and the Eng 449 Advanced Topics in Cultural Studies Wr 427 Technical Editing Eng 494 Topics in Critical Theory and Methods Wr 428 Advanced News Writing Master of Arts in Teaching degrees. Wr 399 Special Studies Electives Wr 410 Special Topics Four adviser-approved courses chosen ◆ English majors in upper-division from the following...... 16 Admission English courses are expected to be able Eng 425 Practical Grammar Wr 330 Desktop Publishing I requirements to write a library research paper when Wr 404 Internship and Cooperative Education ◆ Application deadline February 1. required. The department recommends Wr 410 Special Topics in Writing. Topics vary, ◆ Applications received after this date that majors without prior training in including: Legal Writing, Writing for Presenta- tions, Publications Project Management, Informa- may not be reviewed. research paper writing enroll in Wr 222. tion Technology for Writers, Multimedia ◆ Upper-division credits may not include Production Applicants will be asked to submit: Wr 472 or Eng 474. Wr 425 Advanced Technical Writing ◆ Three letters of academic ◆ Any course used to satisfy departmental Wr 429 Writing Computer Documentation recommendation major requirements, whether taken in Wr 430 Desktop Publishing II ◆ Satisfactory verbal and analytical GRE the department or elsewhere, must be Total 28 scores (recommended) ◆ taken under the differentiated grading ◆ Statement of purpose of study Students interested in news writing are ◆ option and must have been assigned a encouraged to take Wr 228, Wr 328, Two recent samples of written work to grade of C or above. include an analytical essay and Wr 428. ◆ ◆ No more than 12 credits of coursework ◆ Students interested in technical writing Satisfactory verbal and analytical GRE taken for the Professional Writing in science and industry are encouraged scores (recommended, not required) Minor may be applied to the English to take Wr 227, Wr 327, and Wr 427, Students accepted to the master’s pro- major. Technical Editing. gram normally hold the B.A. in English, ◆ A minimum of 24 credits in English ◆ One writing-intensive course with a minimum GPA of 3.25 in all English and/or writing at PSU is required. ◆ Any adviser-approved, upper-division courses. Requirements for minor. To earn a expository writing, creative writing, or Applicants whose bachelor’s degree is minor in English a student must complete professional writing course not in English may still be considered for 28 adviser-approved credits (12 credits of ◆ One course from another department admission if they have taken 20-30 credit which must be taken in residence at PSU). approved for inclusion in the profes- hours in British and American literature ◆ Twelve credits must be literature sional writing minor (see list in English and in writing (to include British and courses. Department) American literature survey courses, as well
†Courses to be selected from any upper-division English course (with the exception of Eng 474) or from any writing course listed under Group D. C OLLEGE OF LIBERAL ARTS AND SCIENCES 119
as upper-division coursework in literature British Literature: Beginnings to 1500; and writing), with a 3.25 GPA, and submit 1500-1660 (excluding Milton); 1660-1780 Graduate an analytical essay from one of their litera- (including all of Milton); 1780-1830 programs ture courses. (Romantics); 1830-1910 (Victorian/Edwar- Those who do not meet either of these dian); 1910-present. in writing requirements may be considered for condi- American Literature: 1607-1798 The Department of English offers graduate tional admission. They will need to provide (Colonial/Puritan); 1798-1890 (19th Cen- work leading to the Master of Arts in writ- satisfactory evidence of preparedness to tury); 1890-1940; 1940-present. ing and the Master of Science in writing undertake advanced work. In addition to Other areas: Literary criticism; rhetoric degrees. the list above, they will need to submit: and composition; women’s literature; ◆ 3.25 GPA in four or five graduate ethnic literatures; post-colonial literature; English courses genre studies (poetry/drama/prose fiction); Admission ◆ Explanation of undergraduate record or, by petition, other special topics. requirements and purpose of study Successful completion of the written ◆ Two samples of written work from examination makes the student eligible for Students accepted into the master’s pro- recent English courses the final oral examination. gram must provide satisfactory evidence of preparedness to undertake advanced work, Students whose native language is not For students in theses options, the thesis defense will form part of this oral to include a B.A. or B.S. degree from an English must score at least 600 on the accredited college or university and the fol- TOEFL examination. examination. Students in the three-areas (non-thesis) option must submit to their lowing. ◆ examination committee two substantial Departmental application form. ◆ Degree requirements papers written in regular graduate course- One transcript from each post-second- work in English at PSU. ary institution attended. University master’s degree requirements are ◆ Master of Arts in Teaching. The 3.25 GPA in undergraduate work. listed on page 69. Department require- ◆ department requires a minimum of 28 Three letters of recommendation. ments are described in detail in the Depart- ◆ One-page personal introduction, ment of English brochure, M.A. in English, credits in English at the graduate level. The distribution of these credits is determined including background as a writer, state- which is available upon request. ment of goals, and proposed plan of Master of Arts. For the M.A., the by the student in conference with the adviser. A final written examination is study. department requires a minimum of 32 ◆ Typed or word-processed manu- graduate credits in English, including Eng required, based upon a reading list distrib- uted by the department. Successful com- script(s) in the applicant’s primary 596 Problems and Methods of Literary genre(s) or form(s). Previously pub- Study and Eng 507 Seminar. The remain- pletion of the written examination makes the candidate eligible for the final oral lished, single-authored work will be der of the student’s program may, with the accepted in the form in which it was approval of the adviser, include course- examination. Prior to the oral exam, the student submits to his or her committee originally published. work in fields related to English. A mini- In creative writing: 15 pages of poetry, mum of 45 graduate credits is required for two substantial papers written in regular graduate courses at PSU. In addition, the 30 pages of fiction, double-spaced as in the M.A. in English. manuscript form. Manuscripts should In every case, the student’s program student’s program must present a mini- mum of 8 graduate credits in education demonstrate mastery of basic craft and must be approved by the departmental unmistakable literary promise. adviser and the coordinator of graduate and an initial teaching license from the state of Oregon. One cannot teach with a In nonfiction writing: 30 pages of news studies. The student will have a choice of features, magazine articles, or creative three tracks: B.A. and an M.A.T. in Oregon. One must also have an initial teaching license, which nonfiction, double-spaced as in manu- I. The three-area, non-thesis option, at PSU is earned in the Fifth Year Program script form. Manuscripts should demon- emphasizing general coverage of literary in the Graduate School of Education. The strate mastery of basic craft and promise material. M.A.T. is considered a terminal degree. of success in nonfiction writing. II. The thesis option, permitting more spe- The student who also seeks continuing In professional/technical writing: 15- cialized research. licensure must present academic credits 30 pages from customary genres, includ- III.The creative thesis option, available that will satisfy the PSU licensure program ing (but not limited to) descriptions, only in truly exceptional cases, and with as well as the minimum state department specifications, computer documentation, specific faculty permission. For students norm for the field; the student must specif- proposals, memoranda, formal reports, pursuing tracks II or III, the thesis may ically determine with the aid of the adviser newsletters, on-line documentation, Web count for a maximum of 9 credits upon whether the program is satisfactory. Final pages. Manuscripts should demonstrate proper registration. approval of the program must be agreed mastery of basic craft and promise of suc- cess in professional/technical writing. Students pursuing option I must com- upon by both the Department of English plete at least 8 graduate credits in literature and the Graduate School of Education. While there is no conditional admission before 1780. They must also select for their For continuing licensure requirements see to this program, applications not fulfilling final written examinations three areas page 215. the requirements stated above may be chosen from the list below. One of these reconsidered after the student has met cer- areas must be in British literature. Students tain conditions (e.g., additional prelimi- who write theses also take a three-hour nary coursework) as specified by the general examination testing their overall coordinator of graduate studies or his/her knowledge of English and American litera- designee. ture. The examination areas are as follows: 120 P ORTLAND STATE UNIVERSITY
Degree requirements the workshops, a student should draw up a Eng 106 thesis proposal in collaboration with an Introduction to Poetry (4) University master’s degree requirements are appropriate faculty member who has exper- Reading, analysis, and appreciation of significant listed on page 69. poems, how they are written and how they tise in the genre of the student’s choice. The speak to human concerns. For the M.A. and the M.S., the depart- length of the thesis will depend upon its *Eng 107, 108 ment requires a minimum of 32 graduate genre and format; with adviser approval, a credits in writing. The remainder of the World Literature (4, 4) student can substitute a series of shorter Narrative prose, drama, and poetry. Complete student’s program may, with the approval works in place of a book-length thesis. As books are included so that the student may of the adviser, include coursework in fields with the creative writing emphasis, the stu- become familiar with some of the masterpieces related to writing. A minimum of 48 gradu- dent’s work must be of publishable quality in world literature. ate credits is required for the M.A./M.S. in in a professional context. The student will Eng 199 writing. The M.S. differs from the M.A. in take final written and oral exams in defense Special Studies (Credit to be arranged.) that students completing the M.S. are not of the nonfiction thesis. Eng 201, 202 required to demonstrate proficiency in a Professional and technical writing. Shakespeare (4, 4) language other than English. The M.S. Students typically will complete 16 core Study of the important plays: Eng 201, the early plays: Eng 202, the later plays. option applies to the professional/technical credits (4 courses), 16 elective credits (4 strand. Eng 204, 205 courses), and 16 credits (4 courses) in a Survey of English Literature (4, 4) In every case, the student’s program specialization that may involve coursework must be approved by the departmental From Beowulf to 1900: Eng 204, Beowulf to Mil- in another discipline (e.g., Management, ton; Eng 205, Enlightenment through Victorian adviser and the coordinator of graduate Marketing, Information Systems). Stu- period. studies or his/her designee. The student dents will be required to submit a final Eng 253, 254 will have a choice of three tracks: I, creative project in addition to completing their Survey of American Literature (4, 4) writing; II, nonfiction writing; and III, pro- coursework. This project typically will be a American literature from its beginnings to the fessional/technical writing. For students portfolio of their work demonstrating com- present. pursuing tracks I and II, the thesis may petence at a professional level, but with *Eng 256 count for a maximum of 8 credits upon adviser approval, may be a single, substan- Introduction to African American Literature (4) proper registration. tive work. The student will take final writ- Creative writing. Students typically will An overview of African American fiction, poetry, ten and oral exams in defense of the final drama and expository prose. complete 24 core credits (6 courses), 16 project. Note that core courses include elective credits (4 courses), and 8 thesis *Eng 260 Management 550, Organizational Manage- Introduction to Women’s Literature (4) credits (2 courses). Core courses include ment, which is offered through the School Introduction to the texts and contexts of workshops, craft-seminars, and literature of Business Administration. Electives women’s literature. courses in the Department of English. Writ- include seminars and workshops on a vari- Eng 300 ers are encouraged to supplement their core ety of topics. Writers are encouraged to Critical Approaches to Literature (4) courses in creative writing with electives supplement their core courses in creative Study of analytical and evaluative methods from within professional/technical writing, writing with electives from creative writing, through application of critical theories to literary nonfiction writing, or literature. Adviser- nonfiction writing, or literature. Adviser- works. Recommended for, but not restricted to, approved courses from outside the depart- English majors. Recommended prerequisite: approved courses from outside the depart- upper-division standing and 8 credits in litera- ment may also count as electives. Credits ment may also count as electives. taken while completing the creative thesis ture. must be distributed over two or more terms. Eng 304 Critical Theory of Cinema (4) A creative thesis will be supervised by one of Courses Outlines the central elements of cinema criti- the creative writers in the department. After cism, including interpretive theories and Courses with an asterisk (*) are not offered every year. completing their workshops, students approaches. Begins with an outline of critical * should draw up a thesis proposal in collabo- Eng 100 approaches, including critical history. Moves to ration with one of these faculty members. Introduction to Literature (4) contemporary criticism, including feminist, Introduction to the study of short stories, plays, structuralist, sociological, and psychoanalytic The length of a creative thesis will depend poems, and essays. Includes representative upon its genre and format. The student will analyses. Includes discussion of film as a cultural approaches for studying literature and writing commodity. take final written and oral exams in defense about it. Recommended especially for students of the creative writing thesis. with no previous college-level coursework in lit- Eng 305 Nonfiction writing. Students typically erature. Credit for Eng 100 will not be allowed if Topics in Film (4) Study of film as text, including genre, auteur, student has previously taken more than one lit- will complete 24 core credits (6 courses), 16 formalist, historical, and cultural perspectives. erature course. No prerequisites. elective credits (4 courses), and 8 thesis Topics may include: film noir, the western, credits (2 courses). Core courses include Eng 104 famous directors, and critical approaches to cin- workshops, craft-seminars, and literature Introduction to Fiction (4) ema. courses in the Department of English. Writ- Reading, analysis, and appreciation of significant works of fiction, especially short stories, with Eng 306 ers are encouraged to supplement their core emphasis on the fiction writer’s craft. Topics in Literature and Popular Culture (4) courses with electives from within creative Study of a variety of expressive forms in relation Eng 105 to popular culture. Such topics as Detective writing, professional/technical writing, or Introduction to Drama (4) literature. Adviser-approved courses from Fiction, Film, American Humor, and Frontier Reading, analysis, and appreciation of significant Literature. outside the department may also count as works of drama, from classical times to the * electives. Credits taken while completing present. Eng 307 Science Fiction (4) the nonfiction thesis must be distributed Study of recent science fiction, both novels and over two or more terms. A nonfiction thesis shorter fiction by American, European and other will be supervised by one of the nonfiction writers. writers in the department. After completing C OLLEGE OF LIBERAL ARTS AND SCIENCES 121
Eng 308 Eng 342 Eng 413/513 Cultural Studies in Literature (4) Restoration and Eighteenth Century Teaching and Tutoring Writing (4) Study of a variety of cultural and historical issues Literature (4) Examines current practices of tutoring and as they appear in literary texts. Such topics as Selected works from the long eighteenth century teaching writing in all subject areas. Focuses on Literature of the Holocaust, the Literature of (1660-1800); introduction to themes, genres, the process theory of writing to foster thinking Aging, and the Immigrant Experiences in Ameri- history and culture of the eighteenth century. and learning in subject areas and the problems can Literature. Eng 343 and issues surrounding individual composing. Eng 309 Romanticism (4) Recommended prerequisite: at least junior American Indian Literature (4) Selected works of Romantic literature; introduc- standing. An introductory survey of traditional and recent tion to themes, genres, history, and culture of Eng 414/514 literature by American Indian people. Poetry, Romanticism. Contemporary Composition Theories (4) legends, myths, oratory, short stories, and nov- Eng 344 Examines theories of composition as they con- els, as well as background (historical and politi- Victorian Literature (4) flict and converge to form our prevailing theories cal) materials. Selected works of Victorian literature; introduc- of writing. Focuses on contemporary theories of Eng 311 tion to themes, genres, history and culture of the composing written discourse. Recommended Tragedy (4) Victorian Era. prerequisite: at least senior standing. A study of the nature of tragedy in world Eng 345 *Eng 415/515 literature. Modern British Literature (4) Research Methods in Composition (4) Eng 312 Selected works of twentieth-century British liter- Examines current methodologies used in the Comedy and Satire (4) ature; introduction to themes, genres, history, field of composition and asks students to design Study of drama and other literature that and culture of modernism. and implement a research project which will add expresses comic social judgment, either to sati- *Eng 351, 352 to the cumulative knowledge of the discipline. It rize or to celebrate. African American Literature (4, 4) serves as the foundation course in design and *Eng 314 A study of African American literature from its implementation of qualitative research. Recom- The Epic (4) oral and folk beginnings to the present. mended prerequisite: at least senior standing. Reading in epic literature in the Western tradi- Prerequisites: Eng 256 or BSt 221 and upper- *Eng 420/520 tion and world literature, beginning with the division standing. Caribbean Literature (4) Iliad and Odyssey. Eng 364, 365 A selection of poetry and fiction from the Eng 315 American Fiction (4, 4) English and French speaking Caribbean (in The Shorter Poem (4) American narrative, short story, and novel, with translation where necessary). Recommended Shorter poems in world literature. Primary atten- emphasis upon the major novelists of the 19th prerequisites: One previous African American tion will be given to poems in the English lan- and early 20th centuries. literature course and 12 additional literature guage, but the classics of other languages will be Eng 371 credits. read in translation as appropriate to tracing of The Novel (4) *Eng 421/521, 422/522 forms and themes. The novel as a literary form, exemplified by African Fiction (4, 4) Eng 316 works written in languages other than English. Readings in African fiction in regional, cultural, The Short Story (4) Eng 384, 385 generational, and gender contexts. Recom- A survey of the short story as it developed from Contemporary Literature (4, 4) mended prerequisites: One previous African the tale, the legend, and the anecdote to its Prose, poetry, and drama from contemporary American literature course and 12 additional lit- modern form. Although fiction from many liter- world literatures. erature credits. atures will be studied, all works will be read in Eng 399 Eng 425/525 English. Special Studies (Credit to be arranged.) Practical Grammar (4) Designed to enable students to understand, and Eng 317 Eng 401/501 Greek Mythology (4) Research (Credit to be arranged.) therefore consciously to make effective, the Greek mythology as recorded by Homer, Hesiod, structures of their written sentences. The course Eng 404/504 examines grammatical categories, structures, Ovid, and various of the Greek playwrights and Cooperative Education/Internship (Credit philosophers. Special attention is given to the to be arranged.) and terminology; relationships between gram- Greek legacy of ideas, themes, figures, and matical structures and punctuation; and pre- Eng 405/505 scriptive grammars for written texts. images. Reading and Conference (Credit to be Recommended prerequisites: successful comple- Eng 318 arranged.) The Bible As Literature (4) Consent of instructor. tion of 12 credits of English or writing. A study of the various kinds of literature con- Eng 407 Eng 426/526 tained in the Bible. An analysis of the ways in Seminar (Credit to be arranged.) Advanced Topics in Medieval Literature (4) which the Biblical expression reflects the cultural Consent of instructor. Specialized studies in Medieval English literature and historical milieu of the Hebraic-Christian (c. 800-1500). Topics courses are designed to Eng 408/508 follow a two-quarter sequence: (1) Anglo-Saxon experience. Workshop (Credit to be arranged.) works, and the exegetical reading model; some *Eng 319 Eng 409/509 later Middle English and continental vernacular Northern European Mythology (4) Practicum (Credit to be arranged.) A study of Nordic (Germanic) and Celtic myths, and Latin medieval works are included and (2) Eng 410/510 their literary development, and fusion with later medieval works (1200-1500), focusing pri- Selected Topics (Credit to be arranged.) marily on the Middle English vernacular tradi- Christian themes in Arthurian romance and * Beowulf. Eng 411/511, 412/512 tion. Students will have some opportunity to English Drama (4, 4) learn to read Old and Middle English. Prerequi- Eng 320, 321 Development of English drama from the begin- site: 12 credits in literature. English Novel (4, 4) nings to Shaw. Eng 411/511, from liturgical Eng 430/530 The English novel, from its beginnings to the drama through the Renaissance; Eng 412/512, present. Sixteenth Century Literature (4) from the Restoration to Shaw. Recommended Specialized studies in Renaissance English litera- Eng 341 prerequisite: 12 credits in literature. ture. Topics include individual writers and liter- Renaissance Literature (4) Selected works of sixteenth- and early seven- ary groups; sixteenth-century poetry and prose; teenth-century literature (c. 1500-1660); intro- the English sonnet; the Renaissance epic and duction to the themes, genres, history and cultures of the Renaissance. 122 P ORTLAND STATE UNIVERSITY
pastoral traditions; Elizabethan drama, verse Eng 458/558 *Eng 485/585 narrative, satire, and invective; humanism; the Advanced Topics in Romanticism (4) Contemporary Drama (4) rise of the professional writer; literature and the Specialized studies in literature of the Romantic Examines major developments in world drama visual arts. Prerequisite: 12 credits in literature. movement in Britain and continental Europe. since World War II. Recommended prerequisite: Topics include individual writers and literary 12 credits in literature. Eng 440/540 Advanced Topics in Seventeenth Century groups; poetry and poetic theory; gothic fiction; Eng 486/586 Literature (4) romanticism and the novel; autobiographical Contemporary American Novel (4) Specialized studies in seventeenth-century litera- and confessional literature; aesthetic ideologies; American novel since 1965, with emphasis upon ture. Topics include cavalier and metaphysical women and romanticism; revolutionary and traditions, themes and trends. Recommended poetry; revenge tragedy; prose forms of the early imperialist aspects of romanticism; the impact of prerequisite: 12 credits in literature. seventeenth century; popular genres of the romanticism on later literary movements (such Eng 487/587 English civil war; women writers; and restora- as symbolism and modernism). Prerequisite: 12 Contemporary American Short Story (4) tion drama. Prerequisite: 12 credits in literature. credits in literature. The American short story from mid-20th cen- Eng 441/541 Eng 460/560, 461/561 tury to the present. Recommended prerequisite: Advanced Topics in Renaissance Culture (4) American Literature: Beginnings to 1865 12 credits in literature. (4, 4) Advanced topics in early modern (1500-1700) Eng 488/588 cultural studies, focusing on issues of religion, Advanced historical study of major figures and Contemporary American Poetry (4) social class, ethnicity, gender, and sexuality and movements in American literature to 1865. Rec- Study of significant trends in contemporary studying both literary and non-literary texts. ommended prerequisite: 12 credits in literature. American poetry and poetics. Recommended Prerequisite: 12 credits in literature. Eng 463/563, 464/564 prerequisite: 12 credits in literature. * American Literature 1865-1955 Eng 443/543, 444/544 (4, 4) Eng 490/590 British Women Writers (4, 4) Rhetoric (4) Advanced historical survey of major figures and Study of the works of British women writers An examination of classical and modern tradi- movements in American literature, 1865-1955. with attention to themes, styles, and characteris- tions in rhetoric with attention to central con- Recommended prerequisite: 12 credits in litera- tic concerns in the light of feminist criticism and cepts and perspectives on writing. Prerequisites: ture. scholarship. Recommended prerequisite: 12 12 credits in English, philosophy, speech, and/or credits in literature. Eng 260 recommended. Eng 467/567, 468/568 writing. * American Literature and Culture (4, 4) Eng 445/545, 446/546 Studies based on primary sources of American Eng 491/591, 492/592 American Women Writers (4, 4) Literary Criticism (4, 4) literature and culture from Bradford’s History of Study of American women writers, with atten- Study of the history, principles, and practice of Plymouth to the present. The approach is the- tion to themes, styles, and characteristic literary criticism from Plato into the 20th cen- matic rather than chronological. Recommended concerns, in the light of feminist criticism and tury. Recommended prerequisite: 12 credits in prerequisite: 12 credits in literature. scholarship. Recommended prerequisite: 12 literature. credits in literature. Eng 260 recommended. Eng 474/574 Teaching High School Literature (4) Eng 494/594 Topics in Critical Theory and Methods (4) Eng 447/547 Emphasizes methods and materials for the Major Forces in Literature (4) A course in critical theories and techniques, to teacher of literature. Recommended prerequisite: A study of literary forms, theories, and move- complement offerings in literary history and tex- admission to the School of Education. May not ments: i.e., The Comic Novel, Literature and tual analysis. This course will focus on the criti- be used to satisfy any requirements for the B.A. Theology, Southern American Women Writers. cal or methodological topic selected by the or M.A. in English. Recommended prerequisite: 12 credits in litera- instructor. Recommended for advanced students ture. Eng 475/575 in literature and theory. Recommended prerequi- Advanced Topics in Victorian Literature (4) site: 12 credits in literature. Eng 448/548 Specialized studies of Victorian literature in the Major Figures in Literature (4) context of the history, ideas, and culture of the Eng 503 Concentrated study of the canon of one or more Thesis (Credit to be arranged.) period. Topics include individual writers and lit- major writers: for example, Chaucer, The Bron- erary movements such as Dickens; pre-Raphael- Eng 507 tes, James Joyce, Hemingway and Fitzgerald. itism; literature of the industrial period. Seminar (Credit to be arranged.) Recommended prerequisite: 12 credits in litera- Prerequisite: 12 credits in literature. Variable topics. Graduate only or consent of ture. instructor. At least one Eng 507 seminar is Eng 477/577, 478/578 required of M.A. candidates in English. Eng 449/549 American Poetry (4, 4) Advanced Topics in Cultural Studies (4) * Tradition and innovation in American poetry Eng 517 Interdisciplinary study of modern culture and from the beginnings to the mid-20th century. Middle English (4) media. The courses offered under this number Recommended prerequisite: 12 credits in litera- Introduction to Middle English language use a range of theoretical approaches to analyze ture. through study of (largely nonChaucerian) 12th the role of cultural texts, their production and to 15th century literature in the original. Gradu- reception. Specific topics include: Major Figures/ Eng 480/580 ate only or consent of instructor. Advanced Topics in Twentieth Century Concepts in Social Theory; Politics of Consumer Eng 518 Culture; Globalization and American Culture; Literature (4) Specialized studies in twentieth-century British College Composition Teaching (2) and Culture, Gender, Race, Sexuality. Recom- literature. Topics include individual writers and Introduces and develops the theoretical and mended for graduate students and undergradu- literary groups; poetry, prose, and fiction; theo- practical expertise of the graduate teaching assis- ates with at least junior standing. May be ries of modernism; technology, politics, propa- tant in the area of college composition teaching. repeated with different topics; maximum of 8 ganda, and the arts; literature and twentieth- Recommended prerequisite: appointment to hours may be applied to the master’s degree. century philosophy. Prerequisite: 12 credits in teaching assistantship in English Department. Eng 450/550 literature. *Eng 532, 533, 534 Advanced Topics in Eighteenth Century *Eng 484/584 Old English (4, 4, 4) Literature (4) 532: An introduction to the history and gram- Specialized studies in British poetry and prose Modern Drama (4) Examines major European, English, and Ameri- mar of Old English. 533: Old English transla- from 1660-1800. Topics include survey of eigh- tion, poetry, and prose. 534: Special attention to teenth-century literature; individual writers and can plays in the period 1880-1940. Recom- mended prerequisite: 12 credits in literature. Beowulf in Old English. Recommended prereq- literary groups; prose and verse satire; epistolary uisite: Eng 532 is prerequisite for Eng 533 or fiction; drama. Prerequisite: 12 credits in 534. Graduate only or consent of instructor. literature. C OLLEGE OF LIBERAL ARTS AND SCIENCES 123
Eng 595 Wr 222 Wr 327 Contemporary Critical Theory (4) Writing Research Papers (4) Technical Report Writing (4) Literary criticism in theory and practice in the An elective course. The techniques for compiling Strategies for presenting technical information 20th century. Graduate only or consent of and writing research papers. Attention to avail- from the technician, management, and lay per- instructor. able reference materials, use of library, taking son’s perspectives; rhetorical theory and tech- Eng 596 notes, critical evaluation of evidence, and con- niques for adapting technical prose to Problems and Methods of Literary Study (5) ventions for documenting academic papers. nontechnical audiences; and techniques for Bibliography and the methods of literary study Practice in organizing and writing a long exposi- emphasizing and de-emphasizing information. as an introduction to graduate work: three hours tory essay based on use of library resources. Rec- Recommended prerequisite: Wr 323. lecture and at least two additional hours of ommended prerequisite: Wr 121 or Freshman Wr 328 library research. Required for M.A. candidates in Inquiry. May not be used to fulfill English major News Editing (4) English. requirements, former nonmajor distribution Preparation of news and feature stories for publi- requirements, or the former University composi- cation. Emphasis is on line editing, copy editing, tion requirement. editorial troubleshooting, headline writing, and Writing Wr 227 layout. Prerequisites: Wr 228. Wr 115 Introductory Technical Writing (4) *Wr 329 Introduction to College Writing (4) Practical experience in forms of technical com- Planning and Producing Publications (4) A writing course for first-year students to help munication, emphasizing basic organization and Managing the publishing needs of businesses, prepare them for Freshman Inquiry or Wr 121. presentation of technical information. Focuses governmental agencies, and nonprofit institu- Introduces college-level writing and reading, on strategies for analyzing the audience and its tions. Includes choosing technologies, budget- along with general study skills. Provides practice information needs. Recommended prerequisite: ing, selecting materials, scheduling, and at formal and informal writing, responding to a Wr 121 or Freshman Inquiry. May not be used distribution. Recommended prerequisite: Wr variety of readings, learning textual conventions, for the former nonmajor distribution require- 327. and building confidence. Offered pass/no pass ment or for the former composition Wr 330 only. requirement. Desktop Publishing I (4) Wr 121 Wr 228 Integrates writing, design, and visual communi- College Writing (4) News Writing (4) cation with computer technology, with emphasis A writing course for lower-division students, in An introductory course in news reporting and on preparing students to produce a variety of which they develop critical thinking abilities by writing. Focus on identifying newsworthiness, shorter products combining writing and design reading and writing, increase their rhetorical writing leads, constructing news stories, inter- elements. strategies, practice writing processes, and learn viewing, and attributing quotes. Students learn Wr 333 textual conventions. Includes formal and infor- to gather local news, writing some stories in a Advanced Composition (4) mal writing, responding to a variety of readings, computer lab on deadline. Recommended pre- Essay writing with particular attention to stu- sharing writing with other students, and revising requisite: Wr 121 or Freshman Inquiry. dent’s area of specialization. Advanced practice individual pieces for a final portfolio of work. Wr 312 in essay writing. Recommended prerequisite: Wr 199 Intermediate Fiction Writing (4) Freshman Inquiry or two writing courses. Special Studies (Credit to be arranged.) Continues the study of fictional techniques Wr 399 May be repeated for a maximum of 12 credits. introduced in Wr 212. Includes such advanced Special Studies (Credit to be arranged.) instruction as variations on the classic plot, com- Wr 200 Wr 404/504 Writing About Literature (4) plex points of view, conventions of genre, and Cooperative Education/Internship (Credit Introduction to various approaches for writing development of ideas for future use. Emphasizes to be arranged.) discussion of student work. Recommended pre- about literature. Focuses on ways of responding Wr 405/505 to literature, ways of explicating literature, ways requisite: B or above in Wr 212. May be repeated Writing and Conference (Credit to be of analyzing literature through writing, and ways once for credit. Consent of instructor required. arranged.) Consent of instructor. of integrating formal research into a written anal- Wr 313 Wr 407/507 ysis of literature. Special attention will be paid to Intermediate Poetry Writing (4) Writing Seminar (Credit to be arranged.) the writing process, including multiple drafting Continues the study of poetry writing tech- Consent of instructor. niques introduced in Wr 213. Includes addi- and revision. Wr 410/510 tional instruction in poetic forms, variations on *Wr 211 Selected Topics in Writing (Credit to be Writing Practice (4) traditional forms, and experimental forms. arranged.) Emphasizes discussion of student work. Recom- Writing Practice is a writing elective. Students Wr 412/512 proceed at their own pace through an individu- mended prerequisite: B or above in Wr 213. May Advanced Fiction Writing (4) alized writing program that emphasizes the writ- be repeated once for credit. Consent of instruc- Further refines technical skills by demanding ing process and revision. Class time is spent tor required. longer and more ambitious works of fiction by writing and in conference. Recommended pre- Wr 323 the advanced writer. Students will have an requisite: Wr 121 or Freshman Inquiry. Writing as Critical Inquiry (4) opportunity to do research and can expect to A writing course for upper-division students, Wr 212 confront a variety of technical problems emerg- Introductory Fiction Writing (4) which offers sophisticated approaches to writing ing from class discussion. Recommended pre- Introduces the beginning fiction writer to basic and reading. Students enhance critical thinking requisite: Wr 312. Consent of instructor techniques of developing character, point of abilities by reading and writing challenging required. material, refine their rhetorical strategies, prac- view, plot, and story idea in fiction. Includes dis- Wr 416/516 cussion of student work. Recommended prereq- tice writing processes with special attention to Screenwriting (4) uisite: Freshman Inquiry. revision and style, and write and read in a vari- Students will be introduced to the process of ety of genres. Includes formal and informal writ- conceiving, structuring, writing, rewriting, and Wr 213 ing, sharing writing with other students, and Introductory Poetry Writing (4) marketing a screenplay for the contemporary Introduces the beginning writer of poetry to preparing a final portfolio of work. Recom- American marketplace. “Screenplay paradigms” basic techniques for developing a sense of lan- mended prerequisite: satisfactory completion of will be discussed, and a variety of movies will be guage, meter, sound, imagery, and structure. Wr 121 or Freshman Inquiry. May not be used analyzed. May be repeated for credit. Includes discussion of professional examples for fulfilling both a former University composi- and student work. Recommended prerequisite: tion requirement and for fulfilling a requirement Freshman Inquiry. for the English major or for former nonmajor distribution requirements. 124 P ORTLAND STATE UNIVERSITY
Wr 420/520 can publishing, issues of intellectual commerce, Wr 513 Writing: Process and Response (4) copyright law, publishing contracts, book edit- Fiction Writing (4) Provides opportunities for students to write in ing, book design and production, book market- An intensive course for writers who are currently various genres. Includes language attitudes, writ- ings and distribution, and bookselling. Based on embarked on a project involving the writing of ing process, and reader response. Recommended work in mock publishing companies, students fiction, whether short story, novella, or novel. prerequisite: one upper-division writing course. prepare portfolios of written documents, i.e., Recommended prerequisites: Wr 212, 312, 412 Wr 425/525 book proposals, editorial guidelines, design and or their equivalents. Consent of instructor Advanced Technical Writing (4) production standards, and marketing plans. required. Emphasis on a problem-solving approach to Guest speakers from the publishing industry and Wr 514 adapting technical documents to audiences and field trips provide exposure to the industry. Pre- Poetry Writing (4) organizations. The course includes strategies of requisite: Wr 323. Traditional workshop format in which students organization for complex technical documents, Wr 461/561 write, revise, and respond to the poems of oth- such as proposals and professional articles; strat- Book Editing (4) ers. May be repeated for credit. egies for discussing tables and figures; and the Provides a comprehensive course in professional Wr 515 use of metaphor to communicate technical infor- book editing, including editorial management, Poetry Writing II (4) mation to lay audiences. Recommended prereq- acquisitions editing, substantive/developmental Advanced poetry writing at the graduate level. uisite: Wr 327. editing, and copyediting. Issues specific to both Builds on Wr 514, assumes students will submit *Wr 426/526 fiction and nonfiction books will be covered. their work for publication. Traditional workshop Document Design (4) Prerequisite: Wr 323. format in which students write, revise, and Document planning, creation, and revision, Wr 462/562 respond to the poems of others. May be repeated including discussion of the use and abuse of lan- Book Design and Production (4) for credit. Recommended prerequisite: Wr 514. guage in business, government, insurance, and Comprehensive course in professional book Wr 552 law. Students will consider general strategies for design and production. Issues specific to the Writing About Lives (4) document production; analyze different docu- design of fiction and nonfiction books in a vari- Examines theories, methodologies, and issues of ment styles; address questions of target audi- ety of genres and markets will be covered, composing personal narrative throughout the ence; evaluate documents for readability and including the applications of both old and new life span. Forms may include: biography, autobi- efficiency; and study the Plain English Move- technologies in design and production. Prerequi- ography, memoir, the personal essay, and the ment and its legislative and legal implications. site: Wr 323. recording and transcribing of oral narrative. Fol- Wr 427/527 Wr 463/563 lowing an introduction to appropriate theories Technical Editing (4) Book Marketing and Promotion (4) and methodologies, the course focuses on writ- Gives technical writers practice in technical edit- Comprehensive course in professional book ing and response to the chosen form in a work- ing by exposing them to samples of a variety of marketing and promotion. Issues specific to the shop atmosphere. May be repeated for credit. documents from the files of organizations in the promotion of fiction and nonfiction books in a Wr 553 surrounding community. As a community-based variety of genres and markets will be covered. Writing About Places (4) learning course, it requires students to interact Students will do market research, interview Examines theories, methodologies, and issues with community partners in collaborative stu- authors, produce marketing plans, write press involved with writing about place. Topics dent teams. releases, write advertising copy, and develop include strategies for writing about place ranging Wr 428/528 related marketing materials for actual books in from travel writing to nature writing, from tradi- Advanced News Writing (4) progress at the teaching press. Prerequisite: Wr tional journalistic approaches to creative nonfic- Building on the journalism skills learned in 323. tion. Following an introduction to appropriate News Writing and News Editing, students use Wr 464/564 theories and methodologies and examination of the city of Portland as their laboratory, covering Bookselling (4) professional models, this course centers on writ- and writing breaking stories from community Comprehensive course in professional booksell- ing and response to the chosen form in a work- information sources like the police, courts, and ing. Issues specific to the wholesale and retail shop atmosphere. May be repeated for credit. city council. Students are also introduced to sale of books in a variety of genres and markets Wr 554 reporting on a regular basis from news beats of will be covered. Changes in the industry and Writing About Events (4) their choosing. Recommended prerequisite: Wr their impact on literary culture will be Examines theories, methodologies, and issues 328. addressed. Students learn how bookstores, book involved with writing about events. Topics *Wr 429/529 wholesalers, and book distributors are organized include strategies for writing about history and Writing Computer Documentation (4) and function in the marketplace. The nature of strategies for relating current events through var- Develop skills in writing computer documenta- the book as both intellectual artifact and com- ious forms of journalism. This course focuses on tion, primarily user manuals and system specifi- modity will be discussed, with special emphasis writing to foster inquiry into topical issues in cations. Focuses on analyzing informational on the impact of new delivery technologies. Pre- nonfiction. Following an introduction to appro- needs of the audience, and defining and explain- requisite: Wr 323. priate theories and methodologies, the course ing computer terms and concepts for non-tech- Wr 470/570 centers on writing and response to the chosen nical and semi-technical audiences. Intellectual Property and Copyright (4) form in a workshop atmosphere. May be Recommended prerequisites: Wr 327, ISQA 111 Outlines the opportunities and pitfalls faced by repeated for credit. or CS 105 or equivalent, word processing skills. the writer (or editor, graphic designer, or artist) Wr 555 Wr 430/530 in the legal and ethical spheres. Copyright law, Writing About Ideas (4) Desktop Publishing II (4) U.S. First Amendment law, defamation, right of Focuses on writing to foster inquiry into topical Builds from the foundation in Desktop Publish- privacy, trademark, and trade secret law. Will issues in nonfiction, whether scientific, philo- ing I to explore further the skills needed to pro- discuss the importance of the Internet in sophical, or ethical. Following an introduction duce publications in the computer age. Topics rethinking many copyright and intellectual to appropriate theories and methodologies, the include typography, page layout, photography, property rules. course centers on writing and response to the and informational graphics, with a special Wr 472/572 chosen form in a workshop atmosphere. May be emphasis on hands-on project production of a Teaching High School Composition (4) repeated for credit. 12-page newsletter or magazine. Emphasizes methods and materials for the Wr 460/560 teacher of writing. Recommended prerequisite: Introduction to Book Publishing (4) admission to the School of Education. May not Provides a detailed overview of the publishing be used to satisfy any requirement for the B.A. or process, organized around the division of labor, M.A. in English. including introductions to contemporary Ameri- C OLLEGE OF LIBERAL ARTS AND SCIENCES 125
Environmental Programs
218 Science Building II Degree requirements must select at least 12 credits of additional 725-4980 policy courses and at least 8 credits of addi- www.esr.pdx.edu/ Requirements for major. In addition to tional science courses from the lists below. satisfying general University requirements (45 credits), a student majoring in environ- Policy/Management Courses B.A., B.S. ESR 404, 429 M.S., M.E.M., M.S.T. mental studies must complete at least 36 Geog 345, 347, 348, 445, 488 Ph.D. credits of environmental studies courses Ec 432, 433, 434, 443 and must meet program requirements for Soc 465 foundation courses (43 credits), courses PS 319, 449 Undergraduate supporting the policy or science track (20 USP 311, 313, 455 credits), and courses in a minor area of Science courses program study (at least 24 credits). ESR 404, 420, 424, 425, 426, 427, 445, 475, 479 The Environmental Studies Program allows All courses used to satisfy the Environ- Bi 357, 413, 414, 415, 423, 471 students to develop the skills and interdis- mental Studies major requirements, Geog 411, 413, 415, 416, 420, 482, 488 ciplinary understanding needed to deal whether taken in the program or in other G 351, 374, 443, 460, 461 with environmental issues. Environmental departments, must be graded C- or above. Ph 375 studies includes the interaction of natural Program requirements are listed below. Minor course of study. Each student in and social sciences needed to understand Students must complete the foundation the Environmental Studies program must environmental systems. The program offers courses listed below. All foundation complete a minor in one of the participat- degree tracks in environmental science and courses should be completed before a stu- ing programs. Policy/management-related in environmental policy/management. Stu- dent enrolls in the upper-division sequence minors include anthropology, business dents should consult with a program (ESR 320, 321, 322). administration, community development, adviser to assure proper course planning. Foundation Courses Credit economics, geography, history, political sci- The B.A./B.S. degrees in environmental Bi 251, 252, 253 Principles of Biology ...... 15 ence, and sociology. Science-related minors studies rest on an interdisciplinary curricu- Ch 221, 222, 223, 227, 228 General Chemistry ...... 14 include biology, chemistry, environmental Ec 201 Microeconomics ...... 4 lum that develops understanding and G 201, 204 Geology ...... 4 engineering, geology, mathematics, and expertise in environmental science and Mth 251, 252 Calculus I, II ...... 8 physics. Minor requirements, including environmental policy/management by Stat 243, 244 Introduction to Probability and Statis- special departmental recommendations to building on a foundation in mathematics, tics or Stat 460 Statistics for Scientists and Engi- environmental studies students, are avail- neers...... 4-8 natural sciences, and social sciences. The Ph 201, 204 or Ph 211, 214 General Physics ...... 5 able from the Environmental Sciences and requirement of earning a minor in a recog- Resources office. Minor program require- nized department assures depth in a partic- Total 54-58 ments include a minimum of 24 credits. ular area. The curriculum emphasizes Credits Requirements for minor. To obtain a problem solving and hands-on experience. ESR 150 Environmental Studies Orientation ...... 1 minor in environmental studies a student ESR 220 Introduction to Environmental Systems ... 4 Students complete field experiences work- ESR 221 Applied Environmental Studies: must complete at least 28 credits (at least ing on projects in the University, metropol- Problem Solving ...... 4 12 of which must be taken in residence at itan community, and region. ESR 222 Applied Environmental Studies: PSU). At least 4 credits each in biological The Environmental Studies Program Policy Considerations ...... 4 science, physical sciences (physics, chemis- ESR 320, 321 Analysis of Environmental cooperates with several departments and Systems I, II...... 8 try, geology), economics, and Mth 241 or centers, including the departments of ESR 322 Environmental Risk Assessment ...... 4 251 are expected before admission to the Anthropology, Biology, Chemistry, Civil ESR 407 Environmental Seminar ...... 3 minor. Engineering, Economics, Geography, Geol- ESR 420-429 Advanced Environmental Topics ...... 4 Credits ogy, History, Mathematics, Physics, Political Internship or capstone course ...... 4-6 ESR 201 Applied Environmental Studies: Science and Policy...... 4 Science, Sociology; the Center for Science Total 36-38 ESR 320, 321 Analysis of Environmental Education; and the School of Business Systems I, II...... 8 Administration and the College of Urban Science and policy tracks. Students ESR 322 Environmental Risk Assessment...... 4 and Public Affairs. Upper-division environmental must complete 20 credits of supporting policy/management courses ...... 4 courses in science and policy. Students in Upper-division environmental sciences Admission the environmental science track must select courses...... 8 at least 12 credits of additional science Total 28 requirements courses and at least 8 credits of additional Environmental policy/management policy courses from the lists below. Stu- Admission to the department is based on courses (minimum 4 credits) include dents in the environmental policy track general admission to the University. See selected upper-division courses from pro- page 43 for more information. grams in economics, geography, history, philosophy, political science, sociology, and 126 P ORTLAND STATE UNIVERSITY
urban studies and planning. Environmental The following procedures are designed Advising. Prior to initial registration sciences courses (minimum 8 credits) to assure both the student and the faculty each admitted student should obtain infor- include selected upper-division courses that the student is qualified to pursue both mation from the appropriate department from programs in biology, chemistry, geog- the program itself and a successful career in on the following subjects: raphy, geology, physics, and public health. environmental sciences or resources. 1. Scheduling of diagnostic examinations A list of approved courses is available from (if any). the Environmental Programs Office. Admission 2. Advising procedures prior to selection Courses taken under the undifferenti- of research adviser. ated grading option (pass/no pass) will not requirements be accepted toward fulfilling minor 3. Procedure for selection of research Master of Science and Master of Environ- adviser. requirements. Courses with omnibus num- mental Management. In addition to the bers 401, 404, 405, 406, and 407 are not instructions for admission to the graduate allowed for the minor. Additional courses program as they appear on page 60, ESR Degree requirements may be required as prerequisites. master’s programs require the following University master’s degree requirements are information from each applicant. listed on page 69. Specific degree program Graduate 1. Satisfactory scores on the Graduate requirements are listed below. Record Examination (GRE) aptitude test. A Master of Science and Master of Envi- programs satisfactory score on the Test of English as ronmental Management. The graduate The Environmental Sciences and Resources a Foreign Language (TOEFL) is required study program is developed through dis- (ESR) graduate program provides a curric- for international students. cussions involving the graduate student, ulum that will develop scientists and man- 2. Three letters of evaluation from per- the student’s adviser, and the student’s agers able to analyze and understand sons qualified to assess the applicant’s graduate committee. The M.S. or M.E.M environmental systems, predict environ- promise as a graduate student. graduate committee consists of at least mental change and participate in the man- 3. Evidence of undergraduate or graduate three members including the major adviser, agement of the environment. Each student course work in biology, chemistry, eco- and, for the M.S. committee, a representa- conducts research and completes a thesis nomics, geology, physics, and mathemat- tive of the Office of Graduate Studies. The or project; each student develops depth in ics (including differential and integral major adviser must be a member of the a specific academic area; and each student calculus) equivalent to the foundation graduate faculty affiliated with ESR master’s develops breadth through a set of core course requirements for undergraduate programs. The graduate committee must courses that include concepts in physical students in environmental studies. be approved by the ESR Director. To encourage the development of sciences, life sciences, and social sciences. Prospective students should contact the ESR participates in the joint campus pro- interdisciplinary graduate study programs, program for a statement of current admis- guidelines for course selection are flexible. gram in environmental sciences, studies, sion policy. A high GPA and acceptable and policy in collaboration with Oregon Students must complete at least 45 gradu- GRE scores do not guarantee admission to ate credits. The program of study consists State University and the University of master’s programs in Environmental Sci- Oregon. Students may take appropriate of the following minimum credit ences and Resources, because admission is requirements. courses at the other participating contingent on the availability of program campuses. Credits resources and the identification of an ESR 620, 621, 622 Environmental Science ...... 9 Doctor of Philosophy in environmen- appropriate adviser for each student. ESR 507 Seminar (three terms) ...... 3 tal sciences and resources. The Environ- Doctor of Philosophy in environmen- Advanced statistical analysis (selected from mental Sciences and Resources (ESR) tal sciences and resources. Applicants for program list) ...... 3 Doctoral Program provides an opportunity admission to the ESR Doctoral Program Area of concentration...... 15 for the student interested in studies of envi- Elective and supporting courses ...... 6-9 normally will be expected to have com- Thesis/project...... 6-9 ronmental sciences and resources to engage pleted an undergraduate degree with a in relevant research while acquiring major in biology, chemistry, civil engineer- Total 45 advanced academic training in either the ing, environmental science, geology, or Quantitative analysis. A course in Environmental Sciences and Resources physics. The ESR Program director will research methods, experimental design, or Program or one of the cooperating depart- therefore require an evaluation of the appli- statistical analysis, is required to ensure ments—biology, chemistry, civil engineer- cant’s academic record by the department students have sufficient skills for environ- ing, economics, geography, geology, or or program in which the applicant intends mental research. physics. One of the goals of the program is to obtain advanced academic training. Areas of concentration (tracks). Sets to provide a broadly based understanding Admission to the program requires that the of courses that constitute an area of con- of the fields of environmental science cou- department or program find the applicant centration have been established within the pled with scientific training in one or more prepared to undertake study at the doctoral ESR graduate program to give focus to specialty areas. Students are encouraged to level. Questions about specific procedures study and research. Areas of concentration engage in research programs which cross of evaluation should be directed to the for M.S. students consist of at least 15 cred- the boundaries between disciplines. The department or program through which the its of graduate course work (courses num- student will follow a program of study and applicant seeks admission to the program. bered 500 and above) in areas which the research approved by the ESR Coordinat- Applicants may also obtain, upon request, student’s adviser and graduate committee ing Committee. The graduating student a list of faculty research interests recommend to support planned thesis will be awarded a degree in environmental in which dissertation research can be research work. Areas of concentration for sciences and resources. pursued. M.E.M. students consist of at least 15 cred- its approved by the student’s adviser and C OLLEGE OF LIBERAL ARTS AND SCIENCES 127
graduate committee in one of the areas than 15 credits, must be in education and resources. This is done under the described below. Lists of approved courses courses. In order to fulfill requirements for guidance of the student’s major adviser are available from the ESR office. the degree, the student must satisfactorily and is approved by the dissertation ◆ Air Resources—coursework in the complete the degree programs and pass committee and the ESR Coordinating chemistry and physics of the atmo- both a final written examination and a final Committee. The research for the disser- sphere, including trace gas chemistry, oral examination. Specific requirements for tation is conducted under the guidance the movement of air masses, climatol- the M.S.T. in science/environmental sci- of the student’s dissertation committee. ogy and topics related to air pollutants. ence follow. After the dissertation is complete and ◆ Water Resources—coursework con- Required courses Credits after advancement to candidacy (see cerning the distribution, quantity, and ESR 620, 621, 622 Environmental Science...... 9 below), a final oral examination will be quality of surface and ground water, ESR 607 Seminar (three terms) ...... 3 conducted, open to the public, within including course work in hydrology, ESR 570 Environmental Education ...... 3 the subject area of the dissertation. Advanced statistical analysis (selected from water quality chemistry, and aquatic program list) ...... 3 Advancement to candidacy. As soon as ecology. Graduate level science courses selected the student has successfully completed the ◆ from biology, chemistry, geology, and physics Land Resources—coursework on the (Selected courses in geography and public course and comprehensive examination analysis of lands and landscapes based health may be substituted with the approval requirements and has had the dissertation on soils, underlying geology, and terres- of the adviser and program director.)...... 12 prospectus approved, the student is recom- Select one of the following options (required trial vegetation, including course work courses for these options will be arranged between mended for advancement to candidacy for in geographic information systems and the adviser and student.) the degree of Doctor of Philosophy. This terrestrial ecosystem ecology. :Environmental Education Research Option recommendation is approved by the dean or of Graduate Studies. Elective courses. Elective courses are Environmental Education Curriculum to be defined in the student’s program of Development Option Financial support. There are a limited study, and agreed upon by the student’s number of teaching assistantships and Total 45 adviser and graduate committee. Courses research assistantships available. The stu- may be selected to provide additional back- Students seeking degrees in the curricu- dent should contact the appropriate ground, to explore new areas, and to add lum development option may elect to sub- department or program about the availabil- depth to a scholastic program. stitute courses required to obtain the ity of these positions. Thesis or project. A central purpose of continuing secondary teaching license. Withdrawal. Any student who ceases the M.S. and M.E.M. degree is to teach stu- Approval of the ESR program director, the to be enrolled for more than one academic dents the process of problem solving and Graduate School of Education, and the term without formal leave of absence will research. A minimum of 6 credits is director of educational licensing is be assumed to have withdrawn from the required. Students working toward the required. degree program and will be formally M.S. degree will be required to complete Doctor of Philosophy in environmen- dropped from it. Students who fail to make tal sciences and resources. original research leading to a thesis, that In addition to satisfactory progress toward the degree may complies with standards established by the the requirements listed on page 70, each be dropped from the program. Office of Graduate Studies and Research. student must complete the following: The student can be readmitted only by Students working toward the M.E.M. Course requirements Credits formal application, subject to all current ESR 620, 621, 622 ...... 9 admission requirements. In addition, com- degree will be required to complete a ESR 607 (six terms) ...... 6 project in lieu of a thesis. This project is pletion of the degree will be subject to the expected to be the product of original work 15 student’s meeting all current degree in an agency, organization, or firm involved Departmental Dissertation (minimum) ...... 27 requirements. Leave of absence. Under special cir- in environmental management activities. Total (minimum) 42 The project plan, approach, and project cumstances, requests for a leave of absence In addition to the above general report must be approved by the advisory may be approved. requirements, each student will be required committee in a manner parallel to that for to complete that coursework necessary to thesis research. The project report must be indicate competence at the graduate level presented at a public seminar to be fol- Courses of the appropriate program or depart- lowed by an oral defense of the work con- ment(s). These courses will be recom- Courses with an asterisk (*) are not offered every year. ducted by the student’s graduate mended by the student’s dissertation ESR 150 committee. Environmental Studies Orientation (1) committee and approved by the ESR Coor- Master of Science in Teaching. The Introduction to environmental information dinating Committee. using computer and library resources. Introduc- College of Liberal Arts and Sciences offers ◆ Other requirements. Prior to advance- the M.S.T. degree in science/environmental tion to program planning and professional prep- ment to candidacy, a student must have aration. science. The M.S.T. program in science/ taken advisory committee-approved environmental science is offered jointly by ESR 199 courses in Statistics and Computer Pro- Special Studies (Credit to be arranged.) the Environmental Sciences and Resources gramming Language. program and the Center for Science Educa- ESR 220 ◆ Comprehensive examination. These Introduction to Environmental Systems (4) tion. In consultation with the graduate examinations are administered by the Introduction to the structure and function of ter- adviser, the student should establish the student’s major department or program. restrial, aquatic, and atmospheric systems, degree program before the completion of The student should contact that depart- including the human actions that affect them. Includes a lab section that introduces basic 15 credits of coursework. The program ment for information. must include a minimum of 45 credits in quantitative techniques for collecting and ana- ◆ Dissertation. The student must submit approved graduate courses, to include a lyzing data from environmental systems; 2 lec- a prospectus outlining a proposed minimum of 24 credits in the area of con- ture periods, one 3-hour lab. Recommended research project suitable for the doctoral centration. At least 9 credits, but no more prerequisite: ESR 150 (may be taken concur- dissertation in environmental sciences rently). 128 P ORTLAND STATE UNIVERSITY
ESR 221 tion, risk assessment, and risk management. ESR 404 Applied Environmental Studies: Problem Recommended prerequisites: Ec 201, ESR 201, Cooperative Education/Internship (Credit Solving (4) ESR 321. to be arranged.) Environmental sampling, Sampling design, and ESR 405 measurement. Recommended prerequisites: ESR ESR 323 Environmental Systems Laboratory I (2) Reading and Conference (Credit to be 220; Stat 243. Laboratory work to accompany Environmental arranged.) ESR 222 Systems I (ESR 320). One 4-hour laboratory ESR 407 Applied Environmental Studies: Policy period. Requires concurrent enrollment in ESR Environmental Seminar (1) Considerations (4) 320. Weekly seminar series involving student-led dis- Introduction to environmental laws and the reg- cussion of topical environmental issues. May be ulations promulgated under them. Includes an ESR 324 repeated for up to 3 credits. examination of the genesis of these laws (e.g., Environmental Systems Laboratory II (2) Laboratory work to accompany Environmental ESR 410 NEPA, Clean Air and Water Acts, RCRA, Endan- Systems II (ESR 321). One 4-hour laboratory Selected Topics (Credit to be arranged.) gered Species Act) and their history of compli- period. Requires concurrent enrollment in ESR Consent of instructor. ance and violation. Recommended prerequisite: 321. ESR 420/520 ESR 220 and 221. Ecological Toxicology (4) * ESR 325 ESR 223 Environmental Risk Assessment Lab (2) Effects of environmental contaminants at the Applied Environmental Studies: Project (4) Provides an overview of the main techniques individual, population, and ecosystem level. Project work involving work with an environ- used for environmental risk assessment. Empha- Topics will include toxicity test methods, envi- mental agency, industry, service, or research sis is on laboratory acute and chronic toxicity ronmental fate of contaminants, and the physio- organization. Recommended prerequisite: ESR tests and field biological stream assessment. Rec- logical and ecological effects of selected heavy 222. ommended prerequisites: ESR 321, 322, 324. metals, chlorinated organics, and pesticides. ESR 320 ESR 355 ESR 424/524 Analysis of Environmental Systems I (4) Wetland Ecology (4) Structure and function of environmental sys- Understanding Environmental Sustainability I (4) Structure and function of wetland ecosystems, tems, with an emphasis on physical processes Emphasizing sustainability, study of the scien- with an emphasis on the diversity of regional and environmental system dynamics. Includes a tific and ecological principles that govern human wetland systems. Topics also include wetland laboratory section using quantitative techniques interactions with the physical and biological sys- soils, plants, and hydrologic setting and require- for conceptualizing and analyzing environmental tems of the earth. Topics will include ecosystem ments for wetland delineation. processes; 3 hours lecture, one 3-hour lab. Rec- properties, earth system properties, human pop- ESR 425/525 ommended prerequisites: Mth 241 or 251, and ulation dynamics, and the roles of technological Watershed Hydrology (4) four credits each in biology, chemistry, and phys- and ethical decisions. Not intended for science Study of the movement and storage of water in ics or geology. majors. watersheds, emphasizing physical processes. ESR 321 ESR 356 Includes systems analysis of watersheds, precipi- Analysis of Environmental Systems II (4) Understanding Environmental tation, snowmelt, infiltration, evapotranspira- Introduction to the structure and function of Sustainability II (4) tion, groundwater flow, streamflow generation, environmental systems with an emphasis on eco- Introduction to the concepts and principles nec- open channel flow, hydrograph analysis and an logical processes and human impacts. Includes a essary to understand the complex relationship introduction to watershed hydrologic modeling. laboratory focusing on the use of quantitative between humans and environmental sustainabil- Recommended prerequisites: Mth 252, Ph 201, techniques for whole system analysis; 3 hours ity. Topics will include energy and pollution as Stat 244; ESR 320. lecture, one 3-hour lab. Recommended prereq- well as biodiversity and land use. Not intended ESR 426/526 uisite: ESR 320. for science majors. Ecology of Streams and Rivers (4) ESR 322 ESR 399 Evaluation of streams and rivers from an ecosys- Environmental Risk Assessment (4) Special Studies (Credit to be arranged.) tem perspective, including stream development, Overview of risk assessment applied to environ- biological communities, ecological processes, mental problems, including the impact assess- ESR 401 Research (Credit to be arranged.) and methods of assessment as applied to evalua- ment process, application of cost-benefit Consent of instructor and program director. tion of common environmental problems. analysis, hazard identification, risk characteriza- ESR 427/527 Watershed Biogeochemistry (4) Study of the chemistry of watershed-based eco- systems, emphasizing physical and biological processes. Mechanisms of atmospheric input; rock weathering and soil development; physical and biological controls on the storage and flux of minerals, carbon, and nutrients in terrestrial ecosystems; and impacts of management on bio- geochemical processes in watershed-based eco- systems. Recommended prerequisites: Bi 253, Ch 223, ESR 320, Mth 252. ESR 428/528 Urban Ecology (4) Study of ecological processes in urban environ- ments. Emphasis on responses of flora and fauna to changes in climate, hydrology, geomorphol- ogy, geochemistry, soils and available habitat in urban areas. Includes issues of species conserva- tion, ecosystem management and sustainability in urban systems. Recommended prerequisite: an undergraduate biology course or permission of instructor. C OLLEGE OF LIBERAL ARTS AND SCIENCES 129
ESR 429/529 and calculus-based physics. Recommended: ESR 549 Environmental Impact Assessment (4) introductory course in differential equations. Applied Environmental Statistics (4) Environmental assessments and impact assess- This course is the same as Ph 471/571, may only Analysis of environmental data (mostly observa- ment techniques; regulatory and technical be taken once for credit. tional data) and the presentation of data and requirements of impact assessment. The results using graphics. Statistical estimation and ESR 473/573 National Environmental Policy Act, its imple- Phytoplankton Ecology (4) testing (including nonparametric procedures), mentation, implications and uses. Examination of photosynthesis, nutrient uptake, analysis of variance, linear models, tree-based ESR 433/533 regulation and cell growth processes in the con- models, nonparametric regression models, and Natural Resource Economics (4) text of algal growth in natural waters. Recom- Bayesian decision making. An examination of the economic concepts and mended prerequisites: Bi 251; ESR 321 ESR 550 theories for analyzing natural resource use and or Bi 357. Multivariate Analysis of Environmental related environmental pollution, including the * Data (4) ESR 475/575 Biological and environmental data are usually economics of sustainability. Discussion of renew- Limnology and Aquatic Ecology (4) able and nonrenewable natural resource issues in Kinds, origins, and ecological features and complex, consisting of many observations and the Pacific Northwest and policy alternatives. dynamics of freshwater environments. variables. This course provides an overview of Recommended prerequisite: Ec 201. This course Recommended prerequisite: Ch 223. the main techniques of multivariate data analysis is the same as Ec 433/533; course may be taken that are relevant and useful in ecology and envi- only once for credit. ESR 477/577 ronmental sciences. Emphasis is on ordination Limnology Laboratory (2) and cluster analysis. Prerequisite: one college- ESR 434/534 Techniques in field and laboratory analysis of level statistics course. Business Environmental Management freshwater systems. Recommended pre- or Economics (4) corequisite: ESR 475/575. ESR 570 Examines the economic costs and benefits that Environmental Education (3) affect the decisions of business firms to develop ESR 478/578 Overview of the purpose and scope of environ- integrated environmental management systems. Aquatic Vascular Plants (4) mental education. Provides an educational Classification, biology, ecology, and management Analysis of policy options to foster business framework and examples of the variety of sites of aquatic vascular plants. Course will focus on environmental management for public goods. where environmental education is practiced. freshwater systems and include a laboratory fea- Case studies of selected firms. Recommended Specific examples of teaching strategies, materi- prerequisite: Ec 201. This course is the same as turing field identification and laboratory als, and methods will be presented. Students will experimentation. Recommended prerequisite: Ec 434/534; course may be taken only once for be expected to carry out a site-based project uti- Bi 357. credit. lizing some of the materials developed in class. ESR 479/579 ESR 443/543 The Environmental Sciences and Resources Doctoral Global Environmental Economics (4) Fate and Transport of Toxics in the Environment (4) Program consists of graduate courses available An examination of the economic forces and the- Chemical, physical, and biological principles ories to understand the causes of global environ- through the Departments of Biology, Chemistry, Civil that govern the behavior of toxic materials such Engineering, Geology, and Physics that are approved mental problems, and to evaluate policy options as heavy metals and synthetic organic com- to remedy serious problems. Analyses of the eco- by the student’s advisory committee. pounds in the environment. Course emphasizes ESR 601 nomic effects of global environmental agree- practical ways to represent chemical processes in ments and the environmental effects of trade and Research (Credit to be arranged.) models of pollutant behavior. Topics include: Research that is not normally part of the thesis. global commerce in developed and developing adsorption of pollutants on soils and sediments; ESR 603 countries. This course is the same as Ec 443/ transport across sediment-water and air-water 543; course may be taken only once for credit. Dissertation (Credit to be arranged.) interfaces; bioamplification of pollutants; mul- All aspects of thesis including thesis research ESR 445/545 tiphase fugacity models of organics; case studies and writing the dissertation. Old-growth Forest Ecology (4) of contaminated surface water, sediment and Exploration of the ecological characteristics of groundwater. Recommended prerequisite: senior ESR 604 west-side old-growth forests, including their Cooperative Education/Internship (Credit or graduate standing. This course is the same as to be arranged.) outstanding biodiversity. Landscape level aspects CE 479/579; course may be taken only once for of forest ecosystems, including the role of fire; credit. ESR 605 plus the use of basic forestry measurements to Reading and Conference (Credit to be contrast old-growth, second-growth, and planta- ESR 501 arranged.) Research (Credit to be arranged.) Scholarly examination of literature including tion stands of trees. Emphasizing field study, this Consent of instructor and program director. eight-day course is based at an off-campus loca- discussion between student and professor. tion for easy access to forest ecosystems. Field ESR 503 ESR 607 site costs in addition to tuition. Recommended Thesis (Credit to be arranged.) Seminar (1) prerequisite: upper-division or graduate stand- All aspects of research and thesis writing for Environmental Sciences Seminar. Consent of ing required and an undergraduate sequence in master’s students. instructor. Pass/no pass only. biology. ESR 504 ESR 610 Cooperative Education/Internship (Credit Selected Topics (Credit to be arranged.) ESR 450 to be arranged.) Case Studies in Environmental Problem ESR 620, 621, 622 Solving (6) ESR 505 Environmental Science (3, 3, 3) Evaluation of selected cases of environmental Reading and Conference (Credit to be A course in fundamental aspects of science and problems, including field studies and project arranged.) technology as they relate to environmental prob- work with government and private agencies. ESR 506 lems. Primarily for students in the graduate pro- Recommended prerequisites: ESR 320, 321, Special Projects (Credit to be arranged.) gram in Environmental Sciences and Resources. 322. ESR 507 Prerequisites: graduate standing in science; ESR 471/571 Seminar (1) major’s level introductory courses in biology, Atmospheric Physics (4) Weekly seminar series on topical environmental chemistry, civil engineering, geology, and Cycles of trace gases in the Earth’s atmosphere issues. May be repeated for up to 3 credits. physics, or equivalent. and their role in the environment. Emission, dis- ESR 509 persal, and removal of natural and man-made Practicum (Credit to be arranged.) trace constituents in the atmosphere that deter- ESR 510 mine the Earth’s climate and stratospheric ozone Selected Topics (Credit to be arranged.) layer. Prerequisites: one year each of calculus Consent of instructor. 130 P ORTLAND STATE UNIVERSITY
Foreign Languages and Literatures
393 Neuberger Hall Persian (Farsi), Portuguese, Russian, Swa- and Spanish majors must include a mini- 725-3522 hili, Swedish, or Turkish may contact the mum of two courses from the 341, 342, www-adm.pdx.edu/user/fll/ Department of Foreign Languages and Lit- 343 sequence and a minimum of 16 eratures for placement advising. 400-level credits in their total program. B.A.––Concentration in Chinese, French, Credit by examination. Credit by Credits German, Japanese, Russian, or Spanish exam may be granted for first-year, second- Language, literature, and culture ...... 32 Minor––Concentration in Arabic, Chinese, year, third-year, and fourth-year language (in Fr and Span this must include two courses French, German, Japanese, Russian, or from the 341-342-343 sequence and at least 8 sequences only. A student may be awarded 400-level credits.) Spanish credit by exam for a maximum of one lan- 400-level courses in the major language ...... 8 Certificate in Teaching Japanese as a For- guage sequence (12-15 credits). Credit by (excluding 401-410) eign Language exam is awarded only for those languages Adviser-approved electives ...... 8 Secondary Education Program taught by the department. Credit received Linguistics ...... 4 (FL 390, Ling 390, or a linguistics course M.A.––Foreign Language: French, by examination is graded P/NP only. German, or Spanish in the major language) Students of French, German, or Spanish M.A.––Foreign Literature and may receive credit for first- or second-year Total 52 Language: primary languages––French, ◆ Before being admitted to 400-level German, Spanish; secondary languages–– by taking a CLEP exam (administered by courses, students will be expected to Chinese, French, German, Japanese, Rus- Testing Services). The amount of credit demonstrate proficiency at a level sian, or Spanish awarded will depend on the score received. M.A.T.––French, German, Spanish Students of French, German, or Spanish determined by the individual language M.A.T. with Initial License—French, Ger- who wish to test for a higher level of credit program. ◆ man, Japanese, Spanish and all students of Arabic, Chinese, Dan- No more than 8 credits of courses ish, Finnish, Greek, Hebrew, Hungarian, numbered 404 (Cooperative Education) The Department of Foreign Languages and Italian, Japanese, Korean, Latin, Norwe- may be counted toward the major. Literatures offers undergraduate major and gian, Persian (Farsi), Portuguese, Russian, ◆ 20 of the required 52 credits must be minor programs in Chinese, French, Ger- Swahili, Swedish, or Turkish should con- taken in residence at PSU (excludes man, Japanese, Russian, and Spanish; a tact the department for individual testing. credit by exam but includes study minor program in Arabic; and non-degree, Restrictions. The language sequences abroad credit from PSU approved 2- or 3-year programs in the above lan- 101, 102, 103 (or 150, 151) and 201, 202, programs). guages, as well as in Danish, Finnish, 203 must be taken in order. Students who ◆ All courses used to satisfy major Ancient Greek, Modern Greek, Hebrew, have received credit for any one of these requirements must be passed with a Italian, Korean, Latin, Norwegian, Persian may not subsequently receive credit for any grade of C or higher. (C- and P are not (Farsi), Portuguese, Swahili, Swedish, and of the lower numbered courses. This acceptable.) Students majoring in a for- Turkish. Other languages may be offered restriction also applies to transfer credits eign language must maintain a mini- from time to time. and credits earned by examination. mum GPA of 2.50 on all courses used to Native speakers (defined as students satisfy the minor requirements. Undergraduate whose formal secondary education was Requirements for minor. The Depart- completed in the foreign language) may ment of Foreign Languages and Literatures programs not register for first- through fourth-year offers undergraduate minors in Arabic, language courses, nor may they receive Chinese, French, German, Japanese, Rus- credit by exam for their native language. sian, and Spanish. An undergraduate for- Admission eign language minor must complete 20 requirements upper-division credits (numbered 300 or Degree requirements above) in language, culture, or literature Students majoring in Chinese, French, Requirements for major in foreign and 4 credits in general linguistics (FL 390, German, Japanese, Russian, or Spanish are languages. The Department of Foreign Ling 390, or a linguistics course in the required to demonstrate proficiency at a Languages and Literatures offers under- target language). level determined by the individual lan- graduate majors in Chinese, French, Ger- Credits guage program before being admitted to man, Japanese, Russian, and Spanish. An Language, literature and culture ...... 20 400-level courses. undergraduate foreign language major Linguistics requirement ...... 4 Placement. Students with prior experi- must complete 32 upper-division credits Total 24 ence in French, German, or Spanish are (numbered 300 or higher) in the language, No more than 4 credits of courses num- required to take an on-line placement literature and culture, an additional 8 cred- bered 404 (Cooperative Education) may be examination. You may access the test under its in 400-level language and literature counted toward the minor. “Advising” at www.fll.pdx.edu. courses (excluding 401- 410), 8 credits in Students of Arabic, Chinese, Danish, adviser-approved electives, and 4 credits in Finnish, Greek, Hebrew, Hungarian, Ital- linguistics (Ling 390, FL 390, or a linguis- ian, Japanese, Korean, Latin, Norwegian, tics course in the target language). French C OLLEGE OF LIBERAL ARTS AND SCIENCES 131
Twelve of the required 24 credits must Foreign Language with a major in French, Admission be taken in residence at PSU (excludes German, or Spanish; and the M.A. in For- credit by exam but includes study abroad eign Literature and Language, with a con- requirements credit from PSU approved programs). centration in two foreign literatures and Master of Arts in foreign language. All courses used to satisfy the depart- linguistics. Applicants for admission must meet the mental minor requirements, must be Study abroad programs. Graduate stu- University admissions requirements graded C or above. (C- and P are not dents are especially urged to participate in (page 60) as well as the following depart- acceptable). Students minoring in a foreign approved study abroad programs. Credits mental requirements: language must maintain a minimum GPA earned in such programs will apply toward 1. A Bachelor of Arts degree or its equiva- of 2.50 on all courses used to satisfy the their M.A. requirements with prior permis- lent in the major language, with a mini- minor requirements. sion of the department. mum GPA of 3.00 in all coursework. Deutsche Sommerschule am Pazifik. 2. Oral and written proficiency: Advanced Graduate credits earned in German High on the ACTFL scale. Certificates through the Deutsche Sommerschule am Master of Arts in foreign literature Certificate in Teaching Japanese as a For- Pazifik can be accepted as in-residence credit at Portland State University only if and language. Applicants for admission eign Language (TJFL). This program is must meet the University admissions designed to familiarize participants with taken after formal admission to the M.A. in Foreign Language program in German, or requirements (page 60), as well as the fol- principles of instructional methods in lowing additional requirements: teaching Japanese to speakers of languages to the M.A. in Foreign Literature and Lan- 1. In the primary language: whose orthography is not kanji-based. It is guage. Graduate credit earned at the DSaP designed to fit into the programs of majors prior to admission to either program is nor- a. Bachelor of Arts in the language with a in a wide variety of fields, including Japa- mally limited to 15 credits, in accordance 3.00 GPA in the literature courses, or its nese, education, linguistics, speech, and with the University’s transfer regulations. equivalent as determined by the Depart- the social sciences. Candidates may enroll An M.A. degree in German earned ment Graduate Committee; and as post-baccalaureate students or while solely by attendance at the Sommerschule b. Oral proficiency: Advanced High on completing undergraduate degree require- normally entails four summers’ work plus ACTFL scale; written proficiency: ments in another field. thesis. Advanced High. Master of Arts in foreign language. 2. In the secondary language: Demonstra- The M.A. in Foreign Language is a graduate tion of third-year proficiency. Admission degree with a major in French, German, or Spanish language and literature. It is avail- Master of Arts In Teaching. Applicants requirements able with a thesis and a non-thesis option. for admission must meet the University 1. Admission to Portland State University. The thesis option is generally recom- admissions requirements (page 60), as well 2. Japanese proficiency at the ACTFL mended for students who intend eventu- as the following departmental require- “Intermediate High” level. ally to obtain a doctorate. The non-thesis ments: Students whose proficiency is lower option is often appropriate for those who 1. A Bachelor of Arts degree or its equiva- may be provisionally admitted; they will intend to use their M.A. coursework as lent in the major language, with a mini- need to study Japanese while taking other direct preparation for secondary-school mum GPA of 3.00 in all coursework. courses in the certificate program. language teaching or another career. Stu- 2. Oral and written proficiency: Advanced dents should consult with their adviser to High on the ACTFL scale. determine the best option. Master of Arts in Teaching with initial Course requirements Master of Arts in foreign literature license. Enrollment in this program is lim- and language. The M.A. in Foreign Litera- To qualify for the TJFL certificate, the stu- ited to practicing educators in the fields of ture and Language is a graduate degree dent must complete 16 credits in theoreti- French, German, Spanish, or Japanese with concentration in a primary language, cal and applied linguistics (through the (those already teaching in Oregon second- a secondary language, and in linguistics. departments of Foreign Languages and lit- ary schools, but who are not yet licensed). The primary language may be French, Ger- eratures or Applied Linguistics), 16 credits Applicants for admission must meet the man, or Spanish; the secondary language in Japanese-area studies (literature, history, University admissions requirements on may be Chinese, French, German, Japa- anthropology, etc.), and 8 credits in TJFL page 60, as well as the following depart- nese, Russian, or Spanish. Methods (Jpn 477, 478). mental requirements: Master of Arts in Teaching. The M.A.T. 1. A Bachelor of Arts degree or its equiva- Credits degree program, while designed especially Linguistics ...... 16 lent in the major language, with a mini- Area Studies ...... 16 for those who wish to strengthen their mum GPA of 3.00 in all coursework. TJFL Methods...... 8 preparation to teach French, German, or Spanish in secondary schools and two-year 2. Oral and written proficiency: Advanced Total 40 colleges, is open to anyone wishing to High on the ACTFL scale. All courses used to satisfy certificate pursue graduate work in these languages. course requirements must be graded C- or Master of Arts in Teaching with initial above. license. The M.A.T. in foreign languages Degree requirements with initial license represents a unique Graduate reading examinations. All M.A. partnership between the Graduate School and M.A.T. students, as well as certain doc- Graduate of Education and the Department of For- toral candidates must demonstrate reading eign Languages and Literatures. (or oral) proficiency in a foreign language programs (see page 69). Graduate students whose On the graduate level, the Department of degree programs require foreign language Foreign Languages and Literatures offers competence should contact the Depart- degree programs leading to the M.A. in 132 P ORTLAND STATE UNIVERSITY
ment of Foreign Languages and Literatures Note: If upper-division courses in phonetics and/or CI 512 Teaching and Learning ...... 3 immediately upon admission for informa- fourth-year language have been successfully com- CI 511 Classroom Management ...... 3 pleted at the undergraduate level (with a GPA of SPED 518 Survey of Exceptional Learners ...... 3 tion on how the requirement may be met. 3.00 or above), they can be waived, reducing the total credits required by a maximum of 12. CI 509 Practicum: Supervised Teaching in Master of Arts in foreign language. A Foreign Language (Concurrent with FL 509) ...... 3 Linguistics and methods Credits FL 509 Practicum: Supervised Teaching in candidate for the Master of Arts in a For- 12 graduate credits chosen from: ...... 12 eign Language must complete a minimum Foreign Language (concurrent with CI 509) ...... 4 FL 593 Language Proficiency Testing and Teach- Plus a minimum of 28 graduate credits in of 45 graduate credits, of which 30 must be ing subject area related to the target language or taken in residence after admission to the FL 598 Methods of Teaching Foreign Languages other adviser approved graduate credits ...... 28 degree program. The 45 credits are to be Fr 594 French Linguistics Fr 597 Applied French Linguistics Total 50-51 distributed as follows: Ger 594 German Linguistics In addition to the required coursework, Credits Ger 597 Applied German Linguistics the candidate will have to: Thesis option Span 594 Spanish Linguistics ◆ 560 Principles of Scholarly Research ...... 4 Span 597 Applied Spanish Linguistics Demonstrate reading competence in a 551, 552, 553 (Poetry, Drama, Prose—any two) ...... 8 Other adviser-approved courses second foreign language. FL 593 (Testing) or FL 598 (Methods) ...... 4 ◆ Submit two research papers: one in the 503 Thesis ...... 6-9 Sub-total 12 area of language or language pedagogy, Additional adviser-approved coursework the other in literature. (German must include Ger 554 Middle Total 60 High German)...... 20-23 ◆ Complete a comprehensive written and In addition to the required coursework, oral examination. Total 45 the candidate will have to: Non-thesis option ◆ Submit two research papers to the grad- 560 Principles of Scholarly Research ...... 4 uate committee, one dealing with the Courses 551, 552, 553 (Poetry, Drama, Prose—any two) ...... 8 primary, the other with the secondary FL 593 (Testing) or FL 598 (Methods) ...... 4 Courses with an asterisk (*) are not offered every year. 501 Research, or other adviser-approved area. These may be written either in the credits ...... 6-9 primary or secondary languages, All upper-division courses are taught in the Additional adviser-approved coursework respectively, or in English. target language, unless otherwise noted. (German must include Ger 554, Middle ◆ High German)...... 20-23 Be rated in oral and written proficiency in the secondary language only. Mini- Foreign Languages Total 45 mum proficiency level for French, Ger- FL 199 Note: The student’s program may include, with man, and Spanish: Advanced. For adviser’s approval, a maximum of 12 credits in 501 Special Studies (Credit to be arranged.) and/or 505 and a maximum of 9 credits in 508 and/ Chinese, Japanese, and Russian: Inter- FL 299 or 509 combined. See Credit Distribution and Limi- mediate High. Special Studies (Credit to be arranged.) tations for Master’s Degrees, page 63. ◆ Pass a final comprehensive written and *FL 331 In addition to the required coursework, oral examination over coursework Women in the Middle East (4) the candidate will have to: taken in the primary and secondary Aims to explore the role and status of women in ◆ Demonstrate reading competence in a areas and over the research papers. the contemporary Middle East with respect to second foreign language. institutions such as the family, law, education, ◆ Thesis option: Submit a thesis, written Master of Arts in Teaching. A candi- work and politics–areas which intersect and in either the foreign language or in date for the M.A.T. in foreign languages overlap with broader cultural questions about women and their place in tradition, modernity, English, and pass a final examination in must complete a minimum of 45 graduate credits, to include: nation-building, Islam and the West. This course accordance with University require- is the same as Intl 331 and WS 331; course may ments. Non-thesis option: Submit two Credits Principles of Scholarly Research ...... 4 only be taken once for credit. research papers in different adviser- Two of the following: 551, 552, 553 *FL 390 approved subject areas, written either in (Poetry, Drama, Prose) ...... 8 Languages of the World (4) the foreign language or in English, and FL 593 (Testing) or FL 598 (Methods) ...... 4 Overview of the world’s languages and language pass a final written and oral examina- Adviser-approved education courses ...... 9-15 families. Presentation of specific languages, basic tion. Other adviser-approved courses...... 14-20 phonemic and structural analyses to illustrate linguistic terms and concepts. Master of Arts in foreign literature Total 45 and language. FL 399 A minimum of 60 credits, In addition to the required coursework, Special Studies (Credit to be arranged.) of which 40 must be earned in residence, the candidate will have to: ◆ FL 401/501 distributed among the following areas: Demonstrate reading competence in a Research (Credit to be arranged.) Primary language Credits second foreign language. FL 403/503 History of the Language 590...... 4 ◆ Submit two research papers: one in the Thesis (Credit to be arranged.) Principles of Scholarly Research 560 ...... 4 area of language or language pedagogy, Eight credits chosen from courses numbered 551, FL 404/504 552, 553 ...... 8 the other in literature. Cooperative Education/Internship (Credit Other adviser-approved 500-level courses ...... 12 ◆ Complete a comprehensive written and to be arranged.) oral examination. FL 405/505 Sub-total 28 Reading and Conference (Credit to be Master of Arts in Teaching With initial Secondary language Credits arranged.) license. Phonetics 325 ...... 4 To qualify for the M.A.T. in foreign FL 407/507 Advanced Language 511, 512 ...... 8 languages with initial license, students Seminar (Credit to be arranged.) Eight graduate credits chosen from: must complete the following: 500 -level literature (not including Literature in FL 408/508 Translation) and/or Linguistics 594, 595, and/or Sty- Credits Workshop (Credit to be arranged.) listics 584...... 8 CI 548 Advanced Secondary Methods: Subject Field in Secondary School ...... 3 FL 409/509 Practicum (Credit to be arranged.) Sub-total 20 or FL 598 Foreign Language Methods...... 4 FL 410/510 CI 548 Advanced Secondary Methods: Selected Topics (Credit to be arranged.) Reading and Composition in Secondary Schools ....3 C OLLEGE OF LIBERAL ARTS AND SCIENCES 133
*FL 447/547 Ar 301, 302, 303 *Ar 441 Major Forces in World Literature (4) Third-year Standard Arabic (4, 4, 4) Major Arabic Works in Translation (4) A study of literary forms, theories, and move- Ar 301 Arabic texts in modern literary Arabic Study of selected masterpieces of Arabic literature ments, such as Classical Drama, Medieval prose, reading, translation, grammar, syntax, in English translation: short stories, women’s Romance, Existentialism, Structuralism, The and Arabic compostion writing; Ar 302 interme- essays, poetry, folk literature, and introduction to Absurd, Nativism, and Roots. Recommended diate Arabic prose, reading, translation, complex Arab culture. Viewing critical films and videos. prerequisite: Sophomore Inquiry or 12 credits of syntax, and Arabic composition writing. Ar 303 Lectures and discussions in English. Recom- literature. Conducted in English. advanced intermediate Arabic prose, reading mended prerequisite: 4 credits of upper-division *FL 448/548 essays by prominent Arab authors and thinkers. literature. Course may be repeated for credit if Major Figures in World Literature (4) Continued work on complex syntax and compo- content varies. Concentrated study of the canon of one or more sition writing. Recommended prerequisite: Ar major writers: for example, Dostoevsky, Cer- 203. For non-native speakers of Arabic only. Chinese vantes, Goethe. Recommended prerequisite: Ar 304, 305, 306 Sophomore Inquiry or 12 credits of literature. Common Spoken Arabic (2, 2, 2) Chn 101, 102, 103 Conducted in English. Practical panArab language used in business, First-year Chinese (5, 5, 5) *FL 449/549 social, and intellectual gatherings in lieu of lim- An introduction to Mandarin: listening, speak- Major Topics in World Literature and ited local dialects, or the Fus-ha (classical elo- ing, reading, and writing. Characters and spoken Culture (4) quent literary Arabic of the intellectuals), language presented concurrently throughout the Study of the treatment of topics in one or more of understandable by any Arab, and usable any- year. the cultures of the world. Such topics as Europe where in the Arab world. Prerequisite: Ar 201 or as self and other, Don Juan, exile, the quest, out- consent of instructor. Chn 199 Special Studies (Credit to be arranged.) laws and bandits, ghosts, fairies and gods. Recom- *Ar 311 mended prerequisite: Sophomore Inquiry or 12 Business and Media Arabic (4) Chn 201, 202, 203 credits of literature. Conducted in English. Reading and translating newspaper materials Second-year Chinese (5, 5, 5) Continued work in Mandarin, with emphasis on * and business-related texts; viewing of selected FL 493/593 mastering all basic grammatical structures, Language Proficiency Testing and Teaching Arabic videos and TV programs; conducting (4) conversations in Arabic dealing with issues pre- developing conversation skills, and building Application of proficiency standards in testing sented in course materials, to enhance listening vocabulary in characters with correct pronuncia- and teaching at the novice and intermediate lev- comprehension, writing, and speaking skills. tion. Recommended prerequisite: Chn 103. els. Introduction to ILR/ACTFL/ETS/FSI guide- Prerequisite: Ar 301 or consent of instructor. Chn 299 Special Studies (Credit to be arranged.) lines and compatible testing methods. Ar 399 Discussion of pragmatic issues; testing technique Special Studies (Credit to be arranged.) Chn 301, 302, 303 and test validity; use of teaching materials; logis- Third-year Chinese (4, 4, 4) Ar 401 Intermediate conversation, reading, writing, tics. Recommended prerequisite: three years of a Research (Credit to be arranged.) foreign language. Conducted in English. vocabulary building, and grammar. Introduction Ar 404 *FL 498/598 to literary and expository texts. Recommended Cooperative Education/Internship (Credit prerequisite: Chn 203. Methods of Teaching Foreign Languages (4) to be arranged.) Study and analysis of various pedagogical theo- *Chn 304 Ar 409 Chinese Newspaper Readings (4) ries as applied to the learning and teaching of Practicum (Credit to be arranged.) foreign languages. Special emphasis on discourse Practical introduction to the reading and accu- and content analysis. Recommended for pro- Ar 410 rate understanding of Chinese newspapers and Selected Topics (Credit to be arranged.) spective language teachers. Recommended pre- related specialized styles of writing. Recom- * requisite: three years of a foreign language. Ar 411 mended as a complement to third-year Chinese. Conducted in English. Topics in Modern Arabic Prose (4) Recommended prerequisite: Chn 203. Reading advanced Arabic essays and short sto- * FL 560 ries by prominent authors presenting various Chn 306 Principles of Scholarly Research (4) Business Chinese (4) genres of Arabic literature. Analysis and critique Practice in oral and written Chinese at the A theoretical and practical introduction to writing. Prerequisite: Ar 301. research methods and literary theory. Investiga- upper-intermediate level, with emphasis on * tion of bibliographic materials, primary texts, Ar 412 business vocabulary and procedures. Recom- secondary literature, and major forms of literary Topics in Classical-modern Arabic Poetry mended as a complement to third-year Chinese. (4) criticism. To be taken in first year of graduate Recommended prerequisites: Chn 203; Chn Reading light poetry by master poets from early 303, 304. study. Arabia, Abbasid, Andalusian, Mahjar, and * modern times. Prerequisite: Ar 301. Chn 311, 312 Introductory Classical Chinese (4, 4) Arabic * Ar 417 Readings in the traditional literary language, Ar 101, 102, 103 Folk Literature of the Arabs (4) designed to provide familiarity with essential First-year Standard Arabic (4, 4, 4) Topics include selected epics, folktales, prov- particles and structures, build vocabulary, and Introduction to modern literary Arabic. Emphasis erbs, and jokes. Analysis of texts in their socio- introduce works from all genres and periods. on basic grammar, syntax, writing, translation, lis- cultural context. Viewing critical cultural videos. Recommended as a complement to third-year tening comprehension, and oral communication. Recommended prerequisite: Sophomore Inquiry Chinese; preparation for advanced work in For non-native speakers of Arabic only. or 4 credits of upper-division literature. Con- either modern or classical Chinese. Recom- ducted in English. Ar 199 mended prerequisite: Chn 203. * Special Studies (Credit to be arranged.) Ar 418 *Chn 341 Ar 201, 202, 203 Folk Poetry of the Arabs (4) Topics in Chinese Literature and Thought: Second-year Standard Arabic (4, 4, 4) Topics include muwashshahat, modern lyrics, Service and Retreat (4) Continued work in modern literary Arabic with folk songs, and improvised sung poetry-Zajal. Interdisciplinary readings from the core of the emphasis on basic grammar and syntax, reading Analysis of texts in the socio-cultural context. written tradition, including history, poetry, clas- prose texts, writing compositions, translation, Viewing critical cultural videos. Recommended sical anecdotes and essays, related to the central listening comprehension, and oral communica- prerequisite: Sophomore Inquiry or 4 credits of issues facing the Chinese elite throughout his- tion. Recommended prerequisite: Ar 103. For upper-division literature. Conducted in English. tory: whether, how, and under what conditions non-native speakers of Arabic only. to serve the state. Conducted in English. Ar 299 Special Studies (Credit to be arranged.) 134 P ORTLAND STATE UNIVERSITY
*Chn 342, 343 Dane 201, 202, 203 Fr 305 Chinese Vernacular Literature (4, 4) Second-year Danish (4, 4, 4) Topics in French Film (4) 342 emphasizes traditional poetry and fiction Intensive review of basics introduced in first-year Focus on conversation and writing skills from 700 BC to the late nineteenth century; 343 courses and further development of communica- through the viewing and discussion of films. emphasizes influential works of the twentieth tion skills. Recommended prerequisite: Dane 103. Topics may include: the history of French and century, from semi-traditional to avant-garde. Dane 299 Francophone cinema; the history of France Conducted in English. Special Studies (Credit to be arranged.) through film. Recommended prerequisite: Fr Chn 399 Dane 345 203 and 4 hours of 300-level French. Special Studies (Credit to be arranged.) Hans Christian Andersen (4) *Fr 325 Chn 404/504 Studies the works of Hans Christian Andersen, French Phonetics and Phonology (4) Cooperative Education/Internship (Credit paying particular attention to the tales. Recom- Introduction to the sounds of French: their place to be arranged.) mended prerequisite: sophomore inquiry. and manner of articulation (phonetics) as well as Chn 405/505 how they pattern with respect to each other and Reading and Conference (Credit to be Farsi as influenced by morphological and syntactic arranged.) factors (phonology). Recommended prerequi- Chn 408/508 See Persian on page 138 site: Fr 203. Workshop (Credit to be arranged.) *Fr 330 Chn 409/509 *Finnish Topics in Culture and Civilization (4) The development of French life, thought, and Practicum (Credit to be arranged.) * Finn 101, 102, 103 arts of different periods, from the Middle Ages to Chn 410/510 First-year Finnish (4, 4, 4) Selected Topics (Credit to be arranged.) the 20th century: for example, Pre-Revolution, Beginning Finnish. Emphasis on communication Revolution through 19th century, and contem- *Chn 411/511, 412/512 skills: listening, speaking, reading, writing. Advanced Chinese (4, 4) porary. Recommended prerequisite: Fr 203. 4 Finn 199 hours of 300-level French. Development of facility with complex patterns in Special Studies (Credit to be arranged.) Fr 340 conversation, reading and writing. Topics such * as Rural China, The Philosophers, Documentary Finn 201, 202, 203 Fundamentals of French Literary Studies Second-year Finnish (4, 4, 4) Chinese, The Structure of Chinese. Recom- (4) Intensive review of basics introduced in first- mended prerequisites: Chn 303; Chn 304, 311, An introduction to the study of French litera- year courses and further development of com- 312. ture. Lectures and discussion on French prosody, munication skills. Recommended prerequisite: genres, fundamentals of literary analysis, and *Chn 413/513 Finn 103. criticism. To be taken concurrently with, or prior Advanced Classical Chinese (4) Readings from classical works of various genres Finn 299 to, Fr 341, 342, 343. Recommended prerequi- Special Studies (Credit to be arranged.) and historical periods, designed to solidify the site: Fr 203. structures introduced in Chn 311 and 312, build Fr 341, 342, 343 further vocabulary and introduce the fundamen- French Introduction to French Literature (4, 4, 4) tals of classical Chinese literary history. Recom- French literature from the Middle Ages to the Fr 101, 102, 103 present. Poetry, theater, and prose readings from mended prerequisite: third-year coursework in First-year French (4, 4, 4) Chinese, preferably including Chn 311 and 312. An introduction to elementary French. Emphasis representative authors. Recommended prerequi- site: Fr 203 and Fr 301 or 302. *Chn 420/520, 421/521 on listening comprehension and oral practice, Readings in Chinese Literature (4, 4) including the elements of grammar, vocabulary Fr 399 Reading, analysis, and discussion of representa- building, and elementary readings. Special Studies (Credit to be arranged.) tive literary texts. Chn 420 focuses on pre- Fr 105 Fr 401/501 modern topics such as “Traditional Chinese Fic- French Film (1) Research (Credit to be arranged.) tion” and “Chinese Classical Masterpieces,” while Initiation to French culture and listening skills Fr 404/504 Chn 421 addresses primarily twentieth-century through short lectures in English and feature- Cooperative Education/Internship (Credit topics such as “Chinese Nativist Literature” or length film screenings in French (with English to be arranged.) “Chinese Urban Literature.” Recommended pre- subtitles). Cannot be taken simultaneously with Fr 405/505 requisites: Chn 303. Chn 304, 311, 312. Fr 305. Reading and Conference (Credit to be arranged.) Consent of instructor. *Chn 490/590 *Fr 150, 151 History of the Chinese Language (4) First-year French (Intensive) (6, 6) Fr 407/507 History of the Chinese language and language A two-term course covering the content of Fr Seminar (Credit to be arranged.) Consent of family, with emphasis on the development of the 101, 102, 103. instructor. current standard language. Evolution of phonol- Fr 199 Fr 408/508 ogy, morphology, and syntax in spoken Chinese, Special Studies (Credit to be arranged.) Workshop (Credit to be arranged.) Consent development of the Chinese writing system, of instructor. Fr 201, 202, 203 history of Chinese lexicography, and current lan- Second-year French (4, 4, 4) Fr 409/509 Practicum (Credit to be arranged.) guage policy. Conducted in English. Recom- Intensive review of basic materials introduced in mended prerequisite: at least one course in First-Year French and further development of Fr 410/510 linguistics (Ling 290 or above), or proficiency in communication skills. Recommended prerequi- Selected Topics (Credit to be arranged.) Chinese equivalent to Chn 203. site: Fr 103. Fr 411/511, 412/512 Advanced French (4, 4) Fr 299 Special problems of French grammar; selected Danish Special Studies (Credit to be arranged.) writing and reading assignments and discussion. Dane 101, 102, 103 Fr 301, 302, 303 Recommended prerequisite: Fr 302. Third-year French (4, 4, 4) First-year Danish (4, 4, 4) * Beginning Danish. Emphasis on communication Development of speaking, listening, reading and Fr 414/514 writing skills and a review of grammar through Advanced French Grammar (4) skills: listening, speaking, reading, writing. A systematic approach to the study of French study of appropriate texts, conversation, activi- Dane 199 grammar and syntax for majors and prospective ties, and written assignments. Recommended Special Studies (Credit to be arranged.) teachers. Recommended prerequisite: Fr 302. prerequisite: Fr 203. *Fr 415/515 Business French (4) Advanced work in the language of business and economics. Recommended prerequisite: Fr 302. C OLLEGE OF LIBERAL ARTS AND SCIENCES 135
Fr 417/517 torical development, followed by an analysis of *Ger 325 Translation (4) the phonetics, phonemics, morphology, and German Phonetics and Phonology (4) Special problems of translating between French syntax of modern French. Conducted in English. Introduction to the sounds of German: their and English based on a variety of texts, both lit- Recommended prerequisites: Fr 203, 325. place and manner of articulation (phonetics) as erary and non-literary. Recommended prerequi- well as how they pattern with respect to each *Fr 497/597 site: Fr 302. Applied French Linguistics (4) other and as influenced by morphological and *Fr 419/519 A practical application of linguistics to modern syntactic factors (phonology). Conducted in Medieval French Literature (4) French. Emphasis on a contrastive analysis of English. Recommended prerequisite: Ger 203. Selected works of Old French literature (reading the structures of French and English. Recom- *Ger 330 in modern French translation). Recommended mended prerequisites: Fr 302 and 4 credits of Topics in Culture and Civilization (4) prerequisites: at least 8 credits from Fr 341, 342, linguistics. Study of the historical development of life, 343. thought, and the arts in German-speaking lands Fr 503 *Fr 420/520 Thesis (Credit to be arranged.) in times and places such as the Middle Ages, Renaissance French Literature (4) * 19th-century Vienna, 20th-century Berlin, the Fr 551 Weimar period, or in fields such as film. Recom- Selected works of literature representative of the French Poetry (4) French Renaissance. Recommended prerequi- Study of French poetry. Analysis of form and mended prerequisite: Ger 203. sites: at least 8 credits from Fr 341, 342, 343. content. *Ger 340 *Fr 421/521 * Fundamentals of German Literary Studies Fr 552 (4) Seventeenth-century French Literature (4) French Drama (4) Readings from major classical writers from the An introduction to the study of German literature. Critical study of representative works of French Lectures and discussion on German prosody, era of Louis XIV. Recommended prerequisites: at drama. least 8 credits from Fr 341, 342, or 343. genres, fundamentals of literary analysis and criti- *Fr 553 cism. Recommended prerequisite: Ger 203. *Fr 423/523 French Prose (4) Eighteenth-century French Literature (4) Study of representative works of French fiction Ger 341, 342, Reading, analysis and critique of the major Introduction to German Literature (4, 4) according to genre, period, theme, or authors. Readings from representative German authors works written in the Age of Enlightenment. Rec- * ommended prerequisites: at least 8 credits from Fr 584 from the Middle Ages to the present. Recom- French Stylistics (4) Fr 341, 342, or 343. mended prerequisites: Ger 203 and Ger 340. A study of vocabulary, sentence structure, meta- *Fr 427/527, 428/528 phor, and other elements that characterize the Ger 399 Special Studies (Credit to be arranged.) Nineteenth-century French Literature (4, 4) style of a writer, a period, or a movement. Selected works of prose, poetry, and drama from Ger 401/501 the 19th century writers. Recommended prereq- Research (Credit to be arranged.) uisites: at least 8 credits from Fr 341, 342, or 343. German Ger 404/504 *Fr 433/533, 434/534 Ger 101, 102, 103 Cooperative Education/Internship (Credit Twentieth-century French Literature (4, 4) First-year German (4, 4, 4) to be arranged.) Readings in poetry, drama, and prose. Recom- Beginning German. Emphasis on communica- Ger 405/505 mended prerequisites: at least 8 credits from Fr tion skills: listening, speaking, reading, writing. Reading and Conference (Credit to be 341, 342, or 343. *Ger 150, 151 arranged.) Consent of instructor. *Fr 435/535 First-year German (Intensive) (6, 6) Francophone Literature of the 20th Century A two-term course covering the content of Ger Ger 407/507 (4) 102, 102, 103. Seminar (Credit to be arranged.) Readings in 20th century literature of French Ger 199 Consent of instructor. expression from outside metropolitan France: Special Studies (Credit to be arranged.) Ger 408/508 i.e., Africa, Quebec, and the Caribbean. Recom- Ger 201, 202, 203 Workshop (Credit to be arranged.) mended prerequisite: at least 8 credits from Fr Second-year German (4, 4, 4) Consent of instructor. 341, 341, or 343. Intensive review of basics introduced in first year Ger 409/509 *Fr 441/541 courses and further development of communica- Practicum (Credit to be arranged.) Major Works In Translation (4) tion skills. Recommended prerequisite: Ger 103. Ger 410/510 Study of texts representative of major French Ger 299 Selected Topics (Credit to be arranged.) authors, periods, themes or genres in translation: Special Studies (Credit to be arranged.) Ger 411/511, 412/512 such topics as Classical drama, Realism, contem- Ger 301 Advanced German (4, 4) porary novel, Flaubert, and Camus. Readings, lec- Listening and Speaking (4) Special features of German; selected writing and tures, and discussions in English. Recommended Continued intensive practice in listening and reading assignments, discussion. Recommended prerequisite: 4 credits of upper-division literature. speaking German. May be taken concurrently prerequisite: Ger 302. *Fr 442/542 with Ger 302. Recommended prerequisite: Ger *Ger 414/514 Medieval Works in Translation (4) 203. Advanced German Grammar (4) Study of texts from the French middle ages. Ger 302 Reading and Writing (4) Structural review of German morphology and Readings, lectures, and discussions in English. Continued intensive practice in reading and syntax. Recommended prerequisite: Ger 302. Recommended prerequisite: 4 credits of upper- writing German. May be taken concurrently *Ger 415/515 division literature. with Ger 301. Recommended prerequisite: Ger Business German (4) *Fr 490/590 203. Advanced work in the language of business and History of the French Language (4) * economics. Recommended prerequisite: Ger Study of the development of the French lan- Ger 320 German for the Business and Professional 302. guage in terms of phonological, morphological, World (4) *Ger 421/521 and syntactical changes. Recommended prereq- Intensive practice in scholarly, technical, and German Short Prose (4) uisite: Fr 302. business language. Recommended prerequisite: Study of the German Novelle and other shorter *Fr 494/594 Ger 203. prose of the 19th and 20th centuries. Recom- French Linguistics (4) mended prerequisites: at least 8 credits from Ger Introduction to the basic concepts of linguistics 340, 341, or 342. and their application to the French language. Emphasis on practical analysis of the sound and the grammatical systems. Brief survey of the his- 136 P ORTLAND STATE UNIVERSITY
*Ger 422/522 *Ger 551 *Heb 201, 202, 203 18th Century German Literature (4) German Poetry (4) Second-year Modern Hebrew (4, 4, 4) Study of the poetry, drama, and prose of the Study of German lyric poetry. Analysis of form Continued study of grammar and syntax, read- German Enlightenment and the Sturm und and content. ing intermediate literary texts, translation, con- Drang. Recommended prerequisites: at least 8 *Ger 552 German Drama (4) versation, writing, and speaking. Recommended credits from Ger 340, 341, or 342. Critical study of representative works of German prerequisite: Heb 103. For non-native speakers *Ger 427/527 drama. of Hebrew only. The Age of Goethe (4) *Ger 553 Heb 299 Study of German poetry, drama, and prose from German Prose (4) Special Studies (Credit to be arranged.) the Sturm und Drang and classicism to the Study of representative works of German prose *Heb 301, 302 beginning of romanticism. Recommended pre- fiction. Modern Hebrew Readings (4, 4) requisites: at least 8 credits from Ger 340, 341, *Ger 554 301 emphasizes essays, short stories, and selected or 342. Middle High German (4) poems. 302 emphasizes modern media Hebrew. *Ger 428/528 Linguistic and literary study of representative Translation and writing. Recommended prerequi- German Romanticism (4) Middle High German texts. Conducted in site: Heb 203. For non-native speakers of Hebrew Study of the literature, art, and aesthetic theories English, readings in German. Recommended only. of late 18th and 19th century Germany. Recom- prerequisite: Ger 302. Heb 399 mended prerequisites: at least 8 credits from Ger *Ger 584 Special Studies (Credit to be arranged.) 340, 341, or 342. German Stylistics (4) Heb 401 *Ger 429/529 A study of the stylistic aspects of fictional and Research (Credit to be arranged.) German Realism and Naturalism (4) nonfictional writings within the context of the Consent of instructor. Study of the poetry, drama, and prose of the cultural and philosophical history of modern Heb 404 second half of the 19th century. Recommended Germany. Cooperative Education/Internship (Credit prerequisites: at least 8 credits from Ger 340, to be arranged.) 341, or 342. Greek Heb 410 *Ger 433/533, 434/534 Selected Topics (Credit to be arranged.) German Literature of the 20th Century Grk 101, 102, 103 (4, 4) First-year Ancient Greek (4, 4, 4) Readings in modern poetry, drama, and prose. An introduction to ancient Greek. The course *Hungarian Ger 433/533: from the turn of the century to the will provide a survey of ancient Greek grammar *Hun 101, 102, 103 end of World War II; Ger 434/534: from the and syntax, as well as vocabulary building and First-year Hungarian (4, 4, 4) post-war years to the present. Recommended elementary readings. Introduction to Hungarian. Emphasis on gram- prerequisites: at least 8 credits from Ger 340, Grk 201, 202, 203 mar, vocabulary building, and conversation. Ele- 341, or 342. Second-year Ancient Greek (4, 4, 4) mentary reading. *Ger 441/541 Course provides a review of grammar in the con- Hun 199 Major Works in Translation (4) text of selected readings from archaic and classi- Special Studies (Credit to be arranged.) Study of selections from masterpieces of German cal authors. *Hun 201, 202, 203 literature in translation, such as Goethe, the Grk 330 Second-year Hungarian (4, 4, 4) Weimar period, German Intellectual History, Ancient Greek Literature in Translation (4) Intense review of materials introduced in first- Ancient Myth in German Literature. Readings, Course provides a survey of ancient Greek litera- year course and further development of commu- lectures, and discussions in English. Recom- ture from the eighth century B.C. through the nicative skill and reading comprehension. Ele- mended prerequisite: 4 credits of upper-division classical period. The course will cover epic, his- mentary writing. Recommended prerequisite: literature. torical, dramatic, and philosophical texts. Hun 103. *Ger 442/542 Grk 331 Hun 299 Medieval Works In Translation (4) Plato as Literature (4) Special Studies (Credit to be arranged.) Study of texts from the German Middle Ages. Course in translation provides an introduction to *Hun 301, 302, 303 Readings, lectures, and discussions in English. the dialogues of Plato in their cultural context. Third-year Hungarian (4, 4, 4) Recommended prerequisite: 4 credits of upper- Special attention will be given to the significance Composition, conversation, readings in litera- division literature. of Plato’s use of the dialogue form, the role of ture; grammar review. Recommended prerequi- *Ger 490/590 characters in the dialogue, and his ethical and site: Hun 203. History of the German Language (4) political philosophy. Hun 399 A general historical survey showing the develop- Grk 332 Special Studies (Credit to be arranged.) ment of German grammar, word formation, Greek Religion (4) Hun 404 vocabulary, and syntax with reference to the his- Provides a survey of Greek religious beliefs, ritu- Cooperative Education/Internship (Credit tory of other Germanic languages. Conducted in als, and practices in pre-Christian antiquity to be arranged.) English. Recommended prerequisite: Ger 302. through a study of the literary, inscriptional, Hun 410 *Ger 494/594 artistic, and archaeological evidence. Conducted Selected Topics (Credit to be arranged.) German Linguistics (4) in English. Introduction to the basic concepts in linguistics and their application to German. Review of Hebrew Italian sound system; focus on morphology and syntax. *Heb 101, 102, 103 It 101, 102, 103 Conducted in English. Recommended prerequi- First-year Italian (4, 4, 4) site: Ger 302. First-year Modern Hebrew (4, 4, 4) Introduction to modern Hebrew; emphasis on An introduction to elementary Italian. Emphasis * Ger 497/597 basic grammar, syntax, noun and verb forma- on listening comprehension and oral practice, Applied German Linguistics (4) tion, listening and reading comprehension, the elements of grammar, vocabulary building, A practical application of linguistic method to translation, writing, and speaking. For non- and elementary readings. Recommended prereq- modern German. Emphasis on contrastive analy- native speakers of Hebrew only. uisite: It 103. sis of German and English. Recommended pre- It 199 requisites: Ger 302 and 4 credits in linguistics. Heb 199 Special Studies (Credit to be arranged.) Special Studies (Credit to be arranged.) Ger 503 Thesis (Credit to be arranged.) C OLLEGE OF LIBERAL ARTS AND SCIENCES 137
It 201, 202, 203 other and as influenced by morphological and Jpn 477/577, 478/578 Second-year Italian (4, 4, 4) syntactic factors (phonology). Recommended Teaching Japanese As a Foreign Language Intensive review of basic materials introduced in prerequisite: Jpn 203. (4, 4) first-year program and further development of Principles of instructional methods in teaching Jpn 341, 342 Japanese to speakers of languages whose orthog- communication skills. Recommended prerequi- Topics in Japanese Literature (In site: It 103. Translation) (4,4) raphy is not Kanji-based. Readings in language It 299 Introductory survey of Japanese literature from pedagogy, particularly the pedagogy of non- Special Studies (Credit to be arranged.) its beginnings to the present, including such Indo-European languages. Students are required to teach and observe classes in an approved Jap- *It 301, 302 works as The Man’yoshu, The Tale of Genji, Third-year Italian (4, 4) plays by Zeami and Chikamatsu, Basho’s haiku, anese program. Recommended prerequisites: Composition and conversation at the intermedi- and masterpieces of modern fiction. Jpn 341 Ling 390, Jpn 303. ate level. Recommended prerequisite: It 203. focuses on classical and medieval literature; Jpn It 399 342 focuses on Tokugawa and modern literature. Korean Conducted in English. Recommended prerequi- Special Studies (Credit to be arranged.) Kor 101, 102, 103 It 404 site: 8 credits of literature. First-year Korean (5, 5, 5) Cooperative Education/Internship (Credit Jpn 361 An introduction to the Korean language with to be arranged.) Japanese Literature Through Film (4) emphasis on listening comprehension, speaking, It 409 Readings of masterpieces of Japanese literature elementary reading and writing, and grammati- Practicum (Credit to be arranged.) and viewing of feature films based on them. cal patterns. Viewings are followed by discussion of the It 410 Kor 199 Selected Topics (Credit to be arranged.) social, historical, and artistic significance of the Special Studies (Credit to be arranged.) works. Readings and discussions are in English, and films have English subtitles. Kor 201, 202, 203 Japanese Second-year Korean (5, 5, 5) Jpn 399 Continued work in the Korean language with Jpn 101, 102, 103 Special Studies (Credit to be arranged.) emphasis on listening comprehension, speaking, First-year Japanese (5, 5, 5) Jpn 404 reading and writing, and grammatical patterns. An introduction to the Japanese language with Cooperative Education/Internship (Credit Recommended prerequisite: Kor 103. emphasis on listening comprehension, speaking, to be arranged.) grammatical patterns, the syllabaries, and char- Kor 299 Jpn 405/505 acters in elementary reading and writing. Special Studies (Credit to be arranged.) Reading and Conference (Credit to be * *Jpn 150, 151 arranged.) Kor 301, 302 First-year Japanese (Intensive) (7, 8) Third-year Korean (4, 4) Jpn 407/507 Continued work in the Korean language in a wid- A two-term course covering the content of Jpn Seminar (Credit to be arranged.) 101,102,103. ening variety of contexts. 301 emphasizes listen- Jpn 408/508 ing and speaking skills; 302 reading, writing, and Jpn 199 Workshop (Credit to be arranged.) vocabulary development. Recommended prereq- Special Studies (Credit to be arranged.) Jpn 409 uisite: Kor 203. Jpn 201, 202, 203 Practicum (Credit to be arranged.) Second-year Japanese (5, 5, 5) Kor 399 Jpn 410/510 Special Studies (Credit to be arranged.) Continued work in the Japanese language with Selected Topics (Credit to be arranged.) emphasis on listening comprehension, speaking, Kor 404 grammatical patterns, the syllabaries, and char- Jpn 411/511, 412/512 Cooperative Education/Internship (Credit Advanced Japanese: Speaking and Listening to be arranged.) acters in elementary reading and writing. Rec- (4, 4) ommended prerequisite: Jpn 103. Kor 409 Development of oral communication skills with Practicum (Credit to be arranged.) Jpn 299 complex patterns in informal and formal situa- Special Studies (Credit to be arranged.) tions. Recommended prerequisites: Jpn 302, 305. Kor 410 Selected Topics (Credit to be arranged.) Jpn 301, 302 Jpn 416/516, 417/517 Third-year Japanese: Speaking and Advanced Japanese: Reading and Writing Listening (4, 4) (2, 2) Latin Continued work in the Japanese language with Development of facility with complex patterns in Lat 101, 102, 103 emphasis on listening and speaking skills in a reading and writing using semi-authentic and First-year Latin (4, 4, 4) variety of contexts. Students enrolled in this authentic materials. Recommended corequi- An introduction to elementary Latin. Emphasis course are encouraged to sign up for Jpn 304, sites: Jpn 411/51, 412/512. Recommended on the elements of grammar, vocabulary build- 305 concurrently. Either sequence (Jpn 301, 302 prerequisites: Jpn 302 and 305. ing, and elementary readings. or Jpn 304, 305) satisfies the requirement for Jpn 420/520, 421/521 third-year Japanese. Recommended prerequisite: Lat 199 Readings in Japanese Literature (4, 4) Special Studies (Credit to be arranged.) Jpn 203. Reading, analysis, translation, and discussion of Lat 201, 202, 203 Jpn 304, 305 representative literary texts. Jpn 420/520 will Second-year Latin (4, 4, 4) Third-year Japanese: Reading and Writing focus on pre-modern literature, Jpn 421/521 on Intensive review of basic materials introduced in (4, 4) literature from the Meiji Period to the present. Continued work in the Japanese language with first-year program and further development of Conducted primarily in Japanese. Recom- reading skills. Recommended prerequisite: emphasis on reading and writing skills in differ- mended prerequisites: Jpn 302, 305. ent kinds of texts. Students enrolled in this Lat 103. course are encouraged to sign up for Jpn 301, Jpn 452/552 Lat 299 Traditional Japanese Drama (4) 302 concurrently. Either sequence (301, 302 or Special Studies (Credit to be arranged.) An introduction to the classical forms of nô kyô- 304, 305) satisfies the requirement for third-year *Lat 301, 302, 303 gen, bunraku and kabuki. Students read plays Japanese. Recommended prerequisite: Jpn 203. Third-year Latin (2, 2, 2) and view videos of plays in performance, analyz- Survey of classical Latin syntax; extensive practice *Jpn 325 ing them in their historical, social, and perfor- Japanese Phonetics and Phonology (4) in prose composition; close study of poetic tech- mance contexts. Students have the option of niques. Recommended prerequisite: Lat 203. Introduction to the sounds of Japanese: their performing short dances of plays in a class place and manner of articulation (phonetics) as recital. Conducted in English. well as how they pattern with respect to each 138 P ORTLAND STATE UNIVERSITY
*Lat 330 Per 410 *Rus 330 Roman Culture (4) Selected Topics (Credit to be arranged.) Russian Culture and Civilization (4) A survey of daily life in ancient Rome, including A multimedia survey of major developments in Roman families, religious practices, entertain- Portuguese Russian art, architecture, music, dance, theater, ment, political life, arts and architecture. cinema and literature. The class focuses on ways * *Lat 331 Port 101, 102, 103 major works relate to the artistic atmosphere of Early Medieval Civilization (4) First-year Portuguese (4, 4, 4) their times and on how subsequent generations A survey of early medieval civilization concen- An introduction to elementary Portuguese. have reinterpreted and reused them. Taught in trating on daily life, the church, the state, and Emphasis on listening comprehension and oral English. arts and letters. practice, the elements of grammar, vocabulary building, elementary readings. Rus 341, 342 *Lat 341 Introduction to Russian Literature (4, 4) Roman Literature in Translation (4) Port 199 Study of selected short stories of the 19th cen- A survey of Roman literature from the Republic Special Studies (Credit to be arranged.) tury. For non-native speakers only. Recom- to the Empire, including readings in Virgil, Plau- *Port 201, 202, 203 mended prerequisite: Rus 203. tus, Ovid, Cicero, and Catullus. Second-year Portuguese (4, 4, 4) Rus 399 Intensive review of basic materials introduced in Special Studies (Credit to be arranged.) Lat 399 first-year program and further development of Special Studies (Credit to be arranged.) communication skills. Recommended prerequi- Rus 401 Research (Credit to be arranged.) Lat 401 site: Port 103. Research (Credit to be arranged.) Rus 404/504 Port 299 Cooperative Education/Internship (Credit Lat 404 Special Studies (Credit to be arranged.) Cooperative Education/Internship (Credit to be arranged.) * to be arranged.) Port 301, 302 Rus 405/505 Third Year Portuguese (4,4) Reading and Conference (Credit to be Lat 407 Continued work on the Portuguese language. Seminar (Credit to be arranged.) arranged.) Consent of instructor. Port 301 emphasizes listening comprehension Consent of instructor. and speaking, 302 grammatical patterns, read- Rus 407/507 Lat 410 ing, and writing. May be taken concurrently. Selected Topics (Credit to be arranged.) Seminar (Credit to be arranged.) Recommended prerequisite: Port 203. Consent of instructor. Norwegian Port 399 Rus 408 Special Studies (Credit to be arranged.) Workshop (Credit to be arranged.) Norw 101, 102, 103 Port 404 Consent of instructor. First-year Norwegian (4, 4, 4) Cooperative Education/Internship (Credit Rus 409 Beginning Norwegian. Emphasis on communi- to be arranged.) Practicum (Credit to be arranged.) cation skills: listening, speaking, reading, Port 409 writing. Rus 410/510 Practicum (Credit to be arranged.) Selected Topics (Credit to be arranged.) Norw 199 Special Studies (Credit to be arranged.) Rus 411/511, 412/512, 413/513 Russian Advanced Russian (4, 4, 4) Norw 201, 202, 203 Rus 101, 102, 103 Special problems of Russian grammar; selected Second-year Norwegian (4, 4, 4) First-year Russian (4, 4, 4) writing and reading assignments and discussion. Intensive review of basics introduced in first- An introduction to elementary Russian. Empha- For non-native speakers of Russian only. year courses and further development of com- sis on listening comprehension and oral practice, munication skills. Recommended prerequisite: Rus 416 the elements of grammar, vocabulary building, Readings in Russian (2) Norw 103. and elementary readings. A variable-content course designed to give Norw 299 *Rus 150, 151 advanced students of Russian experience reading Special Studies (Credit to be arranged.) First-year Russian (Intensive) (6, 6) in a variety of content areas. Rus 421 is to be Two-term course covering the content of Rus taken in conjunction with regularly scheduled *Persian 101, 102, 103. corequisite courses. Students taking a corequi- site course will do part of the required reading *Per 101, 102, 103 Rus 199 Special Studies (Credit to be arranged.) for that course in Russian. Recommended First-year Persian (4, 4, 4) prerequisite: Rus 342. Introduction to spoken and written Persian. Rus 201, 202, 203 Grammar, reading, and simple conversation. Second-year Russian (4, 4, 4) *Rus 427/527 Intensive review of basic materials introduced in Topics in Russian Literature of the 19th Per 199 Century (4) Special Studies (Credit to be arranged.) first-year program and further development of communication skills. Representative literature of the major Russian *Per 201, 202, 203 writers of the nineteenth century. Such topics as Second-year Persian (4, 4, 4) Rus 299 Golden Age, or the 19th Century Short Story. Special Studies (Credit to be arranged.) Graded readings in the modern literary lan- Recommended prerequisite: Rus 303. guage. Conversation and prose composition. Rus 301, 302, 303 Recommended prerequisite: Per 103. Third-year Russian (4, 4, 4) Rus 433/533 Focus on acquisition of vocabulary, practical Topics in Russian Literature of the 20th Per 299 Century (4) Special Studies (Credit to be arranged.) application. Intensive practice in speaking listen- Representative literature of major Russian * ing, reading and writing. Recommended prereq- writers of the twentieth century. Such topics as Per 301, 302 uisite: Rus 203. Third-year Persian (4, 4) Soviet Satire, The Thaw, Glasnost. Recom- Reading in literature, composition, expository *Rus 325 mended prerequisite: Rus 303. writing, and conversation. Recommended pre- Russian Phonetics and Phonology (4) * Introduction to the sounds of Russian: their Rus 441/541 requisite: Per 203. Russian Literature in Translation: place and manner of articulation (phonetics) as Nineteenth Century (4) Per 401 well as how they pattern with respect to each Research (Credit to be arranged.) Major works of nineteenth-century Russian Consent of instructor. other and as influenced by morphological and literature. Readings, lectures, and discussion syntactic factors (phonology). Recommended in English. Recommended prerequisite: Per 404 prerequisite: Rus 203. Cooperative Education/Internship (Credit Sophomore Inquiry or 4 credits of to be arranged.) upper-division literature. C OLLEGE OF LIBERAL ARTS AND SCIENCES 139
*Rus 442/542 literature from the end of the 19th century to the *Span 429/529 Russian Literature in Translation: present. Readings from representative texts. Rec- Major Topics: Latin American Poetry (4) Twentieth Century (4) ommended prerequisite: Span 203. Study, analysis, and critique of major prose Major works of twentieth-century Russian litera- works of Latin America, by authors such as ture. Readings, lectures, and discussions in Span 399 Special Studies (Credit to be arranged.) Darío, Huidobro, Vallejo, Neruda, Guillén, and English. Recommended prerequisite: Sopho- Mistral. Recommended prerequisite: at least 8 more Inquiry or 4 credits of upper-division Span 401/501 credits of Span 341, 342, or 343. Research (Credit to be arranged.) literature. *Span 441/541 *Rus 494/594 Span 404/504 Cooperative Education/ Major Works in Translation (4) internship (Credit to be arranged.) Russian Linguistics (4) Study of selections from masterpieces in transla- Introduction to the basic concepts of linguistics Span 405/505 tion by authors such as Cervantes, Neruda, and their application to Russian. Analysis of the Reading and Conference (Credit to be Borges, Lispector, and García Márquez. Read- arranged.) phonetics, phonemics, syntax and morphology ings, lectures, and discussions in English. Rec- Consent of instructor. of modern Russian. Recommended prerequisite: ommended prerequisite: 4 credits of upper- Rus 303. Span 407/507 division literature. Seminar (Credit to be arranged.) * * Rus 497/597 Consent of instructor. Span 490/590 Applied Russian Linguistics (4) History of the Spanish Language (4) A practical application of linguistics to modern Span 408/508 Study of the development of the Spanish lan- Russian. Emphasis on a contrastive analysis of Workshop (Credit to be arranged.) guage in terms of phonological, morphological, the structures of Russian and English. Recom- Consent of instructor. and syntactical changes. Recommended prereq- mended prerequisite: Rus 303. Span 409/509 uisite: Span 301, 302, 325. Practicum (Credit to be arranged.) *Span 494/594 Spanish Span 410/510 Spanish Linguistics (4) Selected Topics (Credit to be arranged.) Introduction to the basic concepts of linguistics Span 101, 102, 103 Span 411/511 and their application to the Spanish language. First-year Spanish (4, 4, 4) Advanced Spanish (4) Emphasis on practical analysis of the sound An introduction to elementary Spanish. Empha- Intensive training in composition, translation, sis on listening comprehension and oral practice, system and the grammatical system. Brief survey and conversation. May be taken concurrently of the historical development, followed by an the elements of grammar, vocabulary building, with Span 414/514. Recommended prerequisite: and elementary readings. analysis of the phonetics, phonemics, morphol- Span 301 and 302. ogy, and syntax of modern Spanish. Must be Span 150, 151 Span 414/514 taken in sequence. Recommended prerequisite: First-year Spanish (Intensive) (6, 6) Advanced Spanish Grammar (4) Span 301, 302, and 4 credits of linguistics. A two-term course covering the content of Span A thorough study of grammar and syntax for * 101, 102, 103. Span 497/597 major and prospective teachers. May be taken Applied Spanish Linguistics (4) Span 199 concurrently with Span 411/511. Recommended A practical application of linguistics to modern Special Studies (Credit to be arranged.) prerequisites: Span 301 and 302. Spanish. Emphasis on a contrastive analysis of Span 201, 202, 203 *Span 421/521 the structure of Spanish and English. Recom- Second-year Spanish (4, 4, 4) Major Topics: Peninsular Prose (4) mended prerequisites: Span 301, 302, and 4 Intensive review of basic materials introduced in Study, analysis, and critique of major prose credits of linguistics. first-year program and further development of works of Spain by authors such as Fernando de communication skills. Span 503 Rojas, Cervantes, Galdós, Unamuno, and Goyti- Thesis (Credit to be arranged.) solo. Recommended prerequisites: at least 8 Span 299 *Span 551 Special Studies (Credit to be arranged.) credits of Span 341, 342, or 343. Hispanic Poetry (4) Span 301, 302 *Span 422/522 Study of the lyric poetry of Latin America and/or Third-year Spanish (4, 4) Major Topics: Peninsular Drama (4) Spain. Continued work on the Spanish language. Span Study, analysis, and critique of major dramatic * 301 emphasizes listening comprehension and Span 552 works of Spain by authors such as Lope de Vega, Hispanic Drama (4) speaking, 302 grammatical patterns, reading, Tirso de Molina, Calderón de la Baraca, Zorrilla, Critical study of representative works of Latin and writing. May be taken concurrently. Recom- García Lorca, and Buero Vallejo. Recommended American and/or Spanish drama. mended prerequisite: Span 203. prerequisites: at least 8 credits of Span 341, 342, * or 343. Span 553 Span 325 Hispanic Prose (4) Spanish Phonetics And Phonology (4) *Span 423/523 Study of representative works of the prose of Introduction to the sounds of Spanish: their place Major Topics: Peninsular Poetry (4) Latin America and/or Spain. and manner of articulation (phonetics) as well as Study, analysis, and critique of the poetry of how they pattern with respect to each other and Spain by authors such as Berceo, Góngora, Que- as influenced by morphological and syntactic fac- vedo, Machado, Jiménez, and Cernuda. Recom- *Swedish tors (phonology). Recommended prerequisite: mended prerequisites: at least 8 credits of Span *Swed 101, 102, 103 Span 203. 341, 342, or 343. First-year Swedish (4, 4, 4) *Span 330 *Span 427/527 Beginning Swedish. Emphasis on communica- Peninsular Culture and Civilization (4) Major Topics: Latin American Prose (4) tion skills: listening, speaking, reading, writing. Historical development of life, thought, and the Study, analysis, and critique of major prose Swed 199 arts in Spain. Recommended prerequisite: Span works of Latin America by authors such as Special Studies (Credit to be arranged.) 203. García Márquez, Fuentes, Paz, Vargas Llosa, *Swed 201, 202, 203 *Span 331 Mastretta, and Borges. Recommended prerequi- Second-year Swedish (4, 4, 4) Latin American Culture and Civilization (4) site: at least 8 credits of Span 341, 342, or 343. Intensive review of basics introduced in first- Historical development of life, thought, and the *Span 428/528 year courses and further development of com- arts in Latin America. Recommended prerequi- Major Topics: Latin American Drama (4) munication skills. Recommended prerequisite: site: Span 203. Study, analysis, and critique of major dramatic Swed 103. works of Latin America by authors such as Gam- Span 341, 342, 343 Swed 299 Introduction to Hispanic Literature (4, 4, 4) baro, Benedetti, Usigli, Díaz, and de la Parra. Special Studies (Credit to be arranged.) 341: Spanish literature from the Middle Ages to Recommended prerequisite: at least 8 credits of the Golden Age. 342: Spanish literature from the Span 341, 342, or 343. 18th century to the present. 343: Latin American 140 P ORTLAND STATE UNIVERSITY
* *Tur 201, 202, 203 *Tur 301, 302, 303 Turkish Second-year Turkish (4, 4, 4) Third-year Turkish (4, 4, 4) *Tur 101, 102, 103 Intense review of materials introduced in first- Composition, conversation, readings in litera- First-year Turkish (4, 4, 4) year course and further development of commu- ture, and grammar review. Recommended pre- Introduction to Turkish. Emphasis on elements nicative skill and reading comprehension. Ele- requisite: Tur 203. of grammar, vocabulary building, and conversa- mentary writing. Recommended prerequisite: Tur 401 tion. Elementary reading. Tur 103. Research (Credit to be arranged.) Tur 199 Tur 299 Consent of instructor. Special Studies (Credit to be arranged.) Special Studies (Credit to be arranged.) Tur 404 Cooperative Education/Internship (Credit to be arranged.) Tur 410 Selected Topics (Credit to be arranged.) General Studies/ Liberal Studies
494 Neuberger Hall Degree requirements Courses used to satisfy the major 503-725-3822 requirements, whether taken at PSU or Requirements for major in arts and let- elsewhere, must be graded C- or above. ters, science, or social science. The arts B.A., B.S. A maximum of 12 credits may be graded P. Education Programs-Elementary, Inte- and letters academic distribution area con- Requirements for major in liberal grated Science, and Social Studies sists of courses taken in applied linguistics, studies. A student majoring in liberal stud- M.A.T., M.S.T. (General Studies: Science, architecture, art, black studies (BSt 221, ies must complete the general University Social Science) 351, 352, 353, 421, 424, 425, 426, 427 requirements (except general education only), communication, English (except for Programs which are of an interdisciplinary requirements), either Wr 323 or an Wr 115, 120, 121, 222, 227, 323), foreign approved Writing Intensive Course, and nature and which do not conveniently fit languages and literatures, music, philoso- within the normal department areas are the following requirements for the liberal phy, and theater arts. studies major: listed under General Studies. The science academic distribution area Credits Students interested in one of these consists of courses taken in biology, chem- interdisciplinary fields will complete their Upper-division credits from the arts and letters istry, environmental studies, geology, math- (except Wr 323), science and/or social science aca- major requirements by taking a concentra- ematics/statistics, physics, and science demic distribution area(s) ...... 81 tion of courses in the arts and letters or sci- education. Courses used to satisfy the major ence or social science academic area. There The social science academic distribu- requirements, whether taken at PSU or are no specific courses required for the tion area consists of courses taken in elsewhere, must be graded C- or above. A major. To take full advantage of the oppor- administration of justice (AJ 220 and 330 maximum of 12 credits may be graded P. tunities afforded this major, students only), anthropology, black studies (except Students majoring in Liberal Studies should plan a program which includes a Bst 221, 351, 352, 353, 421, 424, 425, and also in a second major must meet the coherent set of courses providing an in- 426, 427), economics, geography, history, general education requirement and the depth study in the area of special interest as international studies, political science, upper-division requirement in the aca- well as providing for enhancement of the psychology, sociology, urban studies and demic distribution areas for the second student’s problem-solving and communica- planning, and women’s studies. major. tion skills. In addition to meeting all of the nonma- jor and general education baccalaureate degree requirements, a student in one of Education Undergraduate the above majors must complete 52 credits program in one of the following areas: arts and let- programs ters or science or social science. A mini- Advisers: R.C. Mercer, K. Hanson, The professional education program for F. McClurken-Talley, H. Gambee mum of 32 of the 52 credits must be teacher licensure is to be completed after upper-division with at least 8 upper-divi- the student has a bachelor’s degree. It is sion credits in each of two departments. highly recommended that students major Admission Credits in the subject they want to teach, or com- requirements Upper-division credits from one department in the plete as part of their bachelor’s degree a set major academic area...... 8 of courses appropriate for the subject to be Upper-division credits from a second department in Admission to the department is based on taught and the level at which the student general admission to the University. See the major academic area ...... 8 Additional upper-division credits from any depart- wants to teach. Students who already have page 43 for more information. ment(s) in the major academic area ...... 16 a bachelor’s degree should see an adviser Additional credits in the major academic area ....20 before taking additional courses. Addi- Total 52 C OLLEGE OF LIBERAL ARTS AND SCIENCES 141
tional information about undergraduate ESR 150 Environmental Studies Orientation ...... 1 ESR 220 Introduction to Environmental Graduate preparation for the Graduate Teacher Edu- Systems...... 4 cation Program (GTEP) may be found ESR 355 Understanding the Environment ...... 4 programs under the preprofessional listing on Ph 121 General Astronomy...... 4 page 215. Bi 251, 252, 253 ...... 15 Ch 221, 222, 223, 227, 228, 229 or Ph 201, 202, 203, Admission Elementary 204, 205, 206 ...... 15-16 Advisers: R.C. Mercer, F. McClurken-Talley, Geog 311 Climatology ...... 4 requirements H. Gambee Psy 200 or 204, Psy 311...... 8 Standard Teaching License. The College of Students who want to be elementary teach- Ed 420 Intro to Education and Society...... 4 ers should major in one of the departments Electives—Select from the following: ...... 8 Liberal Arts and Sciences offers graduate in the arts and letters, sciences, or social Bi 360, 361 Marine Biology (4) work leading to the Standard Secondary Bi 357 General Ecology (4) Teaching License. Appropriately prepared sciences areas or in arts and letters, science, Bi 341 Introduction to Genetics (4) or social science. It is highly recommended students may complete the requirements G 312 Mineralogy (5) for the Standard Secondary License and for that the following courses be included in G 454 Cascade Volcanoes (2) the undergraduate program. A course from G 455 Minerals in World Affairs (4) a Master of Arts in Teaching or a Master of two of the following departments: Anthro- G 456 Astrogeology (4) Science in Teaching at the same time. The pology, Black Studies, Sociology, Women’s ESR 221 Applied Environmental Studies: requirements for the Standard Secondary Problem Solving (4) Teaching License include previous comple- Studies (Anth 103, BSt 302, Soc 337, WS ESR 222 Applied Environmental Studies: 101) is recommended. Science and Policy (4) tion of the requirements for a bachelor’s ESR 320 Analysis of Environmental Systems I (4) degree and for a basic secondary license; †Art 312 ESR 321 Analysis of Environmental Systems II (4) Bi 101/104, 102/105, 103/106 or Sci 201, 320, 350 admission as a graduate student (see Ph 122 General Astronomy (4) G 201/204, 202/205 page 60; 45 credits of upper-division or Ph 367 Cosmology (4) G 355 graduate work subsequent to receipt of the A course from Economics (Ec 201 is recommended) Total 87-88 bachelor’s degree; completion of a standard Ed 420 Introduction to Education and Society endorsement or two basic endorsements Geography—two courses from the following: Geog Basic Social Studies 210, 230, 346, 350 Adviser: R.C. Mercer other than combined endorsements; 15 Hst 201, 202 credits (of the 45 credits) to be approved Students who major in social science (or in Literature—8 credits education courses; 15 credits for the anthropology, economics, geography, his- †Children’s Literature - Lib 428 endorsement(s) to be at the graduate level; † tory, political science, psychology, or soci- Mth 211, 212 and two years of successful teaching expe- †Mus 381 or approved alternates ology) and wish to teach social studies in rience in Oregon schools while holding a A course from Political Science (PS 101 secondary schools are recommended to recommended) basic teaching license. See page 215 for the include the following courses in their Psy 200 or 204 required education courses. † undergraduate program: Psy 311 Standard Social Studies Endorsement. Social Studies Endorsement Credits Sci 311 and 312 The requirements for the Standard Social Sp 100, 215, 220, 324, 329, or SpHr 262 Ec 201, 202 Principles of Economics ...... 8 Studies Endorsement include at least 24 Courses in the recommended program Geog 210 Physical Geography ...... 4 Hst 101, 102 Western Civilization ...... 8 upper-division or graduate level credits in are to be taken for differentiated grades; Hst 201, 202 History of the United States ...... 8 social science in addition to those required exceptions are to be approved by the PS 101, 102 United States Government ...... 8 for the Basic Secondary Teaching License adviser. Students must have at least a 3.00 PS 204 Comparative Politics ...... 4 and the Basic Social Studies Endorsement. Psy 200 or 204, Psy 311 Human Development ...... 8 GPA in the recommended program and At least 15 of these credits must be at the earn at least a C- in each course of the rec- Anth 101, 102, 103 Introductory Anthropology; or BSt 302 African American Experience in the 20th graduate level. Combined undergraduate ommended program. Century, BSt 424 African American/African Culture and graduate preparation should include at Courses having multicultural and in Cinema; or Soc 200 General Sociology; or WS 101 Introduction to Women’s Studies, WS 342 History of least 36 credits in one of the following: multi-ethnic content or approach should Feminism...... 8 anthropology, economics, geography, his- be included in the preprofessional BSt 412 Oregon African American History, or Soc tory, political science, or sociology. No program. 337 Minorities, or Sp 115 Introduction to Intercul- tural Communication ...... 4 specified courses are required for the stan- Integrated Science Sp 100, 220, 324, 329, or SpHr 262 ...... 4 dard endorsement. Each student’s program Advisers: M. Cummings Ed 420 Introduction to Education and Society...... 4 is tailored to meet the needs of the individ- Concentration in Economics, Geography, The integrated science endorsement is History, or Political Science ...... 12 ual and the requirements of the standard endorsement and the standard license. valid for teaching all science except biology, Students must complete a minimum of Other standard endorsements. chemistry, or physics and, thus, is the 8 credits in each of the following areas to See the endorsement for teaching science in receive a departmental recommendation to appropriate department for the require- middle and intermediate schools a major in the GTEP: history, geography, economics, ments for other standard endorsements. Master of Arts in Teaching or general studies in science with an inte- and political science. Master of Science in Teaching. grated science endorsement must include Courses are to be taken for differenti- The Col- the following courses: ated grades. Students must have at least a lege offers the degrees of Master of Arts in Required courses Credits 3.00 GPA in the recommended courses and Teaching and Master of Science in Teaching Stat 243 Introduction to Probability must earn at least a C- in each course. with a major in arts and letters, English and Statistics I...... 4 (M.A.T. only), social science, mathematics, G 201, 202 Geology ...... 6 Equivalent courses sometimes are science, science/biology, science/chemistry, G 204, 205 (may substitute one G 200) accepted in substitution for certain of those Geology Lab ...... 2 specified, upon prior approval of the social and science/geology. G 351 Introduction to Oceanography ...... 4 G 452 Geology of the Oregon Country ...... 4 studies secondary adviser.
†Indicates courses that fulfill prerequisites to certain courses in the professional program in the Graduate School of Education and that must be completed before the deadline date for application to the Graduate School of Education. 142 P ORTLAND STATE UNIVERSITY
Degree requirements dents electing the thesis option must take a Science. In consultation with the grad- minimum of 6 and a maximum of 9 credits uate adviser, the student should establish Master of Arts in Teaching or Master of of 503. With consent of the adviser, the the degree program before the completion Science in Teaching. University master’s two fields may be within a single social sci- of 15 credits of course-work. The program degree requirements are listed on page 69. ence department. must include a minimum of 45 credits in Major requirements are: Students may elect a thesis or nonthesis approved graduate courses, to include a Social Science. The student’s program (two research papers or equivalent) pro- minimum of 24 credits in the science area must include a minimum of 45 credits in gram. The adviser, in cooperation with an (biology, chemistry, geology, mathematical approved graduate credits, to include a appropriate faculty member, will establish sciences, and physics). At least 9, but not minimum of 30 credits in the social science standards for thesis and research paper more than 15 credits, must be in education area (economics, geography, history, politi- requirements for students working in more courses. In order to fulfill requirements for cal science, and sociology), and at least 9 than one department. All students, the degree, the student must satisfactorily but not more than 15 credits in education whether in a thesis or nonthesis program, complete the degree program and pass courses. Of the minimum 30 credits in must satisfactorily complete the course of both a final written and a final oral social sciences, 12 credits must be earned study and pass both written and final oral examination. in each of two fields of concentration; a examinations in both the social science maximum of 12 combined credits may be fields of study as well as in education. in courses numbered 501 and 505. Stu- Geography
424 Cramer Hall Through sharing of staff, the Depart- geography. Of the courses presented for the 725-3916 ment of Geography is affiliated with the major, at least a minimum of 16 credits www.geog.pdx.edu/ College of Urban and Public Affairs, Inter- must be at the 400-level. national Studies, and the PSU Center for Credits B.A., B.S. Population Research and Census, Environ- Physical Geography ...... 8 Minor mental Sciences and Resources, and other Geog 210 Physical Geography (4) Geog 310 Climate and Water Resources (4) Secondary Education Program-Social Sci- departments on campus. Geog 311 Climatology (4) ence The Department of Geography informs Geog 312 Climatic Variability (4) M.A., M.S. majors about internships in public agencies Geog 313 Biogeography (4) M.A.T. and M.S.T. (General Social and businesses in such fields as planning, Geog 322 Alpine Environments (4) Science) environmental management, GIS, or car- Geog 407 Seminar in Physical Geography(4) Ph.D.—Environmental Sciences and tography. Students may earn up to 12 cred- Geog 411 Climatic Analysis (4) Resources: Geography its of practicum credit while they gain Geog 412 Geomorphology (4) Ph.D.—Participating department in Urban Geog 413 Biogeography of the Pacific insights into applications of the knowledge Northwest (4) Studies Doctoral Program they are gaining in the Geog 414 Hydrology (4) University. Student assistantships are Geog 415 Soils and Land Use (4) also available, providing part-time Geog 417 Periglacial Geomorphology (4) Undergraduate Geog 418 Advanced Topics in Biogeography (4) employment. Geographic Skills: ...... 8 programs Majors in geography may obtain infor- Geog 380 Maps and Geographic Information (4) mation on the Geography Honors Option Geog 407 Seminar in Research Skills (4) Geography is concerned with the earth’s in the departmental office. Geog 420 Field Methods in Physical thin film of life—the biosphere—and with Geography (4) the location of things: what accounts for Geog 475 Digital Compilation and Database Design (4) the great clusters of population and for the Admission Geog 480 Visual Image Analysis (4) empty areas, the forests and the cutover, requirements Geog 481 Satellite Digital Image Analysis (4) the cities, villages, and roads. Geog 485 Map Design and Production (4) The geography program leads the stu- Admission to the department is based on Geog 488 Geographic Information Systems I: dent to an appreciation and understanding general admission to the University. See Introduction (4) page 43 for more information. Geog 490 Cartographic Studio (4) of the human environment on world, Geog 492 Geographic Information Systems II: regional, and local scales; provides back- Applications (4) ground and requisite training for careers in Geog 495 Maps and Models (4) resource, planning, environmental, or edu- Degree requirements Regional Geography: ...... 8 Geog 230 Environment and Society: Global cation fields; and contributes to a richer Requirements for major. In addition to Perspectives (4) and more satisfying personal life. Geogra- meeting the general University degree Geog 350 Geography of World Affairs (4) phy majors are involved with activities requirements, the major in geography must Geog 351 Pacific Northwest (4) such as urban planning and problem solv- complete at least 52 credits in geography Geog 352 The Himalaya and Tibet (4) ing, map design, graphic reproduction and courses, including 8 credits in each of the Geog 353 Pacific Rim (4) Geog 354 Europe (4) display, statistical analysis, field study in following areas: geographic skills, physical Geog 356 Russia and Its Neighbors (4) Pacific Northwest mountains and deserts, geography, regional geography, and human Geog 360 Latin America (4) and regional studies. Geog 363 Africa (4) C OLLEGE OF LIBERAL ARTS AND SCIENCES 143
Geog 364 The Middle East (4) Areas of primary concentration are Students seeking the M.A. degree must Geog 366 Historical Geography of North America (4) urban geography, physical geography, demonstrate their competence in the use of Geog 368 United States and Canada (4) resource management, culture, environ- a foreign language for geographic research; Geog 407 Seminar in Regional Geography (4) ment and society, GIS, and cartography. those preparing for an M.S. degree must Geog 453 Japan (4) The M.A. and M.S. degrees are in part show proficiency in advanced skills in Human Geography: ...... 8 designed to meet the needs of students pre- geography or an equivalent research tech- Geog 230 Environment and Society: Global Perspectives (4) paring for careers in research or adminis- nique (8 credits). Upon successful comple- Geog 331 Economic Geography (4) tration in government and industry, urban tion of the comprehensive examination and Geog 332 Urban Geography (4) and regional planning, and in secondary successful demonstration of the required Geog 345 Resource Management (4) education and community college teach- competence, the student is advanced to Geog 346 World Population and Food ing. The M.A. and M.S. degrees also pro- candidacy. Supply (4) Geog 347 Environmental Issues (4) vide a predoctoral program in geography Students in the M.A. program must Geog 348 Cultural Ecology (4) for students planning to take advanced complete a thesis. Those in the M.S. pro- Geog 349 Mountains—Cultural Landscapes (4) work leading to professional careers in uni- gram may choose between thesis and non- Geog 407 Seminar in Human Geography (4) versity teaching, research, or public ser- thesis options. The thesis option is Geog 430 Cultural Geography (4) vice. Students are encouraged to follow a appropriate for students intending to Geog 432 Urban Landscapes (4) Geog 445 Resource Management Topics (4) program that combines breadth of knowl- pursue Ph.D. studies, whereas the nonthe- Geog 446 Water Resource Management (4) edge with depth in one field of interest. sis option is designed for students who are Geog 448 The Urban Forest (4) preparing for careers in such areas as gov- Geog 462 Sense of Place (4) ernment service or private industry. Candi- Geography Electives ...... 20 Admission dates who elect to write a thesis take a Total credits in geography (minimum) 52 requirements minimum of 45 credits including 6 credits in Geography Thesis. The thesis option Course taken under the undifferentiated For admission to graduate study for the requires the presentation of the student’s grading option (pass/no pass) will not be M.A. and M.S. degrees, a student normally independent research into a topic approved accepted toward fulfilling department should have completed the minimum by the student’s graduate committee. It major requirements. Geog 230 may be preparation for an undergraduate major in normally involves field work and is an orig- taken for either human geography or geography with a 3.00 grade point average inal contribution to knowledge in the field regional geography, but not both. in all work. Students with majors in other of geography. A final oral examination by All courses used to satisfy the depart- fields are encouraged to apply. Normally the student’s committee includes defense of mental major requirements must be graded such students are admitted on a condi- the thesis. C- or above. tional basis, with the student required to Candidates electing the nonthesis Requirements for a minor. To earn a take courses to remedy deficiencies. option take a minimum of 54 credits. Two minor in geography a student must com- In addition to the general University 2-credit sections of 501 Research are plete a minimum of 28 credits in geogra- admission requirements for advanced undertaken to rewrite, edit, and revise two phy (at least 12 credits of which must be degrees the student must provide the Grad- papers, at least one of which must evolve taken in residence at Portland State Univer- uate Record Examination scores and letters from graduate coursework in geography at sity, and 16 credits of which must be of recommendation from three faculty PSU. A final oral presentation of one of the upper-division), to include the following: members of colleges previously attended. papers is required for completion of the Credits degree. Geog 210 Physical Geography ...... 4 Geog 230 Environment and Society: Degree requirements Foreign students for whom English is a Global Perspectives ...... 4 second language must present a score of at Geog 380 Maps and Geographic Information ...... 4 University master’s degree requirements are least 550 in the Test of English as a Foreign Geography electives (upper-division) ...... 16 listed on page 69. Specific departmental Language (TOEFL) with their application requirements are listed below. Total (minimum) 28 for admission. Master of Arts or Master of Science. Master of Arts in Teaching or All courses used to satisfy the depart- The student will plan a program of study Master of Science in Teaching. For infor- mental minor requirements must be graded with an adviser and other members of the mation on the Master of Arts in Teaching C- or above. supervisory committee during the first and the Master of Science in Teaching SECONDARY EDUCATION PROGRAM term of residence. (General Social Science), see page 141. The program of study must include a Adviser: See department chair minimum of 30 graduate credits in geogra- (See General Studies: Social Science phy for the thesis option or 36 for the non- Courses page 140.) thesis option, including the following: Geog 521 and Geog 522. All graduate stu- Courses with an asterisk (*) are not offered every year. dents are encouraged to attend the depart- Geog 199 Graduate ment’s colloquia. Special Studies (Credit to be arranged.) After a student has completed at least Geog 210 programs Physical Geography (4) 27 graduate credits, the student is required The Department of Geography offers the An introduction to the physical elements of to take the comprehensive review, which is geography and the environment in which people degrees of Master of Arts, Master of Sci- provided by and graded by the student’s ence, Master of Arts in Teaching, and live. The focus is on natural processes that create committee. If failed, the student may be physical diversity on the earth. Major topics are Master of Science in Teaching (General allowed to retake portions of the examina- weather and climate, vegetation and soils, land- Social Science). The department also par- tion or may be advised to take additional forms, ecosystems, their distribution and ticipates in the Environmental Sciences and coursework. significance. Resources Ph.D. program, see page 126. 144 P ORTLAND STATE UNIVERSITY
Geog 230 ing of the features and processes found in alpine human adaptation, mountain resource manage- Environment and Society: Global areas including their susceptibility to human ment and policy, and development and its Perspectives (4) alteration. Topics include an examination of high impacts in highland environments. Prerequisite: An introduction to the ways in which humans, elevation weather and climate, geomorphology, Geog 322 or 348. acting through social constraints and structures, vegetation, soils, fauna, and physical adaptations have lived in and modified their environment. Geog 350 of humans to alpine conditions. Recommended Geography of World Affairs (4) The spatial patterns produced from human prerequisite: Geog 210. Examines the major world trouble spots in light activities (such as population growth, transpor- of long-standing political-geographical rivalries, tation systems, urban structure, economic devel- Geog 331 Economic Geography (4) including ethnic group rivalries, economic dis- opment, resource use and management, and the An introduction to theories and methods of loca- parities, and conflicting historical claims. Partic- evolution of political patterns) are considered in tional analysis of economic activities within agri- ular emphasis will be placed on political a global context. Case studies from several world culture, manufacturing and selected services. organization of territory, nationalism, boundary regions illustrate the processes by which humans The course focuses on North America and conflicts, colonialism, and, where relevant, met- modify their world to create distinctive cultural includes geographic distributions, areal interac- ropolitan political fragmentation. Recommended landscapes. tion among urban and regional economies, the prerequisite: upper-division standing. *Geog 310 processes of regional economic development, Climate and Water Resources (4) Geog 351 and international economic linkages. Recom- Pacific Northwest (4) An inquiry-based examination of the principal mended prerequisite: upper-division standing. Study of the Pacific Northwest as a region of the controls on climate and hydrology, with empha- United States. Overview of the region and its sis on processes and interactions; students will Geog 332 Urban Geography (4) relationship to other parts of the world will be do fieldwork, data analysis, and laboratory Introduction to the geographical factors affecting followed by an analysis of the physical environ- work. Recommended prerequisite: Natural Sci- the development of the modern city. Topics ment, natural resources, agriculture, manufac- ence Inquiry. Also listed as Sci 333; course may include urban systems and the location of cities; turing, transportation, population, and urban be taken only once for credit. residential, commercial, and industrial structure; development. Special attention will be paid to Geog 311 social and physical characteristics of cities; the theoretical developments in contemporary Climatology (4) built environment; the urban economy; and regional geography issues. Recommended pre- A study of the physical processes which com- planning the urban environment. Recommended requisite: upper-division standing. prise the climatic system, from the global scale to prerequisite: upper-division standing. the local scale. Particular attention is given to the Geog 352 The Himalaya and Tibet (4) nature of climatic variability, its causes, and its Geog 345 Resource Management (4) Survey of the physical and cultural landscapes of implications for human activity. Recommended Survey of natural resources, their occurrence, the Himalaya-Hindukush and the Tibetan Pla- prerequisite: Geog 210. and their management. Primary focus will be on teau. It investigates not only the places and peo- *Geog 312 the United States, with case studies from other ples within it but also ideas about it and their Climate Variability (4) countries and regions. Recommended prerequi- influence on its history and present situation. Examines the role of climate variability in the site: upper-division standing. Pacific Northwest, including the nature of natu- Geog 353 Pacific Rim (4) ral and human-induced variability and the Geog 346 World Population and Food Supply (4) Provides a comprehensive look at the events and effects on water resources of the region. Students An introduction to the dynamics of the current people shaping the last 150 years of Asia-Pacific will learn by gathering data, analyzing the data, national and international problems associated history and relates them to Pacific Basin relation- and reporting on their results. Reading and dis- with rapid population growth, unemployment, ships today. Reveals how, from the 19th century cussion will accompany the data/laboratory por- major population migrations, shortages of food onward, modern nations have emerged from the tions of the course. Includes laboratory and/or and other critical commodities, and the present rich and varied cultures and society of Pacific fieldwork. Recommended prerequisite: Natural and potential adjustments to these situations. Asia. Particular emphasis is placed on political Science Inquiry. Also listed as Sci 334; course Recommended prerequisite: upper-division and economic geography of East Asia in relation may be taken only once for credit. standing. to contemporary American and Japanese inter- Geog 313 Geog 347 ests in the region. Recommended prerequisite: Biogeography (4) Environmental Issues and Action (4) upper-division standing. The study of the distribution and characteristics Examines environmentalism as a phenomenon of major plant/animal communities and soil Geog 354 reflecting cultural appraisals of nature and Europe (4) types on a global scale. Interrelationships society’s relationship to it. Explores the history Focuses on the changing economic and political between organisms and their environment are and ideology of the environmental movement, geography of Europe, post World War II, and the stressed, as is the role of human populations in and investigates the contemporary structure, adjustments to changing world conditions. Anal- the maintenance and future of these environ- concerns, effects, critiques, and directions of ysis of the geographic conditions of individual ments. There is a full-day field trip across the environmentalism. Recommended prerequisite: countries. Examines their population, urban and Cascades to study changing vegetation types. upper-division standing. rural settlements, physical geography, agricul- Prerequisite: Geog 210. Geog 348 ture, and industry. Recommended prerequisite: Geog 320 Cultural Ecology (4) upper-division standing. Geomorphic Processes (4) Introduction to geographic perspectives on cul- Study of landform processes at the earth’s surface Geog 356 tural ecology. Investigates cultural adaptation Russia and Its Neighbors (4) including the work of water, wind, and ice in and environmental change from an ecological An exploration of the USSR by topic and region. erosion, transportation, and deposition on land perspective, focusing on biomes and cultural The course looks at the nature and significance and sea. The significance of geomorphic pro- adaptations within them. Particular attention to of the country’s huge size and diversified physi- cesses to human activities is included. A one- to traditional societies and the impacts of develop- cal environment; examines the origins and two-day weekend field trip is required. Three ment. Recommended prerequisite: upper-divi- implications of its multinational character; and lectures; one 3-hour lab. Recommended prereq- sion standing. analyses patterns of agricultural production and uisites: Geog 210 and Mth 111. Geog 349 industry, with consideration of the distinctive Geog 322 Mountains—Cultural Landscapes (4) institutions that have shaped them. Alpine Environments (4) Mountains as cultural landscapes. Exploration of Examines the geoecology of high elevation envi- Geog 360 the human occupation and use of mountain Latin America (4) ronments in tropical, mid-latitude, and high alti- environments, including the long-settled moun- Analysis of changing landscapes and lifeways in tude regions with a special emphasis on the tains of Eurasia and Latin America as well as Latin America. The focus is on physical, cultural, alpine environment of the Pacific Northwest. North America’s mountains. Topics include and economic forces that have interacted to create The primary objective is to promote understand- a distinctive world region. Particular attention is C OLLEGE OF LIBERAL ARTS AND SCIENCES 145
given to the impact of large scale issues such as Geog 404/504 *Geog 417/517 global climate change, trade, the environment, Cooperative Education/Internship (Credit Periglacial Geomorphology (4) and the debt crisis on the lands and lives of every- to be arranged.) Deals with landscapes of the cold climate areas day people in the region. Recommended prereq- Geog 404 Pass/no pass only. Consent of of the world, i.e., polar regions, high mountains, uisite: upper-division standing. instructor. and former areas around the margins of the con- tinental glaciers. The course involves in-depth *Geog 363 Geog 405/505 Africa (4) Reading and Conference (Credit to be readings and discussions of a wide range of A survey course on the physical and human arranged.) topics from the distribution and origin of perma- geography of the continent of Africa, focusing on Consent of instructor. frost, to an analysis of specific landforms, to the the variability of the physical landscape, includ- Geog 407/507 impact of humans on these environments. There ing geomorphology, vegetation, and climate and Seminar (Credit to be arranged.) are two full-day field trips to visit and observe on the patterns and implications of cultural Geog 409/509 periglacial phenomena in the Pacific Northwest. diversity. Examines links between natural Practicum (Credit to be arranged.) Recommended prerequisite: Geog 412. resources, economic development, and environ- Geog 409 Pass/no pass only. Consent of Geog 418/518 mental management on location, national and instructor. Advanced Topics in Biogeography (4) regional scales. Case studies from various coun- Geog 410/510 Seminar course examines new developments in tries and regions will be used. Selected Topics (Credit to be arranged.) biogeography and their relationship to estab- lished biogeographic theory. Each offering will *Geog 364 Geog 411/511 The Middle East (4) Climatic Analysis (4) investigate one or more advanced topics in bio- A survey of the physical and cultural landscapes Nature of climatic data sets, methods of acquisi- geography such as vegetation dynamics (plant of southwestern Asia and North Africa, empha- tion, and techniques of analysis. The emphasis succession and disturbance), island biogeo- sizing the interaction of environmental factors will be on the study of climate variability and its graphic theory, biodiversity, and ecotones, eco- and dynamic economic and political forces in implications for the management of natural clines, and edges. May be repeated with different the region as a whole. Problems common to the resources. Recommended prerequisites: Geog topics. Recommended prerequisites: Geog 313, nations of the region are examined, including 311 and Stat 243 and 244. Bi 357, or graduate standing. the difficulties of political cohesion, urbaniza- *Geog 413/513 Geog 420/520 tion, and ecological impacts of tradition and Biogeography of Pacific Northwest (4) Field Methods in Physical Geography (4) contemporary land-use practices. Recom- Study of the character and distribution of natural Introduces students to field methods in physical mended prerequisite: upper-division standing. environments of the Pacific Northwest with geography. The goal is to familiarize the student with field techniques including research and *Geog 366 focus on vegetation, wildlife, and soils. Classical Historical Geography of North America (4) problems in biogeography are discussed, e.g., sampling design, field measurements and map- Survey of the evolving geography of North origin of grasslands, and relationship between ping, data analysis and report writing and the America during the last four centuries; the for- needleleaf and broadleaf forests. Vegetation types use of field equipment. Field and lab exercises mation and growth of regions from the initial are studied within the context of climatic climax will focus on the examination of natural patterns period of European exploration and colonization zones. There are two half-day and two full-day and processes and those resulting from human to the present. Topic include the acquisition of field trips. Prerequisite: Geog 210, 313 and activity. Techniques involving vegetation sam- geographical knowledge; cultural transfer and Bio 357. pling, soil description, microclimatic conditions, and geomorphologic processes will be covered. acculturation; westward expansion; resource Geog 414/514 exploitation; regional and national integration; Hydrology (4) Recommended prerequisite: eight hours of and landscape change. Recommended prerequi- A detailed analysis of the physical processes of upper-division physical geography or graduate site: upper-division standing. the hydrologic cycle, emphasizing an applied standing. Geog 368 approach for the purposes of resource manage- Geog 430/530 United States and Canada (4) ment and environmental analysis: precipitation, Cultural Geography (4) Survey of the contemporary regional geography runoff processes, evapotranspiration, soil water, Explores cultural geography as a subfield of the of the United States and Canada including phys- flooding and floodplain utilization, and tech- discipline. Examines the major organizing con- ical environments, cultural landscapes, and eco- niques of hydrologic data analysis. Recom- cepts of cultural geography—cultural ecology, nomic activities. Topics will include the mended prerequisites: Geog 210 and Mth 243 region, landscape, symbolism. Focus is on how development of distinctive regions; the changing and 244. these concepts are used in cultural geography, the evolution of research in each area, how the spatial relationships between the location of *Geog 415/515 resources and population; urban/rural dispari- Soils and Land Use (4) use and application of the concepts have ties; and national and regional roles in the global The origin, development and distribution of changed over time, current theoretical develop- economy. Recommended prerequisite: Geog 230 soils and the significance of soil to man. Exam- ments, and how this subfield of geography fits or 250. ines the importance of soil to landforms, vegeta- into the discipline. Includes field work project. Recommended prerequisite: Geog 230. Geog 380 tion, and ecological development. Major Maps and Geographic Information (4) emphasis is given to land use potentials and lim- Geog 432/532 Examines maps as communicative tools, analyti- itations on various kinds of soils with focus on Urban Landscapes (4) cal devices, and cultural artifacts. Fundamental urban and agricultural settings. There are two Analysis of the contemporary built environment concepts such as scale, projection, coordinate half-day field trips. Recommended prerequisite: of metropolitan areas; social, cultural, political, systems, are reviewed and applied to higher level Geog 210. and economic forces that have given cities their form and image; historical processes of urban measurement and analytical methods with the- *Geog 416/516 matic and topographic maps. The data require- Extreme Environments (4) development; and messages and meanings of our ments and information content of maps are Deals with the tundra, desert, and tropical rain- surroundings. Focuses on common urban land- considered with respect to emerging digital geo- forest. Stress will be placed on comparing and scapes as well as designed spaces. In individual spatial technology. contrasting ecologic and environmental pro- and group projects, students analyze the interre- cesses operative in these environments. Topics of lationships of land use, residential density, street Geog 399 patterns, homes and yards, and open spaces in Special Studies (Credit to be arranged.) discussion include such things as: life strategies and adaptive processes, concepts of succession the Portland metropolitan area. Recommended Geog 401/501 prerequisite: Geog 332. Research (Credit to be arranged.) and climax, rates of biomass productivity, weath- Consent of instructor. ering, and erosional processes, and landscape evolution. Recommended prerequisite: Geog Geog 403/503 Thesis (Credit to be arranged) 313. Consent of instructor. 146 P ORTLAND STATE UNIVERSITY
*Geog 434/534 Topics include: the distinctiveness of places, planning and management issues. The multipur- Metropolitan Economic Geography (4) bioregional influences, personal memory and pose land information systems concept is used Study of how North American metropolitan place, creating meaning in places, global-local as an organizing device for spatial registration of areas are organized economically and geographi- tensions, territoriality, and contested places. data layers to achieve data sharing and compati- cally and how spatial distributions are altered Geog 475/575 bility among functions. User needs assessment under the impact of socioeconomic and techno- Digital Compilation and Database Design and systems design provides the basis for sys- logical change. Topics include industrial loca- (4) tems procurement, implementation, and use. tion, retail trade, public services, and housing. Class in applied geographic information systems Students enrolling in this class also must register Recommended prerequisite: Geog 331. featuring the project development of new digital for a computer lab section. Also listed as USP Geog 445/545 geo-spatial data. Students learn to digitize exist- 592. Prerequisite: Geog 488/588 or USP 591. Resource Management Topics (4) ing map documents, design information data- Geog 495/595 Focuses on advanced topics in administration bases to be used with these data, and employ a Maps and Models (4) and management of natural resources. Reviews standardized documentation format to describe Analysis and display of spatial data, emphasizing historical issues and today’s struggles for a sus- the database. Prerequisites: Geog 488/588, prior environmental topics within the framework of tainable approach in the development of natural or concurrent enrollment in Geog 492/592. the raster data model. Topics include the nature resource policy. Emphasis will vary, e.g. water Geog 480/580 of systems and models, cartographic model resources, energy resources, public lands. Visual Image Analysis (4) development, model implementation proce- Recommended prerequisite: upper-division Visual interpretation and measurement from dures, vector-to-raster data conversion, and the standing. remotely sensed imagery used for mapping and incorporation of digital remote sensing data into Geog 446/546 spatial data development. Analysis of air photo map models. Prerequisite: consent of instructor. Water Resource Management (4) pattern recognition and scale distortions. Exami- Geog 521 Analysis of the distribution, use and manage- nation of various satellite imaging platforms and Geographic Thought (4) ment of water resources, emphasizing the sys- product characteristics. Prerequisite: Geog 380. Geography as a professional field. The first half tems of water rights, legislation, and regulations Geog 481/581 of the course deals with the history of geo- which govern water resources. Issues of water Satellite Digital Image Analysis (4) graphic thought and literature. The second half development and water quality are examined. Interpretation and measurement from digital sat- focuses on the role of geography among the arts Focus is on U.S. water resource, with case stud- ellite imagery used for interpretation of the and sciences and on more recent developments ies from other countries and regions. Examples earth’s surface. Analysis will be largely based on in the field. Required of all graduate students in are drawn from local, regional, and international the application of computer technology to imag- geography. water resource management schemes. Recom- ery. The emphasis will be on natural landforms Geog 522 mended prerequisite: upper-division standing. and vegetative cover. Recommended prerequi- Research Design (4) Geog 448/548 site: Geog 480. A guided program for preparing graduate The Urban Forest (4) Geog 485/585 research papers and theses in geography. Atten- Examination of issues related to trees in the Map Design and Production (4) tion is given to formulating topics, developing urban environment. Topics will include the Introduction to the planning and execution of a hypotheses, determining researchability, acquir- values and roles of urban trees, species identifi- map, with special emphasis on the arrangement ing and analyzing data, developing conclusions, cation, site selection, spatial structure of the of its graphic elements. Students will use carto- and organizing and writing reports. urban forest, management and regulation of graphic and illustration software in the compila- Geog 542 urban trees, and techniques for evaluating the tion, design and production of maps. Livable Cities (4) health of the urban forest and public and gov- Prerequisite: Geog 380. Analysis of social geography, quality of life, and ernmental efforts to promote urban trees. Rec- Geog 488/588 sustainability in metropolitan areas. Topics ommended prerequisite: one or more of Geog Geographic Information Systems I: include geographical patterns of ethnicity, class, 313, 413, 415, 432/532, Bi 334. Introduction (4) and gender; relationships of homes and work- *Geog 450 Use of computers in Geographic Information places; provision of services; and design of the Geography of Portland (4) Systems (GIS) and mapping. Includes theory of built environment. Emphasis on the processes Analysis of the geography of Portland. Lectures data bases related to geographic information and meanings that underlie the spatial patterns and guided field work. Students will work on management and practical aspects of database and dynamics of social issues in American cen- group projects on specific topics involving design. Students will use a variety of programs tral cities and their suburbs. Recommended pre- research, data collection and analysis with oral for mapping and spatial analysis of geographic requisite: Geog 332 and 432/532. and written presentations. Recommended pre- information. Each student completes a series of Geog 586 requisite: 12 credits of geography. lab exercises demonstrating a variety of Geographic Conversations (2) Geog 453/553 approaches to the analysis and display of spatial Exploration and critical evaluation of contempo- Japan (4) data. Students enrolling in this class also must rary research in geography. Focus is on reading The course focuses on the major geographical register for a computer lab section. Also listed as and group discussion of recent journal literature factors underlying Japan’s rise to industrial and USP 591. Recommended prerequisite: Geog 380 aimed at understanding the development of economic greatness in the present day. The main or equivalent experience in cartography. ideas, methodologies, and philosophies. Themes emphasis is upon the rise and development of Geog 490 will vary each term: cartography, physical geog- cities and industry, the agricultural characteris- Cartographic Studio (4) raphy, resource issues, human geography and tics of Japan, and its contemporary trade rela- Advanced workshop course on cartographic other topics. Pass/no pass only, maximum 6 tionship with the Pacific Northwest. design, production, and analytical methods. Stu- credits may be used toward graduate degree Recommended prerequisite: Geog 353. dents in this class will demonstrate their ability program. Geog 462/562 to plan and execute a major cartographic Geog 601 Sense of Place (4) project. Suitable projects could include but are Research (Credit to be arranged.) Places are created by people, infused with mean- not limited to: a unique map design, a series of Geog 603 ing, and tied to personal experience. This course maps illustrating a theme, or an analytical Thesis (Credit to be arranged.) explores meaning in landscapes and identity in model. Prerequisites: Geog 380 and 480, 481, or places, regions, and localities. It looks at places 488. Geog 605 Reading and Conference (Credit to be through three frameworks: place description and Geog 492/592 arranged.) depiction (in media images, popular narratives, Geographic Information Systems II: Geog 607 scholarly writings, photography, and art); the Applications (4) Seminar (Credit to be arranged.) meanings and messages of places; and our per- Analysis and applications of geographic informa- sonal experience and connections to places. tion systems concepts and technology to land C OLLEGE OF LIBERAL ARTS AND SCIENCES 147
Geology
17A Cramer Hall Twelve credits selected from the following Admission courses...... 12 725-3022 G 355 Geosciences for Elementary Educators (4) www.geol.pdx.edu/ requirements or G 450 Middle School Earth/Space Science Admission to the department is based on G 374 Geomorphic Processes (4) B.A., B.S. general admission to the University. See G 420 Applied Geophysics (4) G 424 Geographic Information Systems in Natural Minor in Geology page 43 for more information. Sciences (4) Minor in Computer Applications G 425 Field GIS (4) Secondary Education Program G 440 Volcanology (4) M.A., M.S. Degree requirements G 442 Igneous Petrogenesis (4) G 443 Groundwater Geology (4) M.A.T. and M.S.T. (Science/Geology) Requirements for Bachelor of Science. In G 445 Geochemistry (4) Ph.D.—Environmental Sciences and addition to meeting the general University Resources: Geology G 447 Environmental Sediment Transport (4) degree requirements, the major must meet G 448 Chemical Hydrogeology (4) the following departmental requirements: G 458 Astrobiology (4) G 459 Quaternary Climate (4) Credits G 460 Soil Geomorphology (4) Undergraduate G 201, 202 Geology ...... 6 G 466 Glaciology (4) G 204, 205 Geology Laboratory ...... 2 programs G 470 Engineering Geology (4) G 312 Mineralogy ...... 5 G 475 Introduction to Seismology and Site Evalu- The Department of Geology offers pro- G 314 Petrology ...... 5 ation (4) grams leading to the bachelor’s degree in G 318 Processes in the Surface G 481 Field Geology I (6) Environment ...... 5 geology, as well as studies in numerical G 484 Field Geophysics (4) G 322 Global Biogeochemical Cycles...... 5 G 485 Field Methods in Geosciences (4) modeling, geochemistry, geomicrobiology, G 324 Computer Applications and Information hydrogeology, engineering geology, plane- Technology 8 credits from the following courses:...... 8 tary geology, and environmental geology. G 326 Numerical Modeling of Earth Systems ...... 5 G 333 Evolutionary Concepts (4) G 485 Field Methods in Geosciences ...... 4 G 344 Geology and the National Parks (4) The programs serve both majors in G 351 Introduction to Oceanography (4) geology and nonmajors: those who may Total in geology 42 G 430 Life of the Past (4) wish to broaden their science background; At least 24 credits of electives must be chosen from G 451 Geology of the Portland Area (2) those preparing to teach general or earth upper-division geology courses G 452 Geology of the Oregon Country (4) sciences or geology in elementary or sec- (excluding G 333, G 344, G 351, G 355, G 374, G 430, G 454 Cascade Volcanoes (3 credits maximum) (1) G 451, G 452, G 454, G 455, G 456, and G 457). G 455 Minerals in World Affairs (4) This may include up to 8 credits of upper-division ondary schools; and those preparing for a G 456 Astrogeology (4) science or engineering courses approved by the master’s or a doctoral degree. undergraduate adviser. Students may use up to 4 G 457 Volcanoes and Earthquakes (4) Postbaccalaureate students (with a credits from an approved summer field camp G 461 Environmental Geology (4) bachelor’s degree, not in geology) who wish course...... 24 Total in geology (minimum) 49 to become professional geologists may Subtotal 66 Upper-division credits selected from geography, complete this curriculum while doing both Mathematics through calculus to include urban studies and planning, or economics preap- undergraduate and graduate work in Mth 251, 252, 253, 254...... 16 proved by the undergraduate adviser ...... 12 geology. One year of 200-level chemistry or Mathematics to include Mth 251 ...... 4 equivalent with labs...... 13-16 Statistics to include Stat 243; Stat 244 Geologists are employed by government Ph 201, 202, 203 plus labs; or recommended...... 4 agencies at federal, state, county, and city Ph 211, 212, 213 plus labs; or Ph 211, Ph 212 One year of college chemistry plus labs...... 13-16 levels; by independent consulting firms to plus labs and EAS 211 Statics...... 14-15 One year of 100- or 200-level biology with labs or Ph 121 and 122, or Ec 201, 202 ...... 8-15 work with engineers, architects and plan- Subtotal 43-47 ners; in the construction, mining, and Subtotal 41-51 petroleum industries; and as teachers in Total 109-113 elementary and high schools and at the col- Courses taken under the undifferenti- Total 90-100 lege level. ated grading option (pass/no pass) are not Courses taken under the undifferenti- Geologists who have graduated from acceptable toward fulfilling departmental ated grading option (pass/no pass) are not PSU are employed, for example, in mitiga- major requirements. acceptable toward fulfilling departmental tion of environmental problems, assess- Requirements for Bachelor of Arts. major requirements. ment of ground and surface water In addition to meeting the general University Requirements for minor in geology. To resources, development of and exploration earn a minor in geology, a student must for mineral and fuel resources, manage- degree requirements, the major must meet the following departmental requirements: complete 29 credits (at least 14 credits of ment of mineral and fuel resources on pri- which must be taken in residence at PSU), vate and public lands, urban planning, Credits G 201, 202 Geology ...... 6 to include the following: GIS, evaluation of the effects of forest roads G 204, 205 Geology Laboratory...... 2 Credits and quarries on watershed health, manage- G 200 Field Studies ...... 1 G 200 Field Studies ...... 1 ment of their own companies, and instruc- G 312 Mineralogy...... 5 G 201, 202 Geology ...... 6 tion at all educational levels. G 324 Computer Applications and Information G 204, 205 Geology Laboratory ...... 2 Technology ...... 5 Twenty upper-division credits in geology ...... 20 Students majoring in geology should Two of the following courses ...... 10 plan to complete the required mathemat- G 314 Petrology (5) Total 29 ics, chemistry, and physics courses as early G 318 Processes in Surface Environment (5) in their program as possible. G 322 Global Biogeochemical Cycles (5) 148 P ORTLAND STATE UNIVERSITY
Requirements for minor in environ- pleting a B.A. or B.S. in geology or the gram in Science/Geology, a student must mental geology. To earn a minor in envi- requirements listed on page 141 for inte- hold a bachelor’s degree in geology, or in ronmental geology, a student must complete grated science. the physical or life sciences—including the 29 credits (at least 14 credits of which must It is recommended that students who equivalent of a minor in geology. Students be taken in residence at PSU) to include the want to teach science in grades 5-9 major must take the general Graduate Record following: in geology and include a year-long intro- Examination and submit scores before Credits ductory course in biology and a course in admission for advising purposes. G 200 Field Studies...... 1 meteorology, astronomy, and oceanogra- G 201, 202 Geology...... 6 phy; or major in general studies in science G 204, 205 Geology Laboratory ...... 2 Degree Requirements G 460 Soil Geomorphology or and complete the integrated science pro- G 461 Environmental Geology ...... 4 gram on page 141. Master of Arts and Master of Science. Sixteen upper-division credits chosen from: ...... 16 Science courses are to be taken for dif- University master’s degree requirements are G 312 Mineralogy (5) ferentiated grades, except for those offered given on page 69. Specific departmental G 318 Processes in the Surface Environment (5) only on a pass/no pass basis. Students must G 322 Global Biogeochemical Cycles (5) requirements for the M.S./M.A. are: G 324 Computer Applications and Information have at least a 2.75 GPA in science courses 1. Completion of a minimum of 45 cred- Technology (5) and must earn at least a C in each course. its in approved graduate courses. G 424 Geographic Information Systems for the Natural Sciences (4) a. Students must take G 523 Computer G 434 Structure and Stratigraphy (4) Application in Geology unless already G 440 Volcanology (4) Graduate taken as G 423 as an undergraduate. G 443 Groundwater Geology (4) G 447 Environmental Sediment Transport (4) programs b. Students must take at least 8 credits in G 448 Chemical Hydrogeology (4) The Department of Geology offers pro- geology courses numbered 610 or higher. G 451 Geology of Portland (2) grams leading to a graduate certificate, the c. Students must take at least another G 452 Geology of the Oregon Country (4) 12 credits (16 credits if G 423 Computer G 459 Quaternary Climate (4) Master of Arts or Master of Science in geol- G 460 Soil Geomorphology (4) ogy, an option in geohydrology, the Master Application in Geology was completed as G 461 Environmental Geology (4) of Arts in Teaching or Master of Science in an undergraduate) in the field of geology G 470 Engineering Geology (4) Teaching (Science), and to the Ph.D. degree from 510 or higher level courses. Total 29 in environmental sciences and resources. d. A maximum of 9 credits will be allowed The M.A./M.S. program is designed to Requirements for minor in computer for courses numbered train geology students beyond the bacca- applications. To earn a minor in computer 501 Research, 504 Cooperative Education/ applications with an emphasis in geosciences, a laureate degree for professional employ- Internship, 505 Reading and Conference, student must complete 30 credits (at least ment or for advanced graduate work. The or 506 Special Problems. These courses are 24 credits of which must be taken in resi- M.A.T./M.S.T. program is offered for teach- offered for P/NP credit only. dence at PSU) to include the following: ers in secondary schools and community e. Students must complete at least 6 cred- colleges. Credits its of G 503 Thesis (P/NP only); up to 9 100- or 200-level computer science course...... 4 The department is an active participant credits can count for the degree. in the Environmental Sciences and G 324 Computer Applications and Information 2. The department will evaluate a stu- Technology ...... 5 Resources Doctoral Program. Specialized dent’s record for deficiencies at the time of G 326 Numerical Modeling of Earth Systems ...... 5 studies in hydrogeology, geomicrobiology, Three adviser-approved courses in advanced com- admission and develop a list of courses environmental geology, engineering geol- puter applications, with at least 4 credits outside of that must be completed for a grade of B or geology. These courses may come from any unit in ogy, geomechanics, glaciology, and applied better in each course within a length of the University but may not include 405 reading/ stratigraphy, along with multidisciplinary conference courses...... 12 time specified in the admission letter. A one-term adviser-approved, upper-division environmental sciences courses and semi- research project or practicum ...... 4 nars, will partially fulfill the requirements 3. Completion of field camp (could have been taken as an undergraduate) or Total 30 for the Ph.D. in environmental sciences and resources. For information relative to equivalent field experience as approved by Students are encouraged to contact the Ph.D. program in environmental sci- the field camp director. Michael L. Cummings, undergraduate ences and resources/geology, see page 125. 4. Presentation of a thesis. adviser, for help in designing a program 5. Completion of a final oral examination leading to a minor in environmental (thesis defense) taken before the end of the geology, geology, or computer applica- Admission sixth week of the final term in residence. tions. Upper-division courses taken under the undifferentiated grading option (pass/ requirements Specific departmental requirements for no pass) are not acceptable toward fulfill- Master of Arts and Master of Science. To the M.A./M.S. geology-geohydrology ing department minor requirements. be admitted to the graduate degree pro- option are the same as above, or with a gram, the student must have a baccalaure- nonthesis option, are: ate degree in geology or its equivalent, as 1. Completion of a minimum of 45 cred- SECONDARY EDUCATION PROGRAM determined by the departmental graduate its in approved graduate courses of which Adviser: M.L. Cummings committee. It is required that the General 36 must be for differentiated grades (A-F). Students preparing for careers in K-12 Graduate Record Examination be taken teaching upon completion of a Graduate a. Students must take G 523 Computer before admission. Teacher Education Program (GTEP) may Application in Geology unless already Master of Arts in Teaching or taken as G 423 as an undergraduate. qualify to teach geology and general sci- Master of Science in Teaching. The Col- ence in middle and high schools by com- lege of Liberal Arts and Sciences offers the b. Students must take at least 8 credits in M.A.T./M.S.T. degrees in Science/Geology. geology courses numbered G 610 or To be admitted to the M.A.T./M.S.T. pro- higher. C OLLEGE OF LIBERAL ARTS AND SCIENCES 149
c. Students must take at least another 12 G 201, 202 ing, and presenting data. Topics covered include credits (16 credits if G 423 Computer Geology (3, 3) use of databases, spreadsheets, programming, Application in Geology was completed as Study of Earth’s materials, structures, and the analysis of data collected along a traverse, over a processes that have changed the Earth’s surface map area, and multivariate data. Applications to an undergraduate) in the field of geology throughout geologic time, in the light of the uni- from G 510 or higher level courses. stratigraphic sections, chart recordings, sample fying plate tectonics model. Requires concurrent locations, mapping, trend surfaces, and cluster- d. Student must complete 3 credits in enrollment in G 204 for G 201, and G 205 for G ing. Three lectures and two 2-hour laboratories. G 501 Research 202. Classes will meet the requirements for sci- Prerequisite: Mth 251 or concurrent enrollment. ence with an integrated laboratory experience e. A maximum of 3 additional credits will G 326 be allowed for courses numbered G 204, 205 Numerical Modeling of Earth Systems (5) Geology Laboratory (1, 1) Application of modeling software to chemical, G 501 Research, G 504 Cooperative Laboratory work to accompany G 201 and 202, Education/Internship, G 505 Reading and biological and physical global systems. Introduc- respectively, involving basic geologic principles tion to numerical methods, such as finite-ele- Conference, and G 506 Special and processes emphasizing rocks, minerals, ments and finite-differences, for solving systems Problems or similarly numbered courses in topographic and geologic maps. One 2-hour lab- of equations that describe geological processes. other departments. These courses are oratory period. Concurrent enrollment in G 201, Three lectures and two 2-hour laboratories. Pre- offered for P/NP credit only. 202, respectively, is required. requisite: Mth 252 or concurrent enrollment. 2. The department will evaluate a stu- G 301 *G 333 dent’s record for deficiencies at the time of Geology for Engineers (3) Evolutionary Concepts (4) A study of the origin, interior, and crustal mate- Designed to provide background in evolutionary admission and develop a list of courses rials of the Earth: the natural processes which that must be completed for a grade of B or concepts for non-majors and to address current have built it up, deformed, and torn down the issues in evolution as they are perceived and are better in each course within a length of crust throughout geologic time: the environmen- being investigated by scientists in biology and time specified in the admission letter. tal interrelationships between man and geologic geology. This is a combined lecture and discus- 3. Completion of field camp (could have processes and resources stressing application to sion class and will include occasional guest lec- been taken as an undergraduate) or engineering. For majors in civil engineering. turers presenting their research and views on equivalent field experience as approved by G 312 various topics in evolution. A recitation is the field camp director. Mineralogy (5) included for discussion and assistance with the Description, classification, and genesis of miner- required research paper. Credit can only be 4. Presentation of a research project. als. Introduction to optical mineralogy. Three earned in one sponsoring department. 5. Completion of a final oral examination lectures, two 2-hour laboratory periods. Prereq- G 344 on the subject area and the research uisite: one year of general chemistry. Geology and the National Parks (4) project. G 314 Covers the geology that one finds in our national Petrology (5) park system. Parks will be grouped by similar Master of Arts in Teaching or Origin, classification, and distribution of igne- geology. Basic concepts of geology will first be Master of Science in Teaching. In consul- ous, metamorphic, and sedimentary rocks. covered in each group and then each park of the tation with the graduate adviser, the stu- Composition of the Earth’s crust and mantle. group discussed. Prerequisite: upper-division dent should establish the degree program Emphasis on rock type assemblages and their standing. before the completion of 16 credits of genesis occurring at major plate tectonic envi- G 351 coursework. The program must include a ronments as represented by active/passive conti- Introduction to Oceanography (4) minimum of 45 credits in approved gradu- nental margins, rift zones, ocean basins and A survey course designed to give students a ate courses, to include a minimum of 30 trenches, ocean islands, continent-continent col- broad general background. Emphasis is on inter- credits in geology and related sciences, and lision belts, and stable cratons. Three lectures; relationships of oceanography and other sci- two 2-hour laboratory periods. Prerequisite: G ences. This course includes several laboratory 6 credits in G 506. At least 9 credits, but no 312. more than 15 credits, must be in education experiences. Useful for general studies, teachers *G 318 and environmental science majors. Prerequisite: courses. In order to fulfill requirements for Processes in the Surface Environment (5) upper-division standing. the degree, the student must satisfactorily Physical processes occurring in the upper crust G 355 complete the degree program and pass including tectonic provenances, weathering, Geosciences for Elementary Educators (4) both a final written examination and a final mass transport, fluid-sediment transport, depo- An integrated survey of concepts from geology, oral examination. sitional environments, stratigraphic sequences, astronomy, and climatology for students inter- and intrastratal diagenesis. Three lectures; two ested in elementary education. Course will be 2-hour laboratory periods. Prerequisite: G 312. designed around suggested content in the Courses G 322 Oregon Content Standards. Prerequisite: upper- Global Biogeochemical Cycles (5) division standing. Courses with an asterisk (*) are not offered every year. A survey course in biogeochemistry from an *G 374 G 199 earth history perspective. Study of the origin and Geomorphic Processes (4) Special Studies (Credit to be arranged.) evolution of Earth and its biogeochemical cycles; A study of landform processes at the earth’s sur- G 200 survey of the microbial and chemical reactions face including the work of water, wind, and ice Field Studies (1) that occur within the atmosphere, lithosphere, in erosion, transportation, and deposition on Participation in field trip exercises to enhance hydrosphere and the biosphere; study of the land and sea. The significance of geomorphic the understanding of materials and processes mechanistic understanding of biogeochemical processes to human activities is included. A one taught in corresponding lower division geology interactions to a large-scale, synthetic view of to two-day weekend field trip is required. Three courses. Field studies areas include: coast, global biogeochemical cycles. Three lectures and lectures and one 3-hour laboratory. Prerequisite: mountains, Portland area, Eastern Oregon, etc. two 2-hour laboratories. Prerequisite: one year G 202 or equivalent. No credit allowed if taken Lecture, field trip, and completion of workbook of chemistry. after G 318. required. Maximum of one credit in each field G 324 G 399 studies area. Prerequisite: Previous or concurrent Computer Applications and Information Special Studies (Credit to be arranged.) enrollment in the corresponding lower-division Technology (5) Application of digital computers to problems in G 401/501 geology course. Research (Credit to be arranged.) geology through familiarization with software Prerequisite: G 405. and hardware for collecting, processing, analyz- 150 P ORTLAND STATE UNIVERSITY
G 404/504 establish time histories of tectonic, volcanic, and Topics will include geochemistry of equilibrium Cooperative Education/Internship (Credit surficial processes, environments of deposition. reactions, mineral solubility, complexing, oxida- to be arranged.) Two lectures and two 2-hour laboratories. Pre- tion-reduction reactions, surface reactions and G 405/505 requisite: G 318. vadose zone processes. Prerequisites: one year of Reading and Conference (Credit to be * chemistry. arranged.) G 437/537 Analytical Methods (4) G 450/550 G 407/507 Fundamentals, applications, and use of analyti- Middle School Earth/Space Sciences (4) Seminar (Credit to be arranged.) cal methods in the analysis of earth materials. Examines the Earth and space science content G 410/510 Analytical methods will include optical and X- area and classroom and developmentally appro- Selected Topics (Credit to be arranged.) ray methods and introduction to microthermo- priate field experiences for middle school stu- Consent of instructor. metric analysis, differential thermal analysis, and dents. Emphasis on developing hands-on and *G 420/520 granulometry. Two lectures; two 2-hour labora- technology-based activities centered on the Applied Geophysics (4) tory periods. Prerequisite: G 312, one year of Earth and space sciences. Materials are devel- Principles of geophysical measurement and general physics, radiation safety certification oped within the context of standards-based edu- interpretation; seismology, gravimetry, isostasy, (acceptable as a corequisite). cation models. Prerequisites: 24 credits of geomagnetism, terrestrial electricity. Includes a *G 440/540 mathematics and/or science courses. survey of geophysical exploration techniques. Volcanology (4) *G 451/551 Three lectures, one 2-hour lab. Prerequisites: Classification of volcanic rocks and volcanic Geology of the Portland Area (2) one year of general physics, one year of calculus. stratigraphic units; eruptive mechanisms; modes A survey of the geology of the Portland area G 423/523 of volcanic deposition; recognition, mapping, through a combination of lectures and field Computer Application in Geology (4) and correlation of volcanic units; and strati- trips. An intensive study of published and Application of digital computers to problems in graphic syntheses of volcanic terranes. Two 75- unpublished information on the geology of the geology. Topics covered are analysis of data col- minute lectures, one 2-hour laboratory. Field greater Portland area including stratigraphy, lected along a traverse, over a map area, and trip is required. Prerequisite: G 314. structure, geomorphology, and historical geol- multivariate data. Applications to stratigraphic *G 442/542 ogy. Primarily designed for geology majors, pro- sections, chart recordings, sample locations, Igneous Petrogenesis (4) fessional geologists/engineers, and geology mapping, trend surfaces, and clustering. Two Investigation into the origin and evolution of teachers. A basic knowledge of general geology, lectures and one 4-hour laboratory. Prerequisite: magmas and igneous rocks suites using equivalent to G 201 and 202 is assumed. one year of calculus. geochemical and petrographic methods, differ- G 452/552 G 424/524 entiation of the Earth through time, global ele- Geology of the Oregon Country (4) Geographical Information Systems for the ment cycles driven by igneous processes. Two Origin and geologic history of landscape features Natural Sciences (4) lectures; two 2-hour laboratory periods. Prereq- in Oregon and the Pacific Northwest. Two lec- Spatial data are input, analyzed, and displayed. uisite: G 314. tures; one 2-hour laboratory period; one field Techniques covered include: data management, G 443/543 trip. Prerequisites: upper-division standing and projections and reference datum, digitizing, Ground Water Geology (4) one of the following: G 201, 202, 351, 430, 455. raster and vector operations, spatial statistics. Study of the physical and chemical properties of G 454/554 Class projects apply data management and underground water; the physical properties of Cascade Volcanoes (1) analysis techniques to the natural sciences. aquifers and their control and effect on the con- Field course in the study of one or more Cascade Weekly professional quality lab reports are tained waters; water movement and the conser- volcanoes-origin and development of volcano, required. GIS tutorial followed by a gateway vation and utilization of existing ground water eruptive mechanism, deposits, rock types, and exam is used to demonstrate mastery of intro- bodies as well as development of new water hazards. Course may be repeated for different ductory material. Prerequisite: science bodies and rejuvenation of depleted and starved volcano studies. Offered summers. Prerequisites: background, basic statistics assumed. aquifers. Prerequisites: one year of calculus, gen- upper-division standing and one prior course G 425/525 eral physics, general chemistry. from the following: G 201, 202, 452/552. May Field GIS (4) *G 444/544 be used to meet requirements for the B.A. in Acquisition, storage, and display of field-based Well Dynamics (4) geology. May not be used to meet requirements data for the natural sciences. Geospatial data Study of the interactions of water wells and an for the B.S. in geology. generated using field-based technologies (i.e. aquifer system, including all types of aquifer sys- G 455 GPS) are converted into appropriate database tems and pump tests to analyze those systems, Minerals in World Affairs (4) structures (i.e. GIS) for analysis and reporting. well drilling and design, pump selection, and The geologic origin and occurrence of metals, Project design and implementation are devel- groundwater explorations. Prerequisite: G 443. fuels, and industrial minerals and rocks; their oped in cooperation with the instructor. Inte- * geographic distribution and relative abundance grated laboratory/field experience. G 445/545 Geochemistry (4) or lack among nations; the rules and principles Recommended prerequisites: Stat 243 or G 324, A survey of geochemistry. Emphasis on distribu- which influence their past, present, and future 8 to 15 credits of lab-based 200-level introduc- tion of elements in the Earth, nuclear geochem- exploration, development, and use. Prerequisite: tory courses in geology, biology, physics, chemis- istry and thermodynamics of geologic systems. upper-division standing. try, or environmental sciences. Upper-division Prerequisite: G 314. standing. G 456/556 * Astrogeology (4) * G 447/547 G 430/530 Environmental Sediment Transport (4) Geology and astronomy are combined to explore Life of the Past (4) Study of sediment transport, bedforms, and dep- the evolution of the Universe and the Solar Sys- Origin and development of plants, animals and ositional environment, with focus on quantita- tem. Comparative geologic evolution of the man on earth, as interpreted from the study of tive methods of predicting rates of sediment planets is emphasized. A significant component fossils and the sedimentary rocks in which they yield, transport, and deposition in terrestrial and of the course is hands-on geologic field investi- occur. Includes integrated laboratory and field marine environments. Prerequisites: ESR 220 or gations and astronomical observations (summer) experience. Prerequisite: upper-division G 202 and Mth 251. or 2-hour laboratory (academic year). Prerequi- standing. * site: upper-division standing. * G 448/548 G 434 Chemical Hydrogeology (4) *G 457/557 Structure - Stratigraphy (4) The study of low temperature aqueous ground- Volcanoes and Earthquakes (4) Study of origin, interpretation, and mapping of water geochemistry with emphasis on factors A study of volcanoes and earthquakes as they major and minor geologic structures. Principles which change chemical composition of ground- affect humans and the development of land- and techniques of recognition, interpretation, water and factors which influence the transport scapes. A field trip is required. Prerequisite: an and correlation of stratified rock units used to of both inorganic and organic contaminants. introductory science course. C OLLEGE OF LIBERAL ARTS AND SCIENCES 151
G 458/558 *G 470/570 *G 484/584 Astrobiology (4) Engineering Geology (4) Field Geophysics (4) Astrobiology focuses on issues surrounding the Applications of geological information to engi- Applications of geophysical techniques to solv- origin and evolution of life on Earth, the envi- neering problems: soil mechanics, rock mechan- ing a field problem. Methods applied include ronmental conditions required for life elsewhere, ics, construction materials, groundwater and gravity, resistivity, refraction, and magnetics. and the potential for life on other planets and construction, instrumentation, exploration, ter- Includes at least one weekend in the field and satellites in our solar system. Additional topics rain models, landslide analysis. Three hours of production of a final report with data and con- include the discovery, occurrence, and habitabil- lecture and two hours of lab per week. Labs clusions. Prerequisite: G 420. ity of extrasolar planets, and the philosophical stress quantitative analysis. One day field trip G 485 and societal implications of searching for life explores landslides of the Portland area. Prereq- Field Methods in Geosciences (4) beyond earth. uisites: G 202, Ph 203. Principles of geologic mapping, and data collec- G 459/559 *G 475/575 tion using optical surveying instruments, Global Quaternary Climate (4) Introduction to Seismology and Site Positioning System, and aerial photographs, Study of the causes and consequences of climate Evaluation (4) preparation of reports and maps. Two lectures change through the Quaternary. Topics include: Earthquakes and exploration seismology, the and two 3-hour laboratories. One-week field an overview of climate system dynamics; the origin and occurrence of earthquakes, nature exercise at end of term. Prerequisite: G 324. geologic record of Quaternary climate and its and propagation of seismic waves in the earth, *G 491/591 profound glacial to interglacial cycles; the use of earthquakes as a hazard to life and property. Physical Processes in Geology (4) that record to develop conceptual models of Uses of reflection and refraction exploration seis- Application of mechanics to physical processes paleoclimate interactions among land, ocean, mology, borehole velocity measurements, seis- in geology, such as igneous intrusion, rock fold- atmosphere, and biosphere; and geologic mic remote sensing, and direct measurement ing, debris flow, lava flow, groundwater, and gla- changes during the Cenozoic (the last 65 million techniques. Earthquake hazard assessment ciation. Prerequisites: Mth 254, Ph 203. including liquefaction, ground failure, and site years) that set the stage for the Quaternary. G 503 Includes computer laboratory exercises using amplification. Techniques for evaluating the sus- Thesis (Credit to be arranged.) paleoclimate data. Prerequisite: upper-division ceptibility, potential, and severity of the hazards Pass/no pass only. standing in a physical or life science program. and other science and engineering applications. Prerequisite: senior/ graduate standing. This G 506 *G 460/560 Special Problems (Credit to be arranged.) course is the same as CE 443/543; course may Soil Geomorphology (4) * be taken only once for credit. G 541/641 Effects of climate, vegetation, parent material, Ground Water Modeling (4) * topography, and time on the development, G 477/577 The study of ground water modeling using finite weathering, classification, and chemistry of soils. Earthquake Accommodation and Design (4) difference method. Prerequisites: G 443/543 and Two 75-minute lectures and one 2-hour labora- Effects of earthquake shaking in the design of one year of calculus. buildings, pipelines, bridges, and dams. Incor- tory. Prerequisites: G 201, 202, Ch 200-level (1 * year). porating the earthquake hazard assessment for a G 571/671 project in the design process. The goal of this Advanced Engineering Geology (4) *G 461/561 Strength and stability of earth materials, Environmental Geology (4) course is to allow geologists, geotechnical engi- neers, structural engineers, and architects to see resources, and land use, exploration and instru- Study of natural hazards and related land use mentation, professional practices. Prerequisite: planning (flooding, landslides, earthquakes, vol- how their particular tasks are impacted by the earthquake effects. Types of analysis used to G 470. canic, coastal) waste disposal and pollution in * the geological environment, water supply, min- evaluate earthquake design requirements in the G 592/692 several disciplines including geology, geotechni- Methods in Quaternary Stratigraphy (4) eral and energy resources, environmental law Analysis of the methods used and their applica- related to geology, medical geology, climatic cal engineering, structural engineering, and architecture. Prerequisite: G 475/575 or CE 443/ tions in physical stratigraphy including seismic, change. Two 75-minute lectures and one 2-hour sequence, geochemical, paleomagnetic, well log, laboratory. Prerequisites: general chemistry (1 543. This course is the same as CE 448/548; course may be taken only once for credit. and topics in Quaternary process stratigraphy. year), G 201, 202. Prerequisite: G 434. G 466/566 *G 481/581 Field Geology I (6) *G 595/695 Glaciology (4) Topics in Geomechanics (4) The physics of glacier ice and its mathematical Geologic mapping in sedimentary and volcanic rocks or metamorphic and plutonic rocks during Topics chosen from finite strain, rock fracture, description, and the processes that cause glaciers and rock folding. May be repeated if topics are and ice sheets to change over time. Intended for a summer field camp. A charge will be made for the expenses of the field camp. Approximately different. Prerequisites: G 491/591, Mth 254, Ph students with interests in glaciers, geophysical 203. fluid flows, or who wish to build their quantita- 64 hours of field work per week for at least three tive and computational skills. Includes computa- weeks in the summer. Prerequisites: G 485. G 601 tional laboratory exercises. Prerequisites: one *G 482/582 Research (Credit to be arranged.) year of calculus and one year of physics. Field Geology II (3) G 603 Thesis (Credit to be arranged.) *G 465/565 Geologic field studies of selected projects during Glacial Geomorphology (4) a summer field program. A charge will be made G 604 The investigation of the importance of glaciers to for the expenses of the field project. Approxi- Cooperative Education/Internship (Credit landscape modification and global environmen- mately 80 hours of field work during one and a to be arranged.) tal change via an understanding of their forma- half to two weeks in the summer. May be G 605 tion, structure, mass and energy exchange, and repeated for credit when offered as a substan- Reading and Conference (Credit to be movement. Erosion and deposition processes tially different project. Prerequisite: G 481/581. arranged.) will also be examined. This class adopts the pro- *G 483/583 G 606 cess perspective whereby understanding the Anatomy of Landslides (4) Special Problems/Projects (Credit to be physical processes provides significant insight Investigation of landslides. Slope Stability Analy- arranged.) into the relative importance of the controlling sis, field mapping, and description of landslides G 607 mechanisms of change. Field trip is required. and related features. Studies of the morphology Seminar (Credit to be arranged.) Prerequisites: introductory geology, physical of landslides from the literature. Prerequisites: G 610 geography, or geomorphology course. Ph 203, Mth 252. Selected Topics (Credit to be arranged.) 152 P ORTLAND STATE UNIVERSITY
G 612 *G 618 G 619 Topics in Igneous Petrology (4) Clay Mineralogy (4) Topics in Geochemistry (4) Topics in the origin and formation of igneous Clay structure and classification, clay mineral Topics in the application of geochemistry to rock masses; their derivation, evolution, chemis- analyses including X-ray identification and dif- solve geological problems. Advanced techniques try, structure, and modes of emplacement. ferential thermal analysis, mixed-layer clays, in analysis and examination. Two lectures and Advanced techniques in analysis and examina- clay-water systems, clay mineral-organic reac- one 2-hour laboratory. May be repeated if topics tion. May be repeated if topics are different. Two tions, engineering properties related to clay are different. Prerequisite: G 545. lectures and one 2-hour laboratory. Prerequisite: materials, geological occurrence of clays. Major G 542. emphasis on engineering problems related to clays and the field occurrence of clays. Prerequi- site: radiation safety certification. History
441 Cramer Hall research capacity in connection with book Upper-division electives in history. Selected in con- sultation with major adviser; geographic, thematic, 725-3917 or magazine publishing; or to write or period-based ...... 24-44 www.history.pdx.edu professionally. Upper-division electives outside of history applied The History Department has offerings to major requirements. This option requires written approval of the major adviser. (maximum) ...... 8 B.A., B.S. in the following geographic areas: Africa; Minor Ancient Mediterranean (Greece, Rome, Total 60 Secondary Education Program—Social Egypt); Britain; Colonial America and the ◆ All courses are to be taken for differenti- Science United States; East Asia; Europe; Latin ated grades and the history major must M.A. America; Middle East; Russia and the earn at least a C- in each course pre- M.A.T. and M.S.T. (General Social Soviet Union. History students can design Science) sented to meet major requirements. a major course of study emphasizing one of ◆ Of the electives students apply to the these areas, or alternatively focus their history major requirements, at least two Undergraduate studies thematically in, for example, politi- courses must examine a non-Western cal and diplomatic, social, or intellectual European and non-U.S. subject, and at program and cultural history. Similarly, the major in least two courses must examine either history can be broadly comparative across In attaining the objectives of a liberal edu- Western Europe or the United States. geographic regions or focused on a specific ◆ cation, the historical perspective is essential A maximum of 12 lower-division cred- historical period such as the ancient, medi- its in history may be applied to the at every stage of development. Through a eval, early modern, or modern periods. study of history, the student is provided not major requirements. Because of the flexibility in the history ◆ only with an opportunity to integrate A minimum of 32 credits in history major, the department emphasizes student must be taken in residence at Portland knowledge of the subject matter of other advising. disciplines but also to engage in critical State University. While students can declare a major in ◆ With the approval of their major thought and research. An undergraduate history at any point in their undergraduate education in history provides the opportu- adviser, history majors may apply to career, for advising purposes and course their major requirements two upper- nity to acquire these skills of scholarship. planning they are asked to contact the The study of history, furthermore, reveals division courses (maximum of 8 cred- Department of History (441 Cramer Hall) its) taken outside of history. This is pro- the diversity of human experience and as soon as possible. allows students in the liberal arts to vided to encourage students to design develop greater tolerance, understanding, interdisciplinary history majors. creativity, and intellectual insight. Admission History Honors Option. The Depart- The History Department curriculum ment of History offers an Honors Option. provides basic historical knowledge for the requirements Students who wish to pursue this option student of ability who plans to go on to Admission to the department is based on must apply to do so before they have graduate work and a professional career in general admission to the University. See attained senior standing. The History the field. The curriculum satisfies the needs page 43 for more information. Honors Option requires a 3.50 GPA in His- of students interested in the subject as the tory prior to admission to the program. It core of a broad liberal education and offers includes an undergraduate thesis on which background knowledge of historical devel- Degree requirements students work in their junior and senior years. In the first term—during the junior opment for the student with a major in the Requirements for major. In addition to year—the student investigates thesis topics social sciences or in a professional area meeting the general University degree in a reading and conference course directed such as business, education, journalism, requirements, the major in history must by a faculty member who has agreed to law, medicine, or the ministry. History meet the departmental requirements listed: supervise the student’s honors thesis. In the courses compose a professional base for Credits students planning to teach at the high Lower-division history electives (maximum)...... 12 senior year, the first term is devoted to school level; to enter government service, Hst 300 Historical Imagination ...... 4 research, the second term to writing, and museum, or archival work; to work in a Hst 407 Seminar ...... 8 the third to presentation and revision of the Hst 495 Comparative World History...... 4 thesis. C OLLEGE OF LIBERAL ARTS AND SCIENCES 153
Requirements for minor. To earn a the University requirement of a minimum other requirements for a Master of Arts in minor in history a student must complete grade of 550 in the Test of English as a For- history, students are also required to com- 32 credits, including the following: eign Language (TOEFL). plete the following: Credits Master of Arts in Teaching or 1. Hst 596; Hst 300 Historical Imagination ...... 4 Master of Science in Teaching. For infor- 2. a public product (e.g., exhibit, Web Hst 407 Seminar ...... 4 mation on the Master of Arts in Teaching or site, public program, audio, or video docu- Hst 495 Comparative World History...... 4 the Master of Science in Teaching (General History Electives ...... 20 ment) as part of the required master’s Social Science), see page 141. thesis; Total 32 3. one public history seminar; ◆ All courses are to be taken for differenti- ated grades and the history minor must Degree requirements 4. one public history internship; and earn at least a C- in each course pre- University master’s degree requirements are 5. two public history lab courses. sented to meet minor requirements. listed on page 69. Specific departmental The Master of Arts in history focuses ◆ A maximum of 12 credits from lower- requirements are listed below. upon the preparation and defense of a division history courses can be applied Master of Arts. A minimum of 48 cred- thesis based upon primary source research to the minor requirements. its of approved graduate-level courses are that follows from a program planned in ◆ A minimum of 16 credits in history in required for the M.A. in history. Of these consultation with the student’s adviser. residence at Portland State University is 48 credits students must complete a mini- The department stresses the importance required. mum of 36 credits in history, to include of adequate preparation in foreign lan- two seminars (Hst 507) and 8 credits of SECONDARY EDUCATION PROGRAM guages to be utilized by students in their thesis writing. With the approval of their advanced study and research. Graduate Students interested in the Secondary Edu- thesis adviser, students can apply to their students should demonstrate proficiency in cation Program in Social Science discover M.A. program a maximum of 12 credits a foreign language germane to their thesis that historical study establishes a context from graduate courses taken outside of his- field no later than the point at which they for each of the human sciences: psychol- tory. Students are normally admitted for have completed 32 credits of graduate ogy, anthropology, sociology, economics, the fall term and are strongly advised to study. geography, and political science. (See Gen- complete Hst 500 (Introduction to the All students are required to take written eral Studies: Social Science page 140). Master’s Program in History) in the first examinations covering their chosen fields term of study. While Hst 500 is strongly of concentration. The written examination recommended for all entering graduate stu- in the student’s first field should be passed Graduate dents, it is required for those who have not before the end of the first year of graduate programs completed an undergraduate course in His- study (i.e., 24 credits). Students should toriography (Hst 300 or equivalent). pass the written examination in the second Coursework for the M.A. must include field before the completion of 32 credits. Admission two historical fields. The first field will con- For graduation, finally, each student must requirements sist of a minimum of 12 credits of course- successfully defend their thesis in an oral work, and the second field a minimum of 8 Master of Arts. The Department of History examination before their thesis committee credits. Either field may be defined geo- composed of: (1) the student’s adviser; (2) offers a Master of Arts degree. The degree graphically or thematically. The geographic program is designed to develop historians a second field examiner (with consent of fields offered in the graduate program are: the adviser, another member of the History with special competence by systematic Africa; Ancient Mediterranean (Greece, training in the content, methods, and inter- Department can take the place of the Rome, Egypt); Britain; Colonial America second examiner on the thesis committee); pretation of history. Although each degree and the United States; East Asia (China, program will vary, as will the individual’s (3) a third reader from the History Depart- Japan); Medieval/Early Modern/Modern ment or, if relevant to the thesis topic, from purpose for pursuing graduate work, the Europe; Latin America; Russia and the same level of scholarly competence and another department (appointment of a Soviet Union; and Middle East. Thematic third reader is strongly recommended but intellectual attainment is expected of all fields include, but are not limited to, social students. can be waived with consent of adviser); (4) history, intellectual history, political history, an outside examiner appointed by the dean To be considered for admission to grad- religious history, economic history, history uate study, the student should normally of graduate studies. of science, and public history. Students Master of Arts in Teaching or have the minimum preparation undertaken wishing to pursue a career in public history by an undergraduate major in history and Master of Science in Teaching. For infor- are urged to consider the department’s mation on the Master of Arts in teaching have maintained a minimum GPA of 3.25 public history M.A. track. Public history in upper-division history courses. In addi- and the Master of Science in Teaching students take field courses, seminars, (General Social Science), see page 141. tion to the University application for grad- internships, and laboratory courses that uate studies, students are required to cover a broad range of public history sub- submit their score on the Aptitude section fields, including: archival management, Courses of the Graduate Record Examination, two oral history, museology, cultural resource letters of recommendation from faculty or management, site interpretation, publica- Courses with an asterisk (*) are not offered every year. other individuals who can evaluate their tions, and historic preservation. Course- Hst 101, 102, 103 History of Western Civilization (4, 4, 4) preparation for graduate studies, a state- work includes a balance of classroom and ment of purpose describing their objectives Survey of the origins and development of West- practical offerings. Students choosing the ern civilization from antiquity to the present. Hst in graduate study, and two examples of public history track as their primary field their writing, preferably history research 101: Antiquity to Renaissance; Hst 102: Late are required to have a second field defined Medieval to Enlightenment; Hst 103: Enlighten- papers. Foreign students must comply with geographically. In addition to fulfilling all ment to present. 154 P ORTLAND STATE UNIVERSITY
Hst 199 Hst 327, 328, 329 Hst 341 Special Studies (Credit to be arranged.) The U.S. in the 20th Century (4, 4, 4) Women and Gender in America Hst 201, 202 Hst 327: 1890-1932, Populism and the Crisis of 1848-1920 (4) History of the United States (4, 4) the 1890s; the Purity Crusade; Corporate and Explores the diverse experiences of women in General survey of United States history. Hst 201: Anticorporate Progressivism; Theodore the United States between 1848 and 1920. Key colonial era to the Civil War (circa 1600-1860); Roosevelt and Woodrow Wilson; the Open Door themes include slavery, emancipation, and Hst 202: Reconstruction of the South to present. Policy and World War I; the League of Nations Reconstruction; colonialism and resistance; and the Red Scare; the New Era and Insurgents women’s rights and social reform; education and Hst 300 The Historical Imagination (4) of the 1920s; the Cultural Conflicts of the wage labor; immigration/migration; and Victori- The how and why of the historian’s craft: (1) an 1920s; Herbert Hoover, the Great Depression, anism and sexual modernism. introduction to the basics of research and writ- and the Election of 1932. Hst 328: 1932-1960, Hst 342 ing; (2) an examination of historical writing, its Franklin D. Roosevelt and the New Deal Mana- Women and Gender in the U.S. 1920 to the relationship to the time and place of its origin, gerial State; Anti-New Dealers and the Noninter- Present (4) and the emergence of the ideas, consciousness, ventionist Movement; World War II and the New Surveys women’s lives and gender change in and canons of scholarship which shaped it. This Order; the Cold War and the National Security recent U.S. history. Among our themes will be course serves as an introduction to the study of State under Truman and Eisenhower; the Anti- women in politics, the work force, and social history at the upper-division level and is recom- Communist Crusade of the 1950s. Hst 329: movements as well as changes in family life, mended for students beginning their junior year. 1960 to the Present, John F. Kennedy and the gender identities, and sexuality. Women’s roles in New Frontier; Civil Rights, Lyndon Johnson, and globalization, the media, and popular culture Hst 312 the Great Society; the Vietnam War; the New will figure throughout. African History Before 1800 (4) An upper-division course designed to survey the Left and Counterculture; Richard Nixon and Hst 343 history of the African continent from earliest Watergate; Jimmy Carter, Ronald Reagan, and American Family History (4) times to the period of the Atlantic slave trade. the Rise of Populist Conservatism; George Bush, History of the American family from the colonial Bill Clinton, and the Global Economy. Using a lecture/discussion format, the course period to the present. The course will draw upon will examine the impact of trade, technology, *Hst 337 textual sources and oral histories in examining and ecology on the transformation of African History of American Cities (4) changes in families from the colonial period societies before 1800. This course is the same as Traces the evolution of urban centers from the through the nineteenth and twentieth centuries. BSt 305; may be taken only once for credit. colonial period to the present. Focuses on the Recommended prerequisite: Hst 201 or 202, or developing system of cities, on growth within Sophomore Inquiry (American Studies). Hst 313 cities, and on the expansion of public responsi- *Hst 345 African History Since 1800 (4) bility for the welfare of urban residents. Particu- An upper-division course designed to survey the Colonial America, 1607-1756 (4) lar attention is given to the industrial and history of the African continent from 1800 to the Survey of British North America from the plant- modern eras. Recommended prerequisite: present, with emphasis on the era of the Atlantic ing of the English colonies to the eve of the upper-division standing. slave trade, colonial period, independence, and Seven Years’ War. Topics include relations post independence. Recommended prerequisite: Hst 338 between Europeans and Native Americans, Hst 312. This course is the same as BSt 306; Oregon History (4) women’s status and roles, religious ferment, con- course may be taken only once for credit. Explores the political and social history of the stitutional development, and the colonial econ- area most of us call home: Oregon Country, omy. Recommended prerequisite: upper-division Hst 315 Oregon Territory, and the state of Oregon. standing or permission of instructor. Greek History (4) Through lectures, readings, film, and discussion * A survey of the social, political, economic, and Hst 346 we will examine the connections between the cultural history of the Greeks and their neigh- The American Revolution, 1756-1800 (4) local, national, and international as they pertain Survey of the American Revolution from its ori- bors. From earliest beginnings until the death of to this place. Topics considered include Oregon gins to the Early Republic. Topics include the Alexander. Recommended prerequisite: Hst 101 as Indian Country, Black Exclusion laws, the nat- pre-Revolutionary crises, the War of Indepen- or Sophomore Inquiry (Greek Civilization). ural resource economy, the Tom McCall era, and dence, the Confederation, and the framing of the Hst 316 Rajneeshees as new pioneers. Constitution. Recommended prerequisite: Roman History (4) Hst 339 upper-division standing or permission of A study of the social, political, economic, and instructor. cultural history of the Mediterranean region The Environment and History (4) Introduction to the theme of the environment in * between 753 BCE and the fall of Rome. Recom- Hst 347 the study of history and the history of environ- mended prerequisite: Hst 101 or Sophomore Antebellum America, 1800-1850 (4) mental ideas, from the 16th century to the Survey of the history of the United States from Inquiry (Greek Civilization). present, with special focus on the impact of 1800 to 1850. Topics include the War of 1812, Hst 320 science, philosophy, literature, and history on U.S. territorial expansion, Jacksonian democ- East Asian Civilization (4) our understanding of the environment. Designed racy, Indian removal, reform movements, the Foundations of East Asian civilization from per- as an introductory course for students of all transportation revolution, and the development spective of China as dominant civilization in majors. of the market economy. Recommended prerequi- East Asia. Interaction between Chinese influence Hst 340 site: upper-division standing or permission of and indigenous traditions in Japan, Korea, and instructor. Vietnam. Attention to major philosophical and Women and Gender in America to 1848 (4) Surveys the history of women in the middle * religious traditions, such as Confucianism and Hst 348 North American continent to 1848. It highlights Buddhism; origins and structure of political Slavery, the American Civil War, and the experiences of and relationships among Reconstruction, 1850-1877 (4) institutions; family life and social organization; women of diverse origins, especially Native Survey of the history of slavery in the United and literary traditions. Chronological coverage women, African women, and European women. States. Topics include the political, social, and to about 1800. Key themes include family, kinship, and sex- economic circumstances that helped bring on Hst 321 gender systems; colonialism and slavery; reli- the American Civil war, as well as the military Modern East Asia (4) gious life; politics and the law; nation-building history of the war, the consequences of the con- History of East Asia from around 1800, begin- and the rise of modern citizenship. flict, and the reconstruction of the Union. Rec- ning with the Opium Wars in China and the ommended prerequisite: upper-division Meiji Restoration in Japan, through postwar state standing or permission of instructor. and society in Japan and the People’s Republic of Hst 350, 351 China. Some attention to Korea, Vietnam, and English History (4, 4) Taiwan. Emphasis on concepts of imperialism, A general survey covering political, economic, Westernization, modernization, and revolution. social, intellectual, and religious development. C OLLEGE OF LIBERAL ARTS AND SCIENCES 155
*Hst 354 Hst 387 vary from term to term. (Maximum number of Early Medieval Europe: 300-1100 (4) Science in Society: Historical Perspectives credits is 12; 4 credits each for three courses A survey of political, cultural, intellectual, reli- (4) with different topics.) Recommended prerequi- gious, social, and economic aspects of this 800- Examines the interplay between two different site: Hst 316 or permission of instructor. year period, including among other topics the aspects of science: science understood as a * system of knowledge about the world and sci- Hst 420/520 decline of Roman power in Western Europe, the Topics in Early Japanese History (4) spread of Christianity, the rise of the Franks, ence understood as the social institutions (disci- Selected themes in early Japanese history (to the Carolingian Empire, the growth of feudal plines, laboratories, etc.) by which that about 1600), including myth and archaeology, ties, and the gradual creation of a high-level knowledge is produced and transmitted. Shinto and the formation of the early state, Bud- civilization. Through reading, discussion, lectures, and inde- dhism and the impact of Chinese civilization, *Hst 355 pendent research, the course explores ways in the medieval court and society, and the rise of Late Medieval Europe, 1100-1450 (4) which the scientific endeavor has affected and military government and warrior society. Recom- An examination of the late Middle Ages through been affected by the political, social, and cultural mended prerequisite: upper-division standing, primary sources with an emphasis on cultural, milieu in which it is carried out. The primary Hst 320. social, political, and intellectual transformations. focus is on modern Europe and America. *Hst 421/521 Subjects to be treated include the twelfth-cen- Hst 399 Topics in The History of Early Modern tury cultural “renaissance,” the emergence of the Special Studies (Credit to be arranged.) Japan (4) European state and papal monarchy, the rise of Hst 401/501 Selected themes in Tokugawa (1600-1850) his- religious dissent and anti-Semitism, the transfor- Research (Credit to be arranged.) tory, including rural life and urbanization, mer- mation of medieval spirituality, the Crusades, Consent of instructor. chants and commerce, political thought and European expansion and external encounters, Hst 404/504 institutions, women and family life, neo-Confu- growth of cities and the university, the debate Public History Internship (4) cianism, religious beliefs and practices, popular between faith and reason, the Black Death, and Intensive, on-the-job internships with public culture, arts, and literature. Recommended pre- late medieval decline. agencies, private businesses, non-profit firms, requisite: upper-division standing, Hst 320. * Hst 356 and other groups in public history work. Each *Hst 422/522 Renaissance and Reformation Europe, internship is by special arrangement and terms. Modern Japan, 1850-present (4) 1400-1600 (4) Recommended prerequisite: Hst 496/596, or History of Japan from Perry Expedition in 1853 Surveys the cultural, social, intellectual and consent of instructor. to the present. Emphasis on Tokugawa founda- political aspects of the European Renaissance tions for rapid transformation of Japan begin- and Reformation. Emphasis placed on learning Hst 405/505 Reading and Conference (Credit to be ning with the Meiji Restoration; Westernization; to read and analyze contemporary source materi- arranged.) evolution of modern political institutions; rise of als, and examination of the growth of urban cul- Consent of instructor. Directed reading for Japanese militaries and imperialism in Asia. ture and civic humanism in Italy, the rediscovery honors students and history majors. Modern literature, postwar social change, and of classical literature and philosophy, court life status of Japan as leading industrial nation. Rec- and mores, the rise and institutionalization of Hst 407/507 Seminar (Credit to be arranged.) ommended prerequisite: upper-division stand- religious reform, the institutional transforma- Study and application of the techniques of his- ing, Hst 320 or Hst 321. tions of Church and State, and torical research and writing. Prerequisite: Hst *Hst 423/523 European exploration and exploitation of the 300 or consent of instructor. Atlantic. Topics in Chinese Social History (4) This course will examine institutions and * Hst 409/509 Hst 357, 358 Practicum (Credit to be arranged.) themes—relating to the family, urban and rural Europe Since the Renaissance (4, 4) life, education and the like—in Chinese social Political, social, economic, and cultural trends Hst 410/510 Selected Topics (Credit to be arranged) history. The subject matter will vary from term from the 16th century to the present. Hst 357: to term. (Maximum number of credits is 12; 4 *Hst 412/512 1555-1815. Hst 358: 1815 to the present. credits each for three courses with different top- * Topics in African/Caribbean History and Hst 359 Culture (4) ics) Recommended prerequisite: Hst 320. Early Modern France (4) An in-depth exploration of selected topics in * A survey of the history of France during the Hst 424/524 African and/or Caribbean cultural history. Spe- Topics in Chinese Thought and Religion (4) Reformation, the Age of Absolutism, and the cial attention will be given to thematic issues of Study of selected topics in intellectual and cul- Enlightenment, 1515-1778. broad application to the understanding of cul- tural history related to Confucianism, Bud- *Hst 360 tural interaction, continuity, and change. Recom- dhism, Daoism, and other philosophical and The French Revolution and Napoleon (4) mended prerequisite: upper-division standing. religious constructs. The subject matter will vary A survey of the history of France during the Rev- This course is the same as BSt 450/550; course from term to term. Recommended prerequisite: olution and Napoleonic era, 1778-1815. may be taken only once for credit. Hst 320. * Hst 365, 366 *Hst 415/515 Hst 425/525 Latin America (4, 4) Topics in Greek History (4) Modern China (4) A survey from pre-Columbian times to the An advanced look at specific topics in Greek his- History of China from decline of imperial system present. Hst 365: Period of discovery and con- tory from the Bronze Age to the death of Cleo- through century of revolution that culminated in quest, colonial institutions, the age of reform. patra. Topics will include social, political, founding of People’s Republic of China in 1949. Hst 366: Independence and rise of the new economic, intellectual, and religious history. The Post-1949 focus on critical periods and issues in nations, the recent period. Recommended pre- subject matter will vary from term to term. state-society relations, economic and political requisite: Hst 101, 102, or Sophomore Inquiry (Maximum number of credits is 12; 4 credits reform, and cultural changes, including global (Latin America). each for three courses with different topics.) Rec- posture and relations with the West. Recom- *Hst 385, 386 ommended prerequisite: Hst 315, Sophomore mended prerequisite: Hst 320 or 321. The Middle East in Modern Times (4, 4) Inquiry (Greek Civilization), or permission of Hst 427/527 A survey of social, cultural, and political trends instructor. Topics in the History of Science (4) in the Middle East from 1300 to the present. Hst *Hst 416/516 An in-depth investigation of a selected theme in 385: the Ottomans, Safavid Iran, the Age of later Topics in Roman History (4) the history of science and its cultural, social, or Islamic empires, Middle East Reforms, imperial- An advanced look at specific topics in Roman political relations. The subject matter will vary ism in the 18th and 19th centuries. Hst 386: history from the Etruscans to the Dark Ages. from term to term; topics include: science and Middle Eastern industrial society, mass culture Topics will include social, political, economic, religion, science under Nazism, science and and nation states in the 20th century. and intellectual history. The subject matter will Modernism, Darwinism and social Darwinism, 156 P ORTLAND STATE UNIVERSITY
Scientific Revolution, and changing physical †Hst 439/539 marily on the Marshall and Taney eras. Prerequi- world pictures. Some previous study in history is American Economic History: the 20th site: upper-division standing. Recommended recommended; a background in science is wel- Century (4) prerequisite: Hst 201. Hst 448/548: Examines come, but not required or expected. Economic impact of U.S. involvement in World the U.S. Supreme Court’s decisions in the period War I. Postwar structural changes. Waning of *Hst 430/530, 431/531, 432/532 between 1860 and 1932. In particular, the U.S. Cultural History (4, 4, 4) laissez faire. Causes of the Great Depression. Court’s emasculation of the Reconstruction The relation of cultural attitudes, values, and Economic policies of Hoover and Roosevelt Amendments and its role in the development of belief to the American historical experience. Hst administrations. The New Deal reforms. World modern American industrial capitalism. Prereq- 430/530: 1600-1860, European legacy and War II and emergence of the administered sys- uisite: upper-division standing. Recommended Native Americans; Puritanism and mission; race, tem. Evolution of the mixed economy and grow- prerequisite: Hst 202. Hst 449/549: Examines class, and ethnicity in Colonial America; Ameri- ing role of the government. The industrial- the civil liberties and civil rights decisions of the can Enlightenment and Revolution; Cultural military complex and the social imbalance. U.S. Supreme Court in the 20th century. Recom- Nationalism in the New Republic; Industrial Recommended prerequisites: Ec 201, 202. mended prerequisite: upper-division standing. Ethic and Pastoralism; Jacksonian Democracy *Hst 440/540, 441/541 *Hst 450/550 and the Cult of the Self-Made Man; Manifest American Environmental History (4, 4) Medieval England (4) Destiny and Native Americans; Slavery and Afri- Hst 440/540: A survey of North American history An advanced examination of England from the can American Culture; Protestant Evangelical- to 1900 from an environmental perspective with Anglo-Saxons to 1450 covering selected topics ism, Social Reform, Abolitionism, and special reference to the development of environ- in political, religious, social, and intellectual his- Feminism. Hst 431/531: 1860-1945, Cultural mental thought, interdisciplinary topics in environ- tory. Recommended prerequisite: upper-divi- Civil War and Reconstruction; Age of Incorpora- mental history, and the history of ecological sion standing. tion, Labor Reform, and Utopian Thought; Pop- thinking. Hst 441/541: A survey of North Ameri- *Hst 451/551 ulism and the Crisis of the 1890s; Progressive can history since 1900 from an environmental per- Tudor England (4) Purity Reform and Intellectual Ferment; Two spective with special reference to conservation and An advanced examination of political, intellec- Cultures of the 1920s; Depression Realism and environmentalism, interdisciplinary topics in envi- tual, and social change in Tudor England includ- Radicalism; World War II and the Judeo-Chris- ronmental history, political action, and contempo- ing the Henrician revolution in government, the tian Consensus. Hst 432/532: Anti-Communist, rary environmental thought. English Reformation, the Elizabethan renais- Nationalist, and Anticorporate Insurgence in the *Hst 442/542, 443/543 sance and the crisis of the aristocracy. 1950s; Antiwar, Racial, Counterculture, and History of the Westward Movement (4, 4) *Hst 452/552 Feminist Ferment in the Protest Era; New Age A description of the westward movement into Irish History (4) and Postmodernist Thought; Populist Conserva- the various geographical regions of the nation A survey of Irish history from Celtic times to the tism and Traditional Values, 1980-present. Rec- and an evaluation of the significance of this phe- present which attempts to increase understand- ommended prerequisites: Hst 430/530: Hst 201; nomenon for the American people, both con- ing of the complexities of 20th century Irish Hst 431/531: Hst 202, 327, 328; Hst 432/532: temporaneously and subsequently. Social, problems through an examination of the histori- Hst 202, 328, 329. cultural, economic, and political aspects of the cal roots-social, religious, political, economic, *Hst 433/533, 434/534 migration process will be examined. Hst 442/ and intellectual. 542: the Atlantic seaboard to the Mississippi. Colonial American and U.S. Social and *Hst 453/553 Intellectual History (4, 4) Hst 443/543: the trans-Mississippi West. The Medieval City: Communities of Conflict Hst 433/533: 1600-1860. 434/534: 1860- Hst 444/544 and Consensus (4) present. Each term will examine three or four History of the Pacific Northwest (4) Emphasizes the social and cultural history of the aspects of American social and intellectual his- The social, cultural, economic, and political medieval city from ca. 300-1500. Proceeding tory—such as race, class, religion and philosophy, aspects of the development of civilization in chronologically and thematically, explores how ideology and politics, community, region, or Oregon and Washington. The history of the contemporaries imagined cities and urban life; labor. Recommended prerequisite: Hst 433: Hst region is related to national and international con- the formation of civic consciousness and identity 201, Sophomore Inquiry (American Studies), or texts. Recommended prerequisite: Hst 201, 202. in feudal Europe; the commercial revolution and consent of instructor; Hst 434: Hst 201, Sopho- *Hst 445/545 its cultural consequences; family and domestic more Inquiry (American Studies), or consent of History of Portland (4) life; the experience of marginalized elements; the instructor. The historical growth of Portland and its metro- construction, regulation, and function of urban *Hst 435/535, 436/536, 437/537 politan region, with major attention given to the space; and the role of spectacle, ceremony, and American Diplomatic History (4, 4, 4) 20th century. Emphasis is placed upon the pro- ritual, all as means to assess how the urban com- The history of American involvement in world cess of urbanization and the consequences of the munity mediated conflict and sought elusive affairs from colonial times to the present. Hst past decisions and actions as they relate to recent consensus. Recommended prerequisites: Hst 435/535: Emphasis on America as the object of developments. 101, 354, or 355. European diplomacy; winning and maintaining Hst 446/546 *Hst 455/555 independence, continental expansion, and civil Topics in the History of American Topics in Renaissance History (4) war. Hst 436/536: American intervention in East Professions (4) The purpose of this course is to identify and Asia and the Caribbean, Imperialism, and World Historical analysis of the roots and development examine those special aspects of Western Euro- War. Hst 437/537: a second World War, Cold of the intellectual, economic, social, and political pean civilization that mature roughly between War, containment, Korea, Vietnam, and Ameri- power and authority of representative profes- 1300 and 1550 and that begin to set it apart can globalism. sions in America and the West. Topics include: from the medieval era. Thus the class is not a †Hst 438/538 Foundations of American Medicine; American survey of life during a period of time but a study American Economic History: the First Medicine in the Twentieth Century; American of selected phenomena. Among topics for con- Century (4) Lawyering; American Technology. Course may sideration are the revival of antique (above all The economic background of the War of Inde- be repeated for credit with different topic. Latin and Greek) letters and attitudes, types of pendence and the seeds of the Civil War. Indus- *Hst 447/547, 448/548, 449/549 Humanism, new education ideals, secular out- trialization, urbanization, and development of American Constitutional History I, II, III look, the functions of Renaissance patrons, polit- the frontier. Rise of big business and organized (4, 4, 4) ical theory and the growth of the “early modern labor. Laissez faire, federalism, and the gradual Hst 447/547: Examines the intellectual origins, state,” Neoplatonism, and the spread of the emergence of the national government in eco- creation, and ratification of the American Con- Renaissance from Italy to Northern Europe. nomic policy. Changes in foreign trade and in stitution and the early efforts of the U.S. There is much opportunity for class discussion. the international position of the U.S. Recom- Supreme Court to construe that document. mended prerequisites: Ec 201, 202. Covers the period 1787-1860 and focuses pri-
†Also offered as Ec 456/556, 457/557. C OLLEGE OF LIBERAL ARTS AND SCIENCES 157
*Hst 456/556 *Hst 473/573 *Hst 488/588 The Protestant and Catholic Reformations Topics in Russian Socio-Cultural History Modern Arabia (4) of the 16th Century (4) (4) A survey of the history of the Arabian Peninsula A survey of the religious revolutions that occurred Examines social conditions and their depiction in the 19th and 20th centuries. Emphasis will be in Europe during the first two thirds of this cen- in high and popular culture. Selected themes on socio-economic and governmental institu- tury, up until the end of the Council of Trent include the social conditions of the peasantry tional change with discussion of changing cul- (1563), the so-called Reformation era. It will treat and their representation in urban culture, the tural values. The role of the British and Ottoman religious, intellectual, political, social and eco- social conditions of the nobility and their self- empires, Islamic reformism, oil, and the emer- nomic developments that helped create the set- representation in autobiography, etc. Subject gence of nation states (Saudi Arabia, Yemen, ting for the Reformation, as well as the course of matter will vary from term to term. Maximum Oman, and the Gulf States). events that constitutes the Reformation, the doc- number of credits is 12, for three courses with Hst 495 trines and intentions of the major reformers different topics. Comparative World History (4) (among others, Martin Luther, John Calvin, Igna- *Hst 474/574 Comparative examination of important themes tius Loyola), the beliefs of the common people, Sex and the Soviets (4) in Asian, African, European, and Western Hemi- and the consequences of reform. Covers Soviet and post-Soviet history through sphere historical experience. Both the themes *Hst 457/557, 458/558 the lens of sexual practice, state family policy, and regional focus vary each term, and themes History of Germany (4, 4) gender formation, and cultural representations may be drawn from any time period. Possible The development of German political and social of sex and gender. The first half of the course themes include: The Roman and Chinese life in modern times. Hst 457/557: Thirty Years’ covers the 1920s through Stalinist 1930s when Empires; Money, Trade, and Empire, 1500-1800; War to the Revolution of 1848. Hst 458/568: utopian vision gives way to reality and, in the The Thirteenth Century World; Gender and 1848 to the present. Recommended prerequi- end, to terror. We gallop through the era of stag- Identity, 1750-Present. (Maximum number of sites: Hst 101, 102. nation and finally concentrate on contemporary credits is 12; 4 credits each for three courses *Hst 459/559, 460/560 sex and gender issues in Russia. with different topics). European Intellectual History (4, 4) *Hst 475/575 Hst 496/596 A lecture course that examines major develop- History of Russia: Origins to Peter The Introduction to Public History (4) ments in European thought. Each term, writings Great, 800-1700 (4) An introduction to the field of public history of three or four authors will be used to investi- Kievan Rus’, the “Mongol Yoke,” Muscovy, and with special emphasis on the research methods, gate the relationship between ideas and their the beginnings of empire. Analysis of primary procedures, and work in the practice of public social context. Recommended prerequisites: Hst sources and historiographical debates. Empha- history, from archival management to historic 101, 102. sis on political, social, and cultural aspects. preservation and museum studies. Taught in *Hst 462 *Hst 476/576 cooperation with the professional staff of the Amazon Rain Forest (4) History of Russia: Imperial, 1700-1917 (4) Oregon Historical Society. This course is a Examines different ways in which the Amazon This course traces the Romanov dynasty and its prerequisite for Hst 404/504, Public History has been perceived through time. This course is subjects until its fall. Analysis of primary sources Internships. the same as Intl 462; course may only be taken and historiographical debates. Emphasis on polit- *Hst 497/597 once for credit. ical, cultural, and social aspects, especially on the Film and History (4) *Hst 463 successive attempts at reform, and intellectual The study of selected topics of modern history Modern Brazil (4) self-definition of the nation and its classes. through the viewing and analysis of important Examines such topics as slavery, abolition, mes- *Hst 477/577 documentaries and feature films. Emphasis is on sianism, banditry, the Amazon, race, military History of Russia: Soviet Union and its Fall, the application of techniques of historical source rule, and democratization in the making of 1917-Present (4) criticism to the varied information preserved and modern Brazil. This course is the same as Intl Russian Revolution, the Civil War, NEP, Stalinism, transmitted in cinematographic form. The sub- 463; course may only be taken once for credit. Khrushchev, Brezhnev, Gorbachev, and the disso- ject matter will vary from term to term. (Maxi- lution of the Soviet Union. Analysis of primary *Hst 465/565 mum number of credits is 12; 4 credits each for Twentieth Century Latin America (4) sources and historiographical debates. Emphasis three courses with different topics.) on political, social, and cultural aspects. Recent political, social, and economic develop- Hst 500 ments with emphasis on the period since World *Hst 478/578, 479/579 Introduction to the Master’s Program in War II. Recommended prerequisite: Hst 365, Russian Cultural and Intellectual History History (4) 366, or Sophomore Inquiry (Latin America). (4, 4) An introduction to the professional study of his- * Analysis of primary sources. Hst 478/578: 19th tory and to the writing of the master’s thesis. Hst 468/568, 469/569, 470/570 century intelligentsia. Hst 479/579: 20th century History of Mexico (4, 4, 4) Intended for new or recently entering graduate Hst 468/568: A study of Mexico’s beginnings mass culture—films, novels, sport, and music. students in history. from pre-Columbian times through the colonial *Hst 485/585, 486/586 Hst 503 period. The origins of Mexican culture, society, The Ottoman World and Modern Turkey Thesis (Credit to be arranged.) economy, and political institutions will be exam- (4, 4) Study of social, cultural, and governmental pat- Hst 509 ined in the context of Hispanic and indigenous Practicum (Credit to be arranged.) contributions. Hst 469/569: A study of Mexico’s terns in Ottoman and Turkish society, from Hun- history from the revolutions for independence gary to the Red Sea, from the 13th century to the until 1876. Emphasis will be placed upon the present. Hst 485/585: A study of social, cultural, development of constitutional government, the and governmental patterns in Ottoman society, era of reform, foreign interventions, and the res- from the rise to world empire in the Balkans and toration of the republic. Hst 470/570: Mexico’s Middle East of the 13th through 16th centuries, emergence as a modern nation during the Porfir- to the Age of Doubt and Tulip Period of the 17th ian dictatorship. The 20th century revolutionary and 18th centuries. Hst 486/586: A study of upheaval and consolidation. Recommended pre- 19th and 20th century modern Turkey and revo- requisite: Hst 365 or 366. lutionary Westernization in the Middle East. *Hst 487/587 Palestine and Israel (4) A critical review of the 19th and 20th century social, cultural, economic and political factors behind the formation of two modern Middle Eastern nations, Palestine and Israel. 158 P ORTLAND STATE UNIVERSITY
International Studies
101 East Hall Connected Learning...... 24 Information on recommended courses 725-3455 At least 24 upper-division credits from adviser- approved courses selected from departments and is available from advisers. Majors should www.intl.pdx.edu/isp/isp.htm programs in the College of Liberal Arts and Sci- meet regularly with advisors beginning no ences, the School of Business Administration, the later than the first term of their sophomore Graduate School of Education, the School of Fine B.A. and Performing Arts, and the College of Urban year. Minor and Public Affairs. Lists of appropriate Connected Requirements for minor. To earn a Certificate in European Studies Learning courses are available in the department minor in international studies a student and Certificate in Latin American Studies must: 1) demonstrate competence in an Certificate in Middle East Studies Regional Focus ...... 24 At least 24 upper-division credits from adviser- appropriate foreign language either by The International Studies program offers a approved, area-specific courses appropriate to completing the second year of the language the student’s regional focus; plus three years◊ of B.A. degree based on an interdisciplinary language study (or equivalent) appropriate to in the final term or by passing a depart- curriculum that provides both a global per- the regional focus: Africa, Asia, Europe, Latin mentally administered proficiency exam at spective and a comprehensive view of a America, or the Middle East. the same level; and 2) complete 31 credits or selected geographic region of the world. Regional/Thematic Focus...... 24 (8 of which must be taken in residence at This degree affords an excellent foundation At least 12 upper-division credits in adviser- PSU and 11 credits of which must be for careers in which an understanding of approved, area-specific coursework, and 12 upper-division) to include the following: upper-division credits in adviser-approved inter- international economic, political, social, disciplinary coursework related to a theme of Credits International Studies...... 15 and cultural affairs is of importance; it also international significance◊ approved by an provides a solid foundation for graduate adviser; plus three years of language study (or Intl 101 Introduction to International Studies (4) equivalent) appropriate to area-specific course- Intl 395 Colloquium (one credit in each of work in the field. work. three terms) (3) Intl 396 The United States and the World (4) Total: (plus from 0 to 42 depending on language study) 77-119 Intl 407 Seminar (4) Admission Connected Learning (adviser-approved All courses used to satisfy the depart- area-specific or thematic courses) ...... 16 requirements mental major requirements, whether taken Admission to the department is based on in the department or elsewhere, must be Total 31 general admission to the University. See graded C or above. Courses taken under the undifferenti- page 43 for more information. Courses taken under the undifferenti- ated grading option (pass/no pass) will not ated grading option (pass/no pass) will not be accepted toward fulfilling department be accepted toward fulfilling department minor requirements. Degree requirements major requirements. Requirements for major. In addition to the The approved elective courses which general University requirements for a may be used to complete the above curric- Certificates degree found on page 9, majors must com- ulum are determined according to the geo- The University awards certificates for lan- plete an individualized curriculum in their graphic region of study that a student guage and area specialization to students areas of geographic concentration, to selects. who have completed the requirements for a include: Currently, five regions of concentration bachelor’s degree in any field. Certificates Credits are available: are currently available in European Studies, International Studies...... 29 General Advising: Kimberly Brown, 503- Latin American Studies, and Middle East Intl 101 Introduction to International Studies.....4 Studies. The specific courses needed for a †Intl 2xx Introduction to Regional Studies...... 4 725-8194; Birol Yesilada, 503-725-3257 Intl 395 Colloquium (one credit in each of Africa: Ridwan Nytagodien, adviser, certificate in each area differ; interested stu- three terms) ...... 3 503-725-5081 dents should consult the International ‡Intl 396 The United States and the World...... 4 Asia: Patricia Wetzel, adviser, Studies Program in 101 East Hall. Intl 407 Seminar ...... 4 503-725-5277 or 503-725-8561 Students in both the International Stud- ‡Intl 471 Understanding the International Experience...... 4 Europe: Stephen Walton, adviser, ies and certificate programs are encouraged §Intl 499 Senior International Experience ...... 6 503-725-5278 to consider overseas study opportunities Latin America: Shawn Smallman, adviser, available through the Office of Interna- 503-725-8728 tional Education Services, 212 East Hall. Middle East: Shawn Smallman, adviser, Language and area studies certificate 503-725-8728 programs focus on the study of a group of countries or a geographical area having
†Students may not substitute UnSt 2xx for Intl 2xx (and vice versa); an appropriate mentor section is required. ‡Students may substitute Ec 340, Hst 435/436/437, PS 345, 445, 454 or Soc 320 for Intl 396 with approval of adviser; Ling 471 for Intl 471 with approval of adviser. Substitu- tions for, or waivers of, all other Intl courses must be approved by the program director as well as the adviser. §The Senior Capstone requirement will normally be fulfilled by taking Intl 499. Students who elect to satisfy the Senior Capstone requirement in another department or program may be required to take a comprehensive examination. ◊Demonstration of three years’ foreign-language equivalency may be through examination; three years’ coursework includes a departmentally administered proficiency examina- tion. C OLLEGE OF LIBERAL ARTS AND SCIENCES 159
common linguistic and/or cultural charac- Intl 407 Intl 462 teristics. The course of study is designed to Seminar (4) Amazon Rain Forest (4) Reading and discussion about an interdiscipli- Examines different ways in which the Amazon broaden the student’s understanding of a nary topic in international affairs. Restricted to has been perceived through time. This course is particular world area. seniors with an International Studies major or the same as Hst 462; course may only be taken Students must take 30 credits (two minor. once for credit. years) of one adviser-approved language Intl 410 Intl 463 appropriate to the geographic area of con- Selected Topics (Credit to be arranged.) Modern Brazil (4) centration (or demonstrate equivalent pro- Intl 460/560 Examines such topics as slavery, abolition, mes- ficiency in that language); and they must Political Development in Modern Turkey (4) sianism, banditry, the Amazon, race, military successfully complete 30 credits of speci- Designed to provide students with an in-depth rule, and democratization in the making of fied area courses. study of political development literature with a modern Brazil. This course is the same as Hst focus on modern Turkey. Examines how modern 463; course may only be taken once for credit. Turkish republic emerged from the ashes of the Intl 471 Ottoman Empire and evaluate stages of political Understanding the International Experience Courses development during the first, second, and third (4) Intl 101 republic. Finally, assesses the implications of Examination of communication-based dimen- Introduction to International Studies (4) Turkey’s new geopolitics (since the end of the sions of an international or intercultural experi- A survey of the main concepts, analytical tools, Cold War) on Turkish political and economic ence, including teaching English to speakers of fields of study, global problems, and cross-cul- development in a global perspective. This course other languages. Development of strategies and tural perspectives that comprise international is the same as PS 460/560; may only be taken activities required to meet the challenges of studies. once for credit. teaching, working, or doing research in an inter- national/ intercultural setting. Prerequisite: Intl 199 Intl 461/561 Special Studies (Credit to be arranged.) Politics of Economic Reform in Modern upper-division or postbac academic standing. All linguistics students must register for Ling 471/ Intl 211 Turkey (4) Course examines the politics of planned eco- 571 which includes a zero-credit lab, however, Introduction to African Studies (4) this course is also offered as BSt 471. Course Intl 216 nomic growth under the Republican Peoples Introduction to Asian Studies (4) Party, transition to the import-substituting may only be taken once for credit. Intl 226 growth model during the post-WWII era, prob- †Intl 499 Introduction to European Studies (4) lems associated with economic stagnation in the Senior International Experience (6) Intl 240 1970s, and transformation of the Turkish econ- A service learning and/or community-based Introduction to Latin American Studies (4) omy during the 1980s and 1990s. The last two learning experience in an international or inter- Intl 247 decades provide important insight into how pol- cultural setting, in a group-supervised, team- Introduction to Middle Eastern Studies (4) itics and economics (domestic as well as interna- centered format, within either a study-abroad In-depth interdisciplinary or topical study of one tional) converge in shaping Turkey’s economic program or a local project (or both) with an of the regional foci in the International Studies growth strategies. This course is the same as PS appropriate international agency, business, com- degree program. Please be sure to register for a 461/561; may only be taken once for credit. munity, or non-profit organization. corresponding mentored inquiry section. Intl 331 Women in the Middle East (4) Aims to explore the role and status of women in the contemporary Middle East with respect to institutions such as the family, law, education, work, and politics–areas which intersect and overlap with broader cultural questions about women and their place in tradition, modernity, nation-building, Islam, and the West. This course is the same as FL 331 and WS 331, may only be taken once for credit. Intl 395 Colloquium (1) Lectures by PSU and visiting scholars on major world issues. Intl 396 The United States and the World (4) Interdisciplinary study and analysis of the role of the United States in world affairs with emphasis on the twentieth century, relations between the U.S. and the Third World, the era of the Cold War, American globalism, diplomatic, economic, and geopolitical issues. Intl 399 Special Studies (Credit to be arranged.) Intl 401 Research (Credit to be arranged.) Intl 404 Cooperative Education/Internship (Credit to be arranged.) Intl 405 Reading and Conference (Credit to be arranged.)
†The Senior Capstone requirement will normally be fulfilled by taking Intl 499. Students who elect to satisfy the Senior Capstone requirement in another department or program will sit a comprehensive examination. 160 P ORTLAND STATE UNIVERSITY
Mathematics and Statistics
334 Neuberger Hall Students interested in majoring in All courses used to satisfy the depart- 503-725-3621 mathematics are urged to meet with a mental major requirements, whether taken www.mth.pdx.edu/ department adviser. Students who have in the department or elsewhere, must be decided to major in mathematics should graded C-, P, or above, but no more than 4 B.A., B.S. in Mathematics inform both the department and the regis- courses graded P will count toward these Minor in Mathematics trar’s office of that decision. Mathematics requirements. Transfer students majoring Minor in Mathematics for Middle School majors are encouraged to participate in the in mathematics are required to take a Teachers activities of the department and to meet on minimum of 15 credits of PSU upper- Teacher Licensing Requirements a regular and continuing basis with a division mathematics or statistics courses M.A., M.S. in Mathematics departmental adviser. in residence. M.S. in Statistics In addition to the specific required M.A.T., M.S.T. in Mathematics courses listed above, the following options Ph.D. in Mathematical Sciences Degree requirements Ph.D. in Mathematics Education are intended to help the student plan a pro- Ph.D. in Systems Science— Requirements for major. The degree pro- gram of study with a specific goal or career Mathematics gram requires a basic core of courses, but it in mind. also has the flexibility that allows students Option I—Applied Mathematics. Recom- to pursue special areas of interest in mathe- mended electives: Mth 322, 421, 422, 424, Undergraduate matics. The program is designed to provide 425, 430, 451, 452, 470 a foundation for more advanced work and/ Option II—Graduate School Preparation. programs or a basis for employment in government, Recommended electives: Mth 411, 412, The mathematical sciences have long pro- industry, or secondary education. A joint 434, 435, 436, 441, 442. vided the necessary languages of the physi- degree in mathematics with computer sci- Option III—Statistics. Recommended cal sciences, but are now also recognized as ence, business administration, economics, electives: Mth 322, 467, 468, 487; Stat important components of study for stu- physics, or some other area may give a stu- 461, 462, 463, 464, 465, 466. dents in computer science, social sciences, dent better opportunities for employment Option IV—High School Teaching. Rec- business administration, education, and upon graduation. ommended electives: Mth 338, 346, 481, the biological sciences. Mathematics and The department attempts to offer as 482, 486, 487, 488; Psy 311; Ed 420. See statistics are also disciplines in themselves many courses as possible after 4 p.m. on a Teaching Licensing Requirements below. and may be studied purely for the excite- rotating schedule so that a degree may be Option V—Actuarial Science. Recom- ment and discovery it brings to those who pursued by either day or evening enroll- mended electives: CS 161; Mth 451, 452, study it. To meet these needs the depart- ment. 467, 468; Stat 461, 462, 463, 464, 465, ment offers an array of courses in pure and In addition to meeting the general Uni- 466; SySc 520, 521, 522. applied mathematics and statistics. versity degree requirements, the major in Requirements for minor in mathemat- Students, prospective students, and all mathematics must complete the following ics. A student must complete the following persons having an interest in the depart- requirements: program (12 credits must be upper-divi- ment are welcome at the office and are Credits sion; 9 of these 12 upper-division credits encouraged to visit the Web site. The Web Mth 251, 252, 253, 254 Calculus I, II, III, IV ...... 16 must be taken in residence at PSU): Mth 256 Differential Equations...... 4 site provides information about the depart- Credits Mth 311, 312 Advanced Calculus ...... 8 ment’s faculty, programs, courses, other ser- Mth 251, 252, 253, 254 Mth 343 Applied Linear Algebra...... 4 Calculus I, II, III, IV ...... 16 vices, and its current activities. Mth 344 Group Theory ...... 4 Mth 311 Advanced Calculus or Mth 344 One of the following: ...... 3-4 Group Theory ...... 4 Mth 345 Ring and Field Theory ‡Four approved elective courses ...... 12-16 Admission Mth 346 Number Theory Mth 338 Modern College Geometry Total 32-36 requirements Mth 444 Advanced Linear/Multilinear Algebra † Only grades of C-, P, or above count In order to help students plan their pro- One approved two-term 400-level Mth or toward satisfying the department minor grams the Mathematical Sciences Depart- Stat sequence ...... 6-7 †Two additional approved 400-level Mth or requirements. No more than three courses ment provides placement assistance and Stat courses ...... 6-8 † with a grade of P may be counted toward the opportunity to meet with an adviser. Two additional approved Mth or Stat courses.. 6-8 these requirements. All students are urged to avail themselves CS 161 or CS 208 ...... 3-4 Requirements for minor in mathemat- of these services, especially those students Total 60-67 who are enrolling in their first mathematics ics for middle school teachers. This math- or statistics course. ematics minor is intended for those who
†Approved electives are Mth 313, 322, 324, 338, 345, 346, 411, 412, 413, 420, 421, 422, 423, 424, 425, 430, 431, 432, 433, 434, 435, 436, 440, 441, 442, 443, 444, 445, 449, 451, 452, 453, 467, 468, 470, 471, 472, 481, 482, 483, 484, 485, 486, 487, 488; Stat 451, 452, 461, 462, 463, 464, 465, 466, 571, 573, 576, 577, 578. Check with the department for the list of approved Mth or Stat sequences and for additional courses, including omnibus-numbered courses, which may be approved as electives. ‡Approved electives are Mth 256, 311, 312, 313, 343, 344, 345, plus any course approved as an elective for major credit. C OLLEGE OF LIBERAL ARTS AND SCIENCES 161
plan to enter a Graduate Teacher Education tics many natural partner disciplines, Program and be licensed in middle school Graduate including, computer science, engineering, mathematics (grades 5-9). A student must programs physics, biology, economics, finance, urban complete the following program (12 credits studies and planning, medicine, or public The Department of Mathematical Sciences must be upper-division; 9 of these 12 health. The courses are chosen with the offers work leading to the degrees of Master upper-division credits must be taken in assistance of the allied area adviser to form of Arts, Master of Science, Master of Arts in residence at PSU): a coherent area of study directly relevant to Teaching, Master of Science in Teaching, the student’s goals. Credits the Ph.D. in Mathematics Education, and Mth 211, 212, 213 Foundations of Elementary Doctor of Philosophy in mathematics Mathematics I, II, III...... 12 the Ph.D. in Systems Science–Mathematics. education. Candidates in this program Mth 490 Computing in Mathematics for Middle must currently have (or complete during School Teachers ...... 3 Mth 491 Experimental Probability for Middle Admission their program) a master’s degree in mathe- School Teachers ...... 3 matics equivalent to the M.S./M.A. degree Mth 492 Problem Solving for Middle School requirements or the M.S.T./M.A.T. degree at Portland Teachers ...... 3 Mth 493 Geometry for Middle School Teachers...... 3 Master of Arts or Master of Science in State University. Applications must be Mth 494 Arithmetic and Algebraic Structures for mathematics, Master of Science in statis- received at least two terms prior to the term Middle School Teachers ...... 3 tics, Master of Science in Teaching or of admission. For more complete informa- Mth 495 Historical Topics in Mathematics for Master of Arts in Teaching. In addition to tion on the program, write the Department Middle School Teachers ...... 3 meeting the University admission require- Mth 496 Concepts of Calculus for Middle School of Mathematical Sciences at Portland State. Teachers ...... 3 ments, students seeking regular admission Approved elective course (see an adviser) ...... 2-4 status in master’s programs are expected to have completed courses in linear algebra, Degree requirements Total 35-37 abstract algebra, and analysis, and, for the Only grades of C-, P, or above count University master’s degree requirements are M.A./M.S. programs, differential equations. listed on page 69. Specific departmental toward satisfying the department minor The M.A./M.S. programs are designed for requirements. No more than three courses requirements are listed below. the student who wishes to prepare for com- Master of Arts or Master of Science in with a grade of P may be counted toward munity college teaching, industrial work in mathematics. Candidates must complete these requirements. mathematics, or further advanced work an approved 45-credit program which toward a Ph.D. in mathematics. The includes at least 30 credits in mathematics M.A.T./M.S.T. programs offer advanced or statistics.These 30 credits must include Licensure training and specialized courses for sec- courses distributed as follows: two 9-credit Teacher licensing requirements. To receive ondary school teachers of mathematics. sequences at the 600 level and either the 3- a teaching license from PSU, after complet- Doctor of Philosophy in mathematical credit Mth 501 Mathematical Literature ing a baccalaureate degree a student must sciences. Applicants will be expected to and Problems or the 3-credit Stat 501 complete the Graduate Teacher Education have the equivalent of a bachelor’s degree Statistical Literature and Problems. In Program (GTEP) through the Graduate in mathematics or statistics containing an addition, the student must pass written School of Education. adequate background in computer sci- examinations. Only grades of C-, P, or above count ence. Applicants with degrees in related Master of Science in statistics. Candi- toward satisfying the mathematics require- disciplines will be considered provided the dates must complete an approved 45-credit ments for teacher licensing. applicant demonstrates a strong mathemat- program which includes at least 33 credits Secondary education. Students plan- ical proficiency. Applicants must follow the in courses with the Stat prefix. These 33 ning to earn a secondary teaching license in University admissions instructions for credits must include courses distributed as mathematics must obtain a recommenda- graduate applicants. In addition the GREs follows: one 9-credit sequence at the 600 tion for admission to the GTEP from the are required, both the general test and the level, two 9-credit sequences at the 500 Mathematical Sciences Department. The subject test in mathematics. level, 3 credits of Stat 570, Topics in Statis- student’s program should include most of The Ph.D. in mathematical sciences at tical Consulting, and 3 credits of Stat 501, the courses required for the major and Portland State University differs signifi- Statistical Literature and Problems. In those listed in Option IV above. cantly from the traditional model of Ph.D. addition, the student must pass written Middle school education. Students education in Mathematical Sciences. While examinations. planning to earn a middle school teaching mathematics is at the core, the program Master of Science in Teaching or license with an emphasis in mathematics aims to develop professionals who have Master of Arts in Teaching. The Master of should complete the courses Mth 211, 212, versatility, who are conversant in other Science in Teaching or the Master of Arts in 213, 490/590, 491/591, 492/592, 493/ fields, and who can communicate effec- Teaching of mathematics are designed for 593, 494/594, 495/595, and 496/596. tively with people in other professional cul- individuals interested in strengthening Information about the Graduate Certificate tures. The broad-based training will their understanding of mathematics to Program in Mathematics for Middle School prepare candidates for industry, govern- enrich the teaching of mathematics. The Teachers can be found in the Graduate ment, and higher education. The program program prepares teachers in subjects such Studies section, see page 66. prepares the candidate to be well grounded as geometry, algebra, analysis/calculus, his- Elementary education. Students plan- in his or her field, yet conversant with sev- tory of mathematics, probability, statistics, ning to earn an elementary teaching license eral subfields by dedicating approximately discrete mathematics, and use of technol- must complete Mth 211, 212 before admis- 25 percent of the credit hour requirements ogy in the classroom. The program is sion to GTEP. to professional development, cross-disci- intended for individuals with a mathemat- plinary experiences, and allied area course- ics degree or a strong background in math- work. Students take a concentration of ematics. allied area courses, outside the department, in one or more of mathematics and statis- 162 P ORTLAND STATE UNIVERSITY
An M.S.T./M.A.T. candidate must com- mathematics (such as curriculum and Mth 191, 192, 193 plete an approved program of 45 graduate instruction, psychology, educational Mathematics Tutoring (3, 3, 3) credits and complete an approved mathe- policy, science, computer science, philoso- Training in one-to-one and small-group tutoring over a wide range of mathematical topics. Mth matics curriculum project. The program phy, sociology, anthropology, etc.). 191: tutoring in arithmetic and other non-uni- may also lead to the Standard Teaching Candidates must pass comprehensive versity courses. Mth 192: tutoring in freshman- Certificate/License. University require- examinations in mathematics and mathe- level mathematics. Mth 193: tutoring in sopho- ments for a Standard Teaching Certificate/ matics education. In addition, candidates more- junior- and senior-level mathematics. License are listed on page 215. will be strongly encouraged to demonstrate Required field work consists of providing tutor- Doctor of Philosophy in mathematical competency in reading research in mathe- ing service in the community or University. Rec- sciences. Candidates entering with a bach- matics education in at least one language ommended prerequisite: consent of instructor. elor’s degree must complete an approved other than English. Mth 199 program of 99 credit hours distributed as Doctor of Philosophy in systems Special Studies (Credit to be arranged.) follows: coursework (63 credits), a doctoral science—mathematics. The Department of Mth 211, 212, 213 seminar (9 credits), and dissertation Mathematical Sciences participates in the Foundations Of Elementary Mathematics I, II, III (4, 4, 4) research (27 credits). Coursework must Systems Science Doctoral Program offering A constructivist approach to fundamental ideas include: 45 credits of mathematics and sta- a Ph.D. in systems science-mathematics. of mathematics. Courses must be taken in tistics courses, of which at least 10 courses Specialized studies in applied and theoreti- sequence. Recommended prerequisite: second are at the 600 level, and 15 credits of allied cal mathematics, when combined with core year high school algebra or equivalent. area courses at the 500 and 600 level. Stu- area courses and electives, will partially ful- Mth 241 dents entering with a master’s degree must fill the requirements for the Ph.D. in sys- Calculus for Management and Social complete a minimum of 72 credit hours tems science-mathematics. For specific Sciences (4) beyond a master’s degree distributed as fol- requirements for this degree, contact the An introduction to differential and integral cal- lows: a minimum of 18 credits of approved Department of Mathematical Sciences, and culus, this course is intuitive in approach and emphasizes applications. While intended as a courses in mathematics and statistics at the for general information related to the Sys- terminal course, the interested student may 600 level, a minimum of 15 credits in an tems Science Ph.D. degree, see page 73. follow it by the more extensive and rigorous cal- allied area at the 500 and 600 level, 9 cred- culus sequence Mth 251, 252, 253, 254. its of doctoral seminar, and 27 credits of Students may not receive credit for this course if dissertation research. Candidates must pass Courses they already have credit for Mth 251. Recom- mended prerequisite: Mth 111. comprehensive examinations in mathemat- Courses with an asterisk (*) are not offered every year. ics and an allied area. Students are also Mth 251, 252, 253, 254 A course can be used as a prerequisite for a subse- required to demonstrate competency in a Calculus I, II, III, IV (4, 4, 4, 4) quent mathematics course only if it has been satis- Differential and integral calculus of functions of foreign language approved by the student’s factorily completed. Satisfactory completion of a advisory committee. a single variable, analytic geometry, infinite course means receiving a C-, P, or above in that series, an introduction to differential and integral Doctor of Philosophy in mathematics course. When courses are required to be taken in calculus of functions of several variables and education. The Department of Mathemati- sequence (such as the four terms of calculus) each applications. Courses must be taken in cal Sciences offers a Ph.D. in Mathematics course is regarded as a prerequisite for the next. sequence. Recommended prerequisite: Mth 112. Education. The main objective of this pro- Mth 70 Mth 256 gram is to develop educators with an Elementary Algebra (4) Applied Differential Equations I (4) understanding of mathematics and its This is a basic course covering first-year high Solution techniques in ordinary differential teaching and learning, and with the capa- school algebra. Credit for enrollment (eligibility) equations; applications. Recommended prereq- bilities for research and professional prac- but not toward graduation; satisfies no Univer- uisite: Mth 253. sity or general education requirements. Taught tice in the field. This program provides a through the School of Extended Studies. Mth 301, 302, 303 balance between mathematics and mathe- Elements of Modern Mathematics I, II, III Mth 95 matics education to help in the develop- (4, 4, 4) Intermediate Algebra (4) Topics selected from arithmetic, algebra, geome- ment of mathematics educators who may Topics include problem solving, linear equa- try, calculus, probability, and statistics. A cultural become: (1) Faculty members in mathe- tions, systems of equations, polynomials and fac- approach to mathematics in which technical matics education in mathematics depart- toring techniques, rational expressions, radicals proficiency is not the primary objective. Recom- ments or schools of education in and exponents, quadratic equations. Credit for mended for liberal arts students. Recommended universities, four-year colleges, or commu- enrollment (eligibility) but not toward gradua- prerequisite: Mth 111. tion; satisfies no University or general education nity colleges; (2) Curriculum specialists in Mth 311 mathematics, supervisors of mathematics requirements. Taught through the School of Advanced Calculus (4) Extended Studies. Recommended prerequisite: Properties of the real numbers, introduction to at the middle school level or secondary Mth 70. school level, or mathematics specialists in metric spaces, Euclidean spaces, functions of a Mth 111, 112 state or local departments of education; (3) real variable, limits, continuity, the extreme and Introductory College Mathematics I, II intermediate value theorems, sequences. Recom- Private sector specialists in mathematics (4, 4) mended prerequisite: Mth 253. education. An integrated treatment of topics from algebra and trigonometry. These courses serve as addi- Mth 312, 313 Candidates must complete an approved Advanced Multivariate Calculus (4, 4) program of 84 credit hours which consists tional preparation for students with insufficient Differential and integral calculus of functions of of three major components: coursework, a background who desire to take Mth 251, 252, several variables, the inverse and implicit func- research practicum experience, and disser- 253. Neither Mth 111 nor 112 can be taken for tion theorems, infinite and power series, differ- credit if a grade of C-, P, or above has already tation research. Coursework must include ential forms, line and surface integrals, Green’s, been received for a course which requires either Stokes’, and Gauss’ theorems. Courses must be 18 credit hours mathematics education of them as a prerequisite. Courses must be taken research courses (Mth 690-695); 18 credit taken in sequence. Recommended prerequisite: in sequence. Recommended prerequisite: Mth Mth 311. hours of other 500-600 level mathematics 111: second year high school algebra or equiva- courses; and 18 hours of graduate course- lent. Mth 112: Mth 111. work in supporting areas outside of C OLLEGE OF LIBERAL ARTS AND SCIENCES 163
Mth 322 Mth 420/520 Mth 444/544, 445/545 Applied Differential Equations II (4) Introduction to Complexity Theory (3) Advanced Linear/Multilinear Algebra I, II Introduction to equations of mathematical phys- An introduction to theoretical computer science. (3, 3) ics, boundary value problems, separation of vari- Includes a study of models of computation, A second course in linear algebra. Products, ables, power series techniques, Fourier series, complexity classes, Cook’s theorem, polynomial quotients, and duals of vector spaces. Multilin- and applications. Recommended prerequisites: and nonpolynomial classes, discrete problems. ear maps, tensor products, exterior algebra. Min- Mth 254, 256. Recommended prerequisite: Mth 344. imal and characteristic polynomials, canonical Mth 324 Mth 421/521, 422/522, 423/523 forms. Finite dimensional spectral theory. With Vector Analysis (4) Theory of Ordinary Differential Equations departmental approval, this sequence may be Modern vector methods with applications for I, II, III (3, 3, 3) repeated for credit. Courses must be taken in students of mathematics, physics, and engineer- Vector fields and phase flows in the plane. Geo- sequence. Recommended prerequisites: Mth ing. Recommended prerequisite: Mth 254. metric and algebraic properties of linear systems. 343, 344. Mth 338 Existence, uniqueness, and continuity theorems Mth 449/549 Modern College Geometry (4) for systems. Additional topics. Courses must be Topics in Advanced Number Theory (3) Topics in Euclidean and non-Euclidean geome- taken in sequence. Recommended prerequisites: A study of advanced topics selected from the try. Recommended prerequisite: Mth 253. Mth 312, 343. areas of algebraic or analytic theory. With departmental approval, this course may be Mth 343 Mth 424/524, 425/525 Applied Linear Algebra (4) Elementary Differential Geometry and repeated for credit. Recommended prerequisite: Topics in matrix algebra, determinants, systems Tensor Analysis I, II (3, 3) Mth 346. of linear equations, eigenvalues, eigenvectors, Differential geometry of curves and surfaces; ele- Mth 451/551, 452/552, 453/553 and linear transformations. Selected applications mentary Riemannian geometry; tensors and their Numerical Calculus I, II, III (3, 3, 3) from science, engineering, computer science, algebra; elements of tensor analysis; applications Computer arithmetic. Solution of nonlinear and business. Recommended prerequisite: from mechanics and field theory. Courses must equations. Interpolation. Numerical integration Mth 253. be taken in sequence. Recommended prerequi- and differentiation. Solution of linear equation sites: Mth 343 and either 256 or 421. systems. Eigenvalue problem, least square, che- Mth 344 Introduction to Group Theory and Mth 430/530 byshev, trigonometric and rational function Applications (4) Topics in Mathematical Modeling (3) approximation. Numerical solution of differen- Groups, homomorphisms, factor groups. Basic introduction to mathematical model build- tial equations. Recommended prerequisites: Selected applications from geometry, combinato- ing starting with prototype, model purpose defi- knowledge of FORTRAN or PASCAL, Mth 343 rics, computer science, chemistry. Recom- nition, and model validation. Models will be for Mth 451/551, Mth 451/551 for Mth 452/ mended prerequisite: Mth 253. chosen from life, the physical and social sci- 552, Mth 322 for Mth 453/553. ences. Applications chosen from differential Mth 345 Mth 467/567, 468/568 Introduction to Ring and Field Theory (4) equations, linear programming, group theory, Applied Probability I, II (3, 3) Topics in rings, integral domains, fields, ordered probability or other fields. Recommended pre- Finite probability, Markov chains, queuing the- fields, polynomial rings. The development of the requisites: Consent of instructor and either Mth ory, renewal theory, optimization under uncer- real number system. Recommended prerequi- 256 or 421/521. With approval, this course may tainty. Courses must be taken in sequence. site: Mth 344. be repeated for credit. Recommended prerequisite: Stat 461/561. Mth 346 Mth 431/531, 432/532, 433/533 Mth 470/570, 471/571, 472/572 Number Theory (4) Topics in Geometry I, II, III (3, 3, 3) Complex Analysis and Boundary Value A presentation of the properties of numbers as Topics selected from projective geometry, non- Problems I, II, III (3, 3, 3) found in the theory of divisibility, congruence, Euclidean geometry, algebraic geometry, convex- Fundamental concepts of complex variables, diophantine equations, continued fractions, and ity, differential geometry, foundations of geome- partial differential equations and boundary value algebraic numbers. Recommended prerequisite: try, combinatorial topology. With departmental problems using Fourier series. Recommended Mth 253. approval, this sequence may be repeated for prerequisites: Mth 254 and either 256 or 421. credit. Recommended prerequisite: Mth 311, Mth 480/580 Mth 399 338, or 344. Special Studies (Credit to be arranged.) Systems Analysis: Calculus of Variations (3) Mth 434/534, 435/535, 436/536 Basic problems of the calculus of variations. Mth 401/501 Euler equations. Lagrange conditions. Lagrange Research (Credit to be arranged.) Set Theory and Topology I, II, III (3, 3, 3) Consent of instructor. Cardinal and ordinal numbers. The axiom of multipliers. Lagrange equations. Hamilton’s choice and equivalent formulations. Introduc- equations. Application to mechanical and elec- Mth 404/504 tion to general topology with the notions of inte- trical systems. Recommended prerequisite: Mth Cooperative Education/Internship (Credit rior, closure, topological space, continuity, and 256 or 422/522. to be arranged.) homeomorphism. Construction techniques and Mth 405/505 Mth 481/581 properties of point-set topology, especially con- Topics in Probability for Mathematics Reading and Conference (Credit to be nectedness, compactness, and separation. Addi- arranged.) Teachers (3, 2-3) Consent of instructor. tional topics. Courses must be taken in Introduction to probability as a modeling tech- sequence. Recommended prerequisite: Mth 311. nique in mathematics and methods of teaching Mth 407/507 Mth 440/540 probability. Use of probability in decision Seminar (Credit to be arranged.) making and inference. Simulation of experi- Consent of instructor. Boolean Algebra (4) Axiomatic treatment of Boolean algebras, finite ments. Methods of enumeration. Laws of proba- Mth 410/510 Boolean algebras, representation theorems. bility. Special probability distributions. Selected Topics (Credit to be arranged.) Introduction to partially ordered sets and lat- Computer-assisted analysis. With departmental Consent of instructor. tices. Transfinite induction, Zorn’s lemma. Appli- approval may be repeated for credit. Recom- Mth 411/511, 412/512, 413/513 cations to logic and switching circuits. mended prerequisite: at least two upper-division Introduction to Real Analysis Recommended prerequisite: Mth 344. courses approved for major credit. I, II, III (3, 3, 3) Sequences and series of functions; real-valued Mth 441/541, 442/542, 443/543 Mth 482/582 Topics in Statistics for Mathematics functions on topological spaces; the Stone- Introduction to Abstract Algebra I, II, III (3, 3, 3) Teachers (3, 2-3) Weierstrass and Baire category theorems; com- Groups and rings with homomorphism theo- Introduction to methods of statistical analysis pact, self-adjoint, and Fredholm operators; Fou- rems, vector spaces, modules, algebraic theory of and methods for teaching statistics. Descriptive rier series and integrals; elements of functional fields and Galois theory, lattices, algebras. Rec- statistics, organization of data, sampling tech- analysis. Courses must be taken in sequence. ommended prerequisites: Mth 343, 344. niques, sampling distributions, methods of sta- Recommended prerequisite: Mth 312. Courses must be taken in sequence. tistical inference, estimation, hypothesis testing, 164 P ORTLAND STATE UNIVERSITY
regression, and correlation. Computer-assisted Mth 491/591 Mth 607 analysis. With departmental approval may be Experimental Probability and Statistics for Seminar (Credit to be arranged.) repeated for credit. Recommended prerequisite: Middle School Teachers (3) Mth 610 at least two upper-division courses approved for A study of probability and statistics through lab- Selected Topics (Credit to be arranged.) oratory experiments, simulations, and applica- major credit. Mth 611, 612, 613 tions. Not approved for major credit. Available Theory of Functions of a Real Variable I, II, Mth 483/583 for graduate credit toward the graduate certifi- Topics in Geometry for Mathematics III (3, 3, 3) Teachers (3, 2-3) cate program in middle school mathematics. Lebesgue measure and outer measure, measur- Selected topics in geometry for mathematics Recommended prerequisites: Mth 111, 212. able functions and the Lebesgue integral, con- teachers. With departmental approval may be Mth 492/592 vergence theorems, product measures, and repeated for credit. Recommended prerequisite: Problem Solving for Middle School Teachers Fubini’s theorem. Lp spaces, derivates, deriva- at least two upper-division courses approved for (3) tive, finite variation and absolutely continuous major credit. Examination and application of problem-solving functions. Courses must be taken in sequence. techniques and strategies. Problems are drawn Recommended prerequisite: Mth 412/512. Mth 484/584 from various areas of mathematics. Not Topics in Algebra for Mathematics Teachers Mth 614, 615, 616 (3, 2-3) approved for major credit. Available for graduate Modern Analysis I, II, III (3, 3, 3) Selected topics in algebra for mathematics teach- credit toward the graduate certificate program in Topics from nonlinear analysis, harmonic analy- ers. With departmental approval may be middle school mathematics. Recommended pre- sis, analytic functions, ordered vector spaces, repeated for credit. Recommended prerequisite: requisites: Mth 111, 212. analysis on Lie groups, and operator theory. at least two upper-division courses approved for Mth 493/593 Recommended prerequisite: Mth 412/512. Geometry for Middle School Teachers (3) major credit. Mth 617, 618, 619 Selected topics from informal geometry, both Mth 485/585 Functional Analysis I, II, III (3, 3, 3) Topics in Analysis for Mathematics two- and three-dimensional. Not approved for Hilbert and Banach spaces, the Hahn-Banach, Teachers (3, 2-3) major credit. Available for graduate credit open mapping, and closed graph theorems. Selected topics in analysis for mathematics toward the graduate certificate program in Compact, self-adjoint, normal, and Fredholm teachers. With departmental approval may be middle school mathematics. Recommended pre- operators. Locally convex spaces, weak topolo- repeated for credit. Recommended prerequisite: requisites: Mth 111, 212. gies, duality. Banach- and C* -algebras, spectral at least two upper-division courses approved for Mth 494/594 theory. Courses must be taken in sequence. Rec- major credit. Arithmetic and Algebraic Structures for ommended prerequisite: Mth 412/512. Mth 486/586 Middle School Teachers (3) The study of the real number system and its sub- Mth 621, 622, 623 Topics in The History of Mathematics Advanced Differential Equations I, II, III (3, 2-3) systems will lead to the introduction of more (3, 3, 3) Selected topics in the historical development of general algebraic structures and their applica- Advanced theory of dynamial systems and par- mathematics. With departmental approval, this tions. Not approved for major credit. Available tial differential equations including the basics of course may be repeated for credit. Recom- for graduate credit toward the graduate certifi- partial differential equations, boundary value mended prerequisite: at least two upper-division cate program in middle school mathematics. problems for elliptic equations, the Cauchy courses approved for major credit. Recommended prerequisites: Mth 111, 212. problem, and parabolic equations. Topics Mth 487/587 Mth 495/595 selected from Hamiltonian systems, waves and Topics in Combinatorial Analysis (3, 2-3) Historical Topics in Mathematics for Middle shocks, variational methods, control theory. Selected topics from: permutations and combi- School Teachers (3) Recommended prerequisite: Mth 423/523 or nations, partitions, generating functions, inclu- A survey of the historical development of topics 472/572. sion and exclusion principles, recurrence in mathematics from ancient to modern times, with special emphasis on topics in arithmetic, Mth 624, 625, 626 relations, Polya’s theory of counting, elementary Advanced Differential Geometry I, II, III theory of graphs and trees, block designs. With algebra and informal geometry. Not approved for (3, 3, 3) departmental approval may be repeated for major credit. Available for graduate credit Topics selected from differentiable manifolds, credit. Recommended prerequisite: at least two toward the graduate certificate program in differential forms, DeRham cohomology, Lie upper-division courses approved for major middle school mathematics. Recommended pre- groups, fibre bundles, the Riemannian metric, credit. requisites: Mth 493/593, 494/594. affine and Riemannian connections, parallel Mth 488/588 Mth 496/596 translations, holonomy, geodesics, curvature, Topics in Technology for Mathematics Concepts of Calculus for Middle School isometric embeddings and hypersurfaces, the Teachers (3, 1-3) Teachers (3) Second Fundamental Form, complete Rieman- Hands-on experience in the study of the role of An introduction to the limit concept and its role nian manifolds and the Hopf-Rinow theorem, computer software and calculators in the teach- in defining the derivative, the integral and infi- spaces of constant curvature, variations of arc ing and learning of mathematics. With depart- nite series. Applications to middle school mathe- length, and the Morse Index theorem. Recom- mental approval may be repeated for credit. matics. Not approved for major credit. Available mended prerequisite: Mth 425/525. Recommended prerequisite: at least two upper- for graduate credit toward the graduate certifi- cate program in middle school mathematics. Mth 634, 635, 636 division courses approved for major credit. Algebraic Topology I, II, III (3, 3, 3) Recommended prerequisites: at least two middle Topics from singular and simplicial homology Mth 490/590 school courses. Computing in Mathematics for Middle and cohomology theories, fundamental group School Teachers (3) Mth 503 and covering spaces, CW complexes and ele- A study of the role of computing in mathematics Thesis (Credit to be arranged.) ments of homotopy theory, algebraic theory of with emphasis on the use of modern technology. Mth 601 manifolds, introduction to differential topology Not approved for major credit. Available for Research (Credit to be arranged.) and vector bundles, applications. Courses must graduate credit toward the graduate certificate Mth 603 be taken in sequence. Recommended prerequi- program in middle school mathematics. Recom- Thesis (Credit to be arranged.) sites: Mth 435/535 and 444/544. mended prerequisites: Mth 111, 212. Mth 604 Cooperative Education/Internship (Credit to be arranged.) Mth 605 Reading and Conference (Credit to be arranged.) C OLLEGE OF LIBERAL ARTS AND SCIENCES 165
Mth 637, 638, 639 The following in-service courses have limited Stat 451/551, 452/552 Geometric Topology I, II, III (3, 3, 3) application toward advanced degrees. Applied Statistics for Engineers and Topics from geometric and piecewise linear Scientists I, II (4, 3) Mth 801 An introduction to techniques of applied proba- topology, knots and 3-manifolds and gauge theo- Research (Credit to be arranged.) ries, geometric structures and geometrization of bility, statistics, and data analysis. Stat 451/551: manifolds, applications to differential topology, Mth 802 sample spaces, probability and counting mea- Independent Study (Credit to be arranged.) vector bundles and to mathematical physics. sures, discrete and continuous probability mod- Recommended prerequisite: Mth 436/536. Mth 804 els, sampling theory, and computer applications. Cooperative Education/Internship (Credit Stat 452/552: point and interval estimation, Mth 641, 642, 643 to be arranged.) Modern Algebra I, II, III (3, 3, 3) hypothesis testing, regression, correlation, Topics from groups, semigroups, rings, fields, Mth 805 experimental design, analysis of variance, multi- Reading and Conference (Credit to be variable experiments, nonparametrics, statistical algebras, and homological algebra.Recom- arranged.) mended prerequisite: Mth 443/543 or both 442/ quality control, and computer applications. Rec- 542 and 445/545. Mth 806 ommended prerequisite: Mth 253. Special Problems/Projects (Credit to be Mth 651, 652, 653 arranged.) Stat 461/561, 462/562, 463/563 Advanced Numerical Analysis I, II, III Introduction to Mathematical Statistics I, (3, 3, 3) Mth 807 II, III (3, 3, 3) Seminar (Credit to be arranged.) An advanced study of numerical methods with Theory of probability, distributions of random emphasis on theory, economy of computation, Mth 808 variables, central limit theorem, sampling distri- and the solution of pathological problems. Workshop (Credit to be arranged.) butions, point and interval estimation, tests of Topics will typically be chosen from: evaluation Mth 809 hypotheses, analysis of variance. Courses must of functions, roots of equations, quadrature, Practicum (Credit to be arranged.) be taken in sequence. Recommended prerequi- ordinary and partial differential equations, inte- Mth 810 site: Mth 256. gral equations, eigenvalues, construction of Selected Topics (Credit to be arranged.) Stat 464/564 approximating functions, orthonomalizing STATISTICS Applied Regression Analysis (3) codes, and treatment of singularities. Courses Basic concepts of regression analysis, matrix must be taken in sequence. Recommended pre- Stat 199 approach to linear regression selecting the “best” requisite: Mth 453/553. Special Studies (Credit to be arranged.) regression equation, and multiple regression. Mth 667, 668, 669 Stat 243, 244 Computational algorithms and computer soft- Stochastic Processes and Probability Theory Introduction to Probability and Statistics I, ware regression packages. Applications in sci- I, II, III (3, 3, 3) II (4, 4) ence, engineering, and business. Recommended Sets, spaces, and measures. Probability distribu- A basic course in statistical analysis including prerequisites: Mth 343 and either Stat 451/551 tions. Random variables. Dependence. Limit the- presentation of data probability, probability dis- or 461/561. tributions, sampling distributions, estimation, orems. Birth and death processes and Markov Stat 465/565, 466/566 processes. Mathematical statistics, hypothesis tests of significance, experimental design and Experimental Design: Theory and Methods testing, and sequential analysis. Selected applica- analysis of variance, regression and correlation, (3, 3) tions. Courses must be taken in sequence. Rec- nonparametric statistics, selected topics, applica- A theoretical and applied treatment of experi- ommended prerequisite: Mth 411/511, Stat 463/ tions, and use of statistical computer packages. A mental design; analysis of variance, fixed effect 563. broad nontechnical survey designed primarily models, random effects models, checking model for non-math students who need to utilize the adequacy; block designs, Latin squares, related Mth 690 subject in their own fields. Not approved for Introduction to Research in Mathematics designs; incomplete designs; factorial designs, Education (3) major credit. Courses must be taken in confounding two-level designs, split-plot Topics in the history of mathematics education sequence. Recommended prerequisite: second designs; fractional factorial designs; nested including an examination of the current research year high school algebra or equivalent, or satis- designs; relation to regression analysis; analysis trends in mathematics education. factory score on the placement exam. of covariance. All sections will illustrate real Mth 691 Stat 366 world applications with computer usage. Rec- Curriculum in Mathematics Education (3) Introduction to Experimental Design (4) ommended prerequisite: Stat 464/564. An analysis of curriculum development and Nonparametric statistics, multiple regression, Stat 470/570 assessment efforts in mathematics education topics in experimental design analysis of vari- Statistical Consulting (1) both past and present. ance, factorial designs, analysis of covariance, Introduction to techniques and methods of sta- other designs. Recommended prerequisite: Stat tistical consulting. Faculty supervised consulting Mth 692 244. Research Methodology and Design (3) sessions with clients on appropriate projects An examination of quantitative and qualitative Stat 399 brought to the Statistics Consulting Laboratory. research methodologies and their applications to Special Studies (Credit to be arranged.) Data and/or statistical problems, from within the design of research in mathematics education. Stat 401/501 and outside the University, are provided by cli- ents and interdisciplinary guest lecturers. Intro- Mth 693 Research (Credit to be arranged.) Research on the Learning of Mathematics Consent of instructor. duction to and proficiency with various (3) Stat 404/504 statistical computing packages as data analytic An analysis of the mathematics education Cooperative Education/Internship (Credit tools. A community-based learning course. research on the learning of mathematics, includ- to be arranged.) Stat 503 ing topics from K-16 mathematics. Stat 405/505 Thesis (Credit to be arranged.) Mth 694 Reading and Conference (Credit to be Stat 571 Research on the Teaching of Mathematics arranged.) Applied Multivariate Statistical Analysis (3) (3) Consent of instructor. Introduction to techniques and methods of mul- An analysis of the research on the teaching of Stat 407/507 tivariate statistical analysis. Deals with vector- mathematics, including issues from levels K-16. Seminar (Credit to be arranged.) valued data generated on individual experimen- Mth 695 Consent of instructor. tal units. Applies the methods of vector analysis Topics in Research in Mathematics Stat 410/510 and matrix algebra to statistical problems of esti- Education (3) Selected Topics (Credit to be arranged.) mation and hypothesis testing, based primarily A special topics seminar devoted to exploring Consent of instructor. on the multivariate normal distribution. Com- particular issues in more depth. 166 P ORTLAND STATE UNIVERSITY
puting to be an integral part of the course. Cal- detail, and relate results back to those found Stat 607 culations will be done using a software package with stratified analyses. Topics for logistic regres- Seminar (Credit to be arranged.) such as SAS or SPSS. Recommended prerequi- sion will include: parameter interpretation, sta- Stat 610 sites: Stat 244, Mth 254 and 343. tistical adjustment, variable selection techniques, Selected Topics (Credit to be arranged.) Stat 573 and model fit assessment. Statistical software is Stat 661, 662, 663 Computer Intensive Methods in Statistics used. Recommended prerequisite: Stat 452/552. Advanced Mathematical Statistics I, II, III (3) Stat 578 (3, 3, 3) Resampling methods in statistics using empirical Survival Analysis (3) Theory of estimation; tests of statistical hypothe- data, programming with statistical software, Time-to-event data subject to random and/or ses. Single and multi-parameter cases. Robust- review materials (sampling distributions, deliberate censoring. Specialized models and ness. Classical notions, including lower bound hypothesis testing, confidence interval construc- procedures that accommodate censoring are pre- theory, sufficiency, and maximum likelihood tion, and design of experiments), resampling sented. Parametric models and methods, includ- estimation. The Neyman-Pearson construction, version of review materials, and applications. ing accelerated failure time models, the Kaplan- likelihood ratio tests, robust analogues. Recom- Recommended prerequisites: Stat 452/552 or Meier estimate of survival, Cox proportionate mended prerequisites: Mth 511, Stat 563. 466/566. hazards model, the extended Cox model, and Stat 664, 665, 666 Stat 576 frailty models. Software package such as S-PLUS Theory of Linear Models I, II, III (3, 3, 3) Sampling Theory and Methods (3) is used. Recommended prerequisite: Stat 452/ Multivariate normal distribution; moments and Introduction to the theory and methodology of 552. characteristic functions; noncentral Chi-square random sampling. Includes stratified, cluster, Stat 601 and noncentral F distributions; distribution of systematic, and multi-stage sampling. Applica- Research (Credit to be arranged.) quadratic forms; estimation and distribution of estimators; principles of maximum likelihood tions include sampling design and analysis, as Stat 603 well as sample weighting and sampling with Dissertation (Credit to be arranged.) and least squares; confidence regions and tests of unequal probabilities. Recommended prerequi- hypotheses; regression models; Wishart distribu- Stat 604 tion; Hotelling’s T2 statistic. Courses must be site: Stat 451/551 Cooperative Education/Internship (Credit Stat 577 to be arranged.) taken in sequence. Recommended prerequisite: Stat 463/563. Categorical Data Analysis (4) Stat 605 Topics include cross-tabulation statistics for Reading and Conference (Credit to be matched samples, and methods to assess con- arranged.) founding and interaction via stratified tables. Students explore logistic regression in some Philosophy
471 Neuberger Hall What makes one society better than take a minimum of 56 credits in philoso- 503-725-3524 another? Is there such a thing as one phy courses. Specific requirements are as www.philosophy.pdx.edu person being a better human being than follows: another? If so, in what does this consist? Is Credits B.A., B.S. happiness the ultimate value? If not, what Phl 201 Introduction to Philosophy...... 4 Minor other values are there? Phl 202 Elementary Ethics...... 4 What is truth? Is it a human creation or Phl 300 Philosophical Methods and Concepts ...... 4 Phl 301, 302 History of Philosophy ...... 8 is it there to be discovered? Are there really Phl 324 Introduction to Formal Logic...... 4 Undergraduate such things as electrons, or is talk about Two courses taken from the following program electrons merely a convenient device for (historical figures): ...... 8 making predictions? What is explanation in Phl 414, 415, 416, 417, 418, 419, 420 The basic objective of the philosophy pro- science? Two courses taken from ...... 8 gram is to help the student to develop an Phl 423, 424, 432, 433, 470, 471, 474 What is the will? Do we have freedom Two courses taken from Phl 445, 446, ability to grasp and critically analyze basic of will? What is the relation between a per- and designated courses in ethics...... 8 concepts and assumptions made about son’s body and mind? Philosophy electives ...... 8 reality, humanity, knowledge, truth, value, Total 56 and society, and to evaluate claims about them. Admission A maximum of 8 credits of philosophy More specifically, philosophy is con- requirements taken under the undifferentiated grading cerned with such questions as these: How option (pass/no pass) are acceptable toward do value judgments differ from other judg- Admission to the department is based on fulfilling department major requirements. ments? Are values relative? If so, relative to general admission to the University. See Philosophy Honors Option. Require- what? Is beauty in the eye of the beholder? page 43 for more information. ments: In addition to meeting the general Is there such a thing as knowledge of right University degree requirements, a student and wrong, good and bad, ugly and beauti- Degree requirements seeking a degree with departmental honors ful? If so, how do we get it? What is it for a must earn a minimum of 60 credits in phi- situation to be unjust? What is it to have a Requirements for major. In addition to losophy, including Phl 485 Honors Semi- right to something or to do something? meeting the general University degree nar and 4 credits of Phl 403 Honors Thesis. requirements, the philosophy major must To be admitted to the Honors Program in Philosophy, a student must have completed C OLLEGE OF LIBERAL ARTS AND SCIENCES 167
90 hours of coursework with a GPA of at Phl 212 be considered, such as population control, limits least 3.2. Admission to any honors philoso- Philosophy in Literature (4) to growth, global warming, and endangered spe- phy course and award of the Honors An introduction to traditional philosophical cies. Recommended prerequisite: Phl 202 or the issues as they appear in literature, especially in relevant Sophomore Inquiry. Degree requires a GPA of at least 3.5 for all fiction. The specific philosophical problems and Phl 311 philosophy courses taken. No courses the literary works will vary from term to term taken under the undifferentiated grading The Morality of Punishment (4) and from instructor to instructor. The focus will be on the nature and proper aims option are acceptable toward fulfilling the Phl 300 of punishment; moral considerations that bear requirement for the Honors Degree. Philosophical Methods and Concepts (4) on the justice and wisdom of punishment. Con- Requirements for minor. To earn a A survey of the major strategies of proof and dis- sideration will be given to the main theories of minor in philosophy a student must com- proof central to philosophical reasoning, and of punishment: retributionism, utilitarianism, plete 28 credits (8 credits of which must be the fundamental concepts and distinctions paternalism, and the view that punishment taken in residence at PSU), to include the employed in current philosophical discourse. should be replaced by therapy. Recommended following: Aims at providing students who have a serious prerequisite: Phl 202 or the relevant Sophomore interest in thinking philosophically with the Inquiry. Credits conceptual tools found to be useful for this pur- * Phl 201 Introduction to Philosophy ...... 4 Phl 312 pose. Not recommended as a first course in phi- Feminist Philosophy (4) Phl 202 Elementary Ethics...... 4 losophy. Phl 301, 302 History of Philosophy...... 8 Critically examines traditional schools of philo- Phl 324 Introduction to Formal Logic ...... 4 Phl 301, 302 sophical thinking from a feminist perspective. Philosophy electives (to include a minimum History of Philosophy (4, 4) Recommended prerequisite: one philosophy of 4 credits in upper-division courses) ...... 8 Study of Western philosophy during the ancient course other than Phl 306, 324. period (classical Greek through Hellenistic Total 28 Phl 313 times) and the modern period (17th century to Life and Death Issues (4) A maximum of 4 credits of philosophy the present). Cluster course consisting of philosophical taken under the undifferentiated grading Phl 303 aspects of moral problems dealing with life and option (pass/no pass) are acceptable toward Critical Thinking (4) death issues. Such issues may include abortion, fulfilling department minor requirements. Designed to improve reasoning and skills of crit- euthanasia, the death penalty, starvation, and ical assessment of information. Instruction nuclear war. focuses on practical methods that are applied to Phl 314 case studies from public media such as editori- Computer Ethics (4) Courses als, essays, propaganda, advertisements, and Examines the moral principles and judgments Courses with an asterisk (*) are not offered every year. newspaper reports of scientific studies. Recom- relevant for appraising key tools of computer mended prerequisite: junior status or relevant Note: There are no sequences among the lower divi- ethics. Topics include: ethical aspects of new sophomore inquiry. sion courses. Any of Phl 201-210 make a good start- information technologies; are technologies ing course in philosophy. Phl 306 value-laden; potential abuses and their social Science and Pseudoscience (4) consequences; freedom, privacy, and control; Phl 199 An examination of basic issues in philosophy of Special Studies (Credit to be arranged.) security, reliability, and professional responsibili- science through an analysis of creation science, ties—risks, control, and regulations; piracy and Phl 201 faith healing, UFO abduction stories, and other ownership; ethics of hacking; ethics of virtual Introduction To Philosophy (4) pseudosciences. Some of the questions General introduction to philosophy. While dif- environment; and international aspects of new addressed: What distinguishes science from technologies. ferent instructors will use different materials— pseudoscience? How are theories tested? When typically classical texts—attention will be given Phl 315 is evidence reliable? Must we invoke the super- Existentialism (4) to what makes a question a philosophical ques- natural to explain certain aspects of reality? tion and the nature and methods of philosophi- Introduction to a number of philosophers and cal inquiry. Phl 309 literary figures gathered (or confused) together Business Ethics (4) under the name “existentialism.” Works of Phl 202 Study of the ethical aspects of practices and Nietzsche, Kierkegaard, Dostoyevsky, Heidegger, Elementary Ethics (4) organizational structures in the business world. Camus, Sartre, and deBeauvoir will be read and General introduction to ethical theory. Attention Course begins with a review of some traditional will be given to such questions as whether there discussed, as much for their dissimilarities as for theories of ethics. The bulk of the course is similar themes. In particular, Sartrean existen- are objective moral distinctions, what makes devoted to specific contemporary topics, for right acts right and wrong acts wrong, and how tialism will be contrasted with what Heidegger example: the moral status of corporations; the calls existential phenomenology. Questions we know (if we do) that actions are right or concept of work place rights; responsibility in wrong. Among the theories likely to be consid- addressed: What is it to be human? What is con- advertising; environmental constraints on busi- sciousness? Does anything have intrinsic value ered are relativism, egoism, utilitarianism, and ness; affirmative action in hiring; the social roles Kantianism. (value as an end in itself)? What makes acts of profit and private property; role of work in the right? Does morality presuppose or entail free- Phl 210 life of the individual. dom? Recommended prerequisite: one philoso- Philosophy of Religion (4) phy class. Examination of philosophical questions involved Phl 310 Environmental Ethics (4) in the study of religion, e.g., the meaning of Phl 324 Critical study of issues raised by the attempt to Introduction to Formal Logic (4) “God,” or “gods;” the traditional arguments for formulate an adequate environmental ethic. the existence of a god; the meaning of faith and A course in basic formal logic. Major topics Some of these issues deal with how our treat- include the method of deduction for showing the question of its connection to reason; the ment of the environment affects other human problem of evil (of reconciling a god’s alleged propositional arguments valid and the method of beings, i.e., future generations. Others have to counter-example for showing such arguments perfection with the existence of evil). Note: this do with how non-human beings are to be is not a class in comparative religion or the invalid. Truth table methods, tests for consistency, treated. Do animals have rights? Do species have and syllogistic arguments are optional topics. history of religion. rights? Do our proper moral concerns extend to *Phl 325 such things as trees, rivers, and possibly the Predicate Logic (4) planet itself? A number of current problems will Continuation of Phl 324 Introduction to Formal Logic. Primary emphasis will be on formal meth- ods for dealing with arguments involving the terms “all” and “some.” Major topics include the 168 P ORTLAND STATE UNIVERSITY
method of deduction for showing predicate logic attention are substance, essence, categories, *Phl 432/532 arguments valid, and the method of counter- cause, the good man, practical reason. Recom- Philosophy of Mind (4) example for showing such arguments invalid. mended prerequisite: 8 credits in philosophy. A study of the nature of mental states. Main topics are dualism and various forms of material- Recommended prerequisite: Phl 324. *Phl 416/516 ism, behaviorism, mind-body identity theories, Phl 327 The Rationalists: Descartes, Leibniz, Introduction to Quantitative Literacy (4) Spinoza (4) and functionalism; and the nature and content of Quantitative data are widely used both in support Study, with comparisons, of selected works of propositional attitudes (e.g., belief, desire, mean- of everyday claims regarding matters ranging from these philosophers who maintained that knowl- ing). Recommended prerequisite: 8 credits in the effectiveness of new drugs to the safety of air edge comes primarily from reason. Likely read- philosophy. travel and as grounds for personal and public ings: for Descartes, Meditations, or Rules, or *Phl 433/533 policy decisions pertaining to such claims. The Discourse on Method; for Spinoza, Ethics; for Philosophy of Language (4) goal is to learn to think intelligently and critically Leibniz, a selection from among his many col- A study of the nature of language, and of prob- about important uses of quantitative data by lected works and fragments. Offered approxi- lems of meaning, reference, and truth. Recom- means of discussion of the following topics: sam- mately every second year. Recommended mended prerequisite: 8 credits in philosophy. ples, measures, scales, relationships, risks, predic- prerequisite: 8 credits in philosophy. *Phl 445/545 tions, graphs, averages, percentages, distributions, *Phl 417/517 Ethics I (4) random effects, and estimates. Intended for stu- The Empiricists (4) A course in moral epistemology or “meta-ethics” dents who do not normally take classes that Study of the British philosophers, Locke, Berke- dealing with such matters as the distinction and involve quantitative matters; its mathematical ley and Hume, who hold that all of the ingredi- connections between fact and value, “is” and content is kept at an absolute minimum. ents of thought enter the mind by way of “ought” description and evaluation. Recom- *Phl 332 experience and that only what has a definite mended prerequisite: 8 credits in philosophy Intentionality, Phenomenology, and relation to experience can be thought. Among including Phl 202. Existentialism (4) the particular topics considered will be material *Phl 446/546 Examination of the Kantian roots of what substance, spirit, abstract ideas, causation, Ethics II (4) becomes known as “intentionality” (i.e., that our induction, and skepticism. Recommended pre- A course on the nature of moral reasoning deal- conscious acts are directed towards objects, requisite: 8 credits in philosophy. ing with such topics as whether moral reasoning intending them). Various theories of intentional- *Phl 419/519 presupposes some completely general and fun- ity will be read and discussed (e.g., Husserl, Kant (4) damental moral principles, whether moral rea- Heidegger, Frege, and Searle). There will be Study of Kant’s Philosophy primarily as repre- soning involves the apprehension and limited discussion of the alleged ties between sented in the Critiques of Pure Reason, Practical application of rules, the relevance of conse- intentionality and existentialism. Recommended Reason, Judgment. Readings from some of these quences to the justification of conduct, and the prerequisite: or related works. Possible topics for consider- significance of the moral relations between per- 8 credits in philosophy. ation: necessary connection, the analytic-syn- sons. Recommended prerequisite: 8 credits in *Phl 333 thetic distinction, conceptions of science and philosophy including Phl 202. Analytic Philosophy (4) metaphysics, relation between metaphysics and Phl 455/555 Examination of the analytic morality. Recommended prerequisite: 8 credits Morality and Health Care (4) philosophical tradition from Frege and Russell in philosophy. Emphasis on philosophical examination of the through early Wittgenstein and the Positivists to *Phl 420/520 issues in health care. An introductory investiga- the present. Wittgenstein (4) tion into selected issues, for example, but not Phl 399 Consideration of some of the major works of limited to: euthanasia, abortion, allocation of Special Studies (Credit to be arranged.) Wittgenstein with emphasis on the later work, transplantable organs, rationing health care, Phl 403 especially the Philosophical Investigations. treatment of impaired newborns. Honors Thesis (Credit to be arranged.) Attention will be given to Wittgenstein’s contri- *Phl 470/570 Consent of instructor. butions to philosophical method, as well as to Philosophy of Science (4) Phl 404/504 his treatment of issues concerning language, Review of historically significant theories of Cooperative Education/Internship (Credit meaning, intention, understanding, necessity, nature and scientific method. Analysis of basic to be arranged.) and the nature of human persons as language patterns of explanation and types of concept and Phl 405/505 users. Recommended prerequisite: 12 credits in theory formation in the sciences. Recommended Reading and Conference (Credit to be philosophy. prerequisite: 8 credits in philosophy. arranged.) Phl 421/521 *Phl 474/574 Consent of instructor. Nineteenth Century Philosophy (4) Philosophy of Logic (4) Phl 407/507 Study of Western philosophy from Kant to the Topics: validity, sentence-proposition, connec- Seminar (Credit to be arranged.) Twentieth century. tives, quantifiers, truth, paradoxes, logical neces- Consent of instructor. *Phl 423/523 sity and possibility. Optional topics: metalogic, Phl 410/510 Metaphysics (4) the construction of formal systems of logic and Selected Topics (Credit to be arranged.) Philosophical examination of traditional meta- formal proofs of certain of their properties, e.g., consistency and completeness. Recommended *Phl 414/514 physical issues (such as relation of body and Plato (4) mind, free will and determinism) and of the prerequisite: Phl 304 or equivalent. Study of selected dialogues of Plato with atten- more influential ontologies (idealism, material- Phl 481/581, 482/582, 483/583 tion to such topics as his theory of forms, moral ism, dualism). Introduction also to contempo- Biomedical Ethics (4, 4, 4) philosophy, political philosophy, and to the indi- rary controversies over the feasibility of A three-term sequence that provides a practical vidual topics of the dialogues, as, for example, metaphysics as a rationale discipline (logical bioethics education in clinical health care, bio- knowledge, being, virtue, piety, love, friendship, positivism and its critics). Recommended pre- medical and behavioral research, and public pol- the state, the nature of philosophy. Recom- requisite: 8 credits in philosophy. icy. Phl 481/581: introduction to the concepts, mended prerequisite: 8 credits in philosophy. *Phl 424/524 methods, and literature of health care and bio- medical research ethics, designed to familiarize *Phl 415/515 Epistemology (4) Aristotle (4) Philosophical examination of some of the main participants with the basic definitions and argu- Study of some of the works of Aristotle, such as issues in the theory of knowledge (such as our ments in the major topics of clinical and research his Physics, Metaphysics, Ethics, Politics, parts knowledge of the external world, of the minds of ethics. Phl 482/582 and Phl 483/583: concepts of the Organon Rhetoric. Among topics for others, of logical and mathematical truths, etc.). and skills developed in 481/581 will be inten- Recommended prerequisite: 8 credits in sively examined; students take responsibility for philosophy. C OLLEGE OF LIBERAL ARTS AND SCIENCES 169
several aspects of teaching. Courses must be pursuing an advanced degree, along with change, and dispute systems design and taken in sequence. Recommended prerequisite: an academic writing sample of at least ten evaluation; other areas of emphasis may be Phl 481/581: an acquaintance with health care pages in length. Additionally, each appli- developed, according to particular student services is recommended. cant must submit three letters of recom- needs, in consultation with the program *Phl 485 mendation from individuals closely adviser. Honors Seminar (4) acquainted with the applicant’s academic Emphasis area coursework. Students Selected topics within areas of the instructor’s research. Both students and teacher will be career and, where applicable, with the must take a minimum of four elective expected to produce substantial written material applicant’s professional background and courses. These four courses, combined on the topic, to be shared and critiqued. Recom- competencies. with the core courses, must support at least mended particularly for students considering All students are admitted to the pro- two emphasis areas. The program director graduate work in philosophy. Recommended gram on conditional status. Regular status maintains a current list of recommended prerequisites: 24 credits in philosophy with a and retention in the graduate program elective courses that support emphasis GPA in philosophy courses of at least 3.5. requires the satisfactory completion of 12 areas. graduate credits with a minimum grade of Practicum. Each student will complete 3.00 in each course and evidence of satis- a 9 credit, 300-hour practicum (CR 509) factory progress toward the degree. that covers at least one of the emphasis Conflict areas. The practicum will be set up in con- sultation with the student’s program Resolution Degree requirements adviser. Optimally, the practicum will give University master’s degree requirements are the student professional experience in an 239 Neuberger Hall listed on page 54. Specific program emphasis area, as well as give the student 503-725-9175 requirements are listed below. ideas about research topics. M.A., M.S. Students entering this program are Culminating experience. Students The Master of Arts/Sciences degree pro- expected to develop an understanding and must complete one of the following culmi- gram in conflict resolution is an interdisci- appreciation of the theoretical, conceptual, nating experiences. The decision to pursue plinary, professional program, as well as a and methodological breadth of the field one or the other of these options is to be theoretical and applied academic program and to develop expertise in the pursuit of made in conjunction with the student’s fac- within the humanities and social sciences. their own particular interests in the study ulty adviser. The program’s general divisions are: of conflict resolution. In conjunction with ◆ Master’s thesis. Each student will com- ◆ Conflict resolution theory and practice the student’s adviser, each student will plete a thesis and pass a final oral exam- ◆ International and intercultural conflict design a program based upon particular ination on the thesis. Students must resolution interests within the field of conflict resolu- complete at least 9 credits of CR 503 ◆ Peace, non-violence, and social justice tion. Thesis; 9 credits maximum count These divisions include the following This program will provide the student toward the degree. The thesis director areas of emphasis: mediation, negotiation, with the appropriate research competen- and thesis committee will be selected, facilitation, democractic dialogue, violence cies—critical, qualitative, or quantitative— in consultation with the program prevention, restorative justice, peace stud- to pursue independent inquiry under fac- adviser. Prior to beginning work on the ies, nonviolent social change, and dispute ulty guidance. The master’s degree program thesis, all students will be required to systems design and evaluation. Graduate consists of a minimum of 63 credits of take the Thesis Preparation Seminar courses in conflict resolution are also coursework, including 9 credits of thesis or where they demonstrate proficiency in offered in support of graduate programs in project work and 9 credits of practicum relevant theories and research method- other fields. work. Each student’s program must be ology. based upon the following courses or their ◆ Master’s project. The student will com- transfer equivalencies. plete a major project relating to his or Admission Credit her major area of study and present the requirements CR 512 Perspectives on Conflict Resolution...... 4 results, with a written report and litera- CR 513 Philosophy of Conflict Resolution...... 4 ture review, to faculty and students. The For admission to graduate study, the stu- CR 518 Psychology of Conflict Resolution ...... 4 student will comply with current pro- dent’s background and preparation should CR 515 Negotiation and Mediation ...... 4 CR 524 Advanced Mediation ...... 4 gram guidelines for selection of project reflect an ability to pursue graduate work CR 526 Intercultural Conflict ...... 4 topic, project format, project commit- in conflict resolution. It is not required that CR 522 Thesis Preparation Seminar...... 1 tee, and presentation of the project out- the applicant’s undergraduate degree be in At least one 4-credit course in research methods ...4 comes. The student will complete the any specific academic discipline. Because (Several departments offer courses that satisfy project under the direct supervision of this requirement, such as Anth 512, Eng 596, the program is broadly interdisciplinary, PS 595, Psy 597, Psy 598, Soc 592, Soc 593, the academic adviser. Students pursu- students with any undergraduate degree Sp 521, Sp 531). ing this option are required to sign up are encouraged to apply for admission. Areas of emphasis. All graduate stu- for at least 9 credits of CR 506 Special Should the student’s preparation be dents are expected to develop a theoretical Project. deemed inadequate in certain areas, the competency in at least two areas of empha- student will be required to overcome those sis. Areas of emphasis will be designed in deficiencies through formal coursework consultation with the student’s program Courses and/or directed readings. All such work is adviser. Areas of emphasis currently sup- CR 512 separate from work toward the master’s ported in this program include: mediation, Perspectives in Conflict Resolution (4) degree. negotiation, facilitation, democractic dia- Introduction to full scope of the master’s degree Each applicant to the conflict resolution logue, violence prevention, restorative jus- program. Since the program is intended to graduate program must submit a statement tice, peace studies, nonviolent social embrace both humanities and social science ori- of purpose explaining his or her reasons for entations, students need to become acquainted 170 P ORTLAND STATE UNIVERSITY
with the methods and terms of criticism arising learn how to function as a neutral third party CR 524 from these sometimes-divergent disciplines. Stu- focusing on: conflict analysis, communication Advanced Mediation (4) dents also need to become acquainted with the skills, maintaining a neutral role, creating a safe Focus on the qualities of the practitioner that diverse models of conflict resolution derived environment, and ensuring procedural, substan- enhance the practice of mediation. The practice from both the humanities and social sciences. A tive and psychological satisfaction. Ethical issues of mediation involves a particular kind of pres- particular focus will be given to the legal and and concerns in the field of mediation will be ence, that of a non-judgmental observer. To ethical aspects of these models, along with a full presented. Recommended prerequisite: 3 credits maintain such a presence while in the midst of exploration of legalities and professional ethics psychology or sociology. emotions, intense interactions, hostility, and conflict requires much clarity, steadiness, and in conflict resolution practice. Recommended CR 517 prerequisite: 4 credits literature and 4 credits Nonviolence (4) stability. Students will learn ways to achieve psychology or sociology. Designed to acquaint students with the theories these qualities through the cultivation of mind- fulness. Recommended prerequisites: CR 515. CR 513 and history of nonviolence from ancient times to Philosophy of Conflict Resolution (4) the present, with some speculation as to future CR 525 Introduction to the insights that philosophy use. Recommended prerequisite: 3 credits of Conflict Resolution Systems Design (4) offers to the field of conflict resolution. The philosophy. Acquaints the student with a systems approach to designing conflict resolution services. These course will also explore the impact that conflict CR 518 resolution practice may have on philosophical Psychology of Conflict Resolution (4) services are designed for a wide variety of set- theory. Additionally, ethical issues that arise Introduction to the psychological research and tings to handle conflicts effectively at the lowest during conflict resolution work will be carefully insights that illuminate conflict resolution theory cost. Students learn to diagnose and correct considered. Recommended prerequisite: 3 cred- and practice. A dual focus on both methods and problems in an existing system, as well as create its philosophy. research will be maintained throughout the cur- and implement a wholly new system. CR 514 riculum. Recommended prerequisite: 3 credits CR 526 Conflict Resolution in Divergent Settings (4) psychology. Intercultural Conflict Resolution (4) Explores the ways in which cultural similarities Examination of the variety of settings where con- CR 522 flict resolution takes place. Guest speakers share Thesis Preparation Seminar (1) or difference might influence the conflict resolu- their experience and theoretical insights. Prereq- Introduction to a variety of approaches to thesis tion process. In this context, culture is defined uisites: CR 512, 513. writing and research. Students examine com- broadly and will be considered as it plays a part in either the actuality or perceptions of our expe- CR 515 pleted master’s degree theses in conflict resolu- Negotiation and Mediation (4) tion. Recommended prerequisite: one year rience. In addition, issues of power and margin- Introduction to collaborative approaches to completed in the master’s degree program. ality as they relate to dynamics of culture will be responding to conflict. A theoretical framework explored. Students explore and learn from other will be established for using negotiation and cultures and apply this learning in the evaluation mediation in a variety of settings. Students will and use of conflict resolution paradigms. Physics
262 Science Building II The study of physics does not involve ries. Roughly half of all students with a 503-725-3812 the following of a specific recipe or set of bachelor’s degree in physics go on to grad- www.physics.pdx.edu/ rules; rather it entails developing an atti- uate work. In addition to a traditional grad- tude or way of looking at phenomena and uate curriculum in physics or astronomy, B.A., B.S. asking questions. Physicists seek to under- they can enter programs in optics, applied Minor stand how the physical universe works, no physics, engineering physics, and educa- Secondary Education Program matter what the scale of observation—from tion. Biophysics, material science, atmo- M.A., M.S. quarks to quasars, from the time it takes spheric physics, environmental science, Ph.D.—Environmental Sciences and the proton to spin, to the age of the cos- medical physics, and finance are particu- Resources: Physics mos. The answers to these questions are larly popular fields, now. Environmental summarized into statements called laws. programs, electrical engineering, nuclear We live in the age of physical law. Aware- engineering, and computer science are Undergraduate ness of the beauty, harmony, and interplay common graduate school tracks. Medicine programs of the laws of physics greatly enhances our and law are also fields that welcome stu- view and appreciation of our environment. dents with physics degrees. Many physi- Physics is the branch of knowledge that As an undergraduate, you will take a cists are entrepreneurs who start their own attempts to explain all of the phenomena group of core courses that will give you a companies. we observe or infer on earth and in the uni- general background in the subject. You will verse. Its study has made possible a study force and motion, heat, optics, elec- modern understanding of the origin of the tricity, magnetism, atomic and nuclear Admission universe as well as the behavior of biologi- physics, quantum mechanics, and the requirements cal materials and chemical processes. Sci- physical properties of materials, learning Admission to the department is based on entists trained in this field can engage in both the theoretical and the experimental general admission to the University. See such diverse areas as solid state devices, aspects. page 43 for more information. particle physics, energy and the environ- Physicists are employed by almost all ment, biotechnology, and space travel. industries, particularly by the technical industries and by government laborato- C OLLEGE OF LIBERAL ARTS AND SCIENCES 171
Degree requirements Credits membrane biophysics (transport in biologi- Ph 201, 202, 203 General Physics or cal and artificial membranes), low tempera- Requirements for major. It is important Ph 211, 212, 213 General Physics ture physics (heat transfer, phase that students planning to major in physics (with Calculus) ...... 9-12 Ph 204, 205, 206 Lab for Ph 201, 202, 203 or transitions), atoms and molecules at high contact the Department of Physics prior to Ph 214, 215, 216 Lab for Ph 211, 212, 213 ...... 3 temperatures and pressures, electron the start of their work in order that a coher- Upper-division physics electives ...... 12-15 microscopy (atmospheric aerosols, mem- ent program can be planned with their Total 27 brane domains, electrodeposition), and assigned adviser. global change science. Students planning to transfer to PSU A maximum of one-third of the courses from community colleges or other universi- taken under the undifferentiated grading ties are strongly advised to contact the option (pass/no pass) is acceptable toward Degree requirements fulfilling department minor requirements. Department of Physics well ahead of their University master’s degree requirements are proposed date of transfer so that a smooth Additional courses may be required as prerequisites. listed on page 69. Specific departmental transition, which avoids course duplication requirements are listed below. and untimely delays, can be accomplished. SECONDARY EDUCATION PROGRAM Master of Arts or Master of Science. Students need to choose between the stan- Adviser: Jack Semura The program must be approved by the stu- dard option and the environmental physics Students who plan to obtain a teaching dent’s adviser and must include a mini- option. license with an endorsement to teach phys- mum of 45 graduate credits in science, In addition to meeting the general Uni- ics at the high school level should complete including not fewer than 30 credits in versity degree requirements, the student a baccalaureate degree which includes at physics. These 30 credits in physics must must meet the following minimal depart- least 40 credit hours in physics. An accept- be in 500- or 600-level courses, distributed mental course requirements: able course of study should include: as follows: Ph 201, 202, 203 or 211, 212, 213 Credits Credits General Physics Ph 201, 202, 203 General Physics, Ph 211, Seminar (Current Literature) ...... 3 212, 213, or Ph 221, 222, 223 Ph 204, 205, 206 or 214, 215, 216 General Physics (with Calculus) ...... 9-12 One of the following three options: Physics Laboratory 1. Thesis...... 6 Ph 204, 205, 206 Lab for Ph 201, 202, 203 Ph 312, 313 Modern Physics or Ph 214, 215, 216 Lab for Ph 211, 212, 213 2. Cooperative Education/Internship...... 6 or Ph 221, 222, 223 ...... 3 Ph 314, 315, 316 Experimental Physics 3. Project ...... 3 Ph 321 Current Electricity Ph 311, 312 Introduction to Modern Physics...... 8 Of the additional credits required in Ph 314, 315 Experimental Physics I...... 8 Ph 322 Computational Physics physics, at least 12 must be in courses with Ph 321 Current Electricity ...... 4 Other courses that may qualify should be Ph 322 Computational Physics...... 4 numbers above 610 or the graduate-level Ph 424 Classical Mechanics I ...... 3 discussed with the secondary education sequence in quantum mechanics (Ph 511, Upper-division electives...... 8 adviser. 618, 619) Courses are to be taken for differenti- The student must also pass a qualifying Sub-total in physics (minimum) 47-50 ated grades. A positive recommendation to Mth 251, 252, 253, 254 Calculus ...... 16 examination and a final oral examination in the Graduate Teacher Education Program Thesis, Cooperative Education/Internship, Mth 256 Applied Differential Equations ...... 4 will depend on at least a C grade in all Mth 343 Applied Linear Algebra ...... 4 or Project. Typically, a thesis involves CS 161, 162 Intro to Computer Science...... 8 physics courses, as well as a cumulative research (either experimental or theoreti- One year of general chemistry: Ch 221, 222, 223, 2.75 GPA. cal), Cooperative Education/Internship 227, 228, 229 ...... 15 involves relevant student experiences Sub-total 47 obtained in industry or government, and a Select one of following two options: Graduate project involves review of the literature in a Standard option ...... 13-16 programs certain area of physics. In all cases, a Ph 316 Methods of Experimental Physics I (4) written report, a presentation, and oral Ph 425 Classical Mechanics II (3) or The department participates in the Envi- exam are necessary. Ph 432 Electricity and Magnetism II (4) ronmental Sciences and Resources Doctoral Two courses in a related area of science or Doctor of Philosophy in environmen- technology (biology, geology, additional Program. The Department offers work tal sciences. Specialized studies in the chemistry, computer science, electrical leading to the degrees of Master of Arts and “circuitry) (6-8) basic principles and techniques of the dis- Environmental physics option ...... 30 Master of Science. The M.A. and M.S. pro- cipline, when combined with a multidisci- Choose 30 credits from the following list grams are designed to further the develop- plinary environmental science course and Ph 451, 471, 490, 492; Bi 251, 252, 253, 357, 475, ment of the student as a professional seminar, will partially fulfill the require- 476; G 443, 444, 484; Ch 426, 427; CE 371. physicist. Specific programs designed to ments for the Ph.D. in environmental sci- Total 107-127 meet the needs of the individual student ences and resources. For information on are planned in consultation with the gradu- Courses taken under the undifferenti- the Ph.D. program, see page 125. ate advisers. ated grading option (pass/no pass) are not The department offers graduate courses acceptable toward fulfilling department in the fields of classical mechanics, relativ- major requirements except for those major ity, hydrodynamics, quantum mechanics, courses offered on a pass/no pass basis electromagnetism, statistical mechanics, only. atomic and molecular physics, nuclear Requirements for minor. To earn a physics, physics of condensed matter, and minor in physics a student must complete biophysics. Current research areas in theo- 27 credits (9 credits of which must be retical and experimental physics are: statis- taken in residence at PSU, and 12 to 15 tical physics, surface physics (scanning credits of which must be upper-division), tunneling microscopy, near-field optical to include the following: microscopy, Mossbauer spectroscopy), and 172 P ORTLAND STATE UNIVERSITY
Ph 214, 215, 216 Ph 317, 318 Courses Lab for Ph 211, 212, 213 Or Ph 221, 222, Solid State Physics for Engineering Students Courses with an asterisk (*) are not offered every year. 223 (1, 1, 1) (3, 3) Introductory laboratory for students in General A two-term survey of solid state physics includ- Some lecture courses may be challenged by exami- Physics (with Calculus). One 3-hour laboratory ing topics necessary for understanding crystal- nation. period. Corequisites: concurrent enrollment in line solids and their electron transport processes. Ph 101, 102 Ph 211, 212, 213 or concurrent enrollment in Topics include crystal lattices, X-ray diffraction, Essentials of Physics (4, 4) Ph 221, 222, 223. concepts of quantum physics, Schrödinger equa- An elementary introduction to the basic princi- Ph 221, 222, 223 tion, electron tunneling, physical statistics, free ples of physics, their interpretation and applica- General Physics (with Calculus) (3, 3, 3) electron theory of metals, effect of periodic tion. Designed to accommodate all liberal arts Introductory physics for students majoring in potential on electrons, intrinsic and impurity students. Concurrent enrollment in Ph 104, 105 engineering. The student will explore topics in semiconductors and analysis of p-n semiconduc- is encouraged. Recommended prerequisite: high physics including statics, dynamics, electromag- tor junction. Recommended prerequisite: Ph school algebra. netism, thermodynamics, and optics using the 213 or 223. Ph 104, 105 methods of calculus. Recommended prerequi- Ph 321 Experimental Investigations for Non-science sites: for Ph 221, Mth 251; for Ph 222, Ph 221 Current Electricity (4) Majors (2, 2) and Ph 214; for Ph 223, Ph 222 and Ph 215. Electric potential and current; Kirchoff’s Laws and Discovery labs for essential laws of physics. Corequisites: for Ph 221, Ph 224; for Ph 222, equivalent circuits. Transient and A.C. behavior of Investigate gravity, force, acceleration, momen- Ph 215; for Ph 223, Ph 216. circuit elements. Theory of operation of diodes tum, heat, work, energy, electricity, light, and and transistors. Recommended prerequisites: Ph radioactivity. Make simple electrical circuits and Ph 261, 262 General Astronomy (4, 4) 203 or 213; concurrent enrollment in Ph 314. an electrical motor. Improve computer literacy Introductory historical, descriptive, and inter- * by working with graphic models of radioactive Ph 322 pretive study of astronomy. Emphasis is on the Computational Physics (4) decay. One two-hour discussion and laboratory basic scientific methods as they apply to astro- Formulation and numerical solution of physics period. Concurrent enrollment in Ph 101, 102 is nomical problems. Detailed examination of the problems. Use of computers and graphical dis- encouraged. Recommended prerequisite: high earth, followed by a survey of the other members plays to enhance intuition and supplement ana- school algebra. of the solar system. Survey of the stars, their lytical procedures. Approaches to complex Ph 121, 122 types, grouping, and motions. Models for the physical situations, especially those involving General Astronomy (4, 4) evolution of the Universe and the possibility of dissipative, nonlinear and stochastic phenom- An introductory historical, descriptive, and life elsewhere. The nature of light, the types of ena. Recommended prerequisite: Working interpretative study of astronomy. Emphasis on information it carries, and the types of devices knowledge of at least one computer language. the basic scientific methods as they apply to used to detect it. Includes laboratory and/or * astronomical problems. Detailed examination of Ph 331 fieldwork. Physics of Music (4) the earth, followed by a survey of the other A series of lectures and laboratories illustrating members of the solar system. Survey of the stars, Ph 299 Special Studies (Credit to be arranged.) the basic principles of acoustics and their appli- their types, grouping, and motions. Models for Ph 311, 312 cation to string, wind, brass, and percussion/ the evolution of the Universe and the possibility instruments. Some of the laboratory exercises are of life elsewhere. The nature of light, the types of Introduction to Modern Physics (4, 4) The revolution in the concepts of physics in the adaptable for use in primary and secondary information it carries, and the types of devices 20th century. Radioactivity, quanta, black-body school classes. Recommended prerequisite: one used to detect it. Need not be taken in sequence. radiation, relativity. Bohr’s theory of the atom. year of music, or one year of a physical science. Ph 199 Introduction to quantum mechanics. Atomic, *Ph 353 Special Studies (Credit to be arranged.) molecular spectroscopy, periodic table. Intro- Radiation in the Environment (4) Ph 201, 202, 203 duction to nuclear and solid state physics, and Types of radiation and their interaction with General Physics (4, 4, 4) elementary particles. Recommended prerequi- matter, including organic tissue; methods of Introductory physics for science majors. The stu- sites: Ph 203, or Ph 213 and Mth 252. detection and shielding; evaluation of dosage dent will explore topics in physics including and risk assessment; methods of energy genera- Newtonian mechanics, electricity, and magnetism, Ph 313 Ideas in Modern Physics (4) tion based on nuclear energy; nuclear waste and thermal physics, optics, and modern physics. Fundamental ideas of the modern physics of this disposal problems. Recommended prerequi- Recommended prerequisites: for Ph 201, Mth century. Topics include the development of rela- sites: Ph 203, Bi 253, Ch 223, or equivalent. Cal- 112; for Ph 202, Ph 201 and Ph 204; for Ph 203, tivity, quantum mechanics, nuclear and particle culus, previously or concurrently, is Ph 202 and Ph 205. Corequisites: for Ph 201, Ph physics, and cosmology. Recommended prereq- recommended. 204; for Ph 202, Ph 205; for Ph 203, Ph 206. uisite: one college-level science course. *Ph 363 Ph 204, 205, 206 Ph 314, 315 Color Photography (3) Lab for Ph 201, 202, 203 (1, 1, 1) Experimental Physics I (4, 4) Principles of color photography, including the Introductory laboratory for students in General Experiments in electrical measurements, digital physics of color and scientific explanations of Physics. One 3-hour laboratory period. Corequi- logic circuits with applications to experimental the formation of color images on light-sensitive sites: concurrent enrollment in Ph 201, 202, 203. control and computer interfacing, and analog materials. Traces uses and the history of color Ph 211, 212, 213 circuits. Two 3-hour lab periods. Ph 314 requires photography. Recommended prerequisite: one General Physics (with Calculus) (4, 4, 4) concurrent enrollment in Ph 321. college-level science or photography course. Introductory physics for students majoring in Ph 365 science and engineering. The student will Ph 316 Experimental Physics I (4) Fractals, Chaos, and Complexity (4) explore topics in physics including statics, Students will perform several experiments illus- Introduction to the basic physical ideas behind dynamics, electromagnetism, thermodynamics, trating quantum and relativistic effects. The fractals in nature, chaos, complexity, and other and optics using the methods of calculus. Rec- emphasis will be on computer-assisted experi- current concepts in physics, with emphasis on ommended prerequisites: for Ph 211, Mth 251; mentation and data analysis. Experiments will fractals and chaos. Computer simulations and for Ph 212, Ph 211 and Ph 214; for Ph 213, Ph include instrumentation and counting in nuclear desktop experiments involving fractals, chaos, 212 and Ph 215. Corequisites: for Ph 211, Ph physics, measurement of band gap in semicon- and complex systems. Recommended prerequi- 214; for Ph 212, Ph 215; for Ph 213, Ph 216. ductors, measurement of ratio of electron charge site: astronomy, general physics, or Natural Sci- to electron mass, speed of light, Frank-Hertz ence Inquiry. experiment and electron spin resonance. Two 3- hour laboratory periods. Recommended prereq- uisite: Ph 311. C OLLEGE OF LIBERAL ARTS AND SCIENCES 173
Ph 366 Ph 405/505 †Ph 431/531, 432/532 Complexity and the Universe I (4) Reading and Conference (Credit to be Electricity and Magnetism (4, 4) Introduction to the basic physical ideas behind arranged.) Advanced study of electricity and magnetism complexity and other current concepts in phys- Consent of instructor. covering field and potential of charge arrays, ics. Computer simulations and desktop experi- Ph 406/506 electrostatic field energy, images, multipoles, ments involving fractals, chaos, and complex Special Projects (Credit to be arranged.) Laplace’s equation, Biot-Savart and Ampere’s systems. Includes laboratory and/or fieldwork. Consent of instructor. laws, magnetic field energy, vector potential, dis- Recommended prerequisite: general physics or Ph 407/507 placement current, dielectrics and their micro- Natural Science Inquiry. Seminar (Credit to be arranged.) scopic models, electromagnetic wave equations, Ph 367 Consent of instructor. boundary conditions, energy radiation, magnetic Complexity and the Universe II (4) Ph 410/510 materials and their microscopic models. Recom- Continuation of Sci 318/Ph 366. Emphasizes sci- Selected Topics (Credit to be arranged.) mended prerequisites: Ph 312 and Mth 256. entific cosmology with a focus on understanding Consent of instructor. *Ph 434/534 how insights gained from physics and astronomy *Ph 411/511 Methods of Mathematical Physics (4) affect your view of the universe and your place Introduction to Quantum Mechanics (4) A survey of methods of applied mathematics in it. Students participate actively in seeing how An introduction to the formulation and applica- used in modern physics, to include: vectors, some of the information was gathered, to help tion of wave mechanics; the Schrödinger equa- matrices, operators, and eigenvalues; perturba- critically analyze what to believe about the his- tion and its application to time-independent tion theory and series expansion; variation and tory and arrangement of the universe and what it problems (both one- and three-dimensional optimization; numerical methods; transforms; means to them. Includes laboratory and/or field- problems); identical particles; approximation and special functions. Recommended prerequi- work. Recommended prerequisite: astronomy, methods including mainly time-independent sites: Ph 312 and Mth 256. general physics, or Natural Science Inquiry. perturbations. Brief exploration of the potential *Ph 440/540, 441/541 Ph 371 applications of quantum mechanics to engineer- Physics of Solid State Devices (4, 4) Fractals, Chaos, Complexity, and Other ing: quantum nano-structures and quantum This is a survey intended to provide the founda- Current Topics in Physics (4) computers. Recommended prerequisites: Ph 318 tion necessary for understanding of function, Introductory survey to current concepts in fractals or 311, Mth 256. This course is the same as ECE technology and design of solid state devices, in the natural world, chaos, complexity, and other 598; course may only be taken once for credit. rather than their application. Topics will include: related topics in physics. Computer simulations *Ph 413/513 introduction to and application of concepts of and the use of microcomputers, desktop experi- Introduction to Solid State Physics (4) quantum physics to solids, effect of periodicity ments are an essential part of the course. Recom- Experimental and theoretical survey of the lattice in solids on electron energy states, electron sta- mended prerequisite: one year of general physics. and electronic properties of solids with particular tistics, metals, insulators, semiconductors and Ph 375 emphasis on the properties of electrons in metals. superconductors, thermionic and field assisted The Earth’s Atmosphere: Global Change and Recommended prerequisite: Ph 411 or 312. electron emission, electron scattering and mobil- Human Life (4) ity of charge carriers, intrinsic and extrinsic †Ph 415/515 An introduction to the global environment and semiconductors, quantitative treatment of p-n how human activities are causing climatic Experimental Optics (3) Advanced experiments in physical optics. One junction, diffusion and recombination of excess changes, ozone depletion, and deforestation. 4-hour laboratory period. Recommended pre- carriers, quantitative treatment of electron injec- Emphasizes the interrelationship between envi- requisite: Ph 203 or Ph 213. tion, majority and minority components of the ronmental processes. Deals with the qualitative * junction current, breakdown, quantitative treat- aspects of how the earth’s climate works, how it Ph 424 ments of bipolar junction transistor, field effect can be altered by burning of fossil fuels (emis- Classical Mechanics I (3) The Newtonian formulation of mechanics. Kine- transistor and tunnel diodes, physics of metal- sions of carbon dioxide) and by the increasing semiconductor and metal-insulator-semiconduc- concentrations of other “greenhouse gases”; how matics and dynamics of particles in inertial and accelerated reference frames. Conservation prin- tor junctions and devices, superconductivity and the ozone layer can be depleted by man-made superconducting devices, DC and AC Josephson chemicals, and what is being done, or can be ciples. Central forces, gravitation, and celestial mechanics. Free and forced vibrations. Recom- effects, Josephson junctions, superconductive done to avert the undesirable consequences of quantum interference devices. Recommended these global changes. mended prerequisites: Ph 203 or 213; Mth 256 previously or concurrently. prerequisite: Ph 312 or 318. Ph 378 † Ph 451/551, 452/552 Science Through Science Fiction (4) Ph 425/525 Electron Microscopy (4, 4) This class uses science fiction literature to exam- Classical Mechanics II (3) Electron optics theory, specimen preparation Advanced formulation of mechanics. Lagrange’s ine a wide variety of topics in science. Recom- and experimental work with transmission and and Hamilton’s equations. The inertial tensor, mended prerequisites: astronomy, general scanning electron microscopes, Microchemical free rotations, and rigid body dynamics. Theory physics, or Natural Science Inquiry. Also listed as analysis with an energy dispersive spectrometer. of small oscillations, coupled oscillations and Sci 355; course may be taken only once for credit. Specimens from all the sciences. Two lectures, normal modes. Recommended prerequisites: Ph Ph 381 one 3-hour laboratory period. Recommended 424 and Mth 256. Physical Metallurgy for Engineers (3) prerequisites: one year of general physics and Crystal structure of metals and their relationships Ph 426/526 one year of any other science. to properties. Phase diagrams of alloys, heat treat- Thermodynamics and Statistical Mechanics † ment, mechanical properties, and corrosion. (4) Ph 464/564 Methods of fabrication of metals. Two lectures; Concepts of temperature, work, and heat; first Applied Optics (4) An overview of optics and such principal appli- one 3-hour laboratory period. Recommended and second laws of thermodynamics and appli- cation as fiberoptics; chemical, biological, and prerequisites: EAS 213, Ph 213 or 223, Ch 223. cations; thermodynamic potentials; heat engines, Carnot cycle, and ideal gases; entropy and its physical sensors; optical information processing, Ph 399 statistical interpretation; kinetic theory of gases; acousto-optics; lasers and detectors. Recom- Special Studies (Credit to be arranged.) classical and quantum statistics; introduction to mended prerequisites: Ph 203 or 213 or 223, Ph 401/501 statistical mechanical ensembles. Recom- Mth 254. This course is the same as ECE 594; Research (Credit to be arranged.) mended prerequisites: Ph 203 or 213, Mth 254, course may only be taken once for credit. Consent of instructor. and Ph 311. Ph 404/504 Cooperative Education/Internship (Credit to be arranged.)
†Does not carry graduate credit for M.A., M.S. in physics. 174 P ORTLAND STATE UNIVERSITY
Ph 471/571 either approach is applicable. Students use of angular momentum; Feynman’s path integral Atmospheric Physics (4) established computer models and become profi- formulation; introduction to relativistic quantum Cycles of trace gases in the earth’s atmosphere cient in their use. Recommended prerequisite: mechanics; issues on the fundamental aspects of and their role in the environment. Emission, dis- Ph 477/577. quantum mechanics including Bell’s theorem, persal and removal of natural and man-made *Ph 481/581, 482/582, 483/583 the EPR paradox, hidden-variable theory; and trace constituents in the atmosphere that deter- Physical Metallurgy (2, 2, 2) Schrödinger’s cat problem.Recommended pre- mine the earth’s climate and the stratospheric Introduction to principles of physical metallurgy. requisites: Ph 411/511, 425. ozone layer. Mass Balance Models for quantita- Includes the atomic and crystalographic struc- *Ph 624, 625 tive analysis of atmospheric composition and tures of metals and alloys; defects in structure Classical Mechanics (4, 4) trends. Climate change and perturbations of and the importance of them in determining the Advanced treatment of analytical mechanics of stratospheric ozone in modern times. Lays a properties of metals; phase diagrams of alloy sys- particles, systems of particles, and rigid bodies. foundation for the understanding of the complex tems and examples of important systems; diffu- Methods of Lagrange, Hamilton, and Jacobi. issues of climatic change and its many linkages sion and phase transformations, emphasizing the Symmetry and conservation laws. Recom- and feedbacks. Questions regarding environ- solid state; plasticity and fracture of crystals; and mended prerequisite: Ph 425. mental policy and action are examined in the corrosion. Recommended prerequisites: Ph 203, * light of current model results, their predictions Ph 626 Ch 223. Hydrodynamics (4) and uncertainties. Recommended prerequisites: * The theory of fluids and continuous media. one year each of calculus and calculus-based Ph 484/584, 485/585, 486/586 Physical Metallurgy Laboratory (1, 1, 1) Equations of continuity, Euler’s equation, flow physics, introductory course in differential equa- Experimental studies of the structure of metals fields, and applications. Recommended prereq- tions. by light microscope, X-ray diffraction, and uisite: Ph 625. Ph 472/572 microhardness techniques. Heat treatment of *Ph 631, 632, 633 Introduction to Nonlinear Dynamics and metals and studies of the resulting structural Electromagnetic Fields and Interactions Chaos (4) changes. Corequisite: concurrent enrollment in (4, 4, 4) Introduction to basic theoretical and experimen- Ph 481, 482, 483. Classical description of the electromagnetic field: tal tools to study chaos and nonlinear behavior. * classical electron theory and plasmas. Prerequi- Desktop experiments and computer simulations Ph 490/590, 491/591 Cellular and Molecular Biophysics (4, 4) sites: Ph 431. This course is the same as ECE of chaotic systems. Recommended prerequi- 635, 636, 637; course may only be taken once sites: one year of general physics. An introduction to the physical ideas and meth- ods in the studies of biological phenomena, for credit. † Ph 475/575 organization, structure, and function at the cel- *Ph 641, 642 Stellar Astronomy Online for Educators (4) lular and molecular level. Atomic and molecular The Physics of Atoms and Molecules (4, 4) Class will access online materials in stellar astron- structures, energy and interacting forces relating Radiation from atoms and molecules, Raman omy education to help current and prospective to cellular and molecular biophysics will be dis- effect. Structure of one and many electron atoms, science teachers update their knowledge of recent cussed. Recommended prerequisites: Ph 203, Bi Zeeman effect, Stark effect, Lamb shift, hyperfine developments in astronomy. Recommended pre- 253, and Ch 223. Calculus, previously or con- structure, line intensity. Quantum mechanics of requisite: one year of general physics. currently, is recommended. diatomic and polyatomic molecules. Symmetry. †Ph 476/576 Ph 503 Molecular electronic transitions. Valence and res- Observational Astronomy (2) Thesis (Credit to be arranged.) onance. Recommended prerequisite: Ph 411. Emphasis on hands-on activities and the obser- Ph 601 *Ph 664, 665, 666 vation of our own night sky. Observation of Research (Credit to be arranged.) Statistical Mechanics (4, 4, 4) planets, sun, moon, globular clusters, galaxies, Foundations of statistical mechanics and kinetic and black holes. Observational techniques Ph 603 Dissertation (Credit to be arranged.) theory; statistical interpretation of thermo- including the use of telescopes, binoculars, and dynamics; ensembles in classical and quantum Ph 604 photography will be covered. Observational field systems; transport phenomena. Recommended trip to an observatory at a dark sky site. Recom- Cooperative Education/Internship (Credit to be arranged.) prerequisite: Ph 619 or 625. mended prerequisite: one year of general phys- Ph 679 ics. Ph 605 Reading and Conference (Credit to be Advanced Atmospheric Physics (4)Advanced Ph 477/577 arranged.) course to provide a working knowledge of base Air Pollution (4) models for studying global change including the Air pollution meteorology needed to understand Ph 606 Special Problems/Projects (Credit to be greenhouse effect, global warming, stratospheric air pollution, atmospheric dispersion models, K- arranged.) ozone depletion from man-made chemicals, tro- theory, box models and receptor models. Use of pospheric chemistry of HO and O3 and transport simple computer models. This course is a foun- Ph 607 Seminar (Credit to be arranged.) modeling. Recommended prerequisites: Ph 578. dation for the quantitative understanding of air pollution: At any point in the environment Ph 610 (receptor), how much pollution is caused by a Selected Topics (Credit to be arranged.) known source? If there are many sources, how *Ph 611, 612 much pollution does each source contribute at a Physics of Solids and Liquids (4, 4) receptor? Recommended prerequisites: Ph 213 The theory of mechanical, thermal, electrical, or 223, one year of calculus, introductory course magnetic, and optical properties of solids and in differential equations. liquids. Recommended prerequisite: Ph 413. Ph 478/578 Ph 618, 619 Applications of Air Pollution Modeling (4) Quantum Mechanics (4, 4) Students work in teams to solve an air pollution A detailed discussion of the approximation problem using dispersion and receptor modeling methods for solving the time-independent techniques. It teaches the complementary nature Schrödinger equation; scattering theory in terms of receptor and dispersion modeling. Teaches of stationary unbound states; time-dependent the advantages and disadvantages of the two theory including the perturbation method; the approaches to air pollution modeling when two-level problem and its application to laser operation. Dirac’s formulation using bra and ket; different time-evolution pictures; concept of density matrices; Berry’s phase; quantum theory
†Does not carry graduate credit for M.A., M.S. in physics. C OLLEGE OF LIBERAL ARTS AND SCIENCES 175
Preprofessional Programs
Portland State offers courses which meet A typical freshman program includes and the sciences, students should build a the preprofessional requirements of profes- biology, math, chemistry, and general edu- strong foundation in the traditional liberal sional schools within the Oregon State cation courses; however, individual pro- arts curriculum. System of Higher Education and, in most grams vary depending on the student’s Accessible advising is available in the cases, the requirements of out-of-state pro- academic preparation and the unique grad- College of Liberal Arts and Sciences Health fessional schools as well. The program uation requirements of the institutions Sciences Advising Center, where profes- schedules in this section are typical and granting the particular professional sional advisers can help with course will vary in individual cases. The majority degrees. It is essential that a student’s aca- scheduling, declaring a major, preparing of preprofessional programs are based on demic program be planned with a health for the MCAT and DAT, choosing a profes- the graduation requirements of other insti- sciences adviser, and accessible advising is sional school, and organizing letters of tutions. Students choosing to continue at available in the College of Liberal Arts and recommendation. PSU, rather than pursue a preprofessional Sciences Health Sciences Advising Center, For students who already have a bache- transfer program should meet with a fac- where professional advisers can help with lor’s degree but are lacking the specific sci- ulty adviser to determine PSU graduation course scheduling, declaring a major, pre- ence prerequisites for medical or dental requirements. All preprofessional students paring for graduate admission tests, choos- school, PSU offers a post-baccalaureate should check with a faculty adviser to keep ing a professional school, and organizing program that can be completed in one year current on all recent changes and remain- letters of recommendation. (including Summer Session) of intensive ing requirements. study. Postbaccalaureate students, with suf- ficient background, start with general Dentistry, chemistry in the summer and continue Agriculture Medicine, with organic chemistry, biology, and phys- 503-725-3851 ics during the academic year. Adviser: A. Yeakley Osteopathy, and Freshman Year Credits FW S Podiatry Preprofessional Bi 251, 252, 253 Principles of Biology .... 5 5 5 503-725-3822 Ch 104, 105, 106 Introductory Chemistry 4 4 4 programs: Ch 107, 108, 109 Introductory Adviser: K. Hanson, Health Sciences Advising Chemistry Laboratory ...... 1 1 1 Mth 111, 112 Introductory College Office, 494 Neuberger Hall K-12 Teacher Mathematics ...... 4 4 - Mth 241 Calculus for Management Portland State University offers preprofes- Preparation and Social Sciences or Mth 251 sional programs for students wishing to Calculus I...... - - 4 Portland State University educates pro- Wr 121 English Composition prepare themselves for admission to den- (any term) ...... 3 - - tal, medical, osteopathy, or podiatry spective K-12 teachers in the Graduate PHE 295 Health and Fitness for Life School of Education. Teacher licensing is (any term) ...... - 3 - schools. A bachelor’s degree is required Arts and letters or social science prior to matriculation by the medical part of the Master of Education degree and electives (any term)...... - 3 - school of Oregon Health Sciences Univer- is achieved through the Graduate Teacher sity. Three years’ work with at least one Education Program (GTEP) in the Depart- Allied Health year at Portland State University plus the ment of Curriculum and Instruction (note: transfer of up to 48 upper-division credits programs in bilingual education, ESL, spe- 503-725-3822 from a dental school upon the satisfactory cial education, library/media, counseling, Chiropractic, Clinical Laboratory Science (Medi- completion of one year at the dental school adult education, and administration are cal Technology), Cytotechnology, Naturopathic will result in the awarding of a Bachelor of also available in the Graduate School of Medicine, Occupational Therapy, Optometry, Science or a Bachelor of Arts degree in Education and may be contacted by call- Physical Therapy, Physician Assistant, Radiation biology or science. ing 503-725-4619.) Therapy, and Veterinary Medicine A typical freshman program includes Undergraduates at Portland State Uni- Advisers: H. Gambee, K. Hanson biology, math, chemistry, and general edu- versity may prepare for competitive admis- Portland State University offers prepro- cation courses; however, individual pro- sions by consulting with appropriate fessional programs for students wishing to grams vary depending on the student’s advisers, by achieving high academic stan- prepare themselves for admission to a vari- academic preparation. Before planning a dards in the recommended and required ety of allied health professional schools. curriculum, students must meet with an courses for specialization and in courses in These programs consist of a two- to four- adviser to determine placement in math liberal arts, and by documenting successful year preparatory phase followed by a one- and science courses. In most cases a stu- experience with children in the public to four-year professional phase, and in dent must also have an academic adviser in schools. Passing scores on teacher exams most cases admission to the professional their major. While there is no preferred mandated by the Oregon Teachers Stan- school occurs before the award of the bac- major, a broad education is encouraged. In dards and Practices Commission (TSPC) calaureate degree. addition to specific requirements in math are also required for entry into the GTEP. 176 P ORTLAND STATE UNIVERSITY
PRE-EDUCATION UNDERGRADUATE Ch 104, 105, 106 Introductory read with understanding, to think logically, Chemistry...... 4 4 4 ADVISING Ch 107, 108, 109 Introductory and to express themselves clearly and Chemistry Laboratory or ...... 1 1 1 cogently in written and oral work. The Early childhood and elementary education: for Forest Products or Forest Engineering: Prospective elementary teachers should con- Ch 106 Introductory Chemistry importance of analytical skills in dealing sult with the senior academic adviser for the Ch 109 Introductory Chemistry Lab III with concepts, abstract ideas, and complex College of Liberal Arts and Sciences, 491 Neu- Ch 221, 222 General Chemistry fact situations, and of communications berger Hall, (725-3822). Ch 227, 228 General Chemistry Laboratory skills, cannot be overemphasized, for law- Mth 251, 252, 253 Calculus ...... 4 4 4 Middle school education: Prospective middle Wr 121 English Composition yers must be able to research, analyze, and school teachers who have a preference for (any term) ...... 3 - - communicate. PHE 295 Health and Fitness for Life teaching multiple subjects (as in elementary (any term) ...... - 3 - And since law is a part of the larger education) should follow advice from the Electives ...... - - 3 social order, the prelaw student should senior academic adviser for the College of Lib- seek to understand the political, social, eral Arts and Sciences (725-3822). Those who economic, and cultural institutions within prefer to get a content area specialization that Law may also apply to teaching at the high school which the legal system functions. As illus- should contact the pre-education academic For Liberal Arts and Sciences students: trative of specific subjects (with PSU course adviser in the academic department of choice. T. Garrison, History, 725-3978 numbers) which may be helpful toward High school education: Prospective high For Urban and Public Affairs students: that end, the following are suggested with a school teachers should contact the pre-educa- R.W. Lockwood, Administration of reminder that they are not prerequisites for tion academic adviser within their major Justice, 725-4014; R. Lawrence, Political law school admission: introductory eco- department. Academic majors and their Science, 725-3921. nomics (Ec 201, 202); ethics (Phl 202, respective secondary endorsements are as fol- Law schools in the United States, unlike 445, 446, 447); U.S. history (Hst 201, lows: biology (biology and general science); medical, dental, and other professional 202); legal history, constitutional history physical education (physical education); his- schools, generally do not require specific (Hst 410, 407); political theory (PS 381, tory, anthropology, sociology, philosophy, prelaw majors or particular courses of 482); constitutional interpretation, consti- political science, geography, and economics study in preparation for law school. They tutional law, the judicial process (PS 321, (social studies); health (health); mathematics (mathematics); English (English language do recommend that the prospective law 422, 423, 407); administration of justice arts); art (art); foreign languages and litera- student acquire a broad liberal education (AJ 420, 440, 460); psychology (Psy 204); tures (foreign language); music (music); chem- providing a sound basic understanding general sociology (Soc 200). In addition, istry (chemistry); physics (physics); business and appreciation of arts and letters, sci- many law schools recommend taking a and economics (business); drama (drama); ence, and social science. course in accounting principles. speech (speech). Note: A current adviser list is All three Oregon law schools, Lewis & Completion of the Law School Admis- available from the GTEP admissions secretary, Clark, Willamette, and the University of sion Test (LSAT), administered nationally 602 School of Education Building. Oregon, and the major law schools in other by the Educational Testing Service, is Graduate Teacher Education Program states, now require that applicants for required by nearly all law schools. It is advising: Students considering application to admission have a bachelor’s degree. Valu- given at Portland State five times each year, the PSU GTEP should make an appointment to able information about prelaw study and but should be taken at the earliest possible attend an advising session for prospective law school admissions is contained in the date in the student’s senior year. The test applicants by calling 725-4619 or stop by the information desk on the second floor of the Pre-Law Handbook, available at book- measures writing ability and general apti- School of Education Building. stores, from Educational Testing Service, tude for legal studies. It does not test Box 944, Princeton, NJ 08540, and in the knowledge of specific subjects, and is in no Preparatory coursework early childhood and elementary educators: annual Law School Admission Test/Law sense a test of knowledge about law. There Required: Art 312 Art in the Elementary School; School Data Assembly Service Information is no standard “passing score” on the test, Lib 428/528 Children’s Literature, K-5; Mth 211, Book, available in the Department of Politi- for each law school makes its own evalua- 212 Foundations of Elementary Mathematics (8 cal Science and in the Counseling and Test- tion of an applicant’s admissibility, using credits); Music 381 Music Fundamentals; Psy ing Services offices. the LSAT score, GPA (grade point average) 311 Human Development; Recommended: Ed Prelaw students are free to select their and such other factors as it deems relevant. 420 Introduction to Education and Society; CI own undergraduate programs (there is no Competition for admission to law 432 Computer Applications for the Classroom; “prelaw” major as such), but they are schools is very keen; thus high grade point Mth 213 Foundations of Elementary Mathemat- advised to choose broad cultural fields in averages and high LSAT scores are very ics III. Middle, junior, and high school educators: In which they have keen intellectual interests, desirable. Many law schools use the LSAT addition to a strong liberal arts education, all such as economics, history, literature, score and the GPA in computing a total students should complete the requirements for mathematics, philosophy, political science, numerical score which constitutes one their major in the endorsement area of their science, or sociology, to suggest only some important factor in determining admissibil- choice. Required: Psy 311 Human Development; examples. Business administration and ity. In such a computation a higher score Recommended: ED 420 Introduction to Educa- administration of justice, when strongly on the LSAT can help to offset a lower GPA tion and Society, CI 432 Computer Applications supplemented with work in arts and let- or vice versa. Although the LSAT may be for the Classroom. ters, science or social science, are also suit- repeated, that is generally advisable only if able. there is strong reason to believe that the Students are cautioned not to have a test score was due to factors other than Forestry large number of ungraded or pass/no pass basic aptitude, such as illness or extreme 503-725-3851 credits. Law schools also advise against nervousness. When the LSAT is repeated, Advisers: A. Yeakley concentration in courses given primarily as law schools customarily average the test Freshman Year Credits vocational training. Whatever the under- scores. Information concerning the exact F W S graduate program, prelaw students should test dates is available from Counseling and Bi 251, 252, 253 Principles of Biology...... 5 5 5 develop as fully as possible the ability to C OLLEGE OF LIBERAL ARTS AND SCIENCES 177
Testing Services and the law advisers, ments in the preparatory phase common To be eligible for admission into the Departments of Political Science and to all nursing programs, each nursing school of pharmacy, students must com- Administration of Justice. school has some preparatory requirements plete a minimum of 135 quarter credits to specific to that program. include: Most professional programs require that Bi 251, 252, 253 Principles of Biology Nursing a C- or above be earned in all preparatory Ch 221, 222, 223 General Chemistry Ch 227, 228, 229 General Chemistry Laboratory 503-725-3822 courses. Completion of the preparatory phase does not guarantee acceptance into Ph 201, 202, 203 General Physics Adviser: H. Gambee Ph 204, 205, 206 General Physics Lab the professional phase as admission is lim- Mth 241 Calculus for Management and Social To earn a Bachelor of Science degree in ited and competitive. You will need to meet Sciences or Mth 251 Calculus I nursing, one must complete a two-year the requirements for a bachelor’s degree as Stat 243 Introduction to Probability and preparatory phase and a two-year profes- Statistics I set by the institution where you complete Bi 301, 302, 303 Human Anatomy and Physiology sional phase. The preparatory phase, that the professional phase. Bi 336 Cell Biology is, the required courses that must be com- For information about requirements Bi 480 Microbiology pleted before entering the professional and admissions, contact the College of Lib- Bi 488 Microbiology laboratory phase of the program, can be taken at Port- eral Arts and Sciences Advising Center, 494 Ch 334, 335, 336 Organic Chemistry land State University. PSU does not offer Neuberger Hall, 503-725-3822. Ch 337, 338 Organic Chemistry laboratory the professional phase; you must be Psy 200 or 204 General Psychology Sp 218 Interpersonal Communication accepted by a nursing program, such as Ec 201 Principles of Economics those at Oregon Health Sciences Univer- Pharmacy PHE 252 First Aid sity (OHSU) in Portland, OHSU-SOC in 503-725-3822 In addition to the above mentioned Ashland, OHSU-OIT in Klamath Falls, Adviser: K. Hanson courses, students must also complete gen- OHSU-EOSC in La Grande, Linfield Col- eral education requirements, as well as any lege-Good Samaritan School of Nursing in Portland State University offers a prephar- remaining major requirements, from the Portland, the University of Portland in macy curriculum which prepares the stu- school where they plan to receive their Portland, or the Walla Walla College dent for admission to the Oregon State bachelor’s degree. Students who plan to School of Nursing at Portland Adventist University School of Pharmacy. graduate from PSU must complete the Uni- Medical Center, to complete the profes- In September of 1999, OSU School of versity Studies curriculum, while students sional phase. The PSU preparatory phase is Pharmacy began their new four-year who plan to graduate from OSU must com- designed to meet the requirements for Doctor of Pharmacy degree. Prepharmacy plete OSU’s general education requirement transferring into baccalaureate nursing at students intending to apply to the program called Baccalaureate Core. Please see the one of the state-supported programs should discuss their academic preparation adviser for details. (BSN). Although there are many require- with the prepharmacy adviser. Psychology
317 Cramer Hall in the field; liberal arts majors who are Because the field of psychology is varied 503-725-3923 interested in psychology as part of a liberal and complex, students majoring in psy- www.psy.pdx.edu/ arts education; and students of other social chology will need guidance. All students sciences or in a professional field such as majoring in psychology, especially those B.A., B.S. business, education, medicine, or the min- that are considering graduate work in psy- Minor istry who seek a working knowledge of chology, are encouraged to plan their pro- M.A., M.S. psychological principles. gram with an adviser from the Department Ph.D. in Systems Science—Psychology of Psychology no later than the beginning Ph.D.—Participating department in Urban of their first term of junior standing. Studies Doctoral Program Admission It is recommended that freshmen not requirements enroll in psychology courses unless they have a B average (3.00 GPA) or above in Admission to the department is based on Undergraduate high school. general admission to the University. See In addition to meeting the general Uni- page 43 for more information. programs versity degree requirements, the student The program in psychology has been must meet the following requirements for planned with the idea that all students, Degree requirements major: regardless of major, will have to solve sig- Requirements for major. The major in psy- Credits nificant psychological problems in their Psy 200, 204...... 8 relations with others, at home and at work, chology requires a minimum of 48 credits Psy 321 ...... 4 in their personal decisions, and in their in the field. Students must complete the efforts to understand the problems and required courses in statistics before taking processes of society. The program serves any 400-level course or any course with students intending to do professional work statistics as a prerequisite. 178 P ORTLAND STATE UNIVERSITY
Upper-division psychology courses SECONDARY EDUCATION PROGRAM recommendation from individuals knowl- (300- and 400- level), including 16 credits from courses listed as 410 to 498, and Adviser: C. Smith edgeable about the applicant’s abilities excluding courses numbered 399 and (See General Studies: Social Science, (preferably from faculty members at col- 401 to 409, inclusive...... 36 page 140.) leges or universities attended); transcripts; Sub-total in psychology 48 and a 500-word statement of academic and Stat 243 ...... 4 personal goals. Completed applications Stat 244 ...... 4 Graduate should be received by January 15 for admission the following academic year. Total 56 programs Psy 201, 202, and 203 are the equiva- The Department of Psychology offers work lent of Psy 200 and 204; therefore, credit leading to the degrees of Master of Arts and Degree requirements will not be given for 200 and 204 if a stu- Master of Science. The department also Master of Arts or Master of Science. Can- dent has been given credit for 201, 202, participates in the Systems Science Doc- didates for the master’s degree must earn a and 203. toral Program, offering a Ph.D. in Systems minimum of 56 credits in approved gradu- All majors are encouraged to begin their Science-Psychology. In addition the ate courses, including thesis. Proficiency in work in statistics as soon as possible in Department of Psychology participates in a foreign language is required for the preparation for Psy 321, which is a prereq- the Urban Studies Ph.D. Program. For Master of Arts degree, but not for the uisite for many of the upper-division information relating to the Ph.D program Master of Science degree. Students’ individ- courses. Besides taking courses in a range in urban studies, see page 319. ual programs are determined in consulta- of subjects in psychology, majors are also Graduate training in psychology at tion with their advisers. encouraged to take courses in human cul- Portland State University provides a sound The required coursework for the ture and society, human biology, and phi- basis in traditional areas of psychology, master’s program is as follow: losophy of science. while emphasizing applications of psycho- All courses submitted to satisfy the Credits logical theory and research to problems of Psy 521/621, 522/622 ...... 10 requirements for a major in psychology, contemporary society. As part of a multidis- Psy 514/614, 515/615, 516/616, 517/617 (Three from including the mandatory math courses, this list) ...... 12 ciplinary Ph.D. program in Systems Sci- must be passed with a grade of C- or above. Electives ...... 22 ence, the program in applied psychology In addition, courses taken under the undif- Practicum/Research ...... 4 extends systems perspectives to areas of ferentiated grading option (pass/no pass) Thesis ...... 8 psychological inquiry. will not be accepted toward fulfilling Total 56 The program focus is on applied psy- department major requirements. chology with an emphasis on four areas: Thesis. The student must submit and Students considering graduate work in Applied Developmental, Applied Experi- defend the thesis at an oral examination. psychology should be especially well pre- mental, Industrial/Organizational, and Doctor of Philosophy in systems sci- pared in mathematics and should take the Applied Social Psychology. The aim is to ence—psychology. Candidates for the sequence in experimental psychology (Psy prepare graduates for research and service Ph.D. in Systems Science—Psychology 454, 455). They should consider partici- roles in a variety of settings such as govern- must earn a minimum of 108 credits in pating in research with a faculty member. ment agencies, businesses, educational sys- approved graduate courses. Candidates will They are encouraged to develop breadth by tems, and hospitals. It should be noted that undertake a program of study determined pursuing interests in diverse fields outside the graduate program in psychology does in consultation with an advisory commit- psychology before beginning the greater not offer training in clinical or counseling tee. The doctoral program is equivalent to specialization of graduate work. psychology. the two-year master’s program described In addition to requirements for major in above plus the psychology, a student considering gradu- following: ate work in psychology should take the fol- Admissions Credits lowing recommended courses: Mth 241; Bi requirements SySc 511 Systems Theory ...... 4 101, 102, 103, (104, 105, 106); Psy 427, Additional systems science courses (one Psy 454, and Psy 455. Applications may be made to either the sequence from listed two-course sequences) ..... 12 doctoral (Ph.D. in Systems Science-Psy- Approved Internship ...... 8 Requirements for minor. To earn a Dissertation ...... 27 minor in psychology a student must com- chology) or the terminal master’s degree One additional advanced qualitative methods ...... 5 plete 28 credits (8 credits of which must be (M.A. or M.S. in Psychology) programs. taken in residence at PSU), to include the Those admitted to the master’s program Total 56 following: may later apply for admission to the doc- Comprehensive examination. The toral program, conditional upon demon- comprehensive exam is comprised of four Credits Psy 200, Psy 204...... 8 strated competence at the master’s level. 4-hour exams, one in the major area, one 20 credits in 300-level psychology courses Applicants to either program are expected in the area of specialization, one in the (excluding 399)...... 20 to have had preparation in experimental minor or breadth area, and one in Systems Total 28 psychology and methods of data collection Science. and analysis, in addition to content areas in Dissertation. The student must submit All courses submitted to satisfy the psychology. Any admissions granted to and defend the dissertation at an oral requirements for a minor in psychology applicants who do not meet these require- examination. must be passed with a grade of C- or above. ments will be conditional upon completing Courses taken under the undifferentiated remedial course work. grading option (pass/no pass) will not be Applicants should provide the following accepted toward fulfilling department documents: Graduate Record Examination minor requirements. scores (i.e., GRE scores for verbal, quantita- tive, and analytic abilities); three letters of C OLLEGE OF LIBERAL ARTS AND SCIENCES 179
Psy 317 guage, comprehension, problem solving, cre- Courses Personal and Social Adjustment (4) ative thinking, judgment, reasoning, and Courses with an asterisk (*) are not offered every year. Traces the course of normal adjustment with decision making. Recommended prerequisite: 4 special interest in those factors which are instru- Note: Nonmajors can satisfy the 200-level psychol- credits in 200-level psychology. mental in shaping human behavior. Concepts ogy prerequisites for upper-division psychology Psy 350 such as emotional maturity, psychological stress, courses by taking either Psy 200 or 204. Majors Counseling (4) and maladjustment are considered. Recom- must take both Psy 200 and 204. Psy 201, 202, and A survey of counseling and interviewing proce- mended prerequisite: 4 credits in 200-level psy- 203, are the equivalent of Psy 200 and 204; there- dures, contributions of psychological theory to chology. fore, credit will not be given for 200 and 204 if a stu- counseling techniques. Recommended prerequi- dent has been given credit for 201, 202, and 203. Psy 321 site: 4 credits in 200-level psychology. Research Methods in Psychology (4) Psy 200 Psy 357 Study of methods for evaluating the quality of Comparative Psychology (4) Psychology as a Natural Science (4) psychological measurements, including various Covers the scientific foundations of human A study of the behavioral differences and similar- concepts of reliability and validity, and item behavior in areas such as physiological and bio- ities within the phylogenetic scale. Emphasis on analysis techniques; common sources of invalid- logical psychology, cognitive, moral, and emo- the examination of the evolution of the behavior ity in the interpretation of psychological data; tional development, sensation and perception, of individuals and species, paying particular strategies of selecting and analyzing observations consciousness, learning, thinking and memory. attention to the basic concepts of psychology, which minimize these sources of invalidity. Also focuses on issues in experimental design such as sensation, perception, learning, and Recommended prerequisites: Stat 243, 244, and and teaches students how to critically evaluate social processes. The role of animals in theories 4 credits in psychology. psychological research. and as models for human behavior. Recom- Psy 340 mended prerequisite: 4 credits in 200-level psy- Psy 204 Principles of Behavior Analysis (4) chology. Psychology as a Social Science (4) A course in the concepts of behavior analysis. Explores human individuality and the social Psy 360 Includes presentation of respondent and operant context of behavior. Topics include intelligence, Industrial/Organizational Psychology (4) conditioning, extinction, response differentia- personality, motivation, social psychology, The scientific study of human behavior in work tion, schedules of reinforcement, shaping, coping with stress, and psychological disorders. settings, covering the adjustments people make escape and avoidance behavior, stimulus dis- to the places they go, the people they meet, and Describes theories and research findings in the crimination, punishment and similar concepts. context of social issues and introduces students the things they do in their occupational activities The course is intended to provide the student of all types. Recommended prerequisite: Psy 200 to challenges of psychological measurement. with a thorough introduction to a developing Recommended as a first psychology course for or 204. technology of behavior. both majors and non-majors. Psy 361 Psy 342, 343 I, II Psy 207 Industrial Psychology (4) Social Psychology (4, 4) Overview of the scientific study of people in Introduction to Applied Psychology (4) Analysis of the psychological and sociological A survey of selected applications of concepts and work settings, including job analysis, the mea- processes in social interaction and in various methodologies from the different areas of psy- surement of individual differences for hiring and forms of group behavior. Particular attention to chology such as experimental, industrial/organi- promoting workers, the assessment of employee social cognition, roles, and to group origins, zational, social, and developmental. performance through performance appraisal sys- functions, ideology, membership, and leader- Recommended prerequisites: Psy 200, 204. tems, and employee training. Course contains a ship. Recommended prerequisites: Soc 200, or substantial component focused on application Psy 299 Psy 200 or 204, for 342; Soc 342 or Psy 342 for Special Studies (Credit to be Arranged.) through a community-based learning or class 343. Credit will not be given for both Soc 342 project. Prerequisite: Psy 204. and Psy 342, or both Soc 343 and Psy 343. Psy 362 Psy 300 Psy 345 Personal Decision Making (4) Organizational Psychology (4) Motivation (4) Overview of the scientific study of people in How to make wiser decisions. Ways to think A course on the causes for acquiring, choosing, more creatively and more logically in making work settings, including work motivation, lead- or persisting in specific actions within specific ership, organizational change and development, both everyday choices and major life decisions. circumstances. Students review the conditions, Instruction and hands-on experience. group processes, work and family issues, stress, principles, and theories of motivation. Recom- job attitudes, and occupational health psychol- Psy 310 mended prerequisite: Psy 200 or 204. ogy. Course contains a substantial component Psychology of Women (4) Psy 346 Review and evaluate assumptions underlying focused on applications such as community- Learning (4) based learning or class projects. psychological research on women. Survey the Conditions, principles, and theories of learning. research in areas such as the development of sex Psy 399 Assessment of experimental methods and results Special Studies (Credit to be arranged.) differences, acquisition of gender roles and in relation to current theory. Recommended pre- maintenance of gender stereotypes. Explore the requisite: 4 credits in 200-level psychology. Psy 401/501 pertinence of these findings to topical areas such Research (Credit to be arranged.) as women’s work roles, women and mental Psy 347 Consent of instructor. Perception (4) health, and the women’s movement. Recom- Introduction to the principles and theories of Psy 404/504 mended prerequisite: 4 credits in psychology. Cooperative Education/Internship (Credit visual and auditory perception. Topics include to be arranged.) Psy 311 sensory pathways, color perception, perceptual Human Development (4) illusions, and the role of knowledge and cogni- Psy 405/505 Development of the individual across the life- Reading and Conference (Credit to be tive factors in perception. Recommended pre- arranged.) span, from conception to death. Surveys the bio- requisite: Psy 200. logical bases and social contexts of developmen- Consent of instructor. tal processes (e.g., cognitive, social, emotional Psy 348 Psy 407/507 Cognition (4) development). Implications of research for edu- Seminar (Credit to be arranged.) Processes by which we form representations of cation, parenting/family relations, and social Consent of instructor. reality, and strategies we use for manipulating policy. Recommended prerequisites: Psy 200 and those representations in order to explore possi- 204, or appropriate Sophomore Inquiry course. ble actions and outcomes. Includes topics in perception, attention, memory, imagery, lan- 180 P ORTLAND STATE UNIVERSITY
Psy 409/509 *Psy 436/536 *Psy 448/548 Practicum (Credit to be arranged.) Performance Appraisal and Feedback (4) Psychology of Work Motivation (4) Supervised psychological practice including Applications of psychological concepts to the Examination of the role that motivation plays in observing, studying, and participating in the development of performance appraisal systems initiating, guiding, and maintaining work behav- activities of private settings or community ser- in organizations. Topics include job analysis, iors. Discussion of job attitudes, emotional intel- vice agencies such as: schools, mental health cognitive processes in performance appraisal, ligence, personality factors, socialization and clinics, correctional agencies, and day care cen- types of rating scales, rater training methods, culture, effects of participation, careers, job ters. Supervision may include guided reading, technical aspects of developing a performance enrichment, re-engineering, and power and poli- daily journals, and evaluative reports. appraisal system, performance feedback, indi- tics. Recommended prerequisite: Psy 321. Psy 410/510 viduals’ reactions to performance feedback fac- *Psy 449 Selected Topics (Credit to be arranged.) tors related to the perceived accuracy of Survey of Human Factors (4) *Psy 427/527 performance feedback. Recommended prerequi- An introduction to systems analysis concepts. An History and Systems of Psychology (4) sites: Stat 243 and 244, Psy 321 and 360 or 361. examination of the role of man and his interrela- A survey of the history of psychology and of past *Psy 440/540 tionships with complex man-machine systems. and current theoretical approaches in psychol- Group Process (4) Topics include: man-machine systems, visual ogy. Study of the historical roots of current A course on the psychology of small groups. and auditory presentation of information, design theories in perception, learning, motivation, per- Topics will include but not be limited to: inter- of controls, layout of work places, effects of envi- sonality and other fields. Recommended prereq- personal attraction, stages of group develop- ronment on human performance, and the physi- uisites: Stat 243 and 244, at least 18 credits in ment, group structure, coalition formation, cal limits of human performance. Recommended psychology, including Psy 321. personal power, leadership, group decision prerequisites: eight credits in psychology; Stat *Psy 430/530 making and problem solving, intergroup rela- 243, 244, and Psy 321. Applied Social Psychology (4) tions and the principles of negotiation. Recom- *Psy 451/551 Explores current and potential applications of mended prerequisite: Stat 243 and 244, Psy 321, Physiological Psychology (4) social psychological theories and research meth- graduate standing or consent of instructor. Anatomical and physiological properties of the ods, with a focus on work conducted in field set- Psy 444/544 nervous system in relation to fundamental con- tings. As a final project, each student examines Job Analysis (4) cepts in psychology. The emphasis is on an over- an applied area of their own choosing (previous Methods (e.g., interviews, surveys) used to col- all view of neurophysiological properties projects have focused on normative role transi- lect information about jobs for use in human relevant to psychological functions: sensation, tions, responses to natural disasters, political resource functions such as personnel recruit- perception, attention, learning, motivation, emo- attitudes, conflict resolution, and intergroup ment and selection, training, performance tion, activation, and motor responses. Recom- relations). Recommended prerequisites: Stat 243 appraisal, and compensation. Such information mended prerequisites: Stat 243 and 244, Psy and 244, Psy 321, 342, or 343. is also used to develop job descriptions and 321 plus either Psy 345, 346, 347, or 348. Psy 431/531 specifications. Course contains a community- Psy 454, 455 Psychology of Men and Masculinities (4) based learning component. Students participate Experimental Psychology (5, 4) Reviews various social and personality theories in a full job analysis including data collection, Principles of experimental design, evaluation of that describe the psychology of men and the analysis, and interpretation. Recommended pre- research methods, formulation and testing of diverse forms and expressions of masculinity requisites: Stat 243 and 244; Psy 321 and 360 or hypotheses using research procedures, use of across cultures. Applies these theories to a wide 361; or comparable Business Administration statistical software for analyzing the research range of issues in men’s lives, including emo- courses. data, writing a research manuscript using APA tions, health, work and family roles, sexuality, Psy 445/545 form. Recommended prerequisites: at least 12 relationships, and violence. Prerequisites: four Employee Development (4) credits in psychology including Psy 321 and at credits in psychology. Covers the application of psychological princi- least one of the following: Psy 345, 346, 348, *Psy 432 ples to employee training and development. Stat 243 and 244. Personality (4) Topics include organization, job, and person *Psy 457/557 Personality structure and theory. Recommended analysis; program design; the application of Advanced Comparative Psychology (4) prerequisite: Stat 243 and 244, eight credits in learning principles to enhance training effective- Specific and detailed analysis of current prob- psychology, including Psy 321. ness; evaluation of training programs; and lems in the area of comparative psychology. Stu- employee training and development methodol- *Psy 433 dents will design, conduct, and analyze Introduction to Psychological Testing (4) ogy. A heavy emphasis is placed on current psy- individual research projects. Recommended pre- Covers theoretical and practical issues related to chological research. This course may include a requisites: Stat 243 and 244, Psy 321 and Psy psychological tests used in educational, organi- community-based learning component. Recom- 357. zational, and clinical settings. Testing areas cov- mended prerequisites: Stat 243 and 244; Psy Psy 459/559 ered include intelligence, personality, values, 321 and 360 or 361. Infant Development (4) interests, moral development, aptitudes and psy- *Psy 447/547 Development of the individual from conception chological disorders. Students will learn how to Personnel Psychology (4) to age two. Theory and research pertaining to evaluate the quality of a psychological test and How individual differences affect work behavior infant development. Recommended prerequi- how to make informed choices about whether a and task performance and how psychologists sites: Stat 243 and 244; Psy 311 and Psy 321. test is appropriate for a particular setting. Rec- measure and predict such differences. Covers the Psy 460/560 ommended prerequisites: Psy 321 and Stat 243 development, administration, and utility of Child Psychology (4) and 244. modern instruments for selection and appraisal. Development of the individual from conception Data combination strategies and decision Psy 434/534 through childhood. Theory and research per- Introduction to Psychopathology (4) making in personnel systems are discussed. Rec- taining to child development. Recommended Course content will survey the development of ommended prerequisites: Stat 243 and 244, Psy prerequisite: Stat 243 and 244, Psy 311 and 321. 321 and 360 or 361. modern ideas of mental illness, the origins of Psy 461/561 mental illnesses, the diagnostic system and the Psychology Of Adolescence And Early clinical syndromes, and methods of treatment of Maturity (4) neuropsychiatric disorder. This course does not Development of the individual from puberty to produce diagnosticians of mental illness but is a early adulthood. Theory and research pertaining preparation for the clinical study of diagnosis. to adolescent development. Recommended pre- Recommended prerequisites: Psy 200, 204, Stat requisites: Stat 243 and 244, Psy 311 and 321. 243 and 244, and at least 6 additional credits in psychology, including Psy 321. C OLLEGE OF LIBERAL ARTS AND SCIENCES 181
Psy 462/562 career development, leadership opportunity, Psy 485/585 Psychology of Adult Development and Aging group interactions and organizational relation- Self-modification of Behavior (4) (4) ships, and the ways the greater understanding of The technology of self-change developed within Development of the individual from early adult- gender/work interactions can influence individ- the framework of behavior modification theory, hood through old age. Theory and research ual experience and result in strategies for including relevant ethical and theoretical issues, focusing on adult development from a life-span change. Recommended prerequisites: Stat 243 specific techniques of change and the applica- perspective. Recommended prerequisites: Stat and 244, Psy 310 and 321. tion of these techniques within a systematic pro- 243 and 244, Psy 311 and 321 plus one of the gram development model. Recommended following: Psy 459, 460, or 461. Psy 480/580, 481/581, 482/582 Community Psychology (4, 4, 4) prerequisites: Stat 243 and 244, Psy 321, 340, *Psy 464/564 Applications of basic psychological knowledge 346 or 484. Developmental Psychopathology (4) and methods to community problems. Course *Psy 486/586 Study of the origins and course of individual includes identification of the psychological Human Performance and Mental Workload patterns of behavioral adaptation and maladap- aspects of human problems in the community, (4) tion. Application of developmental principles to the use of psychological procedures for evaluat- Introduction to mathematical and conceptual an understanding of social, emotional, and con- ing the individual and the individual’s psycho- theories of how the human performs simple and duct disorders of children and their outcome in logical environment, and the search for complicated tasks. Topics include signal detec- adult life. Recommended prerequisites: Stat 243 techniques for promoting psychological change tion theory, information theory, reaction time, and 244, Psy 321 and 434 plus 8 credits in under these conditions. Field projects will attention, effort. Measures and theories of courses numbered Psy 459-461. include contact with community resources in the mental workload will be discussed as well as *Psy 465/565 fields of health, education, and welfare such as what leads to cognitive overload and how it can Applied Developmental Psychology (4) poverty projects, mental health clinics, etc. be altered. Recommended prerequisites: Psy Theory, methods, and research in selected areas Completion of Psy 480 is prerequisite for enroll- 321, Stat 243 and 244, and 12 credits of psy- of applied developmental psychology. ment in Psy 481, and completion of Psy 481 is chology. Recommended prerequisites: Stat 243 and 244, prerequisite for enrollment in Psy 482; all three *Psy 487/587 Psy 311 and 321 and consent of instructor. must be taken during the same academic year. Life-span Development (4) *Psy 467/567 Psy 480, 481, 482 is a true sequence in which Theories and methodology for the study of pro- Work and Family (4) work in each succeeding course depends on cesses and change in life-span developmental An examination of the effects of work on family, work done in the preceding one. This includes perspective. Practical implications of different and family on work, in contemporary society. practicum experience which culminates over a perspectives for theories and research regarding Includes study of dual-career and dual-work 9-month period covered by the three courses in human development. Recommended prerequi- families, effects of maternal employment on chil- sequence. Recommended prerequisite: Stat 243 sites: Stat 243 and 244, Psy 311 and 321 plus 8 dren, impact of child care and elder care on the and 244, Psy 321 and consent of instructor. credits in courses numbered Psy 459, 460, 461, or 462. workplace, and parental leave and other work- Psy 484/584 place supports for families. Implications of Principles of Behavior Modification (4) Psy 491/591 research for social policy. Recommended prereq- A survey of recent developments in the applica- Decision Making I: Values and Choice (4) uisites: Stat 243 and 244, Psy 311 and 321. tion of behavior theory to problems of psycho- Normative models, descriptive models, and cog- *Psy 468/568 logical adjustment. The course includes nitive aids for structuring decision problems, Social Development (4) treatment of the behavioral concept of “abnor- evaluating consequences of alternative courses of Development of individual’s social relationships mal,” and the development of a technology of action, and choosing among alternatives. Rec- from infancy to adolescence. Theory and behavior therapy. The course is intended for ommended prerequisites: Stat 243 and 244, Psy research pertaining to social development from advanced students in psychology, social work, 321 and 348; or permission of instructor. an interactional perspective. Recommended pre- special education, speech pathology, and nurs- Psy 492/592 requisites: Stat 243 and 244, Psy 311 and 321 ing. Recommended prerequisites: Stat 243 and Decision Making II: Judgment And and one of the following: Psy 459, 460, 461, or 244; Psy 321, 340 or 346, 434. Reasoning (4) 462. Normative models, descriptive models, and cog- *Psy 471/571 nitive aids for judgment and reasoning about Health Psychology (4) probability, variation, covariation, and causality Study of the social and psychological influences on how people stay well, why some people become ill, and how persons respond to illness. Particular attention to the stress process. Recom- mended prerequisites: Stat 243 and 244, plus 12 credits in psychology, including Psy 321; Soc 200 may be substituted for 4 of these credits and PHE 223 may be substituted for 4 of these cred- its. *Psy 478/578 Leadership and Group Effectiveness (4) Study of leadership in small groups with an emphasis on interpersonal influence processes. Leadership is viewed as statements or actions intended to influence a group’s efforts towards goal setting and achievement. Includes discus- sion of leadership training/development, and self-awareness of style. Recommended prerequi- site: Psy 321. *Psy 479/579 Women and Organizational Psychology (4) Examines the relationship between gender and work in different kinds of organizations across the economy. Focus is on the ways that gender influences such experiences as stress, hiring and 182 P ORTLAND STATE UNIVERSITY
in anticipating the consequences of alternative sive use is made of instructor experience with social psychology to law, health, and the envi- courses of action. Recommended prerequisite: field experimental studies in the field of mental ronment. Prerequisite: admission to a graduate Psy 491/591. health. Prerequisite: graduate status in psychol- program in psychology, systems science, or Psy 493/593 ogy or urban studies. urban affairs. Decision Making Laboratory (4) *Psy 520 *Psy 535/635 Practice in the use of judgment techniques and Methods of Psychological Assessment (4) Psychological Consulting in Organizations decision software to structure decision prob- Formulation of problems that can be answered (4) lems, evaluate alternative courses of action, by tests. Reliability, validity, and standardization Psychologically-based theories and techniques perform sensitivity analyses, and prepare presen- of measurement, test fairness; methods of identi- aimed at the planned change of organizational tations. Wherever possible, practice will be on fying assessment tools (tests, etc.) appropriate to work setting for the purpose of enhancing indi- current decision problems in field settings. specific testing or assessment problems are also vidual development and improving organiza- Recommended prerequisites: Psy 491/591, 492/ considered. Prerequisite: Stat 243. tional performance. Issues in consultant-client 592. Psy 521/621 relationships, specific change methods, and Psy 495/595 Univariate Quantitative Methods (5) system ramifications of guided change using the Psychological Test Construction (4) Survey of topics in univariate quantitative meth- action research model are integrated throughout Problems and methods in the construction of ods, including: graphical displays, descriptive the course. tests for the measurement of psychological vari- statistics, statistical inference, group compari- Psy 546/646 ables. The issues of reliability, validity, item anal- sons, analysis of variance for between group and Personnel Selection (4) ysis, standardization will be studied. Students factorial designs, correlation, regression, and Technical and theoretical issues involved in learn about the development of a psychological analysis of association for categorical variables. selecting the appropriate worker to fit a job. scale by participation in all facets of actual test Psy 522/622 Includes current research and theory in test construction. Recommended prerequisites: Stat Multiple Regression and Multivariate development, test validation, selection methods, 243 and 244, Psy 321 plus 12 additional credits Quantitative Methods (5) and criterion development. Heavy emphasis on of psychology. Exploration of statistical methods with several psychological measurement (e.g., reliability and *Psy 497/597 variables, including: simultaneous and hierarchi- validity) and the legal issues involved in hiring Applied Survey Research (4) cal regression, discriminant analysis, multivari- and promoting employees. Prerequisite: admis- Provides theoretical framework for and experi- ate analysis of variance, analysis of covariance, sion to the psychology graduate program. ence in design, execution, and interpretation of and logistic regression. SPSS will be used for *Psy 554/654 social surveys including sampling procedures, conducting analyses and students will gain expe- Social Psychology of Mental Health (4) questionnaire design, interviewing techniques, rience in writing journal quality results and dis- Participants in this seminar will explore these coding and computer analysis, and report writ- cussion sections. questions: What are appropriate definitions of ing. Recommended prerequisites: Stat 243 and Psy 523/623 mental health and mental illness? How is psy- 244, Psy 321. Factor Analysis and Covariance Structure chological health related to subjective well- *Psy 498/598 Modeling (5) being? How do social structural, social role, Field Observation Methods (4) Introduction to factor analysis and covariance interpersonal, and personality factors affect psy- Applied experience in the major methodological structure modeling, topics include common chological health? How is mental health affected techniques of field observation, as well as the factor analysis, principal components analysis, by the stress process? Prerequisite: graduate key problems of validity and reliability as they confirmatory factor analysis, mediator models, status. arise while developing a behavioral observation moderator models, model modification, research Psy 589/689 system. Recommended prerequisites: Stat 243 issues in building and confirming models. Adult Socialization (4) and 244, Psy 321, plus 12 upper-division credits *Psy 528/628 This course examines the acquisition of social in psychology. Seminar in Applied Developmental roles in adulthood. Two themes prevail: stages of Psy 503 Psychology (4) socialization; and levels of transmission of social Thesis (Credit to be arranged.) Theory and research in selected topics in applied norms (cultural, organizational, and interper- developmental psychology. sonal). Prerequisite: graduate status. Psy 514/614 Advanced Applied Social Psychology (4) *Psy 529/629 Psy 594 Theory, methods, and selected topics in Psychological Issues in Later Life (4) Mathematical Models in Psychology (4) advanced applied social psychology. Methodological, theoretical and empirical issues Introduction to the use of probability theory and in research on psychology and aging. Topics elementary functions in models for psychologi- Psy 515/615 include cognitive processes, family and caregiv- Advanced Applied Developmental cal processes: applications include decision anal- Psychology (4) ing relationships, environmental issues and psy- ysis, psychophysics, and descriptive and Theory, methods, and selected topics in chological predictors of successful aging. theoretical applications of Markov chains in the advanced applied developmental psychology. Emphasis is on encouraging students to develop study of learning and interpersonal interactions. their own research project in the field of psy- Psy 601 Psy 516/616 chology of aging. Prerequisite: admission to a Advanced Industrial/Organizational Research (Credit to be arranged.) Psychology (4) graduate program or Graduate Certificate in Ger- Consent of instructor. ontology program. Theory, methods, and selected topics in indus- Psy 604 trial/organizational psychology. *Psy 532/632 Internship (Credit to be arranged.) Psy 517/617 Clinical Interviewing (4) Psy 605 Advanced Applied Experimental Psychology Introduction to principles and techniques of Reading and Conference (Credit to be (4) interviewing. Focus on clinical applications in arranged.) Theory, methods, and selected topics in organizational settings. Consent of instructor. advanced applied experimental psychology. *Psy 533/633 Psy 607 *Psy 519 Contemporary Social Psychology (4) Seminar (Credit to be arranged.) Field Experimental Methods (4) Current knowledge of social psychology pre- Consent of instructor. sented with an emphasis on what the field can Problems of designing an experimental investi- Psy 610 gation of psychological phenomena in a natural- contribute to understanding contemporary Selected Topics (Credit to be arranged.) istic field setting. Course requirements include social problems and issues. Major topics will the design of a realistic research proposal. Exten- include the nature of social interaction, the rela- tionship of attitude and behavior, and group processes. Areas of application will include social helping networks and the relationships of C OLLEGE OF LIBERAL ARTS AND SCIENCES 183
Science Education
103 Science Building I gram. Graduate students work with faculty The prerequisite course for Science Cornerstone 503-725-4243 advisers to develop and carry out an assess- courses is Sci 201 Natural Science Inquiry or con- hope.cse.pdx.edu/ ment based research agenda. Several schol- sent of the instructor. arship pathways are open to M.S.T. *Sci 311, 312 The mission of the Center for Science Edu- graduate students, including citizen sci- Teaching Everyday Science (4, 4) cation (CSE) is to enhance science teaching ence, service learning, and research-based Two-term sequence designed to immerse poten- and learning through innovative education, science learning. M.S.T. graduate students tial mathematics and science teachers in labora- research, and community outreach pro- tory and thinking experiences that they can use have the opportunity to work with stu- as a foundation for their own understanding of grams. The center provides undergraduate dents at various grade levels, from kinder- the physical sciences and related mathematics general education courses in the sciences garten to undergraduate college students. and curriculum development in future teaching for all majors, a Master of Science Teaching In addition to research, M.S.T. students experiences. In addition to experiences in the program, and professional development take both graduate level science and educa- laboratory, environmental impact issues will be opportunities for existing science educa- tion courses. A final thesis paper and pre- investigated. Includes laboratory and/or field- tors. The center also supports community sentation are required. work. Recommended prerequisite: Natural Sci- partnerships that involve citizens and com- ence Inquiry. munity institutions in activities that Sci 313 employ the inquiry practices of science. Courses Environmental Mathematical Modeling (4) Through its programs, the center aims to An introduction to differential and integral cal- Courses with an asterisk (*) are not offered every year. culus, this course is intuitive in approach and help students and teachers raise their emphasizes applications, especially with respect capacity to participate in the community as The Science in the Liberal Arts Curriculum con- tains three distinct types of courses: Natural Sci- to environmental issues. The interested student informed citizens. ence Inquiry (NSI), Science Cornerstone (SC), may follow it with a more extensive and rigorous The Center’s community programs pro- and the Context of Science in Society (CSS). All calculus sequence. Includes laboratory and/or vide science education outreach services to the courses are designed as 4-credit hour courses fieldwork. Recommended prerequisites: Natural Science Inquiry, Mth 111. teachers and students at the kindergarten for an academic calendar in the quarter system. through high school level. These programs Sci 314 Sci 201 include Cascade Earth Force, Teachers in Environmental Statistics (4) Natural Science Inquiry (4) Explores a selection of mathematical topics in the Woods, the Children’s Clean Water Fes- This is the University Studies Sophomore the context of environmental issues, using real tival, the Horizons Project, the Northwest Inquiry course that serves as the gateway to the data. Topics will include statistics, data display, Science in the Liberal Arts curriculum. The Science Exposition, and the Stewards of the data analysis, probability, and probability distri- course aims to introduce students to the knowl- Environment Conference. In addition, butions. Includes laboratory and/or fieldwork. edge-making strategies of science. The curricu- many CSE faculty partner with local Recommended prerequisites: Natural Science lum is taught using small group and class schools, non-profits, and government Inquiry, Mth 95. agencies as part of their individual course projects that engage students in various science inquiry activities. Students gain experience in Sci 315, 316 offerings. gathering and understanding scientific informa- General Astronomy (4, 4) tion, data management, interpretation and pre- Introductory historical, descriptive, and inter- sentation, making and defending knowledge pretive study of astronomy. Emphasis is on the Undergraduate claims, working collaboratively, writing techni- basic scientific methods as they apply to astro- cally, and communicating scientific results. nomical problems. Detailed examination of the program earth, followed by a survey of the other members of the solar system. Survey of the stars, their The center’s undergraduate science course Sci 310-349 Science types, grouping, and motions. Models for the offerings are designed to introduce scien- Cornerstone evolution of the Universe and the possibility of tific methods to students of all majors. life elsewhere. The nature of light, the types of These courses have embedded laboratory and/or Many of these courses are integrated into information it carries, and the types of devices field activities. The courses are designed for students the University Studies curriculum and used to detect it. Includes laboratory and/or who are not majoring in science and are seeking to fieldwork. Recommended prerequisite: Natural satisfy the laboratory-based science course meet the new laboratory-based science course requirements for the PSU Bachelor of Science Inquiry. Taught by a faculty member requirements for the PSU Bachelor of Science degree. from the Department of Physics. Science degree for non-majors. These courses will simultaneously meet course clus- *Sci 317 ter requirements in the University Studies Program. Fractals, Chaos, and Complexity (4) The Science Cornerstone courses are interdiscipli- Introduction to the physics of fractals in nature, Graduate nary and thematic in nature. They engage students chaos, and complexity. Computer simulations in experiential explorations of timely topics in sci- and desktop experiments involving fractals, program ence. Students participate in knowledge-making chaos, and complex systems. Recommended The goal of the Master of Science in Teach- activities using appropriate scientific methodologies prerequisite: Natural Science Inquiry. Taught by ing: Science degree (M.S.T.) is to advance to construct a functional understanding of how a faculty member from the Department of Phys- the use and understanding of science knowledge is made in the subject area of the course. ics. inquiry through an active research pro- 184 P ORTLAND STATE UNIVERSITY
Sci 318 *Sci 334 using selected case studies in environmental Complexity and the Universe I (4) Climate Variability (4) management. Includes laboratory and/or field- Introduction to the physics of complexity and Examines the role of climate variability in the work. Recommended prerequisite: Natural Sci- other current concepts in physics. Computer Pacific Northwest, including the nature of natu- ence Inquiry. simulations and desktop experiments involving ral and human-induced variability and the fractals, chaos, and complex systems. Includes effects on water resources of the region. Students laboratory and/or fieldwork. Recommended pre- will learn by gathering data, analyzing the data, Sci 350-379 Context of requisite: Natural Science Inquiry. Taught by a and reporting on their results. Reading and dis- Science in Society faculty member from the Department of Physics. cussion will accompany the data/laboratory por- These courses address the promises and limitations Sci 319 tions of the course. Includes laboratory and/or of the scientific enterprise in the framework of “real Complexity and the Universe II (4) fieldwork. Recommended prerequisite: Natural world” social, economic, political, and ethical issues. Science Inquiry. Also listed as Geog 312; course Continuation of Sci 318/Ph 366. Emphasizes sci- Courses also address the historical and cultural role may be taken only once for credit. entific cosmology with a focus on understanding of science and technology, providing a link between how insights gained from physics and astronomy Sci 335, 336 laboratory science and contemporary society. Some affect your view of the universe and your place Water in the Environment (4, 4) in it. Students participate actively in seeing how Studies of the unique properties of water in all of CSS courses introduce risk-benefit analyses and some of the information was gathered, help criti- its roles, including a study of the water cycle, decision-making methodologies. The prerequisite cally analyze what to believe about the history water resources, treatment of municipal water, course for Context of Science in Society courses is Sci and arrangement of the universe and what it and wastewater treatment. Special attention will 201 Natural Science Inquiry or consent of the means to them. Includes laboratory and/or field- be placed on natural waters as a resource, instructor. work. Recommended prerequisite: Natural Sci- including natural and introduced constituents Sci 351 ence Inquiry. Taught by a faculty member from and the movements of natural waters. Includes Northwest Wetlands: Conservation, the Department of Physics. laboratory and fieldwork. Recommended pre- Restoration, and Mitigation (4) Focus on science and public policy issues in *Sci 321, 322 requisite: Natural Science Inquiry. wetland conservation, restoration, and mitiga- Energy and Society (4, 4) *Sci 341, 342 Study of the generation and usage of energy, Biology Concepts and Applications (4, 4) tion, especially in Oregon and the Pacific including the technical, economic, social, and Two-term course focusing on four main topics: Northwest. Recommended prerequisite: Natural political issues related to energy production and classical Mendelian and current molecular genet- Science Inquiry or consent of instructor. end uses. Examination of energy resources, ics, evolution and predator/prey interactions, *Sci 352 methods of producing and converting various growth and metabolism, and biomes and biodi- Science and Policy of Climate Change (4) forms of energy, energy conservation, and envi- versity. In each topic area students will partici- Evaluates the scientific data and the policy state- ronmental and economic implications of energy pate in laboratory and or field components, ments concerning the potential for human production and energy policies. Includes labora- discussion, and Internet exercises. Includes lab- impact of climate, and in particular the ques- tory and possibly fieldwork. Recommended pre- oratory and/or fieldwork. Recommended prereq- tions of the existence and impacts of global requisite: Natural Science Inquiry. uisite: Natural Science Inquiry. warming. The interaction between scientific analysis and policy analysis will be explored, and *Sci 323, 324 *Sci 343, 344 Materials for the 21st Century (4, 4) Columbia Basin Plant Communities (4, 4) students will consider the roles that citizens, sci- Study of the structure and function, in particular In this two-term course students will explore the entists, and policy make in developing local, the correlation between structure and function, relationships found in alpine, desert, forest, and regional, and global responses to climate change. of inorganic, organic, and biological materials, grassland plant communities. They will gain an Recommended prerequisite: Natural Science especially those related to economically and understanding of how these plant communities Inquiry. technologically important processes, such as interact with their environment and why they *Sci 353 electronics, optics, energy, sensors, and synthetic exhibit certain characteristics and processes. Radiation in the Environment (4) biomaterials. This course is designed with the Includes laboratory and fieldwork. Recom- Examines various sources of radiation and the non-science major in mind and will continually mended prerequisite: Natural Science Inquiry. hazards they represent. Students will consider the interaction of radiation with matter, espe- focus on how materials affect our lives as citi- Sci 345, 346 zens, consumers, and family members. Includes Old Growth Forest Ecology and cially living tissue, and an examination of “safe” laboratory and fieldwork. Recommended pre- Management (4, 4) dosage estimates and health risks. The science requisite: Natural Science Inquiry. Explores the ecological characteristics of old- and policy of nuclear power generation and the problems of nuclear waste disposal will be con- *Sci 331, 332 growth forests, including the outstanding biodi- Atmospheric Interactions (4, 4) versity that exists at multiple levels, as well as sidered. Recommended prerequisite: Natural Interaction of the atmosphere with other earth the management paradigms that have impacted Science Inquiry. Also listed as Ph 353; course systems, chemical cycling, and the effect of these systems in the Pacific Northwest (U.S. and may be taken only once for credit. humans on the atmosphere will be explored. Canada), including ethical, social, economic, Sci 355 The physical and chemical properties and inter- and political aspects of forest management. Sci Science Through Science Fiction (4) actions of the atmosphere will be investigated 345 includes laboratory and local fieldwork plus This class uses science fiction literature to exam- through laboratory investigations, fieldwork, projects involving: analysis of environmental ine a wide variety of topics in science. Recom- and computer modeling. Topics will include impact statement alternatives, evaluation of mended prerequisite: Natural Science Inquiry. urban air quality, global climate change, and the management issues, and advisory statements for Also listed as Ph 378; course may be taken only “management” of the atmosphere. Includes labo- governmental activities. Sci 346 involves more once for credit. ratory and/or fieldwork. Recommended prereq- extensive fieldwork, data analysis, and presenta- *Sci 359 uisite: Natural Science Inquiry. tions. Recommended prerequisite: Natural Sci- Biopolitics (4) *Sci 333 ence Inquiry. Designed to introduce the ethical, social, and Climate and Water Resources (4) Sci 347, 348 political implications of knowledge and technol- An inquiry-based examination of the principal Science, Gender, and Social Context (4, 4) ogies attending advances in reproductive medi- controls on climate and hydrology, with empha- Two-term course explores the strengths and lim- cine and molecular genetics, including: in vitro sis on processes and interactions; students will itations of science to describe and predict nature fertilization, fetal surgery, and somatic cell gene do fieldwork, data analysis, and laboratory through laboratory and field investigations. therapy. Particular attention is paid to the work. Recommended prerequisite: Natural Sci- These activities will illustrate the transition from manner in which such advances are likely to ence Inquiry. Also listed as Geog 310; course a reductionist view of our natural environment affect women’s lives. Recommended prerequisite: may be taken only once for credit. to a systems-oriented view. It will place this his- Natural Science Inquiry. torical shift in understanding and scientific prac- tice in the contexts of gender, race, and class C OLLEGE OF LIBERAL ARTS AND SCIENCES 185
*Sci 361 Sci 399 Sci 503 Science: Power-Knowledge (4) Special Studies (Credit to be arranged.) Thesis (Credit to be arranged.) Systematically examines orthodox portrayals of Sci 401/501 Sci 808, 810 science in comparison to recent anthropological, Research (Credit to be arranged.) Professional Development Courses feminist, and poststructuralist accounts in an Sci 402/502 CSE offers a number of credit-based professional attempt to formulate a fresh understanding of Independent Study (Credit to be arranged.) development opportunities for existing science the public’s science literacy as a critical compo- Sci 404/504 teachers. These courses are taught by CSE fac- nent of democratic political practice and civic Cooperative Education/Internship (Credit ulty and community partners and cover a wide responsibility. Recommended prerequisite: Nat- to be arranged.) range of environmental and science education ural Science Inquiry. Sci 405/505 topics. Credits earned through these courses do *Sci 363 Reading and Conference (Credit to be not fulfill graduate program credit requirements. Ethics in Science (4) arranged.) For more information about these courses, con- Explores what it means for the institution of sci- Sci 407/507 tact the Center for Science Education at 503- ence as well as for individual scientists to be eth- Seminar (Credit to be arranged.) 725-4243. ical and to attend to questions of social, political, Sci 409/509 and moral value in their doing of science. It will Practicum (Credit to be arranged.) address the question of how scientists are to deal with the consequences of their research. Recom- Sci 410/510 Selected Topics (Credit to be arranged.) mended prerequisite: Natural Science Inquiry. Sociology
217 Cramer Hall service. A major in sociology prepares stu- applied toward fulfilling departmental 503-725-3926 dents for graduate programs leading to major requirements. Differentiated grades www.clas.pdx.edu/sociology/ careers in research, public service, and of C or above are required for all other higher education. Sociological knowledge sociology courses and for Stat 243. A stu- B.A., B.S. helps create informed and thoughtful dent must pass Soc 300 with a grade of C Minor citizens. or better before taking other required Secondary Education Program—Social Sci- courses as a sociology major. ence Admission Requirements for minor. To earn a M.A., M.S. minor in sociology a student must com- M.A.T. and M.S.T. (General Social requirements plete 28 credits (16 credits of which must Science) be taken in residence at PSU, and 16 cred- Ph.D. in Systems Science—Sociology Admission to the department is based on Ph.D.—Participating department in Urban general admission to the University. See its of which must be upper-division), to Studies Doctoral Program page 43 for more information. include the following: Credits Soc 200 Introduction to Sociology ...... 4 Degree requirements Upper-division sociology credits, Undergraduate 12 credits of which must be numbered Requirements for major. In addition to 411 through 499, inclusive...... 24 programs meeting the general University degree Total 28 Sociology is the study of society and requirements, the sociology major is human interaction. Sociologists examine required to take a minimum of 49 credits Up to 10 credits taken under the undif- groups of as small as two or as large as bil- in sociology courses (including 20 credits ferentiated grading option (pass/no pass) lions. From the smallest friendship or in electives in the field) and the mathemat- can be applied toward fulfilling departmen- family group to the great global web of ics course in statistical methods. tal minor requirements. human activity, sociologists analyze and Credits SECONDARY EDUCATION PROGRAM interpret our world. Soc 200 Introduction to Sociology ...... 4 Adviser: M. Toth Soc 300 Sociological Inquiry ...... 4 Sociologists use many theoretical (See General Studies: Social Science approaches, data, and research techniques. Soc 310 U.S. Society...... 4 Soc 320 Globalization ...... 4 page 141.) Information comes from many sources Soc 397 Social Research Methods...... 5 including surveys, historical documents, Soc 398 Sociology Research Project...... 4 census data, intensive interviews, and par- Soc 470 Foundations of Sociology...... 4 Graduate ticipant observation. This information is Sociology electives, including at least 12 analyzed and used to explain phenomena credits in 400-level courses ...... 20 programs such as power relations, beliefs and value Subtotal 49 The department offers graduate work lead- systems, organizations, and the larger Stat 243 Introduction to Probability ing to the degrees of Master of Arts and structure of society. and Statistics ...... 4 Master of Science in sociology, and for stu- Sociology provides valuable tools for Total 53 dents pursuing graduate work in educa- thought and a strong foundation for careers Up to 10 credits taken under the undif- tion, the degrees of Master of Arts in in many fields including education, busi- ferentiated grading option (pass/no pass) in Teaching and Master of Science in Teaching ness, journalism, government, and social 200- or 300-level sociology courses can be (General Social Science). 186 P ORTLAND STATE UNIVERSITY
The Department of Sociology partici- sociology must be approved by the stu- Soc 310 pates in the Systems Science Doctoral Pro- dent’s adviser. The student must pass an U.S. Society (4) gram, offering a Ph.D. in Systems Science- oral defense of the thesis. Examination of the social structure, culture, and demography of the United States. Sociological Sociology. The Systems Science-Sociology Students working for the Master of Arts approaches to such institutions as the economy, Doctoral Program allows students to degree must satisfy the language require- religion, education, and the family are explored. receive a Ph.D.with emphasis in the areas ment. Attention given to comparison with other indus- of social organization, social psychology, Credits trialized countries as well as to selected social and social change with a systems Core issues and controversies. Recommended prereq- approach.. Soc 590 Social Research Strategies...... 4 uisite: Soc 200, 300. Soc 591 Theoretical Perspectives...... 4 Soc 320 Soc 592 Qualitative Methods ...... 4 Globalization (4) Admissions Soc 593 Quantitative Methods...... 4 Exploration of issues and approaches in socio- Soc 594 Theory Construction and Research ...... 4 logical thinking relative to world systems. World Soc 595 Research Practicum ...... 4 requirements systems are treated not only as world orders Soc 513 Thesis Workshop Master of Arts or Master of Science. Stu- (course must be taken twice) ...... 2 made up of political and economic exchanges, dents must be admitted to the master’s pro- Thesis but also as cultural orders and institutionalized gram by the department and by the Soc 503 Thesis (completed over three terms)...... 9 structures transcending national geographic University. Admission ordinarily is granted Electives boundaries. Attention given to the international, Two 500-level sociology course...... 8 national, regional, and local ways that people only to those students beginning the pro- Sociology or other department†...... 12 attempt to deal with the instabilities accompany- gram in the Fall term. Students are Master of Arts in Teaching or ing globalization. Recommended prerequisite: expected to move through the core courses Master of Science in Teaching. For infor- Soc 200, 300. as a cohort and work together with the fac- mation on the Master of Arts in Teaching Soc 337 ulty in a team environment. and the Master of Science in Teaching Minorities (4) In addition to the general University Description and analysis of problems involving (General Social Science), see page 141. admission requirements for advanced specific minorities, with major emphasis on Doctor of Philosophy. For more infor- degrees, the applicant for a sociology mas- American society. Although racial and ethnic mation relative to the Ph.D. program in ter’s degree program must have the follow- groups are usually emphasized, the term “minor- Systems Science-Sociology, see page 73. In ing materials sent to the department: ities” is broadly defined to include such subordi- nate-status groups as women, the aged, and ◆ addition, the Department of Sociology is Three letters of recommendation from one of five departments offering courses in religious and cultural minorities. persons familiar with the applicant’s areas of specialization available within the Soc 339 academic performance. Marriage and Intimacy (4) ◆ Urban Studies Doctoral Program. Courses A complete set of transcripts of college in sociological theory and methods, and a The sociological and social psychological dimen- and university work. pattern of sociology courses relevant to the sions of courtship, marriage, and the family. Per- ◆ spectives on the effects of social environment Graduate Record Examination scores study of urban life, when combined with (Aptitude sections). and transitions in the structure and functions of ◆ urban studies seminars, may serve as one intimacy, courtship, marriage, and the family. A letter of application describing his or of the fields of specialization for the Ph.D. her sociological interests. The influence of society and community upon in urban studies. For information relative intimate relationships. Applicants are normally expected to to the Ph.D. in urban studies, see page 310 Soc 341 have a bachelor’s degree in Sociology. Stu- Population Trends and Policy (4) dents with other undergraduate majors Introduction to the general field of population may be accepted, however, if they have Courses analysis; a review of the development of popula- completed courses in sociological theory, tion theories, techniques of measurement and Courses with an asterisk (*) are not offered every year. research methods, and statistics, or their analysis of the basic demographic variables, their equivalents. Soc 199 interrelationships, and population changes. Rec- Special Studies (Credit to be arranged.) ommended prerequisites: Soc 200. Doctor of Philosophy. Admission to Recommended prerequisite: consent of instruc- doctoral programs is independent of Soc 342, 343 tor. Maximum: Social Psychology (4, 4) admission to any master’s program within 8 credits. Analysis of the psychological and sociological the department. For further details contact Soc 200 processes in personality formation and in vari- the respective program directly. Introduction to Sociology (4) ous forms of group behavior. Particular attention Sociological concepts and perspectives concern- to social cognition, roles, and to group origins, ing human groups; includes attention to social- functions, ideology, membership, and leader- Degree requirements ization, culture, institutions, stratification, and ship. Recommended prerequisites: Soc 200 or societies. Consideration of fundamental con- Psy 200, 204. Soc 342 is prerequisite for Soc University master’s degree requirements are cepts and research methodology. listed on page 69. Specific departmental 343. Credit will not be given for both Soc 342 Soc 299 and Psy 342, or for both Soc 343 and Psy 343. requirements are listed below. Special Studies (Credit to be arranged.) Master of Arts or Master of Soc 344 Gender and Sexualities (4) Science. Soc 300 The candidate must complete a Sociological Inquiry (4) Examines the ways in which social constructions minimum of 55 graduate credits, including Exploration of the linkage between theoretical of gender both influence and are influenced by 26 credits in core sociology courses, 20 foundations of sociology and the conduct of the cultural organization of and individual credits of electives (12 of which may be in sociological research. Focus is on fundamental expressions of sexuality. The course explores the departments other than sociology), and 9 methodological issues utilized in exemplar intersections among sexuality, culture, gender, credits of thesis. Elective courses outside research studies conducted under different theo- and the body and examines a variety of sexuali- retical perspectives. Recommended prerequi- ties and emphasizes the multifaceted nature of site: Soc 200. power, privilege, and oppression.
†Elective courses outside sociology must be approved by the student’s adviser C OLLEGE OF LIBERAL ARTS AND SCIENCES 187
Soc 350 Soc 418/518 eration and evaluation of feminist theories Comparative Industrial Societies (4) Criminology and Delinquency (4) concerning social condition, behaviors, and A comparative analysis of contemporary com- Social and legal meaning of crime and delin- characteristics of women. Recommended prereq- plex industrial societies. Attention is given to a quency explored. Historical and contemporary uisite: Soc 200. cross-societal analysis of the processes of indus- theories of causes of law breaking reviewed. Soc 426/526 trialization, political and social modernization, Social and cultural factors promoting and inhib- Women and Mental Illness (4) development of nationalism, the impact of iting law breaking by juveniles and adults are Social and historical evolution of images and modern systems of political thought, science, examined. Attention given to strategies of pre- explanations of madness in women. Contempo- and other ideologies. Recommended prerequi- vention and control. Recommended prerequi- rary distributions, diagnoses, and treatments of sites: Soc 200. sites: Soc 200. mental illness in diverse groups of women are Soc 370 Soc 420/520 examined. Focus on psychiatric disorder and Sociology of Deviancy (4) Urbanization and Community (4) gender-based discourse. Recommended prereq- Introduction and analysis of deviant behavior. Analytical approach to the meaning of commu- uisite: Soc 200. Also listed as WS 426; course Delineation of the sociological and social psy- nity in the modern world. The determinants, may be taken only once for credit. chological factors which give rise to deviant social consequences of, and responses to the Soc 430/530 roles. Recommended prerequisites: Soc 200. processes of urbanization are considered. Theo- Hate Crimes (4) Soc 376 ries of the city emphasizing ecological, sociocul- Hate crimes as a social issue. Central themes: the Social Change (4) tural, and critical explanations for growth and role that gender plays in the commission and Deals with the technological and ideological fac- change in urban regions are examined. Patterns awareness of hate crimes and the mainstreaming tors which govern the evolution and transforma- of social and structural organization of the of bias crimes and the ideology behind them. tion of society, with special emphasis on the metropolis and the cognitive and behavioral Includes analysis of propaganda and coded lan- operation of such factors since 1800. Recom- aspects of urban life are explored. Recom- guage in the popular media and the Internet, mended prerequisites: Soc 200. mended prerequisite: Soc 200. analysis of the grass-roots response in the popu- Soc 397 Soc 423/523 lar media, and evaluation of their effectiveness. Social Research Methods (5) Stratification (4) Prerequisite: Soc 200. Study of the structuring of sociological inquiry, Survey and analysis of stratification theories and Soc 436/536 conceptualization and measurement, operation- empirical research. Analysis of class, race, eth- Social Movements (4) alization, computers in social research, analysis nicity, gender, and sexual orientation, consider- Formation, dynamics, and outcomes of social of bivariate and multivariate relations, the logic ing economic, social, political, and cultural movements. Examination of the effects of circum- of sampling and inference. Course includes lec- dimensions of power. Recommended prerequi- stances, strategies, and alliances on the outcomes ture (4 hours per week) and an introductory site: Soc 200. of social movements, including their impact on research laboratory (2 hours per week). Soc 424/524 politics and society. Recommended prerequisite: Recommended prerequisites: Stat 243, Soc 200, Groups, Interaction and Identity (4) Soc 200. 300. Analysis of the formation and functioning of Soc 441/541 Soc 398 intergroup and intragroup relations. Attention to Population and Society (4) Sociology Research Project (4) group organization and interaction, perfor- Survey and analysis of population dynamics Development and execution of a research project mance, cooperation, conflict, and group mem- (births, deaths, migration) and society. Examina- integrating some aspect of sociological theory bership and individual identity. Recommended tion of demographic concepts, theories, data and with social science research methodology. Stu- prerequisites: Soc 200, Soc or Psy 342. measurements, and research. Role of population dents work in teams to identify a research prob- Soc 425/525 processes on social life and public policies are lem, design and conduct research bearing on this Sociology of Women (4) highlighted, including population aging, eco- problem, and write a research report. Soc 397 and Analysis of the social position of women in the nomic development and the environment, 398 are to be taken as a two-term sequence. U.S. in institutional areas such as family, repro- urbanization, health and health care, race and Soc 399 duction, politics, work, and education. Consid- Special Studies (Credit to be arranged.) Soc 401/501 Research (Credit to be arranged.) Consent of instructor. Soc 404/504 Cooperative Education/Internship (Credit to be arranged.) Soc 405/505 Reading and Conference (Credit to be arranged.) Consent of instructor. Soc 407/507 Seminar (Credit to be arranged.) Consent of instructor. Soc 410/510 Selected Topics (Credit to be arranged.) Maximum: 12 credits. Consent of instructor. Soc 414/514 Alcohol and Other Drugs (4) Sociological analysis of the behavior and belief patterns relative to alcohol and other drugs in American society, with lesser attention to other societies. Prevention and intervention strategies are briefly reviewed. Recommended prerequi- sites: Soc 200. 188 P ORTLAND STATE UNIVERSITY
ethnicity, and government/social/business plan- Soc 470 Soc 577 ning. Prerequisite: Soc 200. This course is the Foundations of Sociology (4) Topics in Contemporary Theory (4) same as USP 419/519; course may be taken only Examination and comparison of modes of socio- Exploration of theoretical approaches and issues once for credit. logical thinking, from the emergence of a dis- of emerging interest in sociology, such as con- tinctive sociological perspective through the ceptualization of social systems, conflict, the Soc 444/544 development of symbolic interactionism. Rec- problems of relativity, and ideology. Specific Race, Ethnicity, and Nationality (4) Analysis of the emergence, persistence and ommended prerequisite: Soc 200, 300. topics vary with instructor. Recommended pre- meaning of definitions of racial, ethnic and *Soc 472/572 requisite: Soc 470 and graduate status. national statuses in selected areas of the modern Contemporary Sociological Theory (4) Soc 585/685 world. Consideration of the consequences of Study of various frames of reference in contem- Medical Sociology (4) changing definitions for intergroup and global porary sociological theory. Specific topics vary Seminar in medical sociology. Topics include how relations. Recommended prerequisite: Soc 200. with instructor. Recommended prerequisites: social stratification affects health outcomes, envi- * Soc 200, 300; senior standing. ronmental hazards, social construction of medical Soc 457/557 knowledge, health care occupations, U.S. health Complex Organizations (4) *Soc 480/580 Examination of complex organizations both as Sociology of Religion (4) policy, privatization of medical industries, and formal structures and as cultural systems. Analy- Analysis of the nature of the sacred; attitudes comparative health care systems. Recommended sis of the relations between organizations and toward the sacred in contrast to the secular. prerequisite: Soc 459/559 or consent of instruc- individuals of inter-organizational dynamics and Comparison of the social organization of sect tor. of the rationalization of modern societies. Rec- and church in their relation to the larger society. Soc 590 ommended prerequisite: Soc 200. Survey of recent empirical studies of religiosity Social Research Strategies (4) and religious practices in America. New trends Consideration of the nature of sociological Soc 459/559 in American religion. Recommended prerequi- knowledge; elements of social research design; Sociology of Health and Medicine (4) The application of sociology to the field of health site: Soc 200. methods of observation and data collection; reli- and medicine. Attention given to a consideration *Soc 482/582 ability and validity of information; techniques of of the broader questions of health in modern East European Societies (4) data analysis. Recommended prerequisite: grad- society, including the role of the medical practi- The central focus of this course is on the analysis uate status. tioner in modern society, social factors and dis- of equality, inequality and social classes in con- Soc 591 ease and responses to illness. The social temporary East European societies. Two subsid- Theoretical Perspectives in Sociology (4) organization of medicine is examined within the iary themes are also explored: The cycles of Analysis of the major contemporary theories in context of the larger medical care system. Rec- dominance of ideology and pluralism and rela- sociology. Attention to the problems of order and ommended prerequisite: Soc 200. tions among the nationality groups. Recom- change, and power and inequality, as well as to mended prerequisite: Soc 200. the micro/macro problem in sociological theory. Soc 460/560 Recommended prerequisite: Soc 470 and gradu- Youth Subcultures (4) *Soc 483/583 Youth as crisis and in crisis. Focus on methodol- Sociology of the Middle East (4) ate status. ogy, ethnomethodology, and field experience; This course will examine the sociological devel- Soc 592 students will create ethnographs. Examination of opment of the modern Middle East. It will espe- Qualitative Methods (4) the science of semiotics to understand subcul- cially focus on causes and consequences of rapid Strategies for acquisition and analysis of data tural style as language. Prerequisite: Soc 200. social change, including revolutions, coups, and using such approaches as participant observa- insurgent movements. It will examine the role of tion, content analysis, field and case studies. Soc 461/561 Islam and tribalism in these movements. Recom- Attention to the special problems of validity and Sociology of the Family (4) Sociological analysis of the structure and func- mended prerequisite: Soc 200. reliability in such research. Consideration of eth- tions of the family institution and its relationship Soc 497/597 ical issues and researcher responsibility in quali- to external systems such as the economy and Applied Survey Research (4) tative research. Recommended prerequisite: polity. Changing and diverse forms of family Provides theoretical framework for and experi- graduate status. organization in urban society. Analysis of role ence in design, execution, and interpretation of Soc 593 relations in the family. Recommended prerequi- social surveys including sampling procedures, Quantitative Methods (4) site: Soc 200. questionnaire design, interviewing techniques, The application of quantitative methodology to coding and computer analysis, and report writ- sociological problems. Topics include: science Soc 465/565 ing. Recommended prerequisites: Stat 243 and and logical empiricism; measurement of associa- Environmental Sociology (4) Survey and analysis of the types of social forces Soc 395 or equivalent. tion; procedures of statistical inference; multi- which frame the nature of environmental prob- Soc 503 variate and log linear analysis; computer lems concerning natural resource use and distri- Thesis (Credit to be arranged.) application for social research. Recommended bution as they emerge in public consciousness Pass/no pass option. prerequisites: Stat 243, Soc 395, 495, graduate status. within the United States and globally. Examina- Soc 513 tion of the social forces which lead to the consid- Thesis Workshop (1) Soc 594 eration and implementation of mechanisms to Workshop for all sociology graduate students Theory Construction and Research (4) solve these issues once they have emerged. who are currently enrolled in Soc 503 for four Examination of the craft of sociological research * credits or more. Discussion and review of stu- in conjunction with thesis work. The role of Soc 468 theory in research, evaluating published work, Political Sociology (4) dents’ progress and problems. Recommended Analysis of consensus and dissensus in commu- prerequisite: graduate status in sociology. Coreq- biases in data sources and the process of thesis nity and society. Examination of public opinion, uisite: Soc 503. Pass/no pass only. writing. Recommended prerequisites: Soc 590, 591; graduate status. authority, influence, and the processes by which Soc 576 elites are formed and acquire legitimacy and pop- Theories of Social Change (4) Soc 595 ular support. Social bases of democracy and total- A critical examination of the major theories of Research Practicum (4) itarianism. Recommended prerequisite: Soc 200. social change. Analysis of the components of Overview of the process of linking sociological change; cause, agents, targets, channels, and data and ideas to broader communities of inter- Soc 469/569 est. Exercises in preparation of research grants Sociology of Aging (4) strategies. Consideration of the relationship A study of social determinants of the human life between change and power, influence, planning and experience in working in a team research course, including biological and demographic and control, modernization, development, and environment. Recommended prerequisites: Soc conditions, age status patterns, age grading, rites world systems approaches. Recommended pre- 590, 591; graduate status. of passage, socialization, generational phenom- requisite: graduate status. ena, and youth and old age movements. Recom- mended prerequisite: Soc 200. C OLLEGE OF LIBERAL ARTS AND SCIENCES 189
Women’s Studies
469 Neuberger Hall counseling and social work, business, law, cross-listed with women’s studies or 503-725-3516 health sciences, public administration, approved by the student’s women’s studies www.ws.pdx.edu/ public relations, and research. adviser. Women’s studies students participate in A theme-based emphasis will consist B.A., B.S. planning the program’s educational, cul- of five courses which together form a Minor tural, and social events and advise the fac- coherent multi-disciplinary approach to a Post-baccalaureate Certificate ulty on matters of curriculum and subject. All of the courses are to be cross- Women’s Studies is an interdisciplinary educational policy. The program also main- listed with women’s studies or approved by program designed to foster students’ per- tains a resource library open to all students. the student’s women’s studies adviser. sonal and intellectual development and to Courses taken under the undifferenti- prepare them for socially responsible citi- Admission ated grading option (pass/no pass) are not zenship as well as a broad range of careers. acceptable toward fulfilling major require- Women’s studies advisers work closely with requirements ments with the following exceptions: one women’s studies elective course, WS 404 each student to craft a course of study Admission to the department is based on Cooperative Education/Internship, WS 409 appropriate to the student’s academic inter- general admission to the University. See Practicum. ests and post-graduate goals. page 43 for more information. An expanding field of scholarship, Credits Core courses women’s studies is on the cutting edge of WS 101 Introduction to Women’s Studies ...... 4 educational and intellectual innovation. Degree requirements WS 301 Gender and Critical Inquiry ...... 4 Courses offered through many different Requirements for major. In addition to WS 307 Women, Activism, and Social Change .... 4 disciplines explore how gender has shaped meeting the general University degree WS 315 Feminist Analysis...... 4 culture, language, social, economic, and requirements, the major in women’s studies WS 415 Senior Seminar...... 4 political institutions and what the world One of the following courses: must complete a required core program of WS 340, WS 341, WS 342, WS 370, WS 428 ...... 4 looks like, once women’s experience is fully 32 credits (24 classroom hours, including a Experiential learning...... 8 included in our thinking. The women’s senior seminar, and 8 hours in experiential WS 404 Internship (3) studies core curriculum encourages stu- learning) and an individual program of WS 409 Practicum (3) dents to develop critical thinking skills and study (20 credits). For the individual pro- WS 411 Experiential Learning Seminar (2) an appreciation for the range of theoretical Individualized program gram, students will design an emphasis (to be approved by adviser)...... 20 frameworks and methodologies present in which is based in a discipline or in a theme contemporary feminist scholarship. that crosses disciplines. Total 52 Courses incorporate the diversity of Individualized program. To be devel- Requirements for minor. A minor in women’s experience with attention to race, oped in consultation with the student’s women’s studies will consist of 28 credits. class, and sexual orientation as well as adviser. Each student pursuing a women’s Students will be required to take 12 credits gender. Core courses also demand and studies major will select or be assigned an in the core courses (not including WS 404, support students’ active participation adviser who is knowledgeable in the stu- 409, WS 411). The additional 16 credits through discussion, informal as well as dent’s area(s) of academic interest. In order may be fulfilled by either core courses formal writing, and collaborative learning to be considered for the degree, the indi- (including WS 404, 409, WS 411) or in the classroom. vidual program of study must carry women’s studies electives (courses cross- Experiential learning plays an impor- approval of the adviser and the women’s listed with other departments or approved tant role in a student’s progress through the studies coordinator. Changes in this indi- by the women’s studies coordinator). women’s studies curriculum. The program’s vidual program must be similarly Credits extensive and long-established ties with approved. Non-approved individual pro- Twelve credits from the core courses organizations in the metro area provide (not including WS 404, 409, WS 411) ...... 12 grams will not be considered to meet major Additional credit may be fulfilled by wide-ranging opportunities for students to requirements. In designing their individ- either core courses (including WS 404, apply their classroom knowledge in a com- ual program, students may follow either a 409, WS 411) or women’s studies electives ...... 16 munity setting. Many students discover a discipline-based emphasis or a theme- Total 28 life’s vocation through these experiences, based emphasis. and all develop new skills. Guidelines for A discipline-based emphasis will con- Requirements for post-baccalaureate women’s studies internships, practica, and sist of five courses (20 credits) in a depart- certificate. Please describe the post-bacca- independent study are flexible in order to ment or program outside women’s studies. laureate certificate. meet individual needs. A degree in Two of these courses are to be courses Credits women’s studies provides the foundation which familiarize students with that disci- Introduction to Women’s Studies...... 4 for life-long learning as well as background pline’s materials and approaches. The other WS 301 Gender and Critical Inquiry ...... 4 and experience for careers in teaching, WS 315 Feminist Analysis ...... 4 three courses in the discipline are to be WS 415 Senior Seminar ...... 4 190 P ORTLAND STATE UNIVERSITY
WS 404 Cooperative Education/Internship or WS WS 307 WS 337 409 Practicum...... 6 Women, Activism and Social Change (4) Communication and Gender (4) Approved electives Women working collectively to create social An examination of similarities and differences in (minimum of 12 upper-division) ...... 16 change; the activism of self-identified feminists male and female communication styles and pat- Total 38 as they struggle to resist and transform oppres- terns. Particular attention given to the implica- sion as well as the activism of women allied with tions of gender as social construct upon In meeting the 16 elective credits other social movements. Examines activists’ perception, values, stereotyping, language use, requirement, students may take a maxi- strategies, organizations, goals, accomplish- nonverbal communication, and power and con- mum of 12 credits in any one academic ments, and unmet challenges. Topics may flict in human relationships. Discussion of influ- area (arts and letters, science, social sci- include reproductive rights, feminist labor orga- ence of mass communication upon shaping and ence) and 4 credits in lower division nizing, queer political movements, or third constructing male and female roles. courses. world liberation movements. WS 340 Courses taken under the undifferenti- WS 308 Women and Gender in America, Colonial ated grading option (pass/no pass) are not Topics in Gender, Literature, and Popular Era to 1865 (4) Culture (4) This course explores women’s lives and work in acceptable toward fulfilling Certificate Media, popular culture, and literature from a America from European contact with the New requirements with the following excep- feminist perspective which focuses on how World through the end of the Civil War. Through tions: one women’s studies elective course, gender and other dimensions of power relations primary and secondary material, students will WS 404 Cooperative Education/Internship, are expressed, reproduced, and challenged confront the diversity of female experience as well WS 409. within cultural expression. Such topics as les- as the ways in which gender shaped the eco- bian/gay literature, gender/difference in televi- nomic, political, and social life of the emerging sion, and women in contemporary film. nation. Possible themes include native women Courses WS 310 and colonial settlement, Puritan religion, the Psychology of Women (4) household economy, the American Revolution, Courses with an asterisk (*) are not offered every year. Review and evaluate assumptions underlying evangelicalism and the rise of the Victorian home, WS 101 psychological research on women. Survey the women and the westward movement, slavery and Introduction to Women’s Studies (4) research in areas such as the development of sex race, gender and industrialization, and the emer- A survey and critical analysis of the essential differences, acquisition of gender roles, and gence of women’s rights. issues of feminism and their effects on women’s maintenance of gender stereotypes. Explore the WS 341 lives. Topics include: marriage, family, education, pertinence of these findings to topical areas such Women and Gender in America, 1865 to the justice and reform, health care, sexuality, political as women’s work roles, women and mental Present (4) and economic status. Focuses on present realities health, and the women’s movement. Recom- Who was a suffragette? A flapper? Rosie the Riv- and future possibilities. An introduction to the mended prerequisite: 3 credits in psychology. eter? What do these images hide as well as reveal interdisciplinary field of women’s studies. WS 312 about American women’s recent past? This WS 120 Feminist Philosophy (4) course surveys the making of modern American Workshop for Returning Women (4) Critically examines traditional schools of philo- women by focusing on gender, family, work, and Designed for those who have experienced an sophical thinking from a feminist perspective. political arrangements from 1865 to the present. interruption in their formal education. Examines Recommended prerequisite: one philosophy Students will explore the diversity of women’s the educational history of American women. course from other than Phl 103, 104, 206. lives through the ideas and institutions—both the outstanding and everyday—forged by Analyzes the ways in which the roles, status, and WS 315 experiences of women affect educational deci- Feminist Analysis (4) women in this period. Themes include mission- sions and performance. Includes the develop- This is an advanced theory and methods course. aries and reform in the Gilded Age, higher edu- ment of skills and self-confidence in studying, An exploration of the interpretive frameworks cation and the professions, women workers and writing, research, examinations, time manage- and research strategies utilized in contemporary labor organizing, the rise of sexual modernism, ment, mathematics and science. Credit cannot feminist scholarship. Drawing on examples from gender in the Jim Crow South, postwar domes- be used to satisfy certificate requirements. more than one discipline, students will be intro- ticity and the “feminine mystique”, feminism’s WS 199 duced to a range of theoretical and methodologi- roots in the Civil Rights movement, and “second Special Studies (Credit to be arranged.) cal approaches, while learning to identify the wave” feminism and its discontents. A variable topics course dealing with contempo- choices that scholars make in carrying out their WS 342 rary and historical issues in feminism. Recent work. Issues under debate within feminist schol- History of Feminism in the United States (4) offerings have included History of Women Art- arship as well as the differences between feminist After a review of Western feminism’s Enlighten- ists and History of Women in Science. WS 199 is scholars and those working from other frame- ment roots and Victorian variations in the also available for students who wish to pursue works will be examined. Recommended prereq- United States, this course focuses on the shaping directed independent study. uisite: WS 301. of modern feminism as a diverse body of ques- tions, ideas, and experiments in American life. WS 260 WS 330 Introduction to Women’s Literature (4) Women of Color in the U.S. (4) Themes include political equality, the emergence Introduction to the texts and contexts of A variable topics course focusing on issues of sexual politics, issues of race and difference, women’s literature. which affect women of color in the U.S., histori- women workers and class conflict, the civil rights movement and gender struggles, radical WS 301 cally and today. Gender and Critical Inquiry (4) feminism, conservative women and “backlash”, WS 331 and feminist internationalism. This is a theory course. Cross-discipline intro- Women in the Middle East (4) duction to feminist frameworks including theo- Aims to explore the role and status of women in *WS 343 retical issues and varying approaches to the the contemporary Middle East with respect to American Family History (4) study of women and gender. Attention to the institutions such as the family, law, education, History of the American family from the colonial relationship between gender and other axes of work and politics--areas which intersect and period to the present. The course will draw upon inequality. Emphasis on the development of crit- overlap with broader cultural questions about textual sources and oral histories in examining ical thinking skills. Recommended prerequisite: women and their place in tradition, modernity, changes in families in the colonial period, and WS 101. nation-building, Islam and the West. This course the nineteenth and twentieth centuries. Recom- is the same as FL 331 and Intl 331, may only be mended prerequisite: Hst 201, 202, Sophomore taken once for credit. Inquiry (American Studies), or consent of instructor. C OLLEGE OF LIBERAL ARTS AND SCIENCES 191
WS 347, 348 sexual identities and explores the complex inter- *WS 424 Science, Gender, and Social Context (4, 4) actions of race, class, gender, and desire. Finally, Women and the Law (4) Two-term course explores the strengths and lim- looks at some of the current political contests Examines the relationship between women and itations of science to describe and predict nature around sexuality. the law. The first half of the course considers sev- through laboratory and field investigations. eral theories of women’s equality. During the WS 370 These activities will illustrate the transition from History of Sexualities (4) second half of the course students will apply these a reductionist view of our natural environment Looks at the various meanings given to sexual theories to a variety of problems in gender justice. to a systems-oriented view. It will place this his- desires and practices throughout history. Explores Substantive issues covered may include: sexual torical shift in understanding and scientific prac- sexuality as reproduction, perversion, pleasure, harassment, abortion, fetal protection policies, tice in the contexts of gender, race, and class and as a site of both social/political regulation and and pornography. This course is the same as PS using selected case studies in environmental subversive agency. Focuses on change over time 425, may only be taken once for credit. management. Includes laboratory and/or field- in the North American context emphasizing the WS 425 work. Recommended prerequisite: UnSt 299 contests involving sexuality beginning with the Sociology of Women (4) Intro to Women’s Studies. This course is the period of European conquest and ending with Cross-societal analysis of the position of women same as Sci 347, 348; may only be taken once looking at HIV/AIDS and transgender issues. in industrial societies. Analysis of the social posi- for credit. tion of women and men in areas such as the fam- WS 380 WS 350 Women and Politics (4) ily, politics, work, education, etc. Consideration Introduction to Interpersonal Violence (1) Analysis of the political role of women in poli- and evaluation of theories of the biological, psy- Explores the roots of interpersonal violence, the tics. Reviews historical and contemporary analy- chological, sociological basis for the behavior, dynamics of domestic violence against women ses of women’s participation and status in characteristics, attitudes, and demographic char- and children and sexual assault, their causes and politics. Recommended prerequisites: PS 101, acteristics of women. Recommended prerequi- effects, community resources for intervention 102 or upper-division standing. sites: Soc 204, 205. and prevention. Discusses the social norms that WS 426 influence interpersonal violence as well as the WS 399 Special Studies (Credit to be arranged.) Women and Mental Illness (4) psychological results of violence. Examines the Social and historical evolution of images and big picture of interpersonal violence and how all WS 401 explanations of madness in women. Contempo- Research (Credit to be arranged.) forms are interrelated. rary distributions, diagnoses, and treatments of WS 351, 352, 353 WS 404 mental illness in diverse groups of women are Cooperative Education/Internship (Credit examined. Focus on psychiatric disorder and Children and Interpersonal Violence to be arranged.) (1, 1, 1) gender-based discourse. Recommended prereq- The courses in this sequence will consider the WS 405 uisite: WS 101. Also listed as Soc 426/526; victimization of children from a variety of per- Reading and Conference (Credit to be course may be taken only once for credit. spectives: how they are victimized directly and arranged.) Consent of instructor. WS 428 indirectly and services available to them. WS Lesbian History (4) 351: Special Issues for the Child Victim of Inter- WS 407 Surveys the history of lesbian existence in the Seminar (Credit to be arranged.) personal Violence; WS 352: Children Affected United States. Begins by asking what “lesbian” by Violence; WS 353: Services for the Child WS 409 means, identifying the different historical mark- Victim of Interpersonal Violence. Each class will Practicum (Credit to be arranged.) ers of female same-sex desire. Using a rich vari- consider child physical, emotional and sexual WS 410 ety of primary and secondary sources, we abuse. Recommended prerequisite: WS 350. Selected Topics (Credit to be arranged.) analyze historical attitudes about female same- WS 354, 355, 356 WS 411 sex desire, follow the emergence of lesbian sub- Interpersonal Violence and Special Experiential Learning Seminar (1) cultures and communities, examine the develop- Populations (1, 1, 1) To be taken simultaneously with WS 404 or WS ment of sexual identities during the twentieth Physical, emotional and sexual abuse crosses all 409. Students will present material based upon century, and end by considering lesbian issues. age, cultural, religious, ethnic, economic and their experiences in practica and internships. WS 429, 430, 431 social boundaries. However, the impact of abuse The seminar provides an opportunity for stu- Women in the Visual Arts (4, 4, 4) and the remedies and services available to vic- dents to reflect on the settings where they are Studies both the representation of women and tims/survivors varies widely across different working and analyze issues that emerge in gender and the art and patronage by women in social groups. WS 354: Young Adults and Dating applying feminist theory to practice. various media (painting, sculpture, architecture, Violence; WS 355: Battered Women in Prison; WS 415 printmaking, photography, textiles, illuminated WS 356: Diversity Awareness and Domestic and Senior Seminar (4) manuscripts, and mixed media). A three-term Sexual Violence. Each class will consider physi- With a focus on analysis, critique, comparison class ArH 429/529: Antiquity and the Early cal, emotional and sexual abuse. Recommended and connection, students will work collabora- Middle Ages; ArH 430/530: 11th century (medi- prerequisite: WS 350. tively as well as independently in this theoreti- eval) in Europe through the 18th century; ArH WS 357, 358, 359 cal, thematically-based course. Students will be 431/531: 19th century and 20th century Amer- Interventions for Interpersonal Violence responsible for planning and leading discussion ica and Europe. Open to non-majors. Recom- (1, 1, 1) during some sessions as well as presenting and mended prerequisites (for art and art history This course sequence will consider interpersonal responding to work-in-progress. Recommended majors only): ArH 204, 205, 206. This course is violence and intervention from a variety of per- prerequisite: WS 315. the same as ArH 429, 430, 431; may only be spectives--as an individual and societal issue. WS 417 taken once for credit. WS 357: Interventions to Help Women Caught Women in the Economy (4) in Interpersonal Violence; WS 358: Treatment WS 443, 444 Different economic theoretical perspectives are British Women Writers (4, 4) Philosophies and Interpersonal Violence; WS presented to account for women’s particular eco- Study of the works of British women writers 359: Holding Perpetrators of Interpersonal Vio- nomic roles currently and historically. Emphasis with attention to themes, styles, and characteris- lence Accountable. Each class will address phys- on women’s responsibility for child rearing and tic concerns in the light of feminist criticism and ical, emotional and sexual abuse issues. housework; women’s relatively low wages; occu- scholarship. Recommended prerequisite: 15 Recommended prerequisite: WS 350. pational segregation by gender; economic differ- credits in literature. WS 260 recommended. WS 360 ences among women due to ethnicity, Introduction to Queer Studies (4) generation, and class; and policy issues with par- An interdisciplinary course that focuses on the ticular importance for women’s economic situa- lives of lesbian, gay, bisexual, and trans people in tion. Recommended prerequisites: Ec 201, 202. historical and social context. Looks at the histor- ical roots and political uses of sexual norms and 192 P ORTLAND STATE UNIVERSITY
WS 445, 446 cational organizations. Recommended prerequi- WS 470/570 American Women Writers (4, 4) site: upper-division standing. This course is cross- Asian American Women’s Studies (4) Study of American women writers, with atten- listed as EPFA 455, may only be taken once for Interdisciplinary course focusing on the contem- tion to themes, styles and characteristic con- credit. porary experiences of Asian American women, cerns, in the light of feminist criticism and examining ways in which race, gender, class, WS 457 scholarship. Recommended prerequisite: 15 The Language of Violence (4) sexuality, and national identity shape the experi- credits in literature. WS 260 recommended. This course is the same as Sp 457/557; course ences of Asian American women. Topics: histo- WS 452 may only be taken once for credit. See Depart- ries of immigration and western colonization; Gender and Race in the Media (4) ment of Communication for course description. family and community structures; representa- This course is the same as Sp 452/552; course tions and stereotypes in media and popular cul- WS 467 ture; sexuality and sexual identities; mixed- may only be taken once for credit. See Depart- Work and Family (4) ment of Communication for course description. An examination of the effects of work on family, heritage and bicultural experiences; the politics WS 455 and family on work, in contemporary society. of language; violence against Asian American Gender and Education (4) Includes study of dual-career and dual-work fam- women; labor force participation; relationship to Explores the significance of gender in educational ilies, effects of maternal employment on children, feminism; and activism and resistance. work. Focus will be on the history of gender impact of child care and elder care on the work- WS 479 arrangements in educational organizations and place, and parental leave and other workplace Women and Organizational Psychology (4) the formation of gender roles in contemporary supports for families. Implications of research for Examines the relationship between gender and American society, particularly in the family, social policy. Recommended prerequisites: Psy the social organization of the workplace. Focus schools, and the economy. Students will examine 311 and 3 credits in courses numbered Psy 321 is on gender development as socialization (e.g. differential socialization of males and females, or higher. hierarch and leadership, discrimination and ongoing practices in educational organizations harassment, deskilling) from a social psychologi- that are gender-related and/or gender biased and cal perspective. Strategies for change are consid- the convergence of gender, race, and class in edu- ered. Recommended prerequisites: Psy 310 and 3 additional credits in courses numbered Psy 330 or higher. Interdisciplinary Studies
The courses listed below are offered on an irregular Hum 608 Sc 608 basis by various departments. Workshop (Credit to be arranged.) Workshop (Credit to be arranged.) ASc 410/510 Hum 609 Sc 609 Selected Topics (Credit to be arranged.) Practicum (Credit to be arranged.) Practicum (Credit to be arranged.) Hum 199 Hum 610 Sc 610 Special Studies (Credit to be arranged.) Selected Topics (Credit to be arranged.) Selected Topics (Credit to be arranged.) Hum 399 ISt 199 SSc 601 Special Studies (Credit to be arranged.) Special Studies (Credit to be arranged.) Research (Credit to be arranged.) Hum 405 ISt 399 SSc 602 Reading and Conference (Credit to be Special Studies (Credit to be arranged.) Independent Study (Credit to be arranged.) arranged.) For Extended Studies and Summer Session SSc 603 Hum 407 only. Thesis (Credit to be arranged.) Seminar (Credit to be arranged.) ISt 404 SSc 604 Hum 410 Cooperative Education/Internship (Credit Cooperative Education/Internship (Credit Selected Topics (Credit to be arranged.) to be arranged.) to be arranged.) Hum 601 Sc 601 SSc 605 Research (Credit to be arranged.) Research (Credit to be arranged.) Reading and Conference (Credit to be arranged.) Hum 602 Sc 602 Independent Study (Credit to be arranged.) Independent Study (Credit to be arranged.) SSc 606 Sc 603 Special Problems/Projects (Credit to be Hum 603 arranged.) Thesis (Credit to be arranged.) Thesis (Credit to be arranged.) Sc 604 SSc 607 Hum 604 Seminar (Credit to be arranged.) Cooperative Education/Internship (Credit Cooperative Education/Internship (Credit to be arranged.) to be arranged.) SSc 608 Workshop (Credit to be arranged.) Hum 605 Sc 605 Reading And Conference (Credit to be Reading and Conference (Credit to be SSc 609 arranged.) arranged.) Practicum (Credit to be arranged.) Hum 606 Sc 606 SSc 610 Special Problems/Projects (Credit to be Special Problems/Projects (Credit to be Selected Topics (Credit to be arranged.) arranged.) arranged.) Hum 607 Sc 607 Seminar (Credit to be arranged.) Seminar (Credit to be arranged.) School of Business Administration
SCOTT A. DAWSON, DEAN RODNEY ROGERS, ASSOCIATE DEAN RICHARD SAPP, ASSOCIATE DEAN STUDENT SERVICES OFFICE 240 SCHOOL OF BUSINESS ADMINISTRATION BUILDING, 503-725-3712 www.sba.pdx.edu/
B.A., B.S.—Business Administration management, supply and logistics manage- Minor—Business Administration ment, marketing, advertising, and informa- Certificate in International Business tion systems. The international business Studies studies certificate, food industry manage- Certificate in Food Industry ment certificate, and the business minor Management—Graduate, Undergraduate are also available. The School of Business Postbaccalaureate Certificate in Accounting also offers study abroad opportunities at M.B.A.—Master of Business Administration the undergraduate and graduate levels. M.S.F.A.—Master of Science in The School of Business also offers a Financial Analysis M.I.M.—Master of International Weekend Business Program. Tailored for Management the returning student who is working full- Ph.D.—Participating school in time, the program allows students to com- Systems Science Doctoral Program plete their junior and senior years of the business program on Wednesday evenings The undergraduate and graduate programs and Saturdays over six terms. Students in business administration are accredited enrolled in the Weekend Business Program by AACSB—Association to Advance Colle- will complete the full curriculum of stan- giate Schools of Business. AACSB sets stan- dard business courses required for a bache- dards for business education in terms of lor’s degree in business with an option in curricular content, quality of faculty, and general management through a combina- adequacy of facilities. tion of class lectures, Web-based instruc- tion, video, e-mail, and chat rooms. Admission and major requirements for this Undergraduate program are identical to the traditional programs undergraduate program. The undergraduate program in business Student advising. The advising center administration adheres to the principle that for business students is in 240 SBA. Cur- in a free society the business enterprise rent information about admission and must be responsibly and efficiently man- degree requirements for students in the aged. The undergraduate degree program School of Business Administration is avail- includes both business and nonbusiness able there. Students should make appoint- courses. The mission of the undergraduate ments with the advising center at least once program is to provide students with a a year to ensure that requirements are broad understanding of business and to being met. For program option planning equip them with the dynamic skills and career counseling, students may make required to work successfully in a complex an appointment with a faculty member of and changing global environment. their choice. Special emphasis options are available A bulletin board outside the Student within the business administration major Services Office, 240 SBA, contains and are designed to prepare students for announcements concerning policies, positions in accounting, finance, general upcoming activities, scholarships, and management, marketing, human resource other information vital to all business and 194 P ORTLAND STATE UNIVERSITY
prebusiness students. A bulletin board out- UnSt 101, 102, 103—Freshman Inquiry Business options side the third floor student lounge has stu- or Wr 121—College Writing The School of Business Administration dent organization information. A bulletin Transfer students must provide a copy offers options for those students seeking board outside 230 SBA has student intern- of their Transfer Evaluation to the SBA with specialization in a subject area. Each stu- ship information. Students should check the application for admission. dent must select one of these options and the bulletin boards once a week to ensure The application deadline for admission complete the required courses with a C- or that they have the latest information. to the SBA is the second Monday following better. Option requirements are satisfied by the first full day of classes of the term pre- taking 20 to 36 upper-division credits ceding the term for which admission is beyond the required business core. The Admission sought. Applications received after the dead- courses specified to satisfy the option requirements line will be processed for the following term. requirements are: Students may declare business administra- Application forms and deadline dates Accounting are available in 240 SBA and online at Objective: to enable students to acquire the neces- tion as their major field of study at any sary technical and professional skills for successful time after admission to Portland State Uni- www.sba.pdx.edu. careers in public, management, or governmental accounting. versity. However, students must be admit- Actg 335 Accounting Information Systems ...... 4 ted formally to the School of Business Degree requirements Actg 360 Management Accounting...... 4 Administration (SBA) before they are Actg 381, 382 Financial Accounting and allowed to enroll in certain upper-division Requirements for major. In addition to Reporting...... 8 business administration courses or to grad- meeting the general University require- Actg 421 Introduction to Taxation...... 4 uate with a business administration degree. ments, the student in business administra- Actg 430 Governmental and Not-for-Profit ...... 1 Actg 492 Auditing Concepts and Practices...... 4 If the number of eligible applicants for tion must take at least 82 credits in business administration courses of which Actg 495 Integrated Accounting Issues ...... 4 admission to any business degree program Two upper-division accounting courses to be exceeds that for which resources are at least 41 must be taken at PSU. This total chosen from Actg 422, 460, 476, 490, 493, available, acceptance will be competitive. will include the business core (48 credit Fin 412 ...... 7 In the event selective admission becomes hours if taken at Portland State), at least Total 36 necessary, the GPA computed for the one option area (20-36 credits, depending Students electing accounting as an option will also required courses for eligibility for program on option chosen), and enough business be required to take: Phl 202 Elementary Ethics or admission will be used. Priority, within rea- electives to meet the minimum of 82 cred- Phl 309 Business Ethics; PS 101 United States Gov- its in business. Each student in business ernment and PS 102 United States Politics; and 3 or sonable limits, will be given to resident stu- more credits in anthropology, psychology, or dents. must also take at least 90 credits outside sociology. The following requirements must be the School of Business Administration. A Finance fulfilled prior to applying for admission to minimum of 180 credits is required for Objective: to provide undergraduate students with the School of Business Administration: graduation. the educational foundation and exposure to the Prerequisite policy. Before enrolling in broad field of finance, enabling them to develop 1. Be formally admitted to Portland State their financial decision making skills so that they any business course students should read University. can be successful as finance professionals in their the course description and complete any chosen financial career path. 2. Have a grade point average (GPA) of at prerequisites that are listed. If a student Actg 381 Financial Accounting and Reporting I . 4 least 2.75 for each of the following: completes a course before completing the Fin 319 Intermediate Financial Management .... 4 a. all accepted transfer credits prerequisite and later completes the pre- Fin 441 Fundamentals of Derivative Securities ... 2 Fin 449 Valuation ...... 4 b. all PSU graded credits requisite, credit for the prerequisite will not Fin 452 Investments ...... 4 c. all PSU graded business credits count toward 82 credits required in busi- Fin 456 International Financial Management ..... 4 ness. The instructor has the authority to Fin 465 Finance Topics and Cases ...... 4 Students who do not meet the 2.75 GPA administratively drop any student who has requirements will be considered for admission not completed the prerequisites. Total 26 only if the GPA for their most recent 30 graded Business administration students must General management credit hours at PSU is 3.00 or higher and the Objective: to provide requisite knowledge and skills complete the following courses with a C- which enable the student to meet the applicant has a minimum 2.50 cumulative or better: challenges of leadership and managerial PSU GPA and a minimum 2.50 cumulative responsibilities. GPA for all completed business courses at PSU. Credits Core courses Credits 3. Have completed each of the pre-busi- BA 301 Research and Analysis of Business Mgmt 351 Human Resource Management...... 4 ness courses with a grade of C- or better. Problems...... 4 Mgmt 445 Organizational Design and Change...... 4 The pre-business courses are: BA 302 Organizational Behavior ...... 4 Mgmt 448 Team Processes ...... 4 BA 303 Business Finance...... 4 Mgmt 464 Contemporary Leadership Issues...... 4 BA 101—Introduction to Business and World BA 311 Marketing Management ...... 4 Electives ...... 8 Affairs BA 325 Competing with Information Of the 8 credits of electives, four credits must be BA 205—Business Communications Using Technology ...... 4 taken within the management area at the 400 Technology BA 339 Operations and Quality Management.....4 level. BA 211—Fundamentals of Financial BA 385 Business Environment ...... 4 The final four credits can be either: a. within the management area at the 400 level, BA 495 Business Strategy...... 4 Accounting or BA 213—Decision Making with Accounting b. from an approved list of courses, some of Sub-total 48 Information which will be within the SBA and some outside †CS 106—Computing Fundamentals II Business specialization options the SBA. (see descriptions below) ...... 20-36 Ec 201, 202—Principles of Economics Total 24 Stat 243, 244—Introduction to Probability Note: Students who wish to do a double option in and Statistics I & II (for business majors) general management and human resource man- Sp 220—Public Speaking
†See student services for course substitutes approved by the SBA faculty. S CHOOL OF BUSINESS ADMINISTRATION 195
agement cannot apply more than eight common Advertising management All 100- and 200-level coursework for credits to each option. Objective: to provide the knowledge and skills nec- the minor must be completed with a C- or Human resource management essary for students to create and execute advertis- higher. The PSU cumulative GPA and the Objective: to provide a conceptual framework, as ing strategy within the broader context of the well as the necessary knowledge, skills, and abili- marketing function. PSU business GPA must be 2.5 or higher in ties, that allows students to understand what is order to graduate with a minor in business Credits required to more effectively manage human administration. resources within an organization. Mktg 340 Advertising ...... 4 Mktg 441 Media Strategy ...... 4 Retention policy. A minimum Portland Credits Mktg 442 Advertising Copy and Layout ...... 4 Mgmt 351 Human Resource Management ...... 4 State University cumulative GPA of 2.50 Mktg 443 Advertising Campaigns ...... 4 Mgmt 461 Reward Systems and Performance and a minimum GPA of 2.50 in business Management ...... 4 Mktg 460 Marketing Research ...... 4 administration courses taken at Portland Mgmt 471 Staffing and Employee Selection ...... 4 Mktg 463 Buyer Behavior and Customer Satisfaction ...... 4 State University are required to remain in Mgmt 493 Human Resource Policies ...... 4 good standing as an admitted business Upper-division management courses ...... 4 Total 24 administration student and for graduation Total 20 Supply and logistics management with a degree in business administration. Objective: to provide students with an interdiscipli- Note: Students who wish to do a double option in nary foundation in supply and logistics manage- In addition, students are expected to general management and human resource man- ment in preparation for careers in purchasing, make satisfactory progress toward gradua- agement cannot apply more than eight common industrial distribution, logistics, transportation, and credits to each option. tion by completing a minimum of 9 credits operations management. during each academic year. Information systems Credits Objective: to provide students with a solid educa- Failure to maintain a 2.50 PSU cumula- ISQA 429 Transportation and Logistics tional foundation in the design and structure of Management ...... 4 tive GPA and a 2.50 PSU business GPA will computer-based information systems and networks ISQA 439 Purchasing and Supply Chain place a student on probation. The proba- that will enable them to apply relevant and robust Management ...... 4 solutions that support the objectives of an organi- tionary period is defined as two terms in ISQA 479 Integrated Supply and Logistics zation. Management ...... 4 which the student takes classes. In no Credits Three of the following electives as approved by instance will the period of probation ISQA 360 Business Computing Fundamentals ...... 4 supply and logistics management faculty: extend beyond three consecutive terms ISQA 380 Data Communications ...... 4 ISQA 449 Process Control and Improvement (4) beginning with the term for which the stu- ISQA 415 Database Management ...... 4 ISQA 454 Supply and Logistics Negotiations (4) dent is placed on probation. In the first ISQA 420 Systems Analysis and Design ...... 4 ISQA 459 Production Planning and Control (4) ISQA 458 Purchasing and Logistics within the term of probation the student must show Sub Total 16 Food Industry (4) progress by raising the deficient GPA(s). If Information systems electives ...... 8 ISQA 469 Productivity Analysis (4) improvement does not occur in the first ISQA 410 Selected Topics (3-4) ISQA 405 Reading and Conference term of probation, the student’s admitted (credit to be arranged: 1-4) Actg 360 Management Accounting (4) Mgmt 351 Human Resource Management (4) status will be terminated at the end of the ISQA 407 Seminar (credit to be arranged: 1-4) first term of probation. If improvement ISQA 418 Client-server Application Mktg 452 Business-to-Business Marketing (3) Development (4) Other electives as approved by supply and logis- does occur in the first term of probation, ISQA 419 Web Application Development (4) tics faculty. the student will be allowed a second term ISQA 421 Object-oriented Modeling and Design to raise the GPA(s) to 2.50. By the end of (4) Total 21-24 ISQA 424 LAN Management (4) Requirements for minor in business the second term of probation, the deficient ISQA 436 Advanced Database Administration (4) administration. The School of Business GPA(s) must be at least 2.50. Administration offers a minor in business Students whose admitted status is Total 24 terminated must reapply for admission if Marketing administration. The minor is designed to give students an understanding of how the they desire to complete degree require- Objective: to provide educational opportunities for ments for programs in the School of Busi- those who are interested in developing expertise in free enterprise system works and how it fits marketing strategy and management, marketing in our society. Also, students will gain an ness Administration. Terminated students information and technology, food and consumer exposure to the functional areas of a busi- must wait at least one academic term packaged goods marketing and global marketing ness. before applying for readmission. Students management. Coursework requirements for the minor applying for readmission must meet the Credits in business administration are as follows: admission requirements in force at the time Mktg 363 Consumer Behavior and Customer of reapplication. Business students are lim- Satisfaction ...... 4 Credits Nonbusiness Courses ited to only one readmission to the School Mktg 460 Marketing Research ...... 4 Stat 243 Introduction to Probability and of Business Administration. Mktg 464 Marketing Strategy and Statistics I (for business majors) ...... 4 Management ...... 4 Academic disqualification. If a student Stat 244 Introduction to Probability and Track required courses ...... 8 Statistics II (for business majors) ...... 4 who has been admitted to the School of Students must complete the required courses from one of the following three tracks: Ec 201 Principles of Economics Business Administration is academically (Micro-economics) ...... 4 Marketing information and technology track disqualified by the University, that student Ec 202 Principles of Economics Mktg 450 Product Innovation and will automatically lose School of Business (Macro-economics) ...... 4 Management (4) Administration admitted status. If a stu- Mktg 461 E-marketing or Mktg 462 Customer Minor Core Courses Information and Relationship Management (4) BA 101 Introduction to Business and dent who has lost admitted status desires to Food and consumer package goods marketing World Affairs...... 4 complete degree requirements for pro- track BA 205 Business Communications Using grams in the School of Business Adminis- Mktg 435 Consumer Package Goods Technology ...... 4 Marketing (4) BA 211 Fundamentals of Financial Accounting ...4 tration, that student must reapply. At the Mktg 475 Retailing (4) BA 303 Business Finance...... 4 time of reapplication the student must: (1) Global marketing management track BA 311 Marketing Management ...... 4 be admitted by and in good standing with Mktg 376 International Business and BA 302 Organizational Behavior or the University, (2) have completed 24 cred- Trade Practices (4) BA 385 Business Environment ...... 4 Mktg 466 International Marketing (4) its following disqualification (these credits Upper-division marketing elective(s) ...... 8 Total 40
Total 28 196 P ORTLAND STATE UNIVERSITY
must be 300 and 400 level courses), (3) Office, 240 SBA. Permission to take an area 1. Have earned a baccalaureate degree rec- have a cumulative GPA of 2.75, and study course not found on the approved list ognized by the PSU Office of Admissions, (4) have a business GPA of 2.75. can be received from the director of interna- Records, and Financial Aid. tional programs. 2. Be formally admitted as a postbaccalau- reate student at PSU. Food Industry Management Certificates 3. Have completed the following pre-busi- Certificate ness courses with a grade of C- or better: International Business The Food Industry Management Certificate BA 101 Introduction to Business and World Studies Certificate provides undergraduate students with an Affairs educational foundation in the field of food The International Business Studies Certifi- BA 205 Business Communications Using distribution, marketing, and management. Technology cate provides undergraduate students with Certificate requirements include the study BA 211 Fundamentals of Financial Accounting an educational foundation in the field of of the overall competitive business market- BA 213 Decision Making with Accounting international business. Certificate require- place of the food industry from a cross- Information ments include the study of cultural, eco- industry perspective, consumer trends, Stat 243, 244 Statistics I and II (for business nomic, social, and political aspects majors) trade relationships, supply and logistics affecting business operations. Ec 201 Principles of Economics (micro) issues, retailing and distribution, electronic Students are required to gain admission Ec 202 Principles of Economics (macro) commerce, and industry practicum. to the School of Business Administration 4. Have a grade point average (GPA) of at Students are required to gain admission through the regular admission process and least 2.75 for each of the following: to the School of Business Administration must complete degree requirements speci- through the regular admission process and a. all accepted transfer credits fied for a business administration major. In must complete degree requirements speci- b. all PSU graded credits addition, students must complete all certif- fied for a business administration major. In c. all PSU graded business credits icate requirements as specified below. addition, students must complete all certif- Students who do not meet the 2.75 GPA Business Administration requirements icate requirements specified below: requirements will be considered for admis- Business core Business core sion only if the GPA for their most recent BA 101, 205, 211, 213, 301, 302, 303, 311, BA 101, 205, 211, 213, 301, 302, 303, 311, 325, 339, 12 graded credit hours at PSU is 3.00 or 325, 339, 385, 495 385, 495 higher and the applicant has a minimum International business requirements Food industry management requirements 2.50 cumulative PSU GPA and a minimum Choose three of five: Mktg 435 Competing in the Food Industry (4) 2.50 cumulative GPA for all completed Actg 476 International Accounting ISQA 458 Purchasing and Logistics Within the Food business courses at PSU. Fin 456 International Financial Management Industry (4) Core Mgmt 446 Principles of International Mktg 475 Retailing (4) Actg 335 Accounting Information Systems...... 4 Management Actg 360 Management Accounting ...... 4 Mktg 409 Food Industry Practicum (4) Mktg 376 International Business Actg 381, 382 Financial Accounting and Mktg 466 Principles of International Marketing 4 hours of directed electives, selected with the fac- Reporting...... 8 ulty adviser’s approval. Business option requirements Actg 421 Introduction to Taxation ...... 4 Business option requirements Actg 430 Governmental and Not-for-Profit Choose from: Accounting ...... 1 Accounting, Finance, General Management, Choose from: Accounting, Finance, General Man- Actg 492 Auditing Concepts and Practices ...... 4 Human Resources, Information Systems, Adver- agement, Human Resource Management, Informa- Actg 495 Integrated Accounting Issues...... 4 tising Management, Marketing, and Supply and tion Systems, Advertising Management, Marketing, Additional credits chosen from: ...... 7 Logistics Management. and Supply and Logistics Management. Actg 422 Advanced Taxation Actg 460 Advanced Managerial Accounting International Business Studies Certificate students Actg 476 International Accounting are encouraged to spend one or more summers in Postbaccalaureate accounting Actg 490 Advanced Financial Accounting and overseas management training work experience certificate Reporting by participating in the Portland State University Actg 493 Advanced Auditing AIESEC exchange program for business and eco- The Postbaccalaureate Accounting Certifi- Fin 412 Business Law nomics students or other overseas internship and cate is a program for students who have Total required accounting core 36 exchange programs. Several such programs are earned one or more baccalaureate degrees available through the School of Business Adminis- and who wish to complete the coursework Other required credits tration. to prepare for the Certified Public Accoun- Each candidate will elect 9 upper-division credits in tant (CPA) examination. These recommen- business administration which must be outside Requirements outside the School of accounting. One of the accounting Business Administration dations include courses in accounting directly related to preparation for the exam faculty should be consulted to evaluate elective Foreign language (two-year proficiency) options ...... 9 Economics courses (two courses) selected from: as well as professional preparation for Ec 340, 440, 441, 442, 445, 446, 447, 450, or, public or industry accounting. In addition, Total required credits 45 with approval, other upper-division courses are recommended in law, basic At least 30 of the 45 credits required for economics courses related to international business, and in other related areas for the certificate and at least 27 of the credits studies those whose undergraduate degree is not in in accounting must be taken in residence at Area studies—two courses from each of two business administration. Portland State University. Candidates must departments selected from: anthropology, geogra- Students may bring photocopies of their achieve at least a grade of C- in each course phy, history, political science undergraduate transcripts to the Student presented for the certificate. Entrance and The area study courses will be upper-division Services Office (240 SBA) for an evaluation (except PS 205) and must contribute to the exit GPA requirements are the same as for of the prerequisite courses to the program. the School of Business Administration student’s understanding of the area of the Application criteria. The following foreign language being studied. An approved undergraduate program. For retention in area study course list for languages offered at requirements must be fulfilled prior to the program, grade point averages will be PSU is available in the Student Services applying: S CHOOL OF BUSINESS ADMINISTRATION 197
based only on coursework taken in the cer- in a foreign language, and a deep knowl- accredited institution in the United States. tificate program. edge of political and economic environ- Official TOEFL scores must be sent directly Postbaccalaureate students who do not ments in which global business leaders to the PSU Office of Admissions, Records, hold a degree from a university where the work, all gained while working with a cul- and Financial Aid. language of instruction is English must sat- turally diverse group of students from Only those students who have been for- isfy the Wr 323 requirement before com- around the world. The M.I.M. degee is for mally admitted to the M.B.A., M.I.M., pletion of a certificate program. those who want the skills to be successful M.S.F.A., or Systems Science Ph.D. programs in the fast-paced global business environ- may take graduate level courses in the ment and have a particular interest in School of Business Administration. Students Graduate working in the Asia Pacific region. formally admitted and in good standing in The School of Business Administration other graduate programs may take courses programs also participates in the System Science on a space available basis with the recom- The School of Business Administration Doctoral Program and the Oregon Execu- mendation of their program adviser or the offers three programs leading to master’s tive M.B.A. (OEMBA). approval of the associate dean of graduate degrees: The OEMBA is an executive M.B.A. pro- studies in the School of Business Master of Business Administration. gram offered at the CAPITAL Center (185th Administration. The Master of Business Administration and N.W. Walker Road in Beaverton). Pro- Master of International Management. degree emphasizes a systematic, applied fessors from the major state institutions, The Master of International Management cross-functional approach to the manage- including PSU, teach in this program. The degree is granted by Portland State Univer- ment of organizations. It is designed to degree is granted from the University of sity. Therefore, each applicant is required accommodate students with business and Oregon. For additional information, con- to meet the admission requirements of the non-business degrees and is best suited for tact OEMBA at 503-725-2250. M.I.M. program and Portland State Univer- those who have gained at least two years of sity. Except for TOEFL scores, which are industry experience prior to their admis- sent directly to PSU from the Educational sion date. Application Testing Center (ETS), applicants will In addition, a graduate certificate in requirements submit one completed application packet food marketing and logistics is available in Master of Business Administration directly to the M.I.M. program. GMAT and conjunction with the M.B.A. See the Grad- and Master of Science in Financial GRE scores should be included. uate Studies section of the Bulletin for more Analysis. To be considered for admission The deadline for submitting applica- information. to the M.B.A. or M.S.F.A. program, the stu- tions and supporting documents for both eMBA program. The PSU eMBA pro- dent must have a baccalaureate degree the full-time and part-time programs is gram is designed specifically for busy pro- from an accredited institution. A minimum April 30. GMAT should be taken no later fessionals and for students who live outside cumulative undergraduate GPA of 2.75 is than March. Applications to the M.I.M. of the Portland area. This program com- required. program will be accepted until these dead- bines the latest in educational and distance Applicants to the M.B.A. or M.S.F.A. lines. However, admission is on a rolling technologies with occasional on-campus program must take the Graduate Manage- basis beginning in January. Applicants are residencies. Most of the coursework is ment Admission Test (GMAT) and have test encouraged to apply as early as possible. accessible via the Web. Short, intensive results sent to the School of Business When the M.I.M. admission committee weekend residencies are required three or Administration’s Student Services Office agrees that a candidate has sufficiently four times per year. Electives may be taken (SBA/SSO). A minimum GMAT total score demonstrated the abilities necessary to suc- from an approved list of courses available of 470 is required, plus a score of at least cessfully complete the M.I.M. program, a online or courses offered on campus. For 35 percent in both the verbal and quantita- conditional letter of acceptance will be more information, contact 503-725-4822. tive sections. Students must also submit sent. The total process may take as long as Master of Science in Financial two recommendations, a one-page per- 12 weeks; therefore, applicants are strongly Analysis. The Master of Science in Finan- sonal statement, and résumé with their encouraged to apply early. cial Analysis (M.S.F.A.) is a 49-quarter applications. credit hour program aimed at individuals One application packet including all Admission who seek graduate-level specialization in documentation must be submitted to the financial analysis, but who do not wish to Office of Admissions and a second com- requirements pursue an M.B.A. The M.S.F.A. fills the plete packet including official transcripts Priority Dates for Fall Admission. Appli- need for business professionals seeking an and a completed application must be sub- in-depth level of expertise in the area of cation and all supporting documents: mitted to the School of Business Adminis- International applicants—March 1 financial analysis as well as accounting stu- tration, Student Services Office, P.O. Box dents seeking to sit for the CPA Exam. The Domestic applicants—April 1 751, Portland, OR 97207-0751; 503-725- GMAT taken by previous February curriculum is designed to develop forward- 3712 or toll-free 1-800-547-8887. The There may be support materials other thinking professionals with sharp analytic School of Business Administration applica- than transcripts, GMAT score, recommen- minds, effective communication skills, and tions can be found by visiting https:// dations, personal statement, and resume the necessary vision to apply financial anal- www.sba.pdx.edu/mbaweb/mba2.htm. required for admission in future quarters; ysis skills in a wide variety of business situ- International applicants also are prospective applicants should contact the ations. required to demonstrate proficiency in Student Services Office, 503-725-3712, Master of International English by taking the Test of English as a toll-free 1-800-547-8887, for the most cur- Management. A PSU M.I.M. degree is for Foreign Language (TOEFL). A TOEFL those who want to be leaders in the inter- rent admissions requirements. score of 213 on the computer-based test is Master of Business Administration. national business arena. The M.I.M. pro- required for all students whose native lan- gram provides you with international as Students may elect to complete the M.B.A. guage is not English and who have not program in either the full-time day format well as general business skills, proficiencey received a baccalaureate degree from an 198 P ORTLAND STATE UNIVERSITY
or the evening format. For the most part, calculus and be microcomputer literate Specialization/electives. (17 credits) students are expected to progress through (familiar with word processing, presenta- Each student will select elective course- the program with their assigned cohort and tion, spread sheet, and database software) work to complete the M.B.A. program. A follow the proposed schedule of classes. no later than the end of the first term of maximum of 8 credits of electives may be Full-time day students will have to take admission. Contact the School of Business 400/500 level coursework taken for grad- some elective coursework during the eve- Administration’s Student Services Office uate credit. Electives will be selected from nings or weekends. Students are admitted directly at the phone numbers in the para- courses offered by the School of Business in fall term only. There is no admission in graph above for the most current program Administration or may, with the approval the winter, spring, or summer terms. information. of the director of graduate programs, be One of the fall cohorts is offered in Master of Business Administration. selected from areas outside business Washington County at the CAPITAL Cen- The M.B.A. program is composed of five administration. Electives are an opportu- ter. A student in this cohort will be able to distinct parts designed to produce a sys- nity to develop an area of specialization complete all core courses (with the excep- tematic and integrated understanding of within the M.B.A. program. tion of BA 531) at the center. Some elec- business operations and competitiveness. tives may be offered at the center, the Management of Innovation and Business perspectives and foundation Technology (MIT) option remaining electives will be offered at the skills. (17 credits) The foundation seg- PSU campus. The MIT option allows students to target ment provides students with an inte- elective credits in the M.B.A. program to Master of Science in Financial grated understanding of the global and Analysis. Students may take courses on a acquire substantial knowledge in technol- competitive challenges facing business ogy management. The MIT option brings full-time (12 credits) or part-time (8 cred- today, the operation of business as a sys- its) schedule, and must hold an undergrad- together functional areas such as informa- tem, the philosophy of quality manage- tion systems, operations management, uate degree in business or a post- ment, and the basic intellectual and baccalaureate certificate in accounting. product innovation, accounting, market- interpersonal skills needed to be success- ing, and sales within the context of tech- Successful completion of a course sequence ful in the M.B.A. program and as a future in intermediate accounting and an intro- nology firms. The goal is to equip students business leader. Students will acquire with knowledge about strategies for man- ductory course in business finance is also needed quantitative and analytical skills, required, and all students should exhibit aging all phases of the development pro- and develop an understanding of the cess, from product innovation through the proficiency in computer applications and financial, legal, and economic spreadsheet skills. M.S.F.A. students are implementation and commercialization of environment. the new idea. admitted fall term only. BA 530 Competing in a Global Master of International Management. The MIT option requires that students Environment (8) take the 17 credits of electives in the To be admitted to this program the student BA 531 Executive Briefings (1) must complete the following: ISQA 511 Quantitative Methods for M.B.A. program from a specified list of 1. Applicants must have a four year Managers (4) courses, and that the business project be undergraduate degree from an accredited Fin 514 Economic and Financial completed with an MIT focus. Students institution, or its equivalent, with a grade Environment of the Firm (4) completing the technology course require- point average (GPA) of 2.75 or better. Business disciplines. (16 credits) ments, in addition to the M.B.A. core Discipline courses build on the integrated requirements, will receive an M.B.A. degree 2. A minimum GMAT score of 470, or a with special designation of the Manage- minimum GRE score of 1500. foundation coursework and provide more in-depth knowledge and applied skills ment of Innovation and Technology 3. Successful completion of M.I.M. pre- related to accounting, finance, manage- option. requisite courses: ment, and marketing. Credit ◆ Managerial and Financial Actg 511 Financial Accounting (4) Required courses Accounting Mktg 544 Marketing Management (4) Mgmt 545 Managing the Human Side of ◆ Micro and Macro Economics Mgmt 550 Organizational Management (4) Technology...... 3 ◆ Business Finance Fin 561 Financial Management (4) Mgmt 544 Technology Management...... 4 ◆ Statistics Integrated applications. (16 credits) Mktg 555 Technology Marketing ...... 4 4. Two to three years of business or Elective courses Application courses return the student to professional experience is preferred, but Students must take at least 6-7 credits from the list issues of systematic integration across not required. below: business disciplines at the firm level and Fin 507 Financial Strategies for Technology 5. International students (whose native promote competitiveness and quality in Firms (3) language is not English and have not case and actual business situations. ISQA 518 Electronic Commerce (3) received a degree from an accredited U.S. ISQA 530 System Architectures (3) BA 551 Integrated Process Management (4) ISQA 539S Purchasing and Supply Chain institution) must also have: BA 552 Systems Performance Measurement (4) Management (4) ◆ A minimum TOEFL score of 550 Mgmt 560 Managerial Responsibility and ISQA 572* Models for Quality Control (3) (paper-based test) or 213 (computer- Public Policy (4) Mgmt 507 Digital Economy (3) based test) Mgmt 562 Business Strategy and Policy (4) Mgmt 540* Business/Government Relations (3) ◆ Financial certification Mgmt 549* Services Management and Business project. (6 credits) The busi- Operations (3) ness project is a team activity under the Mktg 548 Product Management and Degree requirements direction of a faculty member; students Innovation (3) focus on application of acquired knowl- Mktg 552* eServices Marketing (3) University master’s degree requirements are Mktg 561S eMarketing (4) edge and problem solving to actual busi- Mktg 567* Sales Force Management (3) listed on page 69. In addition, the student ness issues and opportunities. Business EMgt 560 Total Quality Management (4) must fulfill School and program require- projects are directly related to the stu- MIM 568 Managing Information Technology ments. Students entering the M.B.A. pro- dent’s choice of specialization. Globally (4) gram are expected to know introductory BA 506 Business Project (6) Other courses may be substituted as approved. S CHOOL OF BUSINESS ADMINISTRATION 199
*Note: Courses with a 507 designation are spe- affect business and in the organizational Financial Analysis Electives cial topic seminars. Courses above marked with issues facing firms operating in the global Select two of the following courses...... 8 an asterisk (*) are existing courses that will be Fin 512S Business Law (4) arena. Fin 545 Hedging and Risk Management (4) focused on MIT issues and cases during a spe- The IB option requires that students cific term as indicated by a “T” after the course Fin 552 Investments (4) take the 17 credit hours of electives in the Fin 556S International Financial Management (4) number in the Schedule of Classes (ex.: Actg 551T). Option students must complete these M.B.A. program from a specified list of Fin 562 Intermediate Financial Management (4) courses, and that the business project be Fin 565 Cases in Corporate Financial courses with the “T” designation. Alternative Management (4) technology courses may be used towards the completed with an international focus. Stu- Fin 573 Investment Analysis and Portfolio MIT with approval from the director of graduate dents must take 6 hours of required M.I.M. Management (4) programs in Business Administration. courses and 11 hours of specified interna- Fin 574 Investment Analysis and Portfolio tional electives. Students completing the IB Management (2) Finance option Mktg 544 Marketing Management (4) option course requirements, in addition to The Finance option offered in conjunction Mktg 555 Technology Marketing (4) the M.B.A. core requirements, will receive with the M.B.A. creates an opportunity to Actg 525 Tax Research Methods (4) an M.B.A. degree with an International Actg 527 Corporate Taxation (4) develop a specialized skill set within the Business option. Actg 550 Contemporary Financial Reporting finance area. This option provides students Issues (4) Credit Actg 593 Advanced Auditing (4) the skills to understand complex financial Required courses issues as well as experience in the applica- Other courses as approved by the director of the BA 506 International Business Project ...... 6 M.S.F.A. program in consultation with the SBA’s tion of financial tools that facilitate MIM 518 Managing Multinational Organizations ..3 Graduate Program Committee. problem solving. MIM 516 Contemporary Pacific Rim and Master of International The Finance option requires that stu- World Affair...... 3 Management. The M.I.M. program offers a dents take the 17 credits of electives in the Elective courses: 12-month full-time or 24-month part-time M.B.A. program from a specified list of Students must take a minimum of 11 credit hours class format and an intense learning experi- courses, and that the business project be of electives. Two electives must be from the Inter- ence reflecive of international business completed with a finance focus. Students national Business Skills group. today. The M.I.M. degree focuses on Asian must take 8 credits of required finance International business skills group business, with particular emphasis on courses and 9 credits of specified finance MIM 577 International Business Negotiations (4) MIM 568 Managing Information Technology China and Japan. A three-week field study electives. Students completing the Finance Globally (4) trip to Asia is an integral part of the pro- option course requirements, in addition to MIM 517 Accounting for Global Enterprises (4) gram, as is the international business con- the M.B.A. core requirements, will receive MIM 547 International Trade Practices (4) sulting capstone project. The M.I.M. an M.B.A. degree with a Finance option. MIM 574 International Corporate Finance and Investment (4) program strives to create a strong cross-cul- Credit International business environment group tural learning community through a cohort Required courses MIM 513 Pacific Rim Economies, Trade, and structure that helps students to build team Fin 552 Investments ...... 4 Financial Markets (3) skills, beginning with a four-day outdoor Fin 565† Cases in Corporate Financial MIM 564 Global Human Resource Management...... 4 Management (4) wilderness excursion for all students during orientation week. Elective courses: MIM 510 Age of the Pacific (2) Students must take a minimum of 9 credit hours of MIM 575 Marketing in Asia and the Faculty for the M.I.M. program are Pacific Rim (4) electives from any combination of the Corporate drawn from Portland State University, Uni- MIM 519 Government Regulations, Ethics and Finance Emphasis Group or the Investments Empha- Multinational Transactions (4) versity of Oregon, Oregon State University, sis Group. Mktg 507 Global Issues (3) and other U.S. and foreign universities, as Corporate finance emphasis group There is no language requirement for M.B.A.-IB well as selected business executives. All Fin 507 Executive Briefings: Finance (1) option students. classes are held at PSU’s main campus. Fin 553 Business Valuation (4) Master of Science in Financial MIM requirements. In addition to Fin 556S International Financial Management (4) meeting the requirements for PSU and the Fin 569 Advanced Financial Theory (4) Analysis. Successful completion of the Actg 553 Financial Statement Analysis (4) M.S.F.A. requires 11 credits of business, 30 School of Business Administration, we also Fin 545 Hedging and Risk Management (4) credits of financial analysis, and 8 credits of require applicants to complete the follow- Fin 512S Business Law (4) electives. ing prerequisite courses with a C or better: Investments emphasis group Credit Managerial and Financial Accounting, Fin 544S Security Analysis (4) Micro and Macro Economics, Business Fin 545 Hedging and Risk Management (4) Business ...... 11 ‡ Fin 555 Applied Econometrics for BA 506 MSFA Business Project (6) Finance, Statistics Financial Analysis (4) BA 531 Executive Briefings (1) These prerequisite courses must be Fin 573 Investment Analysis and Portfolio Mgmt 562 Business Strategy and Policy (4) completed successfully prior to enrolling in Management (4) Financial analysis core ...... 30 the M.I.M. program. The admissions com- Fin 574 Portfolio Management: Issues and Actg 542 Tax Factors in Business Decisions (4) Performance Assessment (2) Actg 551 Accounting Information Systems (4) mittee evaluates each student’s application Actg 553 Financial Statement Analysis (4) Actg 552 Strategic Cost Management (4) to determine which courses (if any) are Actg 553 Financial Statement Analysis (4) required. Applicants can complete these International Business Option Actg 560 Professional Ethics and prerequisites at any community college or The International Business (IB) option in Public Interest (2) university, or through the M.I.M. prerequi- the M.B.A. program provides an avenue to Fin 551 Financial Management for site program. The M.I.M. prerequisite M.B.A. students who are interested in Financial Analysts (4) Fin 553 Financial Analysis and Business program is an eight-week program (June- international careers but do not wish to Valuation (4) August), developed for students with pursue an M.I.M. degree. All students Fin 555 Applied Econometrics for Financial limited (or no) academic business electing this option will have a grounding Analysis (4) background. in the contemporary world affairs that
†Fin 553 may be taken as a substitute for Fin 565 ‡Student must have completed 24 credits of the program before enrolling in BA 506 200 P ORTLAND STATE UNIVERSITY
Exceptions to the above will be consid- Doctor of Philosophy in systems sci- computer files for storing data; computer process- ered on a case-by-case basis by the Master ence—business administration. The Sys- ing of data. Discussion of the problems encoun- of International Management Admissions tems Science Doctoral Program prepares tered in the systems for different types of Committee. students for academic or professional organizations. Prerequisites: BA 213, BA 325. Transfer credits and course waivers. careers in systems concepts and tech- Actg 360 Since the Master of International Manage- niques. The School of Business Administra- Management Accounting (4) tion participates in the Systems Science Emphasis on the development, analysis, and com- ment program is a cohort program, no munication of cost information relevant to the fol- transfer credits will be accepted nor will Doctoral Program. lowing functions: planning, decision making, cost there be any course substitutions or There are two options for study in the control and management, pricing, and perfor- waivers. systems science program. Both options mance evaluation. Prerequisite: BA 213. Grading. Students must maintain a facilitate the design of curricula which are Actg 381, 382 cumulative GPA of at least 3.00 for all grad- individually tailored to the needs and inter- Financial Accounting and Reporting I and II uate credits earned in the Master of Inter- ests of students. Students may earn the (4, 4) national Management program. M.B.A. and the systems science Ph.D. con- Comprehensive study of the principles, conven- Language requirement. The language currently and should anticipate approxi- tions, and postulates of accounting. The issues of mately four to five years of full-time study revenue recognition and the measurement and component of the M.I.M. is designed to disclosure of financial information are studied in prepare participants for the international beyond the baccalaureate degree in order detail. Although the courses are taught from the business environment of Asia. The goal is to satisfy the program requirements. perspective of the preparer, attention will be paid to create a comfort level in the target lan- Departmental option: The student to the information requirements and expectations guage, Chinese or Japanese, such that the undertakes advanced academic preparation of users of financial statements. International participant understands business etiquette primarily in a single department or school. accounting issues are also covered. Prerequisites: and can function socially. The primary In the School of Business Administration, BA 213 for Actg 381; Actg 381 for Actg 382. skills emphasized will be listening, fol- students concentrate their coursework in Actg 399 lowed by speaking, reading, and writing. one department or subject area and take Special Studies (Credit to be arranged.) The content of the language will focus on courses from other departments as well. Actg 401/501 business and social situations, with atten- Core option: The student pursues Research (Credit to be arranged.) dant focus on relevant vocabulary. interdisciplinary studies with a stronger Actg 404/504 Internship (Credit to be arranged.) Field study in China and Japan. As a emphasis on systems coursework. For information relating to the Ph.D. Actg 405/505 capstone experience, students will travel to Reading and Conference (Credit to be China and Japan between terms three and program in systems science, see page 73. arranged.) four of the M.I.M. program to visit compa- Consent of instructor. nies, meet with international business Actg 407/507 executives, and learn more about these cul- Courses Seminar (Credit to be arranged.) tures. This trip allows students the oppor- Student-selected problems in business operation tunity to immerse themselves in the culture and business management to be studied by the and lifestyle of two very different countries, Accounting individual and discussed in group meeting under direction of academic staff. while gathering firsthand information for Courses with an asterisk (*) are not offered every year. their final project. Actg 412/512 For information on the accounting option require- Business Law (4) Admissions. We have fall admission ments, see page 194. All 300- and 400-level courses Laws of contracts, negotiable checks, notes, and only. Our application deadline is April 30. require junior-level standing; 400-level courses require drafts, insurance, documents of title, sales of Please submit all application materials to admission to the School of Business Administration; goods, letters of credit, employees and indepen- the M.I.M. Program. graduate courses require admission to the graduate dent contractors, agency, partnership, corpora- programs. Students admitted to the School of Business Program schedule tions, securities, bankruptcy, security interests, Administration will be given registration priority for mortgages, suretyship and bulk sales. Covers law Typical full-time all 300-level courses. part of CPA exam. Prerequisite: Fin 226 or BA Term 1: MIM 513, MIM 518, MIM 516, Language Actg 199 385 (Fin 226 or BA 385 not required for students Term 2: MIM 517, MIM 515, MIM 519, Language Special Studies (Credit to be arranged.) in postbaccalaureate certificate in accounting pro- Term 3: MIM 564, MIM 568, MIM 558, MIM 576, gram) or Mgmt 560. Language Actg 310 Professional Accounting Seminar (2) Interim: MIM 579 Field Study Trip Actg 421 Designed to introduce students to a wide range of Introduction to Taxation (4) Term 4: MIM 547, MIM 574, MIM 575, MIM 510, accounting careers. Guest speakers from public Language Introduces students to a broad range of tax con- accounting firms, private industry, and govern- cepts, tax policies, and different types of taxpay- Term 5: MIM 578, MIM 577, Language mental agencies will provide information and dis- Term 6: MIM 579 International Business Project ers. Students should develop an understanding of cuss various career paths within their how tax laws affect most business and personal Typical part-time organizations. In addition, information on how to financial decisions. Tax reporting, tax planning, Term 1: MIM 516, MIM 518 find and get the “right” job will be provided. Pass/ and basic tax research skills will be emphasized. Term 2: MIM 517, MIM 515 no pass only. Prerequisites: B or better in both BA Prerequisite: BA 213. Term 3: MIM 564, MIM 568 211 and 213 or consent of instructor. Term 4: MIM 547, MIM 574, MIM 510 Actg 422/522 Actg 335 Term 5: MIM 577 Advanced Taxation (4) Accounting Information Systems (4) Expands students’ knowledge of how tax laws Term 6: Break Methodology used in manual and computer sys- affect sole proprietors, partnerships, corporations, Term 7: MIM 513, Language tems for the accumulation, classification, process- and other business entities. In addition, the tax Term 8: MIM 519, Language ing, analysis, and communication of accounting laws applicable to estates, gifts, trusts, tax exempt Term 9: MIM 558, MIM 576, Language data. Development of the accounting techniques organizations, and foreign persons are explored. Interim: MIM 579, Field Study Trip used in the handling of large amounts of informa- Prerequisites: Actg 421. Term 10: MIM 575, Language tion; special journals and controlling accounts; Term 11: MIM 578, Language Term 12: MIM 579, International Business Project S CHOOL OF BUSINESS ADMINISTRATION 201
Actg 430 Actg 511 *Actg 536 Governmental and Not-for-Profit Financial Accounting (4) International Taxation (3) Accounting (1) An introduction to the reporting system used by Taxation of United States citizens and businesses An introduction to governmental and “fund” businesses to convey financial information to par- on foreign-source income; topics include the accounting. Topics include state and local govern- ties external to the enterprise. Primary emphasis forms of multinational operations, foreign tax mental funds and accounting for not-for-profit is placed on understanding the financial reports credits, and tax treaties. Prerequisite: Actg 525. hospitals, universities, and health/welfare organi- that are the end product of this system-what they *Actg 537 zations. Prerequisite: Actg 382. do and do not tell the user about a business enter- Tax Accounting Problems (3) Actg 460 prise. The accounting principles, conventions, A study of tax accounting methods, reporting Advanced Managerial Accounting (4) and concepts under-lying financial reporting are periods, special elections, and consolidated Advanced development, analysis, and communi- examined with the objective of developing the returns. Prerequisite: Actg 525. cation of cost information, focusing on the use of ability to read, comprehend, and perform a basic *Actg 539 financial and non-financial information in deci- analysis of financial statements. Estate and Gift Taxation (3) sion making and strategic management. Cases *Actg 520 An exploration of the United States system of and/or simulations will be used extensively. Pre- Retirement Plans (3) taxing transfers by gift or at death. Incorporates a requisites: Actg 360 and BA 339. Establishment and administration of pension, review of the technical structure to enable the stu- Actg 476/576 profit-sharing, and self-employed retirement dent to understand the role a particular rule does International Accounting (4) plans; plan characteristics; insured, trusteed and or should perform in a transfer tax system. International accounting issues crucial for effec- self-administered plans; investment policies; fed- Designed to enhance comprehension of both the- tive interpretation and understanding of interna- eral and state regulation; requirements for Inter- oretical aspects and estate planning, in addition to tional business. Framework to analyze and nal Revenue Service qualifications; taxation of the structural framework. Prerequisite: Actg 525. understand financial reports used by multina- benefits; integration with Social Security. *Actg 542 tional corporations (MNCs). Special managerial *Actg 525 Tax Factors in Business Decisions (4) and control problems of MNCs including perfor- Tax Research Methods (3) Tax implications of common business questions mance evaluation, transfer pricing, and taxation. Methods of researching tax rulings and laws in tax and transactions, including choices of business Prerequisites: BA 213 for Actg 476; Actg 511 for accounting; study of the administration and entity, acquisition and sale of business assets, Actg 576. responsibilities of tax practice. Prerequisite: compensation and benefits planning, and U.S. Actg 490 Actg 482. taxation of international trade. Students will be Advanced Financial Accounting (3) *Actg 527 exposed to the common income and estate tax Emphasizes accounting for business combina- Corporate Formation and Nonliquidating planning strategies of individuals and families tions. In addition, accounting issues related to Distribution (Corporate Taxation I) (3) engaged in business. Prerequisite: Actg 511 or partnerships and foreign currency translation and Concepts and principles governing the taxation of admission to the Masters of Science in Financial transactions are studied. Prerequisite: corporations and their shareholders including the Analysis program. Actg 382. effects of taxes on corporate capital structure and *Actg 550 Actg 492/592 distributions. Prerequisite: Actg 525. Contemporary Financial Reporting Issues Auditing Concepts and Practices (4) *Actg 529 (3) Auditing standards and procedures observed by Tax Planning (3) Financial reporting for general M.B.A. student. Certified Public Accountants in the examination An integrating course that relates business taxa- Studies of the accounting valuation process, of the financial statements of business and other tion, estate planning, employee compensation accounting income measurement, and financial organizations. Audit standards and objectives and and tax shelters as they may interact with each disclosure. Contemporary issues are examined in conceptual framework for collection of evidence other; the format is discussion of case problems the context of factors that shape accounting stan- and assessment of control risk. Short-form audit and includes client consultation matters. (This dards and current trends in financial reporting. report and operational auditing. Prerequisites: course should be taken after the student com- Prerequisite: Actg 511. Actg 335 and 382. pletes 24 credits in the program.) Actg 551 Actg 493/593 *Actg 531 Accounting Information Systems (4) Advanced Auditing (4) Partnership Taxation (3) Study of accounting information systems for Audit objectives and procedures for the collection Tax treatment of partnership income; problems operations with an emphasis on accounting of evidence and the assessment of control risk are associated with the formation, operation, and dis- issues. Addresses the information systems issues explored. The effects of attribute and variables solution of partnerships. Sale, withdrawal, retire- encountered by internal financial analysts. Topics sampling as well as the effects of computers and ment of partners; basic adjustments, unrealized may include database and accounting information computer-control procedures on the audit process receivables, and substantially appreciated inven- system design, model building, the use of are examined. In addition, audit, compilation, tory; Subchapter S Corporation compared to part- accounting information for forecasting, and other and review reports are important elements of this nerships. Prerequisite: Actg 525. topics associated with the development of infor- course. Prerequisites: Actg 492. *Actg 532 mation systems to support financial analysis. Actg 495 Corporate Reorganizations and Actg 552 Integrated Accounting Issues (4) Liquidations (Corporate Taxation II) (3) Strategic Cost Management (4) Integrates topics from various accounting areas. An examination of the effect of taxes on reorgani- Course takes the perspective that managers Provides students with opportunities to see the zations and liquidations. (May be taken prior to should not use information from accounting sys- accounting interactions and tradeoffs that result Corporate Taxation I.)Prerequisite: Actg 525. tems designed to prepare external financial from realistic business situations. Course will *Actg 534 reports in order to make internal management enhance students’ understanding of accounting Federal and State Tax Procedures (3) decisions. Provides alternative approaches to and its influence on business, as well as the Tax reporting and collection procedures; adminis- developing and using accounting information. understanding of how business processes affect trative and judicial procedures governing tax con- Special emphasis will be placed on understanding accounting results, through a set of comprehen- troversies, the rights and obligations of the traditional cost systems, activity-based costing sive case studies. Prerequisites: Actg 360, 421, taxpayer. Prerequisite: Actg 525. systems, and determining the cost of quality. 492. *Actg 535 Course will rely heavily on the examination of Actg 503 State and Local Taxation (3) actual company situations. Prerequisites: BA 551 Thesis (Credit to be arranged.) Examination of issues and taxation other than and 552. federal income tax, including property tax pro- cesses, sales and use taxes, multistate transactions, manufacturers excise tax, and sumptuary and reg- ulatory excise taxes. Prerequisite: Actg 525. 202 P ORTLAND STATE UNIVERSITY
Actg 553 BA 213 topics include: communication technologies to Financial Statement Analysis (4) Decision Making with Accounting support groups, productivity software and appli- Sound financial information for making business Information (4) cations, designing systems for competitive advan- decisions is obtained by an understanding of Designed to aid students in developing effective tage, and systems reengineering. Prerequisites: BA accounting data from which the information is decision making skills. Course elements include: 205 and junior standing. derived as well as by the application of tools of understanding the organization as a system, infor- mation assessment, cash management, opera- BA 339 analysis. Students will gain an increased under- Operations and Quality Management (4) tions and capital budgeting, manufacturing cost standing of the properties and use of accounting Develops an understanding of the various issues systems, cost control procedures, managing numbers in the determination and forecasting of and strategies involved in the operation of a ser- inventory, problem solving, and measuring the financial positions, results of operations, cash vice or manufacturing organization. These con- health of the organization. Prerequisite: BA 211. flows, the financial disclosure process, and its use siderations include the support by the operation’s in comparing business performance. Prerequisite: BA 301 organization of corporate strategy through design Fin 551 or 561. Research and Analysis of Business Problems and operating decisions. Issues such as global Actg 560 (4) supply sources, worldwide business system influ- Development and use of business tools and tech- Professional Ethics and the Public Interest ences, continuous improvement, and total quality niques as applied to business problems. Students (2) management will be discussed. Prerequisite: BA will identify business problems, articulate the Introduces students to ethical perspectives that 205 and junior standing. provide the philosophical context for the study of issues, research, develop, and evaluate solution applied business ethics. Students use practical alternatives relevant to the problem, and present BA 385 Business Environment (4) frameworks to address complex ethical and social the results orally and in writing. Students will Study and critical analysis of the role of business issues and explore organizational processes and integrate and reinforce their skills in logical and in its environment with special references to the structures that can shape social performances. analytical processing, critical thinking, and com- interrelationships of legal, technological, eco- The context for this course is financial and munication. Prerequisite: BA 205. nomic, political, and social forces with the busi- accounting situations. BA 302 ness enterprise and to the legal and ethical Actg 601 Organizational Behavior (4) obligations of the business enterprise with its Focuses on issues that are relevant to the three Research (Credit to be arranged.) owners, employees, consumers, and society. Pre- levels of organizational behavior (i.e., individual, Actg 607 requisites: BA 205 and junior standing. Seminar (Credit to be arranged.) group, and organizational). Key topics include: the nature and dynamics of teams, personal BA 407/507 values and employee job attitudes, communica- Seminar (Credit to be arranged.) Business tion, conflict resolution, motivation, leadership, Seminars in selected cross-functional and integra- decision making, employee effectiveness, and the tive business topics. Administration impact of organizational level issues such as poli- BA 495 Business Strategy (4) All 300- and 400-level courses require junior-level cies, structure, design, and culture. Techniques Capstone course for the SBA; should be taken in standing; 400-level courses require admission to the used to facilitate learning may include role plays, the student’s final term. Students learn to system- School of Business Administration; graduate courses cases, presentations, organizational simulations, atically analyze a firm’s internal and external envi- require admission to the graduate programs. Students teamwork, and/or term research papers. Prerequi- ronments and to apply concepts and theories admitted to the School of Business Administration will site: BA 205 and junior standing. related to the formulation and implementation of be given registration priority for all 300-level courses. BA 303 business and corporate level strategies. The influ- Business Finance (4) BA 101 ence of other functional areas (marketing, finance, Introduction to Business and World Affairs Development and study of a decision framework for financial management with special emphasis accounting, etc.) on strategic thinking is empha- (4) sized in teaching students the linkage between Introduction to the business firm operating in the on small- and medium-sized businesses. Topics strategic problems, management interpretations, local, national, and global marketplace. Empha- include analysis of financial health, planning for solutions, and firm performance outcomes. Pre- sizes the integration of the various functional future financial performance, evaluation of invest- requisites: BA 302, 303, 311, 325, 339, 385 and areas of business as the firm evolves from its ment opportunities, and analyses of risk. Financ- admission to the School of Business. Priority to entrepreneurial origins to a mature ing of firm growth and valuation will be graduating seniors who have applied for gradua- corporation. introduced. An integration of the concepts of tion. BA 205 financial management into a total system Business Communications Using approach to business decision making will be BA 506 Technology (4) facilitated with the use of cases, as appropriate. Business Project (3 or 6) Provides students with the tools that are needed Prerequisite: BA 205, 211, and junior standing. Under the direction of a faculty member, students to collect, organize, and present information in a work in teams to apply M.B.A. knowledge and BA 311 skills to actual business problems or situations. business environment. Students will learn how to Marketing Management (4) use library and Internet resources to collect infor- Basic marketing concepts from the perspective of Students may register for six credits during a mation. Word processing, spreadsheet, and the marketing manager. Key focus is to examine single term, or register for three credits during graphics applications will be used to organize and the marketing planning and analysis necessary to two consecutive terms. After initially meeting as a present business information. Students will be develop sound marketing plans and strategies. class at the beginning of the term, students meet introduced to business report writing, developing Specific topics include the role of marketing periodically with an assigned faculty member to and delivering a persuasive presentation, and within the firm, analysis of marketing opportuni- monitor progress on the agreed learning contract electronic-mail methods for team-based commu- ties, selection of target markets and market seg- and to discuss a variety of implementation and nication. Prerequisite: BA 101. mentation, marketing strategies in a global organizational issues. Prerequisite: completion of at least 37 hours of the M.B.A. core sequence. BA 211 marketplace, use of technology in marketing, and Fundamentals of Financial Accounting (4) marketing mix decisions. Experiential learning BA 530 Assists students in developing an understanding approaches for class participation will be used. Competing in a Global Environment (8) of financial statements and the tools used by Prerequisites: BA 205 and junior standing. Inaugural M.B.A. course provides students with external users such as lenders, shareholders, and an understanding of key themes related to suc- BA 325 cessful global competition and with the interper- competitors to evaluate the performance of the Competing with Information Technology (4) firm. Balance sheets, income statements, state- Presents the key steps required to gain a competi- sonal and intellectual skills required for ments of cash flows, and industry reports will be tive advantage in the marketplace through the use individuals to contribute in a highly competitive used to introduce topics such as: assessing risk, of information technologies. Primary focus is to and globalized business environment. liquidity, solvency, operating efficiency, and profit- help students understand the information systems ability of the firm. Prerequisite: BA 101. development lifecycle and the ways that systems can support functional areas of a business. Other S CHOOL OF BUSINESS ADMINISTRATION 203
BA 531 *Fin 218 Fin 409/509 Executive Briefings (1) Personal Finance (4) Practicum (Credit to be arranged.) A weekly series of presentations by local, regional, A survey of investments, budgets, real estate own- Field work involving the practice of professional national, and/or international business leaders on ership, financial institutions, consumers’ credit, activities away from campus. Prerequisite: con- current business topics. social security, stock market, mutual funds, and sent of instructor. BA 551 estate planning from the individual’s point of Fin 410/510 Integrated Process Management (4) view. Optional pass/no pass. Selected Topics (Credit to be arranged.) Covers the design and management of transfor- Fin 226 Consent of instructor. mation processes within the firm and relation- Legal Environment of Business (4) Fin 411 ships with both suppliers and customers. There is The meaning and nature of law, sources of law, Laws of Real Estate, Personal Property, a strong focus on customer satisfaction, quality, state and federal court systems, procedures for Trusts, and Estates (4) continuous improvement, and cost management resolving disputes, business torts, business Distinction between real estate and personal as each relates to process design and control in crimes, antitrust law, labor law, contracts, interna- property, fixtures, landlord tenant, accession, pat- both manufacturing and service organizations. tional business law, ethical considerations, social ents, copyrights, trademarks, concurrent owner- Prerequisites: ISQA 511, Actg 511, and concur- and political influences. ship, deeds, adverse possession, easements, trusts, rent enrollment in BA 552. Fin 301 REIT, powers of trustees, wills, will substitutes, BA 552 Stock Market (3) intestacy, probate. Prerequisite: Fin 226 or BA Systems for Performance Measurement (4) Analysis of the operation of the stock market. Pro- 385. Provides the student with a systematic approach cedures in the buying and selling of securities. Fin 439/539 to the determination and measurement of the crit- Examination of current regulatory practices. Real Estate Appraisal (3) ical processes for achieving organizational effec- Fin 319 Fundamentals of appraising real estate. Land utili- tiveness and efficiency. Emphasis is given to the Intermediate Financial Management (4) zation. Analysis of real estate values by development of the necessary information sys- Second level course in financial management to approaches followed by governmental and private tems to support process integration, critical pro- provide more depth in the study of asset pricing, appraisers. Prerequisite: BA 303. cess measurement, and related decision making. capital budgeting, capital structure, dividend pol- Fin 441 Prerequisite: ISQA 511, Actg 511, and concurrent icy, working capital management, growth through Fundamentals of Derivative Securities (2) enrollment in BA 551. mergers, and leasing. Emphasis on the develop- Options, futures, swaps, and other derivative *BA 566 ment of problem solving capabilities. Prerequisite: securities. Principles of pricing; uses in specula- Competitive and Strategic Analysis (3) BA 303. tion, hedging, and risk management, in both Integrative course that focuses on application of Fin 333 securities investment and corporate finance set- analytical techniques to the processes and outputs Foundations of Real Estate Analysis (3) tings. Real options and option-like opportunities of the firm. Emphasizes the identification, analy- Surveys the legal, physical, and economic struc- in business. Prerequisite: Fin 319. sis, and evaluation of the marketing, financial, ture of the real estate market and the characteris- Fin 444/544 and accounting bases of competition, and the tics of real estate resources. Develops basic real Security Analysis (4) development of appropriate business strategies. estate valuation procedures and provides an over- Theory and techniques of analysis of individual Prerequisites: Mktg 544, Fin 561, Actg 511. view of market analysis and real estate produc- corporate securities. Systematic study of charac- tion, marketing and financing methods. teristics and potential of stocks and bonds to facil- Prerequisites: Ec 201, 202. itate investment decisions. Prerequisite: Fin 452/ Business Education *Fin 336 552 or Fin 561. See description of teacher certification in the Gradu- Principles of Risk and Insurance (3) Fin 449 ate School of Education section. A study of the principles and practices of life, fire, Valuation (4) casualty, marine, and social insurance. Principles of valuation, including valuations both BEd 401/501 Research (Credit to be arranged.) Fin 363 internal and external to the business entity. Finan- Credit Management (3) cial planning, financial analysis, forecasting, and BEd 404/504 valuation. Students undertake and present a Cooperative Education (Credit to be Management functions performed by a credit arranged.) department; relation to other functions of the formal written valuation. Prerequisites: Actg 381, business enterprise; nature of consumer credit Fin 319. BEd 405/505 Reading and Conference (Credit to be and mercantile credit, sources of credit informa- Fin 450 arranged.) tion, evaluation of credit risks, and credit controls Bank Management (4) Consent of instructor. used in business firms; credit policy determina- Practices, problems and policies of commercial tion. banking as well as other financial institutions BEd 407/507 Seminar (Credit to be arranged.) Fin 399 from a financial management perspective. Bank- Special Studies (Credit to be arranged.) ing regulation, organizational structure, financial BEd 503 analysis of commercial banks, asset and liability Thesis (Credit to be arranged.) Fin 401/501 Research (Credit to be arranged.) management, and other contemporary issues Prerequisite: BA 303. affecting commercial banks. Prerequisite: BA 303. Finance Fin 404/504 Fin 452/552 Internship (Credit to be arranged.) Investments (4) For information on finance option requirements, see Prerequisite: BA 303. Analytical study of the principles of investment in page 194. All 300- and 400-level courses require stocks, bonds, and other security instruments. Fin 405/505 junior-level standing; 400-level courses require admis- Includes background study of financial markets sion to the School of Business Administration; gradu- Reading and Conference (Credit to be arranged.) and institutions; analysis of the investment char- ate courses require admission to the graduate Prerequisite: BA 303. acteristics, valuation, and market price behavior programs. Students admitted to the School of Business of bonds, stocks, and derivative securities, and Fin 407/507 Administration will be given registration priority for the choice of appropriate portfolios of these secu- all 300-level courses. Seminar (Credit to be arranged.) Student-selected problems in business operation rities. Also included is the study of information Fin 199 and business management to be studied by the and market efficiency, term structure and the Special Studies (Credit to be arranged.) individual and discussed in group meeting under determination of market interest rates, and secu- direction of academic staff. Prerequisite: BA 303. rity valuation. Prerequisites: Fin 452: BA 303, Actg 381 is strongly recommended; Fin 552: Fin 551 or 561. 204 P ORTLAND STATE UNIVERSITY
Fin 456/556 Fin 514 Fin 555 International Financial Management (4) Economic and Financial Environment of the Applied Econometrics for Financial Development and study of a framework for the Firm (4) Analysis (4) financial decisions of multinational businesses; Examines the microeconomic foundations of the Theory and application of empirical methods, management of working capital, investment and firm and provides a broad overview of the finan- including model development, experimental financing decisions of a firm in an international cial markets and institution’s framework. design, and statistical analysis, applied to issues in environment; foreign exchange markets, Included is consideration of the components of business, particularly the areas of accounting and exchange risk, and international diversification. the U.S. and international financial system in the finance. Construction and testing of hypotheses, Prerequisite: BA 303; 551 or 561. global economy, the financial institutions that analysis of variance, multiple regression, methods Fin 465 facilitate the flow of funds, interest rate determi- for dealing with problems in the distribution of Finance Topics and Cases (4) nation, and how government policy affects funds data, time series, forecasting, and performance Case studies of financial problems in business flow and interest rates. Issues of demand and evaluation. Publicly available data will be including working capital management, capital supply determination, market structure, and obtained and used by students. Prerequisite: budgeting, and financing issues. Special topics resulting economic behavior are also considered. admission to M.S.F.A. or Fin 561. covered will be at the discretion of the instructor. Fin 545 Fin 561 Prerequisites: Fin 319 and 449. Hedging and Risk Management (4) Financial Management (4) *Fin 473/573 Futures, options, swaps, and other derivative Examines the financial concepts and problem- Investment Analysis and Portfolio instruments, their characteristics, their uses in solving skills required to evaluate whether mana- Management (4) financial risk management, and their effects in gerial decisions add value to the firm. Students A study of the application of both portfolio theory speculative situations; methodologies for valua- will develop an understanding of the financial and fundamental valuation techniques in security tion of derivatives. Exotic options, innovations implications of business decisions and a frame- investment decisions. Students in this course in exotic derivatives and in the development work with which to evaluate their decisions. An serve as portfolio managers to a real dollar portfo- and use of derivatives in corporate finance and integral part of this approach requires under- lio, providing security and sector oversight to the investments. The rapid development of deriva- standing how the different functional areas of a portfolio. The implications of modern portfolio tives in domestic and international finance. Pre- business interrelate and the supporting role that theory for portfolio management and in portfolio requisite: Fin 561 or 551. finance can provide. Topics considered include performance evaluation are emphasized. This is Fin 550 cash flow analysis, risk determination, valuation, the first course in a required two-class sequence. Commercial Bank Management (3) working capital management, and financing. Pre- Offered fall and spring terms. Prerequisites: BA Theory and practice of commercial banking from requisites: BA 530, Fin 514, Actg 511. 303 and Fin 443 (may be taken concurrently with a financial management perspective. Banking Fin 562 consent of instructor) for 473; Fin 552 (may be environment, asset/liability management, capital Intermediate Financial Management (4) taken concurrently), 551, or 561 for 573. management, and overall balance-sheet manage- Second-level course in financial management to Fin 474/574 ment of commercial banks. Prerequisite: Fin 514 provide more depth in the study of asset pricing, Portfolio Management: Issues and or Fin 561. capital budgeting, capital structure, dividend pol- Performance Assessment (2) Fin 551 icy, working capital management, growth through This course is a continuation of Fin 573. Students Financial Management for Financial mergers, and leasing. Emphasis is placed on the will continue the responsibility of managing a Analysts (4) further development of problem solving capabili- real-dollar portfolio that was initiated in Fin 573. Gateway course to the Master of Science in finan- ties. Prerequisite: Fin 551 or 561. In addition, assessing and reporting on portfolio cial analysis. Examines the financial concepts and Fin 565 performance, and presenting a quarterly report to problem-solving skills required to evaluate Cases in Corporate Financial Management the investment community, will be an integral whether managerial decisions add value to the (4) aspect of this course. This is the second course in firm. Students will develop an understanding of The study of financial decisions and actions in a required two-class sequence. Prerequisites: BA the financial implications of business decisions business through the use of case studies. Topics 303, Fin 443, and 473 for 474; Fin 561, 552, and and a framework with which to evaluate their generally include forecasting, investment, financ- 573 for 574. decisions. An integral part of this approach ing, and management of working capital accounts *Fin 485/585 requires understanding how the different func- with special topics at the discretion of the instruc- Life Insurance (3) tional areas of a business interrelate and the sup- tor. Applying theory, performing analyses, and Analysis of various types of life insurance, acci- porting role that finance provides. Topics making judgments are critical in this case course. dent and sickness coverage and contracts. Pre- considered include cash flow analysis, risk deter- Prerequisite: Fin 551 or 561. mium rates. Family and business need for life mination, valuation, working capital manage- Fin 569 insurance. Endowment, annuities, group pension ment, and financing. Graduate credit cannot be Advanced Financial Management (4) plans, industrial and government insurance. Pre- earned for both Fin 561 and 551. Prerequisite: Selected advanced topics in theory and applica- requisite: Fin 336. admission to the Masters of Science in Financial tion of valuation, capital investment/capital struc- Fin 499/599 Analysis program. ture decisions and their interactions, mergers and Real Estate Finance and Investments (3) Fin 553 acquisitions, and leasing. Prerequisite: Fin 561. Application of finance and economic principles to Financial Analysis and Business Valuation Fin 601 analysis of real estate finance and investments. (4) Research (Credit to be arranged.) Financial analysis of the performance of the busi- Emphasis on the development of problem solving Fin 607 capabilities through the use of computer applica- ness or parts of the business such as product or Seminar (Credit to be arranged.) tion programs. Special attention is given to risk projects. Tools and techniques of financial state- analysis, alternative mortgage instruments, hedg- ment analysis from the perspective of investors ing techniques, and the tax effects of real estate and creditors; development of models for deter- Information Systems investment. Prerequisites: BA 303 or USP 498/ mining and forecasting the profitability and finan- For information on Information Systems option 598. This course is the same as USP 499/599; cial position of the firm. Business valuation requirements, see page 195. All 300- and 400-level course may only be taken once for credit. techniques, emphasizing cash flow projections. Some issues in costs and risk management. Theo- courses require junior-level standing; 400-level Fin 503 courses require admission to the School of Business Thesis (Credit to be arranged.) retical principles and practical approaches of val- uation of a business or business interest; valuation Administration; graduate courses require admission to strategies for specific purposes such as valuation the graduate programs. Students admitted to the for mergers, acquisitions, and corporate restruc- School of Business Administration will be given regis- turing, multibusiness valuation, valuation of tration priority for all 300-level courses. international businesses. Prerequisite: Fin 551 or 561; competency with electronic spreadsheets. S CHOOL OF BUSINESS ADMINISTRATION 205
ISQA 111 the model. Students will participate in database *ISQA 435 Fundamental Computer Concepts (2) design projects. Other topics address emerging Business Research Design and Analysis (3) The fundamental concepts of Electronic Data Pro- database trends and opportunities. Prerequisites: This course is concerned with the application of cessing; the impact of EDP on the firm, and the ISQA 360 and 380. multivariate methods of data analysis in business fundamental concepts of computer use including research. Emphasis is on the process of business ISQA 418 programming and applications. Provides a general Client-Server Application Development (4) data analysis including research design, imple- vocabulary and understanding of the capabilities Provides an introduction to client server applica- mentation, and hypothesis testing. Prerequisites: of the computer in business. (One hour of lecture tion development with emphasis on the client. Stat 243, 244. and two hours of recitation.) Topics include graphical user interface develop- ISQA 436 ISQA 360 ment, event-driven programming, and rapid Advanced Database Administration (4) Business Computing Fundamentals (4) application development tools. Students will par- Advanced study of data environments, data mod- Overview of topics to introduce students to the ticipate in the development of projects using pro- eling techniques, database design, query process- fundamental programming theories and concepts gramming languages such as Visual Basic. ing, and optimization. Emphasis will be placed on necessary to create solutions to the information Prerequisites: ISQA 360 and 380. client-server architecture and data environments needs of an organization. Topics include problem such as Oracle and SQL Server. Students will par- ISQA 419 solving algorithms utilizing structured program- Web Application Development (4) ticipate in database design projects. Other topics ming techniques, basic data types, data structures, Introduces the development of applications in will include industry trends and opportunities, and an introduction to object-oriented program- Internet environments, focusing on the design and database administration. Prerequisite: ISQA ming. Prior experience in the use of a contempo- and creation of interactive Web sites that provide 415. rary programming language is strongly access to databases. Students will create func- ISQA 439/539 recommended. Prerequisites: BA 325. tional Web applications using such technologies Purchasing and Supply Chain Management ISQA 380 as JavaScript, VBScript, ASP, ColdFusion, and (4) Data Communications (4) XML. Other topics will include current issues in Deals with developing sound policies and proce- Topics include communication between people the evolution of Web technologies, and consider- dures in managing the supply chain. Topics and machines, transmission systems, protocols for ations affecting requirements determination and include supplier selection and evaluation, com- communication technologies, and digital commu- application design in the Web context. petitive bidding, contract development and nication and networks. Application areas Prerequisites: ISQA 360 and 380. administration, value analysis, and standardiza- reviewed include data communications, voice and tion. Prerequisite: BA 339 or BA 311. ISQA 420 electronic mail, Internet, and mobile systems. Systems Analysis and Design (4) ISQA 449 Management issues covered include cost/benefit Examines the scope and organization of the sys- Process Control and Improvement (4) analysis, organizational impact, international sys- tems development process and the role of the sys- Study of the principles of quality management tems, and emerging technologies. Prerequisite: tems development professional. Topics include including statistical quality control, total quality BA 325. system requirements, system specification, sys- management, and the quality tools especially as ISQA 399 tems design, implementation, and project man- they apply to supply and logistics processes. Special Studies (Credit to be arranged.) agement. Standard system analysis methods and Prerequisite: BA 339. ISQA 401 techniques will be presented and applied. Prereq- ISQA 454 Research (Credit to be arranged.) uisite: ISQA 415. Supply and Logistics Negotiations (4) An introduction to commercial negotiation. ISQA 404 ISQA 421 Internship (Credit to be arranged.) Object-oriented Design and Programming Includes applications both within and outside an organization, such as negotiating with peers and ISQA 405 (4) Reading and Conference (Credit to be Provides coverage of fundamental concepts of other employees as well as with suppliers of mate- arranged.) object-oriented programming—encapsulation, rials and services. Negotiation planning, tools and Prerequisite: consent of instructor. classes, inheritance, and polymorphism. Students tactics, and the conduct of a negotiation are stud- ied. Extensive hands-on negotiation practice is ISQA 407 will develop projects using Visual C++ or Java. Seminar (Credit to be arranged.) Solutions to typical business applications are cov- included. Prerequisite: BA 339. Student-selected problems in information sys- ered. Prerequisites: ISQA 360 and 380. ISQA 458/558 tems, quantitative analysis, or operations and ISQA 424 Purchasing and Logistics within the Food materials management to be studied by the indi- LAN Management (4) Industry (4) vidual and discussed in group meeting under Hands-on introduction to the administration of Explores the rapid transition of food industry direction of academic staff. client/server-based local area networks addressing operations through an in-depth look at food com- both conceptual and operational aspects of net- modity production, processing, storage, and ISQA 409 transportation; facility location and transportation Practicum in Information Systems and work operating system management and client Quantitative Analysis (Credit to be operating system configuration. Topics include: network design; role of wholesalers and distribu- arranged.) design and implementation of network directory tors in the food supply chain; food safety; food This course requires the student to work with a services and file systems; network security, industry consolidation and globalization; supply community organization in performing an infor- backup, and recovery; the implementation and chain compression; ECR and demand forecasting; mation systems/quantitative analysis feasibility control of distributed print services; user access and e-commerce and the food industry. Prerequi- study. The study may include a current systems management and environment automation; and site: BA 339. analysis, design of the new system, personnel remote workstation management. Prerequisites: ISQA 459/559 development or training requirements, hardware ISQA 360 and 380. Production Planning and Control (4) Intermediate and short range production plan- and/or software recommendations, and assis- ISQA 429/529 tance in system documentation. Prerequisites: Transportation and Logistics Management ning and scheduling. Topics will include aggre- ISQA 421 and consent of instructor. (4) gate planning, materials requirement planning, ISQA 410 Overview of logistics including transportation, scheduling and just-in-time. Prerequisite: BA 339. Selected Topics (Credit to be arranged.) warehouse location and layout, inventory poli- *ISQA 461 ISQA 415 cies, distribution operations, and information sys- Operations Research Techniques (3) Database Management (4) tems. Prerequisite: BA 339 or BA 311. Introduction of methodology of operations Study of data environments, the evolution of data- research. Investigation of construction, solution base technology, database concepts and uses, data and application of models useful for decision models, database design, and query processing. making in business. Prerequisites: upper-division Emphasis will be placed on the relational model standing, BA 339 and Stat 243, 244. and database management systems that support 206 P ORTLAND STATE UNIVERSITY
*ISQA 462 ISQA 572 Mgmt 445 Decision Simulation (3) Models for Quality Control (3) Organizational Design and Change (4) Emphasis given to the use of gaming to reveal the Study of variability. Emphasis on quality improve- Study of organizations from a macro perspective. complexity of the total organization and of the ments through the application of experimental Emphasis will be on the implications of dynamic interrelationships of the activities of the firm. Stu- design. Topics include accounting for random- environments, innovation, and technology for dents compete in a simulated business environ- ness, systematic identification of sources of varia- organizational structure, design, and processes. ment and are thus allowed to make use of tion, control charts, and statistical process control Management of change from a multi-level per- dynamic analysis. (SPC). Course will use a combination of cases, spective will also be addressed. Prerequisite: *ISQA 463 lecture, and computer-aided analyses to provide BA 302. Mathematical Modeling in Decision Making the students with a foundation in quality control Mgmt 446 (3) analysis. Prerequisite: BA 551. Principles of International Management (4) The incorporation of numerical considerations Study of the managerial functions and problems and applied mathematics into the modeling pro- related to international business activity. The cess is the primary focus of this course. Students Management focus of this course is on the management of for- will gain practice in creative and empirical model For information on the management option require- eign trade, direct investments, and international construction, model analysis and model research ments, see page 194. All 300- and 400-level courses operations. In addition, the political, economic, for practical and realistic problems. The emphasis require junior-level standing; 400-level courses require and cultural environments of international busi- is on the importance of the assumptions in a admission to the School of Business Administration; ness are examined from the perspective of man- model and on testing the sensitivity and appropri- graduate courses require admission to the graduate agement. Comparative management is also ateness of assumptions against empirical data. programs. Students admitted to the School of Business treated through the study of other management Prerequisite: ISQA 461. Administration will be given registration priority for systems. Prerequisite: BA 302. ISQA 469/569 all 300-level courses. Mgmt 447/547 Productivity Analysis (4) The Power of Soul and Spirit in Business (4) The role of operations strategy on the firm’s coop- Mgmt 199 Special Studies (Credit to be arranged.) Seminar devoted to exploring what soul and spirit erative ability and the organization’s programs and means in the context of today’s workplace; its cur- techniques for measuring and improving produc- Mgmt 351 rent relevance to business; strategies for injecting tivity and for assuring quality. Prerequisite: BA Human Resource Management (4) Studies the human resource management func- more soul and spirit into working environments; 339. and methods for developing sensitivity and tions performed by the human resource manager appreciation for this dynamic approach to being ISQA 479 as well as by the line executive or supervisor. Uses Integrated Supply and Logistics contemporary approaches and problems to ana- in the business world. Topics to be explored Management (4) include methods for building community in the Capstone course using cases and projects to inte- lyze the entire process of performance manage- ment, including human resource planning/job workplace; strategies for developing one’s inner grate the various concepts of supply and logistics life; methods for fueling creativity; approaches to management. Prerequisites: ISQA 429, 439, and design, selection and staffing, training and devel- opment, compensation, performance appraisal, bringing one’s whole self to work; and examining 3-4 additional credits in supply and logistics man- new methods of leadership. Prerequisites: BA 302 agement option courses. and employee and labor relations. Also examines legal questions which affect human resource man- for Mgmt 447; BA 550 for Mgmt 547. ISQA 511 agement. Prerequisite: BA 302. Preference on the Mgmt 448 Quantitative Methods For Managers (4) waiting list will be given to HRM-option students. Team Processes (4) Covers the quantitative methods useful in mana- Designed to provide the student with a working gerial analysis and decision making. Basic and Mgmt 399 understanding, and practical skills, related to Special Studies (Credit to be arranged.) advanced statistical models as well as forecasting operating effectively in team settings. The influ- and management science tools are studied. Mgmt 401/501 ence of member personality and attributes on Prerequisite: admission to graduate program. Research (Credit to be arranged.) teamwork, motivating team members, developing ISQA 518 Mgmt 404/504 effective team processes, and constructive conflict Electronic Commerce (3) Internship (Credit to be arranged.) management and team communication are some Survey of technologies and technological applica- Mgmt 405/505 of the issues that may be addressed. Also focuses tions to conduct business electronically today and Reading and Conference (Credit to be on the development and use of a variety of teams in the future. Students will learn about electronic arranged.) prevalent in contemporary organizations and data interchange, the role of technology in elec- Consent of instructor. some of the challenges faced in using these teams tronic markets, the Internet, and the organiza- Mgmt 407/507 in an optimal fashion. Prerequisite: BA 302. Seminar (Credit to be arranged.) tional impact of these technologies. Internet- Mgmt 461/561 based technologies will be presented and used. Student-selected problems in business operation Reward Systems and Performance Prerequisite: BA 530. and management to be studied by the individual Management (4) and discussed in group meeting under direction *ISQA 525 Study of reward system practices that aid in moti- Database Design (2) of academic staff. vation, employee development, and productivity Practical course focusing on the design and use of Mgmt 409/509 improvement to meet organization goals. Shows databases. Students will learn to model data Practicum (Credit to be arranged.) how job analysis data forms the information base needs, design relational databases based on those Mgmt 410/510 for both compensation and performance appraisal needs, and methods for querying a database. A Selected Topics (Credit to be arranged.) processes. Includes an analytic study of tradi- Database Management System (DBMS) will be Mgmt 441 tional and evolving methods of compensation used. Other topics address emerging database Collective Bargaining and Labor management, and relates this and performance trends. Prerequisite: BA 530. Negotiations (4) appraisal processes to the broad performance *ISQA 530 Workshop giving students hands-on experience management framework. Prerequisite: prior com- System Architectures (3) negotiating individual and group contracts. Stu- pletion of Mgmt 351; prior completion of or con- Study of cutting-edge hardware and software dents will learn how to manage the employment current registration in Mgmt 550. Preference on architectures and their usage in business environ- relationship within a union environment, study- waiting list will be given to HRM-option students. ments. Students will learn how managers identify ing: the legal environment of unions; negotiations Mgmt 464 and adopt new technologies for business systems. theory and practice; and grievance resolution pro- Contemporary Leadership Issues (4) Topics include hardware/software concepts, needs cedures. Students will devote significant time in Investigation of the ideas of what constitutes assessment, decision criteria, and implementation class to negotiating individual and group con- “effective leadership” as organizations enter the issues. Prerequisite: BA 551. tracts, and will have ample opportunity to receive 21st century. Various aspects of the new leader- feedback to improve their skills. Prerequisite: BA ship paradigm are addressed. Students will 302. S CHOOL OF BUSINESS ADMINISTRATION 207
develop an awareness of their personal leadership Mgmt 544 the organization being vastly different from their profile and capabilities and the issues they will Technology Management (4) predecessors. Focuses on the daily strategies of face as leaders in tomorrow’s organizations. Pre- Course takes a systematic approach to managing generalists as they lead their subordinates to high requisites: BA 302. technology and innovation. Addresses issues of long-term productivity. Studies all aspects of the technology and competition, technology infra- *Mgmt 470/570 employee life cycle from selection through separa- American Business History (4) structure, technology strategy, research and devel- tion, including employee development, reward A critical examination of the growth of the Ameri- opment, the roles of invention, innovation, systems, performance management, and can business system, with particular attention to research and development, product development, employee relations. Emphasis on problem solving studying the environmental genesis and evolution and other critical technology related topics. Cov- for practicing managers. Prerequisite: Mgmt 550. erage will also be given to issues related to prod- of significant business organizations. The course *Mgmt 554 will also deal with the evolutionary changes in uct development as well as IT strategy and in- Negotiation and Conflict Resolution (3) business leaders and their managerial styles. Pre- depth examination of the current technologies of Examines negotiation as a sometimes rational, requisite: BA 302 or 385; BA 530 for graduate the day. sometimes irrational social process used for students. Mgmt 545 resolving conflict. Studies the interdependence Managing the Human Side of Technological between parties which causes the conflict; focuses Mgmt 471/571 Innovation (4) Staffing and Employee Selection (4) on effective and ineffective negotiating tactics Examines the non-technical, human side to the The staffing process includes the acquisition, between these competing groups. Explores the challenges of technological innovation manage- selection, and placement of employees to achieve use of impartial third parties to facilitate negotia- ment. Course topics include technical profes- the strategic human resource goals of the organi- tions. Practical applications include labor man- sional performance and productivity, high zation. Topics covered include staffing strategies, agement relationships, purchase agreements, performing technical teams, managerial effective- human resource planning, legal issues, recruit- organizational goal setting, etc. Prerequisite: ness, innovative work cultures, and organizational ment methods, selection techniques (e.g., bio- Mgmt 550. practices and policies that promote technological graphical information, interviewing, ability tests, * innovation and new product development. Practi- Mgmt 555 work samples, assessment centers), selection vali- Management of Organizational Change (3) cal applications of course concepts to actual work dation, and utility analysis. Prerequisite: prior A seminar focused on the concepts, theories, and situations are emphasized. This course is required completion of Mgmt 351; prior completion of or practice of managing organizational change and for the Management of Innovation Option in the concurrent registration in Mgmt 550. Preference development. Class discussion will center on an M.B.A. program. on waiting list will be given to HRM-option stu- examination of the history and assumptions of dents. Mgmt 546 organizational development and change, the Principles of International Management (4) action research model and other foundations, Mgmt 491/591 Covers the major challenges of managing interna- Training and Development (4) plus a variety of organization intervention tech- tionally, including political risk assessment, inter- Training and development highlights the organi- niques. Special issues such as ethics in client-con- national strategy, structuring and controlling the zation’s commitment to its employees. The course sultant relationships will be integrated into class multinational enterprise, international negotia- looks at training needs analysis; the nature, types activities. Prerequisite: Mgmt 550. tions, and international human resource manage- and methods of training; career stages, paths, ment. Course is targeted both toward managers Mgmt 556 planning; retraining outdated workers; outplace- Organizational Politics (3) who work abroad as well as those dealing with ment, evaluation of training effectiveness; long- A study of the theoretical and practical aspects of international business from the home country. term development programs; and processes of success in organizations. Topics may include how organization development. Prerequisite: prior *Mgmt 549 to acquire, maintain, and use power; how to deal completion of Mgmt 351; prior completion of or Services Management and Operations (3) with superiors and subordinates; techniques for concurrent registration in Mgmt 550. Preference Addresses the unique aspects of successful ser- more quickly rising on the organizational ladder; on waiting list will be given to HRM-option stu- vices management and operations. In particular, misuses of power; developing mentor relation- dents. the course examines the service concept, how ships; power games; and success symbols. customer focus is achieved, strategic consider- Prerequisite: Mgmt 550. Mgmt 493 ations in creating superior customer value, the Human Resource Policies (4) human resource challenges of selecting, training, Mgmt 560 An in-depth, analytical study of human resources Managerial Responsibility and Public Policy and motivating service providers, and how service and the tasks of the modern human resource (4) systems are structured to smooth demand and manager, with an emphasis on the policy making Provides students with an understanding of how enhance system capacity. The goal is to under- aspect of human resource management. Studies political, social, legal, regulatory, and environ- stand how to analyze any service system, whether executive-level decision making within staffing, mental issues impact business organizations it resides in a manufacturing, service, or non- training, compensation, appraisal, and labor rela- within a global context. Topics covered include profit organization, and explore ways to enhance tions. Examines emerging issues in HRM, such as business ethics, corporate social responsibility, system effectiveness. quality of work life, wellness, substance abuse, managerial integrity, legal considerations for man- human resource information systems, etc. Prereq- Mgmt 550 agers, public policy process in relation to busi- uisites: Mgmt 351 and two of the following Organizational Management (4) ness, environmental analysis, environmental courses: Mgmt 461, Mgmt 471, or Mgmt 491; Covers issues in organizational behavior and issues and management. Prerequisites: BA 530; admission to the School of Business Administra- human resource management that are critical to Mgmt 550 (can be taken concurrently with Mgmt tion. Preference on the waiting list will be given to organizational effectiveness. Organizations are 560). studied from three perspectives: the individual, HRM-option students. Mgmt 562 the work team, and the organization as a system. Business Strategy and Policy (4) Mgmt 503 Topics include motivation, performance assess- Thesis (Credit to be arranged.) An integrative, capstone study of strategy formu- ment, creative problem-solving, compensation, Mgmt 540 lation and implementation in international and staffing, employee development, and organiza- domestic business enterprises. Case analysis and Business/Government Relations (3) tional design. Focal emphasis on business leader- The role and importance of the business/govern- other appropriate methodologies are used to ship is examined from a multi-level perspective. develop the skills and judgment necessary to pro- ment relations function in business enterprises is Prerequisite: BA 530. examined. Topics covered include: monitoring vide overall direction to the organization. Special * the governmental system, interest groups, lobby- Mgmt 551 emphasis will be placed on how to successfully ing, trade associations, governmental structure, Managing Human Resources (4) match competitive strategy with effective imple- How do managers help their subordinates achieve regulatory process, and access to executive/legis- mentation policies. Prerequisites: BA 551, 552 great and sustainable performances? In the 21st lative processes. Case analyses and projects may (both can be taken concurrently with Mgmt 562). century, the employment contract has undergone be used in the course. Prerequisite: Mgmt 560. significant changes, with both the workforce and 208 P ORTLAND STATE UNIVERSITY
*Mgmt 565 Mktg 405/505 and the unique requirements of different types of Case Problems in Organizations and Reading and Conference (Credit to be creative messages. Also includes creative consid- Management (3) arranged.) erations for specific media including those driven The study of managerial action and process in Consent of instructor. by technology. Prerequisite: Mktg 340. organizations through the use of case studies. Mktg 407 The actual topics will vary during any particular Mktg 443 Seminar (Credit to be arranged.) Advertising Campaigns (4) term, but may include: the resource allocation Student-selected problems in business operation Emphasis is on the development of total advertis- process, balancing short and long term goals, and business management to be studied by the ing campaign from a marketing perspective. Inte- organizational culture, group dynamics, the individual and discussed in group meeting under grates elements of the advertising process such as ethics of decision making, and performance direction of academic staff. setting objectives, selection of target markets, measurement and reward systems. International Mktg 409/509 budget development, media selection, message situations and problems will be included. Practicum (Credit to be arranged.) creation, production, development of presenta- Prerequisite: Mgmt 550. Field work involving the practice of professional tion and recap documents and the staging of a Mgmt 601 activities away from campus. Prerequisite: con- major promotional event using both traditional Research (Credit to be arranged.) sent of instructor. and emerging advertising media as available. Pre- Mgmt 607 Mktg 410/510 requisite: Mktg 340, 441, 442. Seminar (Credit to be arranged.) Selected Topics (Credit to be arranged.) Mktg 444 Mktg 430 Advertising Account Management (4) Entrepreneurship (3) Course for college seniors who aspire to a career Marketing The study of entrepreneurship, with emphasis on in advertising agencies as account managers as For information on marketing option requirements, identifying market opportunities and the develop- well as students who aspire to a career in advertis- see page 195. All 300- and 400-level courses require ment of marketing and business plans to meet ing media or advertising creative positions work- junior-level standing; 400-level courses require admis- these opportunities. Prerequisite: BA 311. ing with account managers. Course will cover sion to the School of Business Administration; gradu- Mktg 435/535 contemporary topics in account service, client ate courses require admission to the graduate Consumer Package Goods Marketing (4) relations, skill building, and career planning. programs. Students admitted to the School of Business Examines marketing distribution systems used by Course format is intended to be highly interactive, Administration will be given registration priority for food and consumer package goods (CPG) compa- with numerous guest lectures from ad executives, all 300-level courses. nies. Emphasis on describing CPG industry value case problems, written assignments, reading Mktg 199 chains and how business environmental factors assignments, agency visitations, and at least one Special Studies (Credit to be arranged.) impact the creation, delivery, and capture of cus- project. Prerequisite: Mktg 340. tomer value by different industry participants. Mktg 338 Mktg 445, 446, 447 Professional Selling (3) Examines the marketing relationships between National Student Advertising Competition An overview of personal selling as an element of manufacturers, wholesalers, brokers, retailers, (2, 4, 2) the promotion mix. Emphasis is on individual and consumers. Topics include ECR, category A three-term, advanced learning course which is and team selling strategies within a professional management, Efficient Replenishment, retail part of a national competition and is offered in sales environment. Topics include characteristics trends in buyer behavior, e-commerce, new prod- conjunction with the American Advertising Fed- of successful salespersons and firms, buyer behav- uct introductions, Efficient Promotion, trade rela- eration. Participants will form a traditional adver- ior as part of individual and group purchase pro- tions, industry alliances, competitive trends, tising agency and develop a national campaign for cesses, the process and structure of sales channel roles and conflicts, and globalization. a national brand company. Campaign develop- presentations, and the role of selling as part of the Prerequisite: BA 311 or 339. ment focuses on research, creative strategy, the marketing effort. Prerequisite: BA 205. Mktg 436/536 media plan, ad production, integration of promo- Global Business Issues (3) tional and interactive components, presentation, Mktg 340 and budgeting. Prerequisites: Mktg 340, 441 and Advertising (4) Globalization is having an increasing impact on An introductory course designed to provide an the nature of competition. Managers need to 442. overview of marketing communications, plus an better understand the impact of globalization on Mktg 450 understanding of fundamental advertising issues the firm and on what managerial skills are needed Product Innovation and Management (4) and strategies. Course focuses on concepts, prin- to be effective in an increasingly international Product innovation is at the core of the marketing ciples, processes, terminology, trends, and tech- environment. Class is designed to bring renowned process. The Internet has changed the rules of niques which shape this constantly changing field business and government leaders into the class- product development by erasing competitive bar- including the impact of technology on message room to discuss their experiences in international riers and emphasizing rapid development cycles. delivery. business. In each class students relate theory from The class will focus on identifying new product course materials to the experiences of these lead- opportunities, rapid innovation procedures, the Mktg 341 ers and discuss implications for practicing manag- management of the development process, and Public Relations (3) ers. Principles of public relations in contemporary alignment with e-marketing strategy. Prerequisite: America, with emphasis on the role of public rela- Mktg 441 BA 311. tions in business. Prerequisite: Mktg 340. Media Strategy (4) Mktg 452 Examines the advertising media process as an out- Business-to-Business Marketing (3) Mktg 376 growth of marketing and advertising objectives. Management of the marketing activities of enter- International Business (4) Focuses on strategic issues, quantitative decision International business concepts and practices prises serving business-to-business markets. The making, and media planning and negotiating relating to international trade are presented at a course includes industry and competitor analysis, techniques. This course is data intensive and ana- the fundamentals of competitive advantage and survey level. Current global issues related to inter- lytical, with attention given to the Internet, local, the role of product, price, distribution, and pro- national trade and actual international problems and non-traditional mediums, as well as domi- are identified along with the basic concepts motion in the creation of competitive market nant national measured media. related to international finance, management, and strategies. Prerequisite: BA 311. Prerequisite: Mktg 340. marketing practices. Mktg 455 Mktg 442 Technology Marketing (4) Mktg 399 Creative Strategy (4) Survey of Internet-based marketing strategies Special Studies (Credit to be arranged.) Course puts into practice the theories, principles, with special focus on the Web in business-to- Mktg 401/501 and techniques of the advertising business loosely business and business-to-consumer situations. Research (Credit to be arranged.) known as “creative.” Course material will focus on The course encompasses the strategic market Mktg 404/504 the strategy behind advertising messages, tech- planning and implementation processes as Internship (Credit to be arranged.) niques for writing and designing advertisements, applied to e-business including identifying and S CHOOL OF BUSINESS ADMINISTRATION 209
analyzing e-market opportunities, data warehous- Mktg 467 *Mktg 551 ing/mining, developing e-products, creating the Sales Management (4) Managing Marketing Information (3) customer interface, e-pricing, e-branding, and e- Survey of the sales management function with Study of the uses and implementation of tools, positioning strategies. Additional emphasis is on attention to sales force selection, allocation of methods, processes, and systems for managing creating and leveraging a strategic Web presence sales effort, motivation and reward of sales force, marketing information. Emphasis will be placed with portals, partnerships, community building, sales automation tools, and the integration of sales on the determination of information needs for and permission-based marketing. with e-business strategy. Prerequisite: BA 311. marketing decisions, the methods, processes, and Prerequisite: BA 311. Mktg 475 systems for effective and efficient management of marketing information, as well as the new mar- Mktg 460 Retailing (4) Marketing Research (4) Focuses on the distribution of goods to consum- keting approaches and tools that utilize informa- Studies the planning, data collection, analysis, ers. It emphasizes the dynamic nature of the retail tion technology for marketing products and and reporting issues relating to marketing environment and how changes in consumer services. Prerequisite: Mktg 544. research. Key issues include defining information demographics, new technology, globalization, *Mktg 552 needs, sampling, using conventional methods and new competitive forms, and the Internet are revo- eServices Marketing (4) information technology to obtain primary and lutionizing the retail industry. Topics include: Focuses on understanding the distinction secondary data, instrument design, statistical data purchasing, category management, Web market- between service versus product marketing with analysis, interpretation and reporting of data. Pre- ing, trade relations, retail operations, and promo- an emphasis on assessing, designing, and manag- requisite: BA 311. tion. Prerequisite: BA 311. ing on-line service offerings. eService relation- ships will be examined within a customer loyalty Mktg 461/561 Mktg 503 eMarketing (4) Thesis (Credit to be arranged.) framework that considers customer value, switch- Examines important marketing issues in a busi- Mktg 507 ing costs, and on-line relational bonds as key ness world that is being transformed by wide- Seminar (Credit to be arranged.) drivers of loyalty. Prerequisite: Mktg 544. spread adoption of the Internet and related Marketing Trends and Developments. Marketing Mktg 555 technologies. Topics include customer relation- Information Systems. Marketing Models. Technology Marketing (4) ship management, effects of Internet on product- Export Planning for Executives. Sales Force Man- Designed to introduce students to the special related issues (such as branding and new product agement. issues faced by managers marketing technology development), pricing, distribution, and promo- Mktg 544 products in markets characterized by rapid tion, security, and privacy concerns. Prerequisite: Marketing Management (4) change. Topics include identification of market BA 311. Introduces basic concepts of the marketing pro- opportunities, market segmentation, positioning, product innovation, customer value creation, Mktg 462/562 cess from the perspective of the marketing man- Customer Information and Relationship ager and provides a framework for the analysis of managing the customer interface, and new Management (4) marketing management problems. A key focus is approaches to distribution. Emphasis will be on Examines the operational, organizational and to develop the necessary marketing planning and strategies for marketing technology products in behavioral issues that surround customer rela- analytical skills to develop marketing strategies. an e-business environment. tionship management. It explores the marketing Specific topics include the role of marketing in a *Mktg 560 processes and strategies that are needed to differ- competitive environment, impact of technology Research for Marketing Decisions (4) entiate and interact with customers through cus- on marketing strategies and processes, analysis of Designed to study the methods of gathering pri- tomized offerings. Database mining techniques marketing opportunities and the competitive mary and secondary information for business are used to analyze and address customer needs. environment, selection of target markets, market decisions. Also designed to study how to become Prerequisites: BA 311, Mktg 460 for 462; Mktg segmentation, and marketing strategies in the a good information user. Emphasizes the plan- 544 for 562. global marketplace. Prerequisite: BA 530. ning, design, and implementation of quantitative Mktg 463 *Mktg 546 and qualitative research projects to obtain infor- Consumer Behavior and Customer Buyer Behavior and Communication (4) mation from internal and external business envi- Satisfaction (4) Study of determinants and influences on purchas- ronments. Considers the evaluation and Explores the determinants of consumer and busi- ing behavior emphasizing contributions from appropriate use of information, information ness buying behavior. Applications of behavioral behavioral sciences. Course explores application sources and research services. Prerequisite: ISQA concepts to marketing strategy are emphasized of competitive and technological influences on 511, Mktg 544. along with how to measure, retain, and enhance buyers behavior and marketing strategy. Emphasis *Mktg 565 customer satisfaction while developing long-term on marketing communication and promotion. Marketing Strategy and Decision Making (3) relationships. The use of technology and data- Prerequisite: Mktg 544. Develops the student’s ability to understand, ana- bases in understanding the marketplace is *Mktg 547 lyze, and evaluate marketing situations and to explored. Prerequisites: BA 311; six credits in psy- Distribution Strategies (3) develop appropriate marketing strategies. Stresses chology, sociology, or anthropology in any combi- Examines the fundamental and emerging trends detailed analysis of the competitive environment, nation. in distribution activities of business enterprises. integration of marketing technologies, and the Mktg 464 Course analyzes the competitive advantage(s) design and implementation of marketing strate- Marketing Strategy and Management (4) associated with distribution strategies. Explores gies. Integrates a case or project format. Prerequi- Capstone marketing course that focuses on the trends in channel design, the changing role of site: Mktg 544. development of the marketing plan. The empha- participants, channel relationships, and channel *Mktg 566 sis is on integrating the major areas of marketing communications. Prerequisite: Mktg 544. Global Marketing Management (4) management including customer identification, Mktg 548 Examines and provides a framework for study of industry analysis, product and communication Product Management and Innovation (3) the global marketing environment as well as the strategies, distribution, pricing, and control in an Examines the role of product innovation and management of global marketing enterprises and e-business environment. Prerequisite: BA 311, management as the core focus of marketing strat- global marketing practices. Encompasses the Mktg 460. egy. Major topics include new product preparation for global competition, assessment of Mktg 466 strategy formulation, product design and devel- environmental forces, and strategic and opera- Principles of International Marketing (4) opment, managing the product line, and organi- tional planning for marketing in the global envi- Differences between domestic and international zational considerations in product management. ronment. Also examines the management of marketing are examined. A market-oriented con- Special attention is given to aligning product international, multinational and global marketing ceptual foundation relating international channels development with e-business strategy. enterprises and their marketing activities. Prereq- of distribution, financing, documentation, trans- Prerequisite: Mktg 544. uisite: Mktg 544. portation organizing, and staffing is presented. Prerequisites: BA 311, Mktg 376. 210 P ORTLAND STATE UNIVERSITY
*Mktg 567 MIM 518 MIM 574 Sales Force Management (4) Managing Multinational Organizations (3) International Corporate Finance and Involves a detailed study of the sales management Study of the many ways which business firms Investment (4) function. Issues to be addressed include designing participate in the dynamic international arena, Focus on investment and financing decisions of the sales force, setting objectives, developing and the approaches to intrafirm coordination and firms operating in more than one nation. Topics strategy, recruiting, evaluating, compensating, and control. The management of a multinational’s include international risk and value analysis, cross controlling the program. Special attention is given global employees is also examined, including the border capital budgeting and capital acquisitions, to integrating the sales force with e-business strat- impact of culture on leadership, motivation, deci- financing mix, working capital management of egy. Prerequisite: Mktg 544. sion-making, developing the skills of the global multinationals, foreign exchange risk and expo- Mktg 601 manager, and the study of expatriate manage- sure management, estimating cost of capital inter- Research (Credit to be arranged.) ment. national investment, international capital markets, and sources of financing. Prerequisites: Mktg 607 MIM 519 Seminar (Credit to be arranged.) Government Regulations, Ethics and MIM 513, 517. Multinational Transactions (4) MIM 575 Study of the social, political, and legal context of Marketing in Asia and the Pacific Rim (4) Master of International international business management through the Study of marketing strategies and practices in examination of the variety of means by which the Asian and other Pacific Rim countries. Markets, Management values of society and the actions of government marketing environments, and marketing practices MIM 510 impact the success or failure of multinational in selected Asian countries are analyzed. Plan- Age of Pacific Seminar Series (2) business transactions. The complex regulatory ning, and managing marketing strategies and Special topics either under the sponsorship of the and ethical issues that may occur in the culturally operations are also included. Prerequisites: MIM Age of the Pacific Series or an elective course and historically diverse Pacific Rim markets will 515, 516, 523, 547. addressing contemporary business issues in inter- also be examined. MIM 576 national business. MIM 547 Advanced Cross-Cultural Communications MIM 513 International Trade Practices (4) (4) Pacific Rim Economies, Trade, and Study of the practices of international trade. Com- Study of the process of communication, its vari- Financial Markets (3) prehensive discussion of the practical knowledge ous components, and how cultural, sociocultural, Survey of current economic trends among the and skills required for engaging in international psychocultural, and environmental influences Pacific Rim economies, focusing on potential trade. In-depth examination of both export prac- affect the outcome, including the role of non- problems and opportunities of each country. tices and import practices that includes a practi- verbal communication. Analysis of successful Course also covers the principles of international tioner-directed international trade practice adaptation to new cultures, including developing trade, balance of payments and adjustments, project. a communication competence in a new culture impediments to trade flows, financial institutions MIM 558 and dealing with conflict. While the principles of and markets, and national economic policies Comparative Operations Management (4) cross cultural communication and adaptation are affecting business in the Pacific Rim and the The changing international environment in man- generic to all cultures, two cultural environments, United States. ufacturing will be reviewed through: comparative China and Japan, will be studied in depth, to MIM 515 study of process selection, facilities design, opera- develop cultural self-awareness. Contemporary Global Marketing (4) tions planning and control, supply logistics, pro- MIM 577 The global/international marketing strategies and cess benchmarking, technology management, International Business Negotiations (4) operations of multinational corporations (MNCs) international supply chain and customers, quality Examination of the issues and techniques of inter- are studied through assessment of international management, and performance measurement. national negotiations in a variety of business set- markets, marketing environments, and various MIM 564 tings. Particular emphasis is given to establishing aspects of global marketing strategies and market- Global Human Resource Management (4) and working within international partnerships. ing management. Examines the management of human resources in The course makes extensive use of actual negotia- MIM 516 the international firm, including motivating and tion simulations. Contemporary Pacific Rim and World leading employees in multi-cultural contexts. MIM 578 Affairs (4) Course begins with an analysis of the human Global Business Strategy (4) Study of the contemporary political, economic resource management philosophies and Identify and analyze factors that have accelerated and social issues of significance to the Pacific Rim approaches to industrial and employee relations the globalization of industries, define the concept countries, with particular emphasis on the inter- in representative countries. Integration of human of a global strategy, and examine the organiza- national politics of China, Japan and Korea. resource management systems in international tional issues that are central to enhancing the Enables students to anticipate the politics of inter- firms, including the creation of global corporate international competitiveness of a business enter- national transactions, understand key issues in culture, HR support for organizational learning prise. Address institutional contexts that facilitate the transition from the cold-war to post-cold ware and approaches to human resource management and impede the formulation and implementation period, appreciate the major regional organiza- transfer across borders, are also studied. Also of global strategies. Explore the interdependence tions and organizing philosophies in Asia, under- examines the nature of successful cross-cultural and interrelationships in three geopolitical areas: stand the relationship between domestic and teams and principles of leading change in multi- the United States, the Pacific Rim with emphasis external politics, and clarify the motives and national firms. on Greater China, Japan and Korea, and the Euro- interests of major governments. MIM 568 pean Economic Community. MIM 517 Managing Information Technology Globally MIM 579 Accounting for Global Enterprises (4) (4) Field Study and Project Presentation (5) Study of international accounting issues crucial Focus on the use of information technology in a Field study in China and Japan for three weeks. for effective interpretation and understanding of competitive international environment and the Lectures at Waseda University in Tokyo, company international business. Goal of the course is to impact information technology has on interna- visits, and cultural study. A capstone international build a framework that can be used to analyze tional business operations. The vocabulary and business project is conducted with a global firm and understand financial reports used by multi- background of information technology issues that during the last term of the program. national corporations (MNCs). Special managerial cross national boundaries, and the use of informa- and control problems of MNCs, including perfor- tion superhighways to obtain critical information mance evaluation, transfer pricing, and taxation and maintain business relationships in other will also be addressed. countries will be studied and discussed. Graduate School of Education
PHYLLIS J. EDMUNDSON, DEAN CAROL L. MACK, ASSOCIATE DEAN 608 SCHOOL OF EDUCATION BUILDING, 503-725-4619 www.ed.pdx.edu/
Graduate Programs: Applicants for licenses must meet the Com- Initial and Continuing Licenses mission requirements in force at the time of Early Childhood Education the license application.† Elementary Education The school welcomes all students to Mid-level Education join in helping us reach our mission of High School Education—In cooperation “meeting our communities’ lifelong educa- with appropriate departments tional needs.” The faculty and staff are Specialist Programs—Administrative Stud- ies (Pp-12); Postsecondary, committed to the following guiding princi- Adult and Continuing Education; ples as we strive to fulfill our mission: Educational Media; Counselor 1. We create and sustain educational envi- Education; Literacy Education; ronments that serve all students and Special Education address diverse needs. M.Ed., M.A., M.S.—Education 2. We encourage and model exemplary M.A.T., M.S.T.—In cooperation with appro- programs and practices across the life priate departments span. Ed.D.—Educational Leadership (Options: Administration; Curriculum and 3. We build our programs on the human Instruction; Postsecondary, Adult, and and cultural richness of the University’s Continuing Education; Special and Coun- urban setting. selor Education) 4. We develop collaborative efforts that The Graduate School of Education has a support our mission. wide range of comprehensive programs 5. We challenge assumptions about our leading to degrees and licensure. It is practice and accept the risks inherent in authorized by the Oregon Teacher Stan- following our convictions. dards and Practices Commission to recom- 6. We develop our programs to promote mend teacher education and specialist social justice, especially for groups that candidates for both initial and continuing have been historically disenfranchised. licenses. 7. We strive to understand the relation- All programs are fully accredited by the ships among culture, curriculum, and National Council for Accreditation of practice and the long-term implications for Teacher Education and by the Oregon ecological sustainability. Teacher Standards and Practices Commis- 8. We model thoughtful inquiry as the sion. Although licensure requirements are basis for sound decision-making. incorporated into degree programs, changes by the Oregon Teacher Standards Testing requirements for program and Practices Commission during the life completion and Oregon’s test pass rates. of this catalog may alter the requirements. Federal regulations require that potential applicants and the general public are informed of the following:
†Because licensure rules are controlled by the Oregon Teacher Standards and Practices Commission, it is possible that licensure requirements may change. All persons expecting to be recommended for initial or continuing licenses should consult with an adviser or contact the Graduate School of Education Licensure Office, 503-725-4758. 212 P ORTLAND STATE UNIVERSITY
In Oregon, a system of multiple mea- three tests in each subject matter endorse- total of 600 hours. The teacher preparation sures is used to determine the status of pro- ment area in some combination of multiple program is currently approved by the state gram completers, who can then be choice and constructed response formats. and is not designated as “low performing.” recommended to the Teacher Standards Because passing of basic skills and sub- and Practices Commission for licensure. ject matter tests is required for program One component of this system requires the completion in Oregon, the state pass rate is Undergraduate educator to pass both a basic skills test and 100 percent. Those who do not pass the a battery of subject matter tests. For basic required tests are not considered program programs skills testing the educator may choose to completers and are not eligible for Initial Undergraduate students interested in pur- take the California Basic Educational Skills Teaching Licenses. suing a career in teaching should refer to Test (CBEST) or the PRAXIS I: Pre-Profes- Program information for the 2001- the “Education Programs” section in this sional Skills Test (PPST). Authorizations in 2002 academic year. The following infor- catalog (page 140) for information regard- early childhood, elementary, and middle mation was submitted as part of the Title II ing recommended preparatory programs level teaching require passing scores on the federal report: for elementary and secondary teachers. Multiple Subjects Assessment for Teachers The total number of students enrolled (MSAT). The MSAT is comprised of two during 2001-2002 was 718. Twenty-six tests, one in multiple choice format and full-time faculty and 36 part-time faculty in Graduate one in constructed response format, that professional education supervised 234 stu- assess knowledge in language arts, mathe- dents enrolled in programs of supervised programs matics, science, social science, physical student teaching for a student/faculty ratio The Graduate School of Education offers education, fine and performing arts, and of 4:1. The average number of hours per the Doctor of Education, the Master of human development. Secondary educators week required in supervised student teach- Education, Master of Arts, and Master of must pass PRAXIS II tests in their specific ing was 30 over a period of 20 weeks for a Science degrees in education. In addition, subject matter. Generally these are two or the school coordinates the M.A.T./M.S.T. degree programs offered throughout the University. Admission requirements To be admitted to a graduate program in professional education, the applicant must first satisfy minimum University require- ments listed on page 59. The applicant must also meet the admission requirements of specific degree, license, or specialist pro- grams that the school is authorized to offer. Detailed information regarding admission requirements for the various graduate pro- grams is available from the Graduate School of Education and on our Web page at www.ed.pdx.edu. Degree requirements University graduate degree requirements are listed on page 66. Specific Graduate School of Education requirements for degree, educational specialists, or license candidates are listed below. Upon success- ful completion of all University and Gradu- ate School of Education requirements, the candidate will be awarded the appropriate degree and be recommended, upon request, for the appropriate license. MASTER OF EDUCATION The M.Ed. can be earned by students who have completed PSU’s Graduate Teacher Education Program (GTEP). Additional coursework includes: Credits CI 563 Teacher as Researcher ...... 4 Electives (Approved by the adviser. Courses numbered 808 are not allowed.) ...... 6
Total required 10 G RADUATE SCHOOL OF EDUCATION 213
MASTER OF ARTS OR MASTER OF EPFA 513 Advanced Research Designs and Data an oral examination in addition to the Analysis SCIENCE IN EDUCATION EPFA 514 Educational Measurement and written product. The master’s degrees in the Graduate Assessment Option III: Counselor Education School of Education are designed for EPFA 515 Program Evaluation thoughtful and caring practitioners who Organizational systems ...... 4 (minimum) All students who are pursuing a master’s have the knowledge, skills, and desire to EPFA 558 Educational Leadership degree in counselor education must com- †EPFA 561 Staff Development: Planning, critically examine educational practices plete a 72 credit program. This program Implementation, and Evaluation satisfies University and Graduate School of while working to improve them in ways EPFA 563 Human Relations in Educational Organizations Education requirements and is part of the that are conceptionally sound, ethically † responsible, and culturally responsive. EPFA 568 Educational Organization and requirements needed prior to taking the Administration NCE examination of the National Board for Adult development...... 4 (minimum) Option I: Educational Policy, †EPFA 520 Developmental Perspectives on Adult Certified Counselors (NBCC) or of the Foundations, and Administrative Learning Commission on Rehabilitation Counselor Studies EPFA 521 Adult Learning Certification (CRCC). This program is also The Department of Educational Policy, EPFA 522 Motivating Adult Learners approved by the Oregon Board of Licensed Foundations, and Administrative Studies EPFA 523 Assessing Adult Learning Professional Counselors and Therapists (EPFA) offers a department-wide Master of In consultation with the adviser, stu- and the Teacher Standards and Practices Arts and Master of Science degree with dents must complete the requirements for Commission of Oregon. Students should specialization in: educational leadership their area of specialization (and theme) and work with their advisers in the process of and postsecondary, adult, and continuing select one of two options to complete the understanding the licensure requirements education. requirements for the master’s degree (a of both of these credentialing groups. The purpose of these programs is to pre- thesis or a comprehensive examination). The primary purpose of the counselor pare educational leaders who are able to The thesis requires an oral examination in education program is to educate competent respond positively, creatively, and proac- addition to the written product. Courses counselors for public and private schools, tively to the increasing diversity characteriz- numbered 808 are not allowed. Further community agencies and rehabilitation ing our metropolitan communities and to information about each of these areas of facilities. The program is designed to view diversity as a foundation upon which specialization may be obtained from the strengthen competencies in the behavioral to build excellent educational programs for Graduate School of Education. sciences and to broaden the students’ back- all learners. Option II: Curriculum and Instruction ground in human growth and develop- All students admitted to the 45-credit The M.A./M.S. degree in education in cur- ment, counseling theories and master’s program must complete four riculum and instruction emphasizes profes- interventions, interpersonal relations, indi- required courses from the Professional Stud- sional education. It is designed to vidual and group processes, career and life- ies Core. Other courses listed may be used accommodate students in teacher educa- style planning, assessment and treatment as part of the specialization, in consultation tion and educational specialists. planning, research and program evaluation, with the student’s adviser. Within each spe- Requirements for the degree are: and multicultural aspects of counseling. cialization students may elect to develop, Students may pursue one of four areas with their advisers, a general program or 1. A program of study consisting of not of specialization within the counselor edu- theme (special emphasis or focus). Themes fewer than 45 credits approved by the stu- cation program: community counseling, in educational leadership include: educa- dent’s graduate adviser and the depart- rehabilitation counseling, and school coun- tional administration; educational policy ment chair, to include: seling; and couples, marriage, and family analysis; leadership studies; educational a. A minimum of 21 credits in the counseling. foundations; early childhood administra- Graduate School of Education. Note: Students in all four specializations tion; and educational research, evaluation, b. A core of studies encompassing prepa- must complete Coun 541 Introduction to and staff development. Themes in postsec- ration in the areas of teaching and learn- Counseling and one course in psychopa- ondary, adult, and continuing education ing, curriculum, research and evaluation, thology prior to admission or before enroll- include: adult learning and development; human relations, and/or foundations of ment in the fall term of the first sequence of higher education; student services; training education. The precise nature of this core coursework. Additional prerequisites are and development; and an option designed of studies is specified by the department. specified for students in the school coun- for students enrolled in the post-baccalaure- Degree plans are written in cooperation seling specialization (see “Licensure” on ate program in health care administration at with an assigned adviser. page 215.). Courses numbered 808 are not Concordia University. c. Eighty-five percent of the required allowed. Credits credits must be 500 level. Credits Professional studies core ...... 16 (minimum) Core courses Foundations of Education...... 4 (minimum) d. No more than 15 percent of the pro- Coun 504 Internship ...... 6 †EPFA 551 Social Foundations of Education or gram may be 800 numbers, if approved by Coun 507 Seminar: Current Issues...... 3 EPFA 554 Philosophy of Education the adviser prior to being used for a mas- Coun 509 Practicum: Group Counseling...... 1 EPFA 555 Gender and Education ter’s program. Courses numbered 808 are Coun 509 Practicum: Counseling ...... 6 EPFA 556 Urban Schools and At-Risk Status not allowed. Coun 531 Foundations of Substance EPFA 552 History of Education Abuse Counseling ...... 3 EPFA 553 History of American Education 2. The student will select one of three Coun 543 Interpersonal Relations...... 3 EPFA 557 Cultural Pluralism and Urban Education options to complete the requirements for Coun 551 Theories and Interventions I ...... 3 Research and evaluation ...... 4 (minimum) Coun 552 Theories and Interventions II ...... 3 † the master’s degree: (1) a thesis, (2) a writ- EPFA 511 Principles of Educational Research and ten comprehensive examination, or (3) an Coun 566 Appraisal Instruments...... 1 Data Analysis I Coun 567 Using Tests in Counseling ...... 3 EPFA 512 Principles of Educational Research and independent project. The thesis requires ‡Coun 568 Career and Lifestyle Planning ...... 3 Data Analysis II
†Required course. ‡Not required for rehabilitation counseling specialization. 214 P ORTLAND STATE UNIVERSITY
Coun 569 Developmental Foundations of Credits Option IV: Special Education Counseling...... 3 Core coursework...... 54 The Graduate School of Education offers Coun 570 Legal and Ethical Issues...... 3 Coun 583 Job Placement and Training...... 3 Coun 571 Group Counseling ...... 3 Coun 590 Foundations of Rehabilitation comprehensive programs for the profes- Coun 580 Supervision ...... 1 Counseling ...... 3 sional preparation of students in special Coun 581 Multicultural Perspectives in Coun 591 Medical Aspects of Disability ...... 3 education. A master’s degree in special edu- Counseling ...... 3 Coun 592 Psychosocial Aspects of Disability ...... 3 cation may be completed in conjunction Coun 582 Research and Program Coun 593 Case Management...... 3 with state licensure in special education or Evaluation in Counseling...... 3 Coun 595 Contemporary Issues and Applications in Coun 585 Diagnosis and Treatment Rehabilitation Counseling ...... 3 may be completed independently. For Planning I...... 3 licensing information see “Programs Lead- †Coun 594 Occupational Analysis/Vocational Total 72 Evaluation...... 3 ing to Licensure: Special Education” on Couples, marriage, and family Community counseling specialization. page 218. counseling specialization. The couples, Students completing a master’s degree The community counseling specialization marriage, and family counseling specializa- must complete the special education mas- prepares individuals to work as counselors tion prepares individuals to work with cou- ter’s degree core program. The master’s core in private and public community agencies, ples and families in mental health centers, must total at least 12 credits beyond initial community colleges, universities, community agencies, and other settings in special education licensure and may employee assistance programs or private which counselors are expected to assist cli- include electives. Courses numbered 808 practice settings. Prior experience in a ents presenting with couples, family, or are not allowed. The master’s degree with- helping relationship is recommended for relationship issues. Emphasis is placed on out Oregon licensure must total at least 45 individuals pursuing this specialization. teaching counselors systemic assessment credits (which includes the master’s core). Depending upon one’s choice of setting, and intervention in the counseling process. Master’s core program. Students must the counselor should prepare to offer diag- The program of study leading to an take SpEd 590 Applied Behavioral nostic and intervention services to the pop- M.A. or M.S. in education with the cou- Research in Special Education and SpEd ulations seeking counseling. ples, marriage, and family specialization 591 Issues in Special Education prior to The program of study leading to an requires the completion of the following 72 beginning the capstone experience. A stu- M.A./M.S. in education with a community credits: dent must complete a capstone experience counseling specialization must include the Credits by choosing either the completion of a spe- following courses: Core coursework...... 54 cial project or a master’s thesis. In addition Credits Coun 572 Systemic Perspectives on Core coursework ...... 54 Human Sexuality...... 3 to the completion of a written product, the Coun 553 Advanced Therapeutic Strategies...... 3 Coun 573 Contemporary Couples, Marriage, and student must present his/her project/thesis Coun 575 Foundations of Couples, Marriage, and Family Systems ...... 2 to the faculty. Students are required to Family Counseling ...... 3 ‡Coun 574 Family Life Cycle and Transitions...... 2 enroll in at least three credits and up to 6 Coun 586 Psychopharmacology and Mental Coun 575 Foundations of Couples, Marriage, and Illness...... 3 Family Counseling ...... 3 credits of Special Project (SpEd 506) or Coun 587 Foundations of Mental Health ‡Coun 577 Family Therapy ...... 3 Thesis (SpEd 503). Services...... 3 ‡Coun 578 Couples Therapy ...... 3 The master’s core includes: ‡ Coun 588 Diagnosis and Treatment Coun 579 Advanced Systemic Instructions: Couples SpEd 590 Applied Behavioral Research in Planning II...... 3 and Families ...... 2 Special Education...... 3 Electives ...... 3 SpEd 591 Issues in Special Education ...... 3 Total 72 Total 72 A combination of the following: School counseling specialization. The SpEd 503 Thesis or SpEd 506 Special Project.....3-6 Rehabilitation counseling school counseling specialization prepares Electives...... 0-6 specialization. The rehabilitation counsel- individuals to work as counselors in school Total 12 ing specialization prepares individuals to settings. Emphasis is placed on preparing work in a variety of settings such as the school counselors to work with students to Doctor of Education in educational state/federal rehabilitation system, public support them in the process of achieving leadership. The Ed.D. in educational lead- and private rehabilitation facilities, and academic, career, and personal/social suc- ership, offered by the Graduate School of supported employment projects, with cli- cess. The 72 credit program is for individu- Education, is the School’s highest profes- ents needing vocational and psychosocial als who enter the program with two years sional degree. It is designed to help educa- rehabilitation services. Emphasis is on the of teaching experience. Students who tional leaders develop the capacity to development of effective interpersonal cannot document two years of teaching provide leadership that makes a positive counseling skills, vocational development, experience must complete the master’s and and significant difference in the lives of the and job placement skills in order to assist additional credits to obtain licensure as a members of the communities they serve. clients with chronic and severe disabilities school counselor (see “Licensure” on Emphasis is on preparation for excellent in improving the quality of their lives page 215.) professional performance as leaders in edu- cation in: public and private schools; com- via self-sufficiency and economic Credits independence. Core coursework...... 54 munity and four-year colleges and Students seeking national certification Coun 527 Counseling Individuals with Diverse universities; community, state, and federal from the Commission on Rehabilitation Needs...... 3 educational agencies; and nonschool set- Counselor Certification (CRCC) as rehabil- Coun 545 Youth at Risk ...... 3 tings, where appropriate. Coun 555 Counseling Children and Youth...... 3 itation counselors or state certification by Coun 576 Parents, Families, and Communities in Four options are available to students: the Oregon Worker’s Compensation Schools ...... 3 administration; postsecondary, adult, and Department should complete the following Coun 589 Action Research in Counseling ...... 3 continuing education; curriculum and 72-credit program: Coun 596 Foundations of School Counseling ...... 3 instruction; and special and counselor edu- Total 72 cation. Using guidelines developed by pro-
†Only required for rehabilitation counseling specialization. ‡Coun 573 and 575 recommended prior to enrolling in these courses. G RADUATE SCHOOL OF EDUCATION 215
gram area faculty, the student works The student, in consultation with the adviser, will The cognate field. Students in admin- develop an integrative theme, for example: individually with his or her major adviser higher education; adult learning and develop- istration or postsecondary, adult, and con- to develop the area of specialization. The ment; student services; and training and develop- tinuing education must complete work in a ment. Examples of courses that may be used in a purpose is to provide depth in the areas of program are: field(s) outside the Graduate School of special interest to the student. This require- EPFA 521 Adult Learning (4) Education that complement(s) their degree ment may be met through a combination of EPFA 522 Motivating Adult Learners (4) program. The cognate might be used for coursework, field-based study, and directed EPFA 523 Assessing Adult Learning (4) several purposes: to gain further knowl- independent study. EPFA 533 Planning and Budgeting in Postsecond- edge about theories and conceptual frame- ary Education (4) General requirements. A minimum of EPFA 536 Postsecondary Curriculum (4) works developed by those in other fields 135 credits is required beyond the bacca- EPFA 537 Policy and Governance in Postsecondary that have been or might be applied to edu- laureate. Students must either satisfy Education (4) cation; to develop in-depth knowledge of degree requirements in place at the time of EPFA 541 The Community College (4) and skill with specific inquiry methods; admission or, at the student’s option, may Independent Study (variable credit) and to gain greater breadth in related fields: elect to apply requirements adopted after Total 24 12 to 18 credits. The cognate coursework admission. Continuous enrollment is Curriculum and Instruction for the special and counselor education required. CI 610 Research and Resources in Curriculum and program is as follows: Students with a The equivalent of three years of full- Instruction ...... 3 M.A./M.S. in special education must take Integrative Themes for Change ...... 30-33 time graduate study beyond the baccalau- The student, in consultation with the adviser, will 12-15 credits of coursework in counselor reate is required. A minimum of 72 credits either choose an integrative theme to be pro- education. Students with an M.A./M.S. in posed as part of the program planning process or must be completed at Portland State Uni- select an existing area of specialization, such as counselor education must take 12-15 cred- versity after admission to the doctoral pro- reading and language arts, or early childhood its of coursework in special education. A gram, to include the leadership core, education. Examples of integrative themes are: list of preferred coursework is available learning and human development, inclusive/mul- specialization, and dissertation. Courses ticultural education, and community and envi- from the Department of Special and numbered 808 are not allowed. ronmental renewal Counselor Education. Credits Total 33-36 Electives. Students may include up to Leadership core Special Education and Counselor Education 57 credits as electives. Electives might Ed 620 Doctoral Studies Proseminar ...... 4 SpEd/Coun 607 Problem-centered Studies in Spe- include courses taken as part of a master’s Ed 630 Principles and Practices of Learning ...... 4 cial and Counselor Education: degree program, additional education Ed 640 Organizational Leadership Theory Seminar I, II, III...... 18 and Research in Education ...... 4 courses taken by those coming from fields SpEd/Coun 609 Internship†...... 12 Ed 650 Educational Policy and Politics ...... 4 in College Teaching (3-6) other than education, and additional cog- Ed 660 Foundations of Research Paradigms and and/or in Pre-service Supervision (3-6) nate work. Methods...... 4 and/or in School Settings (3-6) Ed 661 Qualitative Research Methods in Comprehensive examination. The Education...... 4 and/or in Community Agencies (3-6) comprehensive examination covers both Ed 662 Quantitative Research Methods in Total 30 the leadership core and the specialization Education...... 4 and is taken in two parts. The first, taken Specialization ...... 24-36 Dissertation. The doctoral dissertation Administration when the student has completed or is near- represents original and independent ing completion of the leadership core, is Common Core Courses ...... 8 inquiry that is a contribution to knowledge EPFA 610 Theory and Research in Educational designed to assess a student’s ability to inte- Administration (4) or is of value for educational practice. Stu- grate and extend knowledge in the leader- EPFA 610 Social, Historical, Philosophical, and Cul- dents may elect to employ one of several ship core. The second, focused on the tural Foundations of Educational Administration different approved inquiry strategies, (4) specialization, is designed to assess a stu- Integrative Themes...... 16 including—but not limited to—traditional dent’s ability to integrate and apply theoret- The student, in consultation with the adviser, will research designs and methods, ethno- ical concepts and research results that develop a program in one of the following inte- graphic and descriptive case studies, policy grative themes. It is possible to use courses from inform the dissertation project. more than one theme in developing a new inte- analyses, product development and field grated theme. testing, and program evaluation. A mini- District-level Administration. Coursework for the mum of 18 credits is directed toward the superintendent license may be used in this Licensure theme. dissertation project. School-level Administration. Coursework for the With the following exceptions, the administrator license may be used in this theme. requirements for the Ed.D. degree are the Graduate Teacher Education Educational Policy. This theme focuses on policy development and political processes, building on same as the general requirements for doc- Program a solid foundation in educational sociology, his- toral degrees at PSU. Candidates for the Programs in early childhood education (age tory, philosophy, research, evaluation, diversity, and pluralism. Ed.D. degree may fulfill the residency 3-grade 4), elementary education (grades requirement after admission to the doctoral 3-8), mid-level education (grades 5-10), Total 24 program in one of three ways. All require high school education (grades 7-12), spe- Postsecondary, Adult, and three consecutive terms of full-time cial education, and library/media are Continuing Education approved graduate study at PSU (at least Required Courses ...... 12 offered for students who wish to teach in EPFA 607 Advanced Postsecondary Seminar (4) 9 credits per term). The options are: the public schools. Successful completion EPFA 520 Developmental Perspectives on Adult coursework, the study of practice (i.e., of these programs culminates in a recom- Learning (4) field-based work), or dissertation. Students mendation to Oregon’s Teacher Standards EPFA 538 Contemporary Issues in Postsecondary Education (4) are expected to carry less than a full-time and Practices Commission for the Initial Integrative Themes...... 12 job assignment during the residency Teaching License. A Continuing License is period. Foreign language competency is issued when a teacher has achieved all not required for the Ed.D. degree. three of the following: (a) earned a master’s
†Minimum of 12 credits. As part of each internship, students, and faculty will attend an internship seminar. 216 P ORTLAND STATE UNIVERSITY
degree, (b) verified three years or more of CI 548 Advanced Secondary Methods: tion to an elementary license and for those Specialty Areas ...... 3 successful teaching in Oregon public CI 554 Student Teaching I...... 6 pursuing a master’s degree in curriculum schools, and (c) successfully documented CI 555 Student Teaching II...... 15 and instruction with a specialization in achievement of the eight standards the state SpEd 418/518 Survey of Exceptional Learners ...... 3 ECE. has identified for the Continuing License. Departmental Methods or other course ...... 3 Program requirements: ECE The dual Elementary Education/Special Total 56 The ECE endorsement program consists of Educator endorsement option is a five-term Secondary education at Portland State 18 credits of comprehensive coursework program of integrated coursework and field and 3 credits of integrated practicum expe- experiences in special education and gen- University is available in the following endorsement areas: art, biology, business, rience. Courses may be taken solely to eral education. meet authorization requirements, as an Admission. The Graduate School of chemistry, drama, drama/language arts, for- eign languages, health education, inte- integrated component of the M.A./M.S. Education has a number of general require- program in curriculum and instruction, or ments for admission to its programs in grated science, language arts, mathematics, music, physics, social studies, and speech. for an ECE focus in other programs such as teacher education including, but not lim- counselor education, special education, ited to: Basic subject matter endorsement require- ments are outlined in the appropriate and educational administration. 1. Bachelor’s degree from an accredited departmental section of this catalog. Credits institution Advising in subject matter endorsement CI 570 Child Development and Education ...... 3 CI 571 Play: Curriculum in Early Childhood 2. Admission to PSU areas is through the appropriate academic Education ...... 3 3. Cumulative 3.00 GPA department. Students completing the sec- CI 572 Language and Literacy in Early ondary education program are eligible to Childhood Education...... 3 4. Psy 311 Human Development (or CI 573 Assessment in Early Childhood Education ... 3 equivalent) teach in grades 7-12 in integrated subjects EPFA 546 Early Childhood Education: 5. C-BEST (California Basic Educational and departmental assignments. Students in Relationships with Home & Society ...... 3 Skills Test) PRAXIS-PPST (Pre-profes- the following endorsement areas are eligi- SpEd 580 Accommodating Children with ble to teach in grades K-12, provided that Special Needs in Early Childhood Education...... 3 sional Skills Test) CI 509 Practicum in Early Childhood Education ...... 3 they have completed student teaching and/ 6. PRAXIS Examinations— or practicum in two authorization levels Total 21 Early Childhood, Elementary, and Mid-level: (early childhood/elementary and middle- MSAT (Multiple Subjects Assessment for level/high school): Art, music, ESL/bilin- ESL/Bilingual endorsement Teachers) from the Core Battery gual education, physical education, and The Graduate School of Education offers a Mid-level and High School: Specialty Area special education. Students who wish to Test program leading to an ESL/Bilingual teach at the middle level (grades 5-10) endorsement for teachers already holding a 7. Departmental recommendation (sec- must complete a practicum, a work sam- valid Oregon teaching license. The autho- ondary only) ple, and submit passing scores on the rized program is as follows: 8. Proficiency in the use of computers and Praxis MSAT and specialty area examina- Credits Ed 420/520 Introduction to Education and tions. For more details, visit the office of Ling 422/522 How Do People Learn a Second Society (or the equivalent) are strongly rec- the Graduate Teacher Education Program. Language ...... 3 Ling 423/523 Taking Stock: Assessment ommended. Program requirements: Dual elemen- and Evaluation in Programs with Language Specific program admission require- tary education/special educator Minority Students ...... 2 CI 443/543 Effective Teaching Strategies and ments and application materials are avail- The Graduate School of Education offers a Materials for Working with Linguistically and able in each department in the Graduate dual elementary/special educator endorse- Culturally Diverse Students ...... 3 School of Education. ment option in a 76-credit, five-term pro- SpEd 455/555 Working with LEP Children Who Have Special Needs...... 2 Program requirements: Early childhood and gram of integrated coursework and field EPFA 465/565 ELL School/Community Relations ..... 3 elementary Credits experiences. Students with these two CI 511 Classroom Management ...... 3 EPFA 466/566 Impact of Language and endorsements are licensed to teach early Culture in the Classroom...... 3 CI 512 Teaching and Learning ...... 3 childhood and elementary (pre-K-8) grades EPFA 467/567 ESL/Bilingual Program CI 513 Classroom Instruction and Technology ...... 5 Design and Models ...... 3 CI 514 Multicultural and Urban Education ...... 3 and special education (K-12) grades. Fac- CI 409/509 ESL Bilingual Practicum ...... 3 CI 515 The Reflective Practitioner ...... 3 ulty from both curriculum and instruction CI 516 Integrated Methods I: Reading/ and special education are instructors in this Total 22 Language Arts ...... 5 CI 517 Integrated Methods II: Health, inclusion program. This program reflects Science, Soc. Studies ...... 5 the rapidly changing nature of America’s Educational media/ CI 518 Integrated Methods III: Art/Math/ schools, where students with disabilities librarianship Music/PE ...... 5 are being integrated into regular classrooms CI 550 or CI 552 Student Teaching I ...... 6 For information on the educational media/ CI 551 or CI 553 Student Teaching II ...... 15 with increasing frequency. PSU faculty librarianship program, please call the Grad- SpEd 418/518 Survey of Exceptional work with local school districts in provid- uate School of Education for an informa- Learners ...... 3 ing field experiences that complement tion packet. Total 56 coursework. Program requirements: Mid-level and Early Childhood Education (ECE). Port- Educational administration high dchool Credits land State University offers a graduate-level CI 509 Practicum: Field-Centered Activities ...... 3 program for preparation and professional Three authorized programs lead to institu- CI 511 Classroom Management...... 3 tional recommendations for initial and con- CI 512 Teaching and Learning ...... 3 development in early childhood educa- tion. A major portion of the coursework tinuing licensure of qualified persons for CI 513 Classroom Instruction and Technology ...... 5 positions as school principals, assistant CI 514 Multicultural and Urban Education ...... 3 and practicum meets the requirements for principals, school district superintendents, CI 515 The Reflective Practitioner ...... 3 the Oregon Early Childhood Education CI 519 Special Secondary Methods ...... 3 Endorsement. The program is designed for and assistant superintendents. All students CI 521 Reading and Composition in the those wishing to add the ECE authoriza- are required to have an approved program Content Areas...... 3 of study, as described below, filed with the G RADUATE SCHOOL OF EDUCATION 217
Graduate School of Education. Admission Credits Core Credits requirements and detailed program infor- EPFA 576 Education, Community and Society...... 4 †CI 522 Literacy Foundations...... 4 EPFA 577 Curricular and Instructional †CI 474/574 Assessing and Instructing Learners mation for each program are available from Leadership ...... 4 with Literacy Problems ...... 4 the Department of Educational Policy, EPFA 578 Communication and Conflict CI 529 School Reading Program Leadership...... 3 Foundations, and Administrative Studies Management in Educational Organizations ...... 4 Lib 532 Multicultural Literature K-12 ...... 3 (EPFA). EPFA 579 Standards-Based Reform and Student SpEd 563 Advanced techniques of reading...... 3 Learning ...... 4 Endorsement levels The Initial Administrator License EPFA 580 District and School Policy and Early childhood and elementary Operations...... 4 Program, referred to as Leadership 2000, CI 472/572 Language and Literacy in Early prepares individuals for positions as school EPFA 581 Legal and Financial Aspects of Childhood Education ...... 3 Education ...... 4 principals and assistant principals. This †CI 547 Advanced Elementary Methods: EPFA 507 Special Topics ...... 2 Reading...... 4 license requires completion of a master’s EPFA 507 Special Topics ...... 2 Elective...... 3 degree and three years of teaching experi- The Continuing License for Superin- Elementary and mid-level ence. The licensure program may be com- tendent Program builds on the knowl- CI 523 Language Arts in Middle Schools ...... 4 pleted either as part of a master’s degree in edge, skills, and attitudes developed in the CI 521 Reading and Composition in educational administration or subsequent the Content Areas...... 3 Continuing Administrator/Initial Superin- †CI 547 Advanced Elementary Methods: to the completion of a master’s degree in tendent program. The curriculum consists Reading...... 4 the professions from a regionally accredited of six special problems seminars. Much of Mid-level and secondary institution. The initial administrator curric- †CI 548 and CI 509 Advanced Secondary this curriculum will be delivered electroni- Methods: Reading and Composition and ulum includes: cally. Students will also meet regularly to Practicum ...... 4 Credits discuss key issues of educational reform Lib 529 Young Adult Literature...... 3 EPFA 570 Human Relations and Educational Elective...... 3 Foundations ...... 4 implementation. EPFA 571 Teaching, Learning, and Curriculum ...... 4 Credits Total 27-28 EPFA 572 Human Resource Development and Orga- EPFA 501 Research: Assessing Effectiveness of nizational Change ...... 4 Instructional Programs ...... 4 EPFA 509 Administrative Practicum...... 9 EPFA 506 School Board, District, and School counseling licensing EPFA 507 Seminar ...... 3 Community Collaboration...... 4 The school counseling specialization has EPFA 506 Managing Conflict and three options: track I, track II, and licen- Total 24 Community Relations ...... 4 EPFA 506 Analysis and Evaluation sure only. Continuing licensure. The Oregon of District Policy ...... 4 Track I. The program consists of 72 Teacher Standards and Practices Commis- EPFA 506 Educational Planning and credits of study leading to an M.A. or M.S. sion (TSPC) issues two licenses, the initial Facilitating Management ...... 4 EPFA 510 Politics and Policy Processes in in education: school counseling specializa- and continuing. Portland State University’s Education ...... 4 tion. The program is for individuals with Curriculum and Instruction Department Students who completed an earlier two years’ teaching experience. It may be offers programs in both the initial and con- licensure program (Basic and Standard completed in two phases: Initial License tinuing license for licensed Oregon teach- Administrator, or Basic and Standard (36 credits) or Continuing License (36 ers who have completed an initial teacher Superintendent) should consult with the credits, three years’ experience as a school education program. Oregon teachers who Department of Educational Policy, counselor, and completion of a portfolio have obtained initial teacher licensure have Foundations, and Administrative Studies to documenting professional development as up to six years to complete requirements determine what new license requirements defined by OAR 584-070-0090.) for the continuing license. For information must be met. Track II. Track II students must com- about the continuing license, please con- plete the entire program before being eligi- tact the Graduate School of Education Reading ble for the Initial School Counselor (503-725-4619). License. The program consists of 72 credits The Continuing Administrator/Ini- The literacy education faculty have of study leading to the approved M.A./M.S. tial Superintendent Licensure Program, designed a program which works to in counseling in education: school counsel- referred to as the Executive School develop classroom teachers, reading spe- ing specialization. Since track II is designed Leadership Program, prepares individuals cialists, and district reading personnel for individuals who cannot document two for positions as continuing school adminis- whose practice grows out of a solid years’ teaching experience, TSPC requires a trators and as initial school district grounding in theory and research and 6-credit, 200-clock-hour teaching require- superintendents. This program assumes reflects the best current thinking in the ment as part of their program. After gradu- completion of the initial administrator pro- field. This includes consideration of: ation, the Continuing License requires ◆ gram or its equivalent, and one year of full- Best practices and national and literacy experience as a school counselor, and com- time study (or its equivalent) in a planned standards. pletion of a portfolio documenting profes- ◆ licensure program beyond the master’s The variety of methodologies and sional development as defined by OAR degree. resources available for creating class- 584-070-0090. There are two options for the comple- room literacy environments. Licensure only. Students enrolled in the ◆ tion of this program: Option I includes a Principles and practices of working licensure only option must be graduates summer program (three summers followed with students needing extra help with from an accredited master’s program in by practicum completed during each aca- literacy. counseling, psychology, or social work that ◆ demic year); Option II includes an aca- Authentic assessment practices. required a clinical practicum focused on demic year program (two years). Completion of the following course- individual and group counseling skills. work, the PRAXIS Specialty Area Exam in Graduate degrees in teaching or education Reading, and a 90 hour practicum are are not accepted. The program is designed required for an Oregon reading endorse- to meet the requirements for the Initial ment. Courses numbered 808 are not School Counselor License approved by allowed. TSPC. Students must complete 33 credits
†Includes a 30-hour practicum. 218 P ORTLAND STATE UNIVERSITY
in the school counseling core to be eligible counselor. Students must document their equivalents) and experience in educa- for licensure. Continuing License requires professional development as defined by tion such as: regular education teacher, experience as a school counselor and docu- Oregon Administrative Rules (OAR instructional assistant, substitute teacher, mentation of professional development as 584-070-0090). special education teacher, community pro- defined by OAR 584-070-0090. Additional information about require- gram experience, or Mt. Hood Kiwanis All students in the licensure only ments and specific courses can be obtained Camp; are prerequisites for admission to option must take the school counseling from members of the Counselor Education the special education licensure programs. specialization core courses. The Teacher faculty responsible for advising students in Applicants without experience are encour- Standards and Practices Commission the school counseling specialization. aged to enroll in SpEd 460 Outdoor Ed/ requires school counselors to have two Recreation for a two-week summer camp years’ experience as a licensed teacher experience at Mt. Hood Kiwanis Camp in a public school setting. Individuals in Special education licensure with students with disabilities to determine need of the teaching requirement must programs if they wish to pursue a career serving pop- take the six-credit, 200-clock-hour The PSU Graduate School of Education ulations with special needs) teaching experience sequence. offers licensure and endorsement programs Credits Students in the licensure only pro- for: Psy 311 Human Development ...... 3-4 gram are required to take the Profes- ◆ Persons seeking their special education Mth 211 Foundations of Elementary Mathematics ...... 3-4 sional Portfolio course, designed to help endorsement who do not currently hold Ed 420/520 Intro to Education and Society ...... 3-4 students document their professional an Oregon teaching license. Highly recommended: experience and coursework from their ◆ Teachers who hold a valid Oregon SpEd 418/518 Survey of Exceptional Learners...... 3 prior degree program. The purpose of teaching license in general education SpEd 519 Principles of Special Education ...... 3 the Professional Portfolio is to deter- and wish to add the special education For further information about the spe- mine if additional courses, such as Mul- endorsement. cial education program, please call the ticultural Perspectives, are needed to ◆ Teachers who hold a valid Oregon Graduate School of Education for an infor- meet the counselor education program teaching license in special education mation packet. You may also attend a gen- and TSPC requirements for the Initial and wish to take advanced specialty eral advising session in the special School Counselor License. Up to 78 coursework as part of their continuing education office. Call the School for days additional credits may be required. professional development plan. and times of sessions (503-725-4619). All students (track I, track II, and licen- ◆ Persons who wish to complete a Master PSU offers state licensure and endorse- sure only) are required to: of Arts (M.A.) or Master of Science ments in the following areas: ◆ Pass the California Basic Educational (M.S.) degree in special education. ◆ Special Educator: Elementary (Initial Skills Test (CBEST) with a score of 123+ Dual endorsement options. The Spe- and Continuing License) for entrance into the program. cial Education program offers a dual ◆ Special Educator: Secondary (Initial and ◆ Complete a school counseling work endorsement option in elementary educa- Continuing License) sample and professional portfolio docu- tion (general education licensure) and spe- ◆ Visually Impaired Learner (Initial and menting the knowledge, skills, and cial education, referred to as the inclusion Continuing License) competencies required by TSPC. program. A second dual endorsement pro- ◆ Early Childhood/Early Intervention ◆ Complete a 200-clock-hour practicum gram is offered in special education and (Initial and Continuing License) and a 600-clock-hour internship over vision impairments. These programs Special Educator Initial Endorsement two year’s; internship includes place- include a dual student teaching experience. Program—Elementary (Age 3-grade 8) ment in an early childhood/elementary Students who complete these programs SpEd 506 Specialized Techniques...... 2 and/or in a middle/high school setting. receive two endorsements. Information SpEd 509 Practicum: Functional Life Skills ...... 3 ◆ Have two years’ teaching experience. about these programs is available from the SpEd 509 Practicum: Academic Skills ...... 3 Students without two years’ teaching Graduate School of Education. SpEd 520 Collaboration I: Families and Community–Elementary and Early experience must complete a 200-hour Continuing licensure. The Oregon Intervention ...... 3 teaching experience practicum and take Teacher Standards and Practices Commis- SpEd 526 Instructional Methods I: Literacy– a 6-credit course sequence. sion (TSPC) issues two licenses, the initial Elementary ...... 3 ◆ SpEd 527 Instructional Methods II: Math– Pass the Praxis II: Specialty Area Coun- and the continuing. The Portland State Elementary ...... 3 selor (School Guidance and Counsel- University special education program offers SpEd 522 Collaboration II: Inclusion ing, 20420) test with score of 630+ to programs in both the initial and the con- Strategies ECE/Elementary ...... 3 be eligible for licensure. tinuing. The continuing license is available SpEd 510 Instructional Technology...... 1 ◆ Be fingerprinted and pass an anti-dis- for licensed Oregon teachers who have Ed 511 Reading/Language Arts Pre-K-12 ...... 3 SpEd 513 Classroom Assessment and crimination test. added the Initial Special Educator endorse- Instructional Planning...... 3 ◆ After graduation and licensure, verify ment either by passing the PRAXIS exam or SpEd 510 Student Teaching Seminar– three years of one-half time or more who have completed an Initial Special Edu- Elementary ...... 1 SpEd 532 Functional Assessment and counseling experience in Oregon public cator program. Oregon teachers who have Curriculum I...... 4 schools or in Oregon private schools obtained the Initial Special Educator SpEd 534 Functional Assessment and accredited by the Northwest Associa- endorsement have up to six years to com- Curriculum II...... 4 tion of Schools and of Colleges and plete requirements for the continuing SpEd 512 Diagnostic Assessment ...... 3 SpEd 521 Behavior Management in the Universities as a requirement for Con- license. For information about the continu- Classroom ...... 3 tinuing License as a school counselor. ing license, please contact the Graduate SpEd 525 Student Teaching-Elementary...... 12 ◆ Develop a professional portfolio as a School of Education (503-725-4619). Total 54 school counselor with an Initial License Special education common as a condition for recommendation for background required. In addition to a the Continuing License as a school bachelor’s degree, the following courses (or G RADUATE SCHOOL OF EDUCATION 219
Special Educator Initial Endorsement transmission and transformation. Includes one- Ed 630 Program—Middle Level/High School credit (30 hour) assigned practicum in public Principles and Practices of Learning (4) (Grade 5-Grade 12) school setting. The study of theories of learning in a variety of educational contexts: classrooms, counseling, SpEd 506 Specialized Techniques...... 2 Ed 507 Seminar (Credit to be arranged.) and non-school settings. Study of the narratives SpEd 509 Practicum: Functional Life Skills ...... 3 of teaching and learning to analyze the enact- SpEd 509 Practicum: Academic Skills ...... 3 Ed 509 ment of theory and to examine the variety of SpEd 523 Collaboration I: Work-Based Learning Practicum of Children/Youth (Credit to be (Mid-level/High School) ...... 3 arranged.) ways to research learning. Prerequisite: admis- SpEd 528 Instructional Methods I: Literacy Consent of instructor. sion to doctoral program or permission of (Mid-level/High School) ...... 3 instructor. SpEd 529 Instructional Methods II: Math and Con- Ed 510 tent Instruction: (Mid-level/High School) ...... 3 Experimental Course (Credit to be Ed 640 SpEd 524 Collaboration II: Schools and arranged.) Organizational Leadership Theory and Inclusion Strategies (Mid-level/High School)...... 3 Research in Education (4) Ed 511 Organizational and leadership theory and SpEd 510 Instructional Technology...... 1 Reading/Language Arts Pre-K-12 (3) research in education informing the study, prac- SpEd 513 Classroom Assessment and Provides an overview of language development Instructional Planning...... 3 tice, and improvement of educational policy and and general education literacy instruction from SpEd 510 Student Teaching Seminar– practice in school and non-school contexts; pre-kindergarten to 12th grade. Age-appropri- Secondary...... 1 emphasis on emergent perspectives and their ate methods for literacy instruction at each grade SpEd 532 Functional Assessment and significance for theory, research, and practice. Curriculum I...... 4 level are discussed and evaluated with respect to Prerequisite: admission to doctoral program or SpEd 534 Functional Assessment and Curriculum II 4 the exceptional learner. Prerequisites: Psy 311, permission of instructor. Ed 511 Reading/Language Arts K-12 ...... 3 Ed 520. SpEd 512 Diagnostic Assessment ...... 3 Ed 650 Ed 525 SpEd 521 Behavior Management ...... 3 Educational Policy and Politics (4) Student Teaching (6-15) SpEd 525 Student Teaching The study of how policy is proposed, adopted, (Mid-level/High School) ...... 12 Ed 620 implemented, and changed in educational orga- Doctoral Studies Proseminar (1-4) nizations. Special emphasis on the political pro- Total 54 This three course four-credit sequence is cess and how it influences the policy cycle. Vision Impaired Learner Initial required for all doctoral students and is taken Prerequisite: admission to doctoral program or during the first year of doctoral study, beginning permission of instructor. Endorsement Program with two credits in the fall and one credit each in SpEd 509 STE I Visually Impaired ...... 3 winter and spring terms. The course is designed Ed 660 SpEd 509 STE II Visually Impaired ...... 3 to extend and deepen thinking about education, Foundations of Research Paradigms and SpEd 510 Collaboration...... 3 Methods (4) “educational leadership” and inquiry through An introduction to research paradigms and SpEd 510 Student Teaching Seminar ...... 1 shared readings, interaction with faculty and SpEd 521 Behavior Management ...... 3 research methodologies that are useful to better local educational leaders, and critical reflective SpEd 525 Student Teaching Visually Impaired ...... 12 understand and/or address problems of educa- writing and conversation. Students are expected SpEd 540 Education of the Visually Impaired tional practice. Provides doctoral students with Learner ...... 3 to initiate and maintain a learning and a profes- knowledge of basic processes of inquiry so they SpEd 541 Implications of Vision Problems of Chil- sional portfolio and by the end of spring term to are able to begin designing individual research dren/Youth ...... 3 develop and present a formal paper that exam- projects. Prerequisite: admission to doctoral pro- SpEd 542 Assessment of Visually Impaired...... 2 ines an educational issue using frameworks and SpEd 544 Methods of Teaching Academics: gram and/or EPFA 511 or 515 or permission of concepts from Ed 630, 640 and 650, which are instructor. Visually Impaired Learners ...... 3 also taken during their first year. This paper may SpEd 545 Orientation and Mobility/Life Skills ...... 3 serve as an initial draft of the doctoral core Ed 661 SpEd 546 Braille 1 ...... 3 examination paper. Prerequisite: admission to Qualitative Research Methods in Education SpEd 547 Braille 2 ...... 2 (4) SpEd 575 Braille 3/Technology for the Visually doctoral program or permission of instructor. Introduces qualitative research methods of data Impaired ...... 3 collection and analysis in education. Reviews Total 47 theoretical foundations, field research problems, Early Childhood/Early Intervention Endorsement Program Please contact the Graduate School of Edu- cation for information about this program (503-725-4619). Courses
Education Courses with an asterisk (*) are not offered every year. Ed 407 Seminar (Credit to be arranged.) Ed 410 Experimental Course (Credit to be arranged.) Ed 420/520 Introduction to Education and Society (4) Explores the nature of public education in the social context of the United States. Purpose is to develop critical ways of thinking about schools as social institutions and as a means of cultural 220 P ORTLAND STATE UNIVERSITY
and qualitative data collection and analysis CI 351 will develop a word-processed document, a methods including participant observation, Science, Social Studies and Health for database, a spreadsheet application, a survey, depth interviewing, and development of Young Children (5) and a statistical document. Prerequisite: CI 432 grounded theory. Prerequisite: admission to doc- This course will provide preparation for plan- or equivalent. toral program or permission of instructor. ning, implementing, and evaluating develop- mentally appropriate integrated teaching and CI 443/543 Effective Teaching Strategies and Materials Ed 662 learning experiences in science, social studies Quantitative Research Methods in for Working With Linguistically and Education (4) and health for young learners, ages 4-8 years. Culturally Diverse Students (3) Introduces quantitative research methods of data Prerequisites: admission to teacher education; What strategies and materials work in teaching collection and analysis in education. Reviews CI 251. children who are learning English? Become theoretical foundations, applications and design CI 401/501 acquainted with the current research on identifi- issues of methods such as survey, correlational Research (Credit to be arranged.) cation, development, and practice of develop- and experimental research. Also, introduces how Consent of instructor. mentally and linguistically appropriate strategies to conduct a statistical data analysis and use CI 402/502 and materials to effectively engage English Lan- such methods as correlation, t-test, analysis of Independent Study (Credit to be arranged.) guage Learners (ELL) at all grade levels in the variance and chi-square. Prerequisite: admission CI 403/503 learning process. Special attention will be given to doctoral program or permission of instructor. Thesis (Credit to be arranged.) to students’ bilingual/bicultural characteristics as Ed 700 CI 404/504 important aspects of developing successful cur- In-service Education (Credit to be Cooperative Education/Internship (Credit riculum. arranged.) to be arranged.) CI 458/558 Credits are for district in-service and are not CI 405/505 Instruction and Management in counted toward a graduate degree or specialist Reading and Conference (Credit to be Kindergarten/ Primary Grades (3) license. arranged.) This course will consider growth and develop- Consent of instructor. ment characteristics of children ages 5-8 years CI 406/506 and research on teaching for planning educa- Curriculum and Special Problems (Credit to be arranged.) tional programs, curricula, instruction, environ- ment, management, and guidance. Instruction CI 407/507 Seminar (Credit to be arranged.) CI 472†/572 CI 199 Language and Literacy in Early Childhood Special Studies (Credit to be arranged.) CI 408/508 Workshop (Credit to be arranged.) Education (3) CI 251 Helps teachers understand, assess, and promote Introduction to Early Childhood Education CI 409/509 early experiences with language that contribute Practicum (Credit to be arranged.) (3) to the process of becoming literate. Prerequisite: Consent of instructor. This course will provide an overview of the early Undergraduate early childhood education childhood education profession, including CI 410/510 coursework or teaching experience with young issues, research, historical influences, programs Experimental Course (Credit to be children. for young children, and career options. Field arranged.) CI 474/574 experience required. CI 432/532 Assessing and Instructing Learners with CI 252 Computer Applications for the Classroom Literacy Problems (4) (3) Instruction and Management in Preschool Focuses on working, particularly in the regular This course is designed for preservice or inser- Education (3) classroom, with students experiencing difficul- vice teachers who wish to become comfortable Growth and development characteristics of pre- ties in learning to read and write. It deals with: with the use of the computer to enhance class- school children (ages 3-5) for planning educa- theoretically-based understanding and analysis room teaching and learning. Topics include an tional programs, curriculum, instruction, (such as miscue analysis) of students’ reading introduction to computers and technology in scheduling and environment, management, and and writing; developing students’ reading and education; review and curriculum integration of parent communication. Field experience writing knowledge and strategies; social and courseware; use of word processing; designing required. Prerequisite: CI 251 or coursework in psychological aspects of literacy problems. A and using computer-based databases in the human growth and development. field experience, usually a case study, is classroom; computer literacy; and graphics soft- included. CI 253 ware for the classroom. Preschool Programming (3) † This course will provide experience and guid- CI 433/533 CI 475 /575 Computer Applications in Instruction (3) Supervision in Early Childhood Education ance in planning, implementing and evaluating Settings (3) developmentally appropriate teaching and learn- A comprehensive survey of the use of microcom- puters in instruction. Terminology, educational Integrates theory and research of adult and pro- ing experiences in preschool settings. Field fessional development with supervisory models experience required. Prerequisite: CI 252. applications, ethical issues, courseware, evalua- tion and selection, multimedia applications, and practices appropriate for early childhood CI 350 management tools for educators, planning and education settings. Prerequisite: Undergraduate Aesthetics and Physical Education for organizing for school computer use, hardware early childhood education coursework or teach- Young Children (4) ing experience with young children. This course will provide preparation for plan- selection, computer literacy and technological ning, implementing and evaluating developmen- literacy, and network resources for teachers. CI 491/591 Hands-on use of the computer to review Enriching Children’s Reading (3) tally appropriate integrated teaching and A study of the enrichment of children’s reading learning experiences in art, music, movement, courseware is an important part of the course. Prerequisite: CI 432 or equivalent. through literature. An advanced course designed drama, and physical education for young learn- for parents and teachers of nursery, kindergar- ers, ages 4-8 years. Prerequisites: admission to CI 434/534 ten, and elementary school children. Prerequi- teacher education; CI 251. Microcomputer-based Management and Research Tools for Educators (3) site: Lib 428/528. This course introduces educators to important CI 511 and useful tools for classroom use and personal Classroom Management (1-3) and professional use: word processing, database, Principles and practices of K-12 classroom man- spreadsheet, survey, and statistical applications. agement and discipline. Topics include organiza- Each class session includes demonstration and tion and logistics of classroom procedures, hands-on use of microcomputers. Each student communication and routine building, proce-
†Restricted to students in the Child and Family Studies degree program. G RADUATE SCHOOL OF EDUCATION 221
dures for prevention and resolution of disrup- CI 518 CI 525 tions, problem solving, decision making, and Integrated Methods III (1-5) Issues and Perspectives in the Teaching of multicultural and urban perspectives. Prerequi- Trends, practices, materials, and resources for Reading (3) site: admission to the teacher education teaching art, music, mathematics, and physical An examination of the development of current program. education in the elementary school. Includes practices in the teaching of reading. The identifi- content-specific methods and materials as well cation of major trends and issues and a critical CI 512 review of relevant past and present research. Pre- Teaching and Learning (1-3) as those appropriate to an integrated elementary Principles of human learning and related prac- curriculum. Field experience required. Prerequi- requisite: completion of student teaching. tices for classroom teaching. The psychology of sites: admission to the teacher education pro- CI 526 learning in a school setting includes both indi- gram; CI 512. Reading for the Creative and Gifted (3) vidual and group generalizations. The roles and CI 519 A study of the unique reading characteristics of functions of a classroom teacher as a facilitator of Special Secondary Methods (3) the creative and gifted and an overview of psy- learning, and a decision maker concerning pupil Problems and methods in selecting and organiz- chological and philosophical understandings needs and achievement. Prerequisites: admission ing materials for instruction: comparison and important for the teacher teaching reading to to the teacher education program; Psy 204 or evaluation of methods, laboratory techniques, these able students. Prerequisite: Lib 428/528. 205, Psy 311. supplies, equipment, or economy of time and CI 527 materials. Prerequisite: admission to the teacher CI 513 Enriching Reading in Secondary Schools (3) Classroom Instruction and Technology education program. A study of adolescent psychology and develop- (2-5) CI 520 ment in relation to reading, and the role of the Principles and skills for organization and presen- Linguistics for Teachers (3) teacher as a resource. In-depth investigation of tation of K-12 classroom instruction. Topics What should classroom teachers know about approaches to literature and reading as an act included are: student needs analysis, planning, language and how it works? This course will give and introduction to humanistic objectives, cre- direct and indirect instructional techniques, use teachers background knowledge about the ativity and value clarification through reading. of aides, assessment of pupil achievement, and sounds, grammar, meaning system, and social Prerequisite: Lib 429/529. evaluation of teaching. Includes mediated context of language and the implications these CI 528 instruction and preparation and use of instruc- have for classroom practice in reading, writing, Whole Language Approach to Literacy (3) tional materials. Prerequisite: admission to the and speaking. We’ll address topics like invented Designed to give the rationale and theory base teacher education program. spelling, the role of phonics in reading, the for the whole language approach to literacy and CI 514 teaching of grammar, and Black English and to examine appropriate classroom practices and Multicultural and Urban Education (1-3) other linguistic variations. materials for grades K-8. Principles, practices, promises, and problems of CI 521 CI 529 multicultural education, with emphasis in urban Reading and Composition in the Content School Reading Program Leadership (3) settings. Use of student and community diversity Areas (3) The course is for current or future administra- to enhance subject matter, learning, and class- Course designed to help educators guide their tors, coordinators, curriculum consultants, or room life. Characteristics, opportunities, and students in acquiring skills needed for adequate teachers whose responsibilities will include lead- needs of students in city schools presented with reading, thinking, writing, and study in content ership roles in the administration of school-wide examples of current effective practice. Political areas. Emphasis on the functional teaching of or district-wide reading programs. It deals with and sociological influences in U.S. educational reading and writing-the design and preparation long- and short-term objectives, school organi- system, especially urban school settings. of materials to use with textbooks in all school zational patterns, staff competencies, materials Prerequisite: admission to the teacher education subjects. Prerequisite: admission to the teacher selection, program evaluation, needs assessment, program. education program. and the use of community resources. Prerequi- CI 515 CI 522 site: CI 474/574 or equivalent. The Reflective Practitioner (1-3) Literacy Foundations (4) CI 536 Perspectives and techniques for formal and Focuses on the foundational areas of psychology, Language, Literacy, and Culture (3) informal analysis, information gathering, deci- history, theory, and research, and familiarizes Understanding the central importance of lan- sion making, value judgements about educa- teachers and reading specialists with varied ideas guage as it functions within educational con- tional practice. Prerequisite: admission to the about how reading and writing work and how texts. Implications of social, cultural, and teacher education program. they are learned, through the examination of linguistic diversity on teaching and learning. major theorists and researchers, both present CI 516 CI 545 Integrated Methods I (1-5) and past. Educating Early Adolescents (3) An integrated approach to literacy development. CI 523 Focuses on the nature of early adolescence and Deals with processes of becoming literate, the Language Arts in Middle Schools (4) examines theory and practice informing devel- content of instruction in the language arts, and Designed for teachers at the middle school level. opment of the philosophy of early adolescent methods for implementing an integrated curric- Explores the nature of teaching young adoles- education, organizational structures appropriate ulum. Includes field assignments in school set- cents, including developmental psychology and for these learners, and the diverse roles of the tings. Prerequisites: admission to the teacher methods of literacy education with a corre- middle-level teacher. Introduces students to the education program; Lib 490/590 or equivalent. sponding field experience. Includes ways of curriculum and delivery methods appropriate studying language through literature and the CI 517 for emerging adolescents. Integrated Methods II (1-5) arts, using writing and speaking to study lan- CI 547 Students explore trends, practices, materials, guage, language use in different academic set- Advanced Methods-Special Subject Fields in and resources for teaching health, science, and tings and content areas, and emerging trends for the Elementary School (4) social science in the elementary classroom. studying language in the 21st century. Concentrated study of recent trends and recur- Includes content-specific methods and materials CI 524 ring problems in selecting, organizing, evaluat- as well as those appropriate to an integrated ele- Writing Workshop (3) ing, and presenting concepts, information, and mentary curriculum. Field experience required. Primary focus is on establishing writing work- materials of instruction in subjects taught in ele- Prerequisites: admission to the teacher education shops in the elementary/secondary classrooms. mentary school: art, health, language arts, math- program, CI 512. Approach guides educators through all phases of ematics, music, physical education, reading establishing a writing workshop atmosphere. (includes one additional field work credit), sci- Inclusion of state writing standards and peer ence, social studies. editing procedures as well as integrating writing across the curriculum are included. 222 P ORTLAND STATE UNIVERSITY
CI 548 cation program; at least 14 credits in residence; CI 567 Advanced Methods-Special Subject Fields in cum. 3.00 GPA; 3.00 GPA in professional Curriculum and Culture (3) the Secondary School (3) courses. Admission by approved application to Understanding the cultural basis of instructional Concentrated study of recent trends in the cur- student teaching. materials in curriculum development and teach- riculum and methodology of the subject area. ing and how the organization of knowledge in a Investigates the problems and methods in select- CI 557 Mid-Level Student Teaching II (15) subject area and the explanation of new ideas are ing and organizing materials for instruction, Observation and full-time teaching in a middle influenced by cultural root metaphors. Planning including integration of media, computers, and or junior high school setting under direction of and administering the instructional materials technology. Separate courses in art, business supervising classroom teacher and university center in the modern school. The cooperative education, English, health, mathematics, supervisor. Direct responsibility for learning roles of the teacher, administrator, and librarian modern foreign languages, music, physical edu- activities developing skills in techniques of in curricular development and materials. cation, reading and composition, science, social teaching and classroom management; related CI 568 science, speech, theater arts. professional activities. Attend regularly sched- The Curriculum of the Public School (3) CI 550 uled seminar. Prerequisites: admission to teacher Overview of the public school curriculum with Student Teaching I, Early Childhood (6) education program; successful completion of emphasis on the various subject fields; organiza- Observation and some teaching under direction Student Teaching I; all appropriate GTEP meth- tion of the school for curriculum development; of supervising classroom teacher and University ods courses; 3.00 GPA in professional courses. education objectives; the course of study; evalu- supervisor in conjunction with assignments Admission by approved application two aca- ation of the public school curriculum. related to methods coursework and diagnosis of demic terms in advance. CI 570 individual needs. Prerequisite: admission to the Child Development and Education (3) teacher education program. CI 560 Action Research (3) In-depth study of child development theory, CI 551 Designed to help educators see themselves as principles, and current research, practice of Student Teaching II, Early Childhood (15) researchers, in order that they may conduct observational strategies, and application of Observation and teaching under direction of research in educational settings that contribute growth and development data to educational classroom teacher and University supervisor. to the improvement of education. Research programs for young children. Study will extend Direct responsibility for learning activities, questions and methods appropriate for practic- to decision making and developmentally developing skills in techniques of teaching and ing educators will be covered. appropriate practice in early childhood educa- classroom management; related professional tion. Prerequisite: Undergraduate early child- activities. Weekly seminar. Prerequisite: admis- CI 561, 562 Advanced Educational Psychology (3, 3) hood education coursework or teaching sion to the teacher education program. Review and development of modern viewpoints experience with young children. CI 552 in educational psychology with particular atten- CI 571 Student Teaching I, Elementary (6) tion to theories of learning and their application Play: Curriculum in Early Childhood Observation and some teaching under direction to school and educational problems; an exami- Education (3) of supervising classroom teacher and University nation of experimental material that seems most Study of stages of play, theory, and research on supervisor in conjunction with assignments useful and relevant to educational psychology. play, cultural differences in play, and adult role related to methods coursework and diagnosis of in facilitation of play. Curriculum will be individual needs. Prerequisite: admission to the CI 563 reviewed, developed, and integrated with a focus Teacher as Researcher (4) teacher education program. on play for teaching and learning, for child-cen- This course is intended to promote the philo- tered approaches, and for meeting needs of spe- CI 553 sophical approach and the skills necessary for cial learners. Prerequisite: Undergraduate early Student Teaching II, Elementary (15) new teachers to become effective researchers in childhood education coursework or teaching Observation and teaching under direction of their own classrooms. Teachers will improve experience with young children. classroom teacher and University supervisor. their ability to expand their practice through sys- Direct responsibility for learning activities, tematic study. This involves, for example, the CI 573 developing skills in techniques of teaching and development and use of teacher networks, the Assessment in Early Childhood Education classroom management; related professional skills necessary to locate, evaluate and use cur- (3) Study of and experience with a range of develop- activities. Weekly seminar. Prerequisite: admis- rent educational research, and the involvement mentally appropriate assessment strategies for sion to the teacher education program. of K-12 students in studying their own class- use in diagnostic, formative, and summative CI 554 rooms. Includes an introduction to action evaluation of growth and development of young Student Teaching I, High School (6) research as a tool for instructional improvement children and for appropriate educational deci- Observation and some teaching under direction and professional development. Teacher work sions in early childhood education settings. of supervising classroom teacher and University samples will provide a basis for expanded Prerequisite: Undergraduate early childhood supervisor in conjunction with assignments inquiry and instructional planning. related to methods and classroom management education coursework or teaching experience CI 565/665 with young children. coursework and diagnosis of individual needs. Theoretical Models of Curriculum (3) Prerequisite: admission to the teacher education Study of the history of curriculum and curricu- CI 580 program. lum theory in the United States. Emphasis is Theories of Instruction (3) An investigation of what happens in the class- CI 555 placed on the historical, philosophical, and sci- room, emphasizing the interrelatedness of learn- Student Teaching II, High School (15) entific foundations of curriculum theory. A main ing, subject matter, and teaching; testing of Observation and teaching under the direction of goal of the course is to provide a framework for scholars’ and the student’s own ideas against classroom teacher and University supervisor. evaluation, selection, and development of school concrete case studies of instruction; formulation Direct responsibility for learning activities, curricula. developing skills in teaching and classroom and defense of one’s own theory. Prerequisite: CI 566 teaching experience or consent of instructor. management; related professional activities. Curriculum Construction (3) Weekly seminar. Prerequisite: admission to the Evaluation of current curricular programs and CI 581/681 teacher education program. trends. Techniques and methods of curricular Issues in Education (3) An introduction to the study of contemporary CI 556 improvement. Leadership in curricular improve- issues which impact teaching and learning envi- Mid-Level Student Teaching I (6) ment. Preparation of a curriculum. Observation and teaching in a middle or junior ronments for K-12 students and their teachers. high school setting under direction of supervis- This course is a graduate seminar in which stu- ing classroom teacher and university supervisor dents will identify critical issues in contempo- in conjunction with assignments related to rary education and analyze those issues from a methods coursework and diagnosis of individual variety of perspectives. needs. Prerequisites: admission to teacher edu- G RADUATE SCHOOL OF EDUCATION 223
CI 601 EPFA 409/509 EPFA 446†/556 Research (Credit to be arranged.) Practicum (Credit to be arranged.) Early Childhood Education: Relationships CI 602 EPFA 410/510 With Home and Society (3) Independent Study (Credit to be arranged.) Experimental Course (Credit to be Considers the sociology of families and commu- CI 603 arranged.) nities in the development of cooperative rela- Dissertation (Credit to be arranged.) EPFA 418/518 tionships with programs for young children. Prerequisite: Undergraduate early childhood CI 604 Educational Leadership in Public Schools Cooperative Education/Internship (Credit (4) education coursework or teaching experience to be arranged.) Familiarizes students with the theoretical devel- with young children. opment, empirical studies, policies, and deci- CI 605 EPFA 447/547 Reading and Conference (Credit to be sion-making processes of public schooling. Administration of Early Childhood arranged.) Structured around a number of themes, includ- Programs (3) ing instructional leadership, moral leadership, Examines theory and practice informing the CI 606 Special Problems/Projects (Credit to be democratic leadership, facilitative leadership, administration/leadership of early childhood arranged.) curricular leadership, constructivist leadership, programs to include: 1) organizational configu- and ethical leadership in education. Students rations, 2) leadership and the dynamics of the CI 607 Seminar (Credit to be arranged.) explore the operational meaning of these per- work group, 3) developmentally appropriate spectives through a combination of experiences curriculum, 4) interaction with families of young CI 608 including class discussions, case studies, guest children, and 5) significance of poverty, race, Workshop (Credit to be arranged.) speakers, and interviews and observations of and gender for such programs. Prerequisite: CI 609 school leaders at work. child and family studies major or admission to Practicum (Credit to be arranged.) EPFA 429/529 an education graduate program. CI 610 Principles of Training and Development (3) † Selected Topics (Credit to be arranged.) EPFA 451 /551 Examination of the principles of training and Social Foundations of Education (4) CI 801 development with emphasis on applying adult Study of sociological theories that illuminate the Research (Credit to be arranged.) learning theory to the training function. Essen- effects of education on individuals and society. CI 802 tial principles include those related to develop- Problem areas in race, class, and gender are Independent Study (Credit to be arranged.) ing training objectives, selecting training explored in the process of examining theories of CI 804 methods and resources, sequencing the learning socialization, certification, allocation, and legiti- Cooperative Education/Internship (Credit experiences, and evaluating the training. mation and their application to historical and to be arranged.) Designed for trainers from a variety of work set- current educational situations. tings with a strong background in a content area CI 805 EPFA 452/552 Reading and Conference (Credit to be who have little background in adult learning History of Education (3) arranged.) theory and its application to training and devel- A general review of the growth and development CI 806 opment practices. of education in relation to the civilization of the Special Problems (Credit to be arranged.) EPFA 430/530 times; emphasis is placed upon the development CI 807 Course Design and Evaluation (4) of educational theories at various points in Seminar (Credit to be arranged.) Examination of the field of instructional pro- history. gram design for adult learners within the train- CI 808 EPFA 453/553 Workshop (Credit to be arranged.) ing and development field, in educational and History of American Education (4) CI 809 non-educational organizational settings. Focus The historical development of the American Practicum (Credit to be arranged.) on learning to design and manage instructional educational system, from European backgrounds CI 810 activities in response to training needs and skills and colonial beginnings to the present time. Experimental Course (Credit to be analyses. Students are required to select and use an appropriate design model, design a prelimi- EPFA 454/554 arranged.) Philosophy of Education (4) nary needs assessment, develop program goals Study and comparison of the philosophical bases and learning objectives, develop an instructional of educational ideas and of the educational Educational Policy, plan, develop a plan to assess student learning implications of philosophical thought. EPFA 554 Foundations, and and evaluate the program, and critically review includes an additional, concurrent 30 hour min- the design document. Major emphasis given to imum field project requirement. Administrative Studies developing the instructional design document that demonstrates a student’s ability to align and EPFA 455/555 EPFA 401/501 integrate effectively all aspects of the design pro- Gender and Education (4) Research (Credit to be arranged.) Explores the significance of gender in educa- cess and to incorporate adult learning theory. tional work. The focus will be on the history of EPFA 402/502 Prerequisite: EPFA 429/529. Independent Study (Credit to be arranged.) gender arrangements in educational organiza- EPFA 431/531 tions and the formation of gender roles in con- EPFA 403/503 Contemporary Issues in Training and Thesis (Credit to be arranged.) temporary American society, particularly in the Development (3) family, schools, and the economy. Students will EPFA 404/504 Building on competencies developed during pre- examine differential socialization of males and Cooperative Education/Internship (Credit vious courses in the training and development females, ongoing practices in educational organi- to be arranged.) series, provides a culminating experience to the zations that are gender-related and/or gender EPFA 405/505 series. Provides an opportunity for students to biased and the convergence of gender, race, and Reading and Conference (Credit to be examine national and local trends in training class in educational organizations. This course is arranged.) and organizational development and to prepare cross-listed as WS 455, may only be taken once EPFA 406/506 for ongoing professional growth in the context of for credit. EPFA 555 includes an additional, con- Special Problems (Credit to be arranged.) contemporary issues in the field. Prerequisite: current 30 hour minimum field project require- EPFA 429/529 plus two other courses in the EPFA 407/507 ment. Seminar (Credit to be arranged.) series. EPFA 408/508 Workshop (Credit to be arranged.)
†Restricted to students in the Child and Family Studies degree program. 224 P ORTLAND STATE UNIVERSITY
EPFA 456/556 EPFA 511, 512 EPFA 522 The Urban School and “at Risk” Status (4) Principles of Educational Research and Motivating Adult Learners (4) Draws upon theory, research, and practice for Data Analysis I, II (4,4) An examination of the complex relationships the examination of the conditions of being “at- Research paradigm; measurement and test char- between adult development, motivation, and risk” in urban schools. Explores the family, com- acteristics; planning and evaluation; library learning. Attention is given to the intra- and munity, and school environments and their rela- resources; identifying research problems; plan- interpersonal dynamics that motivate human tionships in the hindrance of development of ning research; types of research; research behavior in general and adult learning and children and youth leading to their “at-risk” designs, central tendency, variability and rela- behavior within organizational contexts specifi- status. This course is cross-listed with Urban tionships; sampling, sampling error, and cally. Prerequisite: graduate standing. Studies. EPFA 556 includes an additional, con- hypothesis testing; crossbreaks; one, two, and EPFA 523 current 30 hour minimum field project require- multiple group, and multiple independent vari- Assessing Adult Learning (4) ment. able designs; computer applications; information Introduction to the approaches, processes, and EPFA 457/557 systems. Prerequisite: graduate standing. tools that can be used to assess adult learning. Cultural Pluralism and Urban Education EPFA 513 Emphasis is given to applications at the class- (4) Advanced Research Designs and Data room and program levels and to practices that This course is designed to explore the process of Analysis in Education (4) themselves contribute to adult learning. Course education policy development and implementa- Designs for multiple independent variables; includes an additional, concurrent 30 hour min- tion in culturally diverse, urban environments. equating designs for multigroups; designs for imum field project requirement. Prerequisite: The course is organized around several cultural multiple dependent variables; follow-up proce- EPFA 517. dures for multiple dependent variable designs; pluralism perspectives; among the topics to be EPFA 525 explored are the issues of socialization of the selected data collection methods, including Context and Community Building in child, governmental operations, educational questionnaires, interviews, observation, sociom- Student Services (4) administration, teacher preparation and curricu- etry, and objective tests and scales; computer Provides an introduction to the professional field lum design. EPFA 557 includes an additional, application in the use of selected designs. of student services within the context of higher concurrent 30 hour minimum field project Prerequisite: EPFA 512. education and develops student capacity and requirement. EPFA 514 skill for participation in a learning community. EPFA 465/565 Educational Measurement and Prerequisite: graduate standing. Assessment (4) ELL School Community Relations (3) EPFA 526 Learn how to work with families to overcome Minimum competency, norm-referenced, and Facilitating Student Success in barriers to setting-up support systems in and out criterion-referenced tests; classroom student Postsecondary Education (4) of school. Access appropriate community assessment; characteristics and levels of mea- Provides an introduction to theory and research resources that can be critical for ensuring class- surement; reliability; validity; interpreting test related to factors and conditions that affect stu- room success with ELL students. Gain under- scores; standardized tests; using performance dent success in postsecondary education and to standing about other culture’s orientation to standards; planning and constructing classroom assessment approaches and techniques in stu- education and school. Learn strategies to selection; supply and performance tests; portfo- dent services. Informed by theory, research, and build bridges between home, school, and the lio assessment; evaluating test items. Prerequi- practice, students develop an intervention pro- community. site: graduate standing. posal related to facilitating student success and a EPFA 466/566 EPFA 515 plan for assessing that intervention. Prerequisite: Impact of Language and Culture in the Program Evaluation (4) graduate standing. Classroom (3) An examination of evaluation theory and EPFA 527 Learn the importance of intercultural communi- approaches and their applications in educational Legal Issues in Higher Education (2) cation in working with children from a wide settings. Emphasis is given to program evalua- Provides a general introduction to the law range of cultures in today’s classroom. Survey tion and to understanding how the usefulness of related to higher education and the practice of the cultural, linguistic, educational, and ethical evaluation results may be increased. Prerequi- student services professionals in higher educa- issues present in all classrooms today. Study the site: graduate standing. tion settings. In addition to the substance of sociological and language issues and immigra- EPFA 520 related law, the course explores how the law is tion history. Learn how to identify and appreci- Developmental Perspectives on Adult applied in rules and policy and how ethical stan- ate cultural factors that affect social adjustment Learning (4) dards and principles impact that application. and learning. Explores professional applications of adult Prerequisite: graduate standing. development theory and research to facilitating EPFA 467/567 EPFA 528 ESL/Bilingual Program Design and Models adult learning in a wide variety of contexts, Leadership and Ethical Practice in Student (3) including formal educational and training pro- Services (2) Exemplary schools provide second language grams as well as general environments such as Serves as an introduction to alternative theories learners with a rich intellectual diet, not a reme- learning organizations. Course includes an addi- of leadership, related research on leadership dial or basic skills curriculum. They expect all tional, concurrent 30 hour minimum field practice and leadership challenges faced by stu- students to achieve high standards in literacy project requirement. Prerequisite: admission to a dent services professionals in postsecondary and other academic areas. Learn how these graduate program. education. Students develop a personal leader- schools combine their understandings and apply EPFA 521 ship profile and finalize a set of guiding princi- the knowledge of local, state, and federal laws Adult Learning (4) ples for their own practice of leadership. and policies along with pedagogical consider- An examination of challenges facing those who Prerequisite: graduate standing. ations to create effective programs. Participants plan, implement, and evaluate learning opportu- EPFA 533 will examine a variety of local, regional, and nities for adults; alternative approaches and Planning and Budgeting in Postsecondary national program models for ESL and Bilingual designs. Issues reviewed from perspectives of Education (4) instruction. This will create opportunities to educational program providers and adult learn- Provides an introduction to the planning and develop expertise in assessing the critical com- ers. Relevant theory and research will be budgeting processes used in colleges and univer- ponents of programs serving pre-school through reviewed. Course includes an additional, con- sities. Major emphasis is placed on key concepts, adults. current 30 hour minimum field project require- planning models, and applications to institu- ment. Prerequisite: graduate standing. tional cases. Strategies for linking planning and budgeting function will be explored. Students will examine and use various planning and bud- G RADUATE SCHOOL OF EDUCATION 225
geting tools and techniques. Budget reduction EPFA 560 EPFA 569 and the connection between planning and Supervision and Evaluation of Instruction Introduction to Educational Administration assessment will be examined. Prerequisite: grad- (4) (4) uate standing. The role of the supervisor in keeping education Introductory course required of applicants to the geared to the changing demands of society; theo- Initial Administrator certificate program. Con- EPFA 536 ries of leadership; group processes and individ- siders educational, social, political, economic, Postsecondary Curriculum (4) Provides an introduction to the field of curricu- ual conference techniques; action research and organizational, and cultural forces shaping U.S. lum or program design for adult learners and related approaches to curriculum change; analy- public schools and their administration. Course introduces students to a process of program sis of concrete supervisory problems. includes an additional, concurrent 30 hour min- planning and development. Curriculum devel- EPFA 561 imum field project requirement. opment or design is viewed as both a technical Staff Development: Planning, EPFA 570 and political process. It also provides a historical Implementation, and Evaluation (4) Human Relations and Educational and philosophical perspective on postsecondary Staff development goals; characteristics of staff Foundations (4) curriculum, with attention given to review and development programs; establishing a staff Explores the historical, social, philosophical, analysis of current practices and issues, includ- development organization; policy and decision- and organizational foundations of public educa- ing life-long and collaborative learning. A com- making; identifying and responding to the con- tion. Examines the dynamics of human relation- prehensive program planning model will be cerns of participants; assessing needs; planning ships, leadership, and community building in examined. Prerequisite: graduate standing. and implementation of specific programs; net- schools and educational settings. Analyzes working; formal and informal methods of evalu- public education goals and decision-making EPFA 537 ation; models for staff development; program processes for achieving these goals. Prerequi- Policy and Governance in Postsecondary evaluation; management information systems; sites: admission to initial administrator program; Education (4) An examination of theory and research that evaluating instructional effectiveness. Prerequi- EPFA 569. relates to how policy is formulated and imple- site: graduate standing. EPFA 571 mented in postsecondary environments. The EPFA 562 Teaching, Learning, and Curriculum (4) course focuses on the policy and governance role School and Community Relations (4) Examines the complex relationships between of faculty, administrators, and trustees at the An intensive examination of the school and its staff evaluation, individual professional develop- single college or university level, and state and environment. Major emphasis is on the linking ment, staff development, and effective teaching, federal roles in postsecondary policy and gover- mechanisms utilized by the school in interacting learning, and curriculum. Students will examine nance. Prerequisite: graduate standing. with parents, citizens, and special interest those factors which make supervision and evalu- groups. Course includes an additional, concur- ation really work, i.e., contribute to the larger EPFA 538 rent 30 hour minimum field project require- purpose of building an environment where Contemporary Issues in Postsecondary Education (4) ment. Prerequisite: graduate standing. teachers can deliver their best and children can The course is designed to provide students with EPFA 563 learn most. Prerequisite: EPFA 570. an introduction to the study of postsecondary Human Relations in Educational EPFA 572 education using as the vehicle a focus on some Organizations (4) Human Resource Development and of the more pressing issues currently facing post- Issues and perspectives in group processes; Organizational Change (4) secondary education. The course is designed to models for studying groups; principles of group Examines how the relationships between people increase the capacity for the identification and dynamics; human relations within educational and organizational structures, policies, and pro- analyses of issues and the development of posi- organizations; strategies for group problem-solv- cesses influence school culture and change tions relative to the issue. Prerequisite: graduate ing and conflict management; application of efforts. Studies how school leaders secure and standing. group dynamics to leadership, communication, manage resources to improve teaching and and decision-making within educational organi- learning for all within the school community. EPFA 541 zations; evaluating processes and production of Prerequisite: EPFA 571. The Community College (4) An introduction to the two-year college in the educational groups. Prerequisite: graduate EPFA 576 United States, with an emphasis on the public standing. Education, Community, and Society (4) community college with a comprehensive educa- EPFA 564 A review of sociological theories and research tional program. Topics include: transfer studies; Administration of Curriculum (4) that illuminates the social and economic func- career education; general education; community Provides a broad and critical understanding of tions of education in modern society, with spe- services; basic skills education; and student curricular matters that are relevant and impor- cial emphasis placed on application of the role of development services. The purpose of the course tant to administrators: 1) decision making about the practicing school administrator as instruc- is to provide students with theoretical and prac- the choice of content; 2) politics of curriculum tional leader and manager. Race, class, gender, tical knowledge relative to the history, philoso- development; 3) implementation and monitor- and differing ability levels are explored in the phy, students, staff, services, and patterns of ing of curriculum at building site; 4) testing and process of examining theories of socialization, organization of the public community college. alignment of curriculum; and 5) evaluation of certification, allocation, and legitimation and curriculum implementation. Prerequisite: gradu- their application to historical and current educa- EPFA 558 ate standing tional situations, particularly in schools and Educational Leadership (4) Analysis of leadership theories, skills, and tech- EPFA 568 school districts. 30-hours of field-based experi- niques as applied to the organization and admin- Educational Organization and ences are used to connect the theories and istration of public education. Prerequisite: Administration (4) research covered in class to the practice of graduate standing. Examination of the role, functions, and responsi- schooling and the work of a school administra- bilities of the educational leaders and adminis- tor. Prerequisite: admission to continuing EPFA 559 trators; study of administrative and administrator/initial superintendent licensure The Principalship (4) organizational theory and its application to the program or permission of instructor. Designed to develop complementary theoretical operation of educational programs and organiza- and practical understanding of the principalship; EPFA 577 tions in various settings, including school dis- to acquire knowledge and to learn practices and District and School Staff Supervision and tricts, higher education and educational Evaluation (4) skills needed to become a successful first-year divisions in private sector organizations. Course Advanced course in alternative approaches to principal. Prerequisite: EPFA 569. includes an additional, concurrent 30 hour min- district and school staff supervision and evalua- imum field project requirement. Prerequisite: tion in an era of school reform, heightened graduate standing. accountability, and emerging state and national standards. Topics to be covered are dealing with the at-risk and incompetent staff and new direc- tions in teacher evaluation. 30-hours of field- 226 P ORTLAND STATE UNIVERSITY
based experiences are used to connect the theo- class to the practice of schooling and the work of EPFA 805 ries and research covered in class to the practice a school administrator. Prerequisite: admission Reading and Conference (Credit to be of schooling and the work of a school adminis- to continuing administrator/initial superinten- arranged.) trator. Prerequisite: admission to continuing dent licensure program or permission of EPFA 806 administrator/initial superintendent licensure instructor. Special Problems (Credit to be arranged.) program or permission of instructor. EPFA 594 EPFA 807 EPFA 578 School Law (4) Seminar (Credit to be arranged.) Communication and Conflict Management Critical analysis of the legal framework govern- EPFA 808 in Educational Organizations (4) ing school law in the United States, with empha- Workshop (Credit to be arranged.) Issues of communication within educational sis on contemporary legal problems of EPFA 809 organizations and between educational organiza- education. Implications of landmark and current Practicum (Credit to be arranged.) tions and various audiences. Definitions of con- court decisions. Prerequisite: graduate standing. EPFA 810 flict and models for peaceful resolution/ EPFA 601 Experimental Course (Credit to be management of conflict within educational orga- Research (Credit to be arranged.) arranged.) nizations and with various other individuals and EPFA 602 organizations. Attention to world view, cultural Independent Study (Credit to be arranged.) styles, positions, underlying needs, bargaining, Library reforming, and finding common ground. Strate- EPFA 603 Dissertation (Credit to be arranged.) Lib 181 gies for group problem-solving, conflict manage- EPFA 604 Use of the Library (3) ment including collective bargaining and Initial training in the effective use of the Univer- contract management, and community-building. Cooperative Education/Internship (Credit to be arranged.) sity library and resources, such as the card cata- 30 hours of field-based experiences are used to EPFA 605 log, reference materials, and electronic connect the theories and research covered in resources, including the on-line datalog, CD- class to the practice of schooling and the work of Reading and Conference (Credit to be arranged.) ROM databases, and Internet. a school administrator. Prerequisite: admission to continuing administrator/initial superinten- EPFA 606 Lib 401/501 Research (Credit to be arranged.) dent program or permission of instructor. Special Problems/Projects (Credit to be arranged.) Lib 402/502 EPFA 579 Independent Study (Credit to be arranged.) Curriculum, Instruction, and Assessment EPFA 607 Leadership (4) Seminar (Credit to be arranged.) Lib 403/503 An examination of standards-based reform, cur- EPFA 608 Thesis (Credit to be arranged.) riculum and instructional models, assessment Workshop (Credit to be arranged.) Lib 404/504 models, school improvement strategies, and EPFA 609 Cooperative Education/Internship (Credit educational change theories. Emphasis is given Practicum (Credit to be arranged.) to be arranged.) to understanding how assessment information EPFA 610 Lib 405/505 can be used to improve student learning and Selected Topics (Credit to be arranged.) Reading and Conference (Credit to be arranged.) overall school performance within the context of EPFA 658 Oregon’s state reform framework. 30 hours of Social, Historical, Philosophical, and Lib 406/506 field-based experiences are used to connect the Cultural Foundations of Education (4) Special Problems (Credit to be arranged.) theories and research covered in class to the Seminar for education doctoral students provid- Lib 407/507 practice of schooling and the work of a school ing a detailed exploration of texts with a focus Seminar (Credit to be arranged.) administrator. Prerequisite: admission to con- on the institutional aspects of education, the Lib 408/508 tinuing administrator/initial superintendent pro- intellectual currents that have supported it, and Workshop (Credit to be arranged.) gram or permission of instructor. the social constructs that maintain it. Cultural, Lib 409/509 EPFA 580 historical, social, philosophical, and critical and Practicum (Credit to be arranged.) feminist perspectives as well as modernist view- District Policy, Operations, Facilities, and Lib 410/510 Finance (4) points are included. Participants will read in- Experimental Course (Credit to be The role of the district superintendent and local depth and write analytical response papers as a arranged.) grounding for discussion in the seminar and will school boards in planning, management, evalua- Lib 425 tion, and improvement of policies and programs produce an end of term project or research Instructional Media and Technology (3) related to school operations, personnel, facilities, paper. Prerequisite: admission to the Graduate Study of instructional media in the curriculum; and finance to meet school district needs. Exam- School of Education doctoral program or per- computers and computer applications in educa- ines state and federal laws, regulations, and the mission of instructor. tion; instructional applications of audio and roles of ODE and the legislature in governing EPFA 659 video educational equipment and materials; Oregon school finance, school budgeting, and Theory, Research, and Practice in development of educational materials such as school facilities. 30 hours of field-based experi- Educational Administration (4) visual transparencies and graphics. Analysis of ences are used to connect the theories and Seminar for education doctoral students provid- role of the school library media center in the research covered in class to the practice of ing a detailed exploration of research and theory instructional program. Prerequisite: Introduction schooling and the work of a school administra- development in the field of educational adminis- to Education. tor. Prerequisite: admission to continuing tration. Participants will read in-depth and write analytical response papers as a basis for discus- Lib 428/528 administrator/initial superintendent licensure Children’s Literature, K-5 (3) sion in the seminar and will produce a term program or permission of instructor. Materials grades K-5. Traditional genres such as project or research paper. Prerequisite: admis- EPFA 581 picture books, traditional tales, modern realism, U.S. and Oregon School Law and Policy (4) sion to the Graduate School of Education doc- romance, adventure, mystery, historical fiction, Examines federal and Oregon school law gov- toral program or permission of instructor. science fiction, fantasy, biography, poetry, and erning educational practice and policy at the EPFA 801 nonfiction. Study of literature that illustrates cul- school and district levels; the relationships Research (Credit to be arranged.) tural diversity. Resources for selection; awards among these factors and their implications for EPFA 802 and honors. Prerequisite: Introduction to effective communication with educational stake- Independent Study (Credit to be arranged.) Education. holders, instruction and student learning, and EPFA 804 effective organizational management of schools. Cooperative Education/Internship (Credit 30 hours of field-based experiences are used to to be arranged.) connect the theories and research covered in G RADUATE SCHOOL OF EDUCATION 227
Lib 429/529 Lib 547 Lib 563 Young Adult Literature (3) Library Media Instructional Programs, K-12 Practicum High School Library Media A survey of books and nonbook materials suit- (3) Center (3) able for students of junior and senior high A study of the K-12 information skills program, A planned experience consisting of practical school age. Emphasis on selection and evalua- including the development of a scope and application of the full range of roles and respon- tion of books, adolescent reading interests, and sequence, effective teaching strategies, specific sibilities of the library media specialist in a high reading guidance for curricular and personal skills instruction, correlation and integration school library media center under the direction needs. with the classroom curriculum, and organization of a supervising high school library media Lib 432/532 and development of a teaching program in the teacher and a University supervisor. Multicultural Literature K-12 (3) library media center. Prerequisite: Lib 428/528. Lib 570 An introduction to contemporary multicultural Lib 548 Contemporary Issues in School literature, fiction and nonfiction, for use with Organization of Library Media Collections Librarianship (3) early childhood, elementary, middle school and (4) An introduction to the study of contemporary high school students. Emphasis is on the selec- Principles of organization of library media center issues which impact the role and function of the tion, evaluation, and utilization of literature in collections. Basic cataloging procedures for school library media specialist. Students will the classroom and library media center. print, nonprint, and electronic forms of media analyze critical issues and trends in school using standard cataloging and classification librarianship. Lib 530 Literature Promotion Programs, K-12 (3) codes. Application of online cataloging data- Lib 573 A study of techniques for promoting literature in bases. Prerequisite: Lib 428/528. Advanced Methods and Procedures in elementary and secondary schools: author/illus- Lib 554 School Library/Media Centers (3) trator studies, reading books aloud, storytelling, Student Teaching I (4) A study of the school library/media center as a booktalks, reading promotion programs, and Beginning student teaching in a library media teaching agency. Designed to focus on the teach- incorporating literature throughout the curricu- center under the direction of a supervising ing role of the school librarian/media specialist lum. Prerequisite: Lib 428/528. library media teacher and university supervisor. in presenting concepts, principles, content, and Observation and participation in teaching, techniques to students and teachers. Emphasis Lib 534 placed on instruction in library and research Administration of the School Library Media administrative and other responsibilities of a Center (3) library media specialist. Opportunities for skills; reading, viewing and listening guidance; Study of the school library media center and its involvement in student learning activities, devel- in-service for school personnel; and problems integral role in the instructional program of the opment of teaching skills, basic skills in manage- involved in performing effectively as a teacher. school. The school library media movement. ment and discipline of students. Taken in Observation of library/media centers required. Focus on the leadership role of the media spe- conjunction with Lib 547 and Lib 534. Prerequi- Prerequisites: Basic Educational Media Endorse- cialist; management of personnel; media pro- sites: admission to the program and approved ment and consent of instructor. gram budgeting; facility planning; role of state application. Lib 574 and national standards in planning, evaluation, Lib 555 Research Strategies for Library Media and development; other administrative areas. Student Teaching II (15) Specialists (3) Field activities included. Prerequisite: Lib 428/ Ten weeks of full-time student teaching in a Advanced reference materials available in school 528. school library media center under the supervi- and academic libraries, including computer sion of a library media teacher and university databases and network resources. Prerequisite: Lib 536 Lib 541 or equivalent. Design and Production of Instructional supervisor. Participation in a full range of teach- Media (3) ing, administrative, and other responsibilities of Lib 575 Study of the use of instructional media, K-12. a library media specialist. Direct responsibilities Directed Field Experience (3) Instructional design; criteria for quality print for student learning activities, development of Planned contact for school library media special- and nonprint media. Production of instructional teaching skills, creating a climate conducive for ists with professional librarians and/or media media including slide/tape presentations, video learning; management and discipline of stu- specialists in public, academic, special libraries, recordings, and advanced techniques for over- dents, and related professional activities. Weekly information centers, and other library or media- head transparencies; graphic techniques; and seminar. Prerequisites: admission to program related settings. Directed field work and visita- uses of computers and technology in produc- and approved application. tions to various libraries and information centers tion. Effective use of instructional equipment Lib 561 will be the emphasis of the course. Seminar and technology. Research of education technol- Practicum Elementary Library Media Center meetings on campus deal with topics related to ogy and communication. Prerequisite: Lib 425. (3) the field experience as well as intensive study of related advanced issues such as automation, per- Lib 541 A planned experience consisting of practical Reference and Information Systems and application of the full range of roles and respon- sonnel, and management. Services (4) sibilities of the library media specialist in an ele- Lib 576 An analysis of reference services and procedures. mentary library media center under the direction Planning and Evaluation of Library Media Study of print, nonprint, and electronic database of a supervising elementary school library media Programs (3) reference sources to include bibliographic tools, teacher and a University supervisor. Analysis of media center programs and planning indexes, encyclopedias, ready references, bio- Lib 562 techniques; study and application of media graphical tools, geographical tools, dictionaries, Practicum Middle or Junior High Library center evaluation instruments; analysis and government documents, and specialized materi- Media Center (3) development of library media center programs. als. Research in reference services and techno- A planned experience consisting of practical Prerequisites: Basic Educational Media Endorse- logical delivery systems. Prerequisite: Lib 428/ application of the full range of roles and respon- ment or consent of instructor. 528. sibilities of the library media specialist in a Lib 587 Lib 542 middle or junior high school library media Video Production (3) Collection Development and Evaluation (3) center under the direction of a supervising Study and practice of video recording techniques Principles and practice of evaluation, selection, middle or junior high school library media including storytelling, various camera tech- and acquisition of all types of materials included teacher and a University supervisor. niques, editing, character generation. Students in a library media center collection. Selection will spend time in a recording studio in addition and collection development policies and proce- to using the portable camera. Prerequisite: Basic dures. Study of professional evaluation and Endorsement. selection sources. Field activities included. Pre- requisite: Lib 428/528. 228 P ORTLAND STATE UNIVERSITY
Lib 588 Special Education and consultation; career counseling; orientation to Computers and Advanced Technology in the professional groups, ethics, and current issues Library Media Center (3) Counseling and trends. Prerequisite: completion of 135 An analysis and study of the role of computers credits. and advanced technology (video disc, satellite COUNSELING television) in the library media center. Adminis- Coun 445/545 Coun 199 Youth at Risk (3) trative uses as well as curriculum development Special Studies (Credit to be arranged.) Designed to provide participants with an over- will be studied for the technology. Prerequisite: view of information focused on counseling and Basic Endorsement. Coun 401/501 Research (Credit to be arranged.) teaching youth-at-risk. Emphasis will be placed Lib 589 Coun 402/502 on identifying youth-at-risk for depression, sui- Creative Photography in Education (3) Independent Study (Credit to be arranged.) cide, eating disorders, pregnancy, AIDS, use and A study of photographic processes to include abuse of alcohol and drugs, homelessness, gang photography without a camera, basic animation Coun 403/503 Thesis (Credit to be arranged.) membership and several other at-risk behaviors. techniques, and darkroom techniques. Analysis Ideas for primary, secondary and tertiary preven- Coun 405/505 of completed photographs in terms of composi- tion from individual, family, school and commu- tion, style, and technique will also be studied. Reading and Conference (Credit to be arranged.) nity perspectives will also be presented. All techniques will be related to classroom Particular attention will be paid to guidelines for instruction in the elementary and secondary Coun 406/506 Special Problems (Credit to be arranged.) development of tragedy response plans for schools. Prerequisite: Basic Endorsement. school campuses in conjunction with the topic Lib 592 Coun 407/507 of tertiary prevention. Presented in a varied Seminar (Credit to be arranged.) Contemporary Children’s and Young Adult format structured to include lecture/discussion, Literature (3) Coun 408/508 audio-visual presentations, participant self-eval- An analysis and study of contemporary chil- Workshop (Credit to be arranged.) uation of their own at-risk behaviors, role-plays dren’s and young adult literature. A study of Coun 409/509 and small group discussion. trends and styles in modern literature. Includes Practicum (Credit to be arranged.) picture books, fiction, and nonfiction. Contem- Coun 504 Coun 410/510 Internship (Credit to be arranged.) porary authors and illustrators featured. Prereq- Experimental Course (Credit to be uisite: Lib 428/528 or equivalent. arranged.) Coun 526 Effective Teaching (2) Lib 601 Coun 425/525 Designed to meet the education and student Research (Credit to be arranged.) Guidance for the Classroom Teacher (3) teaching requirements for track II school coun- Lib 602 A study of the responsibilities and procedures of seling students. Topics covered include effective teachers for guiding students at all levels in Independent Study (Credit to be arranged.) teaching strategies designed to help school coun- becoming more effective and capable persons. Lib 603 selors-in-training to meet the TSPC prescribed Prerequisites: completion of 135 credits; student Dissertation (Credit to be arranged.) teaching competencies: planning for instruction, teaching or teaching experience. Lib 604 establishing a classroom climate conducive to Cooperative Education/Internship (Credit Coun 431/531 learning, implementing instructional plans, eval- to be arranged.) Foundations of Substance Abuse uating pupil achievement, fostering professional Lib 605 Counseling (3) relationships, and addressing organizational Provides an overview of the biological, psycho- Reading and Conference (Credit to be expectations. Students are required to complete logical, social, and spiritual dimensions of addic- arranged.) a 200-hour teaching practicum in the field (125 tions and addictive behavior. Addictive Lib 606 hours of observation and 75 hours as classroom behaviors are presented as part of a continuum Special Problems (Credit to be arranged.) teacher) and complete a work sample. Students of mental and emotional disorders. Emphasizes are expected to complete two credits per term Lib 607 the biological substrate and development course Seminar (Credit to be arranged.) during one school year for a total of six credits. of addictions and the relationship of addictive Restricted to students admitted to the track II Lib 608 behavior to common psychological disorders. school counselor specialization. Workshop (Credit to be arranged.) Models and theories of addictive behavior that Lib 609 the professional counselor needs to understand Coun 527 Practicum (Credit to be arranged.) when treating clients with addictive and co- Counseling Individuals with Diverse Needs (3) Lib 610 occurring disorders are reviewed. Selected Topics (Credit to be arranged.) Designed to prepare counselors to provide col- Coun 432/532 laborative services for individuals with diverse Lib 801 Assessment and Diagnosis of Substance needs in elementary, secondary, and postsecond- Research (Credit to be arranged.) Abuse (3) ary educational settings. Topics will include an Focuses on the development of the knowledge Lib 802 overview of the legal mandates that impact edu- and skills of assessment and diagnosis of psy- Independent Study (Credit to be arranged.) cational requirements and services for students choactive substance use disorders. Lib 804 with disabilities, including eligibility and various Cooperative Education/Internship (Credit Coun 437/537 types of disabling conditions related to educa- to be arranged.) Current Issues in Addictions Counseling (3) tional success. Issues related to counseling stu- Lib 805 Presentation of current issues and new develop- dents and family members, transitional Reading and Conference (Credit to be ments in the treatment of substance abusing cli- planning, and collaborating with special educa- arranged.) ents. Emphasis is on new knowledge from tors and other services providers will also be Lib 806 research and current trends in treatment with covered. Special Problems (Credit to be arranged.) particular focus on the interface between chemi- cal dependency and mental health. Coun 533 Lib 807 Treatment of Substance Abuse I (3) Seminar (Credit to be arranged.) Coun 441/541 Focuses on the development of the knowledge Lib 808 Introduction to Counseling (3) and skills of treatment planning and implemen- Workshop (Credit to be arranged.) The need for counseling services in schools; tation. Reviews the various modalities of sub- Lib 809 tests, inventories, questionnaires, and records; stance abuse treatment along with the efficacy Practicum (Credit to be arranged.) the role of the home and the community in and indications for use of each modality. counseling; individual and group counseling; Lib 810 Experimental Course (Credit to be arranged.) G RADUATE SCHOOL OF EDUCATION 229
Coun 534 Coun 555 seling; evaluation, testing, and diagnosis; super- Treatment of Substance Abuse II (3) Counseling Children and Youth (3) vision and consultation, conducting research Focuses on the development of the knowledge Theoretical overview of growth and develop- and methods of resolving ethical and legal and skills of substance abuse treatment for ment of children and youth. Emphasis on trans- issues. diverse client populations. Examines the ethical lating theory into practice through a “person- Coun 571 issues involved in addictions counseling and the environment interaction” conception of counsel- Group Counseling (3) responsibilities for continuing professional ing, consultation, and educational intervention This course includes the study of group guid- development for the addiction specialist. Focus in school settings. ance, group counseling, and group therapy in is on both theoretical and practical skills. Coun 557 both school and agency settings. Topics such as Coun 535 Job Placement and Training (3) membership roles, leadership styles, stages of Dual Diagnosis (3) Techniques, training, and outcomes to assist per- group life, nonverbal communication in groups, Focuses on the development of knowledge, sons with disabilities obtain and maintain ethical and professional issues relating to groups, skills, and theoretical framework applicable to employment. theoretical models for group work, group prac- the diagnosis and treatment of co-occurring dis- Coun 559 tice with special groups, and research on group orders. It provides an understanding of chemical Professional Practices: Rehabilitation of the process and outcome will be presented. Students dependency and mental health and looks at best Blind (3) enrolled in the course also will be expected to practice models. Overview of blindness and the blindness deliv- participate in a co-facilitated, ongoing small Coun 536 ery systems. Roles and responsibilities of those group experience which will require sensitivity Addictions Counseling Capstone (3) working in social, psychological, educational, to the contributions of other group members. Provides participants with an opportunity to recreational and vocational settings are empha- Prerequisites: Coun 541, 542, 551, 552. sized. Issues and field overviews. research and present material relating to a spe- Coun 572 cific topic, treatment approach, or client popula- Coun 566 Systemic Perspectives on Human tion, and which demonstrates mastery of the Appraisal Instruments (1) Sexuality (3) information presented in the addiction counsel- Accompanies Coun 567 and is intended to be an Designed to provide participants with the oppor- ing series. The final work product is to demon- evaluation and application practicum of tests tunity to study the expression of human sexual- strate an integration of the knowledge from the used in each counselor education specialty track. ity and intimacy across the life span as well as courses. Must be taken concurrently with Coun 567. strategies to both facilitate healthy sexual devel- Coun 542, 543 Coun 567 opment and overcome common sexual function- Interpersonal Relations I, II (3, 3) Using Tests in Counseling (3) ing problems. Students will be assisted in the Development of the self. Emphasis on creative The course is a graduate level introduction to process of recognizing personal attitudes and growth and the nature of interaction with others. testing. It offers the student the option of test values about various aspects of sexuality and Communication and belief systems in relation to usage in the counseling process and introduces their effect on practice as well as the process of self-acceptance. To be taken sequentially. issues related to such usage. In addition, the comfortably discussing sexuality with individu- Coun 551 course acquaints the student, through hands-on als and couples. Also addresses the impact of Theories and Interventions I (3) experience, with test taking, scoring, norming, sexual abuse and sexuality and treatment con- This course is designed for those who wish to profiling and interpreting. Prerequisite: Coun siderations. Presented in a varied format struc- increase their understanding of counseling the- 541. tured to include lecture/discussion, audio-visual ory, interventions (techniques, strategies) and Coun 568 presentations, participant self-evaluation of their research. The Psychoanalytic Jungian, Adlerian, Career and Lifestyle Planning (3) own attitudes and values, role-plays and small Client-Centered and Gestalt approaches to coun- This course examines the theoretical research group discussion. seling will be studied; the focus will be on the foundation for career choices, factors that influ- Coun 573 three parameters mentioned above. Course con- ence choices, the role of information, the skills Contemporary Couples, Marriage, and tent can be applied to both individual and group and practices of effective helpers, the explora- Family Systems (2) counseling. Prerequisites: Coun 541, 542. tion/testing/labor market information sources Focus on contemporary couples, marriage and Coun 552 which contribute to the value choices that are family systems as they exist in American society Theories and Interventions II (3) made, and related issues and problems. Prereq- today. Explore the past, present, and future of This course is designed for those who wish to uisite: admission to the program and Coun 541. these systems, including changing demographics increase their understanding of counseling the- Coun 569 and their implications for professionals. ory, interventions (techniques, strategies) and Developmental Foundations of Counseling Coun 574 research. The Transactional Analysis, Rational- (3) Family Life Cycle and Transitions (2) Emotive, Reality and other cognitive behavioral Theoretical overview of life-span growth and Intended for graduate students taking the MFT approaches to counseling will be studied; the development, emphasizing cognitive-intellec- series, this course examines family development focus will be on the three parameters mentioned tual, cognitive-moral, emotional-self, and social as a foundational framework for family therapy. above. Course content can be applied to both aspects of developmental growth in the human The developmental context provides opportu- individual and group counseling. Prerequisites: being. Emphasis on translating theory into prac- nity to consider symptoms and dysfunction as Coun 541, 542, 551. tice through a “person-environment interaction” related to tasks and challenges of reorganization Coun 553 conception of counseling, consultation, and at transition points. Advanced Therapeutic Strategies (3) educational intervention. Coun 575 Focuses on advanced interventions for clients Coun 570 Foundations of Couples, Marriage, and seeking personal counseling. Emphasis is Ethical and Legal Issues in Counseling (3) Family Counseling (3) focused upon cognitive-behavioral, brief ther- Designed to further develop the professional This course constitutes an introduction to the apy, and selected experiential interventions and identity of counselors by studying the content theory and methodology of marriage and family their use in treatment planning. The theory and and application of the ethical standards of the counseling. Attention is given to the major research connected with the application of these American Counseling Association, the American family interactional patterns which lead to interventions in the treatment planning process Psychological Association, and related profes- family system breakdowns as well as the devel- is also addressed. Prerequisites: Coun 551, 552. sional organizations. Also addresses legal issues opment of skills in the identification of such pat- in counseling and laws that affect the practice of terns. Family process assessment techniques, counseling. Course content includes respecting beginning work with families, dealing with resis- diversity; client welfare; informed consent; con- tance in family counseling, use of “self,” dou- fidentiality and privileged communication; bling, sculpting, etc., are interventions which are records, technology, and court subpoenas; com- taught using an experiential format. Prerequisite: petence and malpractice; boundary issues; child Soc 461. and adolescent clients; family and group coun- 230 P ORTLAND STATE UNIVERSITY
Coun 576 Coun 582 the profession of rehabilitation counseling with Parents, Families, and Communities in Research and Program Evaluation in an emphasis on both theoretical and practical Schools (3) Counseling (3) aspects of the field. Prerequisite: Psy 534 or Examines effective methods for including par- Covers the areas of research design, basic psy- Coun 541. ents, families, and communities in schools. chometric principles and statistical procedures, Emphasizes a systems perspective that includes test/scale construction, needs assessment, pro- Coun 591 Medical Aspects of Disability (3) consultation and collaboration in addressing gram evaluation, use of library as a research tool, Covers the most common physical, sensory, and academic, career, and personal/social success for and writing research reports. Specific counseling mental disabilities encountered by the rehabilita- all students. Family dynamics and influences on applications to community, rehabilitation, and tion professional. The major symptomatology, school success will be addressed. Application of school settings are made. diagnostic procedures, treatment modalities, school counseling consultation, collaboration, Coun 583 functional implications, and psychosocial and and family support for all students will result in Job Placement and Development (3) vocational correlates of each disabling condition a school-based project integrated into a school’s Designed to provide students with a solid under- will be discussed. Prerequisite: Coun 590. comprehensive counseling program. standing of job placement principles, practice and knowledge needed to assist people with dis- Coun 592 Coun 577 Psychosocial Aspects of Disability (3) Family Therapy (3) abilities in securing and maintaining employ- Covers the psychological and social aspects of Analyze the range of normative/paranormative ment, and job development and marketing adjustment and adaptation to a variety of dis- problems experienced by family members, par- techniques required for seeking both competi- abling conditions. Theoretical and practical ticularly in parental and parent/child relation- tive and supported employment. issues relating to various types of physical, psy- ships. Examine family case studies and Coun 585 chiatric, mental and social disabilities will be participate in role playing activities geared to Diagnosis and Treatment Planning I (3) examined and discussed. Prerequisite: Coun enhance family therapy skills. This course is a First in a sequence of two courses introducing 590. prerequisite for the internship. students to the diagnosis and treatment of psy- chiatric disorders as outlined in the current Coun 593 Coun 578 Case Management (3) Couples Therapy (3) Diagnostic and Statistical Manual of Mental Dis- Students will study case management systems Students learn to conceptualize and intervene orders. Emphasis on diagnostic reasoning, basic and skills as used in both public and private systematically with couple units. Attention is map and thinking process embedded in the cur- rehabilitation and related other human service given to maintaining therapeutic balance, devel- rent Manual. Use of decision trees to arrive at agencies. Topics covered include case identifica- oping an intersystem treatment plan, and asking accurate diagnoses. Overview of conditions cov- tion, referral, eligibility determination, assess- systemic/interactional questions. A major ered in the Manual. Prerequisite: Coun 541. ment, goal setting, plan development, emphasis is supervised skill practice through Coun 586 intervention strategies, case monitoring, inter- role play. Psychopharmacology and Mental Illness (3) agency coordination, advocacy, promotion of Coun 579 Examines important psychotropic medications self-advocacy by client, software systems, infor- Advanced Systemic Interventions: and their therapeutic applications. Drug efficacy, mation flow, organizational structures, time Couples and Families (2) side effects, treatment of specific disorders such management, critical case management skills, Intended for graduate students taking the MFT as anxiety and mood disorders, psychoactive funding sources and billing, as well as other series, this course analyzes current therapeutic substance use disorders, and schizophrenia. topics of interest to the student. Prerequisite: assessment tools and interventions grounded in Prerequisite: Coun 541. Coun 590. systemic theory/research as they pertain to Coun 587 Coun 594 family transitions. Success in this course builds Foundations of Mental Health Services (3) upon requisite mastery of major systemic con- Occupational Analysis/Vocational Examines community mental health movement, Evaluation (3) cepts that have to do with systemic function, policy, service sequence, and related legislation; Content and experiences presented through this structure, and motivation as related to assessing organization and delivery of mental health ser- course are design to familiarize the student with similarities and differences between normative vices at the federal, state, and local levels; influ- the basic principles and imperatives of occupa- and paranormative marriage and family life tran- ences and trends in service delivery. Prerequisite: tional analysis and vocational evaluation and sitions. Appropriate systemic assessment inte- Coun 541. how these are applied and used in real world set- grates with systemic therapeutic interventions in Coun 588 tings. Didactic instruction, experiential research, resolving crisis resulting from family transitional Diagnosis and Treatment Planning II (3) and collegial participation will be used to help difficulty, chronic illness, divorce, separation, Second in a sequence of two courses that exam- students integrate course teachings into a core of remarriage, death. ine the diagnosis and treatment of mental disor- personal and professional understanding which Coun 580 ders, as outlined in the current Diagnostic and can then be applied to many different settings or Supervision (1) Statistical Manual. systems. Prerequisite: Coun 590. Presents a systemic model of clinical supervision Coun 589 and its application to the supervisory process. Coun 595 Action Research in Counseling (1) Contemporary Issues and Applications in Relationship of the model to existing conceptual Designed to enable counselors to conduct action Rehabilitation Counseling (3) and empirical literature also overviewed. Tech- research in counseling settings. Development of Covers contemporary issues in the field of reha- niques and skills for debriefing and mentoring an action research project directly related to bilitation counseling as well as recent applica- supervisees also addressed. improving comprehensive counseling programs. tions of rehabilitation theories, technologies, Coun 581 Emphasizes developing research projects that assessment procedures, and counseling modali- Multicultural Perspectives in Counseling (3) address the academic, career, and personal/social ties, to a variety of rehabilitation settings and A study of the human, ecological and societal success of all students. Course is restricted to across rehabilitation populations. forces influencing the provision of counseling counselor education students enrolled in intern- Coun 596 services to culturally diverse students and other ship. One credit per term. Foundations of School Counseling (3) clients in educational and community settings. Coun 590 Introductory course for students pursuing grad- Current issues, problems and trends will be Foundation of Rehabilitation Counseling uate study in the specialized field of school examined. Increased competence in individual (3) counseling. Intended to provide a broad over- and group counseling strategies and techniques Introductory course for students pursuing grad- view of the school counseling profession with an will be emphasized, using didactic and experien- uate study in rehabilitation counseling and is emphasis on both theoretical and practical tial approaches. Prerequisite: Coun 541. also oriented toward students with a more aspects of comprehensive school counseling pro- peripheral interest in related human service grams. Field study required. fields. Intended to provide a broad overview of G RADUATE SCHOOL OF EDUCATION 231
Coun 597 Coun 609 SpEd 460/560 Counseling for the 21st Century (3) Practicum (Credit to be arranged.) Outdoor Education/Recreation With A Summer Institute offered each year in collabo- Coun 610 Persons With Disabilities (6) ration with the Office of Student Services of the Selected Topics (Credit to be arranged.) Course provides a supervised practicum in a variety of outdoor activities with children, Oregon Department of Education and the Coun 801 Oregon School Counselor Association. Oriented Research (Credit to be arranged.) youth, and adults with disabilities. Students toward students and professionals working in serve as counselor trainees, under the guidance Coun 802 of experienced outdoor specialists and teachers the field of school counseling. Each year’s topics Independent Study (Credit to be arranged.) change; the Summer Institute focuses on current in a residential program located at the Mt. Hood issues in school counseling that fall into three Coun 804 Kiwanis Camp. Emphasis on learning from and Cooperative Education/Internship (Credit about persons with disabilities, teamwork within broad areas: learning to learn, learning to live, to be arranged.) and learning to work. It offers students and cur- living groups, and developing outdoor and lead- rent practitioners the opportunity to assess and Coun 805 ership skills. Reading and Conference (Credit to be influence the direction of the school counseling arranged.) SpEd 480/580 profession in Oregon. Course may be repeated Introduction to Early Intervention/Early by post-graduate MA/MS students in order to Coun 806 Childhood Special Education (3) Special Problems (Credit to be arranged.) fulfill the Continuing School Counselor require- Provides historical, social, and legal foundations ments defined by OAR 584-070-0090. Coun 807 for early intervention and early childhood spe- Seminar (Credit to be arranged.) Coun 598 cial education and other services to young chil- Consultation Procedures (3) Coun 808 dren with special needs. Introduces concepts This course introduces professional helpers to Workshop (Credit to be arranged.) and processes for screening and assessment, the assumptions, knowledge, goals, and proce- Coun 809 family-centered planning, blending develop- dures associated with the intervention strategy Practicum (Credit to be arranged.) mentally and individually appropriate practices, known as consultation. Consultation differs Coun 810 providing learning opportunities in natural early from counseling (a first-order intervention Experimental Course (Credit to be childhood settings, planning environments and directly involving the counselor and client) in arranged.) activities to include all children, and transition planning. Prerequisites: admission to program or that it involves three parties: the consultant, con- SPECIAL EDUCATION sultee, and target (a second-order intervention). permission of instructor. Attention is given to systems theory and the SpEd 199 SpEd 481/581 facilitation of planned changed, models and Special Studies (Credit to be arranged.) Family Guided Early Intervention (3) strategies of consultation, and the role of con- SpEd 401/501 Develops knowledge and skills necessary for sultant in differing settings (schools, agencies, Research (Credit to be arranged.) providing early intervention services to infants court, etc.). Students are required to plan and SpEd 402/502 and toddlers with developmental delay/disabili- implement a consultation as a field project. Pre- Independent Study (Credit to be arranged.) ties and their families. requisites: Coun 541, 542. SpEd 403/503 SpEd 482/582 Coun 599 Thesis (Credit to be arranged.) Specialized Techniques: Early Intervention/ Professional Portfolio (3) SpEd 404/504 Early Childhood Special Education (3, 3) Professional portfolio is designed for students Cooperative Education/Internship (Credit Develops specialized knowledge and skills nec- who have completed a master’s degree in coun- to be arranged.) essary for providing early intervention and early seling, social work, psychology or other mental SpEd 405/505 childhood special education services to infants, health related field and whose program of stud- Reading and Conference (Credit to be toddlers, and preschool children with severe and ies was clinically focused and accredited. Profes- arranged.) multiple disabilities, including children with sional portfolio is also designed to assist SpEd 406/506 physical and sensory impairments, children with candidates for a Continuing School Counselor Special Problems (Credit to be arranged.) health impairments, and children with autism. License who have to submit a portfolio docu- SpEd 407/507 SpEd 483/583 menting their fulfillment of the licensure Seminar (Credit to be arranged.) Communication and Language requirements defined by OAR 584-070-0090. Development: EI/SE (Early Intervention/ SpEd 408/508 Early Childhood Special Education) (3) The goal of the portfolio is to assess the educa- Workshop (Credit to be arranged.) Designed to provide information about typical tional and experiential background of students SpEd 409/509 to define additional counseling courses that will and atypical communication development, birth Practicum (Credit to be arranged.) through early childhood. In addition, informa- enable them to meet license standards in the Consent of instructor. State of Oregon. Permission of instructor or tion will include strategies for EI/SE to promote SpEd 410/510 admission into Licensure Only option. communication development for all children. Experimental Course (Credit to be Prerequisites: SpEd 480/580 and admission to Coun 601 arranged.) program. Research (Credit to be arranged.) SpEd 418/518 SpEd 512 Coun 602 Survey of Exceptional Learners (3) Diagnostic Assessment (3) Independent Study (Credit to be arranged.) Overview of working with exceptional individu- Examination and application of diagnostic/ Coun 603 als, including special education and multicul- assessment procedures and instruments used to Dissertation (Credit to be arranged.) tural differences. Nature of diversities (including appraise current academic performance of K-12 Coun 604 the talented and gifted) and educational ramifi- students with intellectual, learning, and behav- Cooperative Education/Internship (Credit cations for the teacher. Prerequisite: Psy 311. ioral disabilities. Prospective special education to be arranged.) SpEd 455/555 teachers will develop the foundational knowl- Coun 605 Working With LEP Children Who Have edge and skills to: collect background informa- Reading and Conference (Credit to be Special Needs (2) tion on students; select, administer, and arranged.) Examine the current research in special educa- interpret the results of norm-referenced assess- Coun 606 tion and see where it is appropriate in working ment tools; and develop reports that are mean- Special Problems/Projects (Credit to be with the Limited English Proficient (LEP) child. ingful to teachers and parents and abide by arranged.) Consider issues including testing and diagnosis, federal, state, and professional guidelines. Pre- Coun 607 appropriate teaching material and method, and requisites: SpEd 519 and admission to program. Seminar (Credit to be arranged.) placement. Discuss political, social, and commu- Coun 608 nity concerns in working with LEP students with Workshop (Credit to be arranged.) special needs. 232 P ORTLAND STATE UNIVERSITY
SpEd 513 SpEd 522 content more accessible for students with dis- Classroom Based Assessment and Collaboration II: Inclusion Strategies (ECE/ abilities. Strategies for promoting retention, Instructional Planning (3) Elementary) (3) application, and generalization of content learn- Informal, formative, ongoing assessment tech- Designed to help preservice teachers learn col- ing will also be examined. Prerequisites: SpEd niques for students with special needs in special laborative strategies that facilitate the inclusion 519 and admission to program. and regular education settings. Using informa- of students with disabilities into the general edu- tion from assessments to make instructional cation program. Prerequisites: SpEd 520 or per- SpEd 532 Functional Assessment and Curriculum I decisions and for IEP documentation and plan- mission of instructor. (4) ning. Prerequisites: SpEd 519 and admission to SpEd 523 Develops philosophical and social foundations program. Collaboration I: Work-Based Learning and for services to individuals with significant and SpEd 514 Transition (Mid-level/High School) (3) multiple disabilities, early childhood through Methods of Teaching Academics (3) Designed to help preservice teachers learn col- adulthood. Emphasizes ecological and func- Emphasis on instructional programming and laborative strategies that facilitate the inclusion tional assessment strategies for life skills, com- teaching techniques for implementing language of students with disabilities in the areas of career munication, social, motor, and functional arts, reading, and mathematics curricula for stu- development and transition planning. Prerequi- academic domains. Strategies for including stu- dents with disabilities. Prerequisites: SpEd 418/ sites: SpEd 519 and admission to program. dents with significant and multiple disabilities in 518 and admission to certificate program. SpEd 524 system-wide, standards-based assessment are SpEd 515 Collaboration II: Schools and Inclusion addressed. Prerequisite: admission to appropri- Methods of Teaching Life Skills (3) Strategies (Mid-level/High School) (3) ate special education cohort or permission of Emphasis on life skills programming and teach- Designed to help preservice teachers learn col- instructor. ing techniques for implementing the functional laborative strategies that facilitate the inclusion of students with disabilities into the general edu- SpEd 534 curriculum. These curriculum areas include: Functional Assessment and Curriculum II communication, leisure education, vocational, cation program. Prerequisites: SpEd 523 or per- (4) gross/fine motor, social/sexual and self-help for mission of instructor. Applies knowledge and skills for functional students with disabilities. Prerequisites: SpEd SpEd 525 assessment and applied behavior analysis in the 418/518 and admission to certificate program. Student Teaching (6-12) design and implementation of an individualized, SpEd 516 Observation and teaching under the direction of functional curriculum for students with signifi- Consulting and Team Planning (3) a supervising teacher. Opportunities for assum- cant and multiple disabilities, early childhood A study of practices and techniques for imple- ing direct responsibility for the learning activities through adulthood. Emphasizes curricular con- menting a transdisciplinary team approach to of the disabled learner, for developing skill in tent for life skills, communication, social, motor, collaborating with parents, related service staff, techniques of teaching and schoolroom manage- and cognitive/functional academic domains. Pro- regular educators, administrators, and medical ment, and for participating in the life of the vides instructional strategies for routines-based, personnel. Prerequisites: SpEd 418/518 and school. Prerequisite: Satisfactory completion of naturalistic, and teacher-directed learning. admission to certificate program. SpEd 509 Directed Field Experience II. Includes strategies for using positive behavioral SpEd 519 SpEd 526 supports for students with significant disabili- Principles of Special Education (3) Instructional Methods I: Literacy ties, based upon functional behavioral assess- Prepares students entering special education (Elementary) (3) ment and analysis. Prerequisites: SpEd 532 and with basic knowledge, skills, and values neces- Designed to help preservice teachers learn meth- admission to the program. ods and curriculum for teaching reading and sary for future success in their profession. Major SpEd 536 overview of theory and research underlying language arts skills to children with special Specialized Techniques (3) delivery of special education services in the needs. Prerequisites: SpEd 519, Ed 511, and Information and skills development for meeting public schools. Intensive study of career plan- admission to program. the specialized support needs commonly found ning, graduate writing and research, information SpEd 527 with students with significant disabilities. Focus systems, current legislation, teaching and learn- Instructional Methods II: Math on educational implications considering (1) the ing theory, curricular models, and professional (Elementary) (3) nature of the medical condition, (2) methods for ethics and standards. Pre- or co-requisite: SpEd Students will examine curriculum and learn instruction (i.e, positioning, mobility), and (3) 418/518. explicit methods for teaching mathematics con- procedures for structural modifications. Course cepts and skills to children with special needs. incorporates information from various disci- SpEd 520 Prerequisites: SpEd 519 and admission to Collaboration I: Families and Community— plines and is designed to assist the educator in EL and EI/SE (3) program. becoming an effective member of a transdisci- Designed to develop knowledge in the areas of SpEd 528 plinary team that serves students with routine family systems theory, strengths-based model, Instructional Methods I: Literacy (Mid- and emergency medical and physical needs. Pre- information gathering techniques, and collabo- level/High School) (3) requisite: SpEd 418/518 and admission to the ration techniques with families and profession- Develops knowledge and practices for teaching program. als. Information related to cultural competence reading, writing, and other literacy skills to middle and secondary students with high inci- SpEd 540 is infused throughout the course. In addition, Education of the Visually Impaired Learner students receive information on grief related to dence disabilities. Curriculum and instructional (3) having a child with a disability and the death of methods for students who are emergent, devel- Beginning with a historical background of the a student. Students are required to participate in oping, and fluent readers and writers are education of the visually disabled, this course a family conversation project to identify family addressed. The development of student’s use of provides an overview of basic information about strengths, concerns, and resources with a family learning strategies to become more independent visually impaired children and youth. Basic pro- who has a child with special needs. Prerequi- and effective learners is described. Prerequisites: gramming components and implications for sites: SpEd 519 and admission to program. SpEd 519, Ed 511, and admission to program. conceptual and motoric development. Basic cur- SpEd 521 SpEd 529 ricular components necessary for the visually Behavior Management in the Classroom (3) Instructional Methods II: Math and Content impaired, leading to transition from school to Primary emphasis will be on observation of Instruction (Mid-level/High School) (3) adult life. Prerequisites: SpEd 418/518 and classroom behavior with concomitant develop- Purpose of this course is for preservice and prac- admission to the program. ment of alternatives for intervention in helping ticing educators to develop the knowledge and children develop more appropriate behavioral skills to effectively teach mathematics and other skills. content area subjects to students with mild dis- abilities in middle/secondary schools. Educators will learn how to use instructional methods and content enhancement devices to make curricular G RADUATE SCHOOL OF EDUCATION 233
SpEd 541 SpEd 552 SpEd 564 Implications of Vision Problems of Sex Education for Persons with Learning Disabilities (3) Children/ Youth (3) Disabilities (3) Concepts, issues, and major sources in the field Anatomy, physiology, common diseases, and Course examines values and attitudes behind of learning disabilities: definition, causation and hygiene of the human eye. Emphasis on vision teaching social/sexual skills to persons with identification, ability vs. task analysis models, screening, testing, and techniques for evaluation mental retardation. Self-esteem building, body perceptual training, and aptitude treatment of functional visual skills in the classroom. Focus image, classroom activities and learning experi- interaction, early identification, and reading dis- includes strategies for improving medical/opto- ences on puberty, menstruation, sterilization, ability. metric eye reports. Emphasis on working with birth control, and sexually transmitted diseases. SpEd 565 the regular classroom teacher regarding preven- Prerequisite: SpEd 418/518. Medical and Legal Aspects for the Disabled tion of potential eye disorders and referral to eye SpEd 553 (3) specialists. Prerequisites: SpEd 540 and admis- Leisure Education for Persons with An examination of the medical and legal aspects sion to the program. Disabilities (3) of major disabling conditions and implications SpEd 542 Focuses on recreation and leisure as a major for management in the special education/reha- Assessment of the Visually Impaired (3) aspect of independent living and community bilitation setting. Focus on the medical and legal Examination and application of diagnostic and adjustment. Roles of the schools in providing a needs of persons with severe disabilities in edu- assessment instruments useful with or modified comprehensive leisure education program for cational, clinical, and social settings. Prerequi- for visually impaired learners. Designed to pre- students with disabilities. Prerequisite: SpEd site: SpEd 418/518. pare teachers of the visually disabled for admin- 418/518. SpEd 568 istering, scoring, and interpreting test results for SpEd 556 Advanced Social Skill Development (3) program planning and implementation. Devel- Career Education for Persons with Course for educational professionals serving opmental areas include cognition, social/emo- Disabilities (3) behaviorally disordered students whose disabili- tional skills, psychomotor skills, and self-help Course presents a broad conceptual framework ties are considered mild to moderate. Focuses on skills. Prerequisites: SpEd 418/518 and admis- for organizing and developing career education advanced methods of behavior management that sion to the program. programs for disabled students (elementary/ go beyond traditional behavior modification SpEd 544 young adult); helps participants gain knowledge practices. Prerequisite: SpEd 521. which strengthens vocational success for dis- Methods of Teaching Academics: Visually SpEd 570 Impaired Learner (3) abled persons; and program models train per- Communication Systems for Persons with Course focuses upon curricular adaptations for sons with disabilities in transition from school to Severe Disabilities (3) use with the visually impaired learner in the community life. Prerequisite: SpEd 418/518. Course for students who will be teaching com- classroom. Academic areas examined and strate- SpEd 557 munication skills to persons with severe disabili- gies for inclusion for the visually impaired Job Placement and Training (3) ties, including nonverbal individuals. Examines learner in all aspects of the school curriculum. Techniques, training, and outcomes to assist per- specialized systems for teaching communication Teaching of Braille, use of abacus for mathemat- sons with disabilities obtain and maintain skills, normal speech, and implementation of ics, and adapted materials. In-depth curricular employment. communication instruction. Prerequisite: SpEd focus for the multi-disabled child. Prerequisites: SpEd 558 418/518. SpEd 418/518 and admission to the program. Introduction to Youth in Transition (3) SpEd 573 SpEd 545 Examination of transition services mandated by Assessment and Planning for Students Orientation and Mobility/Life Skills (3) public laws; application of skills to facilitate With Mild Disabilities (3) Focus on teaching independent travel skills to school-to-work transition of youth with disabili- Examination and application of diagnostic and totally or functionally blind students. Methods ties; and family partnerships. assessment instruments used to measure cogni- and techniques presented to help the special and SpEd 559 tive language abilities and social/emotional func- regular class teacher promote success in daily Professional Practices: Rehabilitation of the tioning. Formal and informal methods of living skills as well. Prerequisite: SpEd 418/518. Blind (3) assessment. Prerequisite: SpEd 418/518. SpEd 546 Overview of blindness and the blindness deliv- SpEd 575 Braille I (3) ery systems. Roles and responsibilities of those Braille III/Technology for the Visually The Braille code is presented, to include Grade II working in social, psychological, educational, Impaired (3) literary Braille, and use of the abacus. Prerequi- recreational, and vocational settings are empha- Study of computer applications for visually sites: SpEd 540 and admission to the program. sized. Issues and field overviews. impaired learners, including existing and pro- SpEd 547 SpEd 561 posed hardware and software that would Braille II (2) Behavior-Disordered Learner (3) improve accessibility to print information by All special signs and symbols relating to the liter- Course focuses upon the nature and needs of visually impaired and blind students. Adapta- ary code are learned and special formatting tech- behavior-disordered youth in educational and tions of existing technology, evaluation of its niques used in printed materials, charts, and social settings. Academic areas as well as strate- effectiveness. Prerequisite: SpEd 540. graphs. Study of Braille Nemeth Code for mathe- gies for inclusion for the behavior-disordered SpEd 576 matics. Prerequisites: SpEd 546 and admission learner in all aspects of the school curriculum. Multi-Handicapped Blind Learner (3) to the program. Prerequisite: SpEd 418/518. Study of visually handicapped students with SpEd 551 SpEd 562 concomitant disabilities such as hearing impair- Job Search Education (3) Alternate Education for Learning-disabled ments, mental retardation, and behavior disor- Course designed to teach the latest job finding Children (3) ders. Emphasis on curricular adaptations, and leisure search techniques and to improve Outdoor program focusing on academic instruc- teaching strategies, and behavior management. students’ ability to teach job/leisure finding to tion and recreational experiences designed to Prerequisite: SpEd 418/518. high school pupils. Course combines lecture and enhance the learning potential of the learning- SpEd 578 hands-on experiences. Training for teachers and disabled child. Emphasis is on practical Advanced Behavioral Strategies (3) counselors in community agencies. Prerequisite: approach for teachers. Prerequisite: SpEd 418/ Intervention strategies for students with severe SpEd 418/518. 518. behavior problems and disorders; focus on edu- SpEd 563 cation, and non-adversive behavior management Advanced Techniques of Reading (3) strategies. Prerequisite: SpEd 418/518. Primarily concerned with educational methods SpEd 584 designed to teach students with severe to moder- Assessment: EI/SE (3) ate response deficits in reading. Prerequisite: CI Provides an overview of assessment procedures 474/574. in the field of early intervention/early childhood special education. These procedures include 234 P ORTLAND STATE UNIVERSITY
screening and testing using norm-referenced, to support early relationships, peer interaction, SpEd 605 criterion-referenced, curriculum-based, and social-emotional development, cognitive devel- Reading and Conference (Credit to be observational methods. Reliability and validity of opment, and early literacy. arranged.) assessments are discussed in relation to stan- SpEd 590 SpEd 606 dardized testing. Learners have the opportunity Applied Behavioral Research in Special Special Problems (Credit to be arranged.) to observe and record the behaviors of young Education (3) SpEd 607 children. Assessment strategies such as arena Study of applied behavioral research in special Seminar (Credit to be arranged.) assessment, play-based assessment, parent education. Conceptualization of a variety of SpEd 608 reporting, and family interviewing. Emphasis on research designs appropriate for problems in Workshop (Credit to be arranged.) the assessment process for the young child and special education, including multiple baseline SpEd 609 the family’s role in the assessment of the young design research. Development of hypotheses, Practicum (Credit to be arranged.) child with developmental delays or disabilities. definition and measurement of important vari- SpEd 610 SpEd 585 ables, research design strategies, analysis of data, Selected Topics (Credit to be arranged.) interpretation and inference, and writing a Instructional Strategies I: EI/SE (3) SpEd 801 Develops knowledge and practices for teaching research report. Prerequisite: SpEd 418/518. Research (Credit to be arranged.) and facilitating development of children with SpEd 591 SpEd 802 special needs, birth through the primary grades. Issues in Special Education (3) Independent Study (Credit to be arranged.) Builds upon the student’s knowledge of child Review of the major issues related to special edu- development and developmentally appropriate cation in the United States. Emphasis upon SpEd 804 Cooperative Education/Internship (Credit practices. Focuses upon the design of individu- moral, ethical, and legal considerations relative to be arranged.) ally appropriate practices, principles of applied to the habilitation of disabled children and behavior analysis, activity-based intervention, youth. Prerequisite: SpEd 418/518. SpEd 805 Reading and Conference (Credit to be naturalistic teaching strategies, discrete trial SpEd 592 arranged.) teaching, and positive behavioral supports. Advanced Studies in Special Education (3) Develops knowledge and skills for curriculum- SpEd 806 Review of major philosophical and theoretical Special Problems (Credit to be arranged.) based assessment, design of individual program bases for learning relative to the unique needs of plans, and use of data collection systems to atypical persons served in special education pro- SpEd 807 Seminar (Credit to be arranged.) monitor child progress. grams. Overview of the work of Piaget, Skinner, Baumeister, Bandura, Prehm, and others. Prereq- SpEd 808 SpEd 586 Workshop (Credit to be arranged.) Instructional Strategies II: EI/SE (3) uisite: SpEd 591. Develops advanced knowledge and practices for SpEd 809 SpEd 601 Practicum (Credit to be arranged.) teaching and facilitating development of chil- Research (Credit to be arranged.) dren with special needs, birth through the pri- SpEd 810 SpEd 602 Experimental Course (Credit to be mary grades. Builds upon the student’s Independent Study (Credit to be arranged.) knowledge of individually appropriate practice, arranged.) SpEd 603 applied behavior analysis, and design of individ- Dissertation (Credit to be arranged.) ual and group plans for instruction. Develops knowledge and skills for implementation of spe- SpEd 604 Cooperative Education/Internship (Credit cific strategies supported by current research to be arranged.) and recommended practices, including strategies College of Engineering and Computer Science
ROBERT DRYDEN, DEAN HERMAN J. MIGLIORE, ASSOCIATE DEAN MARCIA FISCHER, ASSISTANT DEAN LL SUITE 20, FOURTH AVENUE BUILDING, 503-725-4631 www.cecs.pdx.edu/
B.S.—Civil Engineering, Computer Engineering, Computer Science, Undergraduate Electrical Engineering, and programs Mechanical Engineering Minor in Computer Science At the undergraduate level, the student Minor in Electrical Engineering may select degree programs in civil Minor in Environmental Engineering engineering, computer engineering, com- M.S.—Civil and Environmental Engineer- puter science, electrical engineering, and ing, Computer Science, Electrical and mechanical engineering. Cooperative Computer Engineering, Engineering Man- educational programs with Portland-area agement, and Mechanical Engineering industries, government agencies, and engi- M.Eng.—Civil and Environmental Engineer- neering consulting offices are available to ing, Civil and Environmental Engineering qualified students. Management, Electrical and Computer Note: The degree programs in civil Engineering, Engineering and Technology engineering, electrical engineering, and Management (Option in Technology Man- mechanical engineering are accredited by agement, Option in Project Management), the Engineering Accreditation Commis- Manufacturing Engineering, Mechanical sion/Accreditation Board for Engineering Engineering, Systems Engineering. and Technology (EAC/ABET). The com- M.S.E.—Master of Software Engineering Ph.D.—Civil and Environmental Engineer- puter science program is accredited by the ing, Computer Science, Electrical and Computing Sciences Accreditation Board Computer Engineering (CSAB). Ph.D.—Participating college in Systems Science Doctoral Program Ph.D.—Participating college in Admission Environmental Sciences and Resources requirements Doctoral Program Engineering and computer science offer the Policy on admission to the challenge and excitement of solving current engineering programs and future technological problems in com- Students may declare engineering as their puters, electronics, energy, transportation, major at any time after enrolling at Port- and the environment. Furthermore, land State University. However, engineering national projections indicate that the need majors must be admitted formally to a spe- for engineers and computer scientists will cific degree program in civil engineering, increase significantly during the years computer engineering, electrical engineer- ahead. ing, or mechanical engineering before they All undergraduate programs require a will (1) be allowed to enroll in restricted core of engineering or computer science, upper-division courses offered by the pro- mathematics, science, and liberal arts gram and (2) be graduated from that pro- courses. Graduate programs provide gram. Application forms may be obtained extended educational opportunities in from the Dean’s Office, College of Engi- various engineering and computer science neering and Computer Science, LL Suite specialties. 20, Fourth Avenue Building. PSU students 236 P ORTLAND STATE UNIVERSITY
who anticipate completing all eligibility 1. Complete, with a minimum grade of C Selective admission requirements before the term for which and a minimum GPA of 2.25, a designated If the number of eligible applicants for admission to a degree program is sought set of courses for each undergraduate admission to any engineering degree pro- may apply. degree program as follows: gram exceeds that for which resources are Students transferring from other institu- Civil Engineering and Mechanical available, acceptance will be competitive. tions who want to be admitted formally to Engineering. The Engineering Core con- In the event selective admission becomes a specific engineering degree program (civil sisting of Ch 221; EAS 101, 211, 215; necessary, the GPA computed for the engineering, computer engineering, electri- ECE 201, 221; Mth 251, 252, 253, 254, required courses for eligibility for program cal engineering, mechanical engineering) 256; Ph 221†, 222†, 223†, 214, 215, 216; admission will be used. Priority, within rea- must: Freshman Inquiry‡ (59 credits). sonable limits, will be given to resident stu- ◆ Meet all eligibility requirements. Electrical Engineering. The Engineer- dents. ◆ Apply for admission to PSU. ing Core consisting of Ch 221; EAS 101; Although the primary purpose of the ◆ Apply for program admission to the ECE 201, 221; Mth 251, 252, 253, 254, selective admission procedures is to limit College of Engineering and Computer 256; Ph 221†, 222†, 223†, 214, 215, 216; enrollment to the number of students who Science. Freshman Inquiry‡(51 credits). can be served at a high level of quality, it is ◆ Have one copy of their transcripts sent Computer Engineering. Ch 221; CS recognized that the rigid application of to their engineering or computer sci- 162, 163; EAS 101, 102; ECE 201, 221; these procedures may eliminate applicants ence department. Mth 251, 252, 253, 256; Ph 221†, 222†, with high potential but who, due to cir- ◆ Have one copy of their transcripts sent 223†, 214, 215, 216; Freshman Inquiry‡ cumstances beyond their control, have had to the Office of Admissions. (59 credits). limited access to the type of preparatory Application deadlines for admission to a 2. Have a minimum GPA of 2.25 in all education that is essential to achieving the degree program are: engineering and computer science course- high performance level required for admis- work. sion. All such applicants will be considered for fall term June 15 on the basis of their life experience and for winter term November 1 3. Complete a minimum of 90 credits. leadership qualities in addition to their aca- for spring term February 1 Candidates who do not meet all criteria demic achievement. may, upon petition, be granted eligibility ELIGIBILITY CONTINUATION CRITERIA To be eligible for admission to an when an evaluation of the student’s total record justifies such action and they are After admission to an engineering degree engineering degree program, each student program (civil engineering, computer engi- should meet the following minimum recommended by the college’s Academic Appeals Committee. neering, electrical engineering, mechanical requirements: engineering), students will be expected to make satisfactory progress toward their declared degree and will be subject to the following rules: 1. The term GPA in all courses taken at PSU must be 2.00 or higher. 2. At the conclusion of each term of the academic year full-time students are nor- mally expected to complete a minimum of 12 credits applicable toward their degree program. Part-time students are expected to complete a minimum of 12 credits per year applicable towards their degree program. 3. Students will be placed on probation when their term GPA as described in (1) is below 2.00, or their progress toward the degree is less than that described in (2). 4. Students placed on probation for two consecutive terms or for a total of three terms will be suspended from specific degree programs. Students also will be sus- pended if not enrolled in engineering and/ or computer science courses for three con- secutive terms. 5. Students denied admission or sus- pended must wait at least one term before reapplying. This waiting period does not apply to those denied due to “selective admission.”
†Physics 211, 212, and 213 also accepted ‡Sp 100 and Wr 121 for transfer students. C OLLEGE OF ENGINEERING AND COMPUTER SCIENCE 237
APPEALS pate in the single-discipline option of the Under special conditions, applicants Students denied admission or suspended Systems Science Ph.D. Program and offer who partially satisfy the above admission may request reconsideration by submitting discipline-oriented doctoral degrees. The requirements may be considered for condi- a petition. The petition and supporting Department of Civil and Environmental tional acceptance, provided they meet all materials will be reviewed by the appropri- Engineering also participates in the Envi- institutional requirements to the campus to ate department chair and the College’s Aca- ronmental Sciences and Resources Doctoral which they apply. demic Appeals Committee, and a Program. International applicants are required to recommendation will be forwarded to the The Oregon Master of Software Engi- demonstrate proficiency in English by dean. The appeal must be made within 30 neering (OMSE) program offers working taking the Test of English as a Foreign Lan- days of notice to the student of denial of professionals a master’s degree in software guage (TOEFL). A TOEFL score of 550 or admission or suspension. engineering through a partnership of greater is required of all students whose Portland State University, OGI School of native language is not English and who PASS/NO PASS GRADING POLICY Science and Engineering at OHSU, Oregon have not received a degree from an accred- All courses specifically required by the Uni- State University, and University of Oregon. ited institution in the United States. versity or by a particular department must be taken for a letter grade unless a required course is only offered with a pass/no pass Degree option. Manufacturing requirements Policy on admission to the A total of 45 credits of approved graduate Engineering coursework is required to complete the computer science program master’s degree in manufacturing engineer- Students who are intending to graduate LL Suite 50 ing. The program consists of 30 to 36 cred- with an undergraduate degree in computer Fourth Avenue Building its in the core and 9 to 15 credits in science must file the Application for Admis- 503-725-4660 electives. A comprehensive final oral exam- sion to the Computer Science Program with www.etm.pdx.edu/ ination is required after the completion of the Department of Computer Science after coursework. completing the lower-division require- M.Eng. Credits ments. No more than 8 upper-division Courses satisfying core requirements at each computer science credits (including any Manufacturing engineering is concerned institution: ...... 30-36 approved upper-division transfer credits) with the application of specialized engi- Analysis neering and managerial knowledge to the Applied Statistics for Engineers (Stat 551) taken prior to admission to the program † development of productive systems involv- Analysis/Numerical Methods (ME 551) will be counted toward the student’s Applied statistics departmental requirement of 46 upper- ing people and machines. Primary empha- Statistical Process Control (ME 587) division computer science credits (CS 300, sis is on the design, operation, and control Design of Industrial Experiments (ME 588) 301, 302, 303, 350, 487, 488 and 20 cred- of integrated systems for the production of Manufacturing management its of upper-division computer science elec- high quality, economically competitive Manufacturing Systems Engineering (EMgt 550) goods utilizing efficient product design, Manufacturing Systems Management (EMgt 551) tives). Students also must be in admitted Project Management (EMgt 545) status during the term they intend to computer networks, machine tools, robots, Communication and Team Building (EMgt 522) graduate. and materials-handling equipment. Concurrent engineering The master’s degree in manufacturing Concurrent Engineering (ME 510) engineering is designed to provide engi- Management ...... 3-9 neering professionals with the opportunity Strategic Planning in Graduate Engineering Management (EMgt 525) to pursue advanced level study in a field of Organizational Management (Mgmt 550) programs engineering that involves subject matter Financial Accounting (Actg 511) The College offers graduate programs lead- normally not covered in basic engineering Technical specialty electives...... 9-15 undergraduate programs. Nine to fifteen credits of graduate courses in ing to the degrees of Master of Science, mechanical engineering, industrial and manufac- Master of Engineering, and Doctor of The program is administered by the turing engineering, electrical and computer engi- Philosophy. Department of Engineering and Technol- neering, engineering management, or computer science. Three to six of these credits may be Master’s programs are available in civil ogy Management project work. (For example: 3 to 6 credits of EMgt and environmental engineering, computer 506 Projects may be included.) science, electrical and computer engineer- Admission ing, mechanical engineering, engineering management, manufacturing engineering, requirements and systems engineering. Applicants to the program are required to Ph.D. programs are available in civil have: and environmental engineering, computer ◆ An undergraduate degree in engineer- science, and electrical and computer engi- ing or a closely related discipline from neering. an accredited institution. In addition, the Departments of Civil ◆ A combined GPA of 3.0 on the last 90 and Environmental Engineering, Mechani- credit hours of graded undergraduate cal Engineering, and Engineering and work plus all work completed Technology Management in the College of thereafter. Engineering and Computer Science partici-
†Other analysis/numerical methods courses may be substituted. 238 P ORTLAND STATE UNIVERSITY
Admission Oregon Master of requirements Systems A committee consisting of the OMSE pro- Software gram director and faculty from each of the Engineering four university partners (OGI School of LL Suite 20, Fourth Avenue Building Engineering Science and Engineering at OHSU, Oregon 503-725-4262 State University, Portland State University www.cecs.pdx.edu/Systems/ CAPITAL Center, Suite 1065 and the University of Oregon) determines M.Eng. 18640 NW Walker Road admission. Admission requirements are: Systems engineering focuses on defining ◆ Beaverton, OR 97006 A bachelor’s degree with the following customer needs and required functionality 503-725-2900 computer science coursework listed on early in the development cycle, document- http://www.omse.org transcripts: Programming Languages, ing requirements, then continuing with Discrete Mathematics, Data Structures, design synthesis and system validation M.S.E. Operating Systems, Computer while considering the complete problem: Architecture operations—performance—test—manu- The Oregon Master of Software Engineer- ◆ At least two years of software develop- ing (OMSE) is a part-time professional facturing—cost and schedule—support— ment experience (a work resume is disposal. degree and certificate program geared required). toward working software engineers with Systems engineering integrates all the two or more years of practical software Applicants who partially satisfy the disciplines and specialty groups into a team development experience. OMSE’s vision is above conditions may be considered for effort, forming a structured development to provide high quality software engineer- admission on a case-by-case basis. Students process that proceeds from concept to pro- ing education and training for the high needing one or more of the computer sci- duction to operation. Many of us already technology industry and for its engineers. ence courses may enroll in OMSE courses practice systems engineering, but call it The curriculum of 13 core courses and on a non-admitted basis provided the pre- something else: design or development of three electives is focused on proven indus- requisites for those courses are satisfied. product, process, service. This course of try techniques for developing products. Upon admission to the OMSE program, study will enable the engineer to function Students will receive a sound practical per- students can transfer up to 12 credits (4 in an interdisciplinary team and apply their spective on the entire software develop- OMSE courses) into the degree program. area of engineering specialty toward the ment enterprise—from requirements In addition, international students may development of a product, process, or engineering, system and software design, need to provide a TOEFL written score of service. project management, and software test- 600 if their native language is not English. ing—that can be immediately applied to Students who earned undergraduate their real-world work environments. degrees in the United States are exempt Admission OMSE is a joint partnership between from this requirement. requirements the OGI School of Science and Engineering Minimum three years of responsible engi- at OHSU, Oregon State University, Port- Degree requirements neering experience, baccalaureate degree in land State University and the University of engineering, and at least 3.00 GPA for Oregon. Faculty members from the partner The OMSE curriculum comprises 48 cred- upper-division courses. Conditional admis- institutions have hands-on industry experi- its: 39 credits of core courses and 9 credits sion is based on approval and a study plan ence as well as a strong academic founda- of elective courses. specified by both director of systems engi- tion. Face-to-face courses are held at the OMSE 500 Principles of Software Engineering neering and departmental adviser. CAPITAL Center in Beaverton; online OMSE 511 Managing Software Development OMSE 513 Professional Communication Skills for courses are also available. Software Engineers Students can take courses to get their OMSE 521 Using Metrics and Models to Support Degree requirements Master’s degree, work toward a certificate Quantitative Decision Making OMSE 522 Modeling and Analysis of Software A total of 45 credits: 16 in systems core; 16 that can be applied toward the Master’s Systems in elective speciality and related engineer- degree later, or attend specific courses on a OMSE 525 Software Quality Analysis ing areas; 9 in internship/project; and 4 in non-admitted basis to enhance their skills OMSE 531 Software Requirements Engineering integrative workshop. in an area of software engineering. OMSE 532 Software Architecture and Domain Credit Three certificates are currently offered: Analysis OMSE 533 Software Design Techniques Systems core ...... 16 Principles of Software Engineering, Soft- OMSE 535 Software Implementation and Elective specialty and related ware Analysis and Design, and Software Testing engineering areas ...... 16 Quality Engineering. Certificates are OMSE 551 Strategic Software Engineering Integrative workshop...... 4 OMSE 555 Software Development Practicum I granted by the OGI School of Engineering Total 45 and Computer Science at OHSU. OMSE 556 Software Development Practicum II More information about the Oregon Master of Software Engineering program is located on our web site at www.omse.org. C OLLEGE OF ENGINEERING AND COMPUTER SCIENCE 239
Civil and Environmental Engineering
128 Science Building II 1. Prepare graduates for all essential Sophomore year Credits 503-725-4282 aspects of responsible professional prac- EAS 211 Statics ...... 4 EAS 212 Strength of Materials ...... 4 www.ce.pdx.edu/ tice in civil engineering. The program will: EAS 213 Properties of Materials ...... 4 ◆ Provide graduates with the scientific EAS 215 Dynamics ...... 4 B.S.—Civil Engineering and technical skills needed to engineer CE 211 Plane Surveying and Mapping ...... 3 Minor in Environmental Engineering projects and to practice their profession CE 212 Field Problems in Plane Surveying ...... 1 M.S.—Civil and Environmental Engineering ethically and responsibly. ECE 201 Electrical Engineering Lab I ...... 1 ECE 221 Electric Circuits ...... 4 M.Eng.—Civil and Environmental ◆ Prepare graduates to work effectively in Mth 254 Calculus IV...... 4 Engineering the professional engineering commu- Mth 256 Applied Differential Equations I...... 4 Ph.D.——Civil and Environmental nity through an understanding of con- Ph 221, 222, 223 General Physics Engineering cepts, techniques, and approaches that (with Calculus) ...... 9 Ph.D.—Participating department in cross traditional disciplines. Ph 214, 215, 216 Physics Laboratory ...... 3 Systems Science Doctoral Program Sophomore Inquiry...... 12 ◆ Prepare graduates to communicate Ph.D.—Participating department in Envi- Total 57 ronmental Sciences and Resources Doc- effectively with other engineers, deci- Junior year Credits toral Program sion-makers, and the public at large. ◆ Provide graduates with an understand- EAS 361 Fluid Mechanics ...... 4 Civil and environmental engineers plan, ing of contemporary issues relevant to CE 324 Elementary Structural Analysis ...... 4 design, and manage the construction and CE 325 Indeterminate Structures...... 4 civil engineering in a context that CE 333 Design of Steel Structures or CE 434 Princi- operation of public and private facilities, includes the long-term sustainability ples of Reinforced Concrete ...... 4 including highways and transportation sys- and well-being of the community. CE 341 Soil Classification and Properties ...... 4 tems, power plants, buildings, dams, and ◆ Prepare graduates to advance in the CE 351 Transportation Systems: Planning water and wastewater treatment facilities. and Design ...... 4 profession through professional regis- CE 362 Hydraulics ...... 4 In addition, they are involved in tration and an appreciation of the need CE 364 Water Resources Engineering ...... 4 improving the quality of surface water, riv- for lifelong learning. CE 371 Environmental Engineering ...... 4 ers, lakes, reservoirs, estuaries, and ground G 301 Geology for Engineers...... 3 2. Prepare graduates to enter and succeed water systems and predicting the quantity ME 321 Engineering Thermodynamics ...... 4 in graduate programs of advanced profes- of water available for human use. Stat 451 Applied Statistics for Engineers sional education or research. and Scientists I ...... 4 Upper-division cluster ...... 4 Undergraduate Admission Total 51 Senior year Credits program requirements CE 444 Geotechnical Design ...... 4 CE 454 Urban Transportation Systems ...... 4 The undergraduate degree program in civil Please refer to page 235 for admission CE 484 Engineering Project Management ...... 3 engineering includes required courses in requirements. CE 494 Civil Engineering Design ...... 3 the analysis and design of structures, †Approved civil engineering electives...... 20 applied hydraulics, surveying and map- CE 311 Engineering Surveys (4) ping, soil mechanics and foundations, Degree requirements CE 333 Design of Steel Structures (4) CE 420 Advanced Mechanics of Materials (4) engineering project management, transpor- Requirements for major. Majors in civil CE 421 Analysis of Framed Structures (4) tation engineering, and environmental and engineering must complete the following CE 423 Vibration Analysis in Structural water resources engineering. University and departmental degree Engineering (4) To introduce civil engineering students requirements. Any deviation from the CE 431 Stability of Structures (4) to professional practice, the American required courses, including engineering CE 432 Structural Steel Design-LRFD Method (4) Society of Civil Engineers (ASCE) sponsors CE 434 Principles of Reinforced Concrete (4) and mathematics course substitutions, CE 435 Design of Reinforced Concrete Structures a student chapter at Portland State must be approved in writing by the chair of (4) University. the department. CE 436 Masonry Design (4) The civil engineering program at Port- Freshman year Credits CE 437 Timber Design (4) land State University is accredited by the EAS 101 Engineering Problem Solving...... 4 CE 438 Design of Composite Structures (4) Engineering Accreditation Commission/ EAS 115 Engineering Graphics ...... 3 CE 442 In situ Behavior and Testing of Soils (4) Ch 221, 222, 223 General Chemistry ...... 12 CE 443 Introduction to Seismology and Site Accreditation Board for Engineering and Evaluation (4) Ch 227, 228 General Chemistry Laboratory ...... 2 CE 448 Earthquake Accommodation in Design (4) Technology (EAC/ABET). Mth 251, 252, 253 Calculus I, II, III ...... 12 CE 457 Pavement Design (4) The educational objectives of the civil Freshman Inquiry ...... 15 engineering program are as follows: CE 464 Hydrologic and Hydraulic Modeling (4) Total 48 CE 467 Hydrologic and Hydraulic Design (4)
†CE 401, 404, 405, 406 (4 credits maximum); CE 407, 410, and CE 507 through 599 are also accepted. Of the 20 credits of CE electives, a minimum of 8 credits of “design” is required. Students must select these electives from a departmentally approved list of courses that indicates “design credit” content. 240 P ORTLAND STATE UNIVERSITY
CE 474 Unit Operations of Environmental Research will be conducted in one of the Degree requirements Engineering (4) CEE specialty areas, usually during the CE 477 Solid and Hazardous Waste Master of Science in civil and environ- Management (4) senior year. Honors theses will follow mental engineering. ME 322 Applied Fluid Mechanics and ASCE document guidelines for style and Students are required Thermodynamics (4) formatting. CEE students who meet honors to complete tentative degree plans that ME 323 Heat Transfer (4) program requirements will graduate with have been approved by their advisers not ME 421 Heating, Ventilating, and Air later than the second quarter of their resi- Conditioning Design Fundamentals (4) honors and will receive special recognition ME 422 Building Energy Use Analysis and Design on their diploma. Contact the department dence at PSU. An M.S. study plan form for (4) for requirements. this purpose is available in the Civil and Upper-division cluster ...... 8 Environmental Engineering Department. Total 42 Students are also required to obtain their adviser’s approval of coursework each Requirements for minor in environ- Graduate quarter on a quarterly study plan form, mental engineering. A student wishing to when there are deviations from their M.S. minor in this area should complete, with a programs study plan submitted. Coursework taken minimum grade of C, and a minimum GPA without adviser approval may not be of 2.25, a designated set of courses as Admission accepted as part of the student’s program. follows: requirements University master’s degree requirements are Mth 254, 256; Ph 221, 222, 223, 214, 215, 216; listed on page 69. Master of Science in civil and environ- Ch 221, 222, 223, 227, 228; EAS 361; CE 362, The master’s program consists of three mental engineering. The master’s program 364, 371, 474, and a minimum of 4 credits of options available to students. The first approved electives. in civil and environmental engineering is option involves a total of 45 credits, All courses must be taken for letter designed to provide students with the tech- including 6 to 9 credits of thesis; the grade and at least one-third of the credit nical and professional knowledge necessary second option requires completion of 44 hours must be taken at Portland State to develop their abilities to seek creative credits of coursework and 4 credits of University. solutions to complex problems in their research project that include a project Course requirements for the minor also field of interest. report; the third option requires comple- meet partial eligibility requirements for The program involves advanced courses tion of 48 credits of coursework. In the first admission to the civil engineering program. in the areas of structural analysis and two options, student research is conducted Students who complete the requirements design, transportation engineering, water under the supervision of faculty. In all for the minor may wish to apply for admis- resources, environmental engineering, geo- options, coursework is to include 8 credits sion to this program. Students graduating technical engineering, and project manage- in areas other than candidate’s major in civil engineering may not claim a minor ment, as well as science and mathematics. emphasis, subject to the approval of stu- in environmental engineering. Students Flexibility is achieved by designing pro- dent’s adviser and department. planning to minor in environmental grams of study to meet individual needs. To become a candidate for the master’s Master of Engineering in civil and engineering should consult with an adviser degree, the student must successfully com- environmental engineering. The admis- in the Department of Civil Engineering. plete all departmental requirements for one sion requirements are the same as those for of the options described above. For the the department’s M.S. degree. thesis option, successful completion of a Master of Engineering in civil and Honors Program environmental engineering manage- final oral examination covering the thesis is The Civil Engineering Honors Program is ment. The admission requirements include required. Current faculty research areas intended for high-achieving undergradu- a B.S. degree in civil engineering and satis- include transportation systems, nonlinear ate students, many of who go on to gradu- faction of the requirements for admission structural analysis and design, earthquake ate or professional school; it gives highly to the M.S. in engineering management engineering, mechanics of composites, sto- motivated engineering students the chance and M.S. in civil engineering programs. chastic modeling in hydrology and water resources, water quality and hydrodynamic to develop undergraduate degree programs Doctor of Philosophy in civil and envi- modeling in environmental engineering, that reflect their particular interests. Work- ronmental engineering. A student apply- near-field mixing, zone modeling, ground- ing closely with an adviser in the Civil and ing to the Ph.D. program in civil and environmental engineering will normally water contaminant transport, and in-situ Environmental Engineering Department, soil properties in geotechnical design. honors program students will choose an be required to have completed an M.S. degree in civil and environmental engineer- Master of Engineering in civil and area of research interest and complete an environmental engineering. A total of 45 honors thesis, usually during their senior ing or a closely related field. In addition to the University doctoral degree require- graduate credits is required. In addition to year. the University’s M.S. degree requirements, Upon acceptance into the honors pro- ments, the program requirements include the equivalent of at least two years of full- a candidate for the M.Eng. degree must gram, and no later than the beginning of have 32 credits of approved electives that his/her senior year (preferably by spring time graduate work beyond the master’s degree, a minimum of 24 hours of course- may include transfer credits and other quarter of the junior year), the student will work, a comprehensive examination, pro- allied disciplines, and up to 13 credits of declare one of the following areas of inter- spectus defense, 27 hours of dissertation CE 504 Internship. est for his/her research topic: environmen- Master of Engineering in civil and credit, and final dissertation defense. For tal/water resources, geotechnical, environmental engineering manage- further information on admission and ment. In addition to the University’s gen- structural, or transportation. The CEE degree requirements, current course sched- chair, in consultation with faculty, will eral master’s degree requirements, listed on ule, and research opportunities, students page 69 of the Bulletin, the M.Eng. in civil assign the student an honors adviser. The should refer to the departmental Web site adviser will work with the student to com- and environmental engineering manage- www.cee.pdx.edu and/or request the depart- ment requires a total of 45 graduate credits, plete a written proposal for the honors mental Graduate Handbook. thesis research that requires chair approval. including 32 course credits and a 4-credit C OLLEGE OF ENGINEERING AND COMPUTER SCIENCE 241
capstone. Nine credits of internship are management of eutrophication of urban Doctor of Philosophy in systems required, but substituting an equal number water systems; mathematical modeling of science—civil and environmental of course credits upon approval of the stu- groundwater and contaminant transport; engineering. The Ph.D. in Systems Sci- dent’s advisers may reduce the internship mathematical modeling of near-field ence—civil and environmental engineer- credits. mining contaminants; creep response of ing is a single-discipline option of the Doctor of Philosophy in civil and envi- fibrous composite materials; nonlinear Systems Science Ph.D. Program (Depart- ronmental engineering. A student apply- behavior of composite plates; intelligent mental Option), whose general require- ing to the Ph.D. program in civil and transportation systems; urban transporta- ments are listed on page 73. environmental engineering will normally tion; traffic flow theory; data fusion and The departmental requirements are a be required to have completed an M.S. macroscopic modeling; multi-modal trav- master’s degree in civil and environmental degree in civil and environmental engineer- eler information; sustainability; alternative engineering or equivalent coursework, 9 ing or a closely related field. In addition to fuels; traffic management of freeways; credits of Systems Science core courses, 9 the University doctoral degree require- video-imaging technologies and ITS; traffic credits of additional Systems Science or ments, the program requirements include operations using real-time traffic informa- approved engineering systems-related the equivalent of at least two years of full- tion; access management and traffic safety; courses, and 9 credits of other approved time graduate work beyond the master’s land use and access relationships; earth- coursework. Twenty-seven credits of dis- degree, a minimum of 24 hours of course- quake vulnerability of buildings in urban sertation research are also required. Spe- work, a comprehensive examination, pro- areas; retrofit of buildings against seismic cialization areas of research related to spectus defense, 27 hours of dissertation damage; and seismic testing of structures, structural engineering, transportation engi- credit, and final dissertation defense. For transmission towers, sub-structures, and neering, geotechnical engineering, environ- further information on admission and equipment. mental engineering, and water resources degree requirements, current course sched- Research facilities. Laboratories and are available. ule, and research opportunities, students computer facilities are available that sup- Doctor of Philosophy in environmen- should refer to the departmental Web site port research in the following areas: struc- tal sciences and resources. The depart- www.cee.pdx.edu and/or request the depart- tures and materials; concrete; surveying ment participates in the Environmental mental Graduate Handbook. and mapping; geotechnical; computational Sciences and Resources Doctoral Program. Program of study. The Ph.D. program water quality/resources; hydraulics; envi- Specialized studies in environmental and in civil and environmental engineering ronmental; and transportation. Among oth- water resources engineering, along with offers advanced courses in the areas of ers, a high-tech Seismic Testing and environmental sciences courses and semi- structural analysis and design, transporta- Applied Research (STAR) Lab and an Intel- nars, will partially fulfill the requirements tion engineering, water resources, environ- ligent Transportation Lab provide state-of- for the Ph.D. in environmental sciences mental engineering, geotechnical the-art equipment for research. Modern and resources. For information on the engineering, and project management. The engineering computer labs are available for Ph.D. program in environmental sciences faculty are engaged in research related to: engineering students’ use. and resources, see page 126. management of urban stormwater; surface hydrodynamic and water quality modeling; Computer Science
120 Portland Center for in teams to carry out projects for industry Degree requirements Advanced Technology during the two-term capstone course in 503-725-4036 software engineering. Requirements for major. Majors in com- www.cs.pdx.edu/ The computer science curriculum at puter science must complete the following Portland State University is accredited by University and departmental degree B.S. the Computing Accreditation Commission/ requirements. All computer science courses Minor in Computer Science Accreditation Board for Engineering and used to satisfy the departmental major M.S. Technology (CAC/ABET). This national must be graded C or better. Courses taken Ph.D. organization sets standards for computer outside the department as part of depart- science education defined in terms of cur- mental requirements must be graded C- or ricular content, quality of faculty, and ade- better. Undergraduate quacy of facilities. Transfer students majoring in com- puter science are required to complete a program minimum of 20 credits of upper-division The computer science program is designed Admission computer science courses in residence at to provide students with the educational requirements PSU. background required for a professional Freshman year Credits career in the computing industry and for Please refer to page 235 for admission CS 161, 162 Introduction to Computer Science ..... 8 further study at the graduate level. The requirements. CS 163 Data Structures ...... 4 program includes a core of required Mth 251, 252, 253 Calculus I, II, III ...... 12 Ph 221, 222, 223 General Physics (with Calculus) .. 9 courses and an elective program of courses Ph 214, 215, 216 Physics Laboratory ...... 3 over a wide range of topics. Seniors work 242 P ORTLAND STATE UNIVERSITY
Freshman Inquiry ...... 15 Requirements for minor. A minor in com- An undergraduate GPA of at least 3.00 Total 51 puter science is available within the College in upper-division coursework is required. Sophomore year Credits of Engineering and Computer Science in Applicants must take the general portion of CS 200 Computer Organization and the area of computer science. the Graduate Record Examination, and Assembly Language ...... 4 To earn a minor in computer science, submit two letters of recommendation to CS 201 Computer Architecture...... 4 a student must complete 36 credits as the department. CS 202 Programming Systems ...... 4 follows: Normally, an applicant to the Ph.D. pro- CS 250 Discrete Structures ...... 4 CS 251 Logical Structures...... 4 Credits gram will have an M.S. in computer sci- CS 311 Computational Structures ...... 4 CS 161, 162 Introduction to Computer Science ...... 8 ence. Students may apply to the M.S. Wr 227 Technical Writing ...... 4 CS 163 Data Structures ...... 4 program and later transfer to the Ph.D. Approved science electives...... 8 CS 200 Computer Organization and Assembly Language ...... 4 program. Sophomore Inquiry ...... 12 CS 201 Computer Architecture ...... 4 Total 48 CS 202 Programming Systems ...... 4 Computer science upper-division electives Degree requirements Junior year Credits except CS 404 ...... 12 CS 300 Elements of Software Engineering ...... 4 Master of Science in computer science. CS 305 Social, Ethical, and Legal Total 36 The master’s program in computer science Implications of Computing...... 2 CS 321, 322 Languages and Compiler Design ...... 8 Only grades of C or better count toward is designed to prepare students for CS 333 Operating Systems and Concurrent departmental requirements. At least 16 of advanced careers in the computer industry, Programming ...... 4 the required 36 credits must be taken at to create a research environment in com- CS 350 Algorithms and Complexity ...... 4 Portland State University. puter science, and to prepare students for Stat 451 Applied Statistics for Engineers and Scientists I ...... 4 graduate work at the Ph.D. level. Approved mathematics electives ...... 8 University master’s degree require- Upper-division cluster ...... 12 Graduate ments are listed on page 69. The master’s program in computer science consists of Total 46 programs two options. The first option involves the Senior year Credits CS 386 Introduction to Database Systems ...... 4 The Department of Computer Science completion of an approved program of 45 CS 487, 488 Software Engineering Capstone ...... 6 offers M.S. and Ph.D. degrees, with gradu- credits. The second option requires the ECE 341 Computer Architecture...... 4 ate-level work in the areas of database sys- completion of an approved program of 45 Approved upper-division computer science tems, programming languages, software credits, which includes 9 credits of thesis. electives ...... 12 In both options, coursework is to include Free electives...... 9 engineering, operating systems, networks, and theory of computing. Flexibility is core courses in theory, programming lan- Total 35 achieved by designing programs of study to guages, and systems, plus a 9-credit con- Note: The University requires all students to have a meet individual needs. centration in one of the areas listed above. minimum of 72 upper-division credits to graduate. Since fewer than 72 upper-division credits are The departmental Graduate Handbook For the thesis option, successful comple- required in computer science, mathematics, and provides full details on the departmental tion of a final oral examination covering general education for the computer science major, the thesis is required. the extra credits of upper-division work must be regulations for these programs. taken from either the approved science electives or Doctor of Philosophy in computer the free electives. science. The doctoral degree program in Approved upper-division Computer Science Admissions computer science is designed to prepare electives. students for advanced research or univer- The total may include any regular upper-division requirements computer science course, and any of the courses sity teaching in the field. ECE 455, 456, 485, 486, except that no more than 4 To be considered for admission to the grad- University doctoral degree requirements credits may be taken from CS 399, 401, 405, 406, uate program in computer science, the stu- 407, 409, and CS 404 may not be used. are listed on page 69. The student must Approved Mathematics electives. dent must have a four-year baccalaureate complete an approved program of 90 grad- Students must complete 8 credits of approved degree from an accredited institution. This uate credits, including 15 credits of core mathematics electives, which must include at least degree should normally be in computer one upper-division course in mathematics. The cur- courses, 18 credits from up to three spe- rent list of approved courses includes: Mth 254 or science; otherwise, the applicant must cialized focus areas, 21 credits of electives, 256, Mth 343, Mth 344, Mth 346, and Stat 452. demonstrate knowledge of the core curric- and the remainder dissertation research Other upper-division mathematics courses may be ulum of an undergraduate computer sci- used to satisfy the requirement with prior written credits. Up to 45 credits may be waived if adviser approval. ence degree. This core (PSU courses in the student has a master’s degree. To be Approved Science electives. parentheses) includes: programming (CS admitted to Ph.D. candidacy, a student The student is required to complete 8 credits of 161, 162), data structures (CS 163), com- approved science electives. These must be chosen must pass a written comprehensive exami- from Bi 251, 252, 253; G 201, 202, 203; Ch 221, 222, puter systems (CS 200, 201), programming nation covering the 33 credits of core and 223; or any 300- or 400-level course from these systems (CS 202), discrete mathematics departments or the department of physics. Labora- focus courses and must present an accept- tories taken with these courses also count toward and logic (CS 250, 251, 311), and calculus able dissertation proposal. The dissertation the 8 credits. (Mth 251, 252, 253). In addition, the comprises original research work, which is applicant must demonstrate knowledge of expected to be of a quality meriting publi- languages and compilers (CS 321), operat- cation in a refereed journal. Honors program ing systems (CS 333), and analysis of algo- The honors degree in computer science rithms (CS 350). requires the writing of an honors thesis (after completing course requirements for the junior year) and a minimum overall GPA of 3.50. Details about the program can be found at the computer science Web site www.cs.pdx.edu. C OLLEGE OF ENGINEERING AND COMPUTER SCIENCE 243
Electrical and Computer Engineering
1900 SW Fourth Ave., Suite 160 ment of the discipline and to realize engineering, automatic control systems, 503-725-3806 their full potential throughout their communication systems, computer engi- www.ece.pdx.edu/ career. neering, optical electronics, and electro- ◆ Community: To ensure awareness of magnetics. This program provides the B.S. (a) the need for personal development, student with the educational background Minor in Electrical Engineering both in discipline related aspects and in necessary for employment in virtually all M.S. terms of understanding the impact of electrical engineering fields. M.Eng. the profession on social and environ- Majors in electrical engineering must Ph.D. mental issues and (b) the importance complete the following University and and benefits of personal involvement in departmental degree requirements. Any professional societies and local commu- deviation from the required courses must Undergraduate nities. be approved by the department. programs Freshman year Credits ECE 171 Digital Circuits ...... 4 The Department of Electrical and Com- Admission EAS 101 Engineering Problem Solving...... 4 puter Engineering offers programs in elec- requirements EAS 102 Engineering Computation Structures ...... 4 trical and computer engineering. Qualified Mth 251, 252, 253 Calculus I, II, III ...... 12 Please refer to page 235 for admission Ph 221, 222, 223 General Physics freshmen are encouraged to participate in (with Calculus) ...... 9 the University Honors Program described requirements. Ph 214, 215, 216 Physics Laboratory...... 3 on page 29. Qualified upper-division stu- Freshman Inquiry ...... 15 dents should consider the Electrical and Total 51 Computer Engineering Honors Program; Degree requirements Electrical and Computer Engineering Sophomore year Credits details are available from the department. ECE 201, 202, 203 Electrical Engineering The electrical engineering and com- General Education requirements. The Laboratory I, II, III ...... 3 puter engineering curricula at Portland CECS General Education requirements for ECE 221 Electric Circuits ...... 4 State University are accredited by the Engi- engineering students can be met in one of ECE 222 Signals and Systems I...... 4 neering Accreditation Commission/Accred- the following ways: ECE 223 Signals and Systems II ...... 4 ECE 271 Digital Systems ...... 4 itation Board for Engineering and 1. Students who complete their entire Ch 221 General Chemistry...... 4 Technology (EAC/ABET). program at Portland State University meet Ch 227 General Chemistry Laboratory ...... 1 the requirement by taking 39 credits of Mth 254 Calculus IV ...... 4 Program objectives University Studies. (15 credits Freshmen Mth 256 Applied Differential Equations I ...... 4 Inquiry, 12 credits Sophomore Inquiry, and Mth 343 Applied Linear Algebra ...... 4 The electrical and computer engineering 12 credits Upper-division Cluster). Sophomore Inquiry...... 12 program has the following educational objectives: 2. Transfer students meet the requirement Total 48 ◆ Knowledge: To provide our students by having Wr 121, Sp 100, and 33 credits Junior year Credits ECE 311 Feedback and Control...... 4 with a broad knowledge base in the as a combination of University Studies courses and liberal arts/social science ECE 321, 322, 323 Electronics I, II, III ...... 12 fundamentals and techniques of the ECE 331 Electromagnetic Principles ...... 4 engineering sciences, required for engi- transfer credits. (At a minimum the 12 ECE 332 Electromagnetic Systems ...... 4 neering careers in a changing technical credit junior/senior cluster must be taken ECE 371 Microprocessors ...... 4 at PSU). ECE 301, 302, 303 Electrical Engineering environment, to prepare them for suc- Laboratory IV, V, VI ...... 3 cessful participation in multi-disciplin- 3. Courses specifically required in a pro- Stat 451 Applied Statistics for Engineers ary teams. gram must be taken on a graded basis and Scientists I ...... 4 ◆ Application: To provide our students unless those classes are only available with Ph 317, 318 Solid State Physics ...... 6 with an in-depth knowledge of the con- a pass/no-pass grading option. Classes not Approved electrical engineering electives...... 8 cepts, techniques and tools of the elec- specifically identified by a unique num- Total 49 trical and computer engineering ber, for example an upper-division cluster Senior year Credits disciplines and impart the ability to class, may be taken on a P/NP basis. ECE 411, 412, 413...... 8 apply their proficiency to engineering Requirements for major in electrical Approved electrical engineering electives ...... 20 design and problem solving. engineering. The electrical engineering Wr 227 Technical Writing ...... 4 ◆ Innovation: To provide our students program is designed to provide a compre- Upper-division cluster ...... 12 with the ability and desire to continu- hensive background in the electrical sci- Total 44 ally renew their education in a rapidly ences and offers an opportunity for developing discipline, enabling them to specialization in the areas of physical elec- participate in the research and develop- tronics, circuit design, electrical power 244 P ORTLAND STATE UNIVERSITY
†Approved electrical engineering electives Sophomore year Credits The student is required to complete at least 20 elec- ECE 201, 202, 203 Electrical Engineering Honors Program tive credits, including at least one sequence. Any Laboratory I, II, III ...... 3 The Electrical and Computer Engineering 400-level electrical engineering course may be ECE 221 Electric Circuits ...... 4 used, excluding the following omnibus numbered ECE 222 Signals and Systems I ...... 4 Honors Program permits highly moti- courses (ECE 401, 405, 406, 407). ECE 403‡ Honors ECE 223 Signals and Systems II ...... 4 vated, qualified students to pursue a sub- thesis may be used by students in the electrical engineering honors program. ECE 271 Digital Systems ...... 4 ject in the field of electrical or computer CS 162 Introduction to Computer Science ...... 4 engineering in greater depth than is nor- Requirements for minor in electrical CS 163 Data Structures ...... 4 engineering. A minor program is available mally possible within the undergraduate Ch 221 General Chemistry ...... 4 ECE program. Students successfully com- within the College of Engineering and Ch 227 General Chemistry Laboratory ...... 1 pleting the ECE honors graduation require- Computer Science in the area of electrical Mth 256 Applied Differential Equations I ...... 4 engineering. A student wishing to minor in Mth 343 Applied Linear Algebra ...... 4 ments will have the words “Distinguished this area should complete, with a mini- Sophomore Inquiry ...... 12 Graduate” printed on their diploma. mum grade of C, and a minimum GPA of Total 52 2.25, a designated set of courses as follows: Junior year Credits Selection Criteria EAS 101, 102, ECE 171, 201, 202, 203, 221, 222, 223, ECE 301, 302, 303 Electrical Engineering 271 or approved equivalents. Laboratory IV, V, VI ...... 3 1. Completion of courses required for At least four of the courses selected from EAS 101, ECE 321, 322, 323 Electronics I, II, III ...... 12 admission to the Electrical and Computer 102, ECE 171, 221, 222, 223, 271 must be taken at ECE 351 Hardware Design Languages and Engineering Program. Portland State University. Prototyping...... 4 2. Minimum overall GPA of 3.2; mini- Course requirements for the minor also ECE 371 Microprocessors ...... 4 ECE 372 Microprocessor Interfacing and Embedded mum GPA of 3.5 in upper-division ECE meet partial eligibility requirements for Systems ...... 4 courses taken at PSU. admission to the electrical engineering and CS 202 Programming Systems ...... 4 computer engineering programs. Students Stat 451 Applied Statistics for Engineers who complete the requirements for the and Scientists I...... 4 Application Procedure minor may wish to apply for admission to Ph 317, 318 Solid State Physics ...... 6 Students should apply for admission Wr 227 Technical Writing ...... 4 one of these programs. Students graduating during the spring quarter of the junior in computer engineering may not claim a Total 45 year. Along with the application form, minor in electrical engineering. Students Senior year Credits students should submit the following: planning to minor in electrical engineering ECE 411, 412, 413 ...... 8 1. Official transcripts of all university should consult with an adviser in the ECE 485 Microprocessor System Design ...... 4 work. CS 333 Operating Systems and Concurrent Department of Electrical and Computer Programming ...... 4 2. Letters of reference from at least two Engineering. Approved electrical engineering electives ...... 8 ECE faculty. Requirements for major in computer Approved computer science electives...... 4 engineering. The computer engineering Approved math electives ...... 4 3. Statement of interest (not to exceed one program is designed to provide a compre- Upper-division cluster ...... 12 page) indicating reasons for wanting admission to the honors program. hensive background in computer engineer- Total 44 ing and offers an opportunity for †Approved electrical engineering electives specialization in the areas of digital elec- ECE 425, 426 Digital Integrated Circuit tronics, VLSI circuit design, computer Design I and II ...... 4, 4 Graduate architecture, communication systems, and ECE 451, 452 Automatic Control Systems programs embedded microprocessor system design. Design I and II ...... 4, 4 ECE 461, 462 Communication Systems Graduate courses are offered by the electri- This program provides the student with the Design I and II ...... 4, 4 cal and computer engineering faculty at educational background necessary for ECE 478, 479 Intelligent Robotics I, II...... 4, 4 employment in virtually all branches of the ‡ECE 403 Senior Honors Project ...... 4, 4 PSU for electrical and computer engineers digital electronics and computer ECE 486 Computer Architecture...... 4 in the Portland area leading to the M.S., industry. Approved computer science electives M.Eng., and Ph.D. degrees in electrical and The student is required to complete at least 4 computer engineering. Graduate-level Majors in computer engineering must approved upper-division computer science elective complete the following University and credits. work is offered in automatic control theory, departmental degree requirements. Any Approved mathematics/science electives IC test, linear systems, power electronics, deviation from the required courses must Mathematics/science electives are meant to provide digital signal processing, communication the advanced understanding of the concepts and systems, optoelectronics, laser systems, be approved by the department. uses of mathematics and science required by com- puter engineers in working practice. The Depart- electronic design automation, advanced Freshman year Credits ment of Electrical and Computer Engineering electronic systems and VLSI, analog and ECE 171 Digital Circuits ...... 4 maintains lists of currently acceptable/unacceptable EAS 101 Engineering Problem Solving ...... 4 courses in the department office. Students are digital circuit design, computer architec- EAS 102 Engineering Computation urged to consult with the ECE department chair or ture, computer vision and computer sys- Structures...... 4 his designee to obtain approval in writing for their tems, robotics, nanoelectronics, electronics Mth 251, 252, 253 Calculus I, II, III ...... 12 choice of electives and completion terms. Courses taken without such approval may not be accept- packaging, and electromagnetics. The Ph 221, 222, 223 General Physics able toward satisfaction of the mathematics/sci- (with Calculus) ...... 9 ence electives requirement. schedule attempts to accommodate both Ph 214, 215, 216 Physics Laboratory ...... 3 full- and part-time (evening) students. Freshman Inquiry ...... 15 Please refer to the departmental Graduate Total 51 Handbook for more information.
†Departmental approval is required to substitute other engineering electives. ‡Admission to the Department of Electrical and Computer Engineering Honors Program is required. ECE 411, 412, 413 and ECE 403 are combined to form a 12-credit honors project. C OLLEGE OF ENGINEERING AND COMPUTER SCIENCE 245
Admission and computer engineering, excluding all disciplines, and up to 13 credits of ECE omnibus-numbered courses and transfer 504 Internship. Four credits of ECE 506 requirements courses. The nonthesis option is most Special Projects may be substituted for 4 Master of Science in electrical and com- appropriate for a student who has experi- credits of ECE 504 by satisfactory comple- puter engineering. Applicants who have ence as an engineer and wants to concen- tion of an industry report. completed a B.S. degree in either electrical trate on coursework to increase his/her Doctor of Philosophy in electrical and or computer engineering at a recognized technical knowledge. computer engineering. In addition to the university with a grade point average of Up to 12 credits of graduate ECE course University doctoral degree requirements 3.00 or better in all junior- and senior-level requirements indicated above (24 for thesis listed on page 70, a candidate for the Ph.D. technical courses may be considered for option, 32 for non-thesis option) may be degree in electrical and computer engineer- admission to the Department of Electrical replaced by approved graduate courses ing must complete a minimum of 45 grad- and Computer Engineering as regular grad- taken within other programs of institutions uate credits in electrical and computer uate students. Students who have com- affiliated with the Oregon Joint Graduate engineering and at least 9 graduate credits pleted a B.S. degree in a related field School of Engineering (OGI, PSU, OSU, in a minor department outside the Depart- (normally either mathematics, physics, UO). Approved courses are courses that ment of Electrical and Computer Engineer- computer science, or mechanical engineer- have gone through the full curriculum ing. Coursework for the minor must be ing) or B.S. ECE or B.S. CpE candidates review and approval processes of their supportive of, but distinct from, the major with a grade point average in their upper- respective institutions and that have also and must not include transfer courses or division technical coursework below 3.00 been approved by the student’s adviser. the following omnibus numbered courses: but higher that 2.75 may be granted condi- Total transfer credits cannot exceed the 501/601, 503/603, 504/604, 505/605, tional admission status. University limit of 15. 506/606, 507/607. Each Ph.D. student is Master of Engineering in electrical Students are required to complete tenta- required to present at least one departmen- and computer engineering. The admis- tive degree plans that have been approved tal seminar and is expected to have at least sion requirements are identical to those by their advisers not later than the second one archival publication. Specific course given above for the department’s M.S. quarter of their residence at PSU. A master’s requirements depend on the student’s area degree. degree study plan form for this purpose is of emphasis, and the student’s program Doctor of Philosophy in electrical and available in the ECE Department Office. must be approved by his/her academic computer engineering. A student applying Students are also required to obtain their adviser. to the Ph.D. program in electrical and com- adviser’s approval of coursework each Students in the Ph.D. program in elec- puter engineering will normally be quarter on a quarterly study plan form. trical and computer engineering are required to demonstrate an acceptable level Coursework taken without adviser required to pass a comprehensive examina- of performance in the GRE examination approval may not be accepted as part of the tion (written and/or oral) after completing and to have completed an M.A. or M.S. student’s program. their coursework. They are also required to degree in electrical engineering or a related Master of Engineering in electrical obtain approval of their proposed research field. and computer engineering. A total of 45 plan by their doctoral committee before graduate credits are required. In addition they can be advanced to candidacy. to the University’s M.S. degree require- A dissertation containing a real contri- Degree requirements ments, a candidate for the M.E. degree bution to knowledge based on the candi- Master of Science in electrical and com- must have 20 credits of core selected from date’s own investigation and a final oral puter engineering. The total number of the Department’s specific tracks as dissertation defense are required. The dis- graduate level credits in a student’s pro- described in the Graduate Handbook, 12 sertation must show a mastery of the litera- gram must be at least 45. In addition to the credits of approved electives that may ture of the subject and be written in University master’s degree requirements include transfer credits and other allied creditable literary form. listed on page 69, a candidate for the M.S. degree in electrical and computer engineer- ing normally must complete at least 24 graduate-level credits in electrical and computer engineering, including at least one graduate ECE course sequence and excluding all omnibus numbered courses (ECE 501/601, 503/603, 504/604, 505/ 605, 506/606, 507/607, 510/610) and transfer courses. A minimum of 3 credits of graduate seminar taken at 1 credit per term must be completed. Specific course requirements depend on the student’s area of emphasis, and the student’s program must be approved by his/her academic adviser. Thesis and nonthesis options are avail- able. In the thesis option the candidate’s program must include a minimum of 6 thesis credits and a final oral thesis defense. In the nonthesis option, the candidate’s program must include at least 32 (rather than 24) graduate-level credits in electrical 246 P ORTLAND STATE UNIVERSITY
Engineering and Technology Management
LL Suite 50, Fourth Avenue Building Admission Capstone requirement (one of the 503-725-4660 following; 4 or 8 credits): www.etm.pdx.edu/ requirements EMgt 503 M.S. Thesis ...... 8 EMgt 589 Capstone Project ...... 4 Master of Science in engineering man- EMgt 590 Engineering Management M.S. agement, Master of Engineering in tech- Synthesis ...... 4 M. Eng. nology management, and Master of Electives (20 credits or 16 credits with the thesis Ph.D.—Participating department in Engineering in project management. In option) The Engineering and Technology Management Systems Science Doctoral Program addition to meeting general University Department offers a wide range of elective courses. admission requirements listed on page 60, In addition, students may choose electives in sev- Strong management skills are increasingly eral other programs throughout the University important to technical professionals. Man- applicants to the program are required to with the approval of their adviser. aging R&D projects, technological systems, have a baccalaureate degree in engineering Master of Engineering in engineering technical organizations and resources, and or related discipline, background in proba- management. The Master of Engineering other professionals requires management bility/statistics, and four years of profes- programs are open to full-time employees knowledge and skills. sional experience. Admission is granted to or interns working in industry while pur- Engineers and scientists are faced with applicants who are judged to have a higher suing their studies in the ETM. There are these challenges very early in their careers. potential as reflected by their past aca- three options for the M.Eng. in engineering Typically within three to seven years after demic performance and professional expe- management. graduation, they find themselves address- rience. Any variation from these The technology management option ing complex issues which necessitate that requirements must be approved by the prepares engineers, scientists, and individ- they play two roles simultaneously: the role ETM department. uals with related backgrounds, working in of the specialist and the manager of tech- Master of Engineering in civil engi- technology-based positions for leadership nology. Those who choose the management neering management. The admission in selecting, exploring, developing, and path start moving toward management requirements include a B.S. degree in civil utilizing technology within the corporate responsibilities while maintaining identity engineering and satisfaction of the require- strategies. in their technical backgrounds. The Engi- ments for admission to the M.S. in engi- The project management option pro- neering and Technology Management neering management and the M.S. in civil vides a focused coverage of the analytical Department (ETM) has been designed for engineering. framework, organization concepts, and them. interpersonal skills necessary for managing ETM is a graduate department projects and programs. addressed to the needs of engineers and Degree requirements The civil engineering management scientists whose objective is to advance to Master of Science in engineering man- option allows for engineering management technical management positions in busi- agement. A minimum of 52 credits in specialization in civil engineering, includ- ness, industry, or government. It also approved graduate courses is required to ing the subdisciplines of civil engineering addresses the needs of those who are inter- complete the Master of Science degree in such as construction, transportation, water ested in continuing their studies toward a engineering management. The program resources, structures, and environmental research-based career in engineering/tech- consists of 28 credits in the core, 4 credits engineering. The students in the Civil Engi- nology management in academic institu- (or 8 with thesis option) in the capstone neering Management option are assigned tions or R&D organizations. requirement, and 20 credits (or 16 with two advisers: one from the Engineering and ETM draws on the strengths of the Col- thesis option) in electives. Technology Management Department and lege of Engineering and Computer Science, Core courses Credits one from the Civil Engineering the School of Business Administration, and EMgt 520 Management of Engineering and Department. several other relevant academic disciplines. Technology ...... 4 Master of Engineering in technology By utilizing the diverse faculty resources of EMgt 530 Decision Making in Engineering and management Technology Management ...... 4 . A total of 45 graduate cred- the University, the program offers the EMgt 540 Operations Research in Engineering and its are required which includes 24 credits opportunity to study the human, technical, Technology Management ...... 4 of core courses and a minimum of 8 credits and analytical aspects of management. EMgt 545 Project Management in of elective courses approved by the adviser. Most of the courses in the program are Engineering ...... 4 †EMgt 555 Technology Marketing ...... 4 All students must complete an applied 4- offered during the late afternoon and One of the following two courses: ...... 4 credit capstone requirement which may be evening hours to fit the schedule of practic- EMgt 522 Communication and Team Building (4) based in part upon work or internship ing professionals. Mgmt 550 Organizational Management (4) experiences. Nine credits of internship are One of the following two courses: ...... 4 required but this may be reduced by sub- Actg 511 Financial Accounting (4) stituting an equal number of elective cred- EMgt 535 Engineering Economic Analysis (4) its upon approval of the student’s adviser. Course credits may include transfer credits and graduate courses taken in other, allied disciplines.
†Also offered as Mktg 555. C OLLEGE OF ENGINEERING AND COMPUTER SCIENCE 247
Master of Engineering in project man- ments for master’s degrees listed on The program requirements are a mas- agement. A total of 45 graduate credits are page 60 of the Bulletin, the M.Eng. in civil ter’s degree in engineering management or required which includes 24 credits of core engineering management requires a total of equivalent coursework, 9 credits of Sys- courses and a minimum of 8 credits of 45 graduate credits, including 32 course tems Science core courses, 9 credits of elective courses approved by the adviser. credits and a 4-credit capstone. Nine cred- additional Systems Science or approved All students must complete an applied 4- its of internship are required but substitut- engineering management systems-related credit capstone requirement which may be ing an equal number of course credits courses, and 9 credits of other approved based in part upon work or internship upon approval of the student’s advisers coursework. Twenty-seven credits of dis- experiences. Nine credits of internship are may reduce the internship credits. sertation research are also required. Spe- required but this may be reduced by sub- Doctor of Philosophy in systems sci- cialization areas of research related to stituting an equal number of elective cred- ence—engineering management. The technology management, decision theory, its upon approval of the student’s adviser. Ph.D. in systems science—engineering operations research, project management, Course credits may include transfer credits management is a single-discipline option of manufacturing management, technological and graduate courses taken in other, allied the Systems Science Ph.D. Program innovations, technology planning, and disciplines. (Departmental Option). The general knowledge-based systems in engineering Master of Engineering in civil engi- requirements are listed on page 74. neering management. In addition to management are available. meeting the University’s general require- Mechanical Engineering
118 Science Building II The mechanical engineering curriculum Degree requirements 503-725-4290 is accredited by the Accreditation Board for www.me.pdx.edu/ Engineering and Technology (ABET). This Majors in mechanical engineering must B.S. national organization sets standards for complete the following University and M.S. engineering education defined in terms of departmental degree requirements. Any M.Eng. curricular content, quality of faculty, and deviation from the required courses, Ph.D.—Participating department in adequacy of facilities. including engineering and mathematics Systems Science Doctoral Program The mechanical engineering depart- course substitutions, must be approved in ment is engaged in a continuous program writing by the chair of the Department of improvement process in which the educa- Mechanical Engineering. Undergraduate tional needs of our students have the Freshman year Credits utmost importance. The goal of the depart- EAS 101 Engineering Problem Solving ...... 4 programs EAS 115 Engineering Graphics...... 3 ment is to ensure that all of our graduates Ch 221, 222, 223 General Chemistry...... 12 Mechanical engineering affords a wide receive a balanced education that make Ch 227, 228 General Chemistry Laboratory ...... 2 range of career paths with a broad spec- them highly desirable to employers. Spe- Mth 251, 252, 253 Calculus I, II, III ...... 12 trum of employers. Careers are available in cifically, we strive to ensure that all of our Freshman Inquiry ...... 15 aerospace, energy conversion, energy utili- graduates have: Total 48 zation, environmental design and manage- ◆ The ability to practice the profession of ment, chemical processing, Sophomore year Credits mechanical engineering effectively and EAS 211 Statics ...... 4 electromechanical systems, controls, responsibly. EAS 212 Strength of Materials ...... 4 mechanical design, manufacturing, and ◆ The ability to integrate into the profes- EAS 213 Properties of Materials ...... 4 materials, to name a few. Employment may sional community and advance in their EAS 215 Dynamics...... 4 be found in virtually every kind of industry, careers. ME 241 Manufacturing Processes ...... 4 ECE 201 Electrical Engineering Laboratory ...... 1 every branch of government, and every ◆ The ability to pursue advanced degrees ECE 221 Electric Circuits ...... 4 kind of utility. The mechanical engineering and engage in engineering research. Mth 254 Calculus IV...... 4 curriculum at Portland State University is Mth 256 Applied Differential Equations I ...... 4 distinguished by its computer applications Ph 221, 222, 223 General Physics at all levels and emphasis on the design Admission (with Calculus) ...... 9 process. The curriculum allows specializa- Ph 214, 215, 216 Physics Laboratory...... 3 requirements Sophomore Inquiry...... 12 tion in fluid systems, mechanical systems, thermal systems, and machine design with Please refer to page 235 for admission Total 57 emphases in materials, electronic packag- requirements. Junior year Credit ing, and advanced computational design EAS 361 Fluid Mechanics...... 4 methods. It affords an education suited to ME 313 Analysis of Mechanical Components ...... 4 ME 314 Analysis and Design of Machine meeting the technology needs of the Elements...... 4 Northwest. ME 321 Engineering Thermodynamics...... 4 248 P ORTLAND STATE UNIVERSITY
ME 322 Applied Fluid Mechanics and students seeking to advance their knowl- Degree Thermodynamics ...... 4 edge and skills of engineering applications. ME 323 Heat Transfer ...... 4 requirements ME 351 Vibrations and System Dynamics ...... 4 The opportunity for participation in indus- ME 352 Numerical Methods in Engineering...... 4 trial internships highlights the curriculum. Master of Science in mechanical engi- Stat 451 Applied Statistics for Engineers Master of Science in materials science neering. University master’s degree and Scientists I...... 4 and engineering. The Master of Science in requirements are listed on page 69. In Ph 381 Physical Metallurgy for Engineers ...... 3 materials science and engineering degree Upper-division cluster ...... 8 addition, a candidate for the M.S. degree recognizes advanced coursework and must complete at least 27 credits in engi- Total 47 research that blends basic materials science neering, excluding thesis or project. Senior year Credits with fundamental engineering principles The master’s degree may be completed ME 411 Engineering Measurement and and practice. Closely tied to industry needs Instrumentation Systems ...... 4 with any one of three options. One ME 420 or ME 437 Systems Design...... 4 and applications, the program supports research option requires 36 credits of ME 488 Design of Experiments ...... 2 research in metallurgy, semiconductor coursework and 9 credits of thesis (ME ME 491 Design Process...... 2 materials, composites, welding and joining, 503). Another option requires 36-39 cred- ME 492 Conceptual Design Project ...... 4 photovoltaic manufacturing, and material its of coursework and 6-9 credits of ME 493 Detailed Design Project...... 4 testing. Current faculty research includes research project (ME 501). Under these Approved mechanical engineering electives ...... 16 high strength alloys, electoslag welding Upper-division cluster ...... 4 options, student research is conducted technology, acoustic emission methods, under the supervision of faculty, and a final Total 40 modeling of molding and casting, chemi- oral examination covering the thesis or cal-mechanical planarization, and heat project must be successfully completed. Honors Program treatment. The third option requires 45 credits of coursework, with no final oral exam required. Coursework may include special Entry requirements Admission projects, but a maximum of 12 credits total ◆ Admission to the Mechanical Engineer- requirements of 501, 503, 505, and 506 may be applied ing Program Master of Science in mechanical engi- toward any option. ◆ Minimum overall GPA of 3.50 neering. Applicants who have received a Required core courses include ME 511, ◆ Minimum GPA of 3.40 in upper-divi- B.S. degree in mechanical engineering or 551, and 4 credits each of approved gradu- sion engineering courses (16 credits closely related field from an accredited ate math and numerical methods. In addi- minimum) universtiy, and meet university graduate tion, for the project/thesis options, ME 507 ◆ Submission of an application to the admission requirements found on page 60, (one credit) and ME 501 and 503 must be Mechanical Engineering Honors will be considered for admission to the taken. All students must submit a study Program Mechanical Engineering Department for plan approved by their adviser before the Each student participating in the Mechani- regular admission. Conditional admission beginning of their third term with addi- cal Engineering Honors Program will be may be granted in exceptional cases. tional plans submitted at the request of assigned an honors adviser. The adviser Master of Engineering in mechanical their adviser. will work with the student to complete a engineering. Admission requirements for The department supports research in written proposal for the Honors Thesis the M.Eng. degree are identical to those for manufacturing, materials science, elec- research, to be conducted in a specialty the M.S. degree, as included in the Gradu- tronic packaging, and engineering science. area within mechanical engineering. The ate School Admissions portion of this cata- Current faculty research areas include completed Honors Thesis research will be log. Degree requirements include 45 energy systems, electronic cooling, CAD/ presented to Mechanical Engineering fac- graduate credits, which include 32 credits CAM, dynamic systems modeling, compu- ulty and students in a seminar. The Honors of core requirements and electives (see tational mechanics in thermo-fluid sys- Thesis, ME 403, may qualify as an M.S. degree requirements for core require- tems, materials, and FEM applications in approved mechanical engineering elective. ments). Up to 9 credits of approved indus- mechanical design. trial experience can be toward the degree. Master of Science in materials science Approved industrial projects can also be and engineering. In addition to meeting Graduate integrated into the curriculum. Specific all University requirements for the M.S. requirements are detailed in the Mechanical degree found on page 73, the candidate programs Engineering Graduate Bulletin. must satisfy the following departmental Master of Science in mechanical engi- Master of Science in materials science requirements: (1) 45 graduate credits; (2) neering. The master’s program in mechani- and engineering. For regular admission Core requirements of ME 513 or MSE 513 cal engineering gives the practicing consideration, applicants should meet Uni- (depending on student background), MSE engineer advanced professional opportuni- versity graduate admission requirements 547, MSE 515, MSE 525, and MSE 507; ties and the student considering a career of found on page 60 and have received a B.S. (3) A set of specialty courses approved by research or university teaching a first level degree in engineering or a related science the Student Program Committee; (4) of graduate study. The program includes a field such as materials science, physics, or Research yielding 6-9 credits; (5) Passage core of required mechanical engineering chemistry. Conditional admission may be of the final oral examination. The student courses, advanced mathematics courses, a granted in exceptional cases. will be able to choose between a thesis selection of engineering electives, and option and a project option for the research supervised individual research. component. Master of Engineering in mechanical Each student will be assigned an adviser engineering. The Master of Engineering in upon acceptance to the program, and the Mechanical Engineering degree is a prac- adviser will be the primary contact for the tice-based, professional degree designed for student in the department. The Student Program Committee, a group of three fac- C OLLEGE OF ENGINEERING AND COMPUTER SCIENCE 249
ulty members, will meet with each student EAS 212 CE 211 twice per year to review the course of study Strength of Materials (4) Plane Surveying and Mapping (3) that the student and adviser have chosen Study of the relationship between strain and An introductory analytical treatment of the prin- stress in deformable bodies; principles of stress ciples of engineering measurements applied to and to monitor overall program quality. analysis for axial force, flexure, torsion, and plane surveys. Origin of datums, random error, Doctor in Philosophy in systems sci- shear; studies in combined stresses and column observation systems, computations, nonrigor- ence—mechanical engineering. The Ph.D. stability. Prerequisites: EAS 211, Mth 253. ous adjustments, and topographic mapping. in systems science—mechanical engineer- EAS 213 Computer applications. Prerequisite: Mth 251. ing is a single-discipline option of the Sys- Properties of Materials (4) CE 212, 213, 214 tems Science Ph.D. Program (Departmental Basic properties, behavior, and survey of engi- Field Problems in Plane Surveying (1, 1, 1) Option), whose general requirements are neering and industrial applications of materials. CE 212: Care and operation of plane survey listed on page 74. Prerequisite: Ch 221. Lecture and laboratory. instruments. Field projects in testing instrumen- The departmental requirements are a EAS 215 tal adjustment and executing basic survey cir- master’s degree in mechanical engineering Dynamics (4) cuits. CE 213: Development and completion of a or equivalent coursework, 9 credits of Sys- Fundamental principles and methods of Newto- topographic map by field method. CE 214: Layout of a route design; adjustment of optical tems Science core courses, 9 credits of nian mechanics including kinematics and kinet- ics of motion and the conservation laws of instruments. Elementary field astronomy. Pre- additional Systems Science or approved mechanics. Basic particle and rigid body applica- requisite: CE 211 concurrently. engineering systems-related courses, and 9 tions. Prerequisites: EAS 211, Mth 253. CE 311 credits of other approved coursework. EAS 341 Engineering Surveys (4) Twenty-seven credits of dissertation Introduction to Thermal Sciences (4) The principles of geometric design of route engi- research are also required. Specialization Introduction to thermodynamics, fluid mechan- neering. The reconnaissance, design, control, areas of research related to building energy ics, and heat transfer for non-mechanical engi- and layout of highway and railroad systems conservation, CAD, controls, heat transfer, neering majors. First and second laws of including curves and earthwork. Municipal sur- microprocessor applications, computa- thermodynamics and their applications to engi- veys and introduction to spherical astronomy. tional fluid dynamics, transport processes, neering systems and cycles; fluid flow phenom- Computer applications. Prerequisite: CE 211. thermochemical conversions, and ena and conservation laws for mass, energy, and CE 324 momentum; heat conduction and convection Elementary Structural Analysis (4) advanced manufacturing. and their applications to engineering designs. Methods of analysis of statically determinate Prerequisites: Mth 256, Ph 223. planar structures; concepts of stability and inde- EAS 361 terminacy; calculations of displacements and Courses Fluid Mechanics (4) rotations by virtual work, Castigliano’s theorem, and conjugate beam; approximate analysis of Courses with an asterisk (*) are not offered every year. Properties of fluid; fluid statics; differential analysis; conservation of mass, energy, and statically indeterminate structures. Prerequisite: EAS 101 momentum; dimensional analysis; and fluid EAS 212 and calculus. Engineering Problem Solving (4) metering. Prerequisites: EAS 215, Mth 256 taken Introduction to basic ideas and tools used in the CE 325 concurrently. Lecture and laboratory. engineering profession. Basic preparation in Indeterminate Structures (4) Analysis of indeterminate structures by force and rudiments and working methods of engineering EAS 401 displacement methods; consistent deformations design, analysis, and problem solving, with Research (Credit to be arranged.) and the theorem of least work; slope deflection; emphasis on developing skills in computer- Consent of instructor. moment distribution including sway; approxi- aided problem solving methods utilizing tools EAS 405 mate methods. Prerequisite: CE 324. such as MATLAB, Mathcad, and EXCEL. Intro- Reading and Conference (Credit to be duction to structured computer programming arranged.) CE 333 methods via MATLAB scripting language. Consent of instructor. Design of Steel Structures (4) Lecture and recitation. EAS 406 Fundamental principles necessary in the design Special Projects (Credit to be arranged.) of steel members and connections subject to var- EAS 102 ious combinations of loads; application of prin- Engineering Computation Structures (4) Consent of instructor. ciples to design problems consistent with Introduction to advanced data structures useful EAS 407 current design codes; introduction to plastic for solving engineering problems. Continues Seminar (Credit to be arranged.) analysis and design. Three lectures; one 2-hour developing skills in the algorithmic method for Consent of instructor. design or laboratory period. Prerequisite: engineering problem solving. Modern program- EAS 410 CE 325. ming language. Prerequisite: EAS 101. Selected Topics (Credit to be arranged.) Consent of instructor. CE 341 EAS 115 Soil Classification and Properties (4) Engineering Graphics (3) *EAS 461/561 Determination and interpretation of significant The graphic language applied to engineering. Reliability Engineering (4) engineering properties and behavior of soils; Projection systems. Multiview and pictorial rep- Design of reliable components and systems for selected application in mechanics of foundations resentation. Introduction to computer graphics. electrical and mechanical engineering fields. and earth structures. Three lectures; one 3-hour Lecture and laboratory. Includes elements of probability and statistics, laboratory period. Prerequisite: EAS 212. EAS 199 reliability, mathematics, failure modes and effect Special Studies (Credit to be arranged.) analysis; and design for given reliabilities under CE 351 Consent of instructor. constraints. Prerequisite: senior standing in Transportation Systems: Planning and engineering. Design (4) EAS 211 A study of engineering problems associated with Statics (4) the planning and design of urban and intercity Principles and applications of static equilibrium Civil Engineering transportation with emphasis on systems to structures and machines. Prerequisite: Mth approach to problems definition and solution. 252, Ph 221 taken concurrently. CE 199 Vehicle operation characteristics and traffic con- Special Studies (Credit to be arranged.) trol devices for land, air, and water, data collec- Consent of instructor. tion methods and development of transportation models for the establishment of design criteria for transportation structures. Prerequisite: junior standing in engineering. 250 P ORTLAND STATE UNIVERSITY
CE 362 *CE 423/523 CE 443/543 Hydraulics (4) Vibration Analysis in Structural Introduction To Seismology And Site Laminar and turbulent flow and introduction to Engineering (4) Evaluation (4) boundary layer theory; flow in pressurized Fundamentals of vibration theory; applications Earthquakes and exploration seismology, the closed conduits including simple and multiple in structural engineering. Free, forced, and tran- origin and occurrence of earthquakes, nature pipe systems, uniform and non-uniform flow in sient vibration of single and multi-degrees of and propagation of seismic waves in the earth, open channels, behavior of centrifugal pumps, freedom systems including damping, normal earthquakes as a hazard to life and property. and analysis of pump-pipeline systems. Three modes, coupling, and normal coordinates. Pre- Uses of reflection and refraction exploration seis- hours of lecture and one 3-hour laboratory requisites: EAS 212 and Mth 256. mology, borehole velocity measurements, seis- period each week. Prerequisite: EAS 361. *CE 431/531 mic remote sensing, and direct measurement CE 364 Stability of Structures (4) techniques. Earthquake hazard assessment Water Resources Engineering (4) Study of elastic and inelastic flexural buckling of including liquefaction, ground failure, and site Principles of hydrology and hydraulic engineer- bars and frames; use of energy methods and suc- amplification. Techniques for evaluating the sus- ing applied to water supply systems design. Col- cessive approximations; bracing of columns and ceptibility, potential, and severity of the hazards lection and distribution, pump stations, water frames; torsional, lateral-torsional, and local and other science and engineering applications. quality and treatment, economic considerations. buckling. Prerequisites: CE 333, Mth 256 or Prerequisite: senior/graduate standing. This Prerequisite: CE 362. equivalent. course is the same as G 475/575; course may be taken only once for credit. CE 371 *CE 432/532 Environmental Engineering (4) Structural Steel Design—LRFD Method (4) CE 444 Effect of air, land, and water pollutants on envi- Design of components of steel structures based Geotechnical Design (4) ronment. Transport and fate of pollutants in on load and resistance factor design method. Effect of soil conditions upon the behavior and environment. Flow and mass balances of reac- Prerequisite: CE 333. choice of type of foundation; study of earth pres- tors. Reaction kinetics. Mathematical modeling CE 434 sure theories; design of foundations and earth- of water quality in rivers, lakes, and estuaries. Principles of Reinforced Concrete (4) retaining structures. Prerequisite: CE 341. Water and wastewater treatment processes. Air Principles of ultimate strength analysis; design of CE 448/548 quality management. Solid waste management. short columns, simple and continuous beams; Earthquake Accommodation and Design (4) Prerequisite: EAS 361. one-way slabs; working stress theory; service- Effects of earthquake shaking in the design of CE 401 ability and detailing requirements with reference buildings, pipelines, bridges, and dams. Incor- Research (Credit to be arranged.) to current codes. Three lectures; one 2-hour porating the earthquake hazard assessment for a Consent of instructor. design or laboratory period. Prerequisite: CE project in the design process. The goal of this course is to allow geologists, geotechnical engi- CE 403 325. Honors Thesis (Credit to be arranged.) CE 435 neers, structural engineers, and architects to see Consent of instructor. Design of Reinforced Concrete Structures how their particular tasks are impacted by the (4) earthquake effects. Types of analysis used to CE 404 evaluate earthquake design requirements in sev- Cooperative Education/Internship (Credit Design of spandrel beams, footings, slab sys- to be arranged.) tems, long columns, walls and other compo- eral disciplines, including: geology, geotechnical Consent of instructor. nents of reinforced concrete structures by engineering, structural engineering, and archi- ultimate strength with reference to current tecture. Prerequisite: CE 443/543 or G 475/575. CE 405 This course is the same as G 477/577; course Reading and Conference (Credit to be codes. Prerequisite: CE 434. arranged.) *CE 436/536 may be taken only once for credit. Consent of instructor. Masonry Design (4) CE 454 CE 406 Materials of construction; design of masonry Urban Transportation Systems (4) Special Projects (Credit to be arranged.) elements, lateral load resisting systems, and con- Urban street patterns and transportation Consent of instructor. nections with reference to current codes. Prereq- demand, highway capacity analysis, process of uisite: CE 434. urban transport planning, travel-demand fore- CE 407 casting and its application to traffic studies. Seminar (Credit to be arranged.) CE 437 Consent of instructor. Timber Design (4) Development of transport models, multiple Design of solid and glued-laminated structural regression analysis, models of land use and trip CE 410 members including arches, connections, ply- generations, stochastic trip distribution models, Selected Topics (Credit to be arranged.) applications and case studies. Route assignment Consent of instructor. wood components, and diaphragms; design pro- visions for lateral forces. Prerequisite: CE 325. analysis and traffic flow theory. Prerequisite: CE *CE 420/520 351. Advanced Mechanics of Materials (4) *CE 438/538 Advanced studies in mechanics of materials Design of Composite Structures (4) CE 456/556 Traffic Engineering (4) including fundamentals of elasticity, phenome- Design of composite steel-concrete members Traffic system components, traffic stream charac- nological material behavior, and theories of fail- based on allowable stress design and load and teristics, traffic studies and data collection, ure. Timoshenko beam theory, stress functions, resistance factor design methods. Prerequisites: volume studies, speed, travel-time, delay and shear stresses, unsymmetrical sections, and CE 333, 434. pedestrian studies, capacity analysis, freeway beams on elastic foundations. Thick-walled cyl- CE 442/542 systems, weaving sections, ramp junctions, rural inders; approximate methods. Prerequisites: EAS In Situ Behavior and Testing of Soils (4) highways, signalized and unsignalized intersec- 212, Mth 256 or equivalent. Introduction to field behavior of soils related to engineering properties; site investigation proce- tions, signal coordination, arterial operations, *CE 421/521 dures and in situ testing. Development of funda- and access management. Prerequisite: CE 454. Analysis of Framed Structures (4) * Generalized analysis of multi-story and irregular mental analytical solution techniques for CE 457/557 engineering with soil, the use and limitations of Pavement Design (4) structural framework with classical methods; Pavement structure classification and compo- analysis of arches, curved beams and frames elasticity assumptions. Three lectures, one 3- hour laboratory period. Prerequisite: CE 341. nents, wheel loads and design factors, stresses in with nonprismatic members. Energy methods flexible pavements, subgrade strength and evalu- with introduction to matrix methods. Prerequi- ation, design methods, material characteristics, site: CE 325. stresses in rigid pavements, design of concrete pavements, joints and reinforcement, condition surveys. Prerequisite: CE 351. C OLLEGE OF ENGINEERING AND COMPUTER SCIENCE 251
*CE 464/564 CE 494 *CE 529/629 Hydrologic and Hydraulic Modeling (4) Civil Engineering Design (3) Structural Dynamics (4) Development and application of deterministic Synthesis of civil engineering specialties in a Determination of normal modes and frequencies and statistical models for hydrologic and diverse multi-disciplinary project. Teamwork for structural systems. Transient and steady state hydraulic analysis and design. Presentation of approach in design of components and systems response. Derivation and solution of governing hydrologic processes and development of hydro- to meet stated objectives. Consideration of alter- equations using matrix formulation. Analysis of logic models related to rainfall-runoff including native solutions, methods, and products includ- linear response of structures to dynamic load- precipitation, infiltration, evapotranspiration, ing constraints such as economic factors, safety, ings. Stresses and deflections in structures. Pre- watershed and channel routing. Statistical analy- reliability, and ethics. Preparation of design doc- requisite: CE 423/523. sis procedures for hydrologic data including esti- uments, including: memoranda, computations, *CE 530/630 mation of rainfall and flood frequency. drawings, cost estimates, specifications, bidding Energy Principles in Structural Mechanics Application of HEC-HMS to model streamflow materials; written and oral presentations. Two (4) including model calibration and verification. lectures, one 3-hour design project laboratory Review of stress and deformation; material Modeling steady flow in rivers using HEC-RAS. period. Prerequisite: senior standing in civil behavior; theorem of virtual work, stationary Prerequisite: CE 362. engineering. value of potential and complementary potential; *CE 467/567 CE 501 reciprocal theorems, Engesser’s theorem, and Hydrologic and Hydraulic Design (4) Research (Credit to be arranged.) Rayleigh-Ritz method; thermoelastic behavior. Application of hydrologic and hydraulic princi- Consent of instructor. Prerequisite: CE 420/520. ples to selected topics in hydrologic and hydrau- CE 503 *CE 535/635 lic design. Topics include risk-based design of Thesis (Credit to be arranged.) Prestressed Concrete Design (4) hydraulic structures, design of culverts, flood Consent of instructor. Analysis and design of components of pre- profile computation and flood plain manage- CE 504 stressed concrete structures with reference to ment, design of reservoirs. Design of spillways Cooperative Education/internship (Credit to current codes. Prerequisite: CE 434. including development of design flood be arranged.) *CE 537/637 hydrograph and hydraulic design, design of Consent of instructor. Earthquake Engineering (4) energy dissipation works. Prerequisite: CE 464/ CE 505 Response of structures to ground motions; deter- 564 or knowledge of HEC 1 and HEC 2. Reading and Conference (Credit to be mination and use of response spectra; seismic CE 474/574 arranged.) design criteria and provisions for buildings and Unit Operations of Environmental Consent of instructor. other structures; and review of current practices Engineering (4) CE 506 for earthquake resistant design. Prerequisite: CE Unit operations of water and wastewater treat- Special Projects (Credit to be arranged.) 529/629. ment; pretreatment; sedimentation, filtration, Consent of instructor. *CE 539/639 aeration, disinfection, sludge treatment and dis- CE 507 Advanced Steel Design (4) posal, advanced waste-water treatment pro- Seminar (Credit to be arranged.) Analysis and design of metal structures includ- cesses. Prerequisite: CE 371. Consent of instructor. ing connections, plate girders, composite steel- * CE 477/577 CE 510 concrete construction, design loads, structural Solid and Hazardous Waste Management Selected Topics (Credit to be arranged.) systems, and bracing. Prerequisite: CE 333. (4) Consent of instructor. *CE 541/641 Systematic approach to the complex technical, * Advanced Soil Mechanics (4) political, and socio-economic aspects of manag- CE 522/622 Plastic Analysis of Structures (4) Study of the advanced principles of soil behavior ing, handling, and disposal of spent solid materi- related to stress-strain, shear strength, perme- als and hazardous wastes. Prerequisite: senior/ Techniques in the analysis of structures beyond the elastic limit. Methods of limit analysis and ability, and consolidation. Prerequisite: CE 444. graduate standing in civil engineering or consent * of instructor. design. Prerequisite: CE 333. CE 544/644 *CE 524/624, 525/625 Advanced Shallow Foundation Design (4) CE 479/579 Matrix and Computer Methods in Structural Advanced topics in settlement and bearing Fate and Transport of Toxics in the capacity analysis of shallow foundation; applica- Environment (4) Analysis (4, 4) Fundamental concepts of analysis for statically tion of numerical schemes to foundation design. Chemical, physical, and biological principles Prerequisite: CE 444. that govern the behavior of toxic materials such determinate and indeterminate structures utiliz- * as heavy metals and synthetic organic com- ing matrices and computers; displacement and CE 546/646 pounds in the environment. Course emphasizes force methods applied to trusses and rigid Numerical Methods in Geotechnical frames; techniques for the analysis of large com- Engineering (4) practical ways to represent chemical processes in Application of finite difference and finite ele- models of pollutant behavior. Topics include: plex structures for static and dynamic loads. Pre- ment methods to the solution of soil-structure adsorption of pollutants on soils and sediments; requisite: CE 326. *CE 526/626 problems, stability of soil masses and foundation transport across sediment-water and air-water installation. Use of commercial computer pro- interfaces; bioamplification of pollutants; mul- Theory of Plates (4) Small and large deformation theories of thin grams in working applied problems. Prerequi- tiphase fugacity models of organics; case studies site: CE 444. of contaminated surface water, sediment and plates; numerical and energy methods; free * groundwater. Prerequisite: senior or graduate vibrations. Prerequisite: Mth 256. CE 547/647 standing. This course is the same as ESR 479/ *CE 527/627, 528/628 Earth Dams (4) 579; course may be taken only once for credit. Finite Elements in Structural Mechanics Design, construction, and operation of earth and (4, 4) earth-rock dams; seepage analysis, slope stabil- CE 484 Principles of stiffness analysis of structures, ity, and construction procedures. Emphasis Engineering Project Management (3) includes both the design of new structures and Engineering process including owner-design essentials of the finite element formulation of elastic problems with applications to structural the evaluation of safety of existing facilities. Pre- professional-constructor relationships, procure- requisite: CE 442. ment procedures, project evolution; contracts, mechanics, plates and shells, and other related dispute resolution, bonds, warranties; construc- problems utilizing digital computers. Prerequi- CE 549/649 tion documents, including specifications; cost site: CE 524/624. Deep Foundation Design and Analysis (4) estimating, planning, and scheduling; construc- Comprehensive study of both driven and tion administration; group process, diversity, augered pile foundations, including concrete, and leadership. Prerequisite: senior standing in steel, and timber. In-depth review of design civil engineering. methods for axial and lateral capacity. Special emphasis on the differences between driven piles 252 P ORTLAND STATE UNIVERSITY
and drilled shafts, including the role of full-scale modeling techniques with emphasis on concep- *CE 578/678 load testing in the semi-empirical methods. tual modeling and teaching students how to Water Quality Modeling (4) Introduction to group theory in elasticity and solve real world problems using an interactive Introduction to descriptive modeling approaches plasticity. Prerequisite: CE 444. groundwater modeling and visualization system. for analyzing water quality changes in lakes, res- ervoirs, rivers, and estuaries. Applications *CE 552/652 Specific topics include conceptual representa- Highway Design for Capacity (4) tions and grid design, selecting model bound- include modeling dissolved oxygen, tempera- Principles of highway capacity, traffic character- aries, sources and sinks, profile models, special ture, nutrients, and algal dynamics. Prerequi- istics, operational analysis, design and planning needs for transient simulations, calibration, veri- sites: EAS 361, CE 371. of freeways, multi-lane and two-lane rural high- fication, sensitivity analysis, and several hands- *CE 591/691 ways, intersections and arterials, transit facilities. on projects on modeling groundwater contami- Engineering Optimization (4) Prerequisite: CE 454. nation, well-field management, and remediation Development of optimization methods applica- ble to the solution of engineering problems. *CE 561/661 system. Prerequisite: CE 569/669. Water Resource Systems Analysis (4) *CE 571/671 Conditions for optimality, univariate, and multi- A development of quantitative techniques used Stochastic Subsurface Hydrology (4) variate search methods, constrained optimiza- in the analysis of water resource systems for A probabilistic approach to analyzing the effects tion. Particular techniques include gradient- planning, design and operation. Emphasis is of complex heterogeneity of subsurface environ- based methods, linear programming, and placed on the physical, legal and economic ment on field-scale ground-water flow and con- dynamic programming. Prerequisite: graduate aspects and their incorporation into simulation taminant transport. Classical transport standing in engineering. models. Applications include reservoir systems processes; heterogeneity/ uncertainty and proba- CE 601 for water supply and hydropower, irrigation bilistic representations; temporally variable sub- Research (Credit to be arranged.) planning and operation, and water quality man- surface flow and lumped parameter water Consent of instructor. agement. Prerequisite: CE 464/564 or equiva- quality models; spatial variability in subsurface CE 603 lent. flow; contaminant transport processes in hetero- Thesis (Credit to be arranged.) *CE 565 geneous media; geostatistical methods, measure- Consent of instructor. Watershed Hydrology (4) ment conditioning and parameter estimation; CE 604 Study of the movement and storage of water in field applications of stochastic methods. Empha- Cooperative Education/Internship (Credit watersheds, emphasizing physical processes. sis is placed on analysis of field-scale heteroge- to be arranged.) Includes systems analysis of watersheds, precipi- neous groundwater systems. Prerequisite: CE Consent of instructor. tation, snowmelt, infiltration, evapotranspira- 569. CE 605 tion, ground-water flow, stream flow generation, *CE 572/672 Reading and Conference (Credit to be open channel flow, hydrograph analysis, and an Environmental Fluid Mechanics I (4) arranged.) introduction to watershed hydrological model- Introduction to the basic physical processes Consent of instructor. ing. Prerequisites: Mth 252, Ph 201, Stat 244; which transport pollutants in natural waters; CE 606 recommended: ESR 320 and/or an undergradu- mathematical formulations. Use of predictive Special Projects (Credit to be arranged.) ate course, such as CE 464. This course is the mathematical models as a basis for water and air Consent of instructor. same as ESR 525; course may be taken only once quality management. Prerequisites: EAS 361, CE CE 607 for credit. 371. Seminar (Credit to be arranged.) CE 566/666 *CE 573/673 Consent of instructor. Environmental Data Analysis (4) Numerical Methods in Environmental and CE 610 Application of probabilistic and statistical Water Resources Engineering (4) Selected Topics (Credit to be arranged.) models to the description of environmental data Introduction to the mathematical solution of Consent of instructor. with a focus on hydrology and water quality. partial differential equations by finite difference Graphical and quantitative techniques of explor- and finite element techniques. Development of atory data analysis, selection and fitting of solution approaches to water quality and Computer Science appropriate probability distributions, simple and hydraulic problems in surface and groundwater systems. Analysis of model sensitivities, calibra- CS 105 multiple and multivariate regression and their Computing Fundamentals I (4) applications to analysis and modeling, and tion and verification. Prerequisite: senior or Overview of computers and computer technol- detection of changes and trends in environmen- graduate standing in civil engineering. ogy for non-CS majors. Focus on the personal tal time series. Prerequisites: graduate standing *CE 575/675 computer. Hardware performance criteria are and Stat 243 and 244 or Stat 460. Advanced Physical/Chemical Environmental discussed and terminology defined. Hardware *CE 569/669 Engineering Processes (4) topics: central processing units (such as micro- Groundwater Hydrology (4) Theoretical and laboratory analysis of major processors like Pentium, Athlon, and others) are physical and chemical processes used to treat Principles of flow and contaminant transport in characterized regarding speed and data (bit) pro- porous media and application to problems of water, wastewater, industrial and hazardous cessing capabilities; memory size, speed and water supply and contaminant transport. Topics wastes. Analysis of reactor hydraulics, reactor types, and how much is needed; storage media include: properties of porous media; Darcy’s law kinetics, coagulation, flocculation, solid-liquid and capacity; input/output devices. Software is and aquifer equations; solution for steady and separation processes, adsorption, and gas trans- the primary focus for the remainder of the unsteady flow problems; flow net analysis; fer. Prerequisite: CE 474/574. course. Main topics are system software (Win- regional vertical circulation; unsaturated flow; *CE 576/676 dows, Unix, etc) and applications (such as well dynamics and pump test analysis; surface- Environmental Fluid Mechanics II (4) browsers, word processors, spreadsheets, pre- groundwater interactions; water quality and con- Introduction to the fundamentals of the fluid sentation graphics and database managers). taminant transport; transport models; transport dynamics of natural surface waters by analysis of Concludes with legal and ethical issues sur- in heterogeneous porous media and tracer test. the governing equations of mass, momentum, rounding computer technology, management Prerequisite: senior/graduate standing in civil and heat conservation. Applications include tur- information systems, and systems analysis. Rec- engineering. bulence modeling, finite depth water motions, ommended prerequisite: high school algebra. stratified flow phenomena, and seiche phenom- *CE 570/670 ena. Prerequisites: CE 572/672 or EAS 361, CE CS 106 Groundwater Modeling (4) Computing Fundamentals II (4) The objective is to give students a good intro- 362, 371. Introduction to programming designed for the duction to practical groundwater flow and con- non-CS major. Introduction to the logical taminant transport modeling. Designed as thought processes used when programming. hands-on and application oriented. Covers the Programming language generations, low and fundamental equations, numerical methods, and high level languages and the more popular high C OLLEGE OF ENGINEERING AND COMPUTER SCIENCE 253
level languages. Puts you in the role of a pro- CS 202 CS 311 grammer and takes you through the entire pro- Programming Systems (4) Computational Structures (4) cess. Concepts include problem definition, Further introduction to computer systems from Algebraic structures in computing; regular lan- generating a description of its step-by-step solu- a software perspective. Basic operating systems guages and finite automata; context-free lan- tion (the algorithm), writing the program, and concepts and calls. Defining, measuring, and guages and pushdown automata; Turing finally documenting your program. Tutorial improving program performance. The memory machines and equivalent models of computa- using the programming language Visual Basic hierarchy: storage technologies, caches, virtual tion; computability and unsolvability. The Prolog and five programming projects are completed. memory, and memory allocation techniques. language is used for programming experiments. Recommended prerequisites: high school alge- Prerequisite: CS 162, 200. Prerequisite: CS 251. bra, knowledge of Windows and the ability to CS 208 CS 321, 322 use Windows Explorer. Introduction to Programming in FORTRAN Languages and Compiler Design (4, 4) CS 107 (3) Principles of programming languages and lan- Computing Fundamentals III (4) Design and construction of computer programs. guage implementation by compilation. Tech- Introduction to Web programming and associ- Use of the FORTRAN language to solve prob- niques of language definition. Run-time ated web tool usage for non-CS majors. Center- lems over a wide range of applications. The behavior of programs. Compilation by recursive ing around the more sophisticated aspects of course is introductory in nature and is not descent. Use of LR compiler-generation tools. browsers. Web pages that represent the input to intended for students with previous knowledge Design and implementation of a compiler for a browsers are defined. In-depth study of HTML, of FORTRAN. Prerequisite: Mth 111. small language. Prerequisites: CS 201, 202, 300, VBScript and JavaScript. Brief exploration into CS 250 311. CGI Scripts and other server-side tools. Course Discrete Structures (4) CS 333 differentiates between Web page design (a Introduction to notations and techniques to rep- Introduction to Operating Systems (4) graphics designer’s role) and Web page program- resent and analyze computational objects. Sets, Introduction to the principles of operating sys- ming, taking the results of their work and com- bags, and tuples. Functions: combining opera- tems and concurrent programming on uni- and mitting it to workable code. Recommended tions and properties. Relations: equivalence and multi-processor computers. Operating system prerequisites: high school algebra and CS106 or order. Inductive definition of computational services, file systems, resource management. The some programming experience. objects. Elementary combinatories. The Maple concept of a process; process cooperation and language is introduced and used for program- CS 161 interference. Design and coding of concurrent Introduction to Computer Science I (4) ming experiments. Prerequisites: CS 163, Mth programs. Design of operating systems. Includes Introduction to fundamental concepts of com- 252. programming assignments in concurrent pro- puter science. Problem solving, algorithm and CS 251 gramming. Each student will make a short oral program design, data types, control structures, Logical Structures (4) presentation during the term. Prerequisites: CS and subprograms. This course is primarily Introduction to logic from a computational view- 200, 201, 311. designed for CS majors. Prerequisite: Mth 111. point. Propositional calculus, first-order predi- CS 350 cate calculus, formal reasoning. Resolution and CS 162 Algorithms and Complexity (4) Introduction to Computer Science II (4) natural deduction. Applications to program cor- Techniques for the design and analysis of algo- Introduction to software design, use of a variety rectness and automatic reasoning. Proof tech- rithms. Case studies of existing algorithms (sort- of data structures, data abstraction, and recur- niques. The Prolog language is introduced and ing, searching, graph algorithms, dynamic sion. Application of recursion in software design. used for programming experiments. Prerequi- programming, matrix multiplication, fast Fou- Program correctness, verification, and testing. site: CS 250. rier transform.) NP-Completeness. Prerequisite: Students will write a substantial computer pro- CS 299 CS 311. gram during the term. Prerequisite: CS 161. Special Studies (Credit to be arranged.) CS 399 CS 163 CS 300 Special Studies (Credit to be arranged.) Data Structures (4) Elements of Software Engineering (4) Consent of instructor. Data abstraction with formal specification. Ele- Practical techniques of program development for CS 401 mentary algorithm analysis. Basic concepts of medium-scale software produced by individuals. Research (Credit to be arranged.) data and its representation inside a computer. Software development from problem specifica- Consent of instructor. Linear, linked, and orthogonal lists; tree struc- tion through design, implementation, testing, CS 403 tures. Data structures are implemented as data and maintenance. The fundamental design tech- Honors Thesis (Credit to be arranged.) abstractions. Sorting and search strategies. Data niques of step-wise refinement and data abstrac- Consent of instructor. tion. A software project will be carried through management. Prerequisite: CS 162. CS 404 the development cycle. Prerequisite: CS 202. CS 199 Cooperative Education/Internship (Credit Special Studies (Credit to be arranged.) CS 305 to be arranged.) CS 200 Social, Ethical, and Legal Implications of Consent of instructor. Computing (2) Computer Systems Programming I (4) CS 405 Introduction to computer organization, number History of computing, social context of comput- Reading and Conference (Credit to be representation and digital logic, hardware inter- ing, professional and ethical responsibilities, arranged.) rupts, input/output programming, systems soft- risks and liabilities of safety-critical systems, Consent of instructor. intellectual property, privacy and civil liberties, ware, operating systems interface, assembly CS 406 language programming, macros, linking and social implications of the Internet, computer Special Projects (Credit to be arranged.) loading. Prerequisite: CS 162. crime, economic issues in computing. Prerequi- Consent of instructor. sites: a course in computer science at the 300 or CS 201 higher level. Sophomore inquiry or a course in CS 407 Seminar (Credit to be arranged.) Computer Systems Programming II (4) public speaking and a course in writing a Introduction to computer systems from a soft- Consent of instructor. research paper. ware perspective.Systems programming using C CS 409 and assembly language. Basic computer organi- Practicum (Credit to be arranged.) zation. Representation of data. Machine instruc- Consent of instructor. tion sets and assembly programming, CS 410 relationship between C code and assembly code, Selected Topics (Credit to be arranged.) C pointers and structures and their machine- Consent of instructor. level representation. Linking and loading. Pro- gram debugging. Prerequisite: CS 162. 254 P ORTLAND STATE UNIVERSITY
CS 415/515 CS 444/544 CS 465/565 Introduction to Parallel Programming (4/3) Introduction to Database Systems (4/3) Server-side Applications: Construction and Parallel languages and programming techniques. Introduction to basic concepts of database sys- Analysis (4/3) Introduces the fundamentals of and different tems. Database system architecture; relational Covers the basics of programming in Perl and its approaches to parallel computing and estab- data model and languages; implementation of use as a vehicle for writing CGI-Bin scripts for lishes first-hand experience in programming database applications; physical data organiza- the World Wide Web. Explores the use of JavaS- actual parallel computers. Prerequisites: CS 321 tion, design and tuning; and query processing. cript as a client-side adjunct. Topics include and CS 333. Prerequisites: CS 163 and CS 251 and either CS basic Perl programming; the Client-server Model CS 425/525 333 or CS 533. used by the World Wide Web; CGI-Bin scripts; Distributed Systems (4/3) CS 445/545 security and accessibility concerns; HTTP proto- Basic concepts in distributed systems including Implementation of Database Management cols; human-interface issues on the World Wide networking concepts, remote procedure calling, Systems (4/3) Web; and elementary JavaScript programming. file servers and shared file systems, protection Components of database management system Prerequisites: CS 300 and 333 or software devel- and security issues. These concepts will be illus- and how they are implemented, including per- opment experience and CS 533. trated with case studies of systems such as formance considerations. Components will CS 467/567 Locus, Sun NFS, Argus, Xerox Distributed File include concurrency control and crash recovery, The Wireless Web (4/3) System, Cambridge Distributed Computing Sys- operator evaluation, query evaluation, query Covers the basics of the Wireless Application tems, Amoeba, Mach, Apollo Domain, and the optimization, and physical storage manage- Protocol (WAP) as used in modern mobile Grapevine mail system. Prerequisite: CS 202. ment. Environments will include parallel and phones and other handheld devices. Provides an CS 430/530 distributed database systems and decision sup- overview of the WAP architecture, as well as an Foundations of Logic Programming (4/3) port systems. Prerequisite: CS 444/544. in-depth exploration of the WAP Application Introduction to theory of logic programming. CS 447/547, 448/548 Layer (WAE), including WML, WMLScript, and Models, unification, and fixed points. Declara- Computer Graphics (4/3, 4/3) the WAP push framework. Prerequisite: CS 465/ tive and procedural semantics. Negative issues. This course will provide an introduction to 565. Topics from deduction and perpetual processes. graphics systems and applications. Basic struc- CS 485/585 Prolog will be introduced as an instance of a ture of interactive graphics systems, characteris- Cryptography (4/3) logic programming language to study the results tics of various hardware devices. Control of The goal of cryptography is the encoding of of theory. Prerequisite: CS 311. display devices, implementation of simple pack- information via a cryptographic system. Cryp- CS 438/538 ages, device independence, and standard pack- tanalysis studies the breaking of cryptosystems. Computer Architecture (4/3) ages. Distributed architectures for graphics, This course focuses on cryptography but with Processors, memory hierarchy, and bus systems. hidden line and hidden surfaces algorithms, rep- respect to cryptanalysis. An overview of classical Multi-level caches and cache coherence in MP resentations of curves and surfaces. Prerequi- systems with an in-depth examination of systems. Arithmetic algorithms. RISC vs. CISC sites: CS 202, Mth 343. modern cryptosystems. This includes block instructions, pipelining, and software pipelining. CS 451/551 algorithms such as DES; public-key cryptosys- Superscalar, superpipelined, and VLIW architec- Numerical Computation (4/3) tems, such as RSA; and one-way functions. tures. Connection networks. Performance evalu- Introduction to numerical methods. Includes Additional topics include cryptographic proto- ation, simulation, and analytic models. topics from elementary discussion of errors, cols, signature schemes, pseudo-random Performance enhancement through branch pre- polynomials, interpolation, quadrature, linear number generation, Shannon’s information the- diction and out-of-order execution. Prerequisite: systems of equations, and solution of nonlinear ory, and stream ciphers. Prerequisite: CS 311. CS 322 or 333. equations. Prerequisites: Mth 343; CS 200, 208. CS 487, 488 CS 441/541 CS 452/552 Software Engineering Capstone (3, 3) Artificial Intelligence (4/3) Building Software Systems with Emphasizes teamwork in small groups on a sub- Introduction to the basic concepts and tech- Components (4/3) stantial project that will be performed for a real niques of artificial intelligence. Knowledge rep- Designed to familiarize students with the con- customer. Projects are chosen so as to provide resentation, problem solving, and AI search cepts behind and opportunities afforded by interdisciplinary content with project proposals techniques. Program will be written in one of the modern component architectures, such as being solicited from the community at large. AI languages. Prerequisites: CS 202, 311. Microsoft COM, Java Beans, and CORBA. Stu- Projects that involve students as well as custom- dents are exposed to component development ers from other disciplines are encouraged. Lec- CS 442/542 Advanced Artificial Intelligence: techniques and methods for developing complex tures will be directed towards the management Combinatorial Games (4/3) software architectures using components. Stu- of software development projects such as those Covers the theory and practice of finding opti- dents become familiar with component develop- being carried out by the teams. It is the intent of mal and satisfying solutions to one-player and ment, scripting and composing components, the course to provide a capstone experience that two-player combinatorial games, including such and the strengths and weaknesses of using com- integrates the materials contained in the remain- popular games as Sokoban, Othello, checkers, ponents in designing large complex software sys- der of the CS curriculum through work on a chess, backgammon, bridge, and CCGs. Simple tems. Prerequisites: CS 300, 333, 350; project that applies this material in another dis- applications in decision theory and economics knowledge of C++ or Java programming. cipline. Each team member will contribute to the may also be discussed. Emphasis on implemen- CS 454/554 design, documentation, and testing phases of the tation of state-of-the-art solution techniques. Software Engineering (4/3) project. This course creates an obligation for par- Prerequisite: CS 202 or experience with algo- Current methodologies for the development of ticipation for two consecutive quarters. Prereq- rithms and data structures. large, industrial strength software systems. uisites: senior standing. For CS majors: CS 322, 333, 350. Non-CS majors: permission of the CS 443/543 Topics include requirements, specification, Advanced Artificial Intelligence: design, implementation, testing, project manage- instructor. Combinatorial Search (4/3) ment and cost estimation, formal methods, and CS 491/591 Explores methods for the solution of constraint software process improvement. Prerequisite: CS Introduction to Computer Security (4/3) satisfaction and related problems using search 321. Provides a broad overview of computer security. techniques, in the context of real-world prob- CS 457/557 Provides a solid theoretical foundation, as well as lems such as resource-bounded scheduling, Functional Languages (4/3) real-world examples, for understanding com- enterprise planning, classical planning, and one- Introduction to functional notation, recursion, puter security. Fundamental theoretical results, and two-player games. Emphasis on coding higher-order functions, reasoning about func- foundational models, and salient examples will projects, and on reading and reporting on tions, and models for the evaluation of applica- be covered. Security in computer operating sys- selected literature. Prerequisite: CS 202 or expe- tive expressions. Use of functional languages. rience with algorithms and data structures. Prerequisites: CS 202, 311. C OLLEGE OF ENGINEERING AND COMPUTER SCIENCE 255
tems, networks, and data will be covered, with CS 550/650 CS 572/672 emphasis on operating system and program Parallel Algorithms (3) Operating System Internals (3) security. Prerequisites: CS 333, 350, C and Java Definition and nature of parallel computation. Internals of a specific operating system including programming. Parallel computation from the point of view of structure of the kernel, block buffering cache, hardware/architecture, program/scheduling, and file system structure and system calls, process CS 494/594 Internetworking Protocols (4/3) algorithms. Why and how parallel computation structure and scheduling, memory management, Advanced study of the protocols and algorithms is different from serial computation. Examples to device driver interface, and interprocess com- used in the Internet (IETF) family of networking highlight the differences. Parallel algorithms in munication. Prerequisite: CS 333. protocols. For example, ARP, IP, UDP, TCP, mul- general: illustration of the most important fea- CS 573/673 ticasting, routing protocols like RIP and OSPF, tures and techniques. Illustration of the limita- Computer Communications (3) and application protocols like DNS, NFS, SNMP, tions. A survey of major results, general form of Layers of the ISO/OSI reference model; basics of FTP and HTTP. Issues such as addressing, name results, limitations on speed-up. Prerequisite: computer telecommunications, networking service, protocol design, and scaleability will be CS 350. technology; communications protocols, their explored. Prerequisite: CS 333. CS 553/653 function and impact on the performance of com- puter communications; traffic patterns in a data CS 501 Design Patterns (3) Research (Credit to be arranged.) Software design patterns are reusable solutions network. Prerequisites: CS 333, Stat 460. Consent of instructor. to recurring software problems. They capture CS 575/675 successful experiences and convey expert insight Computer Systems Analysis (3) CS 503 and knowledge to less experienced developers. Thesis (Credit to be arranged.) An advanced course on computer systems. Consent of instructor. Course provides an in-depth view of patterns Topics include operating systems, performance using Java as the presentation language. Course evaluation, device analysis, construction and CS 504 is suitable to software architects and developers proof of monitors, file systems, objects and pro- Cooperative Education/Internship (Credit who are already well-versed in this language. In to be arranged.) cesses, reliability, and protection. Prerequisites: Consent of instructor. addition, it offers continuous opportunities for CS 333, Stat 460. learning the most advanced features of the Java CS 505 CS 576/676 language and understanding some principles Computer Security (3) Reading and Conference (Credit to be behind the design of its fundamental libraries. arranged.) Introduction to the principles of computer secu- Consent of instructor. Prerequisites: programming in Java and CS 520. rity. Development of the notion of security through formal models and the examination of CS 506 CS 555/655 Special Projects (Credit to be arranged.) Software Specification and Verification (3) existing secure systems. Systems intended for Consent of instructor. Theoretical and practical aspects of the software the protection of classified information as well as development process or software lifecycle. commercial systems will be examined. Prerequi- CS 507 Covers the first part of the cycle: formulating the site: CS 333. Seminar (Credit to be arranged.) external requirements, specifying what the soft- Consent of instructor. CS 577/677 ware is to do, and the abstract design. Emphasis Modern Language Processors (3) CS 509 will be on the formal aspects of specification and An advanced course on compiler construction Practicum (Credit to be arranged.) verification. Consent of instructor. for modern programming languages, such as CS 556/656 object-oriented or functional languages. Topics CS 510 Software Implementation and Testing (3) include type-checking, executable intermediate Selected Topics (Credit to be arranged.) Theoretical and practical aspects of the software representations, interpretation and virtual Consent of instructor. development process or software lifecycle. machines, code generation for modern architec- CS 533/633 Covers the second part of the cycle: detailed tures, memory management and garbage collec- Concepts of Operating Systems (3) design, implementation in a programming lan- tion, and optimization. Prerequisite: CS 322. Survey of concepts and techniques used in guage, testing, and maintenance. Emphasis will modern operating systems. Sample concepts CS 579/679 be on the technical aspects of software testing. Formal Verification of Hardware/Software covered are concurrency, IPCs, scheduling, CS 558/658 Systems (3) resource allocation, memory management, file Programming Languages (3) Introduction to the formal verification of func- systems, and security. Techniques for imple- In-depth study of current and historical issues in tional correctness of hardware and software sys- menting operating systems taught through a pro- the design, implementation, and application of tems. Topics to be covered include: formal logics gramming project. Prerequisite: CS 333. programming languages. Topics range from basic for system verification (first-order logic, higher- CS 546/646 to advanced. Areas include syntax, semantics, order logic, temporal logic), formal specifica- Data Models and Languages (3) scoping, typing, abstraction, exceptions, and tions, theorem proving systems, circuit verifica- Semantic data models, object-oriented data- concurrency. Computational paradigms such as tion, microprocessor verification, and system bases, the object-relational data model, deduc- functional, logic, and/or object oriented are ana- software verification. Prerequisites: CS 321, 333. tive query languages, multidatabase systems, lyzed. Several “recent” programming languages CS 581/681 advanced relational database theory. Readings used. Prerequisite: CS 322. Theory of Computation (4/3, 4/3) and lectures, exams, and a substantial project CS 559/659 Computability theory: study of models of com- that will involve surveying the literature in a Software Measurement and Models (3) putation (Turing, Church, Kleene), recursive major area of database research. Prerequisites: Survey, evaluation, and application of software function theory, properties of recursive, and CS 444/544 and either graduate standing or CS measurement techniques and models. Particular recursively innumerable sets. Prerequisite: 251. emphasis on product metrics such as Software CS 311. CS 549/649 Science, Cyclomatic Complexity, and Function CS 582/682 Computational Geometry (3) Points. Theory of Computation: Advanced Topics Perspective and projective geometry. Analytic CS 560/660 (4/3, 4/3) projective geometry, projective lines and projec- Human-Computer Interaction (3) Complexity theory: study of resource bounded tive planes. Projective transformations of lines Introduction to the basic theory of human-com- computation, the complexity classes (P, NP, and planes. Homogeneous coordinates. Applica- puter interaction. Principles of human cognition PSpACE, and PH), NP-completeness, relativized tions to two-dimensional computer graphics. and interface design, interface evaluation tech- computation, randomized classes. Prerequisites: Conic sections in design. Prerequisites: CS 163 niques. Several prototyping tools will be pre- CS 311, 350. and 451. sented. A project is required. Prerequisites: Stat 460, CS 202. 256 P ORTLAND STATE UNIVERSITY
CS 583/683 students to a systematic design methodology. ECE 321 Automata and Formal Languages (3) Uses computer-based tools such as schematic Electronics I (4) An advanced study of the theory of automata, capture programs, programmable logic develop- Introduction to solid state electronics, leading to formal languages and computational complexity. ment programs, and digital circuit stimulators. the physical properties and characteristics of Main subjects are finite state concepts, formal solid state electronic devices. Analysis and ECE 199 grammars, computability, Turing machines, and Special Studies (Credit to be arranged.) design of diode, bipolar junction, and field-effect computational complexity. Prerequisite: CS 582/ Consent of instructor. transistor circuits. Application of a computer- 682. aided design (CAD) tool such as SPICE. Prereq- ECE 201, 202, 203 uisite: ECE 223. CS 584/684 Electrical Engineering Laboratory I, II, III Algorithm Design and Analysis (3) (1, 1, 1) ECE 322 An advanced in-depth study in the design and Concurrent enrollment in: ECE 221, 222, 223, Electronics II (4) analysis of algorithms. Topics include models of respectively. Pass/no pass only. Study of digital circuits used in various logic computation, sorting, data structures, graph families. Analysis of electronic amplifiers using ECE 221 algorithms, matrix multiplication, fast Fourier Electric Circuits (4) small-signal models of electronic devices. Intro- transform, polynomial arithmetic, pattern Experimental laws, network theorems, and com- duction to feedback amplifier analysis and matching, and NP-complete problems. Prerequi- puter analysis techniques of electrical circuit design. Review of transfer function and Bode site: CS 350 or equivalent. analysis. Network responses to various forcing analysis. Computer-aided design. Prerequisite: CS 595/695 functions using time-domain and phasor- ECE 321. Network Routing (3) domain methods. Prerequisite: Mth 253. ECE 323 Class will study modern packet-based routing Electronics III (4) ECE 222 protocols as used in the Internet including inte- Signals and Systems I (4) Introduction to differential and operational rior gateway protocols (IGPs) like RIPv1, RIPv2, Introduction to continuous time and discrete amplifier circuits. Study of operational amplifier OSPF, and exterior gateway protocols (EGPs) time systems. Thorough exposure to the Laplace design techniques involving current mirrors and like BGP. Certain routing control theory topics transform for circuit and system analysis, trans- active loads. Design and analyze active filters, will be introduced; for example, link-state and fer functions, Bode plots, analog filters, and two waveform generators, and large-signal electronic vector distance routing, policy routing, source port networks. Prerequisites: ECE 221, Mth 256 amplifiers. Computer-aided design. Prerequi- routing and tunnels, and the general use of met- or concurrent. site: ECE 322. rics in existing routing protocols. Other aspects ECE 331 of routing protocols may be presented as time ECE 223 Signals and Systems II (4) Electromagnetic Principles (4) permits; for example, multicast routing, mobile Continuous-time and discrete-time Fourier Review of vector calculus, electric and magnetic routing, and tag-switching protocols. This class series, continuous-time Fourier transform, dis- fields, Maxwell’s equations in integral and differ- may take the form of a seminar with students crete-time Fourier transform, fast Fourier trans- ential form, Poisson’s equation, Laplace’s equa- asked to present various aspects of recent exper- form, sampling, aliasing, communications, tion, uniform plane waves. Prerequisites: Mth imental research in routing. Prerequisite: CS modulation, the z-transform, discrete-time fil- 256, Ph 223. 594. ters. Prerequisite: ECE 222. ECE 332 CS 596/696 Electromagnetic Systems (4) Network Management and Security (3) ECE 271 Digital Systems (4) Review of electromagnetic wave propagation; Covers both network management and network Second course in a sequence of digital and design of transmission lines, waveguides, reso- security. Network management will include the microprocessor courses. Covers shift register nators, and antennas. Prerequisite: ECE 331. design of LAN-based networks, including span- devices and circuits; design, timing analysis, and ECE 341 ning tree protocols, bridge learning protocols, application of synchronous state machine cir- Introduction to Computer Hardware (4) virtual LANs, and Ethernet switches, and the cuits using discrete devices and programmable Presents an overview of computer architecture security of switches and routers. Network man- logic devices; timing analysis of asynchronous and programming from a hardware viewpoint. agement protocols will be covered in-depth state machines, arithmetic circuits and devices; Topics covered in the class include: digital including switch and router management infor- internal architecture of a microprocessor; design logic—gates, multiplexers, flip-flops, state mation bases, as well as associated SNMP proto- and interfacing of memory systems; and an machines; computer arithmetic operations; basic cols, and network monitoring tools. The second introduction to design for test techniques. Rein- computer architecture—data path, control, and half of the class will focus on network security. forces the systematic design methodology, docu- buses; pipelining—HW and CICS vs. RISC; In order to understand the network security mentation standards, and use of computer-based memory hierarchy and virtual memory; input/ problem, the security section will begin with a tools introduced in ECE 171. Prerequisite: ECE output techniques—polling, interrupt, DMA; review of various forms of network attacks. We 171. hardware view of computer system compo- then turn to network-side security management nents—keyboard, mouse, displays, printers, ECE 301, 302, 303 including both passive measures like firewall disks, modems, and LANs. This course may not defense schemes including packet filers, and Electrical Engineering Laboratory IV, V, VI (1, 1, 1) be used as part of the degree requirements for an bastion hosts. Newer secure protocols will then Prerequisites: ECE 201, 202, 203. Concurrent electrical engineering or a computer engineering be covered including network-layer security and enrollment in: ECE 321, 322, 323, respectively. baccalaureate degree. Prerequisites: CS 200, various application-layer secure protocols. Pass/no pass only. CS 201. Prerequisite: CS 594. ECE 311 ECE 351 Feedback and Control (4) Hardware Description Languages and Electrical and Computer Stability concepts for linear time- invariant net- Prototyping (4) works, Routh-Hurwitz criterion. Stability Introduces the students to the Verilog Hardware Engineering through feedback, Nyquist, and root-locus Description Language and describes its role in the electronic design automation environment. ECE 171 design methods. Compensation methods derived from Bode plots. Introduction to state Students learn how to prototype digital designs Digital Circuits (4) using FPGAs. Prerequisite: ECE 271. Foundation course in digital design. Topics such space system analysis. Prerequisite: ECE 223. as number systems, basic logic gates, TTL device ECE 371 parameters, Boolean algebra, logic circuit simpli- Microprocessors (4) fication techniques, timing analysis, the applica- Covers microprocessor instruction set architec- tion of MSI combinational logic devices, ture, structured development of assembly lan- programmable logic devices, flip-flops, synchro- guage programs, interfacing assembly language nous state machines and counters. Introduces and high-level language programs, interrupt procedures, handshake data transfer, and inter- C OLLEGE OF ENGINEERING AND COMPUTER SCIENCE 257
facing with simple digital devices and systems. and to turn in weekly progress reports. At peri- ECE 421/521 Also included are introductions to microcom- odic intervals, each group will give an oral Analog Integrated Circuit Design I (4) puter buses, the memory system hierarchy, vir- progress report to the entire class. In addition to Modeling of IC devices: transistors, capacitors, tual memory systems, and bus mastering data the direct design work, this class also includes resistors. Temperature and device parameter transfer, and an overview of microprocessor evo- talks by industry speakers on topics such as variation effects. Building blocks of analog inte- lution. Course includes several software and group dynamics, interdisciplinary interaction, grated circuits: current sources and mirrors, gain hardware development projects. Prerequisite: communication, documentation, patents, stages, level shifters, and output stages. Design ECE 271. human factors, and engineering ethics. Prerequi- of operational amplifiers; frequency response, feedback, and compensation; stability and noise ECE 372 site: ECE 411, ME 491, or UnSt 421 (Industry Microprocessor Interfacing and Embedded Design Processes). in IC circuits; CAD tools for circuit design and testing. Prerequisite: ECE 323. Systems (4) ECE 413 Teaches the hardware and software design of Senior Project Development II (2) ECE 422/522 embedded microprocessor systems. Topics Continues development of the design projects Analog Integrated Circuit Design II (4) include sensor, transducer, and actuator interfac- started in ECE 412 or UnSt 421 to their conclu- Analysis and design of MOS operational amplifi- ing; microprocessor-based process control; inter- sion. Each student maintains a log of his or her ers, noise in IC circuits, design of wideband facing with display, vision, and speech systems; individual work and turns in weekly progress amplifiers, principles of microwave circuit Real Time Operating System (RTOS) operation; reports. Each group prepares a final written design, design of impedance matching circuits, creation of device drivers; intelligent robotics report and delivers a final oral report to the comparators, voltage regulators, analog multipli- applications; and an introduction to the Unified entire class. Note: Non ECE/CpE majors are wel- ers and modulators, CAD tools for circuit design Modeling Language (UML). Course involves come in this class, but they do not need it to ful- and testing. Prerequisite: ECE 421/521. hardware and software design exercises done on fill the University Capstone requirement. ECE 425/525 an “open-lab” basis. Prerequisite: ECE 371. ECE 415/515 Digital Integrated Circuit Design I (4) ECE 401 Fundamentals of Semiconductor Devices (4) Students in electrical and computer engineering Research (Credit to be arranged.) Solid-state electronic devices; operation, fabrica- are introduced to the analysis and design of digi- Consent of instructor. tion and applications; single crystal growth, p-n tal integrated circuits. A design project is an inte- ECE 403 junction, diodes, bipolar junction transistors, gral part of this course. Prerequisite: ECE 323. Honors Thesis (Credit to be arranged.) MOS capacitor, FETs. Course provides students ECE 426/526 Consent of instructor. with a sound understanding of existing devices Digital Integrated Circuit Design II (4) ECE 404 and gives the necessary background to under- Students are instructed in methods and the use Cooperative Education/Internship (Credit stand the problems and challenges of the micro- of computer-aided design tools for the design to be arranged.) electronic manufacturing. Prerequisite: Ph 318, and testing of large-scale integrated digital cir- Consent of instructor. ECE 323. cuits. A design project is an integral part of this ECE 405 ECE 416/516 course. Prerequisite: ECE 425/525. Reading and Conference (Credit to be Integrated Circuit (IC) Technologies (4) ECE 428/528 arranged.) Microelectronic processing of solid-state devices VLSI Computer-Aided Design (4) Consent of instructor. and integrated circuits. A base for understanding Introduces basic techniques and algorithms for ECE 406 more advanced processing and what can and computer-aided design and optimization of VLSI Special Projects (Credit to be arranged.) cannot be achieved through IC fabrication. Oxi- circuits. Consent of instructor. dation, diffusion, and ion implantation will be ECE 431/531 ECE 407 discussed. Bipolar, CMOS and BiCMOS fabrica- Microwave Circuit Design I (4) Seminar (Credit to be arranged.) tion processes. DRAM technology. Defining Passive microwave components. Design of Consent of instructor. system rules for IC layout. Packaging and yield. microstrip circuits. Active high frequency ECE 409 New technologies, such as Wafer-Scale Integra- devices. Microwave computer aided design. Practicum (Credit to be arranged.) tion and Multi-Chip Modules, will be discussed. Prerequisite: ECE 332. Consent of instructor. Students will be introduced to the concept of ECE 432/532 designing for manufacturability. Prerequisite: ECE 410 Microwave Circuit Design II (4) Selected Topics (Credit to be arranged.) ECE 415/515. Small-signal amplifier design for gain and noise. Consent of instructor. ECE 418/518 Non-linear effects and nonlinear circuit design. Oscillator design. Introduction to MMIC design. ECE 411 Linear System Analysis I (4) Industry Design Processes (2) Advanced concepts of continuous-time signals, Design project is an integral part of this course. Design methodologies will be discussed as a systems, and transforms. Signals: periodicity, Prerequisite: ECE 431/531. framework for solving broadly defined technol- orthogonality, basis functions; system: linearity, ECE 441/541 ogy problems. Interdisciplinary organizational super-position, time-invariance, causality, stabil- Electrical Energy Systems Design I (4) principles will be presented as tools in the ity, and convolution integral; transforms: Fourier Three-phase power, per unit system of calcula- design process and as a foundation for the sub- series and Fourier transform, Hilbert and Hart- tions, impedance and reactance diagrams, nodal sequent project course. Lectures, weekly and ley transform, Laplace transform. Prerequisites: equations, bus admittance and impedance matri- term case studies. Prerequisites: communication ECE 222. ces, transformer and synchronous generator skills applicable to technical oral and written ECE 419/519 modeling, symmetrical components, and fault presentation; senior standing in the University Linear System Analysis II (4) studies using symmetrical components. Prereq- and completion of all junior-level required ECE Advanced concepts of discrete-time signals, sys- uisite: ECE 332. classes; for non-ECE majors, consent of tems, and transforms. Signals: periodicity, ECE 442/542 instructor. orthogonality, basis functions; system: linearity, Electrical Energy Systems Design II (4) super-position, time-invariance, causality, stabil- ECE 412 Fault studies with admittance and impedance Senior Project Development I (4) ity, and convolution sum; transforms: Z Trans- matrices, system protection fundamentals, dc In this course, groups of three to five students form, discrete Fourier transform and Fast transmission, solution of linear algebraic equa- will apply the structured design methodology Fourier transform, discrete Hilbert and Hartley tions as applied to power flow methods, indus- learned in ECE 411 or UnSt 421 to original transform; State Space description of a system. trial grounding practices. Prerequisite: ECE 441/ projects with the assistance of faculty and indus- Prerequisite: ECE 418/518. 541. trial/community advisers. After initial research, each student group will prepare a written and oral project proposal. Each student is required to keep a log of his or her individual design work 258 P ORTLAND STATE UNIVERSITY
ECE 445/545 ECE 461/561 PCI-X, and Infiniband; multithreaded operating Power Electronic Systems Design I (4) Communication Systems Design I (4) system considerations; JTAG(IEEE1149.1) and Basic DC-to-DC switching converter topologies An introduction to signals and noise in electrical Design For Test; high frequency signal integrity; are presented. Operation in various modes is communication systems; signal spectra and fil- and power supply considerations. Team-based, examined. Steady state design is undertaken ters, noise and random signals, baseband trans- independent design projects are a substantial using state space techniques and equivalent cir- mission of analog and digital signals, linear part of the homework for this class. Prerequisite: cuit modeling. Design issues concerning semi- modulation and exponential modulation. Pre- ECE 371. conductor devices and magnetics design are also requisite: ECE 222. ECE 486/586 addressed. Prerequisite: ECE 322. ECE 462/562 Computer Architecture (4) ECE 446/546 Communication Systems Design II (4) An introduction to the key concepts of computer Power Electronic Systems Design II (4) Study of the relative merits of communication system architecture and design. Topics include Dynamic analysis of DC-to-DC converters is pre- systems, noise in continuous wave and pulse the design and analysis of instruction set archi- sented using state space techniques and the modulation schemes, information theory, digital tectures, memory systems, and high-perfor- method of equivalent circuit modeling of the data systems, and advanced topics. Prerequisite: mance IO systems; basic CPU implementation switching device. Different control techniques ECE 461/561. strategies; basic pipelined CPU implementation; such as current programming and sliding mode ECE 465/565 performance analysis; and a survey of current control are introduced. Inverter and input cur- Digital Signal Processing (4) architectures. Prerequisite: ECE 485/585. rent waveshaping rectifier circuits are also intro- Intended to teach students the skills to design a ECE 491/591 duced. Prerequisite: ECE 445/545. complete DSP-based electronic system. Students Laser Systems Design I (4) ECE 451/551 will have a design project using embedded DSP Laser topics: especially design of laser, fiber- Control Systems Design I (4) hardware and software. Topics include: digital optic, and related optical systems. Formation State space description of linear systems. Signal processing of analog signals, A/D converters, D/ and propagation of modes and beams, matrix flow graphs. Discrete-time control systems: Z- A converters, digital spectral analysis, digital methods for the analysis and synthesis of optical transforms, recursion, sampling, sampling theo- filter design, signal processing applications and systems. Prerequisite: ECE 331. rem, design via Z-transform method, Z-plane multi-rate signal processing. Prerequisite: ECE ECE 492/592 (root locus, etc.), Bode plot, phase space, etc. 223. Laser Systems Design II (4) Prerequisite: ECE 223. ECE 478/578 Interaction of light with atoms, Maxwell- ECE 452/552 Intelligent Robotics I (4) Schrödinger analysis and rate equation approxi- Control Systems Design II (4) Basic problems of intelligent robotics. Comput- mations. Effects of gain, dispersion, and satura- Controllability, observability, identification, and ers for logic and logic programming. Hardware tion in the design of laser amplifiers and stability of linear systems (continuous and dis- for artificial intelligence. Formulation and reduc- oscillators. Recommended prerequisite: ECE crete). Use of analog and digital computers in tion of problems. Tree-search methods and 331. control systems. Implementation issues. Prereq- architectures. Predicate calculus and resolution ECE 501 uisite: ECE 451/551. method. Methods of formulating and solving Research (Credit to be arranged.) ECE 455/555 problems in logic programming. Unification in Consent of instructor. AI: Neural Networks I (4) hardware. Fuzzy logic and fuzzy logic machines. Machines for logic programming and artificial ECE 503 Introduces approach for developing computing Thesis (Credit to be arranged.) intelligence. Reasoning by analogy and induc- devices whose design is based on models taken Consent of instructor. from neurobiology and on notion of “learning.” tion: application of associative processors. Pre- A variety of NN architectures and associated requisite: ECE 485/585 or 425/525. ECE 504 Cooperative Education/Internship (Credit computational algorithms for accomplishing the ECE 479/579 to be arranged.) learning are studied. Experiments with various Intelligent Robotics II (4) Consent of instructor. of the available architectures are performed via a Sensors. Computer vision hardware. Problems in simulation package. Students do a major project image processing, vision, manipulation, and ECE 505 Reading and Conference (Credit to be on the simulator, or a special programming planning. Machines for image processing and arranged.) project. Prerequisites: senior standing in ECE/ computer vision. Morphological processors. Consent of instructor. CPE or CS, or graduate standing. Manufacturing inspection. Non-numeric com- puters. Path planning. Localization. Use of rea- ECE 506 ECE 456/556 Special Projects (Credit to be arranged.) soning and learning. Applications in scheduling, AI: Neural Networks II (4) Consent of instructor. Focuses on applications. Topics in fuzzy set the- planning, and assignment. Computer architec- ory, control theory, and pattern recognition are tures for robotics. Integrated robotic systems for ECE 507 Seminar (Credit to be arranged.) studied and incorporated in considering neural manufacturing. Architectures of comprehensive Consent of instructor. networks. A design project (using NN simulator) mobile robots. Robots in health care. System in selected application area is done by each stu- integration. Examples of application. Prerequi- ECE 510 dent. Prerequisite: ECE 455/555. site: ECE 478/578. Selected Topics (Credit to be arranged.) Consent of instructor. ECE 457/557 ECE 481/581 Engineering Data Analysis and Modeling (4) ASIC: Modeling and Synthesis (4) ECE 511/611, 512/612, 513/613 Introduces statistical learning theory and practi- Covers the fundamentals of the ASIC design pro- Solid State Electronics I, II, III (4, 4, 4) cal methods of extracting information from data. cess. The topics include ASIC design Flow, basic The solid state electronics course sequence deals Covers time-proven methods of statistical HDL constructs, testbenches, modeling combi- with advanced topics in solid state device phys- hypothesis testing, linear modeling, univariate national and synchronous logic, modeling finite ics and modeling. Following a discussion on smoothing, density estimation, nonlinear model- state machines, multiple clock domain designs, semiconductor properties and modeling as a ing, and multivariate optimization. Student qualitative design issues, ASIC constructions. function of doping and temperature, advanced project presentations and reports familiarize stu- Prerequisites: ECE 271, 371, 372. bipolar transistor structures and MOS transistors dents with research methodology and profes- will be treated in detail. Device models aimed at ECE 485/585 numerical circuit simulators will be discussed. sional journal standards. Prerequisites: Mth 343 Microprocessor System Design (4) and Stat 451. Advanced hardware and software design of desk- Prerequisite: ECE 323. top type microcomputer systems. Topics include large project design management and documen- tation; DRAM system design, cache organization, connections, and coherency; the memory hierar- chy and virtual memory; I/O buses such as AGP, C OLLEGE OF ENGINEERING AND COMPUTER SCIENCE 259
ECE 523/623 tion of game theory problems, co-evolution ECE 572/672 Analog Integrated Circuit Design III (4) problems, and constrained parameter optimiza- Advanced Logic Synthesis (4) Integrated-circuit oscillators and timers, fre- tion problems. Introduction to classifier systems. Boolean and multivalued algebras. Cube calcu- quency-to-voltage converters, phase-locked- Survey of current technical literature in evolu- lus and its computer realization. Basic operators loop circuits, IC filters, self-tuning filters, digital- tionary computation. Prerequisite: CS 163. and algorithms of function minimization. to-analog converters, analog-to-digital convert- Decomposition and factorization theories. Multi- ECE 563/663 ers, CAD tools for circuit design and testing. Pre- Information Theory (4) level minimization. Orthogonal expansions and requisite: ECE 422/522. Established theoretical limits on the perfor- tree circuits. Cellular logic and its applications to ECE 527/627 mance of techniques for compression or error Field Programmable Gate Arrays. Spectral theory High-performance Digital Systems (4) correction of signals. This course focuses on of logic optimization. Ordered Binary and Multi- The use of computer-aided design tools in high- communications applications, specifically source ple-Valued Decision Diagrams. Design for speed, performance digital systems is explored. The coding and channel coding for discrete signals. testability, power consumption, reliability, Reed- trade-offs between automated and hand design Topics will include: Entropy and Mutual Infor- Muller forms, and EXOR circuits. Technology are examined in the context of performance vs. mation, Asymptotic Equipartition (the Ergodic mapping. Transduction method. Modern logic development time. The impact of new develop- Theorem of Information Theory), Entropy Rates synthesis programs, systems, and methodolo- ments in MOS circuit technology are also exam- of Information Sources, Data Compression, and gies. Project that continues in ECE 573. Prereq- ined. Prerequisite: ECE 426/526. Channel Capacity. This course is also listed as uisite: graduate standing in electrical ECE 528/628 SySc 545/645; may only be taken once for engineering. Layout Techniques (4) credit. ECE 573/673 Methodologies and strategies used to lay out ECE 565/665 Control Unit Design (4) electronic circuits. Full-custom and semi-custom Signals and Noise (4) Synchronous logic, Finite State Machines: and approaches. Gate arrays, standard cells, cell gen- Students are introduced to “noise” as it appears Moore and Mealy models. Design of FSMs from erators, building blocks, and sea-of-gates tech- in communication and control systems, its regular expressions, nondeterministic automata, nologies. Hierarchical circuit description, layout mathematical and statistical properties and prac- Petri Nets and parallel program schemata. Parti- process, and manufacturability. Layout problem tical filtering methods to minimize its impact on tioned control units. Cellular automata. Realiza- as a constrained optimization problem. Applica- systems. Advanced topics in filter and estimation tion, minimization, assignment and tion of graph theory and mathematical optimiza- theory are also introduced. Prerequisite: gradu- decomposition of FSMs. Partition and decompo- tion techniques to VLSI layout synthesis. ate standing in electrical engineering. sition theory and programs. Micro-programmed Overview of the most important combinatorial units. Microprogram optimization. Theory and ECE 566/666 realization of asynchronous, self-timed and self- problems in circuit layout and descriptions of Digital Signal Processing (4) their solutions. Prerequisite: graduate standing. Study of discrete time signals and systems. synchronized circuits. Project continuation. Pre- ECE 529/629 Mathematics of discrete time systems in time requisite: ECE 572/672. Performance-driven Layout (4) and frequency domains. Discrete Fourier Trans- ECE 574/674 Floor planning, placement, routing, compaction, form, FFT algorithms and applications, digital High-level Synthesis and Design design rule verification, and module generation. filter design, random signals in digital linear sys- Automation (4) Description and analysis of algorithms used in tems form the foundations of this course. Pre- Comprehensive design automation systems. layout synthesis. Timing-driven layout tech- requisite: ECE 565/665. Problems of system and high-level synthesis. niques for performance optimization. Applica- Register-transfer and hardware description lan- ECE 567/667 tion Specific Integrated Circuits (ASIC) using guages. Data path design: scheduling and alloca- Statistical Communications Theory (4) tion. Design methods for systolic, pipelined, traditional semicustom techniques and new As an advanced course in communication the- cellular and dynamic architectures. System Application-Specific programmable logic ory, topics of statistical decision, estimation, and issues. System-level silicon compilers. Group devices, FPGAs, EPLDs. Fitting problem for modulation theory are introduced. Statistical project: using high-level tools for design of a architecture-specific EPLDs. Prerequisite: ECE aspects of transmission detection and error complete VLSI ASIC chip or FPGA architecture: 528/628. detection/correction schemes are covered. Pre- vision, DSP, or controller. Prerequisite: ECE 573/ ECE 533/633 requisites: ECE 461/561, 565/665. Advanced Electromagnetics (4) 673. ECE 568/668 Advanced course in electromagnetics. Mathe- Introductory Image Processing (4) ECE 575/675 Introduction to Integrated Circuit Test (4) matical methods, electrostatics, boundary value Two-dimensional systems, image perception, Course will cover the traditional role of IC test in problems, magnetostatics, time varying fields, image digitization (sampling and quantization), parametric and functional testing and the chang- plane waves. Prerequisite: ECE 331. image transforms (Fourier, Cosine, K-L trans- ing role of IC testing in semiconductor design ECE 543/643 forms), image enhancement (histogram equal- and manufacturing. The course is divided into Electric Energy Systems Control (4) ization, filtering, spatial operation). Prerequisite: three parts. The first part reviews integrated cir- State estimation, security and contingency moni- graduate standing. toring, automatic generation control, economic cuit technologies and fault modeling. The ECE 569/669 dispatch, optimal power flow, power system sta- second introduces digital IC test, DC parametric Advanced Image Processing (4) testing, and functional and structural testing. bility, unit commitment and pool operation. Pre- Introduction to random fields, image representa- requisite: ECE 442/542. The third part examines technology trends. Pre- tion by stochastic models, image restoration requisite: graduate standing or permission of ECE 553/653 (Wiener and Kalman filtering), image coding instructor. Control Systems Design III (4) and compression predictive and transform cod- Topics in modern feedback control theory of ing, vector quantization). Prerequisites: ECE ECE 576/676 Computational Methods in Electrical nonlinear and multivariable systems, including 565/665, 568/668. considerations of stochastic and optimal control. Engineering (4) ECE 570/670 Students are introduced to optimization meth- Design methods on computer workstations. Pre- Computer Vision (4) requisite: ECE 452/552. ods used in electrical engineering including Image detection and registration, image analysis methods from linear, nonlinear, integer and ECE 559/659 (texture extraction, edge detection, segmenta- dynamic programming. A number of numerical Genetic Algorithms (4) tion), image reconstruction (radon transform, methods for solving nonlinear and partial differ- Theory and applications of genetic algorithms. Fourier reconstruction), stereo imaging and ential equations are discussed. Prerequisite: ECE Study of the Schema and No Free Lunch theo- motion analysis, pattern recognition (recogni- 575/675. rems. Techniques for using genetic algorithms to tion, classification and clustering). Prerequisite: solve multi-objective and NP-hard optimization ECE 568/668. problems from physical science, natural science, engineering and mathematical fields. Investiga- 260 P ORTLAND STATE UNIVERSITY
ECE 577/677 ECE 593/693 Interactive Computer Graphics (4) Advanced Laser Systems (4) Engineering and An introduction to the principles of interactive Transient phenomena in lasers including slow Technology computer graphics including logical devices, and fast pulsations and instabilities. Semiclassi- physical devices, transformation, viewing and cal and quantum mechanical effects on laser per- Management clipping in two and three dimensions. Prerequi- formance and applications. Recommended EMgt 501 site: ECE 575/675. prerequisite: ECE 492/592. Research (Credit to be arranged.) ECE 582/682 ECE 594 EMgt 503 Formal Verification of Hardware/Software Applied Optics (4) Thesis (Credit to be arranged.) Systems (4) An overview of optics and such principal appli- EMgt 504 Objective is to introduce the main formal verifi- cations as fiberoptics; chemical, biological, and Cooperative Education/Internship (Credit cation methods of hardware/software systems. physical sensors; optical information processing, to be arranged.) Topics to be covered include: formal logics for acousto-optics; lasers and detectors. Recom- EMgt 505 system verification (first-order logic, higher- mended prerequisites: Ph 203 or 213 or 223, Reading and Conference (Credit to be order logic, temporal logic), formal specifica- Mth 254. This course is the same as Ph 564; arranged.) tions, theorem proving systems, microprocessor course may only be taken once for credit. EMgt 506 verification, and system software verifications. ECE 595/695 Special Projects (Credit to be arranged.) Prerequisite: ECE 371, or CS 321, 333. Optoelectronics I (4) EMgt 507 ECE 587/687 Techniques of optoelectronic systems including Seminar (Credit to be arranged.) Advanced Computer Architecture I (4) optical modulation, deflection, and detection. EMgt 510 An advanced course in computer system archi- Anisotropic media, electro-optics, nonlinear Selected Topics (Credit to be arranged.) tecture and design. Key topics include advanced optics, harmonic generation. Recommended CPU implementation techniques including pipe- EMgt 520/620 prerequisite: ECE 331. Management of Engineering and Technology lining, dynamic instruction issue, superscalar ECE 596/696 (4) architectures, and vector processing; high-per- Optoelectronics II (4) Study of fundamental concepts of engineering formance memory and IO systems design; an Nonlinear optics, parametric oscillation, fre- and technology management to provide the stu- introduction to parallel computers; and a survey quency conversion, self-focusing, acousto- dents with an in-depth understanding of the of current literature in computer architecture optics, Brillouin scattering, Raman scattering, underlying principles of this discipline. Innova- and of current advanced computer systems. Stu- magneto-optics, opto-optics. Recommended tion process, technological change, technical dents will begin a project that will be completed prerequisite: ECE 595/695. organizations, motivation and leadership theo- in ECE 588/688. Prerequisite: 486/586. ECE 598 ries applicable to engineers and scientists, engi- ECE 588/688 Introduction to Quantum Mechanics (4) neering and RD projects, resource management Advanced Computer Architecture II (4) An introduction to the formulation and applica- in current and emerging technologies, and stra- Discussion of parallel computer architectures tion of wave mechanics; the Schrödinger equa- tegic management of technological system inter- and their uses. Key topics include MIMD archi- tion and its application to time-independent faces are included in the course. Ongoing tectures; associative processing; shared-memory problems (both one- and three-dimensional engineering management research is critically and message-passing architectures; dataflow and problems); identical particles; approximation evaluated in classroom discussions. Case studies reduction architectures; special-purpose proces- methods including mainly time-independent and a term project are included. Prerequisite: sors; design and analysis of interconnection net- perturbations. Brief exploration of the potential graduate standing. works; and an overview of parallel software applications of quantum mechanics to engineer- EMgt 522/622 issues. Students will complete the project started ing: quantum nano-structures and quantum Communication and Team Building in in ECE 587/687. Prerequisite: ECE 587/687. computers. Recommended prerequisites: Ph 318 Engineering Management (4) ECE 589/689 or 311, Mth 256. This course is the same as Ph Developing high performance teams for the Performance Analysis of Local Area 511; course may only be taken once for credit. engineering-driven companies; fundamental Networks (4) ECE 601 concepts that make an effective team; building a Studies the structure and performance of local Research (Credit to be arranged.) high-performance team; the keys to high perfor- computer networks. Emphasis on performance mance; converting risks into assets; the power of issues for common protocols used in local com- ECE 603 Thesis (Credit to be arranged.) commitment and discipline, and constructive puter networks, specifically, polling networks, communication; getting results through team ECE 604 rings networks, and random-access networks. dynamics, creative problem solving, and interac- Allows the student to analyze network perfor- Cooperative Education/Internship (Credit to be arranged.) tive exercises. Prerequisite: graduate standing or mance and read the current literature. eligibility of admission to engineering manage- ECE 605 ECE 590/690 Reading And Conference (Credit to be ment program. Digital Design Using Hardware Description arranged.) EMgt 525/625 Languages (4) ECE 606 Strategic Planning in Engineering An introductory graduate class to digital design Management (4) using hardware description languages and to Special Problems/Projects (Credit to be arranged.) Critical issues in shaping the competitive strat- advanced digital design for programmable egy for the engineering-driven companies in a devices. Class covers the following topics: funda- ECE 607 Seminar (Credit to be arranged.) turbulent business environment; key steps and mentals of Hardware Description Languages; end results of the planning process; corporate VHDL syntax and semantics; behavioral, func- ECE 610 mission; Key Result Areas (KRAs) and situational Selected Topics (Credit to be arranged.) tional, structural and register-transfer descrip- analysis including strengths, weaknesses, oppor- tions; combinational circuits; finite state ECE 635, 636, 637 tunities, and threats in KRAs. Identifying plan- machines; levels of system simulation; arithmetic Electromagnetic Fields and Interactions (4, ning assumptions, critical issues, setting and sequential blocks and interfaces; pipelined 4, 4) Classical description of the electromagnetic field: objectives, formulating strategy. Leadership, and systolic processors; advanced VHDL lan- organizational culture, and structure to support guage features and extensions; specification of classical electron theory and plasmas. Prerequi- site: ECE 331 or Ph 431. This course is the same the implementation of a strategic plan as well as controllers and data path architectures; reconfig- the strategic control systems. Case studies, pre- urable Field Programmable Gate Array systems; as Ph 631, 632, 633; course may only be taken once for credit. sentations, term projects, teamwork, and inter- verilog for VHDL programmers. Students must active exercises. Prerequisite EMgt 520/620. complete two computer-based software mini- projects and a project. Prerequisite: graduate standing in ECE. C OLLEGE OF ENGINEERING AND COMPUTER SCIENCE 261
EMgt 530/630 resources during the course of a project. Model- EMgt 560/660 Decision Making in Engineering and ing techniques such as CPM/PERT, GERT, etc. in Total Quality Management (4) Technology Management (4) conjunction with mathematical programming Critical principles and procedures of quality Decision and value theory concepts are applied and computer simulation. Emphasis on solving management in a competitive global environ- to technical and management decisions under real-world project schedules. Prerequisites: ment; contemporary definitions of quality; qual- uncertainty. Multicriteria decisions are analyzed. probability/statistics, linear algebra, EMgt 545/ ity in production/services; quality economics; Subjective, judgmental values are quantified for 645. quality philosophies; planning, organizing, and expert decisions and conflict resolution in strate- * controlling for quality; human resource and gic decisions involving technological alterna- EMgt 550/650 Manufacturing Systems Engineering (4) empowerment strategies, and QC tools. Case tives. Hierarchical decision modeling approach Underlying concepts of manufacturing or pro- studies, presentations, term projects, and team- is introduced. Individual and aggregate decisions duction systems; product and process planning; work. Prerequisite: graduate standing, or eligi- are measured. Decision discrepancies and group job/flow shops; group technology, and flexible bility of admission to the engineering disagreements are evaluated. Case studies are manufacturing cells. Prerequisite: graduate management program. included in the course. Prerequisites: EMgt 520/ standing or eligibility for admission to the engi- EMgt 563/663 620, knowledge of probability/statistics. neering management program. Re-engineering the Technical Enterprise (4) This course presents the critical issues in re- EMgt 535/635 *EMgt 551/651 Engineering Economic Analysis (4) Manufacturing Systems Management (4) inventing the engineering-drive companies in Economic evaluation of engineering and R&D Traditional and emerging techniques in manu- the real world. The basic building blocks, re- projects is discussed from the engineering man- facturing management; the evolution of concepts engineering stages and key success factors are agement viewpoint. Time value of money, tax from EOQ to MRP and JIT including what has covered. Also reviewed are the tools, challenges, considerations, break-even sensitivity analyses, gone wrong with them. Other management level and resistance to re-engineering. Case studies, project evaluations under uncertainty, risk shar- issues including shop floor control, production presentations, term projects, and teamwork are ing, capital budgeting, and multicriteria deci- scheduling, and inventory management. Prereq- included in the course. Prerequisite: EMgt 560/ sions are studied. Case discussions are included uisite: EMgt 550. 660. in the course prerequisite: Linear algebra, proba- EMgt 565/665 bility/statistics. EMgt 552/652 Intelligent Manufacturing Systems (4) Research Methods for Engineering EMgt 537/637 Introducing the student to applications of AI/ Management (4) Productivity Analysis (4) expert system tools for solving manufacturing Research methods in engineering management; Productivity analysis techniques, applications, system design and management problems. First statistical techniques including proper selection, and case studies are covered from engineering part of the course: Introduction of the basic con- use, and interpretation of parametric and non- and management perspectives. Topics covered cepts of intelligent manufacturing, knowledge- parametric tests along with factor and discrimi- include benchmarking, process analysis, pro- based (KB) techniques, and software used in the nant analysis. Design of experiments and model duction functions, parametric productivity anal- design of products, processes, facilities, and misspecification. The use of statistical software. ysis techniques, and nonparametric productivity management systems required to manufacture a Prerequisites: graduate standing, probability and analysis techniques. Prerequisites: linear pro- product. Second part: KB techniques and soft- statistics. gramming, probability/statistics. ware used in the design of products, processes, *EMgt 571/671 EMgt 540/640 facilities, and management systems required to Expert Systems in Engineering (4) Operations Research in Engineering and manufacture a product. Third part: Integration Insights into artificial intelligence exposing stu- Technology Management (4) of KB techniques for designing an intelligent dents to the building of expert systems (ES) with The use of operations research techniques in manufacturing system; current and future an emphasis on solving a variety of engineering making engineering management decisions; research in each of the functional areas. Prereq- management problems; components of ES and application and interpretation of linear program- uisite: EMgt 550/650. an emphasis on solving a variety of engineering ming and goal programming; problem formula- management problems; components of ES and tions; mathematical model building; the basic EMgt 553/653 design methodology; principles of heuristic and Manufacturing Systems Simulation (4) principles behind the simplex algorithm and logic programming; fundamental issues related Application of discrete system simulation to multiple objective linear optimization; postopti- to knowledge acquisition, representation, infer- manufacturing processes,including production mality analysis from the viewpoint of technology encing, and learning; design of inference engines cells, assembly operations, materials handling, management; other operations research tech- and their implementation. Fuzzy reasoning, and scheduling. Students also learn general sys- niques such as queuing models; a term project neural nets, and learning mechanisms and a tems modeling concepts, such as how to model involving an actual operational problem. Prereq- review of some of the more popular AI and ES random processes and probabilistic events, and uisites: linear algebra and probability/statistics. shells. how to use a specific simulation package that EMgt 545/645 features realistic animation of the system under EMgt 589 Project Management in Engineering (4) study. Prerequisites: basic knowledge of proba- Capstone Project (4) Critical issues in the management of engineering bility and statistics, and some exposure to manu- Capstone project for the M.S. degree in engi- and high technology projects; analysis of time, facturing processes and terminology. This course neering management; can be taken in lieu of cost, performance parameters form the organiza- is the same as SySc 553/653; course may only be master’s thesis or EMgt 590 to satisfy curriculum tional, people, and resource perspectives; project taken once for credit. requirements. Students conduct individual planning evaluation and selection, including research on a project approved by the faculty project selection models; project and matrix EMgt 555/655 member who supervises the work. Findings are Technology Marketing (4) organizations; project teams; scheduling with presented in the form of a report after being This course is designed to introduce students to CMP/PERT algorithms; budget and schedule accepted by the supervising professor. Prerequi- the special issues faced by managers marketing control; termination of projects Case discussions sites: EMP core. technological products in markets characterized and term project are included in the course. Pre- EMgt 590/690 requisites: EMgt 520/620, EMgt 530/630. by rapid environmental change. Topics will include an examination of the marketing/engi- Engineering Management Synthesis (4) EMgt 546/646 neering /manufacturing interface, product inno- This is the capstone course in the Engineering Project Scheduling and Network Analysis vation strategies, value-based pricing, buyer Management Program. It synthesizes the con- (4) behavior and strategic selling, competitive cepts and methodologies of engineering and An-in-depth study and review of the major prob- technology management into an individual or lems and analytical techniques used in the plan- market analysis and positioning, and distribu- tion strategies. Emphasis is placed on strategies group project. The research base for the project ning and scheduling of major industrial projects. may come from any combination of the study Specific focus on two primary areas: (1) network for marketing technology products in industrial markets. areas covered in the Engineering Management analysis used in the planning of projects, and (2) Program. scheduling analysis used in the scheduling of 262 P ORTLAND STATE UNIVERSITY
EMgt 601 OMSE 522 trade-offs. Also examines the design process and Research (Credit to be arranged.) Modeling and Analysis of Software Systems products in context including the effect of design EMgt 604 (3) decisions on function, quality, cost, and sched- Cooperative Education/Internship (Credit Abstract models are used to formalize specifica- ule. Prerequisite: OMSE 500. to be arranged.) tions of software systems. Formalized reference specifications serve as a basis for the design of OMSE 535 EMgt 605 Software Implementation and Testing (3) Reading and Conference (Credit to be software implementations and for validating crit- Covers the principles of implementing and veri- arranged.) ical properties of software systems. Provides the fying computer software. Implementation topics EMgt 606 fundamental mathematical concepts needed to include coding style, packaging principles, Special Problems/Projects (Credit to be understand abstract models of software and to reuse, testability, and maintainability. Verification arranged.) reason about them. Prerequisite: OMSE 500. topics include structural (white box) testing and EMgt 607 OMSE 525 techniques for code verification. Also included Seminar (Credit to be arranged.) Software Quality Analysis (3) will be verification and integration of foreign EMgt 610 Processes, methods, and techniques for develop- code; testing techniques and how to apply them; Selected Topics (Credit to be arranged.) ing quality software, for assessing software qual- including code-based and specification-based ity, and for maintaining the quality of software. testing; hands-on application of the testing pro- Tradeoffs between software cost, schedule time, cess including test case generation; and test ade- Software Engineering and quality. Integrating quality into the software quacy, test validation, test execution, and development process; formal review and inspec- automation. Prerequisite: OMSE 500. OMSE 500 tion methods; principles of testing and test plan- Principles of Software Engineering (3) ning; module design for testability; maintaining OMSE 551 An introduction to software engineering in Strategic Software Engineering (3) quality while supporting existing software. Pre- industry. This course focuses on understanding Where traditional software engineering focuses requisite: OMSE 500. the nature of software engineering, the software on the development and maintenance of individ- engineering process, and the problems and solu- OMSE 531 ual systems, strategic software engineering tions manifest in real software development and Software Requirements Engineering (3) addresses the development of multiple systems modification projects. Different models of the Principles, tools, and techniques for require- over time. Significant gains in productivity, cost, software engineering process are compared and ments elicitation, specification, and analysis. and schedule can result from systematic contrasted. Current best practices in software Focus on understanding the role of requirements improvement of the software development pro- engineering and various approaches to software in the development process, goals of the require- cess and systematic reuse of life-cycle products process improvement are presented. Two years ments phase, essential difficulties of specifying over multiple developments. Covers the princi- of software development experience is required requirements for real systems, and effective ples, methods, and tools for strategic software for registration. methods, tools, and techniques. Covers tech- development including process modeling and niques for formally modeling and specifying improvement, developing programs as families OMSE 511 software requirements with hands-on experi- Managing Software Development (3) of systems, and systematic approaches to code ence. Prerequisite: OMSE 500. Provides the knowledge and skills needed to generation and the reuse of non-code products, plan, organize, lead, and control a software OMSE 532 including requirements and design. Prerequi- project. Topics include planning and estimating, Software Architecture and Domain Analysis sites: All previous OMSE courses. measuring and controlling, and leading and (3) Methods and principles of the architectural OMSE 555/556 directing a software project. Quantitative mea- Software Development Practicum I, II (3, 3) design of complex, large-scale software systems sures and risk management will be emphasized In the practicum courses, students apply skill to accommodate change and evolution through throughout the course. Students will prepare gained in the foundation and context courses to many product releases or versions. Survey of the project plans for real or hypothetical software synthesize a solution to a real software develop- major architectural styles, their strengths and projects, to include effort, cost, and schedule ment problem. Students work in teams to ana- weaknesses, and architectural trade-offs with estimates and risk management plans. Prerequi- lyze a problem, develop a software concept, plan respect to system goals and desired properties. site: OMSE 500. a software development effort, define require- Study of architectural approach to development OMSE 513 ments, and implement a solution. Students will of open systems and frameworks based on case work closely with OMSE program faculty and, Professional Communication Skills for studies. Software engineering of domain-spe- Software Engineers (3) where possible, industrial reviewers to apply cific software architectures for families of sys- Covers the skills necessary for appropriate pro- advanced software engineering techniques to a tems (e.g., product lines) including domain fessional conduct and effective communication disciplined development of a realistic product analysis, domain modeling, and design of in a professional setting. It includes technical and evaluate the results. domain-specific software architectures. Relation writing, making effective presentations, con- of software architecture to requirements and its ducting effective meetings, conflict resolution, effects on downstream design and software evo- team and decision-making skills, and profes- Mechanical lution. Students examine domain analysis and sional ethics. Students will engage in a project the architectural design process and products in that covers the major topics of the course. Pre- Engineering the business context including the effect of deci- requisite: OMSE 500. ME 199 sions on cost and schedule. Prerequisite: OMSE Special Studies (Credit to be arranged.) OMSE 521 500. Using Metrics and Models to Support Consent of instructor. Quantitative Decision Making (3) OMSE 533 ME 241 Provides the knowledge and skills needed to Software Design Techniques (3) Manufacturing Processes (4) apply quantitative tools based on metrics and Covers the principles of software design and a Study from the designer’s viewpoint of the prin- models of the software product and develop- survey of design methods, techniques, and tools. cipal manufacturing processes utilized. Includes ment process to make decisions under uncer- In-depth and hands-on study of at least one casting, forming, material removal, and joining tainty. Topics covered will include measurement method such as object-oriented design as processes. Process selection will be discussed in concepts, decision-making under uncertainty, applied to a realistic industrial problem. Exam- terms of the economics, process effects on the and model and metric development for the soft- ines the effects of design decisions on the func- products, and dimensional and quality of the ware development enterprise. Prerequisite: tional and non-functional properties of the finished product. Lecture and laboratory. Prereq- OMSE 500. software (e.g., ease of understanding, maintain- uisite: EAS 213. ability, and reuse) and how software engineering principles are applied to make appropriate C OLLEGE OF ENGINEERING AND COMPUTER SCIENCE 263
*ME 304 ME 352 *ME 416/516 Energy and Society (4) Numerical Methods in Engineering (4) Internal Combustion Engines (4) Study of the energy problem: a complex societal Introduction to numerical methods used in engi- Chemical equilibrium, fuel chemistry and prop- problem which has a major technical compo- neering. Topics include: number representation erties, thermodynamics of combustion reactions, nent. Designed to help nonscience majors and truncation errors, integration, differentia- engine processes as ideal engine cycles, engine understand the technical side of the energy tion, interpolation and approximation, linear combustion processes, engine performance, problem as well as the multidisciplinary effects system of equations, non-linear equations, and engine simulation, and vehicle emissions. of technical decisions on the social, political, and solution of differential equations. Prerequisites: Prerequisites: ME 322, ME 323, EAS 361. economic framework. Examination of energy EAS 101, Mth 256. *ME 417/517 requirements and usage, energy resources, meth- ME 401 Gas Turbines (4) ods for producing energy, environmental and Research (Credit to be arranged.) Introduction to the thermodynamic analysis of economic implications of energy production, Consent of instructor. the performance of gas turbine engines. Study of energy conservation, and energy policies. Power ME 403 gas turbines for rotary power output as well as production techniques utilizing coal, nuclear, Honors Thesis (Credit to be arranged.) aircraft propulsion. Rotary power analysis solar, wind, geothermal, and other energy Consent of instructor. focuses on the different gas turbine cycles, sources will be studied. Prerequisite: upper- ME 404 including combined cycles. Aircraft propulsion division standing. Cooperative Education/Internship (Credit analysis focuses on turbojets, turbofans, turbo- ME 313 to be arranged.) props, ramjets, and advanced concepts. Analysis of Mechanical Components (4) Consent of instructor. Prerequisite: ME 322. Stress and deflection analysis of structural com- ME 405 *ME 418/518 ponents including review of stress and strain; Reading and Conference (Credit to be Analysis of Powerplant Cycles (4) curved beams; pressure vessels, impact loading, arranged.) Review of thermodynamic cycle analysis for stability, and energy methods. Topics will be syn- Consent of instructor. power generation systems. Advanced treatment thesized in a design project. Prerequisites: EAS ME 406 of conventional Rankine and gas turbine power- 212, Mth 256. Special Projects (Credit to be arranged.) plant cycles. Analysis of advanced energy con- ME 314 Consent of instructor. version cycles and schemes, including combined Analysis and Design of Machine Elements ME 407 cycles, binary cycles, cogeneration, and fluidized (4) Seminar (Credit to be arranged.) bed reactors. Application to power generation Analysis and design of machine elements and Consent of instructor. such as geothermal electric and solar thermal systems, covering failure theories, fatigue, fas- electric. Utilization of garbage and wood wastes. teners, welds, gears, springs, bearings, introduc- ME 410 Selected Topics (Credit to be arranged.) Project required. Prerequisites: ME 322 or equiv- tion to stochastic design. Topics will be Consent of instructor. alent and consent of instructor. synthesized in a design project. Prerequisite: ME ME 420/520 313. ME 411/511 Engineering Measurement and Thermal Systems Design (4) ME 321 Instrumentation Systems (4) Introduction to the design of thermal systems for Engineering Thermodynamics I (4) Principles and applications of measurement HVAC, energy conversion, and industrial pro- Study of energy sources and utilization; First and methods and instrumentation techniques, as cess applications. Procedures for selection of Second Laws of thermodynamics; closed and used in various engineering disciplines, are stud- fluid flow equipment, heat exchangers, and control volume systems: thermodynamic pro- ied. Examination of general measurement con- combustion equipment. Modeling performance cesses and cycles; thermodynamic properties; cepts and instrumentation characteristics. of components and systems. Cost estimation and heat power systems; Prerequisites: Ph 223, Specific devices for measuring such parameters economic evaluation. Design optimization. Pre- Mth 253. as displacement, force, strain, pressure, flow, requisites: ME 323, EAS 361. ME 322 temperature, motion, time, and frequency are ME 421/521 Applied Fluid Mechanics and discussed. Testing and verification of theory, Heating, Ventilating, and Air Conditioning Thermodynamics (4) design, and laboratory evaluation of mechanical Design Fundamentals (4) Internal flow, external flow, and compressible components and systems are also made. Lecture Fundamental principles and methods of control- flow. Lift and drag. Turbomachinery, combus- and laboratory. Prerequisites: ECE 221, senior ling living space environments; design of heat- tion, and psychometry. Prerequisites: EAS 361, standing in engineering. ing, ventilating, air conditioning, and ME 321. refrigeration systems for residential, commercial, *ME 413/513 ME 323 Engineering Material Science (4) and industrial purposes. Topics include: moist Heat Transfer (4) Study of materials with emphasis on solids; air properties (psychometrics), air conditioning Fundamentals of engineering heat transfer with effect of microstructure and macrostructure on processes, indoor air quality (comfort and design applications; steady-state and transient properties; equilibrium and non-equilibrium health), heat transmission in building structures, analysis of conduction in one and two dimen- multiphase systems; effects of mechanical and solar radiation, space heating and cooling load sions; concepts of convection, forced convec- thermal stresses, electromagnetic fields, irradia- analysis, energy calculations, and air condition- tion, internal and external flows, natural tion, and chemical environments, surface and ing systems and equipment. Prerequisite: convection, and heat exchanger design; study of related phenomena; examples from metallic, ME 323. radiation concepts and radiation exchange ceramic, polymeric, and composite materials. *ME 422/522 between surfaces. Prerequisites: Mth 256, ME Prerequisite: EAS 213. Building Energy Use Analysis and Design 321, EAS 361. * (4) ME 415/515 A detailed examination of the analysis of annual ME 351 Advanced Topics in Energy Conversion (4) Vibrations and System Dynamics (4) Topics chosen for relevancy to current techno- energy use of residential and commercial build- An introduction to vibrations and system logical practice concerned with energy conver- ings. Emphasis on microcomputer simulation dynamics for single and multiple degree-of-free- sion. Examples include cogeneration, combined techniques for analysis of building energy use dom linear systems. The course includes: free cycles, gas power plants in the Northwest, wood and study of energy-efficient building design. and forced vibrations; resonance; modeling of waste utilization, advanced engine design and Topics include: heat loss and gain in buildings, mechanical, fluid, and electrical systems; combustion systems, and energy conversion sys- heating and cooling load calculations, energy use Laplace transformations; and dynamic system tems pollution control. Each offering of this analysis (including bin type, daily, and hourly response in the time and frequency domains. course will focus on a different single selected analysis procedures), daylighting in commercial Computer analysis and solution techniques will topic. buildings, and introduction to analysis and be utilized. Prerequisites: EAS 215, Mth 256, design of active and passive systems utilizing EAS 361, ECE 221, ME 352. 264 P ORTLAND STATE UNIVERSITY
solar energy for space and water heating. Project Navier-Stokes equations are presented. Bound- and heat transfer, and highlight the implementa- in design/simulation. Prerequisites: ME 323, ME ary layer approximations to the governing equa- tion-specific aspects of commercial codes. An 421/521, familiarity with use of computers and tions are derived, and both exact and integral independent project is required. Prerequisite: spreadsheets. solutions are obtained. Prerequisite: EAS 361. ME 441/541. *ME 423/523 *ME 442/542 ME 449/549 Fundamentals of Building Science (4) Advanced Heat Transfer (4) Thermal Management Measurement (4) Introduction to the fundamental concepts of Advanced treatment of the principles of conduc- Provides a survey of laboratory-based techniques building science. Buildings as a system, includ- tive and convective heat transfer. Analytic and used to diagnose electronic cooling problems, ing interactions among subsystems such as heat- numerical solutions of heat conduction prob- and to obtain design data for developing thermal ing and cooling, ventilation, the thermal lems. Laminar and turbulent convective heat management solutions. Provides significant envelope, air leakage, and occupants. Building transfer. Prerequisites: ME 322, 323. practical experience: students design and build energy efficiency. Performance and economic *ME 443/543 their own experiments; they take and analyze analysis of residential heating, cooling, and ven- Advanced Engineering Thermodynamics (4) their own data. Measurements are made with tilating systems. Indoor air quality and other Thermodynamics of physical and chemical sys- hand-held instruments, bench-top instruments, health and safety issues, including assessing and tems with engineering applications: basic ther- and with computer controlled data acquisition resolving moisture problems. Applications of modynamic relationships; advanced techniques systems. Data reduction techniques involving diagnostic tools. Lecture plus in-field demon- for their use; systems of variable composition; centering (removal of bias error) and uncertainty stration and laboratory. Group project involving heat effects for reacting systems; equations of analysis are used extensively. Lecture and labora- diagnostic analysis of student homes. Prerequi- state, phase, and chemical equilibria for ideal tory. Prerequisites: ME 323, 411. site: ME 421/521. and nonideal systems. To include one or more of ME 450/550 ME 424/524 several special topics: chemical kinetics; reactor Solid Modeling (4) HVAC System Design and Controls (4) analysis fundamentals; second law analysis of Emphasis is on solid model construction meth- Design of HVAC equipment, integration of sys- thermodynamic systems; introduction to statisti- ods using state-of-the-art solid modeling soft- tems, and design of controls for buildings. cal thermodynamics; advanced energy conver- ware. Topics include use of parametric geometry, Application of HVAC fundamentals. Subjects sion systems. Prerequisite: ME 321. construction and modification of solids, building include: building, block and zone load esti- *ME 444/544 and animating assemblies, working in groups, mates; air/hydronic systems design; refrigera- Combustion (4) building sheet metal parts, drafting, and the pre- tion; air handling units; cooling and heating Fundamental concepts of the complex phenom- sentation of the fundamentals of solids modeling plants; basic control concepts; sensors and actu- ena involved in combustion: thermodynamics, including representation and manipulation of ators; pneumatic, electronic, and digital con- fluid mechanics, gas phase chemical kinetics and wireframes, surfaces, and solids. Lecture and trols; HVAC subsystem and controls; complete turbulence. Specific topics include: closed vessel laboratory. Prerequisite: senior or graduate HVAC systems and controls. Prerequisites: ME explosions, detonations, flammability, flames, standing in engineering or a closely related field. 421/521 and 351. heterogeneous combustion, ignition, and com- ME 452/552 *ME 425/525 bustion and the environment. Prerequisites: ME Control Engineering I (4) Advanced Topics in Building Science (4) 322, 323. Introductory controls class offered to upper-divi- Advanced design or analysis topics will be pre- *ME 445/545 sion mechanical engineering undergraduates sented. Topics will be chosen for relevancy to Advanced Topics in Thermal and Fluid and graduate students. Includes classical theory current technological practice concerned with Sciences (4) as applied to linear systems with topics: mathe- building science. Examples include clean room Course topics are chosen for relevancy to current matical modeling of control systems; transfer design, advanced computer simulation tech- technological practice concerned with thermal functions and block diagrams; transient niques such as advanced building energy use and fluid sciences. Each offering of this course response; stability; root-locus method; frequency simulation or attic and wall moisture modeling, focuses on a specific area and is not a survey. response method; and control system design and advanced lighting design for commercial Examples include thermal management of techniques. Computer analysis and solution buildings. Each offering of this course will focus electronic equipment and theoretical fluid techniques will be utilized. Prerequisites: upper- on a different single selected topic. mechanics. division ME undergraduate or graduate student; ME 431/531 *ME 446/546 Mth 256; ECE 221; ME 351. Pneumatic and Hydraulic Systems (4) Compressible Flow (4) ME 453/553 Fluid control and fluid power devices and com- Introduction to compressible flow (gas dynam- Control Engineering II (4) ponents; application of Boolean algebra in con- ics). Isentropic flow in varying area ducts (noz- Continuous control system design and applica- trol circuit design; fluid power circuit analysis; zles, diffusers). Adiabatic flow in constant area tions using transfer function and state variable design methodology; component selection, ducts with friction. Frictionless flow in constant approaches. Introduction to digital control system maintenance, and troubleshooting. area ducts with heat transfer. Normal, oblique, system design, including: transfer function and Prerequisite: EAS 361. and moving shock waves. Detonation and defla- state space formulation, and time and frequency *ME 437/537 gration. Applications. Prerequisites: ME 322, domain analysis techniques. Computer analysis Mechanical Systems Design (4) EAS 361. and solution techniques will be utilized. Prereq- Objective of this course is to integrate various *ME 447/547 uisite: ME 452/552. analysis methods in the context of design Transfer and Rate Processes (4) ME 455/555 projects with realistic constraints. Emphasis is An advanced treatment of heat, mass, and Finite Element Modeling and Analysis (4) on defining problems, identifying solution meth- momentum transfer. Development of the conser- The finite element method as related to the solu- ods, and synthesizing solutions while consider- vation laws, transport laws, transport properties, tion of mechanical design problems including ing production and economic factors. and basic analytic solutions. Applications to heat thermal stress analysis. Various element formula- Teamwork, communication skills, and ability to transfer equipment, catalytic reactors, drying tions will be discussed, and existing commercial learn independently is highly emphasized. Pre- processes. Prerequisites: ME 323, EAS 361, codes will be used to demonstrate modeling and requisites: ME 241, 351, 314. senior or graduate standing. analysis techniques. Prerequisite: ME 455: ME *ME 441/541 *ME 448/548 314; ME 555: graduate standing in engineering. Advanced Fluid Mechanics (4) Applied Computational Fluid Dynamics (4) *ME 457/557 Partial differential equations governing the con- Computational fluid dynamics (CFD) is pre- Introduction to Robotics (4) servation of mass, momentum, and energy of sented as a design tool for analyzing flow and Robot kinematics dynamics and control; basic Newtonian fluids are derived. Dimensional anal- heat transfer. Algorithms implemented in com- components of robots: controllers, power sup- ysis is used to simplify the governing equations mercial CFD packages are reviewed. Training in plies and end effectors; industrial applications of and in particular justify the assumption of use of a commercial code is provided. Case stud- robots using peripheral devices, sensors, and incompressible flow. Exact solution of the ies reinforce fundamental understanding of flow vision. Prerequisite: ME 351. C OLLEGE OF ENGINEERING AND COMPUTER SCIENCE 265
*ME 458/558 ME 493 *ME 562/662 Principles Of CNC Machining (4) Detailed Design Project (4) Engineering Numerical Methods (4) A study of principles of machining, tool path Application of design methodology to original Numerical methods applied to engineering generation and analytic geometry, part design projects begun in ME 492. The alternative selec- problems. Coverage includes interpolation, inte- and programming, integration of CAD/CAM tion to implementation phases will be empha- gration, root solving, solution of boundary value software, structure and control of CNC sized. Lectures, group and class presentations. and initial value problems, solution of linear sys- machines, and introduction to computer-inte- Prerequisites: ME 492. tems. Programming will include Fortran or C, grated-manufacturing. Prerequisite: ME 241 and ME 501 MATLAB and Maple. Prerequisites: ME 352. senior standing in mechanical engineering. Lec- Research (Credit to be arranged.) *ME 565 ture and laboratory. Prerequisites: ME 241 and Consent of instructor. Advanced Finite Element Applications (4) senior standing in mechanical engineering. ME 503 Discussion and implementation of advanced ele- *ME 463/563 Thesis (Credit to be arranged.) ment types and modeling techniques in finite Advanced Topics in Control Engineering (4) Consent of instructor. element analysis; topics include plate and shell Mathematical foundations and applications of ME 504 elements, non-linear problems (geometric, mate- various advanced topics in control engineering Cooperative Education/Internship (Credit rials, and gap/contact), frequency and buckling, for both continuous- and discrete-time systems. to be arranged.) thermal conduction, and steady-state flow prob- Prerequisite: ME 453/553. Consent of instructor. lems. Implementation of the above topics using ME 471/571 ME 505 available commercial finite element analysis Process Measurement and Control (4) Reading and Conference (Credit to be codes. Prerequisite: ME 455/555. Introduction to process control hardware, soft- arranged.) *ME 587/687 ware, and interfacing. Lecture topics include: Consent of instructor. Statistical Process Control (4) number systems, hardware concepts, data move- ME 506 Application of statistical methods to process and ment, programming, and interfacing. Lab exer- Special Projects (Credit to be arranged.) quality control. Control chart construction and cises involve the use of microcomputers Consent of instructor. interpretation for variables and attributes. Fun- interfaced and programmed for various control ME 507 damental concepts in acceptance sampling. and data acquisition applications. Lecture and Seminar (Credit to be arranged.) Some aspects of life testing and reliability. Pre- laboratory. Prerequisites: ME 411/511; ECE 201, Consent of instructor. requisite: Mth 460. 221. ME 510 *ME 588/688 *ME 481/581 Selected Topics (Credit to be arranged.) Design of Industrial Experiments (4) Mechanical Tolerancing (4) Consent of instructor. Presents the statistical basis of industrial experi- Presents the principles of current dimensioning mentation used in process and design improve- *ME 512/612 and tolerancing standards including their syn- Advanced Vibrations (4) ment. Topics include model building, tax, meaning, methods of verification, and their Vibration analysis of single and multiple degree randomized and blocked designs, Latin squares, relation to design requirements. Statistical tech- of freedom systems. Topics include: (1) model- analysis of variance, factorial designs, fractional niques for tolerance analysis and synthesis rele- ing of linear systems using matrix methods; (2) factorial designs, time series analysis, and evolu- vant to various assembly and fit requirements. modal analysis; (3) general forcing and Fourier tionary operations. Prerequisite: Stat 460. Other topics include standards of surface rough- series methods; (4) random and self excited *ME 596/696 ness, limits and fits, and relevant hardware and vibrations; (5) nonlinear vibrations. Prerequisite: Design Optimization (4) software products. A term project on a mechani- ME 351. Application of Numerical Optimization tech- cal part product intended for manufacturing is * niques to engineering design process. Mathemat- required. Prerequisites: ME 241, 491 concur- ME 532/632 Turbomachinery (4) ical theory of optimization and application rently. Application of thermodynamics and fluid problems in structural and machine component ME 488 mechanics principles to the analysis and design design will be discussed. The course involves Design of Experiments (2) of various types of turbomachinery, including computer-aided design optimization projects. Presents the methods of planning the data col- pumps, fans, compressors, and turbines. An Prerequisite: graduate standing in engineering. lection scheme in industrial experimentation. advanced unified treatment is presented. Theory, ME 601 Topics to be covered are methods of statistical operation, performance, use, and selection of Research (Credit to be arranged.) inference, randomization, blocking, empirical turbomachines are discussed. Prerequisites: ME Consent of instructor. and mechanistic model building using factorial, 322, 331. ME 603 fractional factorial designs, and least squares Thesis (Credit to be arranged.) methods. Prerequisite: Stat 460. ME 551/651 Engineering Analysis (4) Consent of instructor. ME 491 Application of mathematical techniques to the ME 604 Design Process (2) solution of controls, dynamics, mechanical, and Cooperative Education/Internship (Credit Design methodologies will be discussed as a transport phenomena problems. Emphasis given to be arranged.) framework for solving broadly defined technol- to modeling, physical interpretation, and nor- Consent of instructor. ogy problems. Interdisciplinary organizational malization. Topics include modeling, linear sys- ME 605 principles will be presented as tools in the tems, partial differential equations, and complex Reading and Conference (Credit to be design process and as a foundation for the sub- variables. Prerequisite: graduate standing. arranged.) sequent project course. Lectures, weekly and * Consent of instructor. term case studies. Prerequisites: ME 314, ME ME 554/654 Integrated Computer-aided Design (4) ME 606 351. Presents several design analysis computer pro- Special Projects (Credit to be arranged.) ME 492 grams in an integrated fashion. Topics include Consent of instructor. Conceptual Design Project (4) geometric modeling, motion simulation, and ME 607 Application of design methodology to original finite element analysis. Emphasizes the under- Seminar (Credit to be arranged.) projects performed by groups of 3 to 5 students standing of the fundamentals, proper use of pro- Consent of instructor. under faculty and industrial adviser. Design pro- grams, and interpretation of results. ME 610 cess will encompass engineering analysis and Prerequisites: EAS 215, ME 314. Selected Topics (Credit to be arranged.) broader factors such as group organization, Consent of instructor. interdisciplinary interaction, and communica- tion. The problem definition to alternative selec- tion phases will be emphasized. Lectures, group, and class presentations. Prerequisite: ME 491. 266 P ORTLAND STATE UNIVERSITY
Materials Science or market opportunities first versus assessing SysE 591 available technology first; translating needs and Systems Engineering Approach (4) MSE 513 priorities into an operational concept and then Engineering of complex hardware, software sys- Engineering Design for Materials Scientists into specific functional and performance tems encompasses quantitative methods to (4) requirements; assessment of requirements, understand vague problem statements, deter- Application of engineering design principles to including such aspects as correctness, complete- mine what a proposed product/system must do materials problems: problem definition, design ness, consistency, measurability, testability and (functionality), generate measurable require- methodology, design philosophy, and practice. clarity of documentation; relationship between ments, decide how to select the most appropri- Introduction to fundamentals of machine interface definitions and requirements; risk man- ate solution design, integrate the hardware and design, mechanical models, mechanical systems. agement of requirement issues, and stakeholders software subsystems, and test the finished prod- Required course for materials science and engi- input to increase the prospects for project suc- uct to verify it satisfies the documented require- neering students without an engineering back- cess. Case studies will be used, many provided ments. Additional topics that span the entire ground. Prerequisite: graduate standing. by students and involving software-intensive product life cycle include interface management MSE 515 systems. Recommended prerequisite: SysE 591 and control, risk management, tailoring of pro- Material Testing Methods (4) or SySc 513. cess to meet organizational and project environ- Discussion and application of techniques for ments, configuration management, test materials scientists including image analysis, SysE 575 Reducing Risk in Decision Making (4) strategies, and trade-off studies. Prerequisite: thermal-physical analyses, fracture, and weld- Examines the concepts, techniques and tools for consent of instructor. ability testing. Lecture and laboratory. Prerequi- managing risk and making decisions as key com- SysE 595 site: graduate standing. ponents of the systems engineering process. Risk Hardware-Software Integration (4) MSE 547 connotes a measure of the probability and sever- Systems engineering is applied to the integration Diffusion (4) ity of an undesired event. Begins with an over- of hardware-software systems, focusing on The mathematics, physics, and applications of view of the risk management (identifying, embedded computer products development and diffusion theory in materials science. Topics assessing, monitoring, and mitigating) and deci- information technology systems. Factors that include carburization, nitriding, and sensitiza- sion process. Differences between mission criti- affect the selection of hardware and software tion of metals; oxidation and ion implant in cal and non-mission critical programmatic risk solutions in design will be examined, as well as semiconductors, and polymer diffusion. Prereq- emphasized. Other topics include the limits of the use of trade studies to optimize the efficiency uisite: Mth 256, EAS 213, graduate standing. expected value-based risk analysis, decision of integration issues. Techniques for partitioning making strategies such as max/min, min/max of system-level functions and requirements to and regrets. Formal methods in risk analysis, hardware/software components will be provided, Systems Engineering elementary decision analysis and decision trees, as will practical guidance, through case studies, SysE 561 multi-objective decision making, pareto tech- process templates, and design checklists. Prereq- Logistics Engineering (4) niques, optimality, and trade-off analysis will be uisite: basic understanding of hardware and Concentrates on logistics from a systems engi- covered. Risk and decision techniques con- software development. neering perspective. Systems will include a mix trasted with the interfacing processes of program of products and processes, materials, equipment, management and software engineering, from software, people, data, information, and ser- both the government and industrial perspec- vices, within some form of hierarchy. The design tives. Prerequisite: experience with systems engi- for supportability/serviceability, the production neering process. and effective distribution for customer use, and SysE 590 the sustaining maintenance will be addressed on Integrative Workshop (1-4) a total system life-cycle basis, with particular Systems engineering is an acquired behavior to emphasis in the early phases of the development be developed throughout the master’s degree of new systems and/or reengineering of existing program. Students and faculty advisers will systems. Prerequisite: basic knowledge of sys- engage in creative workshop activities integrat- tems engineering concepts and statistics. ing technical specialty skills and project experi- SysE 573 ence invoking systems engineering applications Requirements Engineering (4) of communication, synthesis and creativity, team Students gain knowledge to translate needs and building, problem solving, management of time priorities into system requirements that are the and resources, and system life-cycle thinking. A starting point for the engineering of complex student portfolio will document the program hardware/software systems. Topics include: plan and document that the desired behavioral larger context in which requirements for a change is taking place. Prerequisite: consent of system are developed; developing mission needs instructor. Pass/No pass only. School of Fine and Performing Arts
ROBERT SYLVESTER, DEAN 349 LINCOLN HALL, 503-725-3105 www.fpa.pdx.edu/
B.A., B.S.—Architecture, Art, Music, and Theater Arts B.A.—Art History B.M.—Music Minor in Architecture, Art, Music, Jazz Studies, and Theater Arts Secondary Education Program in Art, Music, and Theater Arts M.F.A.—Art M.A.T., M.S.T.—Music M.M.—Music M.A., M.S.—Theater Arts The mission of the School of Fine and based, such as the Portland Art Museum Performing Arts is based upon the belief and the Portland Center for the Performing that students make the most creative Arts. We view this as our extended campus. progress when taught by professional Within blocks of the school reside theaters, working artists in a thriving urban environ- galleries, professional studios, and design ment. The school is committed to the study and architectural firms, which provide a and practice of architecture, art, music, and stimulating environment in which our stu- theater arts within a nuturing environment dents develop through interactions and that encourages individual growth and internships. The combination of a cele- imagination. Located in the heart of Port- brated faculty and a professional arts envi- land’s cultural district, the school resides ronment creates exciting and challenging within the Park Blocks of downtown, in undergraduate and graduate programs with which the major arts organizations are high professional standards. 268 P ORTLAND STATE UNIVERSITY
Architecture
229 Shattuck Hall Admission Requirements for major with 503-725-8405 concentration in architectural project www.arch.pdx.edu/ requirements management. In addition to the general Admission to the department is based on University requirements for a degree found B.A., B.S.—Architecture, Concentration in general admission to the University. See on page 9, the student who specializes in Architectural Project Management page 43 for more information. architectural project management is Minor—Architecture expected to meet the following departmen- tal requirements: Architecture at Portland State University is Degree requirements Credits an aesthetically focused program within the Arch 120 Basic Drawing ...... 4 context of cultural and political issues. The Requirements for major. The B.A./B.S. BA 101 Introduction to Business...... 4 program provides a balanced undergradu- major in architecture requires the comple- BA 205 Business Communications ...... 4 ate liberal arts education for the student tion of a minimum of 98 credits in addition BA 211 Fundamentals of Financial Accounting...... 4 planning to enter a graduate level profes- to the general University requirements for a Stat 243 Introduction to Statistics ...... 4 sional degree program in architecture. degree found on page 9. The required Arch 100 Introduction to Architecture...... 4 Arch 201, 202, 203 Construction Project Approximately 200 architecture majors courses are as follows: Management I, II, III ...... 18 explore architecture as a communicative, Credits Arch 204 Construction Codes and Compliance...... 6 humanistic, and public art which emerges Arch 100 Introduction to Architecture ...... 4 Arch 205 Advanced Construction Projects ...... 4 from a synthesis of design, fine arts, Arch 180, 181 Beginning Design Studio I, II ...... 12 Arch 180, 181 Beginning Design Studio I, II ...... 12 Portfolio Review/Selected Admissions humanities, and technology. This broad Portfolio Review/Selected Admissions Arch 230, 231, 232 Architecture and Cultural Arch 340 The Profession of Architecture ...... 4 exposure assures students of career flexibil- History I, II, III...... 12 Arch 341 Developing as a Professional ...... 4 ity within the full range of the environmen- Arch 280, 281, 282 Architectural Design Arch 360, 361 Architectural Building tal design fields. The architecture program Studio I, II, III...... 18 Technology I, II...... 8 Arch 350, 351 Architectural Structures I, II ...... 8 Arch 425, 426 Architectural Computer is designed to develop the student’s creative Arch 360, 361 Architectural Building Graphics I, II ...... 8 faculties and sense of critical judgment as Technology ...... 8 Arch 466 Specifications Interpretation ...... 4 well as fundamental skills and techniques. Arch 380, 381, 382 Architectural Design Studio IV, V, VI ...... 18 Total 92 A major asset of the program is its location Adviser-approved upper-division credits in Portland, one of the few centers of cre- in Architecture...... 18 This program is a cooperative program ative architectural and urban design prac- with Clackamas Community College. Most tice in the western United States. Faculty Total 98 of the first two years of coursework may be are practicing professionals and artists, and Admission to the first year of the pro- done on CCC’s campus. All students must since PSU uses the Portland region as a lab- gram is open to all PSU students who select obtain an adviser for academic planning of oratory, there is extensive involvement by architecture as their major. Students must their program. Apply through the PSU the region’s architectural community as apply for admission to the final 3 years of Department of Architecture or at CCC’s adjunct faculty, guest lecturers, critics, and the program. Acceptance is based on a Building Construction departmental office. mentors. PSU students not only observe, competitive review of a student’s academic In order to enroll in the 300- and 400- but participate in one of architecture’s most record, a statement of intent, and a portfo- level architectural management courses, all dynamic environments. lio of creative work. students must submit a portfolio of work Most states require that an individual All students wishing to apply for admis- for evaluation and approval. Portfolio intending to become an architect hold an sion to graduate-level studies must take the reviews occur at the end of spring term and accredited architectural degree. There are 480, 481, 482 sequence of Architectural Summer Session. Contact department for two types of degrees that are accredited by Design Studio. They are also advised to details. the National Architectural Accrediting take 8-12 credits of 500-level architecture Requirements for minor. To earn a Board: (1) the Bachelor of Architecture and electives in addition to the courses required minor in architecture a student must com- (2) the Master of Architecture. A master’s for the major. plete 44 credits including the following: program will be shorter for students having All students must obtain an adviser for Credits a preprofessional bachelor’s degree. This academic planning of their program. Apply Arch 100 Introduction to Architecture...... 4 four-year, preprofessional degree, such as through the department office. Arch 180, 181 Beginning Design Studio I, II ...... 12 Architecture courses taken under the Arch 230, 231, 232 Architecture and the one at PSU, is not accredited by NAAB. Cultural History I, II, III ...... 12 The preprofessional program is useful to undifferentiated grading option (pass/no Architecture or art studio electives ...... 8 those wishing a foundation in the field of pass) will not be accepted toward fulfilling Adviser-approved upper-division credits architecture, as preparation for either con- department major requirements. All in architecture ...... 8 tinued education in a master of architecture courses used to satisfy the departmental Total 44 major requirements, whether taken in the first professional degree program or for Architecture courses taken under the department or elsewhere, must be graded employment options in fields related to undifferentiated grading option (pass/no C- or better. architecture. pass) will not be accepted toward fulfilling department minor requirements. Eighteen of the final 24 credits must be taken in residence at PSU. S CHOOL OF FINE AND PERFORMING ARTS 269
The Department of Architecture Arch 204 Arch 330, 331 reserves the right to retain for archival or Construction Codes and Compliance (6) Twentieth Century Architectural History and Theory (4, 4) exhibition purposes any student work exe- Application of Oregon codes and regulations that govern the commercial and industrial con- Introduction to the history and theories of Mod- cuted as part of a Department of Architec- struction industry. Students will complete ernism from the late 19th century to present day. ture instructional program. In addition, the assignments and quizzes in the utilization and Explores diverse, contemporary issues with a department reserves the right to document, interpretation of the standards defined by the focus on the relationship between theory and the reproduce, and publish images of any such Uniform Building Code (UBC), International art and craft of building. Selected topics will student work in PSU publications, printed Mechanical Code (IMC), Uniform Plumbing emphasize the probing of philosophical and or electronic, for the purposes of research, Code (UPC), the National Electrical Codes ideological aspects of current practice. Prerequi- publicity, and outreach, giving publication (NEC), the Americans with Disabilities Act site: 6 credits lower-division art history. credit to the student. (ADA), and the Oregon amendments that apply. Arch 340 Upon completion of coursework, students will The Profession of Architecture (4) be able to interpret applicable jurisdictional Introduction to the profession and practice of codes to structures related to their study architecture. Topics include education, licen- Courses interests. sure, specialized body of knowledge, ethics, and Courses with an asterisk (*) are not offered every year. Arch 205 the range of issues that have an impact on the design of the built environment. Arch 100 Advanced Construction Projects (4) Introduction to Architecture (4) Course gives students an opportunity to apply Arch 341 Introductory course designed to introduce con- project management skills to a construction pro- Developing as a Professional (4) cepts, theories, and practices of the discipline of cess. Provides verification of previous project An interdisciplinary course designed for stu- architecture. Includes a study of perceptual, management course content through imple- dents to gain an understanding of professional environmental, technical, and organizational menting and evaluating its effectiveness in rela- development as a sequence of processes. Stu- concepts through lectures and individual tion to a direct field application. Prerequisite: dents will gain an understanding of different projects in observing architectural spaces and Arch 203. problem-solving processes; the importance of forms. Open to non-majors and those consider- Arch 220 communication inside and outside the organiza- ing the profession. Design Drawing (4) tion; the role of assessment in terms of self, orga- nization, and client; and gain an understanding Arch 120 Lectures and exercises to develop skills in Basic Drawing (4) graphic visualization, representation, and com- of the impact of professional ethics and social An introduction to freehand drawing focused on munication as used in architecture and related responsibilities. the delineation of both interior and exterior design fields. Concepts and conventions, from Arch 350, 351 space, starting with direct observation through freehand to electronic media design and produc- Architectural Structures I, II (4, 4) to conceptual drawings of imagination. Use of tion, will be used as a means to imagine, Arch 350 will cover principles and applications different media and color including the study of develop, and represent design ideas. Open to of static equilibrium to structures with emphasis light and light qualities. Open to non-majors. non-majors. Prerequisite: Arch 120 or Art 131. on building structures. Includes stress analysis for axial force, flexure, and shear and studies in Arch 180, 181 Arch 225 Beginning Design Studio I, II (6, 6) Digital Graphics (4) combined stress and column stability. Arch 351 Foundational design studio sequence initiating A beginning computer graphics course that has will cover lateral force analysis; structural design awareness of the creative language of architec- at its core the idea to probe, to experiment, and of solid and glue-laminated wood members and ture through practical assignments in drawing, to investigate the computer’s 3D modeling capa- trusses; design of steel and reinforced concrete modeling, and artful making. The communica- bility as a tool for rigorous design investigations. members. Must be taken in sequence. Prerequi- tion of perceptions and imaginative propositions Prerequisite: Arch 220. site: Mth 111, 112. through the use of diverse media is encouraged. Arch 230, 231, 232 Arch 360, 361 Includes individual criticism, lectures, and semi- Architecture and Cultural History I, II, III Architectural Building Technology I, II nar discussions. Must be taken in sequence. (4, 4, 4) (4, 4) A series of courses tracing the history of Western A two-quarter sequence introducing technolo- Arch 199 gies involved in the design and construction of Special Studies (Credit to be arranged.) culture through its architecture from the early Paleolithic Age up to the 20th century. The first buildings. Topics include construction materials Arch 201, 202, 203 course examines the early Stone Age through to and methods, envelope design, mechanical sys- Project Management I, II, III (6, 6, 6) the Renaissance, the second course examines the tems, thermal, and other environmental building Series of courses designed to develop in students late Renaissance through to the 19th century, systems. Prerequisites: Arch 100, 180, 181. construction project management techniques for and the third course addresses the 20th century. profitable construction administration. Students Arch 367 The courses will focus on a select number of will demonstrate knowledge of course material Fundamentals of Environmental Design (4) architectural works that are representative of by completing projects in light construction Basic concepts of climate and impacts on per- specific cultural beliefs, values, and ideologies as administration. Coursework includes utilization sonal comfort. Thermal, lighting, and acoustical embodied in architectonic forms and experi- of estimating, critical path, and presentation topics covered. Design approaches and concepts ences. Must be taken in sequence. computer software relevant to current practices. discussed from large urban siting projects to Arch 280, 281, 282 individual buildings in order to minimize Arch 201: emphasis on estimating, construction mechanical systems and reduce energy use. sequence scheduling, critical path, specification Architectural Design Studio I, II, III (6, 6, 6) interpretation and design standards necessary Studio investigations of fundamental design con- Alternative energy sources and building materi- for successful administration of construction cepts, issues, and process. Projects and exercises als introduced. Prerequisite: junior year projects. focusing on the concepts of making three- standing. Arch 202: developing standards of performance, dimensional forms—organization, proportion, Arch 380, 381, 382 bidding, contracts and liability, production scale, human activities, and introductory site Architectural Design Studio IV, V, VI scheduling, and techniques for controlling a and building design relationships. The release of (6, 6, 6) profitable construction project. the student’s potential creative capabilities is a Studio investigations of architectural designs Arch 203: developing customer service plans, primary concern for the course. Includes indi- based on supporting human activities, structure, customer relations, quality control, project eval- and theory. Continued study of design process uation, and planning for future opportunities. vidual criticism, lectures, and seminars. Courses Prerequisite: Building construction certificate must be taken in sequence. Prerequisites: Arch and methods encompassing concepts of archi- program, instructor’s consent, or equivalent. 100, 181. tecture, landscape architecture, and interior Courses must be taken in sequence. design. Includes individual criticism, lectures, and seminars. Courses must be taken in sequence. Prerequisites: Arch 282. 270 P ORTLAND STATE UNIVERSITY
Arch 399 Arch 440/540 and form generative responses to current sus- Special Studies (Credit to be arranged.) Professional Practice (4) tainability issues. Includes extensive investiga- Arch 401/501 Focuses on the context, responsibilities, licen- tion of current technologies for envelope, Research (Credit to be arranged.) sure, principles, and processes of the practice of mechanical, and thermal comfort systems, and Arch 404/504 architecture, including project and client acqui- lighting and day-lighting strategies. Strategies for Cooperative Education/Internship (Credit sition, risk analysis, project and practice man- formal integration with architectural design are to be arranged.) agement, project delivery methods, services and emphasized. Prerequisites: Arch 360, 361. scope definition, roles and responsibilities of all Arch 405/505 Arch 466 Reading or Studio and Conference (Credit parties, contract forms, general conditions of the Specifications Interpretation (4) to be arranged.) contract, compensation methods, fee budget Extensive use of specifications and interpreting Arch 407/507 management, contract administration, and stan- plans organized around the Construction Speci- Seminar (Credit to be arranged.) dard of care. Prerequisite: upper-division fications Institute (CSI) format for construction standing. Arch 408/508 documents. Focus on interpretation and evalua- Workshop (Credit to be arranged.) Arch 441/541 tion of stock specifications, plans, and standards Practicum and Internship (4) Arch 410/510 of performance. Prerequisites: Arch 460, 461 Selected Topics (Credit to be arranged.) Offers students an opportunity to gain industry and passing portfolio review. experience and to integrate the skills and con- Arch 480/580, 481/581, 482/582 Arch 420/520 cepts learned in the academic curriculum. Advanced Architectural Graphics and Architectural Design Studio VII, VIII, IX Media (4) Weekly seminars review and establish internship (6, 6, 6) Studio assignments exploring a full range of objectives, which closely parallel the architec- Advanced investigations of architectural and graphic representational techniques and media. tural internship development program required urban design issues in concluding series of stu- Exploratory drawing and modeling work for licensure. Students are expected to secure dios. Projects include the design of private and addressing the visualization of ideas in architec- employment or positions that meet the objec- public buildings which require comprehensive, ture, including: speculative thought and concept tives of the course. Prerequisite: Arch 440/540. integrative design development. Includes indi- formation; studies of light and shadow; explora- Arch 442/542 vidual criticism, lectures, and seminars. Courses tion of color and texture of materials; and the Building Economics (4) must be taken in sequence. Prerequisites: Arch composition of appropriate and coherent forms Focuses on the economic and life cycle context 380, 381, 382. of visual presentation. of building design and management decisions. Arch 511 Topics include project life cycle, decision mile- Arch 425/525, 426/526 Pro-thesis Seminar (4) Architectural Computer Graphics I, II (4, 4) stones, value analysis of design and project pro- A research and discussion based course to iden- Focuses on computer-aided design software as forma, discounted cash flow and equivalency tify, define and articulate specific cultural issues used in the architecture field (e.g., AutoCad). calculation methods, and conceptual estimating and concerns that will become the inspiration Arch 425 explores various methods for con- techniques for building projects. Strategic lever- for individual design thesis proposals. Students structing, editing, and displaying two-dimen- aging of project value is emphasized, and sus- will generate the conceptual parameters and the- sional architectural drawings. Arch 426 explores tainability objectives are examined. Prerequisite: oretical agenda of their proposed thesis, explore methods for creating, modifying, and visualizing Arch 440/540. precedents and develop the program for a signif- three-dimensional architectural forms. Must be Arch 450/550 icant urban intervention. taken in sequence. Prerequisite: Arch 282. Advanced Architectural Structures (4) Arch 561 A workshop and seminar based course address- Arch 430/530 Detail Design (4) Contemporary Architectural Theory (4) ing the design and construction of large-scale A companion course to the Design Thesis, devel- Seminar course investigating architectural theory structural systems. Investigates the innovative oping the technological implications of the thesis and critical thought by examination of key texts use of traditional and non-traditional building proposition. Addresses the detailed application and contemporary architectural works. materials and structural detailing, exploring the of technological know-how in terms of materi- potential of visually expressive structural sys- als, envelope, environmental control, tectonics Arch 431/531 tems through a series of working models. Archi- Studies in Contemporary Urban Design (4) and structural logic, with respect to a predeter- tectural precedent and nature’s engineering will Seminar course examining the contemporary mined portion of the architectural project. be studied to gain insight into the correlation of relationships between the making of architecture Arch 583 form and structure. Prerequisites: Arch 350, and the making of cities. The course critically Architectural Design Studio X (6) 351. explores emerging urban characteristics, com- Studio projects and critical discussions address- parative design strategies, and the integration of Arch 460/560 ing themes and issues pertinent to the imagina- design approaches with the processes of eco- Advanced Architectural Technology (4) tive design of architectural intervention in urban nomic and social change. Prerequisite: upper- A lecture and seminar course providing explora- environments. Encouraging experimental division standing. tion of current advanced building technology engagement with relations of material, form, human habitation, and cultural meaning. Arch 584 Design Development Studio (6) A studio course offering intensive creative study in laying the foundation for, and developing, an architectural design strategy and approach in preparation for the student generated thesis proposition (Arch 585). The class incorporates research, preliminary graphic and modeling work in idea generation, and critique. Prerequi- site: Arch 511. Arch 585 Design Thesis (6) A studio course offering a focused culmination of architectural design studies by means of a stu- dent generated thesis proposition incorporating research, development, and creative transforma- tion of a specific urban situation. Prerequisites: Arch 511, 584. S CHOOL OF FINE AND PERFORMING ARTS 271
Art
310 Art Building Because learning “to see” is the most Drawing, and History of Western Art in the 503-725-3515 crucial component of any art program, the first year and upper-division art history www.art.pdx.edu department requires all students to study courses in selected periods with related both the history of art and to have studio courses in other fields, as approved by an B.A., B.S.—Concentration in Drawing/ experience. The Department of Art sup- adviser. Painting/Printmaking, Graphic Design, ports the full integration of art/design Drawing/painting/printmaking— Sculpture studio practice with art history and theory. B.A., B.S. degree. The drawing/painting/ B.A. only—Art History, Concentration in Whether in the studio, computer lab, lec- printmaking program provides a compre- Art History ture hall, or seminar room, students have hensive view of studio art practices, appli- Minor in above concentrations the opportunity to forge connections cations, theories, and history, with an Secondary Education Program between traditions of visual art and their emphasis on trends in contemporary art. M.F.A. own developing imagination and The first year focuses on the foundations of expression. art in design, drawing and art theory. In the Art programs are designed to develop second year students must select an Undergraduate the student’s creative faculties, a sense of emphasis, in either painting or printmak- programs critical judgment, and fundamental skills ing, comprised of a comprehensive studio and techniques. In each of the concentra- experience focusing on the basic skills and Many prominent Northwest artists, design- tions within the art major, the principal language required to further develop con- ers, and art historians began their profes- and supporting courses have one general ceptual and expressive aspects of their sional careers by studying art at Portland purpose: to instill a mature, professional work. In the third and fourth years, stu- State University. An even greater number of attitude toward the process of artistic cre- dents continue to develop skills in material successful and productive people have ation and expression. selection, technique, and application, but used their training in the Department of Students enrolled in the Department of are also expected to develop their own Art as the basis for careers in commerce, Art at PSU will acquire: voice and dynamic approach to their work. industry, education, and a variety of fields ◆ Knowledge and experience of the cre- In addition, critical theories and profes- limited only by imagination. Art, which ative problem solving processes. sional practices in art are investigated to requires personal initiative and imagination ◆ Knowledge of discipline-specific skills help students develop a sense of placement and develops skills in mental and manual and vocabulary. within the artist community. dexterity, can provide the student with a ◆ Knowledge of art history and design. Graphic design—BA, BS degree. The ◆ Knowledge of critical theories in art. background well suited for applications graphic design program provides a com- that are wide reaching and greatly ◆ Knowledge and experience to formu- late a cumulative body of work in prehensive education in design principles, rewarding. their discipline. applications, theories, history, and practice. The Department of Art at Portland State At the same time, the programs seek to Students work with faculty primarily University consists of artists and designers, permit the student a choice upon gradua- through studio courses that introduce an educators, and art historians actively tion. The alternatives are: (1) to undertake increasing complexity of design problems engaged in their respective fields and with formal graduate study; (2) to begin a pro- combined with opportunities for indepen- the extended community. As part of an fessional career in the fine or applied arts; dent development and interaction with the urban university, the mission of the Depart- or (3) to combine the student’s degree pro- professional community. The first year of ment of Art is dedicated to helping stu- gram with the basic teaching norm in order the concentration introduces principles of dents understand and experience ways that to qualify to teach in Oregon public basic design and art and their specific artists and their works are involved in a schools. applications in graphic design. The second larger social context, both in the contem- As a general rule, the major in art year provides a comprehensive studio porary world and in the course of world requires a minimum of 90 credits in art experience in graphic design and computer history. courses. Included are extensive experiences graphics. These first two years of study cul- The foundation of the Department of in studio work and a comprehensive study minate with a sophomore review. To enroll Art is the development of a visual, verbal, of the history of art. in 300-level graphic design courses, all stu- and critical language of the arts for future Programs in the Department of Art are dents must submit a portfolio of work for artists and scholars, as well as for members accredited by the National Association of evaluation and approval as part of this of the community. Since visual arts are a Schools of Art and Design. graphic design sophomore review. (Contact form of communication related to all other Art history—B.A. degree only. The the department office or Web site for forms, understanding the theoretical bases Department of Art offers two degrees for details (www. art.pdx.edu). In the third and and critical interpretations of this commu- students specializing in the study of art his- fourth years, students choose courses in nication is a crucial component of our cur- tory: the art history “studio” degree with a areas of increasing specialization, engage in riculum. At the same time, because the minor focus in studio arts; the art history professional internships, and develop a visual arts are a unique form of communi- “major” degree with a liberal arts focus. professional portfolio as the culmination of cation, students are trained in the neces- The art history “major” degree is offered for their studies. sary technical skills, the terminology and students desiring an emphasis in history Sculpture—B.A., B.S. degree. The processes specific to the production of the and liberal arts rather than studio arts. It sculpture program provides a comprehen- visual arts. includes Basic Design, Introduction to sive view of sculptural practices, applica- 272 P ORTLAND STATE UNIVERSITY
tions, theories, and history, with an Prospective teachers should contact the Application is a dual process between emphasis on trends in contemporary art. art education adviser in the Department of the Department of Art and the Office of The first year focuses on the foundations of Art before beginning the program. Admissions. Contact the department for art in design, drawing, and art theory. In The requirements for the standard complete application materials. the second year students who select a con- teaching license include 45 credits of centration in sculpture are provided with a upper-division or graduate work earned comprehensive studio experience focusing subsequent to receipt of a bachelor’s Degree requirements on practical skills and language required to degree. The 45 credits are in addition to The student will complete at least 88 cred- further develop sculptural concepts. In the those required for the basic teaching its which must be distributed in the follow- third and fourth years, students continue to license. For the standard endorsement in ing way: develop skills in material selection, tech- art, the student must take 15-30 credits of Credits nique, and application, but are also art education adviser-approved graduate- Art History ...... 12 expected to develop their own voice and level work distributed to strengthen the Project Exhibition/Master’s Statement ...... 12 dynamic approach to their work. In the student’s background in art. Each student’s Electives ...... 8 final year, contemporary sculptural topics program is tailored to meet the needs of the Studio work in one area of concentration (painting, printmaking, sculpture, studio arts) .... 46 are explored along with critical theory and individual and the requirements of the Graduate Seminar (1st year candidates) ...... 6 professional practices. standard endorsement and the standard Graduate Seminar (2nd year candidates) ...... 4 license. See page 215 for the required edu- (2nd year Seminar is an Art History Research cation courses. Seminar) Admission Although licensure requirements are Total 88 requirements incorporated into degree programs, During the first two terms in residence changes by the Oregon Teacher Standards Admission to the department is based on each M.F.A. student will be offered an and Practices Commission during the life general admission to the University. See adviser in the appropriate area of interest. of this catalog may alter the requirements. page 43 for more information. Together with the adviser, the student will It is imperative that the prospective teacher work out a proposal for directing their cre- be in touch with the art education adviser ative activity toward the year-end review. At Degree requirements from the beginning, as applicants for licen- candidacy review, during the end of the sure must meet the commission require- first year, the student will present an exhi- Requirements for Art majors and minors. ments in force at the time of the licensure In addition to general University require- bition of work and a master’s statement to a application. For Graduate School of Educa- faculty committee. If the work and master’s ments for a degree, majors and minors in tion requirements, see page 212. art must meet departmental requirements statement are approved, the candidate will that differ for each concentration of study spend the second year of the program com- described above. For the specific require- Graduate pleting the exhibition and master’s state- ments of each concentration, please visit ment requirement. the department Web site, www.art.pdx.edu programs The candidate will stand for a second faculty review to approve the completed or office to obtain a “Concentration Sheet” The Department of Art offers the Master of that describes the program in detail. All exhibition and master’s statement and Fine Arts degree in painting, sculpture, and present an exhibition during the spring students must obtain an adviser for aca- painting/sculpture. The M.F.A. program is demic planning of their program by the term of the second year. designed to prepare individuals for careers A maximum of 15 graduate credits may second year. in the fine arts and in higher education. All art and art history courses used to be transferred into the program with satisfy departmental major or minor adviser approval. requirements, whether taken in the depart- Admission Students in the M.F.A. program are pro- ment or elsewhere, must be assigned a vided with studio space for a maximum grade of C- or better. requirements period of two years. The Department of Art For students transferring from other Application for admission must be made by reserves the right to cancel any course that colleges and universities, a maximum of 12 March 1 prior to the fall term the student does not have sufficient enrollments, in credits may be graded P (pass) and may be intends to begin work toward the degree. accordance with University policy. accepted in fulfilling art department Accepted students are expected to be in The Department of Art reserves the requirements with approval from an art full-time residence beginning fall term. right to retain for archival or exhibition adviser. The Department of Art Graduate purposes any student work executed as To satisfy departmental major require- Admissions Committee bases its decisions part of a Department of Art instructional ments students must complete at least 24 on the applicant’s undergraduate prepara- program. In addition, the department credits of their upper-division (300/400) tion in art, a letter of intent, three recom- reserves the right to document, reproduce, art/art history courses in residency at PSU. mendation letters, and most importantly and publish images and any other media These 24 credits must be primarily within on the portfolio of current creative work. containing such student work in PSU pub- the student’s concentration of study in art. Applicants must have a B.A., B.S., or lications, printed or electronic, for the pur- B.F.A. degree with a concentration in print- poses of research, publicity, and outreach, ART EDUCATION: SECONDARY making, painting, sculpture, studio arts giving publication credit to the student. EDUCATION PROGRAM (i.e. any combination of two disciplines Grades K through 12. Students who wish and/or installation and performance art) or to teach art in the public schools must first related field (i.e. drawing). complete the art major before applying to the School of Education for teacher train- ing in the graduate program. S CHOOL OF FINE AND PERFORMING ARTS 273
ArH 410/510 mended prerequisites (for art and art history Courses Selected Topics (Credit to be arranged.) majors only): ArH 204, 205, 206. This course is Courses with an asterisk (*) are not offered every year. *ArH 411/511 the same as WS 429, 430, 431; may only be Chinese Buddhist Art (4) taken once for credit. A concentrated study of the Buddhist art of *ArH 432/532 Art History China and Central Asia. Buddhist art of caves of Issues in Gender and Art (4) the Six-dynasties period (220-589 C.E.) to the Research, reading, and discussion on sexual sub- ArH 199 Tang period will be covered in-depth. Basic con- Special Studies (Credit to be arranged.) jectivity and the construction of gender in visual cepts of Buddhism, such as Hinayana, Mahay- images and various cultural contexts. May be ArH 204, 205, 206 ana, and Tantric Buddhism; arts related to History of Western Art (4, 4, 4) keyed to regional exhibitions, collections, or specific sects; and the iconography and stylistic symposia. Topics include: masculinity in ancient Survey of the visual arts from prehistoric art to changes will be covered. Open to non-majors. the present. Selected works of painting, sculp- Rome, pornography and representation, surreal- * ture, architecture, and other arts are studied in ArH 412/512 ism, and sexuality. Open to non-majors. Recom- relation to the cultures that produced them. ArH Japanese Buddhist Art (4) mended prerequisites (for art and art history 204: Prehistoric through Early Medieval. ArH A survey of the Japanese Buddhist art and archi- majors only): ArH 204, 205, 206, and/or 207. 205: Romanesque through Rococo. ArH 206: tecture, including: sculpture, painting, Shingon *ArH 437/537 Enlightenment through Contemporary Art. Buddhist art, Zen garden and architecture, and Nature Into Art (4) Open to nonmajors. ink paintings through selected examples from Focuses on a specific theme concerning the rela- the 6th century to the 18th century. Open to * tionship of the nature and the environment with ArH 208 non-majors. Introduction to Asian Art (4) the visual arts. Specific themes may include * Historical survey of the visual arts in Asia from ArH 415/515 topics such as environmental art, landscape prehistory to 1900. Selected works of painting, Issues in Asian Art (4) painting and/or photography, landscape archi- sculpture, architecture, and ceramics from India, Issues in Asian art may be keyed to museum tecture, cartography and art, and the representa- China, Japan, Korea, Southeast and Central Asia exhibitions or deal with thematic topics or spe- tion of animals. Open to nonmajors. are studied in relation to the religions and cul- cific media. Examples include Buddhist or other Recommended prerequisites (for art and art his- tures producing them. religious art, tomb art, ceramics, special topics in tory majors only): ArH 204, 205, 206. Korean art, or the work of Asian-American art- *ArH 439/539, 440/540 ArH 290 ists. Open to non-majors. History of Modern Design (4) History of Architecture (4, 4) * History of graphic design from c. 1800 to the ArH 422/522 A history of architecture from Prehistory to Post- present, focusing on the changes in style within Chinese Painting (4) Modernism. Open to non-majors. Recom- A concentrated study of the Chinese paintings the field, but also on the interconnection mended prerequisites (for art and art history from the 3rd century B.C.E. to the 18th century. between design and other forms of expression. majors only): ArH 204, 205, 206. Open to non-majors. ArH 449/549 ArH 311, 312, 313 * History of Asian Art (4, 4, 4) ArH 423/523 Methods in Art History (4) A survey of art and architecture of Asia from pre- Japanese Painting (4) Seminar for juniors and seniors; suggested for all A survey of Japanese painting from the 4th cen- historic times to the 19th century. The art and art history majors. Explores major approaches to tury to the 19th century. Buddhist paintings, ink architecture (including ceramics, sculpture, the study of art history through readings, discus- paintings, and decorative paintings. Open to painting, textiles, and other utilitarian imple- sion, and essays, Includes the development of art non-majors. ments—e.g., ritual bronze vessels of China) of history as a field and common methodologies Asia will be presented in context of chronology, *ArH 425/525 such as iconography, gender theory, social art source (indigenous or foreign influence), site Modern Japanese Painting (4) history, and post-modernism and post-structur- and in relation to the forces of each society’s Recent scholarship in the history of modern alism. Permission of the instructor required for culture, religion, politics, geography, and history. Japanese paintings and prints, from the Meiji, non-majors. Recommended prerequisites (for art Buddhism, Hinduism, Confucianism, Shintoism, Taisho, and Showa periods covers major themes and art history majors only): ArH 204, 205, 206. Taoism, Shamanism, symbolism, and mythology of Japan’s westernization in a new light. The *ArH 450/550 are basic to the arts of Asia. ArH 311: South Asia issues revolve around westernization: conflict Great Periods and Themes in Art and (India) and Southeast Asia (Sri Lanka, Cambo- and nationalism. New art forms, the revival of Architecture (4) dia, Thailand, Burma, and Indonesia). ArH 312: traditional styles, reclining women’s theme, and A concentrated study of the art and/or architec- China and Korea. ArH 313: Japan. Open to non- the gaze of subjects will be explored. Open to ture of a major historical period, for example: majors. non-majors. Pre-Columbian art and architecture; Native * *ArH 426/526 American art of the Pacific Northwest; Islamic ArH 321 art and architecture; Symbolism; and others. Survey of Korean Art (4) African Art (4) A chronological survey of art and architecture of Examination of selected African art forms, styles, Maximum: 8 credits. Open to non-majors. Rec- Korea, and its uniqueness, in the context of East and traditions. Emphasis on the context of the ommended prerequisites (for art and art history Asian art history. Prehistoric arts, as well as tomb art and artist and their relationship to politics majors only): ArH 204, 205, 206. paintings, and artifacts recognizing Buddhism’s and society in African history. Open to non- *ArH 451/551, 452/552, 453/553 effect on Korea’s sculptural, painting, and archi- majors. Recommended prerequisites (for art and Ancient Art (4, 4, 4) tectural heritage. Also treats Confucianism shap- art history majors only): ArH 204, 205, 206. Art and architecture of the ancient world from ing Korean ink painting, folk painting, and This course is the same as BSt 470/570; course Paleolithic through Roman times. ArH 451/551: porcelains. Open to non-majors. may be taken only once for credit. Prehistoric, Egyptian, Mesopotamian. ArH 452/ *ArH 429/529, 430/530, 431/531 552: Aegean and Greek. ArH 453/553: Etruscan ArH 399 and Roman. Open to non-majors. Recom- Special Studies (Credit to be arranged.) Women in the Visual Arts (4, 4, 4) Studies both the representation of women and mended prerequisites (for art and art history ArH 401/501 gender and the art and patronage by women in majors only): ArH 204, 205, 206. Research (Credit to be arranged.) various media (painting, sculpture, architecture, *ArH 456/556, 457/557, 458/558 ArH 404/504 printmaking, photography, textiles, illuminated Medieval Art (4, 4, 4) Cooperative Education/Internship (Credit manuscripts, and mixed media). A three-term A three-term sequence covering the art and to be arranged.) class ArH 429/529: Antiquity and the Early architecture of medieval Europe and the Medi- ArH 405/505 Middle Ages; ArH 430/530: 11th century (medi- terranean, approximately from the conversion of Reading and Conference (Credit to be eval) in Europe through the 18th century; ArH Constantine to the Black Death (c. 300-1350 arranged.) 431/531: 19th century and 20th century Amer- A.D.). ArH 456/556: Early Christian, Celtic, Car- ArH 407/507 ica and Europe. Open to non-majors. Recom- olingian, and Ottonian Art. ArH 457/557: Byz- Seminar (Credit to be arranged.) 274 P ORTLAND STATE UNIVERSITY
antine Art. ArH 458/558: Romanesque and *ArH 503 expressive and formal modes of drawing, as well Gothic Art. Open to non-majors. Recommended Thesis (Credit to be arranged) as an introduction to a wider range of media, prerequisites (for art and art history majors including wet. More advanced methods of criti- only): ArH 204, 205, 206. Art cally evaluating art are examined. Prerequisite: *ArH 461/561 Art 131. Northern Renaissance Art (4) Courses with an asterisk (*) are not offered every year. Art 199 Manuscript illumination, painting, and sculpture Art 115 Special Studies (Credit to be arranged.) in the Netherlands, Germany, and France from Two Dimensional Design (4) Art 200 the late 14th to the 16th century. Open to non- Studio course investigating the elements and Digital Page Design I (4) majors. Recommended prerequisites (for art and principles of design and their application to a Studio course introducing concepts, applica- art history majors only): ArH 204, 205, 206. variety of visual design problems. Acquisition tions, and projects in page composition, docu- *ArH 471/571, 472/572, 473/573 and application of design strategies drawn from ment design, and color pre-press. Text Italian Renaissance Art (4, 4, 4) both rational and non-rational modes for prob- processing, typesetting, image capture, color Painting, sculpture, and architecture from the lem solving. Various approaches drawn from art correction, page layout, and pagination. Empha- 13th to the 16th century in Italy. Open to non- history, aesthetics, and art criticism are consid- sis is placed on workflow and project manage- majors. Recommended prerequisites (for art and ered for the purpose of critically evaluating art. ment for production of documents in print and art history majors only): ArH 204, 205, 206. Art 116 electronic media. Prerequisite: Art 120. *ArH 476/576, 477/577, 478/578 Color Theory (4) Art 210 Baroque Art (4, 4, 4) Studio course investigating principles and meth- Digital Imaging and Illustration I (4) A study of European art and architecture from ods of application in color theory. Physical prop- Studio course in digital image creation with an the late 16th to the late 18th century. 476/576: erties, psychological effects, and historical emphasis on photo-illustration, vector illustra- Italy and Flanders; 477/577: Holland, Germany, symbolism for color. Art history, aesthetics, and tion, and hybrid illustration techniques. Image and England; 478/578: Spain and France. Open art criticism are examined relative to various capture, compositing, retouching, stylistic treat- to non-majors. Recommended prerequisites (for color issues. More advanced methods of criti- ments, shading, typography, and simulated art and art history majors only): ArH 204, 205, cally evaluating one’s own work and that of oth- three-dimensional imagery. Workflow and pro- 206. ers. Exploration of both wet and dry media. All duction issues, including color pre-press and *ArH 481/581, 482/582 studio projects culminate with a class critique. It digital formats appropriate to multiple media. 19th Century Art (4, 4) is highly recommended that students take Art Prerequisite: Art 120. A survey of painting and sculpture in the 19th 115 prior to this course. Open to non-majors. *Art 218 century. ArH 481/581: Neoclassicism, Romanti- Art 118 Calligraphy (3) cism, and Realism; ArH 482/582: Impressionism Introduction to Communication Design (4) A studio course in calligraphic lettering with the and Post-Impressionism. Open to non-majors. Applies the fundamental design principles cov- broad-edged pen. Students will study the Roman Recommended prerequisites (for art and art his- ered in Art 115 and 116 to typography and the alphabet in three forms: capitals, minuscules and tory majors only): ArH 204, 205, 206. visual language of communication design. Meth- cursives. Emphasis will be on learning correct *ArH 486/586, 487/587 ods, strategies, and processes for thinking cre- weights, proportions, and forms of letters. Prac- American Art and Architecture 17th through atively and solving communication design tical skills required to shape letters with the pen 19th Centuries (4, 4) problems are investigated. Projects address the will be learned. Principles of good lettering, his- ArH 486/586: Colonial through the Early formal concerns of communication design with torical development of alphabets, materials and Republic. ArH 487/587: Jacksonian to the 20th an emphasis placed on typography as medium. drawing tools, letter and word spacing, layout century. Open to non-majors. Recommended Skillful use of materials and tools used in com- and composition, and presentation of artwork prerequisites (for art and art history majors munication design. Prerequisites: Art 115, 116. will be covered. Recommended prerequisites: only): ArH 204, 205, 206. Art 120 Art 115, 116, 117. Course may be repeated to a *ArH 491/591, 492/592, 493/593 Computer Graphics for Art and Design (4) maximum of 9 credits. Modern Art (4, 4, 4) Introduction to computer graphics as a technical *Art 224, 225 A survey of the mainstream of modern art and creative medium for art and design. Concur- Communication Design Studio I, II (4, 4) including cultural influences, trends in style and rent enrollment in lecture, lab, and studio is A sequence that develops strong conceptual expression, and comparative relationships in the required. Lectures introduce concepts of vector solutions and thoughtful communication while visual arts. From 19th century Romanticism, and raster graphics, including digital type, image addressing formal design issues related to typog- Realism, and Impressionism through the varied and device resolution, electronic color theory, raphy, composition, scale, and proportion. Theo- movements of the 20th century. Open to non- file formats, and digital print technologies. Labs retical approaches, critical readings, group and majors. Recommended prerequisites (for art and assist with fluency in computer graphics applica- individual critiques, and written assignments art history majors only): ArH 204, 205, 206. tions. Studios apply concepts and applications to support visual design exploration. Art 224: *ArH 498/598, 499/599 creative projects. Prerequisites: Art 115, 116. Development of problem solving and idea gener- Art Since WWII (4, 4) Art 131, 132 ation skills with an emphasis on the integration Introduction to early Modernist movements in Introduction to Drawing (4, 4) of process and execution. Projects explore visual Europe and America. ArH 498/598: painting, Introduction to observational, expressive, and languages and the visual essay. Prerequisites: Art sculpture, and architecture to 1975. ArH 499/ formal modes of drawing. Critical approaches 115, 116, 118, 120. Art 225: Further develop- 599: painting, sculpture, architecture and per- drawn from art history, aesthetics, and art criti- ment of working processes and idea generation. formance from 1975 to present. Open to non- cism are examined relative to these modes of Projects explore a personal visual language majors. Recommended prerequisites (for art and drawing to establish methods of evaluating art through the expansion of a strong individual art history majors only): ArH 204, 205, 206. and placing one’s own work and that of others in design process. Prerequisite: Art 224. Recommended: ArH 491, 492, 493. a historical context. Open to non-majors. Art Art 230 *ArH 500 131: drawing from observation, with an empha- Alternative Drawing I (4) Art History Methods and Practice Seminar sis on strategies, methods, and techniques for First of a two-term sequence to be taken in the (4) translating three-dimensional form and space second and/or third years for students majoring Introduces major methodological approaches of onto a two-dimensional surface using the lan- in either painting or printmaking. Engages the art history as well as research tools necessary for guage of line and value, and the illusion of depth theories and practices involved in the many pro- later work on the master’s thesis. It is intended and texture. Markmaking and its expressive and cesses, methods, and techniques of drawing. for new or recently entering graduate students in descriptive qualities is examined. Hand-eye Analytical and critical thought will be addressed art history. coordination is stressed. Art 132: further study resulting in a final end of the term review. of observational drawing, with emphasis placed Emphasis will be placed on experimentation and on strategies, methods, and techniques for exploration of the various mixed media tools S CHOOL OF FINE AND PERFORMING ARTS 275
and materials available in drawing. Simulta- be taken in sequence. Open to non-majors with Art 300 neously students will begin to explore the con- instructor’s consent. Recommended prerequi- Digital Page Design II (4) ceptual and theoretical thought process through sites (for art and art history majors only): Art Studio course in print design with an emphasis readings on contemporary art. Open to non- 131, 132, 133 and 116. on digital pre-press. Creative projects with an emphasis on typographic solutions are devel- majors with instructor’s consent. Prerequisites Art 291, 292, 293 (for art and art history majors only): Art 131, Sculpture I, II, III (4, 4, 4) oped through all stages of design and production 132. Art 291-Mass: students will be introduced to and completed in a press run. Industry stan- dards for design and production practices are Art 254 working in three dimensions through observa- Typography I (4) tion and those materials that lend themselves to examined. Prerequisites: Art 200, 210. First course in a sequence on typography. Builds forms that produce actual mass and volume. Art 310 on the principles introduced in Art 118. Projects Some work from a life model. Plaster mold- Digital Imaging and Illustration II (4) focus on typography as medium and message. making will be included. Art 292-Plane: an Studio course in advanced composition using Typographic history, including the history of let- approach to three dimensions that involves con- photo-illustration, vector illustration, and hybrid terforms and the construction and use of grids. structive techniques. Mass and volume will be illustration techniques. Emphasis is placed on a Design projects range from purely textual to achieved through planer construction. Art 293- conceptual approach to composition and cre- problems that require the successful integration Space: focus on how an object exists in space ative process exemplified in the content, style, of typography and image. Conceptual solutions and how that space makes an object. Both planer and execution of illustration projects. Prerequi- are emphasized. Prerequisites: Art 118, 120. and mass forms will be considered. Recom- site: Art 210. Art 260 mended prerequisites: Art 117 or consent of Art 312 Photographic Seeing (4) instructor. Art in the Elementary School (3) Introduction to aesthetics and visual literacy *Art 294 Art studio: exercises, problems and projects through photography. Learn photographic Water Media (4) using tools, media, materials and equipment seeing and design principles while investigating The techniques and uses of watercolor, gouache, applicable to elementary teaching levels. Devel- surroundings with a camera. Issues of form, con- and other water-based mediums with attention opment of attitudes toward art and understand- tent, and technique are discussed while learning to unique characteristics as painting mediums. ing of child growth and development. effective communication. A coherent visual essay Collage and mixed media may be included with Art 320, 321 exploring a particular subject with a written water-soluble pencils and crayons. Lectures on Communication Design Studio III, IV (4, 4) introduction will be the final project. No dark- historic uses of these media and discussions of A sequence focusing on concept development room work. The medium is color slide processed the aesthetic possibilities for layering and trans- and solutions for communication design prob- commercially. Open to non-majors with instruc- parencies. Open to non-majors with instructor’s lems. History, theoretical approaches, critical tor’s consent. Maximum: 8 credits consent. Recommended prerequisites (for art readings, group and individual critiques, and Art 261 and art history majors only): Art 131, 132, 133 written assignments support visual design explo- Photography (4) and Art 115, 116, 117. ration. Art 320: Focus is placed on narrative and Introduction to the aesthetics and techniques of *Art 296 information structures. Historical context and black and white photography. Includes experi- Computer Graphics for Studio Artists (4) ethical design concerns are addressed. Prerequi- mentation and camera controls, light quality, Introduces art majors to basic concepts and pro- site: Art 225. Art 321: Complex problems focus film processing, enlarging, mounting, and finish- cesses in computer graphics through a set of on public communication, branding, and infor- ing of prints. Slide lectures on the history and defined studio problems. Explores the unique fea- mation design. Design strategy, creative briefs, theory of photography concentrating on the tures of digital media and how they differ from project management, and team skills are applied interplay between form and content. Open to traditional artist’s materials. Students develop a to the conceptual problem-solving process. Pre- non-majors with instructor’s consent. Maximum: critical and conceptual framework for the uses of requisite: Art 320.. 8 credits. these tools in a fine art context. Introduces image *Art 340 Art 270, 271 manipulation programs, techniques for acquiring Intermediate Photography (4) Introduction to Printmaking (4, 4) and importing digital imagery, and potential inter- Study of photography as a visual language. Stu- A laboratory course in print art taught in relation of digital art with traditional media. Tech- dents work on extended assignments that sequence which focuses on a specific technique niques learned will be applied to a series of 2D explore technical, aesthetic, and ethical issues of each term. From a drawing-based foundation the images that are developed and continually trans- photographic communication. Lectures on con- thought process involved in making prints is formed throughout the duration of the course. temporary photography. Emphasis placed on the strongly explored, translating drawn images into Open to non-majors with instructor’s consent. photographic series. Working in either a docu- a graphic language. Concepts and content are Recommended prerequisites (for art and art his- mentary or conceptual approach. Open to non- investigated appropriate to the technique taught. tory majors only): Art 115, 116, 117. Studio art- majors with instructor’s consent. Prerequisite: Individual and group discussions as well as port- ists will be given preference. four credits in Art 261. Maximum: 8 credits. folio reviews are an intricate part of the review *Art 297 *Art 341, 342 process. Art 270 explores monotype or dry Book Arts (4) Interactive Media I, II (4, 4) point. Art 271 explores etching or relief. Open This mixed media class will explore the book as A two-term studio sequence in design for inter- to non-majors with instructor’s consent. Prereq- an art form. The relationship of images and/or active media. Art 341: Interactive design for the uisites (for art and art history only): Art 131, words will be explored in relationship to narra- Web focusing on information architecture, navi- 132, 133. tive and sequential structures. Traditional and gation systems, and visual interface. HTML Art 281, 282 experimental methods of binding will be taught. markup and the use of visual design tools. Cre- Painting (4, 4) Lectures on the history of the artist’s book and ation and optimization of graphics in com- A two-term sequence course that introduces the issues in imagery and/or typography will be pre- pressed formats. Experience with Web principles and practice of painting. Art 281: sented. Class emphasizes an experimental and production workflow through development of explores basic theory and use of color and com- conceptual approach that integrates content and site projects. Topics include usability and the position. Assignments involve both conceptual form. Open to non-majors with instructor’s con- aesthetics of web media. Prerequisites: Art 120, approaches and direct observation using still life, sent. Recommended prerequisites (for art and art 210. Art 342: Interactive design enhanced figures and landscape. Art 282: moves from the history majors only): Art 131, 132, 133 and Art through the integration of animation, video, basic theory and use of color and composition to 115, 116, 117. Maximum: 8 credits. sound, and other media. Critical analysis of assignments involving both direct observation Art 299 work in the field establishes vocabulary and using still life, figures and landscape and a more Special Studies (Credit to be arranged.) principles for effective design, usability, and conceptual approach. Further explores the vari- interactivity. Animation developed in vector, bit- ous painting styles, techniques, and media used map, and video formats. Technical standards for throughout the early 20th century. Courses must delivery of audio, video, and animation. Prereq- uisite: Art 341. 276 P ORTLAND STATE UNIVERSITY
Art 350, 351, 352 cal processes along with the development of the Art 460 Life Drawing (4, 4, 4) artist’s vocabulary. Open to non-majors with Digital Media Practicum (4) A studio course that develops observational instructor’s consent. Prerequisites (for art and art Advanced topics in digital media are explored skills and the ability to visualize and draw the history majors only): Art 281, 282 and 230, 231. through individual research and design projects human figure. Later, analytic skills are combined implemented through a teaching assistantship Art 399 with personal expression and invention. Wet Special Studies (Credit to be arranged.) for digital media courses. Projects include, but and/or dry media will be used to explore the are not limited to, the design and development implications of line and the figure in composi- Art 401/501 of learning resources in a variety of digital and Research (Credit to be arranged.) tional environments. The skeleton and muscles online formats. Topics include: graphic design as Prerequisite: consent of instructor and chair of will be studied in relationship to the model’s applied to the objectives of instructional design, Department of Art. poses. Art 350: emphasis on the skeletal struc- information architecture and sequencing, and * ture of the body. Art 351: emphasis on the mus- Art 402/502 effective instructional formats, such as interac- cular system and Art 352: emphasis on Art Studio for Elementary and Secondary tive media, animation, and streaming video. Pre- Education (1-6) requisite: senior standing, completion of at least compositional and expressive means. Open to Designed for the education student who may one upper-division digital media elective, and non-majors with instructor’s consent. Prerequi- elect regular studio instruction in sculpture, permission of instructor. sites (for art and art history majors only): Art painting, drawing, ceramics, jewelry and metal- 131, 132, 133. Must be taken in sequence. Con- smithing, textiles, or graphic design as fits the Art 469 sent of the instructor is required if taken out of need of the student’s teaching concentration. Communication Design Internship (4) sequence. Arrangements must be made for placement in An advanced, elective course with a required Art 354 specific studio classes. Enrollment restricted to 100-hour placement in a professional design set- Typography II (4) elementary education M.A.T./ M.S.T. candidates ting. Students conceive design, and develop The second course in a sequence on typography and art students in a certification program only. client-oriented projects to gain experience in addressing more complex communication prob- Credit not transferable to any other graduate professional design practices, including design lems. An emphasis is placed on developing program. Maximum: 18 credits. strategy, cost estimation, preparation of the cre- strong conceptual solutions and integrating text ative brief, effective written and verbal presenta- and image. Design, art, and literary theory is Art 404/504 tion, team dynamics, client meetings, and Cooperative Education/Internship (Credit introduced and applied to the problem-solving to be arranged.) project management. In-class sessions focus on process. Continued emphasis is placed on topics and concerns related to professional prac- understanding design within a historical con- Art 405/505 tice. Stress is placed on understanding both the Reading or Studio and Conference (Credit text. Projects to include large, multiple page for- to be arranged.) client’s and designer’s point of view in the con- mats, such as books, editorial design, and ceptual process. Portfolio and permission of the annual reports. Prerequisites: Art 200, 254. Art 406/506 instructor required. Prerequisites: senior status Projects (Credit to be arranged.) Art 373 in the major and Art 321, 341, 354. Maximum: Art 407/507 8 credits. Creative Sculpture (4) Seminar (Credit to be arranged.) A creative study of all aspects of sculpture Terms, section, instructor, and hours to be Art 470 involving various media such as clay, plaster, arranged. Consent of instructor and chair of Contemporary Design Projects (4) Required for all design majors in their senior wood, stone, and the metals, with emphasis, as Department of Art required. necessary, on architectural sculpturing. Recom- year. Students pursue their own body of work mended prerequisite: 12 credits in elementary Art 408/508 with a focus on the development of independent sculpture. Maximum: 18 credits. Workshop (Credit to be Arranged.) mechanisms for generating design problems and Prerequisite: consent of instructor. Art 391 solutions. Emphasis is placed on accessing inde- Alternative Drawing II (4) Art 410/510 pendent modes of analysis. Students learn to Second of a two-term sequence to be taken in Selected Topics (Credit to be arranged.) clarify concepts and execution methods in a sus- the third year for students majoring in either Maximum: 12 credits in one area. Prerequisite: tained and integrated body of work that demon- painting or printmaking. Engages the theories consent of instructor and chair of Department of strates refinement of visual and verbal and practices involved in the many processes, Art. communication ideas. The role of theory and methods, and techniques of drawing. Analytical †Art 436/536, 437/537 criticism is emphasized. Prerequisites: Art 321, and critical thought is emphasized and part of Painting Topical Issues (4, 4) 354. the final end of the term review. Emphasis will Advanced painting problems based on various Art 471 be on postmodern concepts and theories as subjects. Work may include various media. Communication Design Seminar (4) applied to studio practice in art since 1960. May be offered with specific subtitles such as Concentrated visual exploration of current Readings, discussions, and research are expected Figure Painting, Landscape Painting, or others. topics in contemporary design, such as cross- to inform studio practice. Required for all trans- Open to non-majors with instructor’s consent. cultural communication or environmental fer students in painting/drawing/printmaking. Prerequisite (for art majors only): Art 281, 282. graphic design. Topics are supported by investi- Prerequisite: Art 230. ArH 206 strongly recom- Art 440 gation of theoretical and critical issues. Projects mended. Open to non-majors with instructor’s Interactive Team (4) focus on demonstrating a nuanced and multi- consent. Interactive media design and development for faceted investigation of the topic. Prerequisites: Art 392, 393, 394 internal and external community clients. Design Art 321, 354. Maximum 8 credits. Intermediate Painting (4, 4, 4) solutions are presented, critiqued, and revised Art 472 Study of various concerns in expansion of tech- based on initial and ongoing client contact. Sites Communication Design Portfolio (4) nical and conceptual approaches dealing with are developed, deployed, tested, and maintained Development of a design portfolio that depicts, form and content in both historical and contem- on web servers. Team-based design and develop- in a consistent and professional manner, the cre- porary practices. Acting as a bridge between ment process is coordinated through project ative, conceptual, strategic, and technical abili- beginning painting and advanced painting, stu- management practices. Emphasis is placed on ties of the designer. Independent exploration dents learn and deal with a variety of ways of strategic and tactical design process, industry and refinement of projects is required. Commu- seeing. Students will work both individually and standards, usability studies, business proposals, nication of design strategy and accomplishment in group settings. Art 390: emphasizes the rela- design documents, and other professional prac- through effective written and verbal presenta- tionships of approach, form, technique and con- tices. Prerequisites: Art 341, 342. tion. Emphasis is placed on business, project tent. Art 391: emphasis will be placed on surface and technical concerns. Art 392: emphasizes multiple traditional and non-traditional techni-
†500-level classes intended for M.F.A. students only. S CHOOL OF FINE AND PERFORMING ARTS 277
management, and professional skills required in †Art 490/590 criteria and issues that result in a body of work the marketplace. Required course for all majors Advanced Painting (4) which exhibits a focused direction. Prerequisite: in design. Prerequisites: senior status in the Contemporary view of painting in various media upper-division standing; 12 credits in sculpture. major and Art 321, 341, 354. and subject matter. Students develop an inde- Maximum: 16 credits. Art 479/579 pendent body of work within a historical and Art 503 Advanced Printmaking (4) theoretical context. Idea generation is addressed Thesis (Credit to be arranged.) as well as cultural content specific to the stu- Advanced laboratory course in print art in which *Art 513 students specialize in one or more (in combina- dent. Need not be taken in sequence. Open to Art in the Elementary School (2) tion) of the following techniques, i.e., lithogra- non-majors with instructor’s consent. Prerequi- Methods and field experience: a lecture seminar phy, etching, monotype, relief, collagraph. sites (for art and art history majors only): Art and studio participation course with assigned Required course for the print major with the 281, 282 and 230, 231. Maximum 8 credits. field experience. Students develop attitudes intention that each student explore and experi- †Art 491/591 toward an understanding of children’s creative ment to arrive at a cohesive body of printed Contemporary Studio Practice (4) development through course planning in arts work that speaks to an individual vision which is Open to any art major in the senior year. Allows and crafts. Prerequisites: Art 312 and admission finalized in portfolio form. Analytical and critical students to pursue their own body of work. to the teacher education program. discussion are part of the group and individual Emphasizes laying a foundation for research in *Art 514, 515, 516 review process. Open to non-majors with relation to the student’s visual vocabulary and Art in the Secondary School (3, 3, 3) instructor’s consent. Prerequisites (for art and art concentrates on developing a mechanism to Methods and materials for teaching and coordi- history majors only): Art 270, 271 and 230, 231. design and access independent modes of nating art programs in grades K-12, with empha- Maximum 12 credits. analysis. Students learn to clarify ideas/images in sis on organizing demonstrations, lectures, and Art 485 a personal body of work. Role of theory and crit- visual presentations. Observations at various Studio Art Seminar (2) icism is emphasized. Open to non-majors with school levels. Seminars and participation in A required class for studio artists. Explores spe- instructor’s consent. Prerequisites (for art and art intercultural, special, and individualized educa- cial topics in contemporary art and issues of fur- history majors only): one-term of upper-division tion applied to art. Research into the art commu- ther professional development in the visual arts. painting and one-term of upper-division draw- nity as a resource, art as a career, and art and Various contemporary theoretical issues and art ing. Maximum: 12 credits. technology. Developing courses of study that world practices will be taught. Prerequisite: Art 492/592 sequence a program balance with two- and upper-division standing in art. Intended for art Advanced Drawing Mixed Media (4) three-dimensional studio experiences, art his- majors only. Maximum: 4 credits. Represents the culminating experience in drawing tory, appreciation, and methods of criticism †Art 488/588 and mixed media. Students are expected to appropriate to student level. Art 514, art educa- Advanced Sculpture Welding (4) develop a unified body of work that reflects and is tion methods of instruction, organization of art Constructivist approaches to working with the informed by art history and contemporary theory. materials and tools. Art 515, technology (media- focus on steel. Welded metal sculpture fabrica- Prerequisite: Art 391. Maximum 8 credits. computer) application to art, research in field for tion using gas, electric, and heliarc welding † art education, art history, multicultural art Art 494/594, 495/595, 496/596 resources, world issues in art education. Art 516: methods. Experimental materials, methods, and Advanced Sculpture Topics (4, 4, 4) concepts optional, consistent with the facilities Art 494/594, 495/595: series of rotating topics philosophy of art education, problems in field of and circumstances. Maximum: 12 credits. Pre- that address current conceptual approaches and art education. Prerequisite: Art Department requisite: 12 credits in elementary sculpture. issues in the arts including: installation, site spe- portfolio review required for admission. †Art 489/589 cific, space/body, language, and materials. Art Advanced Sculpture Casting (4) 496/596 independent projects: acting as a cap- Bronze casting using the lost wax investment stone course within the concentration the stu- method. Experimental materials, methods, and dent will be expected to develop their own concepts optional, consistent with the facilities and circumstances. Maximum: 12 credits. Pre- requisite: 12 credits in elementary sculpture. Music
231 Lincoln Hall classical performance, jazz, performance 503-725-3011 Undergraduate pedagogy, music history, ethnomusicology www.fpa.pdx.edu/music.html programs theory, conducting, composition and music education are available for PSU students The Department of Music is located within who live in the community or in campus B.A., B.S.—Music the hub of musical activity in the Pacific Minor in Music; Minor in Jazz Studies housing. Northwest, only three blocks from the Faculty members in the Department of B.M.—Performance; Concentration in Jazz Portland Center for the Performing Arts. It Studies Music are internationally recognized per- maintains close ties to the Oregon formers, conductors, composers, and Music Education Certification Symphony, Portland Opera, Portland Program (K-12) scholars. From the beginning of their stud- Symphonic Choir, and Portland Youth M.A.T., M.S.T.—Music ies, music majors and minors study with Philharmonic, among other organizations. M.M.—Performance; Conducting some of the finest faculty in the nation in Faculty and students alike interact with the string, wind, percussion, piano, and these performing organizations in various vocal areas. Standards are high as students ways. Both traditional and innovative pursue the conservatory-like Bachelor of musical opportunities through the study of
†500-level classes intended for M.F.A. students only 278 P ORTLAND STATE UNIVERSITY
Music degree or the more general Bachelor The credits in applied music are divided the professional music degree (Bachelor of of Arts or Science in Music. After gradua- 3 credits at each level. With departmental Music in performance with a jazz empha- tion, students continue in our excellent approval this distribution may be altered; sis) must complete the following courses: graduate programs or enter other excellent however, a minimum of 6 of the 12 credits Credits graduate programs, often as teaching assis- must be completed at the upper-division Mus 111, 112, 113 Music Theory I ...... 9 † tants, or pursue careers in studio or public level. A minimum of 6 of the 12 credits of Mus 114, 115, 116 Sight-Singing/Ear school teaching. Our graduates have con- Training ...... 3 band, orchestra, or chorus must be com- Mus 191, 192, 193 Classical Piano...... 6 sistently demonstrated their excellence in pleted at the upper-division level. A piano Mus 46 Piano Proficiency Exam ...... (no credit) the fields of performance, conducting, proficiency examination is also required of Mus 203 Music in the Western World ...... 4 composition, and/or scholarship. Many are all music majors before entering Music Mus 211, 212, 213 Music Theory II ...... 9 leaders in music around the Northwest and Theory II (Mus 211). Mus 320 Fundamentals of Conducting ...... 2 elsewhere. Mus 214, 215, 216 Sight-Singing/Ear Requirements for Bachelor of Music. Training and Keyboard Harmony ...... 3 Programs in the Department of Music In addition to meeting the general Univer- Mus 304, 305, 306 Music History ...... 12 are accredited by the National Association sity degree requirements, music majors Mus 271, 272, 273 Jazz Improvisation...... 6 of Schools of Music. The department offers seeking the professional music degree Mus 471, 472, 473 Advanced Jazz many courses for the non-major, including: Improvisation...... 6 (Bachelor of Music in performance) must Mus 355 Jazz History...... 4 applied music, ensembles, Basic Materials, complete the following courses: ‡ Music Theory I, Music in the Western MuP 190, 290, 390, 490 Applied Music Credits (6 credits of 390 and 6 credits of 490)...... 24 World, History of Rock, Jazz History, Mus 198 Jazz Lab Band ...... 6 Mus 111, 112, 113 Music Theory I ...... 9 Mus 394 Chamber Music Jazz Combos...... 6 Guitar History, World Music, and American †Mus 114, 115, 116 Sight-Singing/Ear Training...... 3 Mus 398 Jazz Lab Band ...... 6 Musical Traditions. Mus 46 Piano Proficiency Exam...... (no credit) Mus 424, 425, 426 Instrumental Jazz Mus 203 Music in the Western World ...... 4 Arranging ...... 6 Mus 191, 192, 193 Class Piano ...... 6 Mus 474, 475 MIDI Applications ...... 4 Mus 211, 212, 213 Music Theory II ...... 9 ◊ Admissions Mus 188 Performance Attendance...... no credit Mus 214, 215, 216 Sight Singing/Ear Mus 48 Junior Recital ...... no credit requirement Training and Keyboard Harmony...... 3 Mus 49 Senior Recital...... no credit Mus 304, 305, 306 Music History II ...... 12 Admission to the department is based on Electives ...... 7 general admission to the University. See Four credits selected from the following: ...... 4 Mus 355 Jazz History Total 123 “Admission requirements” on page 43 for Mus 374, 375 World Music more information. Mus 376 American Music Traditions Requirements for minor. To earn a Mus 311 Counterpoint ...... 2 minor in music, a student must complete Four credits selected from the following: ...... 4 35 adviser-approved credits (17 credits Degree requirements Mus 312 Counterpoint must be in residence at Portland State Mus 318 Instrumental Arranging Requirements for Bachelor of Arts and University), to include the following: Mus 319 Choral Arranging Bachelor of Science. Students are required Mus 414, 415 Composition I Credits to take an audition before entering depart- Mus 314, 315, 316 Harmonic and Structural Mus 111, 112, 113 Music Theory I ...... 9 mental programs as a music major. Analysis ...... 6 †Mus 114, 115, 116 Sight-Singing/Ear Students seeking the B.A. or B.S. in Mus 320 Fundamentals of Conducting ...... 2 Training ...... 3 Mus 481 Pedagogy ...... 3 Mus 203 Music in the Western World ...... 4 music must complete the following courses: #Mus 194, 394 Chamber Music ...... 6 ‡MuP 190 Applied Music ...... 3 Credits ‡Mus 195, 395 Band; Mus 196, 396 ‡Mus 195 Band; Mus 196 Orchestra; Mus 111, 112, 113 Music Theory I ...... 9 Orchestra; Mus 197, 397 Chorus...... 12 Mus 197 Chorus ...... 6 †Mus 114, 115, 116 Sight-Singing/Ear Training ...... 3 ‡MuP 190, 290, 390, 490 Applied Music Upper-division Music History or World Mus 46 Piano Proficiency Exam...... (no credit) (minimum of 6 credits of 490) ...... 24 Music ...... 4 ◊ ‡ Mus 203 Music in the Western World ...... 4 Mus 188 Performance Attendance (required MuP 290 Applied Music ...... 3 Mus 211, 212, 213 Music Theory II ...... 9 through MuP 390)...... (no credit) Mus 188 Performance Attendance Mus 48 Junior Recital (30 minutes (6 terms) ...... (no credit) Mus 214, 215, 216 Sight Singing/Ear ‡ Training and Keyboard Harmony...... 3 minimum) ...... (no credit) Mus 395 Band; Mus 396 Orchestra; Mus 397 Chorus ...... 3 Mus 304, 305, 306 Music History ...... 12 Mus 49 Senior Recital ...... (no credit) Four credits selected from the following: ...... 4 Elective music courses to be taken from the following areas: Music History, Music Literature, Total 35 Mus 355 Jazz History Composition, Theory, World Music, Applied Music, Requirements for minor in jazz stud- Mus 374, 375 World Music Pedagogy, Practicum, Mus 376 American Music Traditions Conducting, additional Ensemble ies. To earn a minor in jazz studies, a stu- ‡Mus 195, 395 Band; Mus 196, 396 Orchestra; Mus Performance, Instrumental Techniques ...... 14 dent must complete 35 adviser-approved 197, 397 Chorus ...... 12 Mus 351 Accompanying (required of piano majors credits (17 credits must be in residence at ‡MuP 190, 290, 390, 490 Applied Music only in lieu of 2 credits of Mus 395, (minimum of 6 upper-division credits) ...... 12 Mus 396, or Mus 397)...... (2) Portland State University), to include the Mus 351 Accompanying (required of piano majors following: Total 123 only in lieu of 2 credits of Mus 395, Credits Mus 396, or Mus 397)...... (2) A minimum of 6 of the 12 credits of ‡MuP 190 Applied Music ...... 3 §Mus 47 Final Project or Mus 48 Junior ‡ Recital ...... (no credit) large ensemble must be completed at the MuP 290 Applied Music ...... 3 ◊Mus 188 Recital Attendance (required upper-division level. Mus 111, 112, 113 Music Theory I ...... 9 †Mus 114, 115, 116 Sight-Singing/Ear Training...... 3 through MuP 390) ...... (no credit) Requirements for Bachelor of Music in ◊ Music Electives ...... 8 performance with jazz emphasis. Mus 188 Performance Attendance (Six terms are In addi- required) ...... 0 Total 76 tion to meeting the general University degree requirements, music majors seeking
†Concurrent enrollment in Mus 111, 112, and 113 is required. ‡Music majors and minors and jazz majors and minors must enroll in Applied Music and the related large ensemble (Mus 195/395, 196/396, 197/397, 198/398) each term. §All B.A./B.S. candidates must complete a final project consisting of one of the following: a half recital (Mus 48); a 20-minute performance; a performance project; or regular performance on area recitals. ◊To be taken concurrently with Applied Music each term through completion of MuP 390. Student attends eight performances. #Related chamber ensemble. S CHOOL OF FINE AND PERFORMING ARTS 279
†Mus 198 Jazz Lab Band...... 6 All of the following: Mus 203 Music in the Western World...... 4 Graduate Mus 511 Research Methods (Music) ...... 3 Mus 355 Jazz History...... 4 Mus 520 Analytical Techniques ...... 3 MuP 590 Applied Music ...... 2 † programs Mus 398 Jazz Lab Band ...... 3 MuP 591 Applied Music-Secondary Advisers: B. Browne, R. Dobson, H. Gray, D. Jimer- Instrument (may substitute MuP 590 Total 35 son, S. Martin, M. Shotola (Graduate Coordinator), credits with adviser approval) ...... 2 T. Stanford, W. Tuttle Ensemble: Chosen with advice of graduate All courses used to satisfy the depart- faculty ...... 3 ment major or minor requirements, The Department of Music offers graduate Education/Pedagogy (chosen with adviser’s whether taken in the department or else- work in music leading to the degrees of assistance) ...... 9 Master of Music (M.M.) in performance Elective Studies ...... 10 where, must be graded C or above. Music electives chosen from the following areas: and Master of Music in conducting, as well applied music, theory, arranging, composition, MUSIC EDUCATION: as a Master of Arts in Teaching (M.A.T.) music history, world music, music literature, peda- CERTIFICATION PROGRAM (K-12) gogy, education, conducting, or additional ensem- and a Master of Science in Teaching ble performance Advisers: B. Browne, D. Jimerson (Coordinator), (M.S.T.). The M.A.T./M.S.T. degrees are W. Tuttle general master’s degrees in music. Graduate Total 45 The music education program is a graduate students in music may also pursue recom- M.M. PROGRAM curriculum designed to prepare students mendation for standard certification. This for licensure for teaching in the state of Master of Music in performance Credits curriculum differentiates between special- ◊MuP 590 Applied Music ...... 12 Oregon. The courses listed below are ists in vocal music and instrumental music, Mus 506 Project and Graduate Recital...... 2 undergraduate courses designed to pre- but candidates in both areas complete a Mus 594, 595, 596, 597, 598 Chamber Music and/or Ensemble...... 3 pare the student for the graduate curricu- core of required courses. lum in music education. The student must Mus 520 Analytical Techniques...... 3 Mus 560-566 Music History ...... 4 complete a bachelor’s degree. Mus 530, 531, 533, 534, 536 Music Literature...... 6 Technical courses Credits Admission Mus 581, 582, or 583 Pedagogy...... 3 Mus 235, 236, 237 Percussion, Wind, and Brass Mus 511 Research Methods ...... 3 Methods ...... 3 requirements Electives (Determined in conjunction Mus 318 or 319 Instrumental or with adviser) ...... 9 Choral Arranging ...... 2 For admission to graduate study the stu- Mus 320 Fundamentals of Conducting...... 2 dent must hold a bachelor’s degree repre- Total 45 Mus 321 Instrumental Conducting...... 2 senting a course of study equivalent to that Master of Music in conducting Credits ◊ Mus 324 Choral Conducting ...... 2 pursued by PSU undergraduates in music. Mus 541, 542, 543 Conducting ...... 9 ‡ Mus 328 Introduction to Musical Careers ...... 2 In addition to meeting the general require- Mus 506 Conducting Project...... 3 Mus 332, 333, 334 String Instruments and Vocal/ Mus 520 Analytical Techniques...... 3 Guitar Techniques ...... 3 ments for admission to graduate study in Mus 513 Score Reading ...... 3 ‡Mus 409 Practicum ...... 2 the University, each student must success- Mus 595, 596, 597 Ensemble...... 3 Mus 474 MIDI Applications...... 2 fully take the music entrance examination Mus 522 or 521 Orchestra or Band Arranging...... 3 ‡Mus 484 Music with Children ...... 3 prepared by and administered in the Mus 523 Choral Arranging...... 3 Total 23 Department of Music. Mus 560-566 Music History ...... 4 Mus 530, 531, 532, 533, 534, 536 Music Other music courses Credits M.A.T./M.S.T. PROGRAM Literature ...... 3 Mus 111, 112, 113 Music Theory I ...... 9 Mus 511 Research Methods ...... 3 Music 114, 115, 116 Sight-Singing/Ear All courses used to satisfy graduate require- Electives (Determined in conjunction Training...... 3 ments, whether taken in the department or with adviser) ...... 8 Mus 203 Music in the Western World ...... 4 elsewhere, must be graded B or above. §Mus 188 Performance Attendance Total 45 (Nine terms)...... 0 †Mus 195, 196, 197 Band, Chorus, All degree candidates must take a final Orchestra, or Jazz Lab Band ...... 6 Degree requirements written examination. A final oral examina- Mus 211, 212, 213 Music Theory II ...... 9 tion also may be required. All graduate stu- Mus 214, 215, 216 Sight-Singing/Ear Training and M.A.T./M.S.T. PROGRAM Keyboard Harmony...... 3 Core curriculum Credits dents must receive a grade of B or above in Mus 304, 305, 306 Music History ...... 12 Two of the following: ...... 4 music courses. Mus 395, 396, 397, or 398 Band, Choir, Mus 560 Music History: Medieval Period Orchestra, or Jazz Lab Band ...... 6 Mus 561 Music History: Renaissance Period CONTINUING TEACHING LICENSE MuP 190, 290, 390 Applied Music Mus 562 Music History: Baroque Period Students may elect a program leading to (minimum of 6 credits of MuP 390 are required) 12 Mus 563 Music History: Classical Period the completion of requirements for the Four credits selected from the following: ...... 4 Mus 564 Music History: Romantic Period Mus 355 Jazz History continuing teaching license, but not the Mus 374/375 World Music Mus 565 Music History: Early 20th Century M.A.T. or M.S.T. degree. This nondegree, Music 376 American Musical Traditions Mus 566 Music History: Music Since 1950 license program emphasizes flexibility of Music electives must be chosen by student in con- One of the following: ...... 3 sultation with adviser ...... 8 Mus 532 Band Literature choice from among various upper-division Mus 533 Orchestral Literature and graduate music courses, while includ- Total 76 Mus 534 Choral Literature ing the education components required for Non-music courses Credits One of the following: ...... 3 licensure recommendation as listed on Psy 311 Human Development ...... 4 Mus 521 Band Arranging page 215. Ed 420 Introduction to Education Mus 522 Orchestral Arranging and Society ...... 4 Mus 523 Advanced Choral Arranging A program containing a minimum of 45 approved credits is outlined for each stu- Total 8 One of the following: ...... 3 Mus 541 Advanced Conducting (Instrumental) dent with the assistance of the assigned Mus 542 Advanced Conducting (Choral) adviser. Any deficiencies in the student’s
†Music majors and minors and jazz majors and minors must enroll in Applied Music and the related large ensemble (Mus 195/395, 196/396, 197/397, 198/398) each term. ‡Practicum Mus 409 must be taken with both Mus 328 and 484. §To be taken concurrently with Applied Music each term through completion of MuP 390. Student attends eight performances. ◊Master of Music candidates must continue to register for applied music credits if a performance major, and conducting credits if a conducting major, until the completion of the Graduate Project or Recital, even if this exceeds the 12 credit minimum. 280 P ORTLAND STATE UNIVERSITY
baccalaureate degree program or initial MuP 190 Mus 235, 236, 237 license program which may appear when Applied Music (1-4) Percussion, Woodwind and Brass Instruments (1, 1, 1) compared to departmental and University Freshman year. Individual instruction in organ, piano, harpsichord, voice, guitar, orchestral and A study of the wind and percussion instruments requirements for the basic norm will also band instruments. Maximum: 12 credits. Prereq- of the orchestra and band for students in the be added to the requirements when uisite: approval of faculty applied music teacher education program. making up the planned continuing license supervisor. Mus 261, 262 program. There is no final examination Mus 191, 192, 193 History of Rock Music (4, 4) required for this program. Class Instruction (2, 2, 2) Traces the history and development of a popular Class instruction in instruments or voice. Offer- music style in the United States, Great Britain, ings include piano, guitar, and voice. Students in and other parts of the world. Includes other Courses Mus 193 should be enrolled in Mus 46. types of popular music in the twentieth century. Mus 194 Mus 271, 272, 273 Courses with an asterisk (*) are not offered every year. Chamber Music (1) Jazz Improvisation (2, 2, 2) Mus 101, 102, 103 Instruction in the art of small ensemble perfor- Introduces the fundamentals of jazz improvisa- Basic Materials of Music (4, 4, 4) mance; the established repertory of string, wind, tion. Beginning jazz skills include scales, song Basic course in the theory, structure, and litera- keyboard, or vocal chamber music. Maximum: 6 forms, melodic patterns, and repertoire develop- ture of music, requiring no previous musical credits. Audition may be requested. Prerequisite: ment. Instructor approval required. experience. Includes basic sight-singing, music consent of instructor. MuP 290 reading, writing, score analysis and composition Mus 195 Applied Music (1-4) in a variety of musical styles. For non-majors Band (1) Sophomore year. Continuation of MuP 190. and preparation for students for enrollment in Maximum: 6 credits. Audition may be Maximum: 12 credits. Prerequisites: MuP 190 Music Theory I. requested. and audition. Mus 111, 112, 113 Mus 196 Mus 301, 302 Music Theory I (3, 3, 3) Orchestra (1) Survey of Music Literature (4, 4) Provides a thorough ground-work in the Maximum: 6 credits. Audition may be For non majors; study of the history of music melodic, harmonic, and rhythmic elements of requested. through examination of the literature of particu- music with written exercises and analysis based Mus 197 lar periods as follows: Mus 301: Music from on the styles of Bach, Haydn, Mozart, Chorus (1) 1700 to 1875; Mus 302: Music from 1875 to Beethoven, and other 17th and 18th century Maximum: 6 credits. Audition may be present. composers. Registration in the appropriate requested. Mus 304, 305, 306 Sight-Singing/Ear Training course is required. An Music History (4, 4, 4) entrance placement examination will be given. Mus 198 Jazz Lab Band (1) Intensive analytical study of the history of music Basic Keyboard Skills is recommended for music Performance of jazz literature in a big bandset- in the Medieval and Renaissance Periods (Mus majors and minors. ting. Maximum: 6 credits. Audition may be 304), Baroque and Classical Periods (Mus 305) Mus 114, 115, 116 requested. and Romantic and 20th century periods (Mus Sight-Singing/Ear Training (1, 1, 1) 306). Prerequisites: Mus 113, 203. Studies to develop the ability to sing notation at Mus 199 Special Studies (Credit to be arranged.) Mus 311, 312, 313 sight and to recognize and notate aural patterns. Mus 201, 202 Counterpoint (2, 2, 2) Registration in the appropriate Music Theory I Intensive study of music reflecting the poly- course is required. Introduction to Music (4, 4) Designed for non-majors. Course involves lec- phonic impulse; analysis and application to Mus 125, 126, 127 tures, reading, and listening. Course may exercises in two-, three-, and four-voice counter- Guitar Workshop (2,2,2) emphasize music of different world cultures. point. Prerequisites: Mus 211, 212, 213. A workshop for discussion and applications of Successively the course deals with elements of Mus 314, 315, 316 guitar related topics. Topics to include tech- music and small forms (201), and large forms of Harmonic and Structural Analysis (2, 2, 2) nique, sight-reading, transcribing. Audition may music and categories of musical literature (202). Thorough study of formal analysis, including the be required. phrase unit, period, two- and three-part song Mus 203 Mus 185 Music in the Western World (4) forms, developed ternary forms, sonata, sym- Guitar Orchestra (1) Designed for music majors and others with the phony, concerto, etc. Prerequisites: Mus 211, A large guitar ensemble. Audition may be ability to read music. Introduction to the great 212, 213. required. composers and their compositions within a his- Mus 318 Mus 188 torical framework. Instrumental Arranging (2) Performance Attendance (No credit.) Fundamentals of arranging music for instrumen- The student is expected to attend a minimum of Mus 211, 212, 213 Music Theory II (3, 3, 3) tal ensembles. Emphasis on basic principles of eight live performances approved by the Depart- Continuation of the study of harmony. Introduc- orchestration and their practical applications. ment of Music for each term registered. It is tion to harmonic counterpoint. Composition in Prerequisite: Mus 213. expected that students will register for Perfor- small forms in various 18th, 19th, and 20th cen- Mus 319 mance Attendance concurrently with registration tury idioms. Registration in the appropriate Choral Arranging (2) for Applied Music until the requirement for Per- Sight-Singing/Ear Training and Keyboard Har- Fundamentals of arranging music for vocal formance Attendance is completed. mony course is required. Prerequisites: Mus 46, ensembles. Emphasis on basic principles of Mus 189 113, and 116. SATB writing. Prerequisite: Mus 213. Repertoire Study (1) Mus 320 Study and performance of selected repertoire. Mus 214, 215, 216 Sight-Singing/Ear Training and Keyboard Fundamentals of Conducting (2) Available only to students enrolled in large Harmony (1, 1, 1) The basic principles of conducting as they apply ensemble, chamber music or applied music. Pre- Application of theoretical principles to the key- to both instrumental and vocal ensembles. Basic requisite: consent of instructor. board; understanding more advanced theory baton technique and beat patterns. Development through the keyboard. Elementary score reading, of an independent use of the hands. Fundamen- keyboard harmonization of folk tunes, advanced tals of score reading, both instrumental and work in sight-singing and ear training. Registra- vocal. Prerequisite: Mus 213. tion in the appropriate Music Theory II course is required. Prerequisites: Mus 46, 113, and 116. S CHOOL OF FINE AND PERFORMING ARTS 281
Mus 321 Mus 385 Mus 424/524, 425/525, 426/526 Instrumental Conducting (2) Guitar Orchestra (1) Instrumental Jazz Arranging (2, 2, 2) The principles of conducting and training A large guitar ensemble. Audition may be In-depth study and application of the funda- instrumental organizations. Prerequisite: Mus required. mentals of composing and arranging for small to 320. Mus 389 large jazz ensembles. Subjects included are his- Mus 322 Repertoire Study (1) tory, transposition, instruments, forms, har- Choral Conducting (2) Study and performance of selected repertoire. monic and melodic construction, rhythm The principles of conducting and training choral Available only to students enrolled in large section, voicing, moving harmonization, score organizations. Prerequisite: Mus 320. ensemble, chamber music or applied music. and part preparation, vocal arranging tech- Mus 325, 326, 327 Prerequisite: consent of instructor. niques, rehearsal techniques, and MIDI applica- Guitar Workshop (2, 2, 2) MuP 390 tions. Instructor approval required. A workshop for discussion and applications of Applied Music (1-4) Mus 427/527 guitar related topics. Topics to include tech- Junior year. Continuation of MuP 290. Maxi- Opera Workshop (1) nique, sight-reading, transcribing. Audition may mum: 12 credits. Prerequisites: MuP 290 and A workshop in preparing and performing oper- be required. audition. atic literature for advanced singers. Prerequisite: *Mus 328 Mus 394 consent of instructor through audition. Introduction to Musical Careers (2) Chamber Music (1) Mus 428/528 Introduction to various career choices in music. Instruction in the art of small ensemble perfor- Opera Production (2) Emphasis on music education. Concurrent mance; the established repertory of string, wind, Annual production of a major operatic work. enrollment in an appropriate practicum (Mus keyboard, or vocal chamber music. Maximum: 6 Designed for singers, orchestral instrumentalists, 409) required. Prerequisites: Mus 111, 203. credits. Prerequisite: consent of instructor. and technical support staff in the areas of cos- Mus 332, 333, 334 Mus 395 tuming, set design, and other areas. Casting for Stringed Instruments and Vocal Techniques Band (1) production is by audition during winter quarter. (1, 1, 1) Maximum: 6 credits. Audition may be Mus 430/530 A study of stringed instruments (Mus 332, 333) requested. Song Literature (3) and vocal and guitar techniques (Mus 334). For Mus 396 Study of the solo literature for voice through students in the teacher education program. Orchestra (1) analysis of scores and recordings and live perfor- Mus 351 Maximum: 6 credits. Audition may be mances. Historical perspectives from Elizabe- Accompanying (2) requested. than song to 20th-century art songs. Prerequisites: Mus 304, 305, 306. Theoretical and practical study of the art of Mus 397 accompanying vocal and instrumental solos and Chorus (1) Mus 431/531 performing duo-sonatas. Maximum: 6 credits. Audition may be Chamber Music Literature (3) Mus 355 requested. Historical survey of the music associated with the chamber music repertoire from 1600-1950. Jazz History (4) Mus 398 Examines the development of jazz from its Afri- Jazz Lab Band (1) Emphasis on analysis of scores and recordings. can and European roots and its origins in New Performance of jazz literature in a big band Prerequisites: Mus 304, 305, 306. Orleans to its florescence in Chicago and New setting. Maximum: 6 credits. Audition may be Mus 432/532 York. Covers period from about 1900 to 1960. requested. Band Wind Literature (3) Focuses on important musicians and major A study of literature for ensembles of wind and Mus 399 musical styles. Special Studies (Credit to be arranged.) wind/percussion instruments from about 1600 Mus 360 to the present. Historical perspective will be Mus 401/501 gained through reading, style-analysis, and lis- The Guitar: its History and Music (4) Research (Credit to be arranged.) tening. Attention will be given to the practical This course is designed to explore the origins of Consent of instructor. the guitar by examining its history, repertoire application of band literature in elementary and and performers. The course will look at all Mus 404/504 secondary teaching situations. Prerequisites: Cooperative Education/Internship (Credit Mus 304, 305, 306. aspects of the guitar’s history from the related to be arranged.) ancient Sumerian stringed instruments to the Mus 433/533 modern-day electric guitar. Mus 405/505 Orchestral Literature (3) Reading and Conference (Credit to be Mus 361, 362 arranged.) A historical survey of the music associated with History of Rock Music (4, 4) Consent of instructor. the symphony orchestra from the development Traces the history and development of a popular of each orchestral instrument to the present day. Mus 407/507 Intensive study of those works of great signifi- music style in the United States, Great Britain, Seminar (Credit to be arranged.) cance is achieved through score study and analy- and other parts of the world. Includes other Consent of instructor. Recent topics have sis of several interpretations through recordings. types of popular music in the twentieth century. included Style Analysis; Style Criticism; Music Attention will be given to the practical applica- Mus 374, 375 History; Music in the Elementary School; Semi- tion of orchestral literature in elementary and World Music (4, 4) nar in Composition. Study of the major musical cultures of Asia, the secondary teaching situations. Prerequisites: Mus 408/508 Mus 304, 305, 306. Middle East, and sub-Saharan Africa. Explores Workshop (Credit to be arranged.) social and cultural contexts, instrument types, Mus 434/534 and structural organization of the music. Mus 409/509 Choral Literature (3) Practicum (Credit to be arranged.) Emphasis on listening. This course offers an investigation and analysis Mus 410/510 of literature for choir of all sizes, for secular and Mus 376 Selected Topics (Credit to be arranged.) American Musical Traditions (4) sacred use, particularly in relation to use in Examines the diversity of musical traditions Mus 414/514, 415/515, 416/516 public school at the junior high and high school found in American history and culture. Included Composition (2, 2, 2) levels and in church choir situations. A survey of are African American, Anglo-American, The course involves the study of 20th century the development of choral literature from c. Hispanic, and Native-American musical composition techniques. Students will compose 1400 to the present, with examples via listening cultures, in the areas of folk, popular, and classi- chamber works using techniques studied in the and study of scores, will be included. Prerequi- cal music genres. class. Prerequisites: Mus 311, 312, and 316. sites: Mus 304, 305, 306. Mus 381 Music Fundamentals (4) Basic musicianship for the elementary teacher. 282 P ORTLAND STATE UNIVERSITY
Mus 436/536 and theoretical skills and at least one year of Mus 521 Opera Literature (3) music history. Concurrent enrollment in an Advanced Band Arranging (3) An intensive study of the development of opera appropriate practicum (Mus 409) required. Designed to develop fundamental skills in in western music, from the works of Monteverdi Prerequisite: upper-division standing in music. arranging music for concert, marching and stage in the early 17th century to the important operas bands, and small wind and/or percussion Mus 485/585, 486/586, 487/587 of this century. Prerequisites: Mus 304, 305, Diction for Singers: Italian, German, and ensembles, such as those encountered in the 306. French (2, 2, 2) public schools. Transcription skills also will be Mus 437/537, 438/538 Designed for singers and other musicians inter- studied. Emphasis will be on practical applica- Keyboard Literature (3, 3) ested in classical vocal literature in Italian, Ger- tion of material presented. Prerequisite: success- A study of Baroque, Classical, Romantic, and man, and French. It presents the principles of ful completion of the department’s graduate Twentieth Century literature for keyboard lyric diction and provides practice in the skills entrance examination. instruments. In addition to providing an over- needed to sing the language correctly, idiomati- Mus 522 view of the historical development of keyboard cally, and expressively. Advanced Orchestral Arranging (3) music, specific works from the repertoire of each MuP 490 Instruction in writing for instruments used in period will be selected for intensive study and Applied Music (1-4) large orchestras, showing basic techniques of performance. Intended primarily for piano or Senior year. Continuation of MuP 390. Maxi- scoring for string quartet, woodwind and brass harpsichord majors. Prerequisite: by audition. mum: 12 credits. Prerequisites: MuP 390 and quintet, and percussion ensemble. Practical *Mus 439/539 audition. application through scoring of piano music for various orchestral groups of the nature and capa- Instrumental Literature (3) MuP 491/591 An intensive study of the development of litera- Applied Music in Secondary Area (1-2) bility found in the public schools. Prerequisite: ture for various individual or groups of instru- Private instruction in voice, keyboard, guitar, successful completion of the department’s gradu- ments (e.g., flute, clarinet, oboe, bassoon, and orchestral or band instruments, not to ate entrance examination. saxophone, trumpet, horn, trombone, tuba, vio- include the student’s major performance area in Mus 523 lin, viola, cello, bass, percussion, brass, wood- order to extend the performance skills of the Advanced Choral Arranging (3) winds, strings). The course may be listed with music specialist in the public schools. Graduate Study of voice types, text setting, and techniques the specific instrument in the title. Prerequisites: students not passing MuP 590 audition will be of writing for various combinations of voices. Mus 304, 305, 306. assigned MuP 591. Practice in arranging melodies for two-, three, and four-part choruses, mixed and unmixed, Mus 441/541, 442/542, 443/543 Mus 503 Advanced Conducting (3, 3, 3) Thesis (Credit to be arranged.) such as those encountered in the public schools. A study of technical and interpretative problems Prerequisite: successful completion of the Mus 506 department’s graduate entrance examination. encountered in the rehearsal and conducting of Graduate Project or Recital (2-3) standard symphonic or choral literature. Experi- Final conducting project or performance recital *Mus 560 ence in conducting this literature. Particular required for all Master of Music degrees. Music History: The Medieval Period (2) attention given to the problems facing the public Intensive, analytical study of the history of music school music director. Prerequisite: Mus 321 or Mus 511 of the Middle Ages and its relationship to con- Music Research Methods (3) temporary historical events. Prerequisite: suc- 322. A systematic study of research techniques and cessful completion of the department’s graduate Mus 451/551, 452/552 materials in music history, literature, and music entrance examination. Normally limited to grad- Advanced Keyboard Skills (3, 3) education. Emphasis on the use of library uate music majors only. This course investigates and applies advanced resources and practical applications of research theoretical concepts to keyboard playing and techniques. Prerequisite: graduate standing in *Mus 561 improvisation. Applications include sightread- music. Music History: The Renaissance Period (2) ing, transposition, harmonization, and figured Intensive, analytical study of the history of music bass reading. Prerequisite: by audition. Mus 512 from 1400 to 1600 and its relationship to con- Graduate Theory Review (3) temporary historical events. Prerequisite: suc- Mus 471/571, 472/572, 473/573 A course designed for graduate students who cessful completion of the department’s graduate Advanced Jazz Improvisation (2, 2, 2) need to review their knowledge of basic theoreti- entrance examination. Normally limited to grad- Advanced concepts of jazz improvisation. Princi- cal concepts. Can be taken for credit but will uate music majors only. ples of pentatonics, diminished harmonies, not be applied toward completion of degree inside-outside playing, synthetic scales, and free requirements. *Mus 562 improvisation. Instructor approval required. Music History: The Baroque Period (2) Prerequisites: Mus 271, 272, and 273. Mus 513 Intensive, analytical study of the history of music Score Reading (3) from 1600 to 1750 and its relationship to con- Mus 474/574, 475/575 Techniques for reading and studying scores with temporary historical events. Prerequisite: suc- Midi Applications (2, 2) a goal of performance. Study of the fundamentals of MIDI and com- cessful completion of the department’s graduate puter music programs. Includes work on synthe- Mus 514 entrance examination. Normally limited to grad- Grad History Review (3) uate music majors only. sizers, sequencing, and notation software. A course designed for graduate students who * Prerequisite: consent of instructor. need to review their knowledge of basic histori- Mus 563 Mus 481/581, 482/582, 483/583 cal concepts of music. Can be taken for credit Music History: The Classical Period (2) Intensive, analytical study of the history of music Pedagogy (3, 3, 3) but will not be applied toward completion of from 1750 to 1825 and its relationship to con- Methods, materials, curriculum, and philosophi- degree requirements. temporary historical events. Prerequisite: suc- cal bases for teaching in a private studio and * classroom with focus on individual and group Mus 517, 518, 519 cessful completion of the department’s graduate Advanced Harmony (2, 2, 2) instruction. Prerequisites: Mus 213, 216, 304, entrance examination. Normally limited to grad- A study of the harmonic practices of the late uate music majors only. 305, 306. 19th and 20th centuries. Written work, analysis, * Mus 484/584 and theoretical research. Prerequisite: Mus 316. Mus 564 Music with Children (3) Music History: The Romantic Period (2) Methods and materials for teaching general Mus 520 Intensive, analytical study of the history of music Analytical Techniques (3) from 1825 to 1900 and its relationship to con- music classes in the elementary school. Designed A study of the formal structure of musical com- for the music specialist; required of all students temporary historical events. Prerequisite: suc- positions of various styles with the purpose of cessful completion of the department’s graduate who seek a basic teaching certificate in music. It discovering the sources of unity, variety, order, is presupposed that all students have performing entrance examination. Normally limited to grad- and expression present in them. Prerequisite: uate music majors only. successful completion of the department’s gradu- ate entrance examination. S CHOOL OF FINE AND PERFORMING ARTS 283
*Mus 565 Mus 589 Mus 597 Music History: Early 20th Century (2) Advanced Instrumental Methods (3) Chorus (1) Intensive, analytical study of the history of music Designed for the experienced teacher. In addi- Maximum: 6 credits. Prerequisite: graduate from 1900 to 1950 and its relationship to con- tion to studies of current methods and trends in standing in music. temporary historical events. Prerequisite: suc- instrumental music teaching, the course also Mus 598 cessful completion of the department’s graduate provides a forum for problem solving and deal- Jazz Lab Band (1) entrance examination. Normally limited to grad- ing with special issues and problems in current Performance of jazz literature in a big bandset- uate music majors only. music education. ting. Maximum: 6 credits. Prerequisite: graduate *Mus 566 MuP 590 standing in music. Music History: Music Since 1950 (2) Applied Music (1-4) Intensive, analytical study of the history of music Individual instruction in organ, piano, harpsi- since 1950 and its relationship to contemporary chord, voice, guitar, and orchestral and band Noncredit historical events. Prerequisite: successful com- instruments. Maximum: 12 credits. Prerequi- Mus 46 pletion of the department’s graduate entrance site: audition. Piano Proficiency Exam (No credit) examination. Normally limited to graduate Mus 594 Mus 47 music majors only. Chamber Music (1) Final Project (No credit) Mus 588 Instruction in the art of small ensemble perfor- All Bachelor of Arts and Bachelor of Science Advanced Choral Methods (3) mance; the established repertory of string, wind, degree candidates must complete a final project Designed for the experienced teacher. In addi- keyboard, or vocal chamber music. Maximum: 6 consisting of one of the following: (1) a half tion to studies of current methods and trends in credits. Prerequisite: graduate standing in music. recital, (2) a performance project, (3) regular choral music teaching, the course also provides a Mus 595 performances on area recitals. forum for problem solving and dealing with spe- Band (1) Mus 48 cial issues and problems in current choral music Maximum: 6 credits. Prerequisite: graduate Junior Recital (No credit) education. standing in music. Required for students in the Bachelor of Music in Mus 596 Performance program. Public recital during the Orchestra (1) junior year (30 minutes minimum). Maximum: 6 credits. Prerequisite: graduate Mus 49 standing in music. Senior Recital (No credit) Music majors must present all or part of a recital during their senior year. Theater Arts
127 Lincoln Hall lence. Faculty are active participants in the Credits 503-725-4612 metropolitan and regional theater commu- TA 111, 112 Technical Theater I and II...... 6 TA 114, 115 Technical Theater Production www.fpa.pdx.edu/theaterart.html nity and have worked and continue to I and II ...... 2 work as actors, directors, designers, and TA 141, 142 Acting I and II ...... 8 B.A., B.S. consultants for many of the area’s profes- TA 252 Stage Makeup ...... 2 Minor sional theaters. Because of Portland State’s TA 301 Script Analysis...... 4 Secondary Education Program urban location, students in the department TA 311 Scene Design I ...... 4 TA 316 Technical Theater Lab ...... 2 M.A., M.S.—Theater Arts have been able to work in and for local the- TA 321 Intro to Costume Design...... 4 ater companies and are encouraged to do TA 364 Directing I ...... 4 so. TA 464, 465 Development of Dramatic Art Undergraduate Both majors and minors are urged to I and II ...... 8 plan their program with an adviser from 12 credits chosen from the following: ...... 12 programs TA 330 Multicultural Theater Theater Arts no later than the beginning of TA 467, 468 Modern Theater I and II Through classroom study, studio/labora- their first term of junior standing. TA 471 Theater History: Periods/Topics tory preparation, and University Theater TA 472 Theater History: Major Figures production, the Department of Theater 4 credits of TA 353 Workshop Theater II: Acting- Admissions Directing, TA 354 Workshop Theater II: Technical Arts is committed to providing liberal-arts Theater, TA 355 Theater Workshop II: Mangement/ based preprofessional training which effec- requirement Public Relations, with a maximum of 2 credits in tively balances theory and practice. Stu- any one. Workshop credits in excess of this maxi- Admission to the department is based on mum may be used to satisfy elective and general dents seeking professional or educational requirements...... 4 general admission to the University. See careers, preparing for advanced degree pro- 20 elective credits from the theater arts curriculum “Admission requirements” on page 43 for with at least 12 carrying numbers 300 or above .. 20 grams, or pursuing nonmajor study of the more information. arts will participate in a production pro- 80 gram encompassing new, modern, and In fulfilling the 20 credit elective requirement, the classic works interpreted to confront and Degree requirements theater arts major, depending on area of interest illuminate the diverse concerns of contem- and career aspirations, will select one of 3 options: Requirements for major. In addition to the general option; the performance option; the porary life. design/technical theater option. The theater arts faculty encourages a meeting the general University degree firm grounding in all aspects of theater and requirements, the major in theater arts will The student who chooses the general option should select 20 elective credits from the theater emphasizes the need for individual excel- meet the following requirements: 284 P ORTLAND STATE UNIVERSITY
arts curriculum with at least 12 credits carrying TA 101 Theater Appreciation, TA 131 for a career in the professional theater and/ numbers 300 or above. Understanding Movies, and TA 135 Classic or further degree work in a Master of Fine The student who chooses the performance option Movies. Arts theater program. should select from the following recommended All master’s degree students must suc- courses: SECONDARY EDUCATION PROGRAM cessfully complete a minimum of 45 gradu- Credits Adviser: W.M. Tate ate credits with at least 33 credits of TA 144 Voice for the Actor I ...... 3 It is imperative that the student who wishes approved courses in theater arts. Twelve TA 147 Movement for the Actor ...... 3 to teach theater arts in secondary school be TA 241 Improvisational Acting I ...... 3 credits may be taken in approved areas TA 341, 342 Intermediate Acting I and II ...... 8 in contact with the Department of Theater outside the Department of Theater Arts. In TA 346 Stage Dialects...... 4 Arts secondary education adviser as early addition, the student must successfully TA 455 Directing II...... 4 as possible, so that various options and complete one of the following projects, for The student who wants to focus on the design/ requirements can be fully explained and a which no fewer than 6 graduate credits in technical theater option should selct from the rec- program of study developed. theater arts will be given: (1) a research ommended courses in one of three tracks: scenog- thesis on an approved topic from the fields raphy, lighting, or costume. of theater history, theory, practice, or dra- Recommended courses in the scenography track Graduate matic literature and criticism; (2) two include: program papers of appropriate length on subjects TA 312 Scene Painting (3) chosen from the fields of theater history, TA 313 Scene Design II (3) The Theater Arts Department offers the TA 314 Lighting Design I (3) theory, practice, or dramatic literature and TA 317 Theater Technologies (2) degrees of Master of Arts and Master of criticism; (3) a project in directing, scene TA 414 History of Decor (4) Science. The program of each graduate design, lighting design, acting, or costume TA 421 Costume Design (3) student is planned in consultation with the design; or (4) the composition of two one- TA 430 Scene Design III (3) departmental adviser. act plays or one full-length play. An oral Recommended courses in the lighting track include: examination is required. TA 313 Scene Design II (3) Admission The Master of Arts student must dem- TA 314 Lighting Design I (3) onstrate competence in the use of a foreign TA 317 Theater Technologies (2) requirements language and will typically complete the TA 408 Workshop (2) TA 421 Costume Design (3) A prospective student shall be admitted to degree program with a thesis, playwriting, TA 435 Lighting Design II (3) graduate study after the department has or two paper project. The Master of Science TA 472 Theater History: Appia/Craig (4) reviewed the student’s qualifications and student must demonstrate expertise in Recommended courses in the costume track recommended acceptance into the specific skills pertaining to either advanced theater include: degree program. performance or design and will typically TA 313 Scene Design II (3) The prospective M.A./M.S. graduate complete the degree program with a TA 325 Costume Construction (4) student who, after initial admission to the project in directing, acting, scene design, TA 326 Pattern Development (4) graduate program, does not enroll for costume design or lighting design, a project TA 421 Costume Design (3) in playwriting, or a two-paper project. TA 425, 426 History of Dress I and II (8) classes within one calendar year shall have Courses taken under the undifferenti- admission to the degree program canceled. ated grading option (pass/no pass) will not Courses be accepted toward fulfilling department Degree requirements major requirements. Courses with an asterisk (*) are not offered every year. At least 16 credits of upper-division University master’s degree requirements are TA 101 theater arts courses, including 2 credits listed on page 69. Specific departmental Theater Appreciation (4) requirements are listed below. This course is intended as a general introduction from TA 353, TA 354, and/or TA 355, must to the art of the theater: acting; directing; play- be taken in residence at Portland State Master of Arts or Master of Science. Prospective graduate students who plan to writing; scenic, costume, and lighting design. University. Emphasis is placed on theater as a performing Requirements for minor. To earn a earn an M.A. or M.S. degree should present art today rather than upon the history or origins minor in theater arts a student must com- a minimum of 24 credits in theater arts, of the theater. The class, in part, involves atten- plete 28 adviser-approved credits (12 cred- including 8 credits in acting, 4 credits in dance at live performances and events in the its must be taken in residence at Portland directing, 8 credits in technical theater, and Portland area. State University), to include the following: 4 credits in costuming, or equivalent com- TA 111, 112 petencies as determined by the depart- Technical Theater I, II (3, 3) Credits ment. Individual students may be required First term of sequence concerns the planning One of the following sequences: ...... 8 and building of sets and stage properties, and TA 111, 112 Technical Theater I and II taken with to complete additional graduate and TA 114, 115 Technical Theater Production (8) undergraduate courses to make up for the production organization skills needed to TA 141, 142 Acting I and II (8) deficiencies. mount theatrical productions. Second term adds Theater Arts electives elements of stage lighting, scene painting, and (at least 12 upper-division) ...... 16 The Master of Arts degree is recom- theater sound. Both terms require a three-hour Four credits chosen from: ...... 4 mended for students who want to focus lab period per week and participation in depart- TA 464, 465 Development of Dramatic Art I and II their graduate study on research and schol- mental productions presented that term. Must TA 467, 468 Modern Theater I and II arship in the history, literature, and criti- be taken in sequence. TA 471, 472 Theater History cism of the theater and who may also plan TA 114, 115 Total 28 to continue their graduate work in a doc- Technical Theater Production I, II (1, 1) toral program in theater. The Master of Sci- Attached lab to TA 111, 112 will combine Courses taken under the undifferenti- skills in practical construction of stage sets with ated grading option (pass/no pass) will not ence degree is suggested for students who wish to focus more intensively on perfor- actual production experience on department be accepted toward fulfilling department productions. minor requirements, with the exception of mance and production areas in preparation S CHOOL OF FINE AND PERFORMING ARTS 285
TA 131 TA 301 *TA 325 Understanding Movies (4) Script Analysis (4) Costume Production (2) An introductory course in film appreciation with Examination and analysis of fundamental princi- A study and practical application of stage cos- special emphasis on cinema as a dramatic art. ples of dramatic structure, form, and style tume construction techniques, beginning and Elements to be considered will include cinema- through study and analysis of representative advanced. Students will participate in the con- tography, performance, edited image, and plays selected from major periods. Emphasis on struction of costumes for departmental produc- sound. Selected films will be shown. the production implications of selected texts. tions. Recommended prerequisite: 3 credits of TA 135 TA 305 theater arts. Maximum 6 credits. Classic Movies (4) Understanding Theater (4) *TA 326 Study and analysis of representative films with An investigation of theater designed to develop a Pattern Development (1-4) special emphasis on the importance of directo- heightened awareness of how the theater arts A study and practical application of the methods rial concept and the screenplay. Relationships express and communicate ideas and experiences. for creating patterns for theatrical costumes, between film and theater will be examined. To expand critical awareness of the process by including flat drafting, draping, and period pat- TA 141, 142 which theater creates meaning and communi- tern adaptation. Prerequisites: TA 325. Recom- Acting I, II (4, 4) cates through performance to contemporary mended: TA 321. This sequence is concerned with both the audiences. Course will examine the dynamic *TA 327 method and the techniques of the actor. Must be relationship between theater and the society it Costume Technology (1-4) taken sequentially. Students are urged to present both mirrors and influences. A study and practical application of costume themselves in public performance during the TA 311 craft and decorative techniques, including fabric sequence. Scene Design I (4) dyeing and painting and accessories fabrication. TA 144 A study of visual arts principles as related to Recommended prerequisite: TA 321. Voice for the Actor I (3) scenic design. Projects in stage geography, design TA 330 An introductory course in basic principles and composition, and visual imagery are used to Multicultural Theater (1-4) techniques of voice production specifically for develop the student’s communication skills in Exploration of the diversity of our society stage performance including physiology, breath the area of scenic design. Prerequisites: TA 111, through theater—comparing and contrasting the support and resonance, articulation and 112, 301, 316. Recommended: TA 114 and 115. works of certain ethnic specific writers and those projection. *TA 312 writers often considered to be in the mainstream *TA 145 Scene Painting (3) of the modern theater. Acting Workshop (2) Training to extend the student’s basic skills in TA 341, 342 Rehearsal, performance, and analysis of scenes traditional methods and techniques of scene Intermediate Acting (4, 4) directed by Directing I students for studio pre- painting. Prerequisites: TA 111, 112. Recom- Study and practice in acting technique, scene sentation and critique. Prerequisite: TA 141. mended: TA 114, 115, and 316. analysis, and interpretation of dramatic materials Maximum: 6 credits. TA 313 for performance. Must be taken in sequence. *TA 146 Scene Design II (3) Prerequisites: TA 141, 142. Acting/Playwriting Workshop (3) Basic principles of scenic design for the theater. *TA 344 Readings, discussions, and walk-throughs of Prerequisite: TA 311. Voice for the Actor II (3) plays written by Playwriting II students. Prereq- *TA 314 An intermediate course in the principles of voice uisite: TA 142. Lighting Design I (3) production for the stage, concepts and tech- TA 147 Practical and theoretical study of lighting the niques for adapting the voice to various stage Movement for the Actor (3) stage. Developing student awareness of how environments, and techniques necessary for ana- Introduction to concepts and techniques of the- light affects objects in the theater laboratory and lyzing stage speech problems and developing atrical movement and physical theater. Will uti- the crafting of intelligent lighting plots. Prerequi- appropriate solutions. Prerequisite: TA 144. lize a variety of relaxation, centering, stylization, sites: TA 112, 301, 316. *TA 346 and imagery exercises designed to increase body TA 316 Stage Dialects (4) awareness and expressiveness. Skills in ensem- Technical Theater Lab (2) An introduction to the method and techniques ble, mime, mask, and light acrobatics will be Laboratory course designed to allow students to of dialect production for theatrical performance, developed. further develop stagecraft skills and gain addi- including a survey of basic American, English, TA 199 tional practical production experience. Prerequi- and European dialects. Special Studies (Credit to be arranged.) site: TA 111, 112. Recommended: TA 114 and TA 353 TA 241, 242 115. Workshop Theater II: Acting-directing (1-3) Improvisational Acting I, II (3, 3) *TA 317 Workshop in acting-directing. Maximum: 6 Seeks to acquaint the student through exercises, Theater Technologies (2) credits toward major requirements. Prerequisite: theater games, and study of basic techniques for The study and practical application of advanced consent of instructor. creative role playing with the skills and tech- techniques and materials in all aspects of stage- TA 354 niques necessary for improvisational acting and craft, including drafting and drawing for the Workshop Theater II: Technical Theater development of material for public performance. scene shop, the organization and planning of (1-3) Must be taken in sequence. scenery construction within a production calen- Workshop in technical theater. Maximum: 6 TA 252 dar, and problem solving on current department credits toward major requirements. Prerequisite: Stage Makeup (2) productions. Prerequisites: TA 111, 112, 316. consent of instructor. A study of the basic principles of the art and Recommended: TA 114, 115 TA 355 technique of stage makeup. TA 321 Workshop Theater II: Management And TA 253 Introduction to Costume Design (4) Public Relations (1-3) Workshop Theater I (1-3) An introduction to the theory, techniques, and Workshop in theater management and public Training in theater production through the design principles of contemporary stage cos- relations.Maximum: 6 credits toward major intensive study and rehearsal of scenes and tumes. Prerequisites: TA 111, TA 301. requirements. Recommended prerequisite: con- plays. Maximum: 12 credits. sent of instructor. TA 299 TA 364 Special Studies (Credit to be arranged.) Directing I (4) Study and practice in play analysis and directing of scenes. Prerequisites: TA 141, 142, 301. 286 P ORTLAND STATE UNIVERSITY
TA 370 *TA 425/525, 426/526 TA 467/567, 468/568 Topics: Theater, Media, and Culture (4) History of Dress I, II (4, 4) Modern Theater I, II (4, 4) Study of a variety of dramaturgical, cultural, and Historical survey of dress in Western civilization A consideration of theater and drama from the historical issues as they appear in film, televi- from ancient Egyptian to modern times with late 19th and early 20th century to the present. sion, and other theatrical media. From quarter to emphasis on the aesthetic, cultural, and political Representative plays chosen from continental quarter topics might include: Shakespeare on expressions of clothing. Course may be taken European, English, Irish, and American reperto- Film, 50s: Media and Culture, American Cin- out of sequence. Prerequisite: upper-division ries. Examination of key directors and trends in ema, American Culture, and Vietnam on Film. standing. staging. Course may be taken out of sequence. TA 399 *TA 430/530 Prerequisite: upper-division standing. Special Studies (Credit to be arranged.) Scene Design III (3) TA 469/569 TA 401/501 Advanced study of scenic design problems and Women, Theater, and Society (4) Research (Credit to be arranged.) concept development. Maximum: 6 credits. Pre- An examination of ways in which women and TA 402/502 requisite: TA 313. sexuality have been represented in Western the- Independent Study (Credit to be arranged.) *TA 435/535 atrical production since the Greeks. Selected topics will be analyzed relating feminist theories TA 404/504 Lighting Design II (3) Cooperative Education/Internship (Credit Advanced lighting design skills and techniques to the creation of the theater arts by women, to be arranged.) involving the practical application of script anal- with consideration of cultural contexts in which they work. Study of artistic practice by women TA 405/505 ysis and collaboration techniques while working Reading and Conference (Credit to be in the department’s Studio Theater lighting stu- in relation to issues of power, representation, arranged.) dent–directed, one-act plays and/or participating and access. TA 406/506 in departmental stage productions. Prerequisite: TA 471/571 Special Projects (Credit to be arranged.) TA 314. Maximum: 6 credits. Theater History: Periods and Topics (1-4) Concentrated study of a particular period and/or TA 407/507 *TA 441/541 Seminar (Credit to be arranged.) Acting Studio (1-5) topic in theater history: for example, Ancient Recent topics have included Introduction to Advanced studio work and individual projects in Greek Theater and Drama, Medieval and Renais- Playwriting and Women, Theater, and Society. acting to consist of analysis, preparation, sance Theater, Theater and Science, Restoration/ rehearsal, and studio performance of dramatic 18th Century Drama, American Theater and TA 408/508 Drama, and Theatrical Expressionism. Recom- Workshop (Credit to be arranged.) material representing a range of forms and styles. Maximum: 18 credits. Recommended prerequi- mended prerequisite: TA 464 and 465 or appro- TA 409/509 sites: 16 credits of acting or equivalent plus priate sophomore inquiry course. Practicum (Credit to be arranged.) instructor approval based on audition and/or TA 472/572 TA 410/510 interview. Theater History: Major Figures (1-4) Selected Topics (Credit to be arranged.) Concentrated study of the contribution of one or * TA 455/555 TA 414/514 Directing II (4) more major theater artists: for example, Ibsen, History of Decor (4) Advanced practice in analysis and directing of Stanislavsky, Appia, Brecht, and Artaud. Prereq- A historical survey of period decor focusing on plays for public performance. Prerequisites: TA uisite: upper-division standing. furniture and interior architectural detail from 111, 112, 316, 364. Recommended: TA 114, Egyptian to modern times with emphasis on TA 474/574, 475/575 115. Dramatic Writing I, II (4, 4) periods most commonly used in theater produc- *TA 460/560 A sequence in playwriting involving analysis of tion. Recommended prerequisite: 6 credits of dramatic structure, practical application of play- theater arts. Advanced Directing (3) Specific problems in directorial methods and writing techniques. Must be taken sequentially. * TA 421/521 styles for presentation in public performance. Recommended prerequisite: 8 credits of TA and/ Costume Design (3) Prerequisite: TA 455 or equivalent experience. or English. An in-depth study of costume design principles. Emphasis is placed on the design of costumes for TA 464/564, 465/565 TA 503 Thesis—(Credit to be arranged.) specific plays, using a variety of styles and ren- Development of Dramatic Art (4, 4) dering media. Prerequisite: TA 321. Recom- Survey of dramatic literature and theater history TA 511 mended: TA 325. from ancient times to the emergence of the Introduction to Theater Research (2) modern theater in the 19th century. The course An introductory course in research methods and is chronological in its presentation but each term bibliography for graduate study in theater. may be taken separately. Graduate School of Social Work
JAMES H. WARD, DEAN KRISTINE NELSON, ASSOCIATE DEAN 400 UNIVERSITY CENTER BUILDING, 527 SW HALL, 503-725-4712 www.ssw.pdx.edu/
M.S.W. agencies, schools, hospitals and health care Ph.D. centers, courts, family service agencies, cor- The Graduate School of Social Work offers rectional services, community planning the only accredited graduate social work agencies, legislative offices, child and youth education programs in Oregon. The School service agencies, neighborhood centers, was established at Portland State University multicultural service centers, and programs in 1962 by a resolution of the Oregon Legis- for persons who are elderly. Each student’s lature. Two degree programs are offered by program of study consists of a combination the School: a Master of Social Work of required and elective courses. The (M.S.W.) degree, which is fully accredited by required core courses are in the following the Council on Social Work Education, and areas: (1) social work practice, (2) social a Ph.D. degree in Social Work and Social welfare policy and services, (3) human Research. behavior in the social environment, and (4) In addition to the two degree programs, research. Core courses also cover content in the School is composed of four other educa- the following areas: economic and social jus- tional components: Extended Studies Pro- tice, populations at risk, ethics and values, gram in Social Work, which offers and diversity. Additionally, students partici- nondegree programs; the Regional Research pate in field instruction during each of the Institute for Human Services, a research two years of full-time study. facility developed by the Graduate School of Three plans of study are available. In the Social Work for applied research and devel- two-year (six-term) option, students enroll opment; the Child Welfare Partnership, a in two or three courses and participate in a cooperative program with the State Depart- field practicum each term. In the three-year ment of Human Services; and the Center for (nine-term) option, students enroll in two the Study of Mental Health Policy and Ser- courses per term in the first year and com- vices, which is a social work research devel- plete additional courses and practica during opment center. the next two years. In the four-year option, Master of Social Work. The Master of students enroll in two classes per term in the Social Work degree program is designed to first and third years and field practicum and prepare graduates for entry into advanced one class per term in the second and fourth practice in direct human services, commu- years. Day and evening sections of many nity-based practice, or social service admin- courses are available. In fall 2001 a three- istration and management. Students may year distance graduate education option was focus their studies on a selected field of ser- implemented. The program is located on the vice: mental health; children, youth, and campuses of Blue Mountain Community families; the elderly; health care; and ser- College in Pendleton and Southern Oregon vices in the juvenile justice or adult correc- University in Ashland, delivered through a tional systems among others. combination of on-site instruction and The curriculum combines concurrent interactive technology. on-campus coursework and field work in a Also, a certificate in gerontology may be range of human service organizations. Typi- obtained through the Institute on Aging cal practice settings are mental health pro- while the student completes requirements grams, public welfare and human service for the M.S.W. degree. 288 P ORTLAND STATE UNIVERSITY
Doctor of Philosophy in social work dent work. At least two year’s practice responses to social problems quantitative and social research. The Graduate School experience in social work or a related field is and qualitative; social research methods and of Social Work offers the Ph.D. in Social recommended. Students must apply to and statistics and supervised research practicum Work and Social Research. The program be accepted into the doctoral program after experience; and elective courses related to offers a unique opportunity to integrate admission to the University as a graduate the student’s plan of study. Students declare practice, policy, and research. The program student. As part of the admission procedure, a cognate area and must take 8 credit hours prepares students to understand critical students must furnish: outside of the Graduate School of Social social welfare problems, to conduct research ◆ transcripts of undergraduate and gradu- Work in that substantive area. Each student’s and policy analysis related to solutions, to ate studies; program will be individually planned and take responsibility for program development ◆ scores for the Graduate Record Examina- approved. Students in the first and second and administration in the human services, tion (GRE); years of the program are required to attend a and to teach and provide leadership. The ◆ an example of scholarly writing; Ph.D. seminar that is open to all Ph.D. stu- Regional Research Institute for Human Ser- ◆ names of four references, two of whom dents and faculty. vices and the Child Welfare Partnership are must be academic; and A research practicum is required. This major resources for the program. ◆ a personal statement. involves participating in ongoing or agency- Application must be made by January or university-based research under the Admission requirements 15; admission to the program is in the fall direction of a qualified supervisor. A teach- term only. ing practicum (M.S.W. required) may be Master of Social Work. Students are admit- Residence. The program will require the elected. ted fall term only. Admission is selective; equivalent of approximately three year’s full- Comprehensive examination. A writ- applications and all supporting materials time work to complete if the student enters ten comprehensive examination is taken in must be submitted by February 1 for con- with an M.S.W. Three consecutive terms two parts. The first part is taken after com- sideration for admission in September. Early must be spent in full-time residence (9 pletion of foundation coursework. The submission of application materials is credit hours or more) on campus. The mini- second part is written when coursework is encouraged. Further information and appli- mum credit hour requirement for the Ph.D. substantially complete. cation forms may be obtained by writing: is 90, of which at least 27 must be devoted Dissertation. After successful comple- Graduate School of Social Work, Portland to the dissertation. The Portland State Uni- tion of the comprehensive examination, the State University, P.O. Box 751, Portland, OR versity general doctoral degree requirements chairperson and dissertation committee is 97207. The telephone number is 503-725- are listed on page 69. appointed. The student develops a disserta- 3949 or 725-4712. Application materials for tion proposal which is defended orally the M.S.W. program are also available on- Degree Requirements before the dissertation committee and other line through the school’s Web site at: http:// interested faculty and students. When the www.ssw.pdx.edu. Master of Social Work. The Portland State proposal has been approved by the disserta- The M.S.W. program of the Graduate University general master’s degree require- tion committee and by the University School of Social Work is open to qualified ments are listed on page 69. The social work Human Subjects Research Review commit- graduates from colleges and universities of M.S.W. student is expected to complete a tee, the student is considered a candidate for recognized standing. Undergraduate prepa- minimum of 90 quarter credits of required the Ph.D. in social work and social research. ration should include a broad background and elective courses of which 54 credits are A dissertation must be completed following in liberal arts and sciences including human in classroom instruction and research and the outlines of the approved proposal. Stu- biology, social sciences, and humanities. 36 credits are in field instruction. Research dents must maintain continuous registration Competence in written and spoken English requirements may be satisfied by comple- while engaged in dissertation research. is important for social work practice. Stu- tion of 8 credits in research courses. Final examination. At the completion dents whose native language is not English Doctor of Philosophy in social work of doctoral work, the student defends the should include the scores of the Test of and social research.The course of study is completed dissertation before the disserta- English as a Foreign Language (TOEFL). focused for each student by analysis of a tion committee and other interested faculty Students who have completed up to one specific social problem. The course of study and doctoral students. The student is year of study toward the M.S.W. degree at consists of three major components: expected to demonstrate knowledge of the another graduate school of social work required and elective coursework; required topic selected for study, and to show that the accredited by the Council on Social Work and elective practicum experiences; and dis- dissertation is a contribution to knowledge Education may apply for admission and sertation research. A comprehensive exami- in the problem area. transfer of credits. nation must be passed. An oral dissertation Extended Studies. The Extended Stud- Students admitted to the master’s pro- defense provides a final opportunity for ies Program of the Graduate School of Social gram are required to be in continuous examination of the area on which work has Work is designed to address the post-mas- enrollment unless an approved leave of focused. ter’s educational needs of social workers and absence has been granted. A student who Course requirements. Each doctoral other human service professionals; develop withdraws from the School must reapply. student is required to select a social problem and sustain staff training and education pro- Doctor of Philosophy in social work for study. In the course of doctoral studies, grams in collaboration with state and local and social research. Applicants for admis- the student will become knowledgeable agencies; and make extended studies in the sion to this program must have a master’s about the theoretical background necessary area of social work and social problems degree in social work or have a master’s to understand this area of interest and profi- accessible statewide. degree in a related field enhanced by experi- cient in the methodology appropriate for In cooperation with professional organi- ence in the field of social welfare. Students study of the problem, as well as other zations, the Extended Studies Program in with a master’s degree in another field may research approaches. Social Work is prepared to provide confer- enter a combined program, in which they The coursework for the program consists ences, lectures, new career learning, and work simultaneously toward the M.S.W. and of three elements: core requirements recent information on practice, human Ph.D. degrees. Applicants must have dem- designed to ensure a solid foundation in the behavior, policy, management, supervision, onstrated capacity for creative and indepen- history, theory, and organization of social G RADUATE SCHOOL OF SOCIAL WORK 289
and ethics. Further information may be of social welfare. Emphasis is given to policy anal- interviewing skills with focus on engagement, obtained by writing the Graduate School of ysis and the development of policy-practice skills development of rapport, definition of purpose, Social Work, Portland State University, from the perspective of social and economic jus- and advocacy. Introduction to theory and the tice. Highlights the relationships between social change process at five levels of social work prac- P.O. Box 751, Portland, OR 97207 or problems, social policies, social programs, and tice: individual, family, group, organization, and through the GSSW Web site at social work practice. community. Special attention to the issues of cul- www.ssw.pdx.edu. SW 522 tural diversity and populations at risk. Based on Issues in Child Welfare (4) the strengths and ecological systems perspectives. Discusses the rapid change in the goals and meth- Corequisite: SW 500. Courses ods of child welfare agencies, those agencies SW 531 charged with the protection of children and the Generalist Social Work Practice II (4) Courses with an asterisk (*) are not offered every year. provision of permanency in their lives. Analysis of Based on the generalist social work practice prin- SW 301 the formation of policy to reflect empirically ciples, assessment and goal formulation aspects of Introduction to Social Work (4) based knowledge, ever changing community the change process emphasized at multiple levels: An introduction to the profession and practice of forces, and developing practice wisdom. Explores individual, family, group, social work. Assists students to clarify decisions major issues facing child welfare services today. organization, and community. Family-centered concerning selection of social work as a profes- Develops skills for policy change. Prerequisite: approach is focused upon. Development of inter- sion; relates beginning social science theory to the SW 520. viewing skills related to assessment with cultural profession. Prerequisites: 4 credits of psychology SW 523 considerations. Collaboration and teamwork and 4 credits of sociology. Health Care Policies and Programs (4) examined. Introduction to evaluation. Applica- SW 399 Advanced policy course analyzes the history of tion of strengths and ecological systems perspec- Special Studies (Credit to be arranged.) selected health care policies, programs, and dis- tives to assessment. Prerequisite: SW 530; corequisite SW 500. SW 405 ease categories within the context of social work Reading and Conference (Credit to be practice in health care. Contemporary outcomes SW 532 arranged.) in current health and service delivery systems pre- Generalist Social Work Practice III (4) Consent of instructor. sented from a policy perspective. Develops skills Based on the generalist social work practice for policy change. Prerequisite: SW 520. model, intervention and evaluation at multiple SW 407 SW 524 levels: individual, family, group, organization, and Seminar (Credit to be arranged.) community. Family-centered approach with Consent of instructor. Community Organization (4) Presents community organizing as a well-estab- emphasis on strategies of promoting empower- SW 410 lished social work method for promoting social ment, equity, and social justice. Development of Selected Topics (Credit to be arranged.) change and improving community life through interviewing skills for intervention and role disen- Restricted to students in the Child and Family community and institutional reform. Topics for gagement. Examination of the entire change pro- Studies degree program. class will include an overview of the history of cess with focus on evaluation strategies and SW 500 community organizing, models of community technologies. Prerequisite: SW 531, corequisite Field Instruction I-VI (Credit to be change (locality development, social planning and SW 500. arranged.) social action), methods of social change (advo- SW 533 SW 501 cacy, mobilizing, organizing, coalition building, Advanced Practice for Direct Human Services Data Analysis in Social Work Research and partnership), examples of community-based I (4) (Credit to be arranged.) organization, leadership development, and mea- Reviews the problem-solving process and intro- Focuses on advanced techniques of qualitative suring the benefit to communities. Discussion duces the process of constructing a frame of refer- and quantitative data analysis/interpretation for also includes understanding the role of power and ence or model of practice. Addresses the social work practice and program evaluation. culture that exists within neighborhoods and evaluation of practice and theories for under- Emphasis on comparing, contrasting, and com- communities. Prerequisite: SW 520. standing individuals and how they both seek and bining these processes of social research, includ- SW 525/625 resist change. Application of theories to the direct ing conceptualization, operationalization and Poverty: Policies and Programs (4) social work practice process with consideration of measurement, sampling, data collection, data Examines the nature and causes of poverty and the importance of culture, strengths, and empow- analysis, probability, and descriptive and inferen- inequality in the United States and the impact of erment. Prerequisite: SW 532; corequisite: SW tial statistics. Introduction to the production of economic globalization on social work’s response 500. research through secondary analysis and/or origi- to these critical social problems. Studies ways in SW 534 nal research. Prerequisite: SW 550. which people in poverty cope and support each Advanced Practice for Direct Human Services SW 502 other in low-income urban neighborhoods; exam- II (4) Laboratory (Credit to be arranged.) ines the ways in which work and welfare interact Addresses the family of origin perspective on SW 503 with each other and with informal social sup- family systems theory. Both the worker’s and the Thesis I, II III (Credit to be arranged.) ports. Addresses policy issues, including those client’s families of origin considered as sources of involved in both service and income strategies to influence on the intervention process. Provides SW 504 advanced consideration of family centered prac- Cooperative Education/Internship (Credit to relieve or prevent poverty; develops skills for be arranged.) effective practice with low-income communities, tice and integration of other theories with family families, and individuals. Prerequisite: SW 520. systems theory. Prerequisite: SW 533; corequisite: SW 505 SW 500. Reading and Conference (Credit to be SW 526 arranged.) Social Work and the Law (4) SW 535, 536 Topics include an overview of the legal system, Advanced Community-Based Practice I, II SW 506 the legal basis of the professional relationship, (4, 4) Special Problems (Credit to be arranged.) confidentiality and legal privilege, informed con- Emphasizes the person-environment interplay SW 507 sent, the right to treatment and entitlement of with a focus on collaborative partnerships Seminar (Credit to be arranged.) mentally disabled and HIV positive persons, pro- between local citizens, leaders, associations, and SW 508 fessional malpractice and other legal liabilities— institutions. Discusses assessment, planning and Workshop (Credit to be arranged.) including termination and abandonment—social intervention at the individual, family, neighbor- SW 510 welfare law, family law and adoption, and unlaw- hood, and service delivery system levels. Utilizes Selected Topics (Credit to be arranged.) ful discrimination. Prerequisite: SW 520. an assets-based, community development per- spective to assist individuals, families and com- SW 520 SW 530 Generalist Social Work Practice I (4) munities in identifying and meeting community Social Work and Social Welfare Policy (4) needs. Focuses on working as a team, utilization Course defines and describes social welfare policy Overview of the major influences on the service delivery system with special emphasis on the of community resources, and selection of appro- and the policy-making process. Examines histori- priate intervention strategies. Explores individual cal and contemporary issues and their impact on multiple roles of the generalist social worker, social work values, and ethics. Development of and community resilience while assisting in the profession of social work and the institution implementing local strategies that strengthen pro- 290 P ORTLAND STATE UNIVERSITY
tective factors and lower risk factors for ethnically SW 555 *SW 561 and culturally diverse families, schools, neighbor- Social Work Perspectives on Mental Health Clinical Social Work with Groups (4) hoods and communities. Prerequisite: SW 532; Disorders (4) Deals with the theory and practice of clinical corequisite: SW 500. Explores the major mental disorders from an social work within the wide range of groups in understanding of the biological, psychological, SW 537, 538 which social workers participate as workers and Advanced Social Service Administration and social, and cultural determinants of mental illness. co-workers. Articulates issues related to group Management I, II (4, 4) Emphasis given to the changing roles of social process and development as to their effect on the Examines ways of providing high quality, effec- workers who work with people diagnosed with a group experience. Includes leadership strategies tive, culturally appropriate social work services. mental illness. Topics include history and theories and diverse populations. Prerequisites: SW 532. Emphasizes interpersonal and technical skills to of mental illness, DSM IV classification systems, *SW 562 manage social work programs, teams, and work biopsychosocial model assessment which Social Work with the Dying and Their groups. Courses focus upon managing organiza- includes diagnostic interviewing, specialty topics Families (4) tional issues and human resources. Builds on the (e.g., homelessness, poverty) and critique of con- Examination of death at all stages of the life cycle philosophy of consumer-centered management. ventional and emerging empirical perspectives. with exploration of its effects on the individual, Prerequisite: SW 532; corequisite: SW 500. Prerequisites: SW 532, SW 540. the family, and the helper. Review of theory and SW 540 SW 557 research about grief and reconsideration of Human Behavior in the Social Environment Social Work with Depressed Clients (4) schema about grief resolution. Coping empha- (4) Depression is the leading mental health problem sized, given unique cultural and religious differ- Examines the biological, psychological, social, known today. Because depressive disorders are ences. Consideration of the role of technology in and cultural factors interacting across the life characterized by a complex of biological, psycho- end-of-life decision making. Discusses social ser- course from infancy to old age from an ecological social, and intrapsychic components, this course vice assistance for persons with HIV/AIDS, their systems perspective. Discusses and critiques will take a multi focal approach to assessment and families, partners, and friends. Prerequisite: major theoretical approaches to human develop- treatment. The goal is for students to be able to SW 532, 540. ment in its social and cultural contexts. Considers determine the most effective interventions for par- SW 563 populations at risk and the impacts of racism and ticular subgroups of depressed clients. Includes Social Work with Children and Their other forms of oppression on development. dual diagnosis and suicide assessment. Prerequi- Families (4) Emphasis on the sources of diversity such as eth- site: SW 532. Explores clinical social work practice with trou- nicity, race, gender, sexual orientation, and handi- SW 558 bled children and their families. Critically exam- capping conditions. Abuse and Trauma: Theory and Intervention ines theories of normal and abnormal SW 545/645 (4) development as well as alternative models of Advanced Theories of Human Behavior in the Examines the impact of trauma and abuse on intervention and their applications. Delineation Social Environment (4) adults, children, and families. Acute and long- and demonstration of specific clinical strategies Provides an opportunity for students to explore term sequelae will be identified, emphasizing the and techniques with opportunities to practice and current theoretical developments in the social and interaction of traumatic and developmental apply to field work. Prerequisite: SW 532. behavioral sciences which apply to social work effects. An integrative biopsychosocial interven- *SW 564 practice including populations at risk. Taught in tion model for working with individuals, groups, Social Work with Adolescents and Their different sections each of which covers social and and families will be explored through crisis and Families (4) cultural contexts for human behavior in the social trauma, psychodynamic, constructivist, narra- Explores clinical social work practice with trou- environment. May be repeated for additional tive, and feminist theories. Policy practice and bled adolescents and their families. Critically credit. Prerequisite: SW 540. advocacy issues, ethical and ideological issues, examines theories of normal and abnormal devel- and current clinical, research, and policy debates opment as well as alternative models of interven- SW 546 in the field will be identified and discussed. The Human Sexuality and Social Work (4) tion and their applications. Delineation and relationship of clinical narrative to contemporary demonstration of specific clinical strategies and Physiological, psychological and cultural perspec- social discourse about abuse and trauma will set tives of human sexuality presented and discussed. techniques with opportunities to practice and the framework for the course, including clinical apply to field work. Prerequisite: SW 532. Application of social work assessment and change and empirical knowledge regarding effects of strategies relevant to personal and interpersonal *SW 566 abuse and trauma and efficacy of treatment. Pre- Staff Development and Supervision (4) dynamics of sexual and intimacy concerns. Pre- requisites: SW 532, SW 540. requisites: SW 532, 540. Supervision and staff development presented and *SW 559 SW 550 examined in relation to direct management and Brief Therapy and Other Short-term Social community-based social work practice. Roles of Foundation of Social Work Research (4) Work Interventions (4) Introduction to research in social work. Stresses supervision in a variety of contexts addressed. Overview of brief therapy theories, principles, Models and techniques compared and integrated the importance of research to social work practice and interventions including crisis intervention. and policy. Introduction to qualitative and quanti- with relevant theoretical perspectives. Prerequi- Application to a variety of clients in a diversity of site: SW 532. tative social work research, group designs, single settings. Client selection, assessment, goals and case studies, and evaluation of programs and of objectives, intervention, and evaluation covered. SW 567 Community Practice with the practice. Introduction to critical consumption of Long-term Mentally Ill (4) Additional focus on types of crisis interventions Focuses on the characteristics of people with research, to ethics of social work research. Con- with integration of applicable theories and strate- siders scientific method, systematic inquiry, rela- long-term mental illness, the impact of the illness gies. Includes case presentations. Prerequisite: SW on the individuals and their families, and the tion of theory to research, problem formulation, 532. measurement, sampling, design, and data basic practice principles that contribute to effec- * collection. SW 560 tive community practice with this population. Social Work with Lesbians, Gay Males, and SW 554 Topics include psychosocial rehabilitation, case Bisexuals (4) management, psychopharmacology, dual diagno- Social Work and Health Care (4) Designed for social work students who want to Presents an overview of social work across health sis, and advocacy. Deinstitutionalization and other acquire information on social work with and on relevant policies are reviewed. Students are care settings and systems. Physiological, psycho- behalf of lesbians, gay men, and bisexuals. Edu- social, and cultural components of illness consid- expected to incorporate clinical field work with cates students to problems lesbians, gay men, and mentally ill populations or families into class ered for individuals, families, and groups. bisexuals face as the result of oppression as well as Multidisciplinary teamwork, crisis intervention, assignments/projects. Prerequisite: SW 532. to the strengths and resilience of this population. * and ethical dilemmas in health care practice Provides academic and experiential content nec- SW 570 explored. Prerequisite: SW 532. essary for: understanding the culture and social Program Evaluation (4) reality of lesbian, gay and bisexual people; exam- Models of program evaluation, organizational ining societal and internalized homophobia and context of evaluation and relationship to treat- heterosexism; developing practice skills, and ment, supervisory, and managerial functions in identifying policy issues relevant to lesbian, gay, human service organizations. Focuses on the pro- and bisexual rights. G RADUATE SCHOOL OF SOCIAL WORK 291
cess of conducting a program evaluation, with SW 578/678 SW 630 emphasis on data analysis. Computerized data- Social Work in the Juvenile and Criminal Empirical Foundations of Knowledge base management models reviewed in relation to Justice Systems (4) Building in Social Work (3) evaluation activities. Prerequisite: SW 550. Grapples with the problem of criminal and delin- Examines the assumptions and conceptual foun- quent behavior. Considers current controversies dation of research in social work. Application of SW 571 Social Work with Alcoholics, Substance concerning the origin and meaning of the behav- alternative research paradigms to questions Abusers, and Their Families (4) ior; the socio-economic and multi-cultural char- important to social work. Context of community Designed to provide students with foundation acteristics of contemporary life contributing to and social agency emphasized. Ethical issues of knowledge in direct social work practice with delinquency and crime; social work’s role in the participation of vulnerable populations consid- substance abusers and their families. The primary “people-processing system”; the major current ered. Exploration of social implications of use of goal is to assist students in further development treatment modalities and inquiry into their effec- research findings. and application of knowledge learned in prior tiveness; social policy issues confronting the juve- SW 631 methods courses to their work with substance nile justice system; and current policy and Introduction to Quantitative Research abusers and their families. Prerequisite: SW 532. practice trends toward incarceration and away Methods in Social Work (2) * from rehabilitation. Prerequisite: SW 520. Introduces students to basic quantitative methods SW 572 * Women’s Issues in Social Work Practice (4) SW 580 for applied social work research and examines the Examines the experience of women from develop- Case Management in Human Services (4) assumptions underlying quantitative methods. mental, multi-cultural, and gender perspectives. Presents the development, concepts, and practice Experience in applying quantitative methods by Policy and practice considerations are addressed principles utilized in the design and delivery of developing a proposal for a social work research and applied to circumstances and concerns of case management within the human service area. project. Emphasizes the appropriate use of quan- women as a group. Emphasizes strengths and relationships. Perspec- titative and qualitative methods, ethical and cul- tural issues in quantitative social work research, * tives of client, direct service practitioner, planner, SW 573 and the administrator explored. and application of methods at micro- and macro- Social Work with Populations at Risk (4) levels of social intervention. Considers forces associated with identification of SW 601 groups at risk. Examines selected sub-groups Research (Credit to be arranged.) SW 632 using homeless mentally ill people as exemplars. SW 603 Empirical Methods of Data Analysis in Social Discusses the structural and cultural differences Dissertation (Credit to be arranged.) Work Research I (4) Provides preparation in the selection of research associated with risk. Reviews and explicates poli- SW 605 designs and statistical methods appropriate for cies, principles, and practice of social work with Reading and Conference (Credit to be social work research questions. Discusses descrip- populations at risk. arranged.) tive and inferential statistical methods common in SW 574 SW 607 social work research and considers validity and Social Work with the Frail Elderly (4) Seminar (Credit to be arranged.) reliability issues in measurement. Empirical social Focuses on social work with the frail and vulnera- SW 610 work studies analyzed and discussed. Includes an ble aged. Social, psychological, physical, and Selected Topics (Credit to be arranged.) application and analysis laboratory. Prerequisite: environmental aspects of frailty and vulnerability SW 630, 631. in old age are studied, and social work interven- SW 620 tions with this population are explored. Social Problem Analysis: Assessment Phase SW 633 (3) Introduction to Qualitative Research *SW 575 First in a three course sequence. Focuses on the Methods in Social Work (2) Ethnic Competence in Social Work Practice assessment phase of the problem solving process Introduces students to qualitative methods for (4) applied to the student’s selected social problem. applied social work research. Examines assump- Examines different perspectives on acquiring Emphasis on gathering the information necessary tions underlying qualitative methods and com- ethnic competence. Reviews different practice for a comprehensive analysis of the social prob- pares different qualitative traditions. Students will methods such as ethnic sensitive practice, cultural lem. Involves examination of the major models of gain experience in applying qualitative methods awareness, counseling cross culturally and cultur- society and relevant cultural, historical, and in social work by developing a proposal for a ally competent practice. Each of the approaches policy-practice issues. qualitative research project. Emphasizes qualita- will be examined to determine their relevance, SW 621 tive methods for understanding cultural issues foci, and methods for promoting services which and giving voice to marginalized populations. are sensitive to, and appropriate in, the cultural Social Problem Analysis: Intervention Phase (3) Reviews ethical considerations in qualitative context of the client system. Employs a systems Intervention phase of the social problem solving research in social work. Prerequisite: SW 630. framework for understanding the impact of cul- process applied to the student’s selected social tural differences on the helping process. Students SW 634 problem. Focus is on the development of a multi- will also learn how values and customs of the Empirical Methods of Data Analysis in Social level intervention plan based on review of empiri- Work Research II (4) larger society shape experiences and life chances cal literature. Program theory and theories of Using existing data bases from social service agen- for ethnically diverse people. change will be explored. Analysis of policy-level cies and studies at the Regional Research Institute, *SW 576 interventions and related effectiveness literature. course provides substantial laboratory experience Developing Culturally Competent Construction of logic models. Integration of in data analysis and interpretation. Emphasis Organizations (4) policy and practice will be emphasized. placed on strategies of analysis, including multi- Covers the cultural competence model and how Prerequisite: SW 620. variate and nonparametric techniques, with com- organizations and systems prepare for diversity. SW 622 parison of findings obtained by alternative The genesis and the elements, principles, and statistical procedures. Additional emphasis on value base of the model explored. Examples for Social Problem Analysis: Evaluation Phase (4) interpretation and presentation of analysis to agencies and systems preparing for diversity pre- Evaluation phase of the problem solving process highlight policy implications. Prerequisite: SW sented. Terminology, theory, and cross-cultural lit- applied to social problems. Focus on evaluation of 632. erature are employed by students developing decisions and their implementation in social action plans to promote greater competency in SW 640 agencies. Multi-level monitoring (population-at- agencies and organizations. Research Practicum Seminar (2) risk, programs, and client) taught as part of con- Seminar designed to enable students to explore *SW 577 tinuing intervention planning. Attention given to together their experiences in their respective Social Work with Addictive Behaviors (4) developments in client tracking, quality control, research projects. Students will gain appreciation Presents the basic concepts of addiction, as they multi-level impact analysis, policy/practice out- of the entire process as well as a deepening relate to: various types of chemical dependency come measurement, research design and statisti- knowledge through comparison of experiences. and other addictive behaviors such as eating dis- cal analysis. Internet search techniques and Pass/no pass only. Prerequisite: SW 634. orders; basic information concerning selected database management techniques taught. Refor- drugs; current approaches of intervention with mulation of problems as the outcome of evalua- the addict; and, the role of contextual systems, tion to help students tie together the phases of with emphasis on the family. Also considers how problem solving. Prerequisite: SW 621. the addictive behavior affects contextual systems. 292 P ORTLAND STATE UNIVERSITY
SW 641, 642 The Child Welfare Partnership consists Regional Research Institute Research Practicum (Credit to be arranged.) of three interdependent components: Participation in a research study under the super- for Human Services 1. graduate social work education; vision of appropriate faculty. Opportunity to 120 Ondine master research skills which fit the student’s learn- 2. child welfare training programs; and 503-725-4040 ing needs. Time on site working on the project is N.M. Koroloff, Director 200 hours: this can be in a block or spread over 3. child welfare research and evaluation. up to three quarters, the pattern to be determined The advanced social work education The Regional Research Institute for Human by student and principal investigator on the component provides advanced education Services was established in 1972 by the project. Portfolio of research experiences devel- through a master’s degree for DHS employ- Graduate School of Social Work at Portland oped. Prerequisite: SW 634. ees and PSU graduate students interested in State University with a grant from the Social SW 650 public child welfare careers. The School of and Rehabilitation Service (HEW). The RRI History and Philosophy of Social Welfare and Social Work (3) Extended Studies trains DHS staff and case- has undertaken more than 125 projects, History, philosophy, and ethics of social welfare workers who provide services to families many of them national in scope, in such and social work. Focus is on the interaction of and children. Foster and adoptive parents fields as child and adult mental health, social work and social welfare developments with also receive training through this program. family and child welfare, child care, employ- wider economic, social, and political forces. Major The Child Welfare Partnership in conjunc- ment, juvenile justice, alcohol and drug ser- philosophical, theoretical, and political issues, the vices, rehabilitation, and self-help and growth and impact of professionalization, and the tion with the Regional Research Institute for development of social work methods. Traces his- Human Services provides applied research support groups. A national program of torical changes in social work’s identification of and evaluation for improvement of child research in the field of mental health was and response to vulnerable populations. welfare programs. All components of the initiated in 1984 when the Research and *SW 651 partnership are jointly administered by DHS Training Center on Family Support and Integrative Writing Seminar (4) and PSU. Children’s Mental Health began. In 1996, Course addresses integration of social work the- The partnership is a national model for the Center for the Study of Mental Health ory, practice, policy, and research. Synthesis Policy and Services was funded. developed through writing of manuscript for sub- restructuring human service delivery. It mission to professional journal, a grant applica- improves opportunities for current child In 2000, the Robert Wood Johnson tion, or other suitable product. Assistance with welfare workers who wish to gain additional Foundation established a national program submission provided. Prerequisite: completion of professional training, it directs new social office at the Regional Research Institute— Part I of comprehensive examinations. work graduates into public service, and it Reclaiming Futures: Building Community SW 660 enhances professional and training curricu- Solutions to Substance Abuse and Delin- Ph.D. Seminar (1) lum through the use of research and evalua- quency. The mission of this five-year, $21 Discusses current research studies undertaken in million intiative is to promote new stan- the field of social work. Based on published arti- tion. cles, working papers, and research project materi- Further information may be obtained by dards of care in juvenile justice for young als, the seminar features presentations by social writing to the Child Welfare Partnership, people with drug and alcohol problems. work faculty, graduate students, and community Portland State University, P.O. Box 751, Reclaiming Futures makes annual grants of partners. Considers practical aspects of applied Portland, OR 97207 or visiting the Web site up to $250,000 to 10 pilot projects across research, including methodological issues, cul- at http://www.cwp.pdx.edu. the country, provides technical assistance, tural competency, consumer involvement, and interdisciplinary collaboration. May be repeated sponsors a national leadership program, for additional credit. Center for the Study of facilitates communication, and carries out SW 690 Mental Health Policy and research. Teaching Practicum (4) The institute enjoys a base of support Focuses on the practical aspects of teaching in the Services from the University and has received more social work field. Salient theoretical and practical The Graduate School of Social Work added than $30 million in grants and contracts. issues in adult learning explored. Considers the The aim of the institute is to improve the fundamental ideas of social work education. Dis- another structural component in May 1996, cusses curriculum planning and issues around the Center for the Study of Mental Health manner in which social services and service human diversity and teaching. Distance learning Policy and Services: a Social Work Research delivery systems are designed, managed, issues and techniques examined. Supports stu- Development Center (CSMHPS). and evaluated. Motivated by a concern for dent teaching experiences. The purpose of the CSMHPS is to pro- social change, the institute is prepared to SW 700 duce high-quality social work researchers in examine all aspects of the complex process Postbaccalaureate Professional Development an active program of public mental health by which human service policies and ser- (Credit to be arranged.) research. This is accomplished through: (1) vices are initiated and modified. By bringing an organized program of faculty develop- a range of consumers, family members, and Child Welfare Partnership ment; (2) recruitment, support, and mentor- researchers into its activities, the institute 520 SW Harrison ship of doctoral students in mental health creates new approaches to old problems. It 503-725-8010 research; (3) expansion and strengthening of strives to set high standards for applied C.F. Heppner, Executive Director current relationships with other research social research and to provide a research In 1994, the Graduate School of Social organizations at Portland State University, environment for graduate training. Work, the State Office for Services to Chil- Oregon Health Sciences University, and dren and Families (now the Department of community agencies as research collabora- Human Services [DHS]), and the School of tors and research practicum sites; and (4) Extended Studies entered into a partnership enhancement of the institutional infrastruc- aimed at improving the delivery of child ture, including a specialized mental health welfare services to abused and neglected library collection. children and their families throughout Oregon. College of Urban and Public Affairs
NOHAD A. TOULAN, DEAN WALTER G. ELLIS, ASSOCIATE DEAN 750 URBAN CENTER, 503-725-4043 www.upa.pdx.edu/
B.A., B.S., M.S.—Administration of Justice administration, international organizations, B.A., B.S.—Health Studies domestic government, communications, or B.A., B.S.—Community Development law. B.A., B.S.—Political Science Graduate students can select from among Minor in Administration of Justice a wide variety of degrees. The M.S. in admin- Minor in Community Development istration of justice permits students to under- Minor in Health stand the complex interactions among Minor in Political Science functional parts of the adult criminal justice Graduate Certificate in Gerontology system. The graduate certificate in gerontol- Graduate Certificate in Real Estate Development ogy enables students to develop an under- M.A., M.S.—Health Studies standing of the needs and problems of the M.A., M.S.—Political Science elderly in urban areas. The Graduate Certifi- M.P.A. cate in Real Estate Development will build M.P.H. the technical and analytical knowledge of M.U.R.P. those who wish to enter the industry or fur- M.U.S. ther develop the skills of industry profession- Ph.D.—Public Administration and Policy als. The M.A./M.S. in health studies is Ph.D.—Urban Studies, Urban Studies: designed to prepare students for professional Regional Science careers in education or research in fields of The College of Urban and Public Affairs at health promotion and disease prevention, Portland State University allows students and wellness. The Master of Public Adminis- with interests in urban problems and pro- tration (M.P.A.) is designed for persons aspir- cesses to take advantage of the resources of an ing to positions of management in urban university situated in a major metro- government and related areas. The Master of politan area. Opportunities for urban educa- Public Health degree (M.P.H.) prepares prac- tion are available through nine graduate titioners and researchers to identify and meet degree programs and four undergraduate the health needs of defined populations. The degree programs. Undergraduate students M.A./M.S. in political science is designed to may also complement any bachelor’s degree prepare students for Ph.D. work in political offered by the University with a minor in science or public administration and policy, community development, political science, or to pursue graduate-level work in law, or to health studies by simultaneously conforming enter public and private sector jobs requiring to their curricular requirements. advanced knowledge of the political process. The B.A. or B.S. degree in administration The Master of Urban and Regional Planning of justice prepares students for a variety of (M.U.R.P.) permits students to develop pro- public service careers in the criminal justice fessional planning skills, and the Master of system. The B.A. or B.S. in health studies pro- Urban Studies (M.U.S.) permits development vides training for many professional careers of urban research capabilities. The Ph.D. pro- in health promotion and health education. In gram in urban studies prepares students for addition, a student may add coursework nec- academic employment and research. The essary to qualify for application to the fifth- Ph.D. in public administration and policy year teacher education program. The B.A. or prepares students for careers in public affairs B.S. in political science prepares students and administration, including college-level pursuing careers in political science, public teaching. 294 P ORTLAND STATE UNIVERSITY
School of Community Health
450 Urban Center Admission PHE 363 Communicable Disease and Chronic 503-725-4401 Health Problems (4) PHE 365 Health Promotion Programs www.healthed.pdx.edu requirements for Children and Youth (4) Admission to the department is based on PHE 410/510 Selected Topics (4) B.A., B.S.—Health Studies general admission to the University. See PHE 414/514 Physical Activity Today (4) Minor in Community Health page 43 for more information. PHE 425/525 Nutrition for Health (4) M.A., M.S—Health Studies PHE 444 Global Health (4) PHE 446 Community Health Principles M.P.H.—Participating school in Master of and Practices (4) Public Health Degree requirements PHE 448 Health Education Techniques Graduate Certificate in Gerontology and Strategies (4) A grade of C- or better is mandatory in all PHE 451/551 Women and Holistic Health (4) The mission of public health is to create the coursework required for degrees in the PHE 452 Gender, Race, Class, and Health (4) conditions in which people can be healthy School of Community Health. With the PHE 453/553 Reproductive Health of Women (4) and community health education plays an exception of internship credits, courses PHE 455 Film and Health (4) important role. It blends public health and taken under the undifferentiated grading PHE 456/556 Health Aspects of Aging (4) related research with a range of strategies PHE 466/566 Mindbody Health: option (pass/no pass) will not be accepted Disease Prevention (4) such as community organizing, behavior toward fulfilling the majors or minors PHE 467/567 Mindbody Health: change, public education, and policy offered within the school. Students must Human Potential (4) development to help create healthy envi- fulfill all general University requirements in PHE 471 Program Planning/Evaluation in Health ronments. Health educators seek both to Education (4) addition to specific school requirements. PHE 480 Controversial Issues in Health (4) aid in the voluntary selection of healthy Majors and minors may not take required behavior patterns for people and to courses under the pass/no pass option. Total 76 encourage the development of environ- Core requirements. In addition to Students must complete both PHE 448 and mental conditions that support good meeting the general University degree PHE 471. health. Interest in health education/health requirements all majors in health studies Requirements for major with physical promotion has opened new opportunities must take the following core coursework activity/exercise concentration. The phys- for health educators in community, busi- plus choose a concentration area: ical activity/exercise concentration is ness and industry, school, and medical care Credits designed for students with interests in settings. Core coursework physiological and programmatic aspects of The School of Community Health offers Stat 244 Introduction to Probability and Statistics .4 exercise, nutrition, fitness, and physical programs leading to degrees at both the PHE 250 Our Community, Our Health...... 4 PHE 295 Health Promotion and Disease activity. Coursework in practical and undergraduate and graduate levels. Both Prevention ...... 4 applied techniques follows a basic frame- levels provide training for professional PHE 350 Health and Health Systems ...... 4 work in the biological sciences and pre- careers in health education, health promo- PHE 443 Environmental Health ...... 4 pares students for internship experiences tion, and health-related fields. The bacca- PHE 450 Epidemiology...... 4 PHE 404 Internship...... 8 related to health promotion. laureate degrees provide the necessary In addition to the previously listed background for advanced studies, leading Total 32 common core requirements, students pur- to graduate degrees in health-related fields Requirements for major with commu- suing a concentration in physical activity/ such as medicine, physical therapy, den- nity health education concentration. The exercise must complete the following: tistry, and nursing. The school also offers a community health education concentration Credits minor in community health. A variety of prepares students for a wide variety of Core coursework ...... 32 professional courses are open to all stu- careers related to health education. It also Bi 301 Human Anatomy and Physiology...... 4 dents in the University. Bi 302 Human Anatomy and Physiology...... 4 provides a foundation for the pursuit of Bi 303 Human Anatomy and Physiology...... 4 graduate study. PHE 370 Applied Kinesiology ...... 4 In addition to the previously listed PHE 425/525 Nutrition for Health ...... 4 Undergraduate common degree requirements, students PHE 448 Health Education Techniques and pursuing a concentration in community Strategies ...... 4 programs PHE 456/556 Health Aspects of Aging ...... 4 health education must complete 44 credits PHE 471 Program Planning/Evaluation in Health The undergraduate health studies curricu- from among the following: Education...... 4 lum is designed around a common core of Credits PHE 473/573 Physiology of Exercise ...... 4 courses and three separate tracks: commu- Core coursework ...... 32 PHE 474 Exercise Prescription and Training ...... 4 nity health education, physical activity/ Forty-four credits from the following courses: .....44 PHE 475/575 Exercise Testing Techniques ...... 4 exercise, and health sciences. PHE 275 Stress Management (4) Upper-division credits in the PHE 326 Drug Education (4) School of Community Health...... 16 PHE 335 Human Sexuality (4) Total 92 PHE 355 Consumer Health Issues (4) PHE 361 Care and Prevention of Injuries (4) C OLLEGE OF URBAN AND PUBLIC AFFAIRS 295
Students must complete either PHE 448 or PHE 451/551 Women and Holistic Health (4) tings. Students may also complete a plan of PHE 471. PHE 452 Gender, Race, Class, and Health (4) study that prepares them to pursue an PHE 453/553 Women’s Reproductive Health (4) Requirements for major with health PHE 456/556 Health Aspects of Aging (4) advanced degree in a health-related area. sciences concentration. The health sci- PHE 466/566 Mindbody Health: The School of Community Health offers ences concentration provides students Disease Prevention (4) two graduate degrees: (1) a Master of PHE 467/567 Mindbody Health: Public Health (M.P.H.) degree in health seeking admittance into professional pro- Human Potential (4) grams in medicine, dentistry, physical ther- PHE 473/573 Physiology of Exercise (4) education/health promotion offered in apy, or occupational therapy the PHE 474 Exercise Prescription and Training (4) cooperation with the Oregon Health Sci- opportunity to earn an undergraduate PHE 475/575 Exercise Testing Techniques (4 ences University and Oregon State Univer- sity, and (2) a Master of Arts/Master of degree in health studies while completing Total 117-132 preprofessional prerequisites. Science (M.A./M.S.) degree in health stud- Requirements for minor. The minor in In addition to the previously listed ies. In addition, the Institute on Aging community health consists of coursework common core requirements, students pur- offers a graduate certificate in gerontology. selected from the list of core coursework suing a concentration in health sciences Students with a wide variety of undergrad- and provides students with a foundation of must select one of the following options: uate degrees and professional experience theory and content related to community premedicine, predentistry, prephysical are admitted to the School of Community health. therapy, and preoccupational therapy. In Health. To earn a minor in community health, choosing courses to complete, students students must complete at least 28 credits. should verify the specific prerequisites At least 16 credits must be taken in resi- required by the professional school(s) to Admission dence at PSU, and 16 credits must be which an application for admission is being requirements upper-division. The requirement for the submitted. Advising sheets summarizing minor includes: To apply for admission to the graduate prerequisites for professional schools in Credits degree program, students are required to: Oregon and selected schools in the Pacific PHE 250 Our Community, Our Health...... 4 ◆ Have a cumulative undergraduate GPA Northwest are provided in the School of PHE 295 Health Promotion and of 3.00 or higher. Community Health Undergraduate Advis- Disease Prevention ...... 4 ◆ Complete the Graduate Record ing Center (450C URBN). PHE 350 Health and Health Systems ...... 4 PHE 443 Environmental Health ...... 4 Examination. Credits PHE 450 Epidemiology ...... 4 ◆ Provide three letters of recommendation Core coursework ...... 32 Upper-division credits in SCH ...... 8 from individuals qualified to assess the Select an option from the following four applicant’s potential as a graduate Option I: Premedicine...... 69 Total 28 Biology (15 credits) student. Chemistry (31 credits) SECONDARY EDUCATION PROGRAM ◆ Submit a 500-word essay describing the Physics (15 credits) Math/Stat (8 credits) Students who wish to become licensed applicant’s professional goals as they Option II: Predentistry ...... 81 teachers in health education must complete relate to the graduate program in Biology (27 credits) a required list of courses or their equivalent community health. Chemistry (31 credits) before applying to the Graduate School of Physics (15 credits) In addition to providing academic tran- Math/Stat (8 credits) Education for admission into the Graduate scripts, a resume of professional work- Option III: Prephysical Therapy ...... 84 Teacher Education Program (see require- related experience (if any) should be sub- Biology (27 credits) ments page 215). These courses are mitted. The application deadline for fall Chemistry (15 credits) Physics (15 credits) required whether the applicant holds a admission is January 15 of each year. Math/Stat (12 credits) degree in the field or holds a degree in Psychology (15 credits) another subject field. Courses in the School Option IV: Preoccupational Therapy...... 73 Degree requirements Biology (27 credits) of Community Health can be taken to com- Chemistry (10 credits) plete the Oregon Continuing Teaching Master of Public Health. Students pursu- Physics (5 credits) License in Health, and selected courses can Math/Stat (8 credits) ing the M.P.H. degree must complete at Psychology (16 credits) be taken to complete the Oregon Continu- least 60 credits with a cumulative GPA of Sociology (4 credits) ing Teaching License in Physical Education. Computer Science (4 credits) 3.00 or higher, including a core of 15 cred- All courses taken for the teaching field its, 27 additional required credits (includ- The above listed courses are the mini- requirement must be passed with a C- or ing an internship or thesis), and 12-15 mum requirements for entrance into the better grade and must average a 3.00 GPA. credits in a specialty area. Specialty areas professional programs. Because admission Prospective teachers should contact the include advocacy and social change; aging; is limited and highly competitive, students School of Community Health for specific behavior change/health behavior; media, are encouraged to take additional recom- requirements. health, and communication; physical activ- mended coursework. Please consult regu- ity; research; urban health; and women’s larly with your pre-health adviser. health. The student’s academic adviser 16 credits from the following upper-division Graduate courses: ...... 16 must approve all program electives. Stu- PHE 361 Care and Prevention of Injuries (4) programs dents completing an internship are PHE 363 Communicable Disease and Chronic required to successfully pass a written Health Problems (4) The School of Community Health graduate comprehensive examination, and students PHE 365 Health Promotion Programs programs are designed to prepare students for Children and Youth (4) completing a thesis are required to pass an PHE 370 Applied Kinesiology (4) for professional work in the fields of com- oral defense of the thesis. PHE 410/510 Selected Topics (4) munity health, health education, and Master of Arts/Master of Science in PHE 414/514 Physical Activity Today (4) health promotion in a wide variety of set- health studies. Students pursuing the PHE 425/525 Nutrition for Health (4) M.A./M.S. degree must complete at least 45 PHE 444 Global Health (4) graduate credits with a cumulative GPA of PHE 445 Film and Health (4) 296 P ORTLAND STATE UNIVERSITY
3.00 or higher, including a core of 29 cred- *PHE 275 PHE 370 its, and 18 additional credits from one of Stress Management (4) Applied Kinesiology (4) two concentrations: mindbody health or An overview of the physiology of stress, stress Overview of anatomical and mechanical bases of triggers, assessment of stress, and stress manage- human movement. Review of biomechanical physical activity/exercise. All M.A./M.S. ment techniques and strategies. principles with applications to exercise and students must complete a thesis and an PHE 295 health. Recommended prerequisite: Bi 301. oral defense of the thesis. Health Promotion/Disease Prevention (4) PHE 401/501 A complete description of the required Examines scientific literature regarding lifestyle Research (Credit to be arranged.) and elective courses available to graduate choices that promote optimal health and func- Consent of instructor. students in the School of Community tioning. Behaviors regarding self-protection, self- PHE 402/502 Health is available on the school’s Web site care, and health promotion are compared to rec- Independent Study (Credit to be arranged.) at http://www.healthed.pdx.edu/. ommendations emerging from this literature. PHE 404 PHE 326 Cooperative Education/Internship (Credit GRADUATE CERTIFICATE IN Drug Education (4) to be arranged.) GERONTOLOGY Examines various approaches to drug education A work related experience designed to connect The graduate certificate in gerontology pro- with an emphasis on prevention models. Epide- and integrate theory with specific activities in a vides multidisciplinary specialized training miology of and trends in drug use in the U.S. “real” environment under supervision. Field for postbaccalaureate students interested in and effects on society. Reviews current and con- hours for students taking the internship will be acquiring or upgrading skills appropriate troversial issues and legal information on drug 30 hours per credit per term. Additionally, students will be expected to attend scheduled to working with the aged in a variety of set- use effects. Recommended prerequisite: PHE 250. seminars. tings. The certificate program provides PHE 335 PHE 405/505 training in any one of the following subspe- Human Sexuality (4) Reading and Conference (Credit to be cialty areas: human services planning and A survey of the psychological, physiological, and arranged.) assessment; program administration; behavioral aspects of human sexuality, with par- Consent of instructor. research and evaluation; counseling and ticular emphasis on the influence of popular cul- PHE 406/506 direct services; and health and long-term ture on these dimensions. Special Projects (Credit to be arranged.) care. Students need not be enrolled in a PHE 350 PHE 407/507 degree program to receive the graduate cer- Health and Health Systems (4) Seminar (Credit to be arranged.) tificate in gerontology. An overview of the organization, financing, and Maximum: 9 credits. The certificate program consists of a six- delivery of health services in the United States, PHE 408/508 course format (18 credits minimum) made with particular emphasis on analysis from pro- Workshop (Credit to be arranged.) fessional, organizational, community, and sys- up of a three-course multidisciplinary core, PHE 409/509 tems perspectives. Practicum (Credit to be arranged.) two elective courses, and an internship or PHE 355 PHE 410/510 independent research project. The course- Consumer Health Issues (4) Selected Topics (Credit to be arranged.) work will provide students with a general Identifies and critically analyzes issues related to PHE 414/514 multidisciplinary introduction to the field the production, marketing, and consumption of Physical Activity Today (4) of aging while internship or independent health-related goods and services. Media mes- Overview of topics relevant to the study of phys- project will allow a student to acquire sages about consumer health issues are exam- ical activity in the United States. Topics: review experiential learning in a community-based ined; topical and timely research is analyzed. of physiological alterations related to physical aging agency. Recommended prerequisite: PHE 250. activity; historical background of physical activ- PHE 361 ity recommendations; measurement issues; com- Care and Prevention of Injuries (4) munity-based approaches to increasing physical Introduction to the prevention, recognition, activity; school-based physical activity programs; Courses care, and rehabilitation of injuries resulting from older adults and special populations; work site participation in activity. Practical skills are dem- and health care settings. Recommended prereq- Community Health onstrated and practiced with emphasis on stu- uisite: PHE 250/295. dent participation. Recommended prerequisites: PHE 425/525 Courses with an asterisk (*) are not offered every year. Bi 301, 302. Nutrition for Health (4) *PHE 199 PHE 363 Examines basis for and quality of current nutri- Special Studies (1-3) Communicable Diseases and Chronic tional requirements, standards, and guidelines. Health Problems (4) Studies evidence regarding current food fads and PHE 250 Reviews etiology, epidemiology, and approaches Our Community: Our Health (4) controversies. Analyzes personal dietary prac- to prevention of infectious and chronic diseases. Examines social, behavioral, and environmental tices. Recommended prerequisites: PHE 250 and Aspects of risk factors, transmission, pathogene- community health-related issues and the contro- six hours of upper-division coursework in PHE. sis, immunology, case management, and control versies that surround them. Group and presenta- *PHE 443 programs are discussed. Basic human physiolog- tion work will be emphasized. This course will Environmental Health (4) ical processes are reviewed. Recommended pre- be a recommended prerequisite for all upper- Designed to enable the student to understand requisites: Bi 301, 302, PHE 250. division classes in the major. and evaluate complex environmental health PHE 365 issues induced by waste products generated by PHE 252 Health Promotion Programs for Children First Aid (4) modern technology. Specific topics include and Youth (4) water quality, air quality, solid and hazardous Emergency care for various types of injuries: Provides an understanding of factors that influ- assessment, life threatening injuries, medical waste, occupational health, ionizing and non- ence health status and development of children ionizing radiation, chemical contamination of emergencies, and special situations. Additional and youth in the United States. Particular atten- training for childbirth and CPR for adult, infant, foods, food additives, animal transmission of tion will be directed at health promotion pro- disease, noise, and selected current topics. and child. Course leads to Red Cross grams for children, youth, and families in school certification. Recommended prerequisites: PHE 250 and six and community settings. Includes a service hours of upper-division coursework in PHE. component. C OLLEGE OF URBAN AND PUBLIC AFFAIRS 297
PHE 444 *PHE 453/553 PHE 473/573 Global Health (4) Women’s Reproductive Health (4) Physiology of Exercise (4) Critically explores global public health issues as Critical review of current public health and Examination of physiological responses and they pertain to different populations throughout socio-political issues in women’s reproductive adaptations to exercise, with a focus on the the world, such as global disease eradication ini- health. Both national and international topics are interaction of metabolic, endocrine, neuromus- tiatives, environmental and infectious diseases discussed. Students apply health knowledge in cular, circulorespiratory, and environmental fac- from an international perspective, and discusses identifying and seeking solutions to the issues tors related to fitness and health. Recommended health needs of special populations. Recom- which concern health care providers, consum- prerequisites: Bi 301, 302. mended prerequisite: upper-division standing. ers, and policy makers. Recommended prerequi- PHE 474 PHE 446 sites: PHE 250 and 335. Exercise Prescription and Training (4) Community Health Principles and Practices PHE 455 (4) Focuses on the basic principles and skills needed (4) Film and Health for developing and implementing physical fit- Provides an overview of the scope of problems in Critically explores public health issues as they ness programs. Emphasis includes: appropriate/ the field of community health. Examines disease are portrayed in popular films and discusses the safe training procedures and the underlying prevention/control, community health service scientific, social, and political underpinnings of principles which support such methods, appli- delivery, the structure of official/unofficial agen- the public health issues portrayed in these mov- cations to younger and older populations, cies, and policy/decision-making processes. ies. Covers diseases such as AIDS, hemorrhagic gender differences, motivational strategies and Course includes field work in a community fever, MS, cancer, leukemia, and multiple chemi- health behavior theory, and exercise leadership health agency. Recommended prerequisite: PHE cal sensitivity from both biomedical and social skills. A significant portion of the course 350. perspectives. Guest speakers from the commu- involves experiential learning. Recommended PHE 448 nity will contribute to the discussion. Recom- prerequisites: PHE 295, 473. Health Education Techniques and Strategies mended prerequisite: upper-division standing. PHE 475/575 (4) PHE 456/556 Exercise Testing Techniques (4) Introduces students to basic techniques and Health Aspects of Aging (4) Theory and application of assessment methods/ strategies used in planning and carrying out Examination of health-related changes that tools used to evaluate physiological function health education programs in a variety of set- occur with aging. Review of current scientific lit- relating to fitness and health, including labora- tings. Special emphasis is given to scope and erature with an investigation of physiological tory and field tests. Significant emphasis on sequencing skills, objective writing, selection/ mechanisms responsible for changes in func- developing skills necessary for conducting tests development of health education resources/ tional capacity throughout life. Explores the role on apparently healthy individuals. Assessment materials, and methods for and use of technol- of physical activity and nutrition in healthy categories include anaerobic performance, mus- ogy in the delivery of health education pro- aging. Recommended prerequisites: PHE 295 or cular strength and endurance, flexibility, body grams. Recommended prerequisite: PHE 350. 250, and Bi 302. composition, cardiovascular function. Recom- PHE 450 PHE 466/566 mended prerequisites: Mth 111, PHE 473. Epidemiology (4) Mind/Body Health: Disease Prevention (4) PHE 480 Introduces principles and methods of epidemio- An investigation of the integral relationship Controversial Issues in Community Health logical investigation of infectious/non-infectious between body and mind and how that relation- (4) diseases. Illustrates methods by which properly ship manifests itself in health, illness, and pro- Examines controversial issues in the field of conducted studies of the distribution and motes healing. Philosophical and scientific community health (e.g., violence, women’s dynamic behavior of disease in a population can foundations of mind/body health are explored. health, medical technology, access to health ser- contribute to understanding of etiologic factors, Mind/body research and its application within vices). Group presentations required. Recom- modes of transmission, and pathogenesis of dis- allopathic medicine is examined as is research mended prerequisites: senior status and 12 ease. Recommended prerequisite: PHE 363. and practice in complementary fields of medi- credits of PHE. PHE 451/551 cine and health care. Recommended prerequi- PHE 503 Women and Holistic Health (4) sites: Psy 204, PHE 363. Thesis (Credit to be arranged.) Exploring the intersection of three fields--allo- PHE 467/567 PHE 504 pathic medicine, women’s health, and comple- Mind/Body Health: Human Potential (4) Cooperative Education/Internship (Credit mentary therapies—the course examines the Theory and research in the human potential to be arranged.) emerging field of integrative medicine, highlight- movement is integrated with research in mind/ PHE 511 ing the contributions that women care givers body medicine to produce an expanded under- Foundations of Public Health (3) and healers have made to its development. An standing of human transformative capacities. Provides students with an understanding of the overview of common women’s health concerns Transformative practices including meditation, field of public health. It provides knowledge provides the opportunity to compare and con- yoga, imagery, biofeedback, and sport are exam- about public health principles, concepts, values, trast essential elements of holistic treatment ined. Elements common to all transformative tools, and applications. Key topics in the class approaches with those of allopathic medicine. practices are identified. Recommended prerequi- include the mission of public health, the politics Recommended prerequisite: PHE 295 or WS site: PHE 466/566. of public health, determinants of health in the 101. PHE 471 United States, major models and strategies for PHE 452 Program Planning and Evaluation in Health health promotion, and community perspectives Gender, Race, Class and Health (4) Education: Theory and Skill Development on public health interventions. Emphasizes how the gender-, race-, and class- (4) PHE 512 based organization of society affects the health of Examines program planning models for health Principles of Health Behavior I (3) our communities. Covers an introduction and education. Includes needs assessment; program Presents an overview of the biological, psycho- historical framework for social inequities in goals and objectives; program content and meth- logical, behavioral, sociocultural, and environ- health; describes disparities in health by gender, odologies, evaluation, budgeting, and proposal mental factors that function in the promotion of race, and class; and explores the interplay writing. Students will gain practical experience health and prevention of disease. Theories devel- between these major social forces and the bio- in program planning and evaluation through oped to explain health and illness behaviors at logical mechanisms that influence the occur- community-based learning. Field work required. intrapersonal, interpersonal, and group/commu- rence of disease. Recommended prerequisite: Recommended prerequisite: twelve hours of nity levels are introduced. Ethical issues upper-division standing, consent of instructor. upper-division coursework in PHE. involved in health-related behavior change are examined. Satisfies the core M.P.H. requirement. Recommended prerequisite: graduate standing. 298 P ORTLAND STATE UNIVERSITY
PHE 513 PHE 535 public policy. Emphasizes the importance of the Health, Behavior and the Social Epidemiology Survey (3) social, political, and economic context for Environment (3) Designed as an introduction to epidemiology for women’s health. Topics include epidemiology of Surveys the social science research and theory students in the Oregon Master of Public Health women’s health; diversity and health issues; concerning the social, economic, and cultural program. Epidemiology is the science of public reproductive health and sexuality; health care influences on health-related behavioral risk fac- health that is concerned with the distribution of and access to health services; violence; mental tors. Attention will be given to the divisions disease in populations and risk factors that influ- health and emotional well-being; aging; lesbian within society that affect the disease process, ence health outcomes. Students will learn epide- health; and research in women’s health. Course including the etiology and consequences of a miologic methods to identify and solve public learning will be synthesized through a commu- wide range of adverse health outcomes. The cen- health problems. The course will cover measures nity-based learning experience involving work- tral focus of each unit of study will be on the of disease occurrence, screening for disease, ing with a community organization to evaluate implications of a socio-ecology of health for study design, association and causation, biases women’s health needs in Portland. community health practice and public health and confounding as well as genetic epidemiol- policy. Recommended prerequisite: PHE 512. PHE 557/657 ogy. An emphasis is placed upon critical reading National Long-term Care Policy (3) PHE 517 of the epidemiologic literature and to addressing This course examines the need for long-term Community Organizing (3) a public health problem with epidemiologic care services and the risk factors associated with Emphasizes the role of community organizing to methods. utilization of them as well as familiarizing stu- engage diverse communities to advance the con- PHE 540 dents with the financing and delivery mecha- ditions in which people can be healthy. It further Mass Communication and Health (3) nisms in long-term care, both public and examines the role of health educators, grassroots Examine the use and effectiveness of mass media private. The policy issues in current long-term activists, and others in stimulating social, politi- to both report the news about health and to pro- care initiatives are explored. cal, and economic approaches to promote com- mote changes of action in health-related areas. munity health. Also addresses the advancement PHE 558/658 Students will be required to critique media Perspectives on Aging (3) of theoretical knowledge and practical skills of health messages regarding their objectivity and An introduction to the field of gerontology is community organizing. the extent to which they are comprehensive. presented from the perspectives offered by mul- PHE 518 PHE 541 tiple disciplines, including sociology, psychol- Topics in Health Studies (3) Media Advocacy and Public Health (3) ogy, biology, economics, political science, and In-depth analysis of recent research and related Provides students with an understanding of the demography. Stereotypes of aging and theoreti- program developments on one or more health- role of media advocacy in advancing public cal frameworks for understanding aging are related topics. Topics vary according to term and health policies to promote health. The course examined, as are normal age-related changes, the instructor. Course may be taken more than once uses lectures, group exercises, and case studies impact of social, political, and economic condi- on different topics. Topics may include: mind/ to illustrate basic concepts and skills related to tions on the process of aging, and the myriad body health, nutrition, international health, media advocacy. Topics covered include: gaining consequences of a growing population of elders. environmental health, physical activity/exercise, access to the news, framing issues from a public and health of special populations. Recom- PHE 559/659 health perspective, and the use of paid advertis- Economics of Aging (3) mended prerequisite: graduate standing. ing to advance policy. Content areas include Objectives are (1) understand the roots of PHE 520 tobacco, violence, handguns, suicide, alcohol, income inequality between the aged and non- Qualitative Research Design (3) and other public health issues. aged; (2) review the economic and policy factors Presents the philosophical and theoretical bases PHE 543 that influence the decision to retire; (3) under- supporting the development of alternate Drugs, Behavior, and Society (3) stand the political economy of old age income research paradigms in human inquiry. Essential Emphasis will be placed on the relationship support in the U.S. and abroad; (4) explore the characteristics of three major alternate para- between drug and alcohol use and a broad range history, operation, and policy questions of our digms (interpretivist, constructivist, and critical of social circumstances associated with socio- major public pension system, social security; theory) are introduced. Validity, reliability, and economic status, race/ethnicity, and gender. Par- and (5) discuss private pensions in relationship related concepts are examined from the perspec- ticular attention will be given to policy and ser- to U.S. income maintenance policy. tive of each paradigm. Alternate strategies for vice issues regarding the treatment and inquiry are presented and ethical considerations PHE 560/660 prevention of alcohol and drug abuse from a Mental Health and Aging (3) related to qualitative forms of inquiry are public health perspective. Recommended pre- Focus on a psychological approach to mental addressed. Recommended prerequisite: graduate requisite: graduate standing. health and aging. The physical and social envi- standing. PHE 546 ronments of older people, as well as the individ- PHE 521 Urban and Community Health (3) ual’s physical and psychological condition, Quantitative Research Design and Analysis Examines the social factors associated with strongly affect the mental health and quality of (3) urban health and quality of life, such as social life of older people. It is the goal of the course to Introduction to quantitative research design and class, gender inequalities, and racism. Emphasis be useful to people who work with older adults statistical analysis. Emphasis on development of will be placed upon community development and their families, or to people who want to a research proposal. Topics include descriptive and collective responses to the maintenance of understand the changes that may be happening research, experimental and quasi-experimental health rather than upon individualized health for older members of their own families. Guest research, univariate statistical procedures, and promotion and disease prevention strategies. speakers from the field of geriatric mental health methods for planning and writing a research PHE 550 will supplement the readings and course report. Recommended prerequisite: Stat 244. Health Promotion Program Planning (3) assignments. *PHE 531 Addresses practical applications of health pro- PHE 561/661 Women and Exercise: Physiological Aspects motion theories. Presents examples of planning, (3) Cultural Variations in Aging (3) implementation, and evaluation of health pro- The aging population includes an increasing Overview of physiological and health-related motion programs in a variety of settings as effects of exercise on women. Emphasis on the percentage of people from a variety of ethnic guides for the development of health promotion groups. Although there may be cultural similari- responses and adaptations to exercise specific to programs. women. Topics include gender differences, the ties between these groups and the dominant menstrual cycle, pregnancy, menopause, and PHE 552 culture, there are also important differences, Women’s Health (3) particularly in the role of the family in decision- osteoporosis. Recommended prerequisite: PHE Focuses on constructions of gender and sex and 473/573. making, attitudes and beliefs about illness, their implications for understanding determi- dying, and death. Students learn about cultural nants of population health, developing health differences and similarities through observing promotion programs, and creating healthy programs that serve ethnic elders, talking with C OLLEGE OF URBAN AND PUBLIC AFFAIRS 299
guest speakers who represent different ethnic Institute on Aging communities, and reading several texts related to Research centers counseling, healthcare, and understanding grief, and institutes 470 Urban Center death, and dying in a variety of ethnic groups. 503-725-3952 PHE 576 As a multidisciplinary center of gerontol- Physical Activity, Health, and Disease (3) Center for Public ogy, the Institute on Aging is a research and Review of current research to explore the rela- training center concerned with adult devel- tionships between physical activity/exercise and Health Studies opment and aging. Major work focuses on health/disease. Primarily investigates the role of 450 Urban Center physical activity in disease prevention, but also the problems, policies, and program alter- 503-725-9095 natives which affect the lives of older examines the impact of a variety of physical con- www.cphs.pdx.edu ditions (e.g., obesity, aging, etc.) on the potential adults. The program draws students and for an active lifestyle. Topics include cardiovas- The Center for Public Health Studies faculty from health and physical education, cular diseases, musculoskeletal disorders, respi- (CPHS), based in the School of Community psychology, public administration, social ratory conditions, metabolic diseases, cancers, Health, seeks to enhance the public’s health work, sociology, speech and hearing sci- and mental health. Recommended prerequisite: by conducting interdisciplinary research ences, and urban studies. PHE 473. exploring the interaction among health, Research activities of the institute are PHE 577 society, and social policy. Our mission is to designed to provide faculty and students Exercise, Nutrition, and Performance (3) examine the structural causes and conse- with appropriate learning experiences Review of metabolic processes and physiological quences of health and disease, to examine mechanisms involved in nutrient utilization in while simultaneously investigating critical humans. Examination of the relationships health behaviors in their social context, issues concerning the elderly. Past research between nutrition and health, with an emphasis study the effects of culture and the environ- projects, technical assistance activities, on analysis of current research. Topics include ment on health and attitudes toward health short-term training, and field course carbohydrates, fats, protein, vitamins/minerals, care, and analyze the political processes arrangements have been conducted in fluids, weight control, and ergogenic aids. Anal- and social policies that affect the health cooperation with a wide variety of commu- ysis of nutritional modifications presumably status of populations. Our goal is to blend nity agencies, both public and private. related to exercise, health, and performance. theoretical and practical perspectives in an Funding for this work has been awarded by Recommended prerequisites: PHE 473. effort to improve the public’s health. national, state, and local governmental PHE 580 The CPHS has embarked on an exciting agencies as well as national and local pri- Concepts of Environmental Health (3) and ambitious research agenda spanning An intensive course designed to familiarize stu- vate foundations. dents with fundamentals of environmental diverse interests such as access to health The institute offers, through appropri- health from a scientific and conceptual perspec- care among families leaving welfare, vio- ate departments, a number of survey tive. Topics are considered within multi-causal, lence prevention, the role of the news courses, research seminars, and policy and ecological, adaptive systems, and risk-assess- media in framing public health issues, program development courses relating to ment frameworks. Includes consideration of bio- breast and kidney cancer, mental and phys- adult development and aging, which can logical, chemical, and physical agents in the ical well-being among the aged, and the lead to the Graduate Certificate in Geron- environment which influence public health and importance of physical activity. The roles of tology. (See Graduate Programs, School of well-being. Recommended prerequisite: gradu- social inequality, social networks, social Community Health.) ate standing. capital, and social policy on health are The institute also provides special ser- PHE 601 areas of emerging emphasis. Research (Credit to be arranged.) vices to the community through the Senior The center is a vehicle for scholarship Adult Learning Center, which sponsors PHE 605 Reading and Conference (Credit to be that brings together many departments and programs that serve persons of retirement arranged.) programs on campus. There is also collabo- age. ration with a rich mixture of community Further information about the insti- and statewide organizations. Undergradu- tute, including criteria for admission to the Physical Education ate and graduate students can gain valuable Graduate Gerontology Certificate Program, †PE 185 experience in public health research and is available through the Institute on Aging Physical Education: Co-ed (1) dissemination through the center’s many main office, 470 Urban Center, or you may A variety of activities taught for physiological activities. visit our Web site at www.upa.pdx.edu/IOA. and recreational values. †PE 280 Physical Education Service Courses: Women (2) A variety of activities taught for physiological and recreational values. Two hours per week plus field trips and extended experiences. †PE 285 Physical Education Service Courses: Co-ed (2) A variety of activities taught for physiological and recreational values. Two hours per week plus field trips and extended experiences.
†Not more than 12 credits in any combination of numbers may be applied to the 180-credit requirement. Additional fees will be charged for these courses. 300 P ORTLAND STATE UNIVERSITY
Mark O. Hatfield School of Government
Ronald L. Tammen, Director an applied area of knowledge in which Sub-field in public policy 650 Urban Center USP 661 Policy Analysis: Theoretical theory informs and is informed by real- Foundations...... 3 503-725-5156 world practice. USP 615 Economic Analysis of Public Policy ...... 4 www.hatfield.pdx.edu PAP 610 Political Economy...... 3 Elective ...... 3 The Mark O. Hatfield School of Govern- Dissertation field ...... 24 Admission 24 credits of electives designed to prepare a ment is one of three schools within the requirements student to write his or her dissertation topic. College of Urban and Public Affairs. It con- These are to be chosen with the student’s field sists of three academic divisions and four For admission information and materials committee. you may download the application forms Research method...... 22 institutes: Division of Administration of PS 593 Philosophy of Social Science or Justice; Division of Political Science; Divi- from the above Web site, or write, Admis- SOC 591 Theoretical Perspectives in Sociology (4) sion of Public Administration; Criminal sions Officer, Ph.D. Program in Public USP 530 Research Design I (3) Justice Policy Research Institute; Executive Administration and Policy, Hatfield School USP 532 Data Collection (4) Leadership Institute; Institute for Nonprofit of Government, College of Urban and USP 534 Data Analysis I (4 Public Affairs, Portland State University, USP 510 Data Analysis II (4) Management; the National Policy Consen- USP 610 Qualitative Research Design (3) sus Center; and the Institute for Tribal P.O. Box 751, Portland, OR 97207-0751; Administration. The public administration email, [email protected]; or call, 503-725- Subtotal 89 and policy Ph.D. program is also housed in 4044. Dissertation credits...... 27 the School of Government. It is also suggested that you set up a Total 116 personal telephone interview with the pro- gram coordinator, if feasible, to discuss the To meet these credit requirements, rele- Graduate program and your personal academic vant past academic coursework and previ- plans. You may do this by calling 503-725- ous professional experience is recognized programs 3921, 503-725-3920, or by e-mailing in these ways: ◆ [email protected]. Up to 30 credits of coursework related Doctor of Philosophy in public adminis- to public policy, public administration, tration and policy. The Ph.D. in public or research methods completed at the administration and policy is an interdisci- Degree requirements master’s level may be counted toward plinary program designed to prepare indi- the Ph.D. degree. Prerequisites. All students entering the viduals to pursue research, teaching, and/ ◆ Up to 12 additional credits may be doctoral program must have completed a or consulting in a variety of settings rang- waived from the student’s dissertation basic course in statistics either upon enter- ing from private universities to policy field based on the individual’s related ing or within the first year of study. No research organizations, public agencies, master’s-level work or professional degree credit will be awarded for this and private consulting firms. The degree experience. coursework. may be pursued on a full- or part-time ◆ Students with extensive academic back- Credit requirements. The Ph.D. in basis. ground and/or experience in using public administration and policy requires The degree program is administered quantitative or qualitative research 89 credit hours of required and elective through the Hatfield School of Govern- methods may waive one or more coursework. In addition, the student ment, but draws on faculty from the entire required research methods courses with receives 27 credits for work on his or her College of Urban and Public Affairs. permission of their academic adviser dissertation. The core curriculum (must be Faculty members are drawn from public and substitute other coursework. administration, political science, econom- completed during the first year) ics, policy sciences, and urban studies. The credits are distributed as follows: Specialization fields. All students must The curriculum focus is governance, Credits complete two specialization fields. One of the integrated study of administrative and Core courses...... 18 these combines the two basic elements in policy processes in the public sector. This PA 620 Seminar in the American governance, public administration and pol- Political System (3) icy. The other is designed to provide back- curriculum is taught against the backdrop PAP 611 Theoretical Foundations of of globalizing economies and political sys- Governance (3) ground that enables the student to prepare tems seeking to recognize governance in a PAP 612 Governance: Public Administrator and a dissertation. Some courses in the public Rule of Law System (3) modern world characterized by both coop- administration and policy field are PAP 614 Contemporary Governance (3) required, while others are electives the stu- eration and conflict among the public, pri- PAP 616 Policy Process (3) vate, and non-profit organizations. PAP 664 Organization Theory and Behavior (3) dent chooses with his or her field commit- Finally, the doctoral program in public Specialization field...... 25 tee. administration and policy is designed to Sub-field in public administration and policy The student’s field committee is com- enable students to approach governance as PAP 615 Administrative Process ...... 3 posed of faculty members chosen and orga- Electives ...... 9 nized by the student. This committee should be composed of three members: C OLLEGE OF URBAN AND PUBLIC AFFAIRS 301
one who can examine the student in public defense of the findings is held and, if Performance in core courses. A grade administration, one in policy, and one in approved by the student’s committee, the of C+ or below received for work per- the subject matter of the student’s disserta- degree is awarded. formed in a core course is not considered tion field. Students may draw committee Advising. All incoming students in the passing. A PAP doctoral student who members from the faculty of the College of PAP Ph.D. program are advised by the pro- receives a grade of C+ or below in one of Urban and Public Affairs and from the Uni- gram coordinator for the first term of their the core course offerings during fall or versity at large. The student’s committee coursework. They are then assigned a fac- winter terms may not proceed to take the also prepares the Part B comprehensive ulty member who is their academic adviser core course offerings in the subsequent examination (see below). until completion of Part A of the compre- term until the course in which a failing Individuals should choose the chair of hensive exam. All students are required to grade was received has been repeated, and their committee the fall term in which they meet with their adviser at least once per the failing grade is replaced with a passing complete the Part A comprehensive exami- term. Until passage of Part B (fields), stu- grade of B- or better. nations. The remaining two committee dents are advised by the chair of their field members should be chosen by the begin- committee. After passage of Part B of the Research and teaching ning of the following spring term. comprehensive, their dissertation chair opportunities advises them until graduation. Comprehensive examinations. In order The doctoral degree in public administra- to evaluate one’s ability to integrate, ana- tion and policy offers a number of research lyze, and critique the diverse materials and Program rules and teaching opportunities. ideas presented in the PAP curriculum, Additional rules governing satisfactory Hatfield Residency Program. This pro- students are required to complete a two- completion of field area examinations, pre- gram, conducted in cooperation with the part comprehensive examination. Part A of sentation of dissertation, and timely com- Hatfield School’s Executive Leadership the examination (core exam) covers the 18 pletion of doctoral program requirements, Institute, places qualified doctoral stu- credit hours of foundational core courses appear in the General Handbook for the dents in public and not-for-profit agencies and is given in the fall term following com- Public Administration and Policy Doctoral as paid residents. Agency placements pro- pletion of this course sequence. Part B of Program issued to incoming students. vide students opportunities to conduct dis- the comprehensive examination (field Students are responsible for maintaining a sertation research, gain advanced research exam) covers all coursework done in the personal familiarity with the rules and reg- experience, and receive assistance in student’s two field areas. It is prepared by ulations governing the doctoral program. financing their educational objectives. the faculty committee that assisted the stu- Limitation on graduate/undergradu- Graduate research assistantships. dent in selecting field coursework and is ate Courses. Students in the PAP program Dependent on available funds, a number of administered as soon as practicable after are strongly advised to use no more than graduate research assistantships are avail- completion of field work. Part B consists of 12 credits of courses offered simulta- able each year. Students must apply for a written examination followed after a two- neously at the 400- and 500-level in sup- these by February 1 of the academic year in week interval with an oral examination port of their degree programs. These which the assistantships are desired. Assis- over the written work submitted. courses must be an integral part of the stu- tantships pay tuition and a small additional Dissertation requirements. The disserta- dent’s program, and courses with the same stipend. tion process is designed to evaluate the content must not be available on a purely Teaching opportunities. All doctoral student’s ability to successfully conduct a graduate basis. students in the program are strongly significant, independent applied research Limitation on by-arrangement encouraged to teach prior to completing project. As such, it represents the culmina- courses. Admitted Ph.D. students may uti- their Ph.D. programs. There are a number tion of a student’s doctoral studies and lize no more than 12 credits of Research of opportunities available in this regard. must effectively demonstrate the student’s and/or Reading and Conference credits Teaching apprenticeships with a university capacity to conduct research of a profes- (501/601 and 505/605). In cases where faculty member. These duties can include sional quality. more than 12 credits are needed because of teaching one or more class sessions, assis- After completing the comprehensive the lack of regularly scheduled classes, the tance in preparing courses, and correction examination series, a student should form student must submit a written request of examinations. his or her dissertation committee. This waiver to their adviser for approval. Teaching in the University Studies Program. committee advises the student during the Continuous enrollment and leave of Advanced doctoral students may also teach entire dissertation process. As soon as pos- absence. All students admitted to the in sophomore inquiry coursework spon- sible after appointment of the student’s dis- Ph.D. program in public administration sored by the Hatfield School of Govern- sertation committee, he or she should and policy must be continuously enrolled ment. This coursework deals largely with begin to frame a dissertation research pro- until graduation, except for periods in citizen participation and leadership. posal with the advice and assistance of this which they are absent for an approved Advanced doctoral students may also pro- committee. This proposal is presented to leave. Taking a minimum 3 credits per pose and teach a senior Capstone course at the faculty and students in a formal collo- term during the regular academic year will the undergraduate level. These are interdis- quium. If the committee approves the pro- constitute continuous enrollment. Failure ciplinary community-based courses posal, the student starts work on his or her to register without an approved leave may required of all PSU seniors. These students dissertation project. A minimum of one result in termination of a student’s admis- will develop and implement strategies to year (27 credits) of dissertation research is sion. Students may have no more than six deal with a community issue in cooperation required and there is a five-year limit on terms of approved leave. with one or more community organizations. the time allowed to complete the project. Grade requirement. A student who During the time a student is completing the receives more than 9 credits of C+ or below dissertation project, he or she must be con- in all coursework attempted after admis- tinuously enrolled for 3 credits each term. sion to the Ph.D. program will be dropped When the dissertation is finished, an oral from the program. 302 P ORTLAND STATE UNIVERSITY
◆ Personal qualities of being ethical and “C” or above. Courses taken under the Administration compassionate. undifferentiated grading option (pass/no The achievement of these important pass) will not be accepted toward fulfilling of Justice characteristics is facilitated through a pro- division major requirements. gram of study that requires students to Requirements for minor. To earn a 550 Urban Center complete certain lower-division courses minor in administration of justice a student 503-725-4014 before enrolling in upper-division courses. must achieve a cumulative GPA of 2.50 and www.upa.pdx.edu/AJ/ Course prerequisites are enforced to ensure complete a minimum of 32 credits (12 of B.A., B.S. that students have acquired the necessary which must be taken in residence at PSU), Minor knowledge and skills to fully benefit from to include the following: M.S. more advanced courses. Credits Ph.D.—Participating division in Urban Practicum placements in Portland met- AJ 200, 210, 330...... 12 Studies Doctoral Program and Public Five upper-division AJ electives (must ropolitan area administration of justice be approved by an administration of Administration and Policy Doctoral agencies are an integral part of the program justice adviser) ...... 20 Program and are required for division majors. Total 32 All courses submitted to satisfy the Undergraduate Admission requirements for a minor in Administration of Justice must be passed with a grade of program requirements “C” or above. Courses taken under the Administration of justice is an academic Admission to the department is based on undifferentiated grading option (pass/no discipline that critically examines the general admission to the University. See pass) will not be accepted toward fulfilling establishment of legal norms and their use page 43 for more information. division minor requirements. by public and private agencies to control such symptoms of social disorder as crime, delinquency, mental illness, civil wrongs, Degree requirements Graduate and discrimination. The undergraduate Requirements for major. In addition to administration of justice program at Port- meeting the general University degree program land State University focuses on the major requirements, students who major in The Division of Administration of Justice problems of crime and delinquency. A administration of justice must complete a offers a program of graduate study and major goal is to prepare undergraduate stu- set of special degree core and supporting research that leads to a Master of Science in dents to compete for a limited number of courses. Some of these courses have pre- Administration of Justice, with a concen- such entry positions as law enforcement requisites and students should read course tration in the adult criminal justice system. officer, investigator, trial assistant, proba- descriptions in the current PSU Bulletin This degree provides qualified students tion and parole officer, and correctional before registration. Majors are required to with an opportunity to understand the counselor. The undergraduate program achieve a cumulative GPA of 2.50 in the complex interactions among the functional also provides academic preparation for following AJ core courses: parts of the adult criminal justice system, advanced study leading to graduate degrees Core courses Credits i.e., law making, law enforcement, adjudi- in the administration of justice, law, and AJ 200 Introduction to Adult Criminal Justice cation, and treatment of criminals by other related fields, including such PSU Process ...... 4 public and private agencies. AJ 210 Introduction to Juvenile Justice programs as Master of Public Administra- Process ...... 4 A general systems approach is focused tion, Master of Urban Studies, Ph.D. in AJ 317 Punishment and Corrections ...... 4 by a sequence of advanced perspective urban studies, and Ph.D. in public admin- AJ 320 Theories of Crime and Justice...... 4 seminars which consider the major social istration and policy. AJ 330 Crime Control Theory and Strategy ...... 4 forces that influence the performance of the Students with other career objectives AJ 380 Criminal Justice Research ...... 4 system. A set of research courses presents AJ 409 Senior Practicum ...... 8 and with an interest in justice-related AJ 410 Special Topics (selected from a variety the skills necessary to apply knowledge issues are invited to enroll in any division of 4-credit courses designed to meet professional toward the solution of system-wide prob- course for which prerequisites are met. interests) ...... 12 lems. Elective courses permit students to AJ 420 Criminal Law and Legal Reasoning ...... 4 specialize in areas of personal interest. In addition to the important skills and AJ 440 Constitutional Criminal Procedures ...... 4 knowledge that may be acquired from AJ 460 Court Procedures ...... 4 Administration of justice graduate other curricula within the University, stu- AJ 490 Senior Colloquium ...... 4 courses also support other PSU degree pro- dents who major in administration of jus- grams, such as the Master of Public Admin- tice are presented with an opportunity to Total AJ core credits 60 istration, Master of Urban Studies, Ph.D. in attain the following specific characteristics Supporting courses Credits urban studies, and Ph.D. in public admin- CS 105 Computing Fundamentals ...... 4 that are necessary for successful careers in Sp 215 Introduction to Intercultural istration and policy. the justice field: Communication ...... 4 ◆ Knowledge of the causal theories of Phl 202 Elementary Ethics ...... 4 criminal and delinquent behavior; the Psy 434 Introduction to Psychopathology ...... 4 Admission Soc 200 Introduction to Sociology ...... 4 legal framework within which justice Soc 337 Minorities...... 4 requirements should be administered; historical and Admission is made fall term only. All stu- contemporary justice processes; and the Total supporting credits 24 dents must meet the following require- problems of administering justice and ments: their potential solutions. Total major requirements 84 ◆ Professional ability to be literate, artic- All courses submitted to satisfy the 1. An earned baccalaureate degree in a ulate, scientific, thinking, reasonable, requirements for a major in administration discipline that provides necessary aca- and practical. of justice must be passed with a grade of demic preparation for the program of C OLLEGE OF URBAN AND PUBLIC AFFAIRS 303
study, e.g., administration of justice, crimi- focusing around these critical decisions. Alterna- tural, historical, political, religious, and eco- nology, criminal justice, political science, tives and the dilemmas of changes in policing, nomic dynamics of the phenomena will provide public administration, and sociology. Stu- prosecution, court administration, and correc- preparation for discussion of possible dents without adequate undergraduate tional programs will be considered. approaches to control. preparation may be required to success- AJ 210 AJ 380 fully complete supplemental graduate-level Introduction to Juvenile Justice Process (4) Criminal Justice Research (4) A general overview of the various activities and A critical examination of the usefulness and lim- courses designated by the Division of decisions involved in the processing of young itations of research related to criminal justice Administration of Justice. law violators. Examination of the justice system activities, procedures, and programs. Empirical 2. Satisfactory scores on the verbal, quan- specially designed to handle children, consider- criminal justice studies analyzed and discussed. titative, and analytical sections of the GRE ation of the many stages in the system, and con- AJ 401/501 General Test. siderations of issues in juvenile justice policy Research (Credit to be arranged.) formulation. 3. A written statement of academic and Consent of instructor. professional goals and their relationship to AJ 220 AJ 404/504 Crime Literacy (4) Cooperative Education/Internship (Credit the Master of Science in administration of A comprehensive survey of the historical trends to be arranged.) justice program of study, supplemented by and current picture of crime in America that Consent of instructor. an oral interview with program faculty. examines: (1) methods used to collect crime AJ 405/505 4. Applicants whose native language is not data, (2) factual aspects of specific crimes, Reading and Conference (Credit to be English must present a minimum score of including definitions and analytical statistics, arranged.) 560 on the Test of English as a Foreign (3) characteristics of victims and arrestees, (4) Consent of instructor. public opinion, and (5) personal protection. Language (TOEFL). AJ 407/507 *AJ 302 Seminar (Credit to be arranged.) 5. A GPA of 3.0 or higher. Police Dynamics (4) Consent of instructor. A critical examination of the various professional AJ 409 and community influences on police behavior, Senior Practicum (8) Degree requirements together with the social problems generally cre- Placement in an administration of justice profes- Students must complete the following 45 credits: ated by such forces, and potential remedial sional organization with supervision and evalua- actions. Substantive core courses Credits tion of work performance by both agency and AJ 511 Historical Perspective of Criminal AJ 317 University staff. Minimum 8 credits required Justice ...... 3 Punishment and Corrections (4) with a total maximum of 16 credits that can be AJ 515 Theories of Crime and Justice ...... 3 Examines theories of punishment as they relate applied toward the administration of justice AJ 520 Legal Perspective of Criminal Justice ...... 3 to the various treatment and rehabilitation poli- degree. Prerequisites: senior status. AJ 530 Political/Economic Perspectives of cies and practices that affect offenders in institu- AJ 410/510 Criminal Justice ...... 3 tional and community settings. Specific AJ 550 Comparative Perspective of Criminal Selected Topics (Credit to be arranged.) Justice ...... 3 approaches being examined include mandatory Consent of instructor. Pass/no pass option. sentencing laws, offender education programs, Research core courses AJ 420 USP 530 Research Design...... 3 institutional and community drug treatment Criminal Law and Legal Reasoning (4) PA 551 Data Analysis and Statistics for Public programs, boot camps, house arrest, intensive Study of the basic concepts related to criminal Administration ...... 3 supervision probation, work release, and com- law, including: historical development, legal ele- Supporting Elective Courses ...... 18 munity work service. ments of crime and proof, defenses and mitiga- Thesis ...... 6 AJ 320 tion, reasonable doubt, and presumptions of Total 45 Theories of Crime and Justice (4) fact; with particular emphasis on the application A comprehensive survey of the major theories of of logical reasoning to make legal decisions. Pre- A thesis must be written and orally criminal justice and criminology. Course will requisite: senior status. (Normally offered fall defended to demonstrate mastery of the overview theories from the biological, psycho- term only.) knowledge in the substantive core courses logical, social learning, critical, labeling, social- AJ 440 and skill in its application to create new disorganization, conflict, and culture-conflict Constitutional Criminal Procedures (4) knowledge and to solve system-wide prob- perspectives on crime and deviance. Philosophi- A critical examination of the legal controls on lems. cal discourses on justice will be reviewed as will the administration of criminal justice, with spe- Due to present scheduling restrictions, theories of discretion in the criminal justice sys- cial attention to current court decisions related tem, organizational adaptation, and develop- to such issues as search and seizure, admissions students may not be able to complete all ment of theory-based policy. degree requirements until the end of their and confessions, wiretapping and eavesdrop- AJ 330 ping, right to counsel, fair trial, self incrimina- second academic year in this program. Crime Control Theory and Strategy (4) tion, cruel and unusual punishment. An analysis of the methods used to control crime Prerequisite: AJ 420. (Normally offered winter in American society. Emphasis on understanding term only.) Courses the sometimes conflicting goals of the criminal AJ 450/550 justice system; attention is given to the general Courses with an asterisk (*) are not offered every year. Comparative Perspective of Criminal Justice categories of general and specific deterrence, (4/3) AJ 199 aggressive enforcement, situational and environ- An exploration of international criminal justice Special Studies (Credit to be arranged.) mental defensive measures, and modification of systems that compares and contrasts the general Pass/no pass option. the social order. Special attention will be given to features and cultural foundations of criminal jus- AJ 200 how other countries control crime and the prob- tice procedures and institutions in different Introduction to Adult Criminal Justice lems of comparison because of political and cul- countries throughout the world. Prerequisites: Process (4) tural differences. AJ 550; admission to graduate program in AJ. An open system analysis of the decisions made in the adult criminal justice process. Contempo- AJ 355 rary problems and issues, shifting emphases, Perspectives on Terrorism (4) A survey of international and domestic terror- replacement of one ideology with another, and ism, the organizations, philosophies, key play- current operational practices will be analyzed ers, counter-terror organizations, and response. Investigation of the social, psychological, cul- 304 P ORTLAND STATE UNIVERSITY
AJ 460 AJ 520 Court Procedures (4) Legal Perspective of Criminal Justice (3) Degree requirements General review of the major activities and proce- An advanced course that examines the legal Once a student has been admitted to Port- dures involved in the conduct of criminal trials, environment within which the criminal and land State University, upper-division with extensive use of mock trial exercises. Pre- quasi-criminal justice systems function, with courses used to meet political science requisite: AJ 440. (Normally offered spring term particular emphasis on philosophical and proce- major requirements must be taken at the only.) dural issues related to deprivation of liberty University. Courses taken at another col- *AJ 470 decisions. Prerequisite: admission to graduate Management of Justice Agencies (4) program in AJ. lege or university must have received prior A comprehensive and critical evaluation of the AJ 530 approval from the Division of Political Sci- important theories, practices, and current Economic and Political Perspective of ence. All courses used to satisfy political research related to the organizational structure Criminal Justice (3) science major requirements, whether taken and administrative activities of such agencies as An advanced course that explores the political at PSU or elsewhere, must be graded C or police departments, courts, and prisons. Prereq- and economic influences on the formulation and above. uisite: junior or senior status. administration of public policies related to crim- Requirements for major. The major *AJ 480/580 inal justice system issues. Prerequisite: admis- offers a traditional course of study in politi- sion to graduate program in AJ. Community-based Treatment of Offenders cal science that involves some exposure to (4) An analysis of the history, philosophy, theory, three basic areas of the discipline. and function of probation, parole, pardon, half- In addition to meeting the University’s way houses, work release centers, and other Political general education requirements, a student forms of community-based treatment; evaluation wishing to pursue a basic major in political of the effectiveness of treatment of the offender science must take a minimum of 48 credits in the community; contemporary usage of the Science in political science distributed as follows: presentence investigation report, selection, Credits supervision, and release of probationers and 650 Urban Center 503-725-3921 PS 200 Introduction to Politics...... 4 parolees; exploration of current innovations in One 400-level course in each of the corrections such as use of volunteers and offend- www.upa.pdx.edu/POLISCI/ three fields listed below: ...... 12 ers as correctional manpower resources. Prereq- B.A., B.S. Area I—American Politics uisites: AJ 480: AJ 317; AJ 580: admission to Minor Area II—International/Comparative Politics Area III—Political Theory/Methodology graduate program in AJ. Secondary Education Program—Social Sci- Additional upper-division electives...... 20 AJ 490 ence Additional electives...... 12 Senior Colloquium (4) M.A., M.S. An integration of important administration of M.A.T. and M.S.T. (General Social Total 48 justice concepts and knowledge for graduating Science) Requirements for major with politics majors, who will individually prepare a research Ph.D.—Participating division in Public of diversity option. The politics of diver- paper on a selected problem and present find- Administration and Policy Doctoral Pro- sity option offers students the opportunity ings to interested students and faculty. Prerequi- gram sites: senior status and completion of AJ 330 and to pursue an interdisciplinary course of AJ 380. study, under the supervision of a member of the political science faculty, in some AJ 503 Thesis (Credit to be arranged.) Undergraduate aspect of the politics of diversity. Students AJ 509 programs choosing this option must select a faculty Graduate Practicum (3) adviser from the political science faculty A work-experience placement in a criminal jus- The program in political science leading to who will supervise the student’s program tice agency with supervision and evaluation of the B.A. or B.S. degree is designed to meet and advise them on how to proceed. This work performance by both agency and Univer- the needs of the liberal arts major who option encourages students to identify sity supervisors. Consent of instructor. wishes to learn more about public and some basic issue area or problem area that AJ 511 international affairs, government, and the involves the politics of diversity that will Historical Perspective of Criminal Justice demands of citizenship. It is appropriate become the subject of analysis and (3) for professionally motivated students who A chronological survey of significant social research. Divisional courses associated with events and trends in Western and Eastern civili- wish to pursue careers in political science, the politics of diversity option are arranged zations that have influenced crime and the public administration, international organi- under three topical headings: diversity in development of law, the police, the courts, and zations, domestic government, communi- America, regional and global diversity, and corrections and have formed the interrelation- cations, education, or law. It is also diversity and justice. Information regarding ships among these parts of the criminal justice appropriate for inquiring students desiring the courses associated with each of these system. Prerequisite: admission to graduate pro- to learn more about the way human beings areas is available at the division office. gram in AJ. live together and the structures and institu- Credits AJ 515 tions they have developed (or might PS 200 Introduction to Politics...... 4 Theories of Crime and Justice (3) develop) to facilitate social cooperation and PS 401 Research ...... 4 A comprehensive survey of the major theories of conflict management. Preparation and submission of a concluding essay, criminal justice. The course will overview theo- prepared under the adviser’s supervision, on a topic ries from the biological, psychological, social of the student’s choosing. learning, critical, labeling, social-disorganiza- PS 407 Seminar ...... 4 Upper-division electives ...... 32 tion, conflict, and culture-conflict perspectives Admission and the philosophical discourses on justice of requirements Sub-total in Political Science 44 Hume, Mills, Kant, Rawls, and others. Prerequi- †Upper-division work from selected site: admission to graduate program in AJ. Admission to the department is based on courses outside political science ...... 16 general admission to the University. See page 43 for more information. Total 60
†These courses are to be selected with the advice and consent of a student’s adviser. A list of recommended outside courses is available at the Political Science Office. C OLLEGE OF URBAN AND PUBLIC AFFAIRS 305
Requirements for major with politics with a political science adviser to work out 5. Submit, if the applicant is a foreign stu- of conflict and cooperation option. The an instructional program that meets their dent whose major language is not English, politics of conflict and cooperation option needs. a satisfactory score on the Test of English offers students the opportunity to pursue as a Foreign Language. SECONDARY EDUCATION PROGRAM an interdisciplinary course of study, again Students applying for admission to the under the supervision of a member of the (See General Studies: Social Science fall term who wish to be considered for political science faculty, in some aspect of page 140.) graduate fellowships should complete their the politics of conflict and its resolution at applications by May 1. Other students the national and international level. Stu- should have completed their applications dents choosing this option must select a Graduate at least three weeks prior to the first day of faculty adviser from the political science the term in which they plan to enroll. faculty who will supervise the students’ programs program and advise them on how to pro- The Division of Political Science offers ceed. This option encourages students to graduate work leading to the Master of Arts Degree requirements and Master of Science degrees. The division identify some basic issue area or problem Programs leading to the different master’s also offers Master of Arts in Teaching and area that involves the politics of conflict degrees offered by the Division of Political Master of Science in Teaching (General and cooperation that will become the sub- Science are designed to be completed in Social Science) degrees with a political sci- ject of analysis and research. Courses four academic terms. The University’s mas- ence concentration for students pursuing a associated with the politics of conflict and ter’s degree requirements are listed on career in teaching. Political science is one cooperation option are arranged under page 66. Specific divisional requirements of five participating disciplines offering a three topical headings: conflict and cooper- follow. ation in America, international conflict and major concentration in the Public Adminis- Master of Arts or Master of Science. cooperation, and theories of conflict and tration and Policy Ph.D. program; for infor- All candidates for a master’s degree in polit- cooperation. Information regarding the mation relating to this program, see ical science must complete 48 graduate courses associated with each of these areas page 300. credits from course offerings. Students are is available at the division office. The Division of Political Science offers expected to pass written examinations in Credits work in political theory and philosophy, two of the five following fields of study: PS 200 Introduction to Politics ...... 4 methodology, international relations and PS 401 Research...... 4 organization, comparative politics, Ameri- 1. American politics Preparation and submission of a concluding essay, 2. International politics prepared under the adviser’s supervision, on a topic can politics, American federalism, public of the student’s choosing. policy, public law, political parties, and 3. Comparative politics PS 407 Seminar ...... 4 political economy. 4. Political theory Upper-division electives...... 32 5. Methodology Sub-total in Political Science 44 In addition, students are required to †Upper-division work from selected Admission courses outside political science...... 16 requirements take PS 593, Philosophy of Social Science, and to complete and defend a master’s Total 60 For admission as a regular degree stu- thesis or a substantial research paper. Spe- Requirements for minor. To earn a dent, the applicant must: cific requirements are as follows: minor in political science, a student must 1. Have at least a B average for all work in 1. PS 593 Philosophy of Social Science complete 28 credits in political science (of the junior and senior years, or must have which 16 must be taken in residence at 2. 20 credits in each of the two fields to completed a minimum of 12 credits in be prepared for examination purposes PSU). This must include the following: graduate-level courses with at least a 3.10 Credits GPA (on a 4.00 point scale). 3. 2 graduate (500-level) seminars (cred- PS 200 Introduction to Politics ...... 4 its to be included in credits for field exami- One 400-level course in two of the three fields 2. Submit satisfactory scores on either the nations) listed below: ...... 8 verbal and quantitative sections of the Area I—American Politics Graduate Record Examination or the 4. 6 credits of thesis or research paper Area II—International/Comparative Politics work. Area III—Political Theory/Methodology Miller’s Analogy Test. The Miller’s Analogy Additional upper-division political science electives Test is given on campus by Counseling and 5. 4 credits may be taken outside political taken in residence at PSU (no more than 8 credits of Testing Services. science with an adviser’s approval. PS 404, 405, 409, 410) ...... 16 3. Request that two letters of recommen- Total credits: 50 Total 28 dation be sent directly to the Division of All courses submitted to satisfy the Political Science from faculty members at Students who wish to earn an M.S. in requirement for a minor in political science colleges or universities previously attended political science are required to take PS 595 must be passed with a grade of C or above. or from others in a position to comment Research Methods for Political Science as Students are encouraged to take political on the student’s academic and professional part of their program. Those seeking an science courses that complement their aca- background and experience. M.A. in Political Science must pass an demic interests and scholarly goals. The 4. Forward to the division a 500-word examination in one foreign language to be political science minor is designed to be as statement concerning the applicant’s aca- administered by the Department of Foreign flexible as possible to facilitate this end. demic and professional goals. (This state- Languages and Literatures. Examinations. Students considering a minor in political ment should indicate the student’s desired Candidates for the M.A. science are strongly encouraged to consult fields of concentration.) and M.S. degrees will be required to take a three-hour examination on each of the two
†These courses are to be selected with the advice and consent of a student’s adviser. A list of recommended outside courses is available at the Political Science Office. 306 P ORTLAND STATE UNIVERSITY
fields of concentration. These written Congress and the legislative process; the presi- PS 313 examinations normally will be taken dency and modern bureaucracy; the Supreme The Power Game: A Simulation of Court and judicial policy-making. Washington Politics (4) during the term in which the candidate will Examines the nature of political power, the com- complete 44 credits of the graduate pro- PS 102 plexities involved in policy-making, and the United States Politics (4) gram. The written examinations may be relationship between the major political actors in followed by an oral examination at the Introduction to issues and trends in political cul- ture, political behavior, and public policy mak- Washington, D.C. The course revolves around a option of the candidate’s examiners. ing. Topics include: public opinion, political simulation of the U.S. government in which stu- The candidate who is planning to take parties and pressure groups, elections and voting dents play the roles of real members of Congress, the examinations in a particular term must behavior, political participation, the role of the the executive branch, interest groups, and the notify the divisional office coordinator of media, policy making, the budget process, press. such intention by the Friday of the second domestic policy, and national security policy. PS 318 week of that term. The candidate must by Media, Opinion, and Voting (4) PS 199 Course examines the interaction between the that time have consulted with the two fac- Special Studies (Credit to be arranged.) Consent of instructor. mass media, public opinion, and voting behavior ulty examiners about the books, articles, in the United States. Competing theories of and other materials in the two fields over PS 200 media effects on public opinion and voting which the student will be examined. Introduction to Politics (4) behavior are analyzed, as are competing propos- Basic introduction to the central themes and fun- Examinations will not be given in the als for reforming electoral campaigns, campaign damental issues of political life. Examines the advertising, presidential debates, and other fea- absence of such consultation. The written nature and meaning of politics and political tures of mass-mediated elections in order to examinations will be given in the eighth association in both domestic and international enhance citizen participation. Key questions stu- week of the term (sixth week if it is settings. Fundamental concepts and ideas associ- dents will consider include the degree of respon- Summer Session) with the orals, if ated with government, and politics more gener- sibility that politicians, journalists, and citizens ally, are explored, along with the nature of required, taking place during the following should assume for improving citizen engage- political culture and the way this culture is two weeks. ment with electoral politics. Recommended: PS reflected in the institutions and operations of Candidates for the Master of Arts degree 102. government. must pass an examination in a foreign lan- *PS 319 guage administered by the Department of PS 203 Politics of the Environment (4) Foreign Languages and Literatures. Candi- Intro to State and Local Politics (4) The human relationship with nature is a source Provides an introduction to the role and struc- of much political conflict and has been since the dates for the Master of Science degree must ture of state and local governments, and exam- pass an examination in statistical applica- emergence of the state. This course explores the ines the forces that influence subnational short- and long-term origins of current conflicts, tion administered by the Division of Politi- politics. Topics include federalism, intergovern- cal Science or complete for credit two the emergence of political movements around mental relations, elections, the policy-making environmental issues, alternative world views graduate-level political science methods process, and the problems confronting states and regarding nature, and the distinctiveness of poli- courses. The foreign language examination communities. tics around these issues. Specific conflicts will be or the statistical application examination PS 204 examined, including the relationship between must be completed by the sixth week of the Comparative Politics (4) human attempts to control nature and human term in which the candidate expects to A general survey of theories, concepts, and hierarchies, population, water, and conservation receive the degree. Candidates must check methods employed in comparative politics. of biodiversity. Attention given to political behavior, structures, with the respective departments for dates and processes. PS 321 and times of examinations in order to meet The Supreme Court and American Politics PS 205 the above deadline. (4) International Politics (4) Basic introduction to the relation between law Thesis and substantial research An analysis of the nature of relations among and politics in America through an analysis of paper. Candidates must submit a thesis or nations, with specific reference to contemporary the work of the U.S. Supreme Court. The course substantial research paper to be followed international issues. Motivating factors will be uses selective case law in order to explore the by an oral examination. The substantial examined, including nationalism, economic place of the court in America’s constitutional research paper must be equivalent to a rivalries, and the quest for security. Also treated structure, the way the court forms and shapes thesis but need not meet the formal will be the problem of national sovereignty and policy through constitutional interpretation, and requirements of the graduate school and its relationship to international cooperation, the way political forces and influences shape changing threats to international security in the library. Court practices, judicial selection, and the deci- post-Cold War era, and the increasing impor- sion making processes. Recommended: PS 221. Master of Arts in Teaching And Master tance of international economic competition and of Science in Teaching. Programs with a PS 325 cooperation. Politics and the Legal Enforcement of political science concentration will be PS 221 Morals (4) designed to enhance the candidates’ capac- Introduction to Public Law (4) Critical examination of law as a mechanism for ity to meet their particular teaching respon- Introduction to the nature and function of the enforcement of moral standards. The limits sibilities. See page 59 for University public law in the United States. The course of law and political authority more generally are requirements for these degrees. focuses on fundamental problems of jurispru- explored through an analysis of specific problem dence, the relation between law and politics, the areas associated with the legal enforcement of nature and function of the court system, judicial morality. These include, but are not limited to: Courses process, and the workings of the criminal justice the use of criminal justice to enforce standards of system. conventional morality, political tolerance, civil Courses with an asterisk (*) are not offered every year. *PS 312 disobedience, and the politics of law and order. PS 101 Legislative Process (4) Recommended: PS 221. United States Government (4) An examination of the role of legislatures in state An examination is made of American govern- politics. Particular attention is given to the forces ment in theory and practice. Topics include: the that shape legislative elections, the relationship constitutional foundations of American govern- between legislatures and governors, and efforts ment; federalism, civil liberties, and civil rights; to reform legislative politics. Recommended: PS 101 and 102. C OLLEGE OF URBAN AND PUBLIC AFFAIRS 307
*PS 331 *PS 362 PS 410/510 Oregon Politics (4) Arab-Israeli Conflict (4) Selected Topics (Credit to be arranged.) An examination of political structures and policy Examination of the conflicting ideological per- Consent of instructor. trends in the state of Oregon. Attention is given spectives, the formation of the state of Israel, rise PS 412/512 to local governments as well as state government of Arab nationalism, emergence of Palestinian The Presidency (4) with special emphasis upon the relationships nationalism, the Arab-Israeli wars, rise of Pales- Analysis of the institution, functions, and prob- among different governmental entities. tinian activism, diplomatic efforts at partial lems of the presidency. Special attention given to PS 343 settlements, and possibilities of a comprehensive presidential elections, presidential powers, rela- Conflict and Cooperation in World Politics settlement. Special attention is given to those tions with media, presidential leadership. White (4) elements opposed to a final settlement of the House staff, executive-legislative relations, and This course focuses on substantive global prob- conflict, both within Israel and among the Pales- the presidential role in domestic, economic, for- lems and issues areas such as war, conflict reso- tinian and greater Arab communities. Recom- eign policy making and execution. Recom- lution, nationalism, arms races, and global mended prerequisite: PS 204, 205, or 361. mended prerequisites: PS 101 and 102. scarcities. The historical roots of the problems as PS 380 PS 413/513 well as their contemporary manifestations are Women and Politics (4) Congress (4) examined using both substantive and theoretical Analysis of the political role of women in poli- Study of the structure, organization, powers and materials. The sources of conflict and conflict tics. Reviews the historical and contemporary operations of Congress. Topics covered include: resolution are also examined. Recommended analyses of women’s participation and status in the evolution of Congress, congressional recruit- prerequisite: PS 205. politics. Recommended prerequisite: PS 101 or ment and elections, legislative functions, the PS 345 102. membership, the leaders, the committee system, U.S. Foreign Policy: The Cold War and PS 381 the rules and procedures, executive-legislative Beyond (4) Introduction to Theory (4) relations, pressure groups, lobbying, and reform. Analysis of the U.S. foreign policy process, its General introduction to the problems of political Recommended prerequisites: PS 101 and 102. motives, objectives, and manner of implementa- theory. A selective survey of the political ideas of PS 414/514 tion, in the major developments of each admin- Plato, Machiavelli, Locke, Rousseau, Mill, and Issues in Public Policy (4) istration since 1945. Emphasis is on U.S. Marx which introduced some of the major tradi- A study of selected major policies and programs relations with the U.S.S.R/Russia and the Third tions of political thought in the west. The foun- of governmental regulation and service. Empha- World. Recommended prerequisite: PS 205. dations of the communitarian, republican, and sis is placed upon the formation, administration, *PS 352 liberal political discourse are examined and dis- and substantive content of policies in such areas Western European Politics (4) cussed. Recommended prerequisite: PS 200. as transportation, public utility regulation, medi- An analysis of the political systems, processes, PS 385 cal care, civil rights, education, agriculture, nat- and politics in major countries of Western Modern Ideologies (4) ural resources, and antitrust laws and the Europe, with special reference to France and An examination of the enduring political images preservation of competition. Recommended pre- Germany, as well as an overview of Italy, Swe- of the modern world. Attention is given to the requisite: PS 215. den, or Switzerland. Also a short look at the new, developing ideologies in the Third-World PS 416/516 organizations for European integration. Recom- countries and the new left as well as to the more Political Parties and Elections (4) mended prerequisites: PS 204 or 205. traditional concerns of liberalism, communism, An examination of political parties and elections PS 353 and fascism. in America. Covers such topics as: the changing Introduction to Latin American Politics (4) *PS 387 role of party organizations, machine politics, An examination of a number of Latin American Politics and Fiction (4) electoral rules, candidate recruitment, the nomi- countries (Argentina, Chile, Brazil, Mexico, This course explores various themes associated nation process, campaign strategies and tactics, Peru, etc.) in comparative perspective. Topics with politics as they are presented in fictional campaign finance, and electoral reform. Recom- covered include: the emergence and decline of media. The course integrates traditional aca- mended prerequisite: PS 101 and 102. various regime types within each of these nation- demic material with novels, film, television, PS 417/517 states; the role of the state, various state sectors, poetry, etc., in order to expand student aware- Interest Groups (4) state autonomy and state capacity; the emer- ness of politics and public life. Recommended This course analyzes the role of interest groups gence of various social classes, class coalition prerequisite: in the political process. Particular attention is and the impact of both of these on the state; the PS 200. given to why some interests are more successful importance of international factors such as the PS 399 at forming groups and influencing politics than international economy and the United States. Special Studies (Credit to be arranged.) others. The course also examines techniques PS 354 PS 401/501 used to lobby legislatures, the executive branch, Introduction to Caribbean Politics (4) Research (Credit to be arranged.) and the courts. Recommended prerequisite: PS Provides an opportunity to examine a number of Consent of instructor. 101 and 102. Caribbean countries (Jamaica, Surinam, Trin- *PS 418/518 idad, Haiti, etc.) in comparative perspective. PS 403 Honors Thesis (Credit to be arranged.) Contemporary Political Protest in America Topics covered include: the central role of the Consent of instructor. (4) state, the impact of prior colonial masters and Analyzes the role of social movements in recent PS 404/504 the manner of acquiring independence upon American history. The course blends theoretical political and economic outcomes, country size Cooperative Education/Internship (Credit to be arranged.) readings with empirical research into specific and the performance of these nation-states, movements. Movements considered include but political parties, race, and class. PS 405/505 Reading and Conference (Credit to be are not limited to: civil rights, the new left, PS 361 arranged.) public interest reform, the freeze movement, the Introduction to the Politics of the Middle women’s movement, the Christian Right, and the PS 407/507 Seminar (Credit to be East (4) paramilitary/skinhead movement. Introduction to Middle Eastern political systems. arranged.) Reading and discussion about an area of political *PS 419/519 Focus will be on the nature of traditional poli- Political Reform (4) tics, modernization and political development in science, with a research project required. Enroll- ment limited. Examines the concerns that drive the demand the region, social stratification, institutions of for political reform in America, and how specific PS 409/509 government, and the political systems of selected reform proposals may affect the political system. Middle East countries. Recommended prerequi- Practicum (Credit to be arranged.) Consent of instructor. The first part of the course focuses on a variety site: PS 204 or 205. of proposals to open up the electoral system and 308 P ORTLAND STATE UNIVERSITY
to improve representation. The second part and the causes of crime interact with the media *PS 449/549 examines various reforms that are designed to and the political system to create a style of crime International Environmental Politics make the government work more effectively and policy that is uniquely American. Recommended and Law (4) efficiently. prerequisite: PS 221. Explores various environmental problems and issue areas that exist between and among nation- PS 422/522 PS 431/531 states. There will be an exploration of the politi- Constitutional Law (4) State and Local Politics (4) A study of the way in which the Supreme Court Intensive examination of the role of the states cal difficulties that impede solutions and the var- has shaped and influenced governmental struc- and cities in the federal system. The course pays ious pathways that may lead to environmental ture and political power. Special attention is particular attention to the importance of political cooperation. There will also be a focus on the given to judicial decisions in the areas of federal- culture in shaping state politics and power rela- international legal regimes and international ism, separation of powers, the commerce clause, tionships between the different levels and institutions designed to regulate environmental and the authority of the presidency. Recom- branches of government. Oregon’s political expe- problems. mended prerequisite: PS 321. riences are used as example and for comparison. *PS 451/551 Recommended prerequisite: PS 203. British and Commonwealth Governments PS 423/523 (4) Civil Liberties (4) PS 441/541 A study of the constitutional development, the A study of Supreme Court decisions that affect World Politics (4) political processes, and the political cultures of This course introduces students to the various individual rights and liberties. Areas of concen- the United Kingdom and selected member coun- levels of analysis used in explaining world politi- tration include, but are not limited to, freedom tries of the Commonwealth. of speech and press, religious liberty, criminal cal events. Examined are a number of conceptual justice, racial justice, gender justice, and the elements of world politics, e.g., power, interde- PS 452/552 right to privacy. Recommended prerequisites: PS pendence, integration, and levels of analysis, as The European Union (4) 321 or 221. well as certain substantive elements, e.g., inter- Focuses on how the EU has evolved since its beginnings in the 1950s, on its present-day orga- *PS 425/525 national law and organization. Contrasts are drawn between power seeking and order-seek- nization and functions, and on how the member Women and the Law (4) countries interact with one another in making Examines the relationship between women and ing behaviors of nation states. Recommended prerequisite: PS 205. EU policies for jointly regulating their internal the law. The first half of the course considers economies and societies as well as their external several theories of women’s equality. During the PS 442/542 policies, i.e., how the EU members also try to second half of the course students will apply Contemporary Theories of World Politics manage their relations with the rest of the world. these theories to a variety of problems in gender (4) justice. Substantive issues covered may include: This course presents an examination of the PS 454/554 sexual harassment, abortion, fetal protection major theories and methodological techniques International Political Economy (4) policies, and pornography. This course is the employed in the analysis of world politics. Both A study of the contending theories of interna- same as WS 424; course may only be taken once qualitative and quantitative methods will be tional political economy: power and interdepen- for credit. used, evaluated, and applied to problems of dence, Regime Theory, dependency, integration, research on world politics. Techniques of and functionalism, as well as the ideologies of *PS 426/526 political economy-the liberal, national, and The Politics of the News (4) research design construction will be empha- sized. Recommended prerequisite: PS 441. Marxist perspectives. Also considered are the Explores the role of the news media in political politics of trade, aid, and investment. Recom- life and the political and economic forces shap- PS 446/546 mended prerequisite: PS 205 or 441. ing the news. Examines the purposes and func- National and International Security Policies tions of mass media in a democracy, the legal (4) PS 455/555 and economic structure of the American media, A comparison of national and international secu- Politics of Economic Reform in Emerging Market Countries (4) and the journalistic practices and communica- rity systems, strategies, and policies. Emphasis will be on the current issues arising in these Explores the process of economic reform in a tions strategies that contribute to news coverage comparative and international setting by focus- of politics. security systems and on the problems that arise when their needs conflict. Particular emphasis ing on emerging market countries (e.g., Argen- PS 427/527 will be placed on contending theories of national tina, Brazil, Mexico, Indonesia, Poland, Turkey, The Politics of Public Opinion (4) and Thailand). Designed to give a more in-depth Course provides students with solid foundations and international security. Recommended pre- requisite: PS 205 or 441. analysis of reform policies for the students. Rec- for understanding the nature and evaluating the ommended prerequisite: PS 454/554. role of public opinion in American democracy. It *PS 447/547 will also teach students how to interpret public International Organization (4) PS 458/558 Political Economy of International Security opinion polls intelligently. Specific topics cov- The nature and extent of the organization of interaction among nations. Focus on the United (4) ered will include how “public opinion” has been Surveys the economic dimensions of war, peace, defined historically and in contemporary dis- Nations, but illustrations and generalization from a wide range of regional and functional and national defense in both historical and con- course; the various influences that shape peo- temporary contexts. Topics include trade and ples’ values, beliefs, and attitudes about politics; organizations including the specialized agen- cies. Emphasis on the processes of communica- conflict, economic statecraft, hegemony and the methods that pollsters and survey research- imperialism, arms production and transfer, the ers use to measure public opinion and problems tion, interaction, and negotiation within the organizational environment. military-industrial complex, and the revolution with those methods; and the content of Ameri- in military affairs. Recommended prerequisite: cans’ views on controversial political issues. Rec- PS 448/548 PS 205. ommended prerequisite: PS 318. International Law (4) PS 460/560 PS 428/528 Introduction to public international law. Particu- lar emphasis is placed on the interplay of politics Political Development in Modern Turkey (4) The Politics of Law and Order (4) Designed to provide students with an in-depth As American crime control policies have become and law in the international system. Types of law, sources of law, law creating agencies, law apply- study of political development literature with a increasingly punitive, the criminal justice system focus on modern Turkey. Examines how modern has expanded in size and scope, crime control ing agencies are considered. Contemporary sub- stantive issues in international law will be Turkish republic emerged from the ashes of the has become increasingly federalized, and record Ottoman Empire and evaluate stages of political numbers of Americans have been incarcerated. discussed. Recommended prerequisite: PS 205 or 441. development during the first, second, and third Class explores what is political about crime con- republic. Finally, assesses the implications of trol and why American crime policy takes on a Turkey’s new geopolitics (since the end of the particularly punitive cast. In particular, carefully examines the social construction of the crime problem: how popular beliefs about criminals C OLLEGE OF URBAN AND PUBLIC AFFAIRS 309
Cold War) on Turkish political and economic PS 474/574 PS 487/587 development in a global perspective. This course Democracy and Development in Latin American Political Culture: 1820 to the is the same as Intl 460/560; may only be taken America (4) Present (4) once for credit. Examines issues of democracy and development The development from 1820 to the present of in Latin America. It addresses such topics as the American political thought about government PS 461/561 role of history, political culture, political leader- and its proper relation to life, liberty, property Politics of Economic Reform in Modern Turkey (4) ship, political institutions, the state, the military, and the pursuit of happiness. Topics consid- Course examines the politics of planned eco- civil society, social classes, level of socio-eco- ered include democratization and the Jackso- nomic growth under the Republican Peoples nomic development, and their relationship to nian period, slavery, and the nature of the Party, transition to the import-substituting the possibilities of success or failure for democ- Union, Social Darwinism and industrialization, growth model during the post-WWII era, prob- racy in Latin America. The course examines spe- the progressive period, the coming of the wel- lems associated with economic stagnation in the cific cases such as Argentina, Brazil, Mexico, fare state, and contemporary concerns. Atten- 1970s, and transformation of the Turkish econ- Chile, Peru, Venezuela, and Uruguay. tion given to bringing to the surface the omy during the 1980s and 1990s. The last two Recommended prerequisite: PS 353. fundamental, often inarticulate, patterns, and decades provide important insight into how pol- PS 476/576 presuppositions of American thought about itics and economics (domestic as well as interna- Politics, Reggae, and Protest (4) political things. tional) converge in shaping Turkey’s economic Examines how social movements from below are PS 493/593 growth strategies. This course is the same as Intl able to challenge elite-dominated regimes. Poor Philosophy of the Social Sciences (4) 461/561; may only be taken once for credit. people’s movements can constrain the cultural An analysis of the central problems associated and ideological environment in which political with the idea of a “science of society” to a “sci- *PS 462/562 International Relations of the Middle East parties operate. Course examines the emergence ence of politics.” The philosophical foundations (4) of the Rastafarian movement and its ideological of empirical social science are critically exam- Examination of the external dimension of challenge to first the British colonial government ined and discussed along with the foundations Middle East politics; the role of the great powers; in Jamaica, and later the democratically elected of interpretive social science, critical social sci- brief analysis of the British and French roles governments in independent Jamaica. ence, feminism, post modernism, and rational since 1945; extended analysis of American and PS 479/579 choice theory. Recommended prerequisite: PS Soviet/Russian policy in the Middle East. Special Transitions to Democracy (4) 381. attention will be given to new patterns of inter- Comparative analysis of political systems which PS 495/595 national relations in the Middle East in the post- have experienced a transition from an authori- Research Methods for Political Science (4) Cold War, post-Gulf War era. Recommended tarian to a democratic regime. Attention is given Introduction to an examination of methodologi- prerequisite: PS 361. to the conditions supportive of democratic tran- cal issues and statistical techniques for empirical PS 466/566 sition and to the problems of maintaining demo- political research. Major topics include but are Politics of East Asia (4) cratic stability. Recommended prerequisite: PS not limited to issues in designing political Analysis of the principal developments and insti- 204. research, survey research, the role of hypothesis tutions, formal and informal, that shape govern- PS 482/582 testing, and the major statistical tools commonly ment and politics in China, Japan, and Korea. Liberalism and Its Critics (4) employed in empirical political analysis. Recommended prerequisites: Mth 243, 244. PS 468/568 Critical examination of the theory and practice International Politics of East Asia (4) of liberalism as an ongoing tradition. The basic PS 503 Examination of the foreign policy motives, elements of liberalism are identified and dis- Thesis (Credit to be arranged.) objectives, and systems of the major East Asian cussed and criticisms of the liberal tradition, as Pass/no pass option. states: China, Japan, and Korea. Attention is paid offered by communitarians, classical republi- PS 530 in particular to the political economy of regional cans, feminists, and postmodernists, are exam- Proseminar in International Relations (4) and extra-regional relationships. ined. Liberal responses to these criticisms are Graduate seminar surveys the main theoretical also explored. Recommended prerequisite: PS PS 470/570 and analytical approaches encountered in the Theories of Comparative Politics (4) 381. study of international relations. Themes include Examines the evolution of the theories and PS 483/583 the grand theoretical traditions of liberalism, methods of comparative politics, addressing Justice in the Modern World (4) realism, and radicalism; analytical and method- both the recent history of the discipline and the Critical analysis of the nature and meaning of ological perspectives, like behavioralism and current state of its practices. Topics include: the social justice. Special attention is given to liberal rational choice theory; as well as the normative, behavioral revolution, political development, the theories of justice, questions of distributive jus- critical, and postmodern challenges to the role of state, the new institutionalism, and the tice, justice and the rule of law, inter-genera- mainstream. state-in-society approaches. Recommended tional justice, and political alternatives to the *PS 543/PAP 643 prerequisite: PS 204. liberal vision of social justice. Recommended Resolving International Conflicts (4) prerequisite: PS 381. PS 473/573 A seminar that explores different kinds of inter- Democracy and Development in the PS 486/586 national disputes and actual conflicts in order to Caribbean (4) American Political Thought: 1600 to 1820 identify and assess theories, analytical frame- Examines issues of democracy and development (4) works, and methods of conflict resolution, man- in the Caribbean. It addresses such topics as the The development from 1600 to 1820 of Ameri- agement, and prevention. Emphasis is on impact of the colonial legacy, political culture, can political thought about government and its understanding the roots of conflicts and tech- political leadership, the state, civil society, social proper relation to the individual and society. niques that may be appropriate to different levels classes, racial politics, level of socio-economic Specific topics considered include the English and dimensions of conflict. development, transnational structures of power, background; the colonial mind; ideas informing PS 545/ PAP 645 their relationship to the possibilities of success the revolution; the creation of the Constitution; American Foreign Policy (4) or failure for democracy in the Caribbean. and the ratification debates; the Jeffersonian and Contemporary foreign relations of the United Course examines specific cases such as Jamaica, Hamiltonian conflict; John Marshall and the States; objectives, world, and domestic factors Trinidad and Tobago, Guyana, Puerto Rico, and expansion of national power. Attention given to affecting American foreign policy; governmental the Dominican Republic. Recommended prereq- bringing to the surface the fundamental, often institutions concerned with development and uisite: PS 354 or 353. inarticulate, patterns, and presuppositions of execution of foreign policy; major issues and American thought about political things. problems. 310 P ORTLAND STATE UNIVERSITY
PS 556 The Division of Public Administration position to comment on the applicant’s Advanced Political Economy (3) admits students with a variety of under- academic background and professional Readings seminar provides a review of the litera- graduate degrees in the social sciences, as experience. One letter should be from the ture in theories and selected issues in interna- tional political economy. Core requirement for well as in business, the humanities, and the applicant’s current employer, if any. graduate students in the PAP doctoral program sciences. It accepts full- and part-time stu- 3. A resume of professional work and for master’s students in political science who dents, those who have had governmental experience, if any. select international relations as their primary and nonprofit experience, and those who 4. A 500-word statement concerning the field of specialization. have not. To accommodate students who applicant’s professional goals and how the PS 557 are currently working in governmental and specific master’s degree relates to the Policy Topics in Advanced Political nonprofit organizations, the program offers Economy (4) achievement of his or her goals. This state- sections of all required courses during the ment should indicate whether the student This readings seminar provides a review of the evening, late afternoon, or weekends. literature in theories and selected issues in inter- plans to participate in the program on national political economy. Core requirement for Accreditation. The Master of Public a full- or part-time basis and when pro- graduate students in the PAP doctoral program Administration and the Master of Public gram requirements are expected to be and for masters students in political science who Administration: Health Administration completed. select international relations as their primary degrees are accredited by the National field of specialization. Association of Schools of Public Affairs and 5. A TOEFL score of 550 is required of every applicant whose first language is not PS 558 Administration. The Master of Public Decision Making (4) Health degree is accredited by the Council English. This is a requirement even if the This readings seminar provides a review of the on Education for Public Health. applicant has earned an undergraduate literature in theories and selected issues in deci- Cooperative degree programs in com- degree in the United States. sion making. Analyzes developments in theories munity health care systems and public 6. In addition to the above, the Master of of rational choice, cognition and perception, health. The Division of Public Administra- Public Health (M.P.H.) degree requires organizational behavior, bureaucratic politics, completion of an undergraduate course in intergovernmental relations, multi-level game tion along with the School of Community theory, and an introduction to complexity. Health, College of Urban and Public Affairs statistics and the GRE. Requirement for graduate students in the PAP at Portland State University, collaborates The Division of Public Administration doctoral program and an elective for masters stu- with the Oregon Health Sciences Univer- maintains the same application deadlines dents in political science. sity and Oregon State University in offering published for the University. Admission is the Oregon Master of Public Health degree. open fall, winter, and spring terms, and Coursework can be taken at any one of the Summer Session. participating institutions. The three univer- Pre-service students. Any admitted sities jointly administer the M.P.H. degree student without the equivalent of one year Public program. of full-time experience in the public/non- profit/health/tribal sectors will be required Administration to arrange with their adviser to undertake a Graduate pre-service internship. 650 Urban Center Limitation on by-arrangement 503-725-3920 programs courses. Admitted Ph.D. and master’s stu- www.upa.pdx.edu/PA/ dents may utilize no more than 12 credits M.P.A. Admission of by-arrangement classes (501/601 and M.P.A.: Health Administration 505/605). In cases where more than 12 M.P.H.—Participating Division in Oregon requirements credits are needed because of the lack of Master of Public Health regularly scheduled classes, a waiver must Ph.D.—Lead Division in Public In determining admission to the Division of Public Administration, the faculty be submitted for approval to the Division Administration and Policy Doctoral Curriculum Committee and the College Program assesses the applicant’s preparation for and commitment to the unique demands of a director. The Division of Public Administration public service career. It considers the fol- Limitation on acceptance of C grades. offers professionally oriented programs lowing: No student may use more than two C designed for persons in positions of man- 1. The appropriateness and quality of aca- grades toward graduation for a degree in agement in federal, state, and local govern- the Division of Public Administration. ment; not-for-profit agencies, hospitals, demic preparation demonstrated by the and other health care organizations; or breadth and content of prior academic those intending such careers who desire coursework. A minimum GPA of 3.00 in Degree requirements preparation for administrative leadership in undergraduate coursework is generally M.P.A. public service. In addition to its own fac- expected of students seeking regular ulty and courses, the Division of Public admission status. Credits Administration draws faculty and courses 2. Three independent assessments of the Substantive core applicant’s ability to perform adequately in PA 511 Public Administration ...... 3 from a number of departments and pro- † graduate studies and potential for high- PA 513 Administrative Ethics and Values ...... 3 grams, such as political science, econom- PA 533 Public Policy: Origins and Processes...... 3) ics, administration of justice, urban studies level performance in public service. The PA 534 Administrative Law and Policy three letters of assessment, on forms pro- Implementation...... 3 and planning, gerontology, and community † health. Adjunct faculty members are also vided by the Division of Public Adminis- PA 540 Administrative Theory and Behavio ...... 3 tration, should be provided by faculty PA 551 Analytic Methods in Public drawn from the governmental, nonprofit, Administration I ...... 3 and health communities. members from colleges or universities pre- PA 552 Analytic Methods in Public viously attended or by other persons in a Administration II ...... 3
†Prerequisite: PA 511 C OLLEGE OF URBAN AND PUBLIC AFFAIRS 311
PA 582 Public Budgeting ...... 3 health policy and administration, health plan- Field of specialization ...... 15 PA 585 Financial Management in the ning, health economics, budgeting and finance. Core Specialization Courses (6) Public Sector ...... 3 Requirements for the specialty health degrees PA 570 Health Administration (3) (or economics course approved by adviser) (M.P.A.: HA and M.P.H.) are indicated below. PA 571 Health Policy (3) Specialty areas may also be selected from other PA 590 Human Resource Management Three courses selected from the following (9): in the Public Sector ...... 3 departments or divisions within the University and may be put together as multi-disciplinary endeav- PA 510 Managed Care (3) Skill development ...... 9 ors. PA 544 Building Healthy Communities (3) Three of the following: Other specialty areas. Courses for a specialty in PA 572 Health Politics (3) PA 507 Research and Information Skills in Public Administration of Justice are provided by the PA 577 Health Care Law & Regulation (3) Policy and Administration (3) Administration of Justice Division. In addition, PA 532 Organization and Methods (3) the Division of Public Administration is develop- PA 578 Continual Improvement in Health Care (3) (Prerequisite: PA 540) ing specialty areas in Public Policy and in Budget- PA 587 Financial Management in PA 536 Strategic Planning (3) ing and Financial Management. Health Services (3) PA 545 Organization Development (3) PA 589 Research Methods in Health Services (3) (Prerequisite: PA 540) Total 60 Other health-related courses not listed may be selected in consultation with the adviser. PA 547 Interpersonal Communications in the M.P.A.: H.A. Public Sector (3) Total credits: 60 PA 548 Advocacy in the Public Sector (3) The Division of Public Administration PA 549 Intercultural Communications in the offers a Master of Public Administration: M.P.H. DEGREE Public Sector (3) Health Administration degree. Students The Division of Public Administration PA 550 Managing Information Resources (3) admitted to this degree are required to PA 555 Program Evaluation & Management (3) offers the Master of Public Health degree PA 557 Operations Research in Public complete 60 credits of coursework. with a specialty track in health administra- Management (3) For students interested in geriatrics, tion and policy as part of the Oregon MPH Integrative experience ...... 6 gerontology, and the administration of Consortium offered by Portland State Uni- Integrative Experience is offered under two options aging programs, the Institute of Aging pro- and is available to students only after they have versity, Oregon State University and completed 42 credits in their master’s program. vides a Graduate Certificate in Gerontology, Oregon Health Sciences University. Stu- Option 1 is intended for “in-service” students, which may be earned in conjunction with dents admitted to the health administration those who have had limited or no administrative the M.P.A.: H.A. degree. experience. Option 1: PA 509, Organizational and policy track of the M.P.H. degree are Experience (6). Pass/no pass only. Credits required to complete 60 hours of course- or Substantive core work. Instruction is provided at Option 2 is for those students who have had at PA 511 Public Administration ...... 3 Portland State University and Oregon least three years of full-time administrative or †PA 540 Administrative Theory & Behavior management experience in public, non-profit, or †PA 541 Organizational Behavior in Health ...... 3 Health Sciences University. and/or health care organizations. Option 2: PA 512, Reflective Practice and Case Analysis (3), plus PA 533 Public Policy: Origins and Processes...... 3 Credits an elective (3) approved by adviser. PA 534 Administrative Law and Policy Core courses ...... 15 Field of specialization...... 15 Implementation...... 3 ‡PH 512 Epidemiology Survey (3) ‡ Specialty areas and courses must be approved by PA 551 Analytic Methods in Public PH 525 Biometry Survey (3) the student’s adviser. The Division of Public Admin- Administration I ...... 3 PHE 580 Concepts of Environmental Health (3) † istration offers specialty areas and courses in: PA 552 Analytic Methods in Public PHE 512 Principles of Health Behavior (3) Administration II ...... 3 Public sector human resource management and PA 574 Health Systems Organization (3) labor relations. The Division of Public Administra- PA 573 Values and Ethics in Health or tion offers an integrated concentration of course PA 513 Administrative Ethics and Values...... 3 Health administration and policy offerings for students desiring to emphasize per- (Prerequisite: PA 511) required concentration sonnel administration, public sector labor rela- PA 582 Public Budgeting...... 3 PA 540 Administrative Theory and Behavior ...... 3 tions, and the management of human resources. PA 586 Introduction to Health Economics ...... 3 PA 570 Health Administration ...... 3 Course offerings include Human Resource Man- PA 590 Human Resource Management PA 571 Health Policy...... 3 agement in the Public Sector; Discrimination Law; in the Public Sector ...... 3 PA 573 Values and Ethics in Health ...... 3 Affirmative Action; Public Sector Collective Bar- gaining: The Legal Framework; Public Sector Col- Skill development ...... 9 PA 586 Introduction to Health Economics ...... 3 lective Bargaining: Negotiations and Impasse Three of the following: And 12 credits from the following...... 12 Resolution; Public Sector Collective Bargaining: PA 545 Organization Development (3) PA 576 Strategic Planning in Health Administering the Agreement; and Labor Law. (Prerequisite: PA 540) Services (3) Nonprofit management. For students interested PA 576 Strategic Planning in Health (3) or PA 577 Health Care Law and Regulation (3) in the operation of nonprofit organizations, the PA 536 Strategic Planning (3) PA 578 Continual Improvement in Health Care (3) Division of Public Administration offers a sub- PA 579 Health Care Information Systems PA 579 Health Care Information Systems stantial specialty and number of courses in the Management (3) or PA 550 Managing Management (3) management of nonprofit organizations. Course Information Systems (3) offerings include: Introduction to Nonprofit Man- PA 587 Financial Management of Health agement, History and Foundations of the Non- PA 588 Program Evaluation & Management in Services (3) profit Sector, Grantwriting for Nonprofits, Health Services (3) or PA 555 Program Evaluation PA 588 Program Evaluation and Management in Nonprofit Accounting, Managing Nonprofit and Management (3) Health Services (3) Boards of Directors, Financial Management of Substitutions of other skill development courses PA 589 Research Methods in Health Services (3) offered by the Division of Public Administration Nonprofits, and Strategic Planning for Electives ...... 12 Nonprofits. are allowed with consent of adviser. Integrative experience...... 6 In consultation with his or her adviser, the stu- Natural resources policy and administration. The dent selects elective credits from appropriate Division also offers a new concentration and Integrative Experience is offered under two options course offerings of the participating universities. course offerings in the area of natural resources and is available to students only after they have Elective courses may be selected to reflect an and the environment. The emphasis is on policy completed 42 credits in their master’s programs. area of special interest. The choice of elective and administration. Courses include: Natural Option 1 is intended for “in-service” students, courses should relate to the broad discipline of Resources Policy and Administration, Water those who have had limited or no administrative public health and its support disciplines. Resources Policy and Administration, Energy experience. Option 1: PA 509, Organizational Resources Policy and Administration, and other Experience (6) Pass/no pass only. Field work specialty offerings in natural resources. or PA 509 Organizational Experience...... 6 Health policy and administration. The Division Option 2 is for those students who have had at offers a broad specialty area in health policy and least three years of full-time administrative or Total 60 administration which gives students the needed management experience in public, non-profit, conceptual and technical skills in health adminis- and/or health care organizations. Option 2: PA tration for hospitals, health maintenance organi- 512, Reflective Practice and Case Analysis (3), plus zations, and health-related governmental an elective (3) approved by adviser. organizations. Course offerings are available in
†Prerequisite: PA 511 ‡OHSU courses 312 P ORTLAND STATE UNIVERSITY
Doctor in Philosophy in public PA 513 PA 520 administration and policy. The Division of Administrative Ethics and Values (3) Introduction to Nonprofit Management (3) Explores values, ethics, and morality in public Introduces students to a wide range of manage- Public Administration cooperates with sector administration. It considers such concepts ment needs, problems, and issues of not-for- other units within the College of Urban and issues as the following: personal and profes- profit organizations. It considers such items as and Public Affairs to offer a doctoral degree sional values and roles; the myth of value neu- the following: the executive director as manager; in public administration and policy. For trality; the public interest; values, ethics, and aspects of governance; volunteer/staff relations; details, see the program description on change; value trade-offs; ethical ambiguities; eth- personnel administration; budgeting and finan- page 300. ical codes, fiscal ethics, and ethics and adminis- cial management; fund raising and sources of trative discretion. revenue; long-range planning; and community PA 515 organization. Courses Public Works Administration (3) PA 521 A general overview of administrative practices in History And Foundations of the Nonprofit Courses with an asterisk (*) are not offered every year. public works, including an evaluation of organi- Sector (3) Provides an introduction to the history and PA 501 zational practices, project management, and Research (Credit to be arranged.) relationships to political processes. The course development of the private, nonprofit sector in will consider actual problems in the administra- the United States. It explores theories and con- PA 504 tion of public works. cepts that describe the social, political, legal, and Cooperative Education/Internship (Credit economic meaning of volunteerism, philan- to be arranged.) PA 516 thropy, and the nonprofit sector as a sector sepa- PA 505 Current Issues in Public Management (3) Explores two major strategies for the reform of rate from government and business. It provides a Reading and Conference (Credit to be specific focus on the relationship of nonprofit to arranged.) public organizations: (1) an economic-centered approach that emphasizes private market-place government in the delivery of public services PA 507 incentives and the measurement of outcomes within the context of a welfare state. Seminar (Credit to be arranged.) and (2) a civic dialogue approach that advocates PA 522 PA 508 the use of deliberative processes, reliance on col- Governance of Nonprofit Organizations (3) Workshop (Credit to be arranged.) laboration, and a greater role of nonprofit orga- Addresses the history and functions of boards in PA 509 nizations in the design and delivery of public the nonprofit sector, including an examination Organizational Experience (6) services. The purpose of this course is to exam- of the roles of boards in governance and leader- This offering is a Public Service Internship or ine these approaches within the context of tradi- ship; policy and administration; decision- Problem Analysis Project and is required of all tional models that have guided the public policy making processes; board-staff relations; resource M.P.A. and M.P.A.:HA “in-service” students, and management role of the bureaucracy in the development; board composition and recruit- those who have limited or no administrative American system of democratic governance. ment; ethics and liability; and current research experience. This offering is required of all M.P.H. on boards and organizational effectiveness. students, either in-service or mid-career. The PA 517 Leadership Development for Public PA 524 student is expected to complete a field experi- Organizations (3) Financial Management in Nonprofit ence with an appropriate agency, culminating in Course focuses on two activities: (1) use of Organizations (3) a project report systematically analyzing an assessment instruments to prepare individual Designed to provide participants without formal administrative problem that is both instructive leadership profiles and (2) an examination of accounting or finance training with the concep- to the student and of importance to the agency. various leadership theories with applications to tual framework and practical tools needed to Students also attend several seminars to aid specific leadership situations. The goal of the provide strong fiscal management and fiscal them to integrate their field experience with course is to assist participants in understanding leadership in the nonprofit environment. For their coursework and cultivate the habit of their own individual leadership styles and capac- students with formal finance and/or accounting reflective practice. PA 509 is available to master’s ities and to better appreciate what is required to background, the course will provide opportuni- degree students only after they have earned 42 successfully lead at an individual, team/group, ties to compare and contrast fiscal management credits in their programs. Pass/no pass only. organizational, and larger community level. objectives and functions in nonprofit with those PA 510 PA 518 found in for profit and/or governmental entities. Selected Topics (Credit to be arranged.) Leading Public Organizations (3) It is structured to illustrate the nonprofit fiscal PA 511 Course seeks to develop an understanding of the management cycle: planning, execution, record- Public Administration (3) essential ingredients of leading public organiza- ing, reporting, and monitoring. The role of administration in a democratic tions, including creating a vision, developing PA 525 society. The course surveys the field, the devel- support for the vision, and transforming the Grantwriting for Nonprofit Organizations opment of the profession and practices in public vision into an organizational legacy. It focuses on (3) administration, and examines the legal, histori- the distinctive role responsibilities of the leader The process of grant acquisition, beginning with cal, economic, and political foundations of as an agent of the organization within the larger the formulation of a fundable idea and conclud- the American governmental and nonprofit community setting, thus distinguishing the ing in an application and its review. Students are traditions. course from other leadership classes that focus expected to identify potential funding sources, PA 512 on either an individual or organizational per- initiate inquiries, and develop an application for Reflective Practice and Case Analysis (3) spective. As part of this larger external focus, funds to support a program or study of special This course is designed to provide mid-career participants acquire the knowledge and skills to interest. The steps in this process are discussed students with administrative experience an undertake inter-jurisdictional and strategic plan- in general terms and in the context of each stu- opportunity to develop skills in the areas of ning, conflict management, to work with the dent’s application. The focus is the development reflective practice, administrative problem solv- media, and to develop and implement collabora- of grants from private rather than public ing, consulting, and coaching. Students will be tive agreements. funders. required to present a case problem they devel- PA 519/619 PA 526 oped as the basis of an exercise in administrative Civic Capacity (3) Fundamentals of Fundraising in Nonprofit problem solving and coaching for their fellow Examines the factors that contribute to the Organizations (3) students. Prerequisites: at least three years of capacity of communities to create social agree- Creating an environment for successful fund full-time administrative or management experi- ment and to sustain collective action over time. development within a nonprofit organization is a ence in a public, nonprofit and/or healthcare Provides students with an opportunity to evalu- serious undertaking that requires a substantive organization and 42 hours of completed course- ate current research on the factors that contrib- understanding of, and experience with, develop- work toward the degree. ute to the development of social capital and to apply this research to field-based community building activities. C OLLEGE OF URBAN AND PUBLIC AFFAIRS 313
ment programs and fundraising practices. explored. Students address the theoretical, prac- PA 543 Course provides the learner with the basic theo- tical, and ethical issues in implementation, Creating Collaborative Communities (3) ries, principles, and techniques for fund devel- giving particular attention to the relationship Collaboration is perceived as an important opment. between stated goals and actual outcomes. method for addressing complex community issues through alliances with other organizations PA 528 PA 535 Organizational Leadership and Decision Administrative Law and Regulation (3) in the nonprofit, for-profit, and government Making in Nonprofit Organizations (3) The constitutional basis for administrative law; organizations. This course introduces students Introduces students to the theory and practice of the Administrative Procedures Act; promulgat- to the theory and practice of collaboration leadership and decision-making in the nonprofit ing regulations: notice, hearings and reasoning through in-class and “living” case studies in sector. It focuses on the relationship of leader- processes; practical problems in rule making; the community. Students will learn the success ship to management, governance, and organiza- administrative adjudication: discovery, hearings, factors, barriers to, and preconditions of collabo- tional effectiveness of nonprofit organizations. It and decisions; informal administrative decisions: ration at the intraorganizational, interorganiza- covers classic, modern, and contemporary theo- fairness vs. efficiency; technical law: jurisdiction, tional, and intersectoral levels. They will explore ries of leadership, including trait, style, situa- standing, rightness, court procedures; designing the potential for using collaboration in a variety tional, contingency, charismatic, transactional, administrative procedures to reach good deci- of community settings. transformational, team, and contemporary sions quickly with reasonable resources; free- PA 544 approaches to leadership and decision-making. dom of information; current administrative law Building Healthy Communities (3) PA 529 problems. Examines the concept of health in its broadest sense as it relates to the well-being and quality of Nonprofit Field Study in Oaxaca, PA 536 Mexico (3 or 6) Strategic Planning (3) life for our communities. Course focuses on An intensive immersion program in Oaxaca, Provides an overview of the application of plan- approaches and methodologies to organize and Mexico, offered by the Institute for Nonprofit ning systems to public sector functions and implement initiatives to build healthier commu- Management in the Hatfield School of Govern- explores newer “stakeholder” theories of plan- nities. Students will engage in a series of exer- ment. Course includes nonprofit field study and ning, planning models, and the step-by-step cises that are designed to provide a practical site visits, cultural immersion homestays, and process for initiating and engaging in strategic experience in devising organizational means to visits to cultural sites. The program varies from planning processes at various levels of govern- develop, implement, and assess community year to year in the types of nongovernmental ment. Through the use of case studies and efforts to bring about a better quality of life. nonprofit organizations the students visit, based hands-on exercises, students are exposed to PA 545 in part on the interests of the students who regis- practical applications of strategic planning Organization Development (3) ter. Site visits in recent years have included pro- approaches and techniques. A consideration of organization development as grams for juvenile offenders and gang members, a strategy for organizational change. This course PA 539 human rights advocacy groups, medical clinics, National Policy Process (3) emphasizes concepts and methodologies relating an AIDS education program, and a coalition of As a seminar in public administration, the to organizational problem diagnosis, action environmental groups. On-site translation is National Policy Process is studied on-site in research, planned change, change implementa- provided so that proficiency in Spanish is not Washington, D.C. Attention is paid to the actors tion and evaluation, and the development of necessary, but Spanish language study is part of and the action of policy process, to the institu- appropriate interpersonal competencies and the immersion experience. tionalization of that process, and to the adminis- skills. Focuses on the public manager as change PA 532 trative components of that process. Meetings are agent. Organization and Methods (3) arranged with key policy actors in appropriate PA 546 Designed to familiarize students with the sub- organizations including the Office of Manage- Supervision in the Public Sector (3) stance and range of work performed by manage- ment and Budget, Congressional staff, lobbyists Focuses on the role of the supervisor in contem- ment analysts in the public sector, commonly and think tanks, the General Accounting Office, porary public and nonprofit organizations and referred to as organization and methods. Empha- regulatory boards, and various agencies. A cur- the knowledge, skills, and abilities needed to sis will be on developing skills and the ability to rent piece of legislation or set of legislative initia- effectively perform this role. Among the topics conduct management analysis studies. Specific tives is used as a case study throughout the considered are the ethics and values of supervi- content will include: conducting reorganization week. sion; work planning; delegating, motivating, and studies; work measurement and productivity empowering; communicating effectively; devel- PA 540 analysis; procedures analysis; forms control; Administrative Theory and Behavior (3) oping a team; coping with conflict; monitoring management by objectives; management infor- Managing organizational systems to accomplish and evaluating performance; and dealing with mation systems. Prerequisite: PA 540. purposeful outcomes. Attention is given to how the boss(es). PA 533 formal structures and informal processes influ- PA 547 Public Policy: Origins and Process (3) ence organizational goals in public and nonprofit Interpersonal Communications in the Drawing on the general concept of the policy environments. This includes theories of organi- Public Sector (3) cycle, this course explores the central actors, zational, group, and individual behavior, such as Explores the theory and practice of human com- processes, and issues associated with the forma- organizational design, power and authority, lead- munication in an organizational context. Special tion of public policy. The course gives particular ership, teamwork, communications, work emphasis will be placed on theories of task- weight to interaction among the three branches design, and motivation. Emphasis is on manag- group communication, interpersonal conflict of government, interest groups, and the private ers and managing in public purpose organiza- resolution and cross-value (intercultural, inter- sector. Tensions between technocratic and politi- tions by reviewing major theories and their ethnic) communication. Various exercises will cal approaches to policy development also application and effective use. emphasize skills in verbal presentation, group receive attention, as do intergovernmental communications, and interpersonal communica- PA 541 tion in the context of status, cultural, ethnic, and concerns. Organizational Behavior in Health Service PA 534 Organizations (3) gender differences. Administrative Law and Policy Provides an overview of organizational theory PA 548 Implementation (3) and behavior in health services organizations. Advocacy Roles in Public Management (3) When policies receive the formal status of laws, Emphasis is on developing an understanding of Explores the skills of advocacy as they relate to they acquire a special significance for the execu- the factors and forces which influence the the duties of the public administrator. The basic tive and judicial branches. This course examines organization, behavior, and operations of health principles of argumentative procedure are the process of policy implementation through services delivery organizations through emphasized with a focus on oral advocacy, brief- the use of administrative discretion and the rule- consideration of organizations, their environ- ing arguments, and conducting public hearings. making process. Delegation of legislative power, ments, and the roles of individuals working in Videotape will be used to help develop the oral judicial review, informal adjudication, and the management. communication skills of the advocate. role of the administrative law judge are empha- sized. The limits of discretionary authority are 314 P ORTLAND STATE UNIVERSITY
PA 549 PA 557 PA 566 Crosscultural Communication in the Public Operations Research in Public Water Resources Policy and Administration Sector (3) Administration (3) (3) An examination of intercultural communication Addresses the need for today’s public adminis- Reviews the history, politics, and institutions aspects, processes, and scenarios occurring in trators to have some understanding of the related to current water policy and administra- public sector interactions. Emphasis on external- increasingly important tools of management sci- tion in the United States. Examines policy his- client/constituent relationships. Development of ence and operations research. It has no prerequi- tory leading to present institutional and legal intercultural awareness is a key goal introduced site: quantitative or technical background is not arrangements for federal, tribal, regional, state, through class discussion, scenario investigation, required. A variety of topics will be covered, and local water quality and quantity decision and research projects. The course is highly inter- with some flexibility in choice of topics accord- making. Attention is given to the industrial active with class discussion required. ing to students’ interest. Topics include: linear development of the East and created water PA 550 programming, queueing, simulation, decision resources of the arid West as a way to under- Managing Information Resources (3) analysis, forecasting, PERT/CPM, inventory anal- stand changing social sentiments toward water Considers information management and com- ysis, and replacement analysis. Methods taught and water policy. Examines the evolution of pur- puter information systems as they affect public in the course will be in the context of public pose in pollution laws from human health pro- management and public policy. Basic concepts administration. tection to include ecosystem health protection are covered, and emphasis is placed on the use PA 563 and explores implementation of such protection of computerized information technologies as Citizens and Administration (3) through “watershed” approaches to land use and management tools for public sector administra- This course analyzes modern civic life and its water quality management by NGO’s, and fed- tors. Substantial use is made of case studies to challenges. Its major focus is the often ambigu- eral, state, and local government. A major theme highlight how the public sector manager may ous relationship between citizens and adminis- is the problem of developing coherent water pol- most appropriately and effectively use computer trators in the political system. Other topics icies in a policy arena which has divided author- resources and avoid inappropriate and mislead- emphasized are: transformation of civic life in ity, plural traditions, and multiple resource and ing use of these resources. modern times, declining citizen trust in govern- social issues. PA 551 ment, modern approaches to citizen participa- PA 567 Analytic Methods in Public Administration I tion in government, and the future of “civism” in Energy Resources Policy and (3) the United States. Administration (3) Topics to be covered include: research design, PA 564 Reviews the history, politics, and institutions sampling methods and theory, data collection, Current Issues in Environmental Policy and related to current energy policy and administra- techniques of data analysis and presentation, sta- Administration (3) tion with particular attention to the Pacific tistical reasoning, and computer applications for Provides in-depth analysis of evolving issues in Northwest and development of hydroelectric statistical analysis. environmental and natural resources policy and power. National energy policy history is reviewed including political, financial, and envi- PA 552 administration. Topics for analysis vary from Analytic Methods in Public Administration term-to-term. Examples of topics include: politi- ronmental problems. Explores the roles of inter- II (3) cal approaches to sustainable development, est groups; state, local, national, and A continuation and expansion of topics covered issues in water and land, urban natural resource international governments; and regional govern- in PA 551, focusing on analytic methods used in management, hazardous materials issues, the ing institutions. It explores the changing distri- research and evaluation of public sector policies, politics and policy of dams and dam removals, bution of social costs and benefits as both a systems, and programs. Topics to be covered issues of governance in the Columbia River cause and result of policy change. Passage of the may include: qualitative and quantitative appli- Basin, new models of environmental manage- 1980 Northwest Power Act, the Northwest cations in research design and data collection; ment. Noted practitioners from the region, Power Planning Council created in the act, and statistical modeling, forecasting, program evalu- senior administrators and advocates are frequent the implementation of the act will be studied, ation, and other areas of applied research. Pre- guest presenters in the class. Issues are devel- as will current issues like energy conservation, requisite: PA 551. oped and explored through multiple perspec- regional power planning, deregulation and tives in the spirit of liberal education and the status of institutions involved in energy PA 554 policy, and Columbia basin fish and wildlife Policy Analysis Research (3) professional development. The course meets the Course requires student to become proficient in needs of advanced students, professionals in the conservation. the use of reference tools for successfully under- community, and others with particular interest PA 568 taking policy research. Students are required to in current issues. Forest Policy and Administration (3) identify a policy issue and to use library and on- PA 565 Reviews the history, politics, and institutions line resources to track a piece of public policy Natural Resource Policy and Administration related to forest resource policy and manage- through the stages of agenda-setting, legislative (3) ment. Focuses on how policy affecting public policy-making, administrative implementation, Reviews the history, politics, and institutions and private forest land is made and imple- court adjudication, and follow-up analysis and related to current environmental and natural mented. Case studies, largely from the north- evaluation of consequences. The course consists resource policy and its administration. Reviews western United States, are used to examine these of a series of on-line exercises corresponding to policy domains like land and forest, water, processes. History, laws, and programs relating each stage of the policy development and imple- energy, fish and wildlife, and environmental to forest land ownership, public and private mentation process. The exercises are supple- quality. Special attention is paid to policy and forest management, and associated environmen- mented with discussion and lectures. administrative governance issues like sustaining tal protection are studied at the federal and state common pool goods, structuring intergovern- levels. Special attention is given to understand- PA 555 ing how public values about forests develop, and Program Evaluation and Management (3) mental relations, and evaluating policy imple- Examines program evaluation from the perspec- mentation strategies of direct production, how public values affect public policy related to tive of the public administrator. Covers the planning, regulation, and changing market forests held by public, nonprofit, industrial, and major approaches, methods, and concepts in the incentives. A central premise is that natural private owners. field of program evaluation. Topics include resource administrators face a policy arena that PA 569 impact assessment, research design, qualitative is intrinsically problematic because of the Fish and Wildlife Policy and Administration evaluation methods, performance auditing, ben- dynamic nature of social values about natural (3) efit-cost analysis, and other selected topics. resources, the long time horizon implicit in Reviews the history, politics, and institutions resource systems, the broadening geographic related to fish and wildlife policy and adminis- scale considered in natural resources decisions, tration. Focuses on how policy affecting fish and and the interdependency of social and ecological wildlife is made and implemented. Case studies, communities. Recommended as a first course in largely from the northwestern United States, are the environmental and natural resource adminis- used to examine these processes. Policy history tration specialization. is studied at the state and federal level with par- ticular attention to the federalization of authority C OLLEGE OF URBAN AND PUBLIC AFFAIRS 315
in this arena and the role of interest groups in laws affecting health care, the basics of constitu- contemporary public finance systems. Among policymaking and implementation. Current tional law, the right to privacy, state and federal the specific topics considered in this course are issues like endangered species, the role of tribes, regulation of health care, and negligence in the following: tax and nontax sources of reve- bio-diversity conservation, and inter-jurisdic- health care. Wraps up with an introduction to nue; intergovernmental fiscal relations; debt tional management of fish and wildlife are the cutting edge health care issues such as health management; productivity; rate analysis; cash focus of study. care fraud and abuse compliance and medical flow management; and managing fiscal PA 570 record privacy. Prerequisites: PA 570, 571, 574. retrenchment. Health Administration (3) PA 578 PA 586 An examination of issues related to the adminis- Continual Improvement In Health Care (3) Introduction to Health Economics (3) tration of health care systems. Topics include: Intended to introduce students to the concepts Focuses on defining and measuring the perfor- changing patterns of health care, budget and of continual improvement and illustrate applica- mance of the health care sector, defining and financial management techniques, and political tions of these concepts in health care. The basic explaining microeconomic concepts, and evalu- influences on health administration. content will be drawn from the industrial quality ating various policy initiatives to improve effi- PA 571 improvement literature; this will be elaborated ciency, equity, and technological progress in Health Policy (3) through presentation and analysis of health care health care. Specific topics include description Centers on an investigation of the public policy case studies. Students will gain an understand- of the health care industry, production of health, process as it affects the health care field. Specific ing of different approaches to process improve- measurement of health care price changes, health care policies and programs are used to ment and quality management and will be theory of demand for health care, theory of pro- explore the characteristics of the health care prepared to apply this knowledge in the practice duction and cost, measurement of inputs and policy process and the factors involved in the setting. Prerequisite: PA 570. outputs, cost-benefit and cost-effectiveness anal- formulation, implementation, and evaluation of PA 579 ysis, and structure and functioning of markets. health care policies and programs. Health Care Information Systems In addition, the role of government in a private economy in dealing with market failure is dis- PA 572 Management (3) Health Politics (3) Two foci: health information systems and health cussed, especially as it relates to the goal of This course is designed to survey the interwork- care organization re-engineering. The first focus assuring universal access to health care. Does not ings of health care legislation. By examining the looks at information systems in health care as require any specific preparation in economics or nuts and bolts of health law development, a clinical care and operational management tools. mathematics, although graphical presentation of better understanding of health policy develop- Included are business needs, the relationship economic concepts is emphasized. Prerequisite: ment within the context of the political system between organizational needs and technology PA 570. can be realized. Health legislation is examined in capabilities, and the management and control of PA 587 terms of historical analysis and the legislative IS resources. The focus on health care organiza- Financial Management of Health Services process, including the role of interest groups, the tion re-engineering includes the role of evolving (3) use of information in the political system, the technologies in development of the community Focuses on the analysis and administration of role of bureaucracy, and the budget process. health resource and information needs in the resources in the health care field. Among the shift from inpatient clinical settings to commu- specific topics included in this course are finan- PA 573 nity provider networks. cial statements, budgeting, cash flow, costing, Values and Ethics in Health (3) Explores a number of issues and questions in PA 582 capital decision making, sources of capital and health care, including the following: conflicting Public Budgeting (3) operating funds, depreciation and government and competing values; making choices by policy Focuses on the major dimensions of public reimbursement schemes, and human resources makers and health care professionals and admin- sector budgetary systems. Major emphasis will planning and management. Prerequisites: PA istrators as to who gets what health services; the be devoted to the local budget processes. Topics 570, 571, 574. conflict between money and profits and the con- will include basic concepts of public budgeting, PA 588 cept that all people within the American demo- the budget cycle, budget strategy, planning and Program Evaluation and Management In cratic system are entitled to at least basic health presentation, alternative budgeting systems, the Health Services (3) care. budget as a political and management tool. Introduces the theory and practice of program evaluation in the health services system. PA 574 PA 583 Advanced Budgeting Concepts and Includes multiple methods and uses of evalua- Health Systems Organization (3) tion from the perspectives of managers, health Course focus is on the manner in which health Techniques (3) professionals, and health services researchers, care in the United States is organized and Investigates how budgeting can be used to with an emphasis on the utilization of evaluation administered, as well as the forces which are review, analyze, and establish public policy and findings in program planning and management influencing change in the structure and delivery administrative accountability. Students learn in health services. Course learning will be syn- of health services. Specific topics of analysis and how to: 1) design the best budget system to fit thesized through a community-based learning discussion include: structure of the health care various political environments; 2)review the experience involving working with a community system, the providers, health care personnel, effectiveness and efficiency of programs through partner to develop an evaluation framework and financing health care, planning, and evaluation. budget analyses; and 3)use the budget to clarify public policy issues and establish management methodology for an existing or proposed health PA 576 accountability for performance. The mechanics program. Strategic Planning in Health Services (3) of public budgeting will also be discussed in Introduces general concepts, models, and theo- PA 589 detail, including developing a budget calendar, ries of strategic planning and develops them in Research Methods in Health Services (3) making fund balance estimates, balancing reve- Provides an introduction to traditional methods terms of applications in the health services nues and expenditures, and monitoring the of designing and conducting health services industry. Through participation in an actual stra- approved budget. Students should have practical research. It is intended that at the completion of tegic planning process, students will gain experi- experience or a previous course in budgeting. the course students will understand multiple ence and some expertise in the planning, approaches to health services research, be able to decision-making, and conduct of strategic plan- PA 585 be both participants in and consumers of the ning. Prerequisite: PA 570. Financial Management in the Public Sector (3) research process, and will be competent in con- PA 577 An investigation of the sources, methods, and ducting critical appraisals of the health services Health Care Law and Regulation (3) mechanisms available for financing public orga- literature and in writing research proposals. Course intended to be an introduction to the nizations in a dynamic and complex environ- Prerequisites: PA 570; 512, 525. American legal system and the laws that affect ment. It includes a consideration of the public health and health care. Initially, course administrative and behavioral as well as the eco- focuses on public legal relationships between nomic dimensions of financing public organiza- governments and individuals, and proceeds to tions. The examination identifies and explores review private legal relationships between indi- the skills which are appropriate for managing viduals or organizations. Reviews the source of 316 P ORTLAND STATE UNIVERSITY
PA 590 of noncompliance, and the elements of an affir- PA 605 Human Resource Management in the Public mative action compliance program, including Reading and Conference (Credit to be Sector (3) the concepts of availability and goals. Recom- arranged.) Administration and management of human mended that students have had PA 593. PA 607 resource systems in public sector and nonprofit Seminar (Credit to be arranged.) organizations. Focus is on the underlying values PA 595 Public Sector Collective Bargaining: The PA 610 of human resource management, related public Legal Framework (3) Selected Topics (Credit to be arranged.) policies, structural patterns, and the functional The history and development of public sector PAP 611 areas of HRM systems. Specific attention will be collective bargaining in the United States. Specif- directed to the strategic roles of human resource Theoretical Foundations of Governance (3) ically included: the role and importance of This course analyzes the foundational, political, management in day-to-day operations, merit public sector collective bargaining law; the social, and economic theories which have system concepts and practices, position and diversity of collective bargaining laws; compari- shaped institutions and processes of governance wage classification systems, methods of securing son of various state laws with proposed national during the modern era. Prerequisite: admission a qualified labor force, and labor relations. Legal legislation; an in-depth analysis of Oregon’s to the Ph.D. program in public administration requirements in each of these areas will be exam- public sector collective bargaining law; the and policy. ined. Emphasis will be on learning by doing Oregon Employment Relations Board (ERB)—its through use of skill-building exercises, simula- PAP 612 structure and operation, the rules of procedure Governance, Social Change, and Rule of tion and analysis of case materials, review of rel- of ERB, major functional areas of ERB-bargaining evant case law, administrative rule-making, and Law Systems (3) unit determination, representation and decertifi- This course provides students with an under- current literature. This course serves as a foun- cation procedures, unfair labor practices, the dation for PA 591. standing of the ways in which the “rule of law” conduct of elections, the Oregon Mediation Ser- influences the theory and practice of governance PA 591 vice, impasse procedures and continuing legal and public administration. This understanding Policy Issues in Public Human Resource issues (mandatory vs. permissive home rule and is developed by comparing rule of law systems Management (3) sovereignty bargaining in good faith). This with other ways of creating social order and Provides an in-depth analysis of evolving issues course is a prerequisite for PA 596 and PA 597. organizing community life; examining the ori- in the management of human resource systems gins of the rule of law within both liberal demo- in public sector and nonprofit organizations. PA 596 Public Sector Collective Bargaining: cratic theory and the American constitutional Topics for analysis vary from term-to-term. Negotiations and Impasse Resolution (3) tradition; exploring the distinctive institutional Examples of topics include: the design and Deals with the diversity of roles of the parities in role that administration plays in the American implementation of employee performance evalu- negotiation; planning for negotiations; develop- rule of law system through its participation in ation programs; determining training needs and ment of original demands and fallback positions; administrative rule making and policy imple- planning a programmed response; compensation negotiation strategy and tactics; the major issues mentation; examining the role ambiguity created systems, including problems of wage compres- in negotiating; and the diversity and similarity of for career administrators in carrying out their sion; negotiated wage settlements and other eco- negotiations in state government, cities, coun- responsibilities within the American rule of law nomic benefits related to wages and salaries; ties, school districts, and higher education. A system. Prerequisite: admission to the Ph.D. pro- employee morale and motivation incentives; and mock negotiation case will be bargained. This gram in public administration and policy. occupational health and safety issues. Noted course will also deal with the process of media- practitioners from the region are frequent guests PAP 613 tion, fact-finding, and interest arbitration. Pre- Institutional Foundations of Governance of the class. This course is a continuation of requisite: PA 595. material covered in PA 590. Students may take (3) this course without completing PA 590. PA 597 This course examines the basic concept of gover- Public Sector Collective Bargaining: nance in the context of the nation state and its PA 592 Administering the Agreement (3) political economy. Particular attention is paid to Volunteerism and Volunteer Deals with the nature of the collective bargaining archetypical systems, structures, and functions Management (3) agreement; the establishment of grievance proce- of governance which developed in the modern Examines the historical, social, and cultural con- dure; the meaning of a grievance; the processing era. This material is then related to the develop- text of voluntarism in America as a way of of grievances; and continuing grievance prob- ment of the American administrative state. Pre- understanding who volunteers and why, and lems such as discipline, transfers, senority, over- requisite: admission to the Ph.D. program in what difference it makes in the lives of organiza- time, work assignments, insubordination, layoff, public administration and policy. tions and communities. The course includes skill recall, and manning requirements. Emphasis will development in the management and adminis- PAP 614 be on the use of case materials to illustrate these Contemporary Governance (3) tration of volunteer programs in a nonprofit problems. Also includes a discussion of arbitra- organizational context, including volunteer pro- Contemporary factors impacting governance tion followed by a mock arbitration session. Pre- world wide: political instability and fragmenta- gram planning, evaluation of volunteer pro- requisite: PA 595. grams, recruitment, training, and retention of tion of government; erosion in the jurisdiction volunteers. PA 598 and power of the nation state and its causes; the Values-based Management I (3) search for new approaches and substitutes to PA 593 Introduces the model of values-based manage- government; accelerated blurring of sector Discrimination Law (3) ment as a method to enhance compatibility boundaries—increasing use of third party pro- Examines state and federal laws prohibiting dis- between the individual and the organization that viders; and non-political boundaries. Prerequi- crimination, the major legal theories of proof, is essential for decision-making and supervision, site: admission to the Ph.D. program in public the employer’s defenses against discrimination particularly in nonprofit organizations. Students administration and policy. charges, the administrative agencies involved, will develop a theoretical understanding of the the complaint process, and remedies for viola- PAP 615 elements of effective supervision and of the Administrative Process (3) tions. It is recommended that this course be impact that a director/supervisor has on the taken prior to taking PA 594. The purpose of this course is to explore the human resource system in their organizations. nature of the administrative process and its rela- PA 594 Students will work through the process of clari- tionship to organizational structure, process, and Affirmative Action Planning (3) fying agency mission, purpose, and values and behavior within the broader context of program- Designed to instruct the student in the affirma- develop skills for aligning their practices with matic and organizational governance. Emphasis tive action requirements imposed on federal these values. will be placed on the following topics: the influ- contractors by federal laws, presidential execu- PA 601 ence of structural alternatives on behavior; value tive orders and implementing regulations. Lec- Research (Credit to be arranged.) systems and normative prescriptions; organiza- tures, reading, and discussions will be directed tional culture; and the influence of the adminis- toward an exploration of federal and state case PA 603 trative process on the way in which agencies law, the enforcement agencies in theadministra- Thesis (Credit to be arranged.) tive process, complaint investigation, resolution C OLLEGE OF URBAN AND PUBLIC AFFAIRS 317
formulate and implement policy within the con- ◆ Development of an evaluation and Institute for Tribal text of their respective legislative mandates. Pre- assessment system for the Governor’s requisite: admission to the Ph.D. program in Juvenile Crime Prevention Program. Government public administration and policy. ◆ Assessment of Clackamas County Com- 670-B Urban Center PAP 616 munity Prosecution implementation. 503-725-6000 Policy Process (3) ◆ Comparison of risk assessment mea- This course focuses on the politics of the policy The Institute for Tribal Government, which process. It examines the role, influence, and sures: Clackamas County Community is a national leader in its field, provides interaction of legislatures, executives, bureaucra- Corrections elected tribal leaders with information and ◆ cies, courts, policy communities, and citizens. Assessment of the impacts of prison leadership skills dealing with tribal, state, The course follows the stages of policy develop- siting in multiple communities within and federal governance and a wide range of ment: problem definition, agenda setting, bud- Oregon. related policy issues. Tribal leaders are geting, authorization, implementation, and oversight. Case material is taken from federal, offered programs to meet their own unique state, and local governments with special consid- Executive Leadership needs either with sessions at the Hatfield eration given to the intergovernmental aspects of School or at tribal sites. Programs are avail- the policy process. Prerequisite: admission to Institute able for addressing federal Indian law, the Ph.D. program in public administration and 780 Urban Center tribal government duties and responsibili- policy. 503-725-8261 ties, tribal and state relations, the federal PAP 618 www.eli.pdx.edu legislative process, federal judicial and Political and Organizational Change (3) The Executive Leadership Institute strives administrative procedures, and effective An investigation into the nature of change, par- tribal leadership strategies. ticularly its political and organizational manifes- to identify and promote innovation and tations. The focus is on change as a process (i.e., excellence in leadership. The institute how it happens) as well as a product (i.e., the accomplishes this goal by assisting the Northwest American- outcome). Conceptual and theoretical concerns Mark O. Hatfield School of Government in in understanding change, the sources of political meeting the professional development Turkish Research and organizational change, change in the gover- needs of agencies and officials with public Institute nance system, change in contemporary society, service responsibility. The institute under- and managing in complex and nonprofit organi- takes the following five types of activity: 650 Urban Center zations will be examined. master’s degree preparation for practitio- 503-725-3257 ners at off-campus locations; applied The Northwest American-Turkish Research research; technical assistance to agencies in Institute operates out of the Hatfield School Research centers managing technological and organizational of Government and the Office of Interna- and institutes innovations; continuing professional edu- tional Affairs at Portland State University. cation; and community and professional The institute carries out academic research service. Together, these activities support and engages in private- and public-sector Criminal Justice Policy the School of Government’s ongoing efforts contracts on topics related to contempo- Research Institute to enhance democratic governance, rary business, economics, finance, and pol- develop responsible citizenship, and itics in Turkey and the Eastern 550 Urban Center improve the quality of public service. Mediterranean. It coordinates interna- 503-725-4014 tional conferences, promotes business rela- The institute is a multi-disciplinary tionships, and provides strategic, technical, research unit serving the entire PSU com- Institute for Nonprofit economic, and political advice to interna- munity, but affiliated with the Administra- Management tional leaders. tion of Justice Division of the School of Government. It is designed to provide 780 Urban Center 503-725-8221/8227 National Policy policy makers throughout the state with a www.inpm.pdx.edu forum in which issues of policy and prac- Consensus Center tice may be explored, using objective, per- The Institute for Nonprofit Management, established in 1989, is dedicated to provid- 720 Urban Center formance-based criteria. It is also designed 503-725-9077 to bring together the varied resources of ing high quality, accessible, and relevant Portland State University and coordinate education in nonprofit management, lead- The National Policy Consensus Center is a those resources with other institutions of ership, governance, and philanthropy. national nonprofit program working with higher education to address issues emanat- INPM was the first in the Northwest to leaders, including governors and legislators ing from the justice community. The insti- offer graduate and non-credit courses in at the state level, to promote the use of con- tute has an external advisory board, nonprofit studies and is nationally recog- sensus building and conflict resolution representing a broad cross-section of jus- nized as a leader in this field. In addition to practices in order to address difficult policy tice agencies, which serves to focus atten- graduate courses leading to a nonprofit issues and achieve more effective gover- tion on issues of concern to the concentration within the Master of Public nance. The center hosts an extensive net- community, state, and region. Administration degree, INPM offers non- work of state dispute resolution programs; Projects currently underway, or recently credit courses applicable to a certificate in sponsored joint projects betweens states completed by faculty associated with the nonprofit management, seminars, confer- and partner organizations; supplies infor- institute, include: ences, community forums, research, con- mation, consultation, and technical assis- tance; and offers training and education in ◆ Evaluation of the Oregon “Boot Camp” sultation, and an acclaimed Leadership consensus building. programs. Fellows Program. Adjunct faculty who are ◆ Evaluation of the Portland Police respected practitioners in the nonprofit Bureau’s Domestic Violence Reduction community complement the regular faculty Unit. in offering more than 20 courses which are designed to link theory and practice. 318 P ORTLAND STATE UNIVERSITY
School of Urban Studies and Planning
350 Urban Center work on a range of issues including hous- USP 303 Community Development Field 503-725-4045 ing, community organizing, transportation, Seminar...... 4 www.upa.pdx.edu/USP/ the environment and economic develop- Sub-total 12 ment. The major prepares students for Community development concentrations B.A., B.S.—Community Development postbaccalaureate employment or gradu- Students will choose to concentrate their work in Minor in Community Development one of the following areas. Each field of ate work in a professional academic field. concentration includes a set of required USP Graduate Certificate in Real Estate The curriculum is grounded in applied courses and elective community development- Development social science and incorporates a great deal related courses from the School of Urban M.U.R.P. Studies and Planning and from other depart- of field research. The program takes advan- ments. Lists of elective courses for each field of M.U.S. tage of the wealth of resources available in concentration are available from the school Ph.D. office. the Portland metropolitan area and draws Community Organization and Change The School of Urban Studies and Planning from a variety of academic disciplines and USP 311 Introduction to Urban Planning ...... 4 provides an interdisciplinary approach to departments. Students specialize in one of USP 426 Neighborhood Conservation and understanding the urban setting. The three areas of concentrated study: commu- Change...... 4 school’s programs are structured to allow USP 428 Concepts of Community nity organization and change, housing and Development...... 4 students living or working in the Portland economic development, or communica- USP 429 Urban Poverty and Social Policy ...... 3 metropolitan area to take advantage of tion and community development. USP 430 Urban Studies and Research Methods... 4 the broad range of resources available at Students may also pursue a 27-credit USP 450 Citizen Participation ...... 4 Portland State University and in the minor in community development. Elective credits from approved list...... 12 community. Sub-total 35 Opportunities for urban education are or available through five programs. Under- Admission Housing and Economic Development graduates can major in community devel- requirements USP 311 Introduction to Urban Planning ...... 4 opment or complement their bachelor’s USP 312 Urban Housing and Development...... 4 degree in another field by simultaneously Students must be formally admitted to the USP 423 Development Process ...... 3 meeting the curricular requirements for a community development program by sub- USP 428 Concepts of Community mitting an application to the School of Development...... 4 minor in community development. Stu- USP 430 Urban Studies and Research Methods... 4 dents wishing to pursue issues related to Urban Studies and Planning. Candidates USP 451 Community Economic Development ..... 3 working with the elderly may complement are selected based on written statements of Elective credits from approved list...... 12 intention. Fall enrollment is strongly rec- their other degrees by meeting the require- Sub-total 34 ments for a graduate-level certificate in ger- ommended to allow students to take core classes in sequence and to create a commu- or ontology. Students interested in developing Communication and Community Development professional planning skills may pursue a nity environment among each group of stu- USP 311 Introduction to Urban Planning ...... 4 Master of Urban and Regional Planning. dents. USP 426 Neighborhood Conservation and Interest in developing urban research capa- Change...... 4 USP 428 Concepts of Community bilities may be pursued through a Master of Degree requirements Development...... 4 Urban Studies.Individuals desiring higher USP 430 Urban Studies and Research Methods... 4 levels of research skills and/or academic Requirements for majors. In addition to USP 450 Citizen Participation ...... 4 employment may choose the Ph.D. in the general University degree require- Two of the following five courses:...... 8 ments, students in community develop- Sp 215 Introduction to Intercultural urban studies. Communication (4) ment must complete the following degree Sp 218 Interpersonal Communication (4) requirements. Substitution of coursework Sp 322 Political Communication (4) Undergraduate is acceptable only by permission from the Sp 337 Communication and Gender (4) faculty adviser. Sp 437 Urban Communication (4) programs Credits Elective credits from approved list...... 8 The School of Urban Studies and Planning Freshman/Sophomore Sub-total 36 offers an undergraduate major in commu- Sophomore Inquiry Community Studies Field experience ...... 6 Cluster course...... 4 nity development. Community develop- Community-based work, either through an indi- Soc 200 Introduction to Sociology ...... 4 vidual internship or through participation in an ment is a process in which people act Ec 201 Principles of Economics...... 4 approved capstone. together to promote the social, economic, PS 200 Introduction to Politics ...... 4 political, and physical well-being of their Total 68-70 Sub-total 16 communities. Career opportunities are Requirements for minor. To earn a Required core courses minor in community development a stu- available in not-for-profit organizations, USP 301 Theory and Philosophy of Community private consulting firms, and state, Development...... 4 dent must complete 27 credits (18 credits regional, and local governments. USP 302 Methods of Community must be in residence at PSU). These Community development practitioners Development...... 4 courses should include a Sophomore C OLLEGE OF URBAN AND PUBLIC AFFAIRS 319
Inquiry community studies course or its tember 1; and spring term deadline is Social and policy research option. equivalent, USP 311 and USP 428. Courses November 1. Students interested only in Students with a primary interest in advanc- taken under the undifferentiated grading the graduate certificate in gerontology may ing their urban research skills may choose a option (pass/no pass) will not be accepted request application forms from the Institute specialized field area in social and policy toward fulfilling divisional minor on Aging. research. This field requires completion of requirements. the following: Credits Degree requirements USP 534 Data Analysis ...... 4 Graduate Master of Urban Studies. The Master of USP 536 Policy Evaluation Methods ...... 3 Urban Studies provides training for stu- PA 555 Program Evaluation and Management ..... 3 programs dents seeking employment in public and Additional courses within the field ...... 9 Graduate assistantships. Financial aid private urban research organizations. For Total 19 programs are administered without regard some students, employment opportunities Students selecting this option must to race, creed, national origin, handicap, can be found in colleges offering two-year present a thesis. marital status, or sex. The school awards a degree programs. Master of Urban and Regional significant number of graduate assistant- The M.U.S. degree requires a total of 52 Planning. The Master of Urban and ships to qualified students. Assistantship credits. M.U.S. students pursue a common Regional Planning program provides diver- awards are reviewed annually and can be core of courses dealing with the analysis of sified preparation for professional planning renewed for up to two additional years. urban phenomena (17 credits). Each stu- practice. Graduates of the program will More advanced students may compete for dent also defines a field area which is pur- acquire skills suiting them for employment dissertation fellowships. Applications for sued through coursework (29 credits) and in public agencies and private firms graduate assistantships and fellowships individual research leading to a thesis or involved in the urban development pro- should be submitted to the school by Janu- research paper (6 credits). In addition, the cess. The program offers six fields of spe- ary 15. New students seeking financial degree provides for a specialized option in cialization, to allow the graduate either to support must complete their application social and policy research. enhance previous work experience or to for admission by January 15, since a stu- Core-area requirements. The urban enter the job market with defined special- dent must be admitted as a regular gradu- core-area requirements for the M.U.S. izations. These are: urban transportation, ate degree student to hold an assistantship. degree include the following courses: land use, urban and regional analysis, com- Credits munity development, environment, and USP 513 Urban Economic and policy planning and administration Admission Spatial Structure...... 3 Credits USP 514 History and Theory of requirements Urban Studies ...... 3 Core courses Master of Urban Studies and Master of USP 517 Sociology and Politics of Urban Life ...... 4 Planning sequence USP 530 Research Design ...... 4 USP 540 History and Theory of Urban Urban and Regional Planning. All quali- Planning I ...... 3 USP 597 Urban Studies Seminar ...... 4 fied applicants receive consideration for USP 541 History and Theory of Urban admission without regard to sex, race, The first four are normally taken in the Planning II ...... 3 first year, with USP 597 taken at the begin- USP 594 Planning in the Pacific Northwest or handicap, age, creed, marital status, or USP 595 Reshaping the Metropolis ...... 3 national origin. ning of the second year. Students in USP Methods sequence In addition to the general University 597 produce a fully developed research USP 531 Geographic Data Analysis and requirements listed on page 59, the student paper as a requirement for continuation in Display ...... 3 the program USP 533 Planning Analysis...... 3 should arrange for the School of Urban USP 535 Metropolitan Data Analysis ...... 3 Studies and Planning to receive: Graduate Field-area requirements. The student Analytical methods Record Examination scores (advanced selects a pattern of coursework that equips USP 515 Economics: Applications to Urban optional)—not required, but recom- him or her for research in areas of applied Studies ...... 4 mended for applicants to the Master of interest. Field areas may focus on urban USP 525 Design Analysis in Planning ...... 1 USP 553 Legal Processes in Urban Planning ...... 1 Urban and Regional Planning; three recom- aspects of social science theory in one of Workshops mendations from individuals familiar with the fields emphasized in the urban studies USP 558 Planning Workshop ...... 9 the student’s academic or professional Ph.D. program or on a substantive issue of USP 559 Planning Practice Workshop ...... 1 background on the forms provided; and a particular concern to the student. Relevant Specializations...... 38 personal essay. courses are available within the School of Total Credits 72 Ph.D. applicants are strongly urged to Urban Studies and Planning and in many complete successfully an introductory other departments within the University. Field paper/project. Students may sequence of statistics courses before enter- Nineteen credits of field-area coursework choose to either prepare an original ing the program. The doctoral applicant’s are required. research paper or project in their field of personal essay should include a discussion Research requirements. The M.U.S. specialization or take six additional credits. of the field area(s) in which the applicant degree provides for thesis and nonthesis The research paper or project is meant to intends to concentrate and ideas about options. The thesis option requires registra- demonstrate a student’s ability to integrate research topics that are of interest. tion for 6 credits of USP 503 Thesis and and apply material from his or her course- For the M.U.R.P. program, students are completion of a formal thesis. The nonthe- work and is designed in consultation with admitted fall term. For the M.U.S. pro- sis option requires preparation of a sub- faculty. Students electing to do a field area gram, students are admitted fall, winter, stantial research paper (involving project are required to complete 72 credits. and spring terms. For the doctoral pro- registration in 6 credits of USP 501 Students not choosing to do a field area grams, students are admitted fall term only. Research) and successful completion of a project will need to complete 78 credits. The deadline for fall term applications is written field area examination. January 15; winter term deadline is Sep- 320 P ORTLAND STATE UNIVERSITY
Doctor of Philosophy in urban studies. and the region’s connections to the in the field of social demography use Dynamic metropolitan regions are increas- Pacific Rim provide numerous examples demographic data to identify and ana- ingly seen as central to economic, social, for study and analysis. Within the broad lyze important population trends and and political development throughout the field of Community Development, stu- their consequences for work in govern- world. Composed of one or more central dents can address such topics as ethnic ment agencies, research organizations, cities, suburbs, and adjacent agricultural and neighborhood history, housing and and corporations. Faculty in the area of and natural areas, they are the essential economic development, the roles of social demography have training in building blocks of the global economy and public and nonprofit institutions in demography, sociology, geography, and the sources of social and political innova- community building, mediation and statistics. Faculty research includes tion. Understanding metropolitan regions conflict resolution, changing patterns population distribution and migration, and their problems and analyzing policies and systems of communication, and the international migration, fertility and to shape their evolution are major concerns changing meanings of place. family planning, marriage and divorce, of the Urban Studies doctoral program. ◆ Policy analysis provides an opportu- public policy uses of demographic data The program explores these issues from nity for students to identify urban prob- and estimates, and demographic meth- multi-disciplinary and interdisciplinary lems, contemporary and historical ods. points of view. Through participation in policy issues, and stakeholders in the Each student offers two fields of special- classes and seminars and supervised policy process. It also allows for analysis ization, at least one of which should be research and teaching activities, Ph.D. stu- of the effects of policies and of the his- chosen from among those listed above. A dents prepare for careers in institutions of torical and political contexts in which student-nominated field, developed in con- higher education and in research organiza- they emerge. Students may approach junction with School faculty, may be tions. this field from any combination of offered as a second specialization. Faculty Core requirements. Entering students applied, theoretical, or critical perspec- groups specify field-specific course require- in the Ph.D. in urban studies take the fol- tives, such as program evaluation, pol- ments, including methodology courses and lowing common courses: USP 613 Urban icy critique, or historical analysis. courses essential to a multidisciplinary Economic and Spatial Structure; USP 614 Students should identify at least one approach. These groups work closely with History and Theory of Urban Studies; USP substantive policy area (such as trans- students to develop coherent specializa- 617 Sociology and Politics of Urban Life; portation, housing, the environment, tions that prepare each individual to do USP 530 Research and Design; and USP aging, community development, or doctoral-level research in that field. 697 Urban Studies Seminar. The first four information infrastructure) and com- Doctor of Philosophy in urban stud- are normally taken in the first year, with plete a course of study in that area. ies—regional science. Regional science USP 697 taken at the beginning of the ◆ Gerontology addresses the social brings a variety of social science perspec- second year. Students in USP 697 produce issues, problems, policies, and pro- tives to bear in analyzing the growth and a fully developed research paper as a grams that affect the quality of life for development of metropolitan areas, states, requirement for continuation in the our rapidly aging population. Students and regions. The regional science program program. have the opportunity to work directly shares the same core requirements as the Field area requirements. Doctoral spe- with faculty on publicly- and privately- Urban Studies Ph.D. Beyond these, stu- cializations are available in the following funded research at the College’s highly dents in regional science design a program areas of advanced interdisciplinary study: regarded Institute on Aging. Adult of study around two field areas. planning, community development, policy development and aging is approached The first field, shared by all regional sci- analysis, gerontology, and social demogra- from a multidisciplinary and collabora- ence students, includes a three-course phy. tive perspective. Faculty research inter- sequence providing the field’s conceptual ◆ Planning focuses on the development ests include: family caregiving and foundations: USP 676 Activity Location; and implementation of mechanisms for work-family balance, social networks USP 672 Regional Economic Development; organizing social, economic, political, and widowhood, diversity in aging, USP 636 Economic and Political Decision- and environmental change at the local, long-term care policy and programs, Making state, and regional levels. The field housing environments, development The first field also contains two includes study of the relationships and and evaluation of training for health required methods courses: USP 510 Statis- interactions among public and private professionals, and planning for the tical Methods in Regional Science and Plan- institutions, organizations, citizens, and aging of the baby-boom generation and ning; USP 510 Econometrics for Public landscapes; the design of processes for beyond. As a state with a national repu- Policy Analysis facilitating dialogue among public tation as a leader in the development of The second field is designed around actors; and the tools for planning analy- community-based, long-term care, Ore- one of four substantive areas: transporta- sis and evaluation. As a pioneer in state gon provides a unique environment for tion, housing, economic development, or land use law and a place in which plan- the study of aging processes, policies, environment. ning discourse is highly visible, Oregon and services. The only required course in the second provides a rare vantage point for the ◆ Social demography provides training field is USP 691 Current Research in study of planning history, planning pro- in the tools of demographic analysis, Regional Science. Subject to prior faculty cesses and strategies, and professional with particular attention to the methods group approval, students may organize practice. of data collection, techniques of demo- second field areas around a topic other ◆ Community development deals with graphic analysis, and the interpretation than the four identified above. It is recom- the dynamics of neighborhood and of research findings. Social demography mended that the second field include addi- community formation and change and involves the use of the principles and tional methods courses that support the with public policies that address the methods of demography in decision- field’s topical focus. For example, in the needs of groups and places within con- making and planning problems in both transportation field area the supporting temporary society. The rich civic culture public and private settings. Graduates of Portland and the Pacific Northwest C OLLEGE OF URBAN AND PUBLIC AFFAIRS 321
methods courses might include coverage of mission is granted only after obtaining of community organization, community and net- demand modeling, cost-benefit analysis, written verification from the instructor that work analysis, organizational development and GIS, and spatial analysis. the student has met the requirements of the management, strategic planning, management Students in the regional science pro- required course. All such requests should issues, and approaches to evaluation. USP 303: gram must pass a comprehensive examina- be made within one year after entrance to Community Development Field Seminar. Partici- pant observation through placement in a com- tion in their two field areas. This is a single the program. munity-based organization actively engaged in examination, developed in consultation Limitation on graduate/undergradu- community development activities on behalf of a with two members of the regional science ate courses. Students in the M.U.R.P., specific community, and critical reflection on the faculty group. M.U.S., and Ph.D. programs are strongly placement experience. Doctor of Philosophy in public admin- advised to use no more than 12 credits of USP 311 istration and policy. The School of Urban courses offered simultaneously at the 400- Introduction to Urban Planning (4) Studies and Planning cooperates with other and 500-level in support of their degree An interdisciplinary perspective on planning schools in the College of Urban and Public programs. Courses must be an integral part theories, principles, and practice. Focuses on the Affairs to offer an interdisciplinary degree of the student’s program and courses with planning process, particularly at the local level. in public administration and policy. For the same content must not be available on Explores the political, economic, social, and legal forces that influence the planning function details, see the program description on a purely graduate basis. and the roles of planners. Changing concepts in page 300. Limitation on by-arrangement practice are also considered. Recommended pre- courses. Admitted Ph.D. and master’s stu- requisite: upper-division standing. Program rules dents may utilize no more than 12 credits USP 312 of by-arrangement classes (501/601 and Advanced standing in Urban Studies and Urban Housing and Development (4) 505/605). In cases where more than 12 Problems of housing, development, and redevel- Planning graduate program. A total of 72 credits are needed because of the lack of opment in an urban setting are analyzed from credits in nondissertation graduate training regularly scheduled classes, a waiver must economic, demographic, and planning perspec- is required of all Ph.D. students. Ph.D. stu- be submitted for approval by the school tives. Introduction to the nature of the urban dents are also required to take a minimum Curriculum Committee and by the school economy and residential location, with a focus of 27 dissertation credits. For students with on housing problems and their associated social, director. a master’s degree in a related discipline, a physical, and racial aspects. Role of federal and Continuous enrollment. All students maximum of 24 advanced standing credits community-based housing policies and pro- admitted to the M.U.R.P., M.U.S., and may be requested. All such requests must grams. Recommended prerequisite: USP 311. Ph.D. programs in urban studies must be be accompanied by a listing of previous USP 313 continuously enrolled until graduation, graduate work for which advanced stand- Urban Planning: Environmental Issues (4) except for periods in which they are absent Environmental issues and problems are evalu- ing is sought. by approved leave. Taking 3 credits per ated in the context of planning alternatives. Par- The Master of Urban Studies program term during the regular academic year will ticular emphasis on the economic and social requires a minimum of 52 credits in gradu- constitute continuous enrollment. Failure implications of environmental problems. The ate courses, of which at least 36 must be to register without an approved leave may planner’s concern for achieving balance between taken at Portland State University. A maxi- these factors is explored through an analysis of result in termination of student admission. mum of 17 credits of advanced standing various planning approaches, e.g., environmen- Grade requirement. A student who credit may be requested. The Master of tal impact studies, land use controls, and receives more than 9 credits of grades of C+ Urban and Regional Planning program resource analysis. Recommended prerequisite: or below in all coursework attempted after requires a minimum of 72 credits in gradu- USP 311. admission to an urban studies graduate ate courses of which at least 48 must be USP 315 degree program will be dropped from that Economics of Sports (4) taken at Portland State University. A maxi- program. A student attempting both a mas- Investigates the application of economic theory mum of 24 credits of advanced standing ter’s and a Ph.D. degree in urban studies to the particular arena of sports. Emphasis is credit may be requested. may receive no more than 9 credits of C+ placed on the theories of labor, industrial organi- An M.U.R.P. student may request or below in both programs. MURP students zation, and quantitative methods and their advanced standing for the 1-credit USP application to topics such as player compensa- must receive grades of at least B- in all 559 Planning Practice Workshop. If tion and movement, stadium financing, team required courses. advanced standing credit is approved, the relocation, and racial discrimination. This course student is considered to have fulfilled the is the same as Ec 315; course may only be taken internship requirement. Such advanced once for credit. standing credit will be included in the 24- Courses USP 385 Courses with an asterisk (*) are not offered every year. History of American Cities (4) credit maximum for all advanced standing; Traces the evolution of urban centers from the only professional work completed within USP 199 Special Studies (Credit to be colonial period to the present. Focuses on the seven years of the date the degree is arranged.) developing system of cities, on growth within granted can be included. USP 299 Special Studies (Credit to be cities, and on the expansion of public responsi- Requirements with regard to both the arranged.) bility for the welfare of urban residents. Particu- pattern of coursework and total credits USP 301, 302, 303 lar attention is given to the industrial and Community Development Colloquium modern eras. Recommended prerequisite: must be satisfied prior to either advance- (4, 4, 4) ment to candidacy in the Ph.D. program or upper-division standing. Also listed as Hst 337. Three-term sequence limited to majors in com- May be taken only once for credit. graduation in the M.U.S. and M.U.R.P. pro- munity development that introduces them to the grams. A student is not obligated to enroll field. USP 301: Theory and Philosophy of Com- USP 399 Special Studies (Credit to be arranged.) in a required course if that student has munity Development. 1) New approaches to the already acquired knowledge of the subject philosophy of community; 2) theory and com- USP 401/501 parative practice, and 3) case study of local Research (Credit to be arranged.) matter through earlier graduate course- Consent of instructor. work. In such cases, the student may theory and practice, presentation of an in-depth request exemption from the course. Per- case study from the Pacific Northwest. USP 302: Methods of Community Development. Review 322 P ORTLAND STATE UNIVERSITY
USP 404/504 ommended prerequisite: junior standing. Gradu- USP 446/546 Cooperative Education/Internship (Credit ate students undertake a substantial Real Estate Development II (3) to be arranged.) independent project in addition to other course Provides students with the experience of devel- USP 405/505 requirements. oping a comprehensive and unified analysis of a Reading and Conference (Credit to be commercial real estate project. Each student sub- arranged.) USP 427/527 Downtown Revitalization (3) mits a case study with greater specificity show- Consent of instructor. This course deals with the growth and revitaliza- ing how the design, development, market, USP 407/507 tion of downtowns and commercial districts. It finance, construction, and management of the Seminar (Credit to be arranged.) examines the evolution of downtown core areas, project is integrated. A select number of projects Urban Agriculture. Historic Preservation and introduces the theoretical explanations for com- in the greater Portland area will be analyzed as Rehabilitation. Neighborhood Planning. Urban mercial location, and looks at approaches for case studies. Students work closely with indus- History. Other selected topics. maintaining activities in older commercial areas. try participants and faculty to develop their anal- USP 408/508 The major emphasis is on the United States, with ysis as well as alternative strategies for the Workshop (Credit to be arranged.) some attention to the experience of other project at critical states of its development. Urban Investigation. Land Use. Field Tech- nations. Graduate students undertake a substan- Recommended prerequisite: USP 423/523. niques. Neighborhood Analysis. tial independent project in addition to other USP 450/550 USP 409/509 course requirements. Concepts of Citizen Participation (4) Examination of principles, methods, and pro- Practicum (Credit to be arranged.) USP 428/528 Consent of instructor. Concepts of Community Development (4/3) grams for giving explicit attention to the per- USP 410 An investigation of models and perspectives on spectives of citizens in the development and Selected Topics (Credit to be arranged.) community development. Both structural and implementation of public policies and programs. Consent of instructor. dynamic concepts related to processes of com- Sets citizen participation in its historical context with an assessment of its impact to date. Partici- USP 419/519 munity-based change will be explored, including Population and Society (4) methodological approaches for assessing com- pation from the perspective of both the citizen Survey and analysis of population dynamics munity settings, and the various roles and rela- and the government will be covered as will the (births, deaths, and migration) and society. tionships in a community-based decision variety of approaches for achieving participation Examination of demographic concepts, theories, environment. Includes required field observa- goals and objectives. data and measurements, and research. Role of tion and a substantial independent field research USP 451/551 population processes on social life and public project which examines and analyzes cases of Community Economic Development (3) policies are highlighted, including population community problem-solving. Such project will Course sets community economic development aging, economic development and the environ- utilize methodologies appropriate to field and within the context of traditional state and local ment, urbanization, health and health care, race survey research. USP 312 recommended. economic development policy and compares and ethnicity, and government/social/business Graduate students undertake a substantial their underlying theoretical perspectives. It planning. Prerequisite: Soc 200. This course is independent project in addition to other course examines the impact of recent economic, social, the same as Soc 441/541; course may only be requirements. and demographic transformations on local labor markets and surveys the labor-market problem taken once for credit. USP 429 solving activities of local governments and com- USP 423/523 Poverty in the Urban Community (3) Real Estate Development I (3) An introductory course about the nature, extent, munity-based organizations. Business and com- Evaluates the new public/private partnerships and causes of poverty in the United States. It mercial development strategies are also that are necessary for downtown redevelopment, covers a brief historical overview, demographics explored. historic rehabilitation, integrated mixed-use and trends, explanations of poverty, and anti- USP 454/554 urban centers, urban villages, and new commu- poverty policies. Questions of race, gender, and The Urban School and “At Risk” Status (3) nities. Analyzes the critical conceptual, feasibil- the spatial manifestation of poverty will be Draws upon theory, research, and practice for ity, and deal-making phases of the development addressed. the examination of the conditions of being “at- risk” in urban schools. Explores the family, com- process, as well as the development and manage- USP 430 ment stages. Examines the new affirmative roles Urban Studies Research Methods (4) munity, and school environments and their rela- played by both public and private developers, as This course introduces students to social tionships in the hindrance of development of well as unusual joint development entities. Con- research in urban studies. It deals with hypothe- children and youth leading to their “at-risk” sta- siders innovative concepts of incremental sis development, research design, and tus. This course is cross-listed as EPFA 456/556. growth, land and development banking, shared approaches to the measurement of urban phe- May be taken only once for credit. parking, and alternative development patterns. nomena. It also treats the application of quanti- USP 455/555 Recommended prerequisites: USP 311 and 428. tative data analysis to typical problems in urban Land Use: Legal Aspects (3) USP 425 studies and planning. Recommended prerequi- Land use and planning from the legal perspec- Community and the Built Environment (4) sites: Mth 243 and 244 or equivalent. tive. Includes historical review of attitudes toward property tenure and ownership; the rela- Application of psychological and social concepts *USP 445/545 to understanding community and its relation- Cities and Third World Development (3) tionship between local planning and regulations; ship to the built environment and urban design. Critical survey of historical, economic, cultural, and current issues and perspectives on land use The use of space in interpersonal relations (per- political, and urban aspects of Third World including emerging state and federal roles. Grad- sonal space, territoriality, privacy); the impact of development, starting with the colonial era. His- uate students undertake a substantial indepen- crowding and density on social relations. The torical patterns of integration of the Third World dent project in addition to other requirements. functioning of social networks in the city: with the emerging world market system. Covers USP 456/556 types of communities, creating intentional problems of the post-independence period, Urban Transportation: Problems and communities. focusing on urban sectoral issues and policy Policies (3) An introduction to urban transportation policy USP 426/526 alternatives. Specific topics include trade, invest- Neighborhood Conservation and Change (4) ment, industrialization, finance, technology from a historical and political perspective. His- The dynamics of neighborhood development, transfer, political participation, land use, hous- torical developments in transportation policy are including economic and institutional factors in ing, transportation, information, infrastructure, traced from the early streetcar days up through neighborhood change; neighborhood definition population growth, social services, militarism, the present. Federal, state, and local transporta- and image, residential choice; residential segre- and cultural conflict. tion policies are examined for their impact on gation; neighborhoods in the political process; urban spatial and economic development. An and neighborhood conservation strategies. Rec- overview of current issues in transportation policy and planning includes transportation demand management strategies, transit-oriented C OLLEGE OF URBAN AND PUBLIC AFFAIRS 323
design, road pricing, and alternative transporta- USP 498/598 USP 514/614 tion modes. The intersection of environmental Introduction to Finance and Real Estate (3) History and Theory of Urban Studies (3) and transportation policy is also examined, as is Designed for students seeking the graduate cer- Leading thinkers and milestones in the analysis the decision-making structure at the local, tificate in real estate development who have little of urban development and urban life. Comple- regional, and state level. or no business education, or for those students mentary theories and models of the social sci- who desire a course in basic finance and real ences. Postmodern approaches. Visionary and USP 457/557 Information Cities (3) estate concepts and techniques. Introduces busi- critical responses to the possibilities of metropol- Focuses on the political, social, and cultural ness finance within the context of commercial itan life. impacts of mass media and information technol- real estate. Concepts and techniques will include USP 515 ogies within the urban matrix. Contextualizes financial statements, analysis, and forecasting; Economics: Applications in Urban Studies the “information society” in historical, institu- present value and discounted cash flow analysis, (4) tional, political, economic, and global settings. an introduction to real estate valuation measure- Prepares students for advanced urban studies Topics include the flexible production, the seg- ments; and analysis of performance risk versus seminars requiring a background in urban eco- mentation of consumption, alternatives to mass return. Students also receive an overview of the nomic analysis. Microeconomic analysis of indi- media, the Web, the reorganization of work, the legal definitions of real estate and its forms of vidual and firm behavior is developed with transnationalization of culture, commercial and ownership, as well as an overview of real estate emphasis on applications to urban studies. political surveillance, and the development of title, contract, regulation, and financing issues. Topics which may be covered include: land use urban information infrastructure. Recommended prerequisites: Ec 201 and 202. and land rents, urban structure, poverty, housing USP 499/599 and slums, transportation, environmental qual- USP 468/568 ity, and local government finance. Oregon Land Use Law (3) Real Estate Finance and Investments (3) The Oregon program is placed in a national con- Application of finance and economic principles USP 516 text that stresses the broad nature of planning to analysis of real estate finance and investments. Cities in the Global Political Economy (3) here. Structural relations between state, regional, Emphasis on the development of problem solv- Introduction to political theory and the political and local government planning and regulation ing capabilities through the use of computer economy of globalization. Begins with core polit- are analyzed. Legal aspects of the implementa- application programs. Special attention is given ical ideas from classical works of political econ- tion of the various functional statewide planning to risk analysis, alternative mortgage instru- omy (Locke, Rousseau, Smith, Mills, Marx, goals are studied, as are the Oregon Land Use ments, hedging techniques, and the tax effects of Marshall, Keynes, Friedman, and Rawls) and Board of Appeals and recent developments in real estate investment. Recommended prerequi- proceeds to an analysis of the rise of transnation- local government land use planning and regula- sites: BA 303 or USP 498/598. This course is the alism and globalization. Looks at changes in the tory processes. same as Fin 499/599; course may only be taken global economy, revolutionary changes to capi- once for credit. talism, the fall of communism, and impacts of USP 480/580 globalization on cities, communities, the state, Political Economy of Nonprofit USP 503 Organizations (3) Thesis (Credit to be arranged.) work, social mobility, welfare, cultural diversity, Considers theories of altruism, trust, and social USP 510 and the environment. capital. Examines the connections between Selected Topics (Credit to be arranged.) USP 517/617 wealth and social responsibility and between USP 511 The Sociology and Politics of Urban Life (3) elite status and social reproduction. Explores the Urban Social Structure (3) A survey of important theories of and empirical broad scope of nonprofit activity in the economy, In this seminar, we examine the city as a field of research about the social structure and political the interdependence of government and non- social interaction, as a built form, as a part of a dynamics of urban areas. The impacts of global- profit organizations in the modern state, and the system of cities, and as an epiphenomenon of ization on urban social and political life, the role of think tanks in shaping public policy. Sur- political and economic forces. Two themes recur changing nature of community and social rela- veys the dramatic rise of non-governmental throughout our examination. The first considers tions within cities and suburbs, and evolving organizations in developing countries and the the extent to which cities enhance or inhibit patterns of intergovernmental cooperation and future of nonprofits in a global economy. human interaction and human need for commu- conflict within metropolitan regions will be analyzed. USP 490/590 nity. The second considers the extent to which Green Economics and Sustainable urban development and its consequences are the USP 519/619 Development (3) result of inevitable economic forces or are the Principles of Social Demography (4) Examines prevailing assumptions about eco- result of the continual and purposeful adapta- Covers the basic substantive areas of demogra- nomic growth, production, consumption, labor, tions by human agents. phy—population size, composition (age, sex, and leisure. Considers how changes in these USP 512 race), distribution, and processes (mortality, fer- basic assumptions might help us design an eco- Urban Political Structure (3) tility, and migration)—as well as a number of nomic system that includes alternative values An introduction to the political aspects of urban topics of special concern to demographers and such as appropriate scale, community impact areas. Provides an overview of the structure and policy makers, including family and household and environmental sustainability. operation of local governments, how they are structure, income and poverty, and economic USP 493/593 constrained by and interact with other levels of development and the environment. Lectures and Advanced GIS Applications (3) government and how the existence of many local readings are used to identify current and histori- Offered as a studio-based GIS class. The objec- governments in an urban area affects political cal demographic trends (U.S. and international), tive is for students to apply GIS skills acquired in decision making. It will also consider political to consider the consequences of these trends for previous GIS courses to a specific real-world questions that are of particular importance in various groups within the population, and to spatial problem. Tasks will involve problem defi- urban areas; how different responses arise examine the policy issues they raise. A schedule nition, primary data collection, advanced GIS between urban areas; and how these different of topics to be covered is provided below. While analysis, and presentation of results. This format responses then influence the urban areas. this is a substantive course, an introductory knowledge of basic demographic techniques is will give students practical experience in imple- USP 513/613 menting GIS technologies with specific emphasis Urban Economic and Spatial Structure (3) helpful to understand lectures and readings. on planning problems. Students will be required Provides an introduction to the economic and USP 520/620 to work in small groups in a simulated profes- spatial aspects relevant to the field of urban Applied Demographic Methods I (4) sional planning practice environment. Recom- studies. Provides an overview of existing theories The first of a two-course sequence. The purpose mended prerequisites: USP 591 and 592, or USP and empirical evidence relating to urban spatial is to introduce the various basic methods of 591 and practical experience. and economic relationships. Examines the demographic analysis. The topics to be covered impact of federal, state, and local government include data sources, population characteristics policies, and changing economic conditions on and change, and measures of mortality and fer- these relationships. tility. In addition, the course will help students 324 P ORTLAND STATE UNIVERSITY
develop good judgment about data availability USP 531 include analysis of the effects of transportation and quality, and acquire skills for presenting Geographic Data Analysis and Display (3) systems on land use and location as well as the data. Recommended prerequisite: a course in Introduction to principles and methods of col- evaluation of transportation investments. These regression analysis, such as USP 534. lecting, organizing, analysis, and visualization of methods will then be applied to evaluation of geographic information. Explores types and USP 521/621 various proposals to improve the urban trans- Applied Demographic Methods II (4) sources of geographical data used in urban and portation system. Recommended prerequisite: The second of a two-course sequence. The pur- regional studies and planning with an emphasis USP 515 or 615. on Census data. Provides an overview of princi- pose is to introduce more advanced methods of USP 538 applied demographic analysis. The topics to be ples and components of Geographic Information Grantwriting (3) covered are: data sources, internal and interna- Systems (GIS) as a primary tool of spatial data This course is intended to familiarize students tional migration, data evaluation, population analysis and visualization. Attention is given to with the principles and procedures of funding estimates, and projection projections. The practical applications of GIS and to developing acquisition for urban and public services, to course will consist of readings, lectures, labora- essential skills in desktop mapping and spread- develop expertise in evaluating grant proposals, tory sessions, homework exercises, one exami- sheet software. and to acquaint students with funding sources nation, and one term-long project. USP 532 for public and nonprofit agencies and with the Data Collection (4) USP 522/622 federal and local review processes. Students will Practicum in Applied Demography (4) The acquisition of data for research in an urban be required to study and critique existing pro- Represents the capstone course for the graduate context. Emphasis is on the concepts, terminol- posals, examine successful and unsuccessful concentration in applied demography. The focus ogy, and methods related to the use of survey proposals, and develop proposals in their areas is on integrating a practicum experience with the research and secondary data. Recommended of interest. prerequisite: USP 430 and/or an introductory methods of applied demography into a research USP 539 paper. Students will develop, revise, and resub- undergraduate statistics sequence and USP 530. Statistical Methods in Regional Science and mit numerous drafts of a final research paper. USP 533 Planning (2) Students will also provide professional peer Planning Analysis (3) Demonstrates the application of statistical meth- review in evaluating the development of fellow Introduction to applied research in planning ods to problems in the fields of regional science, student research papers. with emphasis on problem definition, planning/ transportation, and land use planning. Material policy research design, collection and analysis of USP 524 is organized to provide a general description of a Site Planning (3) secondary data, and the use of qualitative obser- statistical technique and a related set of applica- An exploration of the subject with emphasis on vations.Other topics include land use surveying tions. Data sets used in the actual applications practical applications. The class will consist of a and the development of communication skills, are also provided to students, allowing them to series of progressively difficult site planning including writing, presentations, interpersonal replicate or recast the analysis. Methods covered exercises supported by lectures and presenta- dialogue, and group process. Recommended include correlation, multiple regression, multi- tions. Students will be exposed to the geological, prerequisite: variate regression, time series analysis, and lim- aesthetic, environmental and legal aspects of site USP 531. ited dependent variable techniques. planning. Attention will be focused on environ- USP 534 USP 540 mentally sensitive lands, preservation of wildlife Data Analysis (4) History and Theory of Planning (3) habitat and natural vegetation, compatibility Application of multivariate statistical analysis in The evolution of the urban planning field from with surrounding development, and both zoning an urban context. Emphasis on applications of its 19th century European origins through 20th and subdivision codes. The exercises will various techniques within the general linear century U.S. history provides the setting for crit- explore methods of subdivision, planned unit, model. Recommended prerequisite: USP 532. ical analyses of the internal dimensions and and cluster developments. Recommended pre- The laboratory (USP 534L) must be taken con- external relations of the theory and practice of requisites: USP 525 or 311 and 421. Graduate currently. Recommended prerequisite: USP 430. planning. Specific topics include: problems of students undertake a substantial independent USP 535 rationality in forecasting, analysis, decision project in addition to other course requirements. Metropolitan Data Analysis (3) making and design; philosophical issues and USP 525 Introduction to primary data acquisition and political-organizational contexts of professional Design Analysis in Planning (1) elementary statistical analysis for planners. Rec- activity; and the place of planning in the political Approaches to the analysis of design issues in ommended prerequisite: undergraduate statistics economy of U.S. metropolitan development. urban planning. The definition of urban space introduction. USP 541 through mass, rhythm, and scale. Design and USP 536 History and Theory of Planning II (3) urban circulation. Planning tools for the imple- Policy Evaluation Methods (3) Continuation of USP 540 focusing on theoretical mentation of design goals. Focuses on the methodological issues that must and practical issues involved in plan implemen- USP 529 be addressed in attempting to evaluate programs tation. Topics include alternative institutional Qualitative Research for Planners (2) and policies. Course offers an introduction to a approaches to implementing plans, such as gov- Gives students in the M.U.R.P. program experi- variety of techniques useful in policy evaluation. ernment production, regulation, the use of ence with (a) designing research using qualita- Topics which may be covered include difference market mechanisms, and various forms of tive approaches to data collection, (b) exposure equations, Markov models, and queuing models. coproduction; and professional roles associated to a variety of qualitative research methods with A section of the course considers the method- with implementation alternatives, such as inves- professional applications, (c) experience in using ological issues that arise in cost-benefit analysis, tor, developer, regulator, negotiator, mediator, at least one approach, (d) experience with ana- such as present value calculations, determining and facilitator. Recommended prerequisite: USP lyzing qualitative data. the value of nonmarket benefits, and correctly 540. evaluating costs. Recommended prerequisite: USP 530 *USP 542 Research Design (4) USP 515 or Land Use Implementation (3) Principles of research design, including philo- equivalent. An examination of alternative approaches to sophical bases of scientific research, approaches USP 537/637 implementation of plans. Topics include: regula- to research, problem identification, problem Economics of Urban Transportation (3) tory tools, e.g., zoning and subdivision ordi- statement, development of research questions, The transportation system is critical to the func- nances; review functions, e.g., design review and development of research hypotheses, and the tioning of an urban area. The movement of administrative review; and programs, e.g., relationship of research hypotheses to modes of people and goods affects both the productivity growth management, capital improvements, data gathering and analysis. The laboratory and livability of the region. Transportation sys- community development, housing assistance (530L) must be taken concurrently. Recom- tems also affect and are affected by land use and plans; and political-procedural issues, e.g., mended prerequisite: location decisions. This course presents the eco- permit streamlining, cost impacts. USP 430. nomic analysis of urban transportation. This will C OLLEGE OF URBAN AND PUBLIC AFFAIRS 325
USP 543 USP 558 USP 564 Geographic Applications to Planning (3) Planning Workshop (3, 6) Political and Administrative Issues in Aging Urban ecology/land use/cartography; metropoli- Organized team approach to a current planning (3) tan commercial structure/analog method of problem in the Portland metropolitan area. Coverage of organizational dynamics as related market area analysis; graph analysis and gravity Focus on applied planning practice, field investi- to the elderly including the provision and use of concepts within transportation analysis; urban gation, data analysis, written and oral communi- services. Covers voting behavior and advocacy as climate, geomorphology, and ecosystems/ cation. Work program includes strategies, well as administrative and legal issues that are McHarg method/floodplain zoning. methods, and skills needed to identify issues and particularly applicable to the elderly. USP 544 draw together all participants in the search for *USP 566/666 Urban Transportation Planning (3) solutions. Emphasis is on the blending of practi- National Urban Policy (3) Principles of urban transportation planning. cal skills with knowledge gained from core-area Examination of the federal government’s involve- Urban transportation problems and policy courses. Two-term sequence, credit for first term ment with urban issues from a historical and formation. Techniques used in transportation dependent upon successful completion of political perspective. Focus on policies pertain- planning. second term. ing to social welfare and economic development, USP 547 USP 559 with an overview of other policy arenas such as Planning for Developing Countries (3) Planning Practice Workshop (1) housing, health, and education. Critical analysis The nature of the urban and regional planning Involves the completion of a 400-hour intern- of how and why the federal government process in developing countries. Tools, ship as part of the M.U.R.P. program. Content of responds to urban crises with national policy ini- approaches and/or improvisations utilized in the internship and expectations for it are negoti- tiatives and how changes in political regime cor- regions where date and information are unreli- ated among the student, the academic adviser, respond with changes in policy emphases and able or insufficient. Relationship of planning and the field sponsor. Student must also partici- perspectives. process to the economic and political realities of pate in a colloquium which will emphasize plan- USP 567/667 developing nations. The impact of rapid social ning criticism at the level of the job, the Urban Housing Policies (3) change and social conflict on the urban and organization, and the issues with which the Review of the history and the role of public regional development process. Differences organization is concerned. policy in the housing sector. Study of past and between poor and rich countries in planning USP 560/660 current trends in the delivery of housing services approaches and expectations. Policy Process (3) in urban areas. The basic philosophies related to USP 548 Focuses on the politics of the policy process. It the supply of housing are analyzed and exam- Administrative Law (3) examines the role, influence and interaction of ined relative to current trends in the delivery of Introduction to the legal and decision-making legislatures, executives, bureaucracies, courts, housing services in urban areas. Critical review implications of administrative rules, regulations policy communities and citizens. Follows the of the role of the federal government and the and forums at federal and local levels of govern- stages of policy development: problem defini- construction industry. Equal attention to the role ment. Emphasis on the functional and opera- tion, agenda setting, budgeting, authorization, of public housing and the impact of urban tional consequences of administrative law on the implementation and oversight. Case material is renewal. Active participation in discussion and a planning functions and the emerging importance taken from federal, state, and local governments research paper are required. of rule making and policy analysis in urban with special consideration given to the intergov- USP 569 planning in the United States. ernmental aspects of the policy process. History of Urban Development (3) USP 549 USP 561/661 This course aims toward a better understanding Regional Planning Methods (3) Policy Analysis: Theoretical Foundations of the nature of cities, their functions, and their Techniques and methodological approaches uti- (3) evolution. It reviews the history of city develop- lized in the preparation of regional development Theories and ideologies of modern age that ment and analyzes the rise of the metropolis and plans. Application of various methods of analysis guide and constrain policy formation, adminis- changes in social, economic, and political sys- with a focus on the regional planning process for tration and evaluation. Of particular concern is tems. Emphasis is placed on the origin of con- urban regions. Techniques include the identifica- the understanding of the concepts of individual- temporary urban phenomena, problems, and tion of regional development issues, nature and ism, collectivism and community developed by policies in the developed and developing worlds. direction of growth, regional goal formulation, the philosophers and social and behavioral sci- USP 570/670 establishment of development strategies, and entists of this period. Transportation and Land Use (3) delineation of urban growth boundaries. Atten- USP 562/662 An analysis of transportation and land use inter- tion is paid to the role of regional planning in the Policy Implementation (3) actions in urban areas. The impact of highway economic development process and the tech- Critical analysis of how policies are imple- and transit changes on travel behavior, locational niques utilized in assessing the economic impact mented. Examination of different theoretical and decisions, and urban form are examined. Rec- of development strategies. practical approaches to studying policy imple- ommended prerequisites: USP 515 and 544. USP 552 mentation. Emphasis on case studies of the USP 571/671 Urban Poverty in Critical Perspective (3) implementation of current policy initiatives, Environmental Policy (3) Examines historical, empirical, and theoretical including identification of policy goals, actors in Surveys federal, state, and international environ- perspectives on urban poverty in the United the policy process, intergovernmental relations mental policy-making with an emphasis on pro- States. It addresses the politics of poverty dis- and conflicts, revision processes, enforcement cess design. Political and technical objectives for course by examining why explanations and issues, and the role of bureaucracy. Examination policy, the roles and responsibilities of institu- policy prescriptions have emphasized morality of how various stakeholders and actors in the tions, federal-state tensions, representation and and behavior; race, family, and culture; and policy process can have an impact on the imple- analysis of stakeholding interests, the role of the dependency and responsibility rather than sys- mentation process. media, and environmental justice are key ele- temic economic inequality. USP 563/663 ments. Topical areas include issues concerning USP 553 Program Evaluation (3) resource management as well as pollution Legal Processes in Urban Planning (1) This course is designed as a graduate introduc- prevention. Covers the legal context within which land use tion to the field of evaluation research and pro- USP 572/672 planning and plan implementation takes place at gram evaluation. Topics covered include Regional Economic Development (3) the local level. Requirements for the conduct of contemporary and emerging theoretical perspec- This course focuses on methods of analyzing hearings, appeals, and evidentiary processes are tives on evaluation research, experimental and why regions differ economically, how they inter- analyzed; skills for and techniques of writing quasi-experimental design, internal and exter- relate, and why and how they react to changes in findings and conditions of approval are devel- nal validity and reliability, measurement, analysis economic policies and conditions. Part of the oped; and questions of ordinance interpretation of change, ethical issues in evaluation, adminis- course will be devoted to a study of models of and liability are discussed. tration of program evaluation. regional structure and growth, such as economic 326 P ORTLAND STATE UNIVERSITY
base or input-output, and the strengths and nomic base analysis for employment and popu- USP 586/686 weaknesses of each in modeling the regional lation impact assessment, estimating air and Urban Social Networks (3) economy. The remainder of the course will be noise pollution associated with land develop- Analysis of the social psychological and anthro- concerned with the development of models for ment. Recommended prerequisite: USP 515. pological literature on social networks: the struc- ture and content of interpersonal networks use in regional forecasting and/or evaluation of USP 579 policy changes on regional development. Rec- Metropolitan Fiscal Structure (3) (including kinship, friendship, instrumental) in ommended prerequisite: USP 515. The course will focus on the following topics: an urban setting. Specific topics will include: the nature of interpersonal ties in the city, urban USP 573/673 the tax burdens, fiscal resources and expenditure Housing Economics (4) patterns of local governments in metropolitan migration and networks, access to urban Looks at the economics of real estate and hous- areas. The impact of revenue sharing and cate- resources, methods of analyzing personal and ing, including land rent, interest rates, apart- gorical grants. The spatial distribution of local group networks. Recommended prerequisite: ment rents, and housing prices, using an government services, transfer payments, and tax USP 517 or 518. economic framework. Basic concepts in urban burdens. Review of literature on the urban-sub- USP 588/688 economics such as land rents, externalities, and urban exploitation thesis, the Tiebout-Oates U.S Health Care System: Historical, public goods are reviewed. Explores the tech- model, etc. Recommended prerequisite: USP Comparative, and Political Perspectives (3) nique most commonly used in real estate and 515. Survey of the historical development of the housing economics: hedonic pricing. Explores health care system in the United States, focusing USP 581/681 on relationships between professionals, health the rationale and impact of government inter- Environmental Psychology (3) vention in the private real estate market. Examination of the relationship between people care institutions, and government. The changing structure of the U.S. system will be compared * and their physical environments. Specific topics USP 574/674 with developments in other countries, and the Spatial Analysis (3) include human spatial behavior (personal space The use of geographically coded data to identify and territoriality), the contribution of the behav- politics of current policy proposals will be and anticipate future patterns of human activity ioral sciences to architectural and urban design, analyzed. in metropolitan areas and systems of cities. community and neighboring in the city, USP 591 Emphasizes techniques to establish whether the and environmental cognition. Recommended Geographic Information Systems I: characteristic landscapes associated with static prerequisite: USP 518. Introduction (4) The use of computers in Geographic Information and dynamic models of behavior are present. USP 582/682 Diffusion processes, expanded location theories, Systems (GIS) and mapping. Includes theory of Poverty, Welfare, and Income Distribution databases related to geographic information and models of decision making from spatially (3) arrayed cues receive particular attention. Recom- Looks at the problem of poverty in the United management and practical aspects of database mended prerequisite: USP 532. States and the various programs designed to alle- design. Students will use a variety of programs for mapping and spatial analysis of geographic USP 575 viate or reduce the level of poverty. Looks at the measurement of the poverty level, the competing information. Each student completes a series of Urban Service and Facility Planning (3) exercises demonstrating a variety of approaches Examination of process of converting land to theories of poverty, and the related problems of to the analysis and display of spatial data. Rec- urban use, with particular emphasis on fiscal racial discrimination. Looks at the rationale ommended prerequisite: Geog 270 or equivalent impacts and the planning and financing of urban behind our anti-poverty programs and assesses experience in cartography. Students enrolling in services and facilities. Examines economic, engi- how well those programs are meeting their this class must register for a computer lab sec- neering, and design issues associated with the intended goals. tion. Also listed as Geog 488/588, may only be provision of urban infrastructure. Recom- USP 583/683 taken once for credit. mended prerequisite: USP 515. Urban Stress (3) USP 592 USP 576/676 The city as a source of stress; physiological and psychological response to stress; processes of Geographic Information Systems II: Activity Location (3) Applications (4) adaptation. Among the sources of stress consid- The location of human activities in urban sys- Analysis and applications of geographic informa- ered will be density, noise, spatial mobility. tems. Location of economic activities where tion systems concepts and technology to land Impact of stressors on mental and physical profit maximization is desired, and location planning and management issues. The multipur- health; techniques of assessing stress; social decisions with equity maxima. Recommended pose land information systems concept is used means of reducing stress. Recommended prereq- prerequisite: USP 519. as an organizing device for spatial registration of uisite: USP 528. USP 577/677 data layers to achieve data sharing and compati- Urban Environmental Management (3) USP 584/684 bility among functions. User needs assessment An accelerated survey of principles, concepts, Negotiation in the Public Sector (4) and systems design provides the basis for sys- and techniques employed in the management of Overview of conventional and innovative appli- tems procurement, implementation, and use. urban environmental problems, with particular cations of negotiations in public sector activities, Recommended prerequisites: Geog 488/588 or emphasis to “best practice” and emerging ideas. and the potential and limitations of negotiation- USP 591, and USP 519 or 543. Students enroll- Selected topics may include: watershed steward- based approaches to public decision making. ing in this class must register for a computer lab ship, brownfield development, green spaces, Key components include negotiation theory, section. Also listed as Geog 492/592, may only protection or urban wildlife, stormwater man- individual skill development, and a review of the be taken once for credit. agement, urban agriculture, residential toxics. institutional, legal, and political context of negotiations. USP 594 USP 578/678 Planning in the Pacific Northwest (3) Impact Assessment (3) USP 585/685 This course will utilize the work of Pacific Empirical techniques employed in measuring Housing and Environments for the Elderly Northwest historians, writers, critics, and others the impacts associated with land use change. (3) as a vehicle for equipping planners with a some- The urban environment as a physical and social Topics: goals achievement matrix approaches to what systematic and certainly eclectic cultural context for the diverse lifestyles of its elderly res- impact assessment, trade-offs between commu- overview of the region they hope to serve. This idents. Theoretical approaches to aging and the nity and regional welfare, distance and time in course will attempt to prepare them to be mem- environment; perception and impact of living urban analysis, estimating the social profitability bers of a place and of a culture of place, and to environments on older adults. Specific topics of land development, cost-benefit analysis embrace the art and literature of the Pacific include housing and services alternatives, issues applied to freeway location, techniques for valu- Northwest as part of their ongoing professional in developing, regulating, and managing hous- ation of nonpriced resources, measuring munici- development. Though focused on the Pacific ing for the elderly, and housing design. pal revenue and expenditure impacts, gravity Northwest, the general approach used in this models and transport demand estimation, eco- course should be applicable to other regions as well. C OLLEGE OF URBAN AND PUBLIC AFFAIRS 327
USP 595 USP 635 Reshaping the Metropolis (3) Regional Science Theory (3) Research centers Examination of the contrast between classic This course covers theoretical subjects in the models of metropolitan settlement and new pat- field of regional science associated with loca- and institutes terns emerging in the late twentieth century. tional and regional development analysis, and Land use changes in the context of new patterns analysis pertaining to regional development of economic activity; ideas about the physical planning.Recommended prerequisite: USP 634. Center for Urban form of the good city and the societal implica- USP 636 Studies tions of development patterns; issues of residen- Economic and Political Decision Making (3) tial choice, community change, globalization, This course is designed to show the student the 350 Urban Center and environmental protection as affected by difference between economic decisions made 503-725-4020 metropolitan growth. through a market process reflecting individual The Center for Urban Studies, established *USP 596/696 preferences, and the collective or political deci- in 1966, is a multidisciplinary research unit Theory of Urban Form (3) sions which attempt to allocate resources for the in the College of Urban and Public Affairs. Seminar which addresses itself to two basic production of goods not provided in the market- The center’s primary research emphases questions: what forces determine urban form place. The technical, philosophical, and social include: urban services, determinants of and, how do these forces interact. Urban form in problems raised by the attempt to provide a this seminar is interpreted as more than just rational framework for making policy decisions property value, transportation, regional physical form-it includes political, social, eco- in this nonmarket public goods area constitute economic analysis, geographic information nomic, cultural, etc., individually and com- the main emphasis of the course. Illustrative systems, and regional decision making. In bined. Participants prepare and present a major applications to public goods high on the agenda addition to its research function, the center research paper on subjects of theoretical rele- for political decision are used to develop the the- serves as a resource for community service vance to urban form. oretical concepts and exemplify the empirical to units of local government. USP 597/697 problems inherent in the process. Recom- Publications of the center include Urban Studies Seminar (4) mended prerequisite: USP 515. reports on fiscal analyses of municipal ser- Research seminar required for second-year stu- USP 664 vices provision, transportation investment dents in the urban studies Ph.D. and Master of Organizational Theory and Behavior (3) analysis, analyses of urban services, eco- Urban Studies programs. Students apply their The first part of this seminar is dedicated to a substantive background and methodological review of the major theories of how we should nomic and urban development, transporta- training to develop all the components of a organize ourselves to work together. The goal is tion and land use interactions, transit social science research paper: statement of to gain an understanding of organizational finance, special needs transit programs, focused research question, literature review, thought; what we used to think and why and traffic monitoring, travel behavior, transit development of hypotheses, definition of appro- what we now think and why. The second part is and parking, recycling, and various aspects priate methodology, design of data acquisition, focused on the theory and practice of organiza- of geographic information systems. and pilot testing of data acquisition strategy. tional development, the most contemporary and The center has sponsored conferences Recommended prerequisites: USP 530, 514/614, perhaps most promising movements in this field. on important urban topics for the inter- 513/613, and 517/617. Recommended prerequisite: admission to the ested public. In conjunction with the grad- doctoral programs in the School of Urban and USP 601 uate programs in urban studies and Research (Credit to be arranged.) Public Affairs. planning, the center provides students with USP 603 USP 691 Thesis (Credit to be arranged.) Current Research in Regional Science (3) numerous opportunities for research expe- rience through graduate assistantships, USP 605 Focused reading and advanced student research Reading and Conference (Credit to be on emerging topics and issues in the field of research credit, and informal project partic- arranged.) regional science. Recommended prerequisite: ipation. USP 607 Consent of instructor. The center also houses the Community Seminar (Credit to be arranged.) USP 692 Environmental Services (CES) Program. USP 610 Current Research in Policy Analysis (3) CES provides assistance to local communi- Selected Topics (Credit to be arranged.) Focused reading and advanced student research ties, governmental agencies, and private on emerging topics and issues in the field of USP 615 organizations on a contractual basis. The policy analysis. Recommended prerequisite: Economic Analysis of Public Policy (4) mission of CES is to provide students with Introduction to the use of microeconomic analy- Consent of instructor. the opportunity to develop leadership, sis in the evaluation of public policy. Intended practical job skills, and civic responsibility, for entering graduate students with a limited USP 693 background in economics. Develops basic ana- Current Research in Urban and Regional through education, service, and research lytic methods and emphasizes application of the Structure (3) which address environmental issues and analysis to issues of public policy. Prepares stu- Focused reading and advanced student research resource sustainability. dents for advanced classes that use this type of on emerging topics and issues in the field of analysis. urban and regional structure. Recommended prerequisite: Consent of instructor. USP 631 Institute of Portland Research Utilization and Implementation Metropolitan Studies (3) Evaluates the consumption and utilization of 780 Urban Center research by alternative audiences. An under- 503-725-5170 standing of the concept of expertise and the ana- www.upa.pdx.edu/IMS/ lytical and political role of the analyst and The Institute of Portland Metropolitan analysis. The significance of the dissemination Studies is an independent and neutral orga- and evaluation of research processes and prod- nization through which community issues ucts. Recommended prerequisite: admission to the Ph.D. program in Public Administration and can be addressed by higher education. As a Policy or consent of instructor. service and resource center in the College of Urban and Public Affairs at Portland State University, the institute’s mission is to 328 P ORTLAND STATE UNIVERSITY
serve the region and further the urban mis- Population Research lation migration, population geography, sion of Portland State University by provid- and demographic methods. Center staff ing access to the resources of higher Center regularly assist city, county, and state gov- education for area communities; creating a 570 Urban Center ernments on examination of population shared understanding of the metropolitan 503-725-3922 issues. area, its issues and prospects; providing a The Population Research Center provides a The center’s current staff includes per- neutral forum for the discussion of critical setting for demographic research within the sonnel trained in demography, sociology, metropolitan policy issues; creating part- College of Urban and Public Affairs. The geography, statistics, and data processing. nerships linking faculty, students, and center provides a research and teaching This variety of expertise enables the center community groups to meet community focus for the investigation of the causes and to provide an eclectic and multidisciplinary and scholarly objectives; and sponsoring consequences of demographic change in approach to population research. public service research. current society. By acting effectively on this mission, As the lead agency of the Oregon State the institute enables the University to Data Center Program, the center has access Center for better serve people and the communities of to the various files produced by the U.S. Transportation Studies the region and helps them to be better Census Bureau. This information includes 350 Urban Center equipped to meet the challenges of growth current and past census data for the state of 503-725-4020 and change. Oregon, information from the monthly The institute sponsors research projects The Transportation Studies Center is a Current Population Surveys, and the research unit that is organized within the designed to address current and emerging results from such other U.S. Census Bureau issues of regional significance. By dissemi- Center for Urban Studies. It is supported surveys as the American Housing Survey, by grants and contracts from the U.S. nating new information and perspectives American Community Survey, and the about the Portland region, the institute fos- Department of Transportation, the Oregon Survey on Income and Program Participa- Department of Transportation, and Tri-Met ters an awareness of the common problems tion. These data are housed in the center’s and solutions that citizens, decision mak- and emphasizes (1) transportation plan- library and are available to faculty, stu- ning, (2) technology transfer, (3) research ers, and scholars need to know. The insti- dents, and the public. In addition to pro- tute’s governing board identifies research on transportation and land use interac- viding outreach to Oregon’s counties and tions, and (4) financing of transportation issues that have substantial benefit to the communities, the center faculty teach area; projects include forums and seminars, systems. courses in applied demography. The center, in addition to its primary a Web page, publications that showcase the One of the important responsibilities of region, and ongoing service and research functions in the areas of generation and the center is to produce the official popula- dissemination of information, encourages initiatives. tion estimates for Oregon’s counties and While administratively located within and coordinates research activities of Uni- incorporated cities. The center also pro- versity faculty. The center serves to foster Portland State’s College of Urban and vides population projections for Oregon’s Public Affairs, the institute is a resource for an interdisciplinary approach to transpor- cities and counties. Typical research activi- tation issues by staffing the activities of the all departments and for all higher educa- ties found within the center include enroll- tion institutions in the state. Transportation Research Group. This group ment forecasts for school districts, market is made up of faculty and students, from all analysis for housing projects, survey parts of campus, with transportation research on population issues, social and interests. economic factors affecting demographic change, population distribution and popu- Directories
Oregon State Board of The Oregon University System, organized in 1932, provides educational opportunities to young Higher Education people and adults throughout the state of Oregon. The Oregon State Board of Higher Education, the Member institutions are elements of an articulated statutory governing board of the seven-campus system, parts of an integrated whole. Oregon University System, is composed of 11 mem- Opportunities for general education are distrib- bers appointed by the Governor and confirmed by uted as widely as possible throughout the state, the Oregon State Senate. Nine members are while specialized, professional, and technical pro- appointed to the board for four-year terms; two grams are centered at specific institutions. members are students, appointed for two-year terms. Terms expire June 30 Members of the Oregon James Lussier, Bend 2005 University System President Eastern Oregon University Leslie Lehmann, Portland 2003 La Grande Vice President Oregon Institute of Technology Kerry Barnett, Portland 2005 Klamath Falls Roger Bassett, Turner 2005 Oregon State University Tom Imeson, Portland 2003 Corvallis Geri Richmond, Eugene 2004 Portland State University Don VanLuvanee, Portland 2004 Portland Erin Watari, Portland 2003 Southern Oregon University Ashland Bill Williams, Medford 2003 Phyllis Wustenberg, Bay City 2004 University of Oregon Eugene Tim Young, Eugene 2002 Western Oregon University Monmouth Officers of the system Oregon Health & Science University* Richard S. Jarvis, Ph.D. Portland Chancellor The Chancellor’s Office of Academic Affairs Shirley Merritt Clark, Ph.D. provides coordination and service to assure that a Vice Chancellor for Academic Affairs broad-based continuing education program is available through the member institutions. Thomas Anderes, Ph.D. An interinstitutional booklet, The OUS Viewbook, Vice Chancellor for Finance and Administration lists fields of study at all Oregon University System Diane Vines, Ph.D. institutions and offers other important information Vice Chancellor for External Relations and for prospective students. For a free copy, write The Economic Development OUS Viewbook, Oregon University System, P.O. Box 3175, Eugene, OR 97403-0175. *Affiliated 330 P ORTLAND STATE UNIVERSITY
Institutional Elaine D. Cohn (2000) M.S. Andrew Huot (2001) B.S. Barbara Guthrie (2000) M.F.A. Assistant Director of Affirmative Action and Program Assistant. B.S. 1992 Portland State Assistant to the Dean. B.A. 1983, M.F.A. 1985 executives Equal Opportunity. B.S. 1984 University of University. University of Oregon. Illinois, Champaign-Urbana; M.Ed. 1990 Daniel O. Bernstine, LL.M. Cheryl Ramette (1994) B.S. Steve Harmon (1985) M.A. Boston University; M.S. 2000 Portland State Assessment Associate. B.S. 1992 Lewis & Clark Program Specialist. B.A. 1983, M.A. 1988 President University College. Portland State University. Portland State University Ruth M. Toba (2000) B.A. Amy Spring (1997) M.P.A. Claudia Ideler (2003) Ph.D. Executive Assistant to the Director of Affirma- Phillip Creighton, Ph.D. Assistant Director Community-Based Learn- Program Administrator. Ph.D. Braunschweig tive Action and Equal Opportunity. B.A. 1972 ing. B.S. 1995, M.P.A 1997 Portland State Technical University. President Beloit College. University. Kristi Kang (2003) B.A. Eastern Oregon University Janelle Voegele (1997) M.A. Program Assistant. B.A. Japanese Pacific Martha Anne Dow, Ph.D. Development Program Coordinator. B.A. 1991, University. Government M.A. 1999 Portland State University. President Leslie Keller (1999) M.Ed. Relations Program Administrator. B.A. 1977, M.Ed. 1980 Oregon Institute of Technology Deborah Murdock (1993) M.A. Extended Studies and Washington State University Edward Ray, Ph.D. Assistant to the President for Government Susan Leschinski (1999) M.Ed. President Relations. A.B. 1978 San Diego State Univer- Summer Session Program Administrator. B.A. 1979, M.Ed. 1984 sity; M.A. 1981 University of Oregon. Eastern Washington State University Oregon State University Cheryl Livneh (1987) Ed.D. Dean, Extended Studies. B.A. 1972 Miami Uni- Thomas Luba (1998) M.S. Elisabeth Zinser, Ph.D. versity, Ohio; M.S. 1974 University of Wiscon- Director, Distance Learning. B.S. 1978 Oregon President Academic Affairs sin, Madison; Ed.D. 1986 Boston University. State University; M.S. 1997 Purdue University. Southern Oregon University Cathie Anderson (1995) B.A. Constance Lucas (2000) M.A. Office of Program Administrator. B.S. 1986 University of Dave Frohnmayer, J.D. Program Assistant. B.A. 1994 Marylhurst College. Wyoming; M.A. 1989 University of Northern President the Provost Colorado. Linda Anderson (1996) B.A. University of Oregon Mary Kathryn Tetreault (1999) Ed.D Program Assistant. B.A. 1989 Portland State Rita Martinez (2001) B.A. Provost; Professor of Education. B.A. 1961 University. Program Assistant. B.A. Western Oregon Philip W. Conn, Ph.D. Benedictine College; M.A.T. 1966 University of University. Jeff Baffaro (2001) B. A. President Chicago; Ed.D. 1979 Boston University. Program Manager. B.A. 1978 Portland State Mark Mentzer (1997) B.A. Western Oregon University Michael A. Driscoll (1988) Ph.D. University Registration Coordinator. B.A. 1989 Vice Provost for Academic Personnel and Bud- University of Wisconsin. Francis Bates (1997) M.Ed. get; Associate Professor of Electrical and Com- Program Specialist. B.A. State University of Deb Miller (1999) M.S. puter Engineering. B.S. 1983, M.S. 1985, Ph.D. New York; M.Ed. Wayne State University. Program Specialist. B.A. 1991 Gettysburg Portland 1988 Michigan State University. College; M.S. 1995 Portland State University. Lola Bichler (1995) B.S. Terrel L. Rhodes (2000) Ph.D. Program Analyst. B.S. 1991 Portland State Katherine Morrow (1998) B.A. State Vice Provost for Curriculum and University. Program Assistant. B.A. 1991 Willamette Undergraduate Studies; Professor of Public University. Johnnie Cain (1995) D.B.A. University Administration. B.A. 1971 Indiana University, Carillon J. Olmsted (1974) B.A. Bloomington; M.A. 1974, Ph.D. 1980 Early Childhood Education Specialist. D.B.A. Faculty members are listed with their Director of Training, Early Childhood Training University of North Carolina, Chapel Hill. 1978 Western Colorado University. programs. Academic faculty are listed Center; Senior Instructor. B.A. 1963 Lewis & Douglas N. Samuels (2001) Ed.D. Chris Cartwright (1996) M.P.A. Clark College. starting on page 335. The dates in Program Specialist. B.A. 1979 University of Vice Provost for Student Affairs. B.S. 1982, Jennifer Portis (2000) M.A. parentheses indicate the beginning Michigan; M.P.A. 1990 Indiana University. M.S. 1984 State University of New York Program Administrator. B.A. 1980 of academic service at Portland State College at Buffalo; Ed.D. 1998 University of Elizabeth Cooke (1999) M.P.A. University of Oregon; M.A. Western Baptist University. The earliest date shown is Vermont. Program Specialist. B.A. Oregon State Seminary. University; M.P.A. 2001 Portland State 1955, the year in which Portland Donna R. Bergh (1995) B.S. University. Matthew Porter (2000) M.Ed. State became a degree-granting Executive Assistant to the Provost. B.S. 1984 Program Administrator. B.S. 1975 Wheelock Portland State University. Patricia Cornman (1993) M.A. institution. The faculty listings were College; M.Ed. 1979 Boston University Sharon E. Buhlinger (1997) B.A. Program Assistant. B.A. 1967 Trenton State compiled in February 2003 and may Barbara Reed (2002) M.Ed. Administrative Support Coordinator. B.A. 1984 College; M.A. 1985 Antioch University. not include changes and appoint- Program Administrator. B.A. 1966 Barnard Portland State University. Connie Curran (2002) M.A. College; M.Ed. 2001 University of Maine ments made after that time. Instructional Designer. B.A. 1977 University Sally E. Cline (1999) B.S. Betty Jean Repp (1996) Ph.D. Fiscal Assistant. B.S. 2000 Portland State of Wisconsin; M.A. 2000 San Francisco State University Assistant Director, Salem Center. B.A. 1991 University. Portland State University; M.A. 1994, Ph.D. Office of the Connie L. Cox (1999) B.S. Teresa Day (1997) B.S. 1997 Oregon State University. Assistant to the Vice Provost. B.S. 1976 Program Assistant. B.S. 1996 Portland State University. Rebecca Robinson (1996) B.S. President Northwest Christian College. Program Assistant II. B.S. 1972 Lewis & Clark Karen Devoll (1999) M.A. Daniel O. Bernstine (1997) LL.M. Linda I. Devereaux (1984) B.A. College. Research Assistant. B.A. 1975 Portland State Program Specialist. B.S. 1982 Portland State President. B.A. 1969 University of California, University; M.A. 1998 Antioch University. Glen Sedivy (1994) M.B.A. Berkeley; J.D. 1972 Northwestern University University. Director of Registration and Budget. B.A. School of Law; LL.M. 1975 University of Robert Halstead (2000) B.A. Richard A. Dewey (1991) M.S. 1979, M.B.A. 1981 University of Oregon. Program Specialist. B.A. 1965 University of Wisconsin Law School. Assistant to the Vice Provost for Curriculum Marion Sharp (2001) M.Ed. and Undergraduate Studies. B.A. 1993 California, Berkeley; M.S. 1970 San Diego Roderic C. Diman (1960) Ph.D. State University. Program Administrator. B.S. 1969 Florida State Special Assistant to the President; Professor of University of Oregon. University; M.Ed. 1979 University of North Spanish. B.A. 1957 Trinity College; M.A. 1958, Nancy Eichsteadt (2001) B.S. Florida Ph.D. 1971 University of Wisconsin. Program Administrator. B.S. 2001 Center for Academic Eastern Oregon University Betty Shuler (2000) M.A. Amy Ross (1993) B.A. Program Administrator. B.S. 1974 California Executive Assistant to the President. B.A. 1994 Excellence Kristine Elkin (1996) B.F.A. State Polytechnic University; M.A 1976 Uni- Portland State University. Program Assistant. B.F.A. 1975 Minneapolis versity of California at Los Angeles Devorah A. Lieberman (1987) Ph.D. College of Art and Design. Charles H. Smith (1995) M.A. Vice Provost and Assistant to the President; Melissa Endicott (1994) B.S. Professor of Communication. B.A. 1975 B.S. 1981 Texas Christian University; M.A. Affirmative Action Program Assistant. B.S. 1994 Portland State 1982 Michigan State University. Humboldt State University; M.A. 1977 San University. and Equal Diego State University; Ph.D. 1984 University Elizabeth Snyder (2001) B.A. of Florida. Mary Foltz (1992) B.S. Program Assistant. B.A. 1983 Portland State Opportunity Early Childhood Education Specialist. B.S. University Kevin Kecskes (2002) Ed.M. 1976 University of Oregon. Burton Christopherson (2001) B.A. Director for Community-Based Learning. B.S. Polly Taylor-Magnent (1998) M.Ed. Director of Affirmative Action and Equal 1982 Boston College; Ed.M. 1994 Harvard Vincent Fritzsche (2000) M.A. Early Childhood Special Education Specialist. Opportunity. B.A. 1971 Creighton University. University. Program Administrator. B.A. 1991 Santa B.S. 1983 Lewis-Clark State College; M.Ed. Clara University; M.A. 2000 San Francisco 1991 University of Idaho. Shelly P. Bird (1998) B.S. State University Special Program Coordinator. B.S. 1986 Utah State University. D IRECTORIES 331
Jill Townley (1997) B.A. International Affairs Library Jian (Jan) Wang (1999) M.L.I.S. Program Assistant. B.A. 1992 George Fox Serials Catalog Librarian; Assistant Professor. University. Gil Latz (1983) Ph.D. C. Thomas Pfingsten (1980) M.L.S. B.A. 1982 Nanjing Institute of Education, Judy Van Dyck (1992) B.A. Interim Vice Provost for International Affairs; Director, Library; Professor. A.B. 1962 Stanford China; M.A. 1990 Eastern Michigan Univer- Associate Director. B.A. 1981 University of Professor of Geography and International University; M.A. 1965 University of Hawaii; sity; M.L.I.S. 1996 Wayne State University. Oregon. Studies. B.A. 1974 Occidental College; M.A. M.L.S. 1966 University of California, Berkeley. Claudia V. Weston (2001) M.L.S. 1978, Ph.D. 1986 University of Chicago. Meagan VanGelder (2001) Ed.D. Judy A. Anderson (1998) M.L.S. Assistant Director for Technical Services, Pro- Program Administrator. B.S. 1992, M.S. 1997 Jean Campbell (1998) Ph.D. Systems Librarian; Assistant Professor. B.A. fessor. B.A. 1980, M.L.S. 1981 University of University of Kansas; Ed.D. 2001 University of Assistant Director, Middle East Studies Center. 1968 Concordia College, Minnesota; M.L.S. Maryland. Eastern Michigan. B.A. 1968 University of California, Santa Bar- 1992 University of Arizona. William B. Wilson Jr. (1976) M.L.S. bara; M.Ed. 1975, Ph.D. 1987 University of Judith A. Andrews (1999) M.L.S. Cataloger; Associate Professor. A.B. 1965 Har- Victor Walsh (1998) M.P.A. Oregon. Director, Professional Development Center. Documents Librarian; Assistant Professor. B.A. vard University; M.A. 1967 University of Flor- B.A. Fort Lewis College; M.P.A. 1985 Debra Z. Clemans (1997) M.A. 1972 San Jose State University; M.L.S. 1977 ida; M.L.S. 1970 University of Western Ontario Harvard University. Executive Assistant to the Vice Provost. B.A. University of Hawaii. (Canada). 1993, M.A. 1995 Portland State University. Marilyn Webb (1992) M.A. Sarah E. Beasley (1997) M.A.I.S. Emeriti Faculty Director of Salem Center; Director of Child Kate Comiskey (1999) B.A. Education/Social Science Librarian; Associate Kenneth W. Butler (1955) M.A. Welfare Partnership Program. B.A. 1963 International Student Adviser. B.A. 1999 Professor. B.A. 1984 Goshen College; M.I.L.S. Professor Emeritus. A.L.A. Leeds School of University of Illinois; M.A. 1972 University of Portland State University. 1989 University of Michigan; M.A.I.S. 1996 Librarianship (England); B.A. 1953, M.A. 1958 Washington. Christina Luther (1998) M.A. Oregon State University. Assistant Director, International Education Michael S. Bowman (1992) M.Libr. University of Portland. Services. B.A. 1988, M.A. 1993 Portland State Engineering Librarian; Assistant Professor. B.S. Patricia H. Byrd (1961) M.Libr. Graduate Studies and University. 1984, M.Libr. 1986 University of Washington. Associate Professor Emerita. A.B. 1944 Wil- Jon E. Mandaville (1965) Ph.D. John Burchard (2002) Ph.D. lamette University; M.Libr. 1959 University of Research Director, Middle East Studies Center; Professor Reference Librarian/Information Consultant; Washington. William H. Feyerherm (1990) Ph.D. of History and International Studies. B.A. 1959 Assistant Professor. B.M. 1982, M.M. 1983 Joseph J. Kohut (1972) Ph.D. Vice Provost for Research and Graduate Dartmouth College; Diploma Islamics 1961 De Paul University; M.L.S. 1998, Ph.D. 2001 Professor Emeritus. B.S. 1960, Ph.D. 1967 Ohio Studies; Professor of Social Work. B.A. 1970 Edinburgh University (Scotland); M.A. 1964, Rutgers University. State University; M.S.L.S. 1970 Case Western Northern Illinois University; Ph.D. 1977 State Ph.D. 1969 Princeton University. Jennifer Dorner (2003) M.L.S. Reserve University. University of New York, Albany. Andrea Price (1999) M.A. Reference Librarian/Information Consultant; Robert W. Lockerby (1967) M.S. Barbara A. Sestak (1982) M.Arch. Study Abroad Adviser. B.A. 1999, M.A. 2000 Assistant Professor. B.A. Whitman College; Professor Emeritus. B.S. 1965 California State Associate Vice Provost for Research and Grad- Portland State University. M.L.S. 1994 University of Washington. Polytechnic University; M.L.S. 1967 Immacu- uate Studies; Professor of Architecture. B.A. Shawn Smallman (1998) Ph.D. Kathy L. Dusky (1990) M.L.S. late Heart College; M.S. 1979 Portland State 1973 University of Pennsylvania; M.Arch. Director, International Studies Program; Direc- Cataloger; Associate Professor. B.A. 1978 University. 1977 University of Washington. tor, Institute for the Study of U.S.-Latin Ameri- Boise State University; M.S. 1985 Portland Anne G. McMahon (1969) M.L.S. Cathleen Davidson (2003) B.A. can Relations; Assistant Professor of History State University; M.L.S. 1992 University of Associate Professor Emerita. B.A. 1959 Maryl- Compliance Specialist. B.A. 1991 Portland and International Studies. B.A. 1989 Queen’s Pittsburgh. hurst College; M.L.S. 1965 Pratt Institute. State University. University (Canada); M.A. 1990, Ph.D. 1995 Sharon H. Elteto (1997) M.L.S. Gwen E. Newborg (1969) M.A. Rufus Day (2001) Ph.D. Yale University. Instruction/Bibliographic Librarian; Assistant Professor Emerita. B.A. 1968 Central Washing- Grant Information Specialist. Ph.D. 1967 Penn- Teresa Taylor (1990) M.A. Professor. B.A. 1990 Portland State University; ton State College; M.Libr. 1969, M.A. 1977 sylvania State University. Study Abroad Adviser. B.S. 1970 University of M.L.S. 1997 Emporia State University; M.A. University of Washington. William Helsley (2001) B.S. London (England); M.A. 1980 Reading Univer- 1998 Portland State University. Terry Rohe (1983) M.L.S. Grants Specialist. B.S. 1997 Portland State sity (England). Donald G. Frank (2000) M.P.A. Professor Emerita. B.A. 1968, M.A. 1969, University. Patricia J. Wetzel (1984) Ph.D. Assistant Director of Public Services; Professor. M.L.S. 1972 University of Oregon. Martha Kierstead (1998) B.A. Director, Institute for Asian Studies; Professor B.S. 1966 Southeast Missouri State University; Gary S. Sampson (1972) M.L.S. Contracts Officer. B.A. 1984 University of of Japanese and International Studies. B.A. M.A.L.S. 1972 University of Missouri; M.P.A. Professor Emeritus. B.A. 1965, M.L.S. 1972 Oregon. 1974, M.A. 1976 Pennsylvania State Univer- 1982 Texas Tech University. University of California, Berkeley. sity; Ph.D. 1984 Cornell University. Maureen Orr Eldred (1997) B.A. Arthur Hendricks (1996) M.S. Majel M. Warren (1964) B.S.L.S. Coordinator of Graduate Studies. B.A. 1996 Dawn L. White (1978) B.A. Assistant Systems Librarian; Assistant Profes- Associate Professor Emerita. A.B. 1943 Asbury Portland State University. Director of International Education Services sor. B.A. 1992, M.A. 1994 University of Cali- College; B.S.L.S. 1945 George Peabody College Programs. B.A. 1979 Portland State University. fornia, Riverside; M.S. 1995 University of for Teachers. Bernadene A. Pilip (1984) M.S. Illinois, Urbana-Champaign. Systems Coordinator. B.S. 1971 University of Ron L. Witczak (1996) B.A. Robert C. Westover (1971) M.L.S. Oregon; M.S. 1988 Portland State University. Assistant Director, International Education Elizabeth Howell (2000) M.L.I.S. Humanities Librarian; Professor Emeritus. B.A. Services. B.A. 1991 Oregon State University. Business Administration Librarian; Assistant 1965 University of Redlands; M.A. 1969, Kathleen Weigant (2001) Professor. B.A. 1988, M.L.I.S. University of M.L.S. 1971 University of Oregon. Contracts Officer. Birol Yesilada (1998) Ph.D. Professor of Political Science and International Missouri. Janet K. Wright (1986) M.F.A. Studies; Turkish Political Economy and Trade Mary Ellen Kenreich (1992) M.L.S. Arts and Humanities Librarian; Professor Institutional Research Chair. B.A. 1977 University of California, Ber- Acquisitions Librarian; Associate Professor. Emerita. B.A. 1964 Portland State University; keley; M.A. 1979 San Francisco State Univer- B.A. 1979 Capital University; M.L.S. 1980 Kent M.L.S. 1968 University of Oregon; M.F.A. 1979 and Planning sity; Ph.D. 1984 University of Michigan. State University. Idaho State University. Kathi A. Ketcheson (1985) Ph.D. Kristen Kern (1998) M.L.S. Director, Institutional Research and Planning; Head of Preservation and Catalog Librarian; Research Assistant Professor. B.A. 1979 Uni- College of Liberal Assistant Professor. A.B. 1972 University of University Honors versity of Washington; M.P.A. 1983, Ph.D. Arts and Sciences Michigan, Ann Arbor; M.A. 1982 Portland Program 1996 Portland State University. State University; M.L.S. 1997 Emporia State Heidi Gambee (2001) M.A. University. David Burgess (1999) M.S. Faculty Academic Adviser. B.A. 1985, M.A. 1987 Oren O. Ogle (1969) M.Libr. Research Assistant. B.S. 1990 Western Oregon David J. Brande (2001) Ph.D. Portland State University Cataloger; Associate Professor. B.S. 1965 University; M.S. 1996 Portland State Assistant Professor of Interdisciplinary Stud- Karen Hanson (1994) B.A. Oregon State University; M.Libr. 1969 Univer- University. ies, Humanities, University Honors Program. Health Sciences Adviser. B.A. 1992 University sity of Washington. Lina Lu (1999) Ed.D. of Oregon. B.A. 1985, M.A. 1988 Portland State Research Assistant. B.A. 1973 Northeast Faye Powell (1985) M.A. University; Ph.D. 1995 University of Normal University (China). M.A. 1988, M.A. Frosti McClurken-Talley (1995) B.S. Social Science Librarian; Professor. B.A. 1962 Washington. Academic Adviser. B.S. 1971 Mercer University; M.L.S. 1977 University of 1992, Ed.D. 1997 Portland State University. Michael J. Flower (1992) Ph.D. Rochester Institute of Technology. British Columbia (Canada); M.A. 1982 San Juliette Stoering (1998) M.A. Associate Professor of Interdisciplinary Sci- Francisco State University. Research Assistant. B.A. 1990 University of Robert Mercer (1990) M.A. ence Studies, University Honors Program. B.A. Puget Sound; M.A. 1994 University of Victoria Senior Adviser. B.A. 1983, M.A. 1986 Portland Gretta Siegel (1998) M.L.S. 1964 Stanford University; M.A. 1966, Ph.D. (British Columbia) State University. Science Librarian; Associate Professor. B.A. 1969 University of Wisconsin. 1979 Humboldt State University; M.L.S. 1985 Karen Tosi (1979) M.A. Kathleen Merrow (1997) Ph.D. Syracuse University; M.S. 1984 Oregon State Coordinator, Challenge/LINK Program; Assistant Professor of Interdisciplinary Stud- University. Research Assistant. B.A. 1964, M.A. 1976 ies, Social Sciences, University Honors Pro- Portland State University. Wendy A. Stewart (1995) M.L.S. gram. B.S. 1988, M.A. 1990 Portland State Serials Librarian; Associate Professor. B.A. University; M.A. 1993, Ph.D. 1998 Cornell 1982; M.L.S. 1995 Syracuse University. University. 332 P ORTLAND STATE UNIVERSITY
Michael F. Reardon (1964) Ph.D. Seanna Kerrigan (1995) M.Ed. Admissions, Records, Louise Paradis (1994) M.A. Professor Emeritus of History and Humanities. Director, Senior Capstone Program. B.A. 1991, Career Counselor. B.A. 1980, M.A. 1986 B.S. 1960 Georgetown University; M.A. 1961, M.Ed. 1994 Ohio University. and Financial Aid Bowling Green State University; M.A. 1982 Ph.D. 1965 Indiana University. University of Michigan. Yves Labissiere (1996) Ph.D. Samuel Collie (1988) M.P.A. Lawrence P. Wheeler (1976) Ph.D. Assistant Professor of University Studies. B.A. Executive Director. B.S. 1979 Oregon State Mary Vance (1999) M.A. Director, University Honors Program; Associate 1987 Yale University; M.S. 1992, Ph.D. 1995 University; M.P.A 1985 Portland State Career Counselor. B.A. 1981 University of Professor of Humanities and Applied Linguis- University of California, Santa Cruz. University. Colorado; M.A. 1988 Columbia University; tics, University Honors Program. B.A. 1976, M.A. 1997 University of Maryland. Antonia Levi (2000) Ph.D. Cynthia Baccar (1999) M.S. M.A. 1978 Portland State University; Ph.D. Associate Professor of University Studies. B.A. Associate Director. B.A. 1981, M.S. 1994 1993 University of Oregon. 1974 University of Hawaii; M.A. 1976 Univer- University of Tennessee. sity of Southern California; Ph.D. 1991 Stan- Counseling and Rachel Durbin (1997) M.S. ford University. University Studies Associate Director. B.A. 1992 Washington Psychological Joseph Long (1998) Ph.D. State University; M.S. 1998 Portland State Judy Patton (1978) M.A. Assistant Professor of University Studies. B.A. University. Services 1974 Amherst College; M.A. 1981, Ph.D. 1997 Professor and Director, University Studies. B.A. Veda Kindle (1991) B.A. Mary Beth Collins (1981) M.S.W. Stanford University. 1969 University of California, Santa Barbara; Senior Assistant Director. B.A. 1971 Central Director, Counseling and Psychological M.A. 1996 Reed College. Alan MacCormack (1999) Ph.D. Washington University. Services. B.A. 1967 Stanford University; Assistant Professor in University Studies. B.A. M.S.W. 1978 University of Southern California. Sussan Milantchi Ameri (2001) Ph.D. Kathy Goff (1986) B.S. 1974 Antioch College; Ph.D. 1982 University Assistant Professor of University Studies. B.A. Assistant Director. B.S. 1976 Western Oregon Layton Borkan (1986) M.S.W. of North Carolina, Chapel Hill. 1977 Oberlin College; M.A. 1982, Ph.D. 1986 University. Clinical Social Worker. B.A. 1967 Stanford Uni- Cornell University JCherry Muhanji (2000) Ph.D. versity; M.S.W. 1975 Portland State University. Joshua H. Tabor (2001) M.A. Assistant Professor of University Studies. Martha Balshem (1997) Ph.D. Assistant Director. B.A. 1994 Lewis & Clark Richard Cohen (1987) M.D. B.G.S. 1990, M.A. 1993, Ph.D. 1997 University Associate Professor of University Studies. B.S. College; M.A. 1998 Vermont College of Consulting Psychiatrist. B.A. 1976 Evergreen of Iowa. 1975 Temple University; M.A. 1983, Ph.D. Norwich University. State College; M.D. 1981 Chicago Medical 1985 Indiana University. Victoria Parker (2000) M.S. School. Elizabeth Rushen (1999) B.S. Assistant Professor of University Studies. Leslie Batchelder (2000) Ph.D. Loan Coordinator. B.S. 1990 Portland State Nancy Cloak (2002) M.D. B.A. 1999 Marylhurst University; M.S. 2001 Assistant Professor of University Studies. B.A. University. Psychiatrist. B.A. 1984, M.D. 1997 University 1998 University of Washington; M.A. 1991 Portland State University. of South Florida. Matthew Sagayaga (2002) B.S. University of Wisconsin; M.A. 1992, Ph.D. Candyce Reynolds (1988) Ph.D. Financial Aid Counselor. B.S. Oregon State Linda Fishman (1999) Ph.D. 2000 University of California, Davis. Director, Mentor Programs; Associate Profes- University. Psychologist. B.A. 1989 Florida Atlantic Becky Boesch (1994) M.A. sor. A.B. 1979 University of California, Berke- University; M.S. 1992, Ph.D. 1994 University of Deanna Smith (1993) B.S. Senior Instructor in University Studies. B.A. ley; M.S. 1982, Ph.D. 1985 University of Miami. 1982 Oral Roberts University; M.A. 1988 Port- Oregon. Grants Coordinator. B.S. Portland State Tim Hagge (1992) M.S.W. land State University. University. Jamie Ross (1992) Ph.D. Clinical Social Worker. B.A. 1986, M.S.W. 1992 Gwen Wolfram (1999) B.S. William Brown (1998) Ph.D. Assistant Professor of University Studies. B.A. Portland State University. Assistant Professor of University Studies. B.S. 1977 Bryn Mawr College; Ph.D. 1995 Univer- Coordinator of Systems Support. B.S. 1981 Michele Kirton (2000) Ph.D. 1964 Northern Illinois University; M.S. 1971 sity of Oregon. University of Missouri, Columbia. Psychologist. B.A. 1994 University of Califor- South Dakota School of Mines and Technol- Sheila Yacob (2000) B.A. Jack Straton (1994) Ph.D. nia, Santa Barbara; M.S. 1996 University of ogy; M.S. 1971, M.Ed. 1973 University of Illi- E.O.P Program/Disbursement Coordinator. Assistant Professor of University Studies. Wisconsin, Madison; Ph.D. 2000 Arizona State nois; Ph.D. 1996 Portland State University. B.A. Portland State University. B.F.A. 1977, M.S. 1983, Ph.D. 1986 University University. Christopher Carey (2000) J.D. of Oregon. NEW STUDENT PROGRAMS Janice Klein Kettler (1988) Assistant Professor of University Studies. B.A. Teresa Taylor (1990) M.A. Jennifer L. Chapman (1999) M.S. M.S.W. 1991 Southern Illinois University; M.S. 2003 Instructor in University Studies. B.Sc. 1970 Director. B.S. 1992, M.S. 1994 Kansas State Clinical Social Worker. B.A. 1972, M.S.W. 1974 Portland State University; J.D. 1995 Southern University of London; M.A. 1979 University of University University of Michigan. Illinois University Reading. Paula J. Harris (1997) Ed. M. Karen Ledbetter (1997) Psy.D. Evguenia Davidova (2001) Ph.D. Anmarie Trimble (2000) M.A. Associate Director. B.B.A. 1983 University of Psychologist. B.A. 1989 Bethany College; M.A. Assistant Professor of University Studies. M.A. Assistant Professor of University Studies. Mississippi; Ed.M. 1997 Oregon State 1992, Psy.D. 1997 Rosemead School of 1985 University of Sofia; Ph.D. 1998 Bulgarian B.A. 1989 Linfield College; M.A. 1998 Portland University. Psychology. Academy of Science State University. Susan E. Platt (1992) M.S.W. Grace Dillon (1997) Ph.D. Reiko Williams (2001) M.S.W. Charles R. White (1971) Ph.D. Coordinator, Alcohol and Drug Abuse Preven- Assistant Professor of University Studies. B.A. Associate Director. B.S. 1990 University of Senior Scholar for Higher Education Policy; tion Program. B.A. 1976 Linfield College; 1982, M.A. 1984 California State University, Maryland; M.S.W. 1994 Howard University. Professor of University Studies and Interna- M.S.W. 1984 Portland State University. Fullerton; Ph.D. 1997 University of tional Studies. B.A. 1965 Colorado College; Bill Ryder (1999) M.S. Carla Riedlinger (2003) M.S.W. California, Riverside. M.A. 1968 New Mexico State University; Ph.D. Assistant Director. B.A. 1994, M.S. 1996 State Clinical Social Worker. B.S. 1994, M.S.W. 1998 Toeutu Faaleava (2000) J.D. 1977 University of Arizona. University of New York College at Buffalo. Portland State University. Assistant Professor of University Studies. B.A. Craig Wollner (1981) Ph.D. Jo Lucke (1981) B.S. Dana Tasson (1998) M.D. 1987 University of California Berkeley; B.S. Professor of Social Science. B.S. 1966, M.A. Scholarship Coordinator. B.S. 1980 Portland Psychiatrist. B.S. 1988, M.D. 1993 University 1988 Southern Illinois University; M.P.A 1989 1969 Portland State University; Ph.D. 1975 State University. of Michigan. Harvard University; J.D. 1994 University of Cal- University of New Mexico. Shelly L. Freisen (1998) B.S. ifornia; M.A. 1998 University of California, Roberta Jessen (1988) B.S. Admissions Counselor. B.S. 1998 Western Berkeley. Academic Adviser and Assessment Specialist. Oregon University. Educational Equity Ann Marie Fallon (2001) Ph.D. B.S. 1987 Portland State University. Melissa Padilla (2001) B.S. Assistant Professor of University Studies. B.A. Admissions Counselor. B.S. 2000 Eastern Programs and 1994 Swarthmore College; M.A. 1997, Ph.D. Oregon University. 2003 University of Virginia. Services Office of Samantha Predoehl (2002) M.S. Thomas Fisher (2001) Ph.D. Admissions Counselor. B.S. 1999 Eastern Paulette Watanabe (1987) M.P.H. Assistant Professor of University Studies. B.A. Student Affairs Michigan University; M.S. 2002 Portland State Director, Educational Equity Programs. B.A. 1992 Oberlin College; M.A. 2000, Ph.D. 2000 University. 1968 University of California, Santa Barbara; State University of New York at Buffalo. Douglas N. Samuels (2001) Ed.D. M.S. 1975 Southern Connecticut State Univer- Christopher G. Sweet (2001) B.S. Jeffrey Gerwing (2001) Ph.D. Vice Provost for Student Affairs. B.S. 1982, sity; M.P.H. 1981 Columbia University. M.S. 1984 State University of New York Admissions Counselor. B.S. 1999 Pacific Assistant Professor of University Studies. B.S. University. Mercedes Benton (2001) M.S. 1989 University of Wisconsin; M.S. 1993 Uni- College at Buffalo; Ed.D. 1998 University of Coordinator of Diversity Scholarship Pro- versity of Florida; Ph.D. 2001 Pennsylvania Vermont. grams. B.S. 1999 Oregon State University; M.S. State University. April Turner (2002) B.A. Career Center 2001 Colorado State University. Sukhwant Jhaj (2001) M. Arch. Executive Assistant to the Vice Provost. B.A. R. Philip Dirks (1989) M.A. Assistant Professor of University Studies. 1988 Portland State University. Dee Thompson (1986) M.S. Project Director of Educational Talent Search B. Arch. 1989 MACT REC, Bhopal, India; Director. B.S. 1984, M.S. 1986 Portland State and Upward Bound. B.A. 1981, M.A. 1983 M. Arch. 1994 Cranbrook Academy of Art. University. Iowa State University; M.A. 1987 University of Philip Jenks (2000) Ph.D. Rosemarie Matthews (1992) B.S. Southern California. Freshman Inquiry Coordinator. B.A. 1989 Reed Student Employment Coordinator. B.S. 1992 Inez Freeman (1991) B.S. College; M.A. 1993 Boston University; Ph.D. Portland State University. High School Advising Coordinator in Upward 2000 University of Kentucky. Bound. B.S. 1974 Texas Women’s University. D IRECTORIES 333
Merri Garcia (2001) B.A. Student Activities Thomas Leip (2003) B.S. Educational Adviser, Educational Talent Office of the Assistant Athletic Director-Development. B.S. Search: Project PLUS. B.A. 2001 Portland State and Leadership Vice President 1997 William Jewell College. University. Programs Leslie Lewis (1999) B.A. Kim L. Hills (1989) M.S.W. for Finance and Head Men’s and Women’s Tennis Coach. B.A. Coordinator of Counseling Services, Student Alex Accetta (2001) M.A. 1985 North Carolina State University. Coordinator, Student Recreation Programs. Support Services/Educational Opportunity Administration Michael C. Lund (1989) B.S. Program. B.A. 1980 Langston University; B.A. 1992, M.A. 1993 Stanford University. Jay D. Kenton (1988) Ph.D. Assistant Athletic Director; Media M.S.W. 1995 Portland State University. Todd Bauch (2002) M.Ed. Vice President for Finance and Administration. Relations Director. B.S. 1987 Lewis & Clark Coordinator, Outdoor Program. B.S. 1989 Clevonne Jackson (1988) M.Ed. B.S. 1981, M.Ed. 1989 Oregon State Univer- College. Illinois State University; M.Ed. 1998 Southern Project Director, Student Support Services/ sity; Ph.D. 2000 Portland State University. Greg Lupfer (1995) B.S. Educational Opportunity Program. B.S. 1971 Illinois University. Cathy C. Dyck (2002) M.P.A. Assistant Football Coach. B.S. 1994 Portland South Carolina State College; M.Ed. 1972 John Eckman (2001) M.S. Associate Vice President for Finance and State University. University of Virginia. Adviser, Student Activities and Leadership Planning. B.S. 1981 University of Maryland; Teri Mariani (1976) B.S. Programs. B.S. 1993 University of Oregon; David Maslane (2001) B.A. M.P.A. 2002 Portland State University. Head Softball Coach. B.S. 1975 M.S. 1995 Indiana University. Educational Adviser, Educational Talent Portland State University. Search: Project PLUS. B.A. 1997 Portland State Kathleen A. Cushing (1991) J.D. Andrew McNamara (2000) B.A. University. Coordinator, Student Legal Services. B.S. 1980 Athletics Assistant Media Relations Director. B.A. 1996 University of Santa Clara; J.D. 1986 University Jay Peterson (1998) M.A. University of Maine. Coordinator of Instruction and Technology, of Santa Clara Law School. Rick Anderson (1998) B.S. Daniel B. Meyer (1997) B.B.S. Student Support Services/Educational Oppor- Jan Joiner (2002) B.A. Assistant Football Coach. B.S. 1996 Portland Assistant Athletic Director, Marketing. B.B.S. tunity Program. B.A. University of Oregon; Coordinator, Multicultural Center. B.A. 2001 State University. 1994 University of M.A. 1997 Portland State University. Portland State University. Tami Bennett (2001) B.A. Wisconsin-Madison. Vicky Sanchez (1999) B.A. Shelly D. Lee (2000) J.D. Assistant Soccer Coach. B.A. 2001 University Christopher J. Miller (1997) B.A. Coordinator, Hillsboro Schools Educational Associate Staff Attorney. B.A., B.C.J. 1996 New of Washington. Assistant Volleyball Coach. B.A. 1986 San Talent Search: Project Plus. B.A. 1997 Portland Mexico State University; J.D. 2000 Northwest- Tara Bilanski (2001) B.A. Diego State University. State University. ern School of Law at Lewis and Clark College. Head Women’s Soccer Coach. B.A. 1996 Molly Moore (2001) M.S. Mark Turner (1998) M.A. Carol Martin (2000) M.Ed. University of Washington. Director of Game Operations. B.S., M.S. 2001 Assistant Director of Educational Talent Search Adviser, Student Activities and Leadership Pro- Tim Bruegman (2002) B.A. Washington State University. and Upward Bound. B.S., M.S. 1998 Western grams. B.A. 1986 College of Wooster; M.Ed. Assistant Athletic Director, Director of Oregon University. 2000 Oregon State University. Compliance. B.A. 1997 Eastern Washington Sandy Moran (2002) M.Ed. Assistant Track and Field Coach. M.Ed. 2001 Jason Young (2000) B.S. Aimee Shattuck (2003) M.S.W. University. Campbell University. Portland Middle School Educational Adviser, Coordinator, Women’s Resource Center. B.A. Tom Burman (2000) M.B.A. Educational Talent Search: Project PLUS. B.S. 1999 San Francisco State; M.S.W. 2002 Athletic Director. B.S. 1988 University of Wyo- Jeff Mozzochi (2001) M.A. 1995 Western Oregon University. Portland State University. ming; M.B.A. 1989 Robert Morris College. Head Volleyball Coach. B.A. 1980, M.A. 1982 University of California, Berkeley. Michele Toppe (1995) M.S. Nigel Burton (2001) M.B.A. Assistant Dean of Students. B.F.A. 1990 Pacific Assistant Football Coach. B.A. 1999 Barret Peery (2002) B.A. Information and Lutheran University; M.S. 1998 Portland State University of Washington; M.B.A. 2001 South Assistant Men’s Basketball Coach. B.A. 1996 Academic Support University. Florida University. Southern Utah. Carrie Lee Carlascio (1997) Eric Reid (2002) B.S. Center Executive Assistant to Athletic Director. Assistant Football Coach. B.S. 1996 University of Oregon. Dan Fortmiller (1985) M.S. Student Health Anthony Cichoke (2003) B.S. Director, Information and Academic Support Services Assistant Football Coach. B.S. 1987 Portland Heath Schroyer (2002) M.S. Center. B.S. 1980 Lewis & Clark College; M.S. State University. Men’s Head Basketball Coach. B.S. 1995 Arm- Mark Bajorek (1996) M.D. 1989 Portland State University. Duane Duey (2002) M.S. strong State College; M.S. Medical Director; Consulting Physician. B.S Mary Ann Barham (1992) M.S. Associate Athletic Trainer. M.S. 1995 Midwest- Dedrique Taylor (2002) M.A. 1982, M.D. 1986 Ohio State University. Coordinator, Mentor Program for Returning ern University. Assistant Men’s Basketball Coach. B.A. 1997, Susan Curran (1994) M.D. Women Students. B.A. 1972 University of San Sherri Frye (2001) B.S. M.A. 2000 United Sports Academy. Consulting Physician. B.S. 1979 Maryville Francisco; M.S. 1991 Portland State University. Associate Athletic Director. B.S. 1992 Univer- Dave Telford (2001) B.A. College; M.D. 1986 University of Missouri. Kim Glanville (1997) M.Ed. sity of Wyoming. Assistant Football Coach. B.A. 1989 California Justin Denny (2001) M.D. Coordinator, Academic Support Services for Jamie Gabbert (2001) B.S. State University, Fresno. Physician. B.A. 1993 University of Virginia; Student Athletes. M.Ed. 1997 Bowling Green Assistant Women’s Basketball Coach. B.S. Tony Veney (2001) B.A. M.D. 1998 Eastern Virginia Medical School. State University. 1982 St. Cloud State University. Head Cross Country and Track and Field Sandra J. Franz (1968) B.S.N. Chris Goodrich (1986) M.P.A. Steve Gosar (2002) B.S. Coach. B.A. 1976 University of California, Los Administrative Director. B.S.N. 1968 Oregon Coordinator, Veterans’ Services. B.S.W. 1977, Assistant Men’s Basketball Coach. B.S. 1994 Angeles. Health Sciences University. M.P.A. 1979 University of Oregon. Wyoming. Vic Venuta (1995) M.A. Christopher Hanel (1997) M.D. Liane Gough (2001) M.Ed. Marlin Grahn (1976) B.S. Assistant Football Coach. B.S. 1979 San Jose Staff Physician. B.S. 1992 University of Academic Adviser. B.S. 1997 University of Ore- Head Wrestling Coach. B.S. 1984 State; M.A. 1984 St. Mary’s College. Portland; M.D. 1997 Oregon Health Science gon; M.Ed. 2000 Portland State University. Portland State University. Eric Walcha (1999) B.A. University. Rebecca Hunt Ingersoll (2003) M.S. Mary Haluska (1990) B.S. Assistant Football Coach. B.A. 1995 University Kathleen McAuliffe (1998) M.D. Community College Adviser. B.A. 1992 Univer- Assistant Softball Coach. B.S. 1984 Portland of California, Davis. Staff Physician. B.S. 1972 University of sity of Oregon; M.S. 1997 Portland State State University. Timothy E. Walsh (1993) B.A. University. Montana, Missoula; M.S. 1974 Duke Head Football Coach. B.A. 1977 University; M.D. 1979 University of Bruce Henderson (1998) B.S. Mark Isham (2003) M.S. University of California, Riverside. Washington. Assistant Women’s Basketball Coach. B.S. Academic Adviser. B.A. 1985 Howard Payne 1984 Willamette University. Brent Wilder (1999) M.A.I.S. University; M.Ed. 1990 Texas Tech University; Catherine Thomasson (1997) M.D. Mike Hickey (2001) B.S. Associate Athletic Director. B.S. 1988, M.A.I.S. M.H.R. 1998 University of Oklahoma; M.S. Staff Physician. M.D. 1983 Wayne State Assistant Cross Country and Track Coach. B.S. 1992 Oregon State University. 2001 University of Tennessee. University. 1998 Washington State University. C. Edward Wingard (1997) B.S. Joan Jagodnik (1999) M.A. Margaret Trout (2001) B.S.N. Jonathon Huwe (2002) M.S. Assistant Athletic Director, Business. B.S. 1985 Coordinator, Community College Relations. Nurse Manager. B.S.N. 1997 University of Assistant Trainer. M.S. 2000 United States University of Oregon. B.A. 1992, M.A. 1996 Portland State Portland. Sports Academy. George Wolfe (1999) B.A. University. Jim Jacobson (2001) M.A.T. Head Women’s Basketball Coach. B.A. 1990 Robbie Jessen (1988) B.S. Strength and Conditioning Coach. B.A., M.A.T. University of Hawaii. Academic Adviser. B.S. 1987 Portland State Willamette University. Falisha Wright (2000) B.A. University. Felicia Johnston (2001) B.S. Assistant Women’s Basketball Coach. B.A. Phyllis Petteys (2000) B.A. Head Golf Coach. B.S. 1997 Oregon State 1995 San Diego State University. Assistive Technology Specialist. B.A. 1986 University. Reed College. Kevin Koerwitz (2002) M.B.A. Auxiliary Services Assistant Development Director. B.S. 1998, M.B.A. 2000 University of Wyoming. Julie North (1999) B.S. Director, Auxiliary Services. B.S. 2002 University of Phoenix. 334 P ORTLAND STATE UNIVERSITY
Business Affairs Lorraine Duncan (1989) B.S. Heather Milner (2000) B.S. Educational Multimedia Specialist. B.S. 1990 Director of Annual Giving. B.S. 1997 Iowa Administrative Dee Wendler (1998) M.P.A. Portland State University. State University. Faculty Emeriti Director, Business Affairs. B.S. 1984 Oregon James G. Kimball (1972) M.A. Katrina Ratzlaff (1995) B.A. State University; M.P.A. 2002 Portland State Assistant Manager, Television Services; Director, Stewardship. B.A. 1983 Lewis & Clark Annabelle Alexander (1964) M.Ed. University. Professor. B.A. 1969, M.A. 1972 University of College. Professor Emerita. B.S. 1962 Portland State Myron W. Roberts (2001) B.S., C.P.A. Michigan. Dan Ryan (1997) B.A. University; M.Ed. 1964 University of Oregon. Associate Director of Business Affairs. B.S. Emeriti Faculty Director of University Development. B.A. 1985 Dona B. Beattie (1962) M.A. 1970 University of Idaho. University of Oregon. Professor Emerita. B.S. 1981 Eastern Oregon Robert E. Walker II (1967) M.A. Steven J. Hopf (2002) B.A. Donna Schaeffer (1992) M.S.W. State College; M.A. 1983 University of Wyo- Professor Emeritus. B.S. 1962, B.S. 1964 Mon- Contracts Officer/Purchasing Manager. B.A. Assistant Vice President for Development. B.S. ming. tana State University; M.A. 1973 Michigan 2000 Eastern Washington University. 1966, M.S.W. 1982 Portland State University. Channing M. Briggs (1962) M.A. State University. Gayle Schneider (1999) B.A. Professor Emeritus. B.S. 1948 George Williams Campus Public Safety Director of Corporate and Foundation Rela- College; M.A. 1952 University of Chicago. tions. B.A. 1977 Michigan State University. Thomas C. Burgess (1963) Ph.D. Michael D. Soto (1980) B.S. Office of Terri Theisen (1997) M.A. Professor Emeritus. B.A. 1942 University of Director of Public Safety, Campus Public Safety University Director of Special Campaigns. B.A. 1989 Montana; Ph.D. 1954 University of Minnesota. Office. B.S. 2002 Portland State University. Macalester College; M.A. 1996 Portland State Margaret J. Dobson (1955) Ed.D. Kasey Kanekoa (1998) B.A. Relations University. Executive Vice President Emerita, Professor Lieutenant, Campus Public Safety Office. B.A. Teresa Vrvilo (2000) B.S. Emerita of Health and Physical Education. B.S. Gary Withers (1996) J.D. 2000 Portland State University. Director, President’s Circle. B.S. 1995 Portland 1954, M.S. 1959, Ed.D. 1965 University of Vice President for University Relations. B.S. State University. Oregon. 1975 Lewis & Clark College; J.D. 1979 Lewis & Robert J. Gridley (1955) M.Ed. Facilities Clark College, Northwestern School of Law. Professor Emeritus. B.S. 1939 University of Dianna Kaady (2000) B.A. Mike Irish (2003) Marketing and Oregon; M.Ed. 1956 Oregon State University. University Relations Coordinator. B.A. 1992 Director. Mary X. Grimes (1964) Ed.D. California State University, San Bernardino. Communications Robyn Pierce (2001) B.S. Professor Emerita. B.S. 1947, M.S. 1951 North Associate Director. B.S. 1987 University Jeanie-Marie Price (1998) B.S. Texas State University; Ed.D. 1963 University of Oregon. Alumni Relations Director, Marketing and Communications. B.S. of Denver. 1996 Boston University. William H. Hamilton (1970) Ph.D. Patricia E. Squire (1989) M.P.A. Nathan Angell (2002) M.A. University Professor Emeritus. B.A. 1943 Ober- Human Resources Director, Alumni Relations. B.S. 1968 Univer- Assistant Director for Web Communications. lin College; B.D. 1949 Union Theological Semi- sity of Oregon; M.P.A. 1995 Portland State B.A. 1991 Columbia University; M.A. 1995 nary; Ph.D. 1952 University of St. Andrews Catherine S. LaTourette (2001) B.A. University. Brown University. (Scotland); D.H.L. 1968 Ripon College. Associate Vice President for Human Resources. Mary Coniglio (2000) B.A. Robert A. Nicholas (1965) Ed.D. B.A. 1976 City University of New York, Queens Erin Malecha (2001) B.A. Assistant Director. B.A. 1987 Creighton Dean Emeritus of Continuing Education; Pro- College. Marketing Communications Manager. B.A. University. 1992 University of Oregon. fessor Emeritus. B.A. 1961 University of Wyo- Pam Babb (1995) Trish Turchiarolo-Vanoni (2001) B.S. ming; M.S. 1962 University of Oregon; Ed.D. Associate Director for Human Resources, Pay- J. David Santen (2000) B.A. Marketing and Events Coordinator. B.S. 1989 1966 University of Wyoming. roll Manager. Integrated Marketing Program Manager. B.A. Oregon State University. 1999 Portland State University. Ronald F. Ronacher (1964) Ph.D. Tess O’Hearn (1997) B.S. Julie Smith (1999) B.S. Counselor; Professor Emeritus. B.A. 1957 Benefits Manager. B.S. 1980 Portland State Hamilton College; M.A. 1959 Ohio University; University. Integrated Marketing Program Manager. B.S. Development 1993 Oregon State University. Ph.D. 1963 University of Utah. Beverly Wilkinson (2002) Bernard Ross (1977) Ph.D. Senior Human Resources Manager. Leslie Martin Aaron (1993) B.S. Director, Special Campaigns. B.S. 1982 University Professor Emeritus. A.B. 1938 University of Oregon. Publications University of Oregon; M.S. 1941 University of Pittsburgh; Ph.D. 1958 University of Michigan. Information Debbie Boldrick (2001) Douglas H. Swanson (1988) B.S. Donor Relations Assistant. Director, Publications. B.S. 1975 Walter O. Shold (1964) Ed.D. Technologies University of Oregon. Professor Emeritus. B.S. 1947 Eastern Oregon Leslie Grasa (2000) M.A. State College; M.Ed. 1950 University of Ore- Mark A. Gregory (1998) M.B.A. Director of Annual Events. B.A. 1991 Jean Tuomi (1999) B.A. gon; Ed.D. 1961 Washington State University. Executive Director of the Office of Information University of Tennessee; M.A. 1999 Florida Associate Director of Publications. B.A. 1985 Technologies. B.S. 1989 University of Illinois; State University. University of Oregon. Nancy J. Stuart (1965) B.A. M.B.A. 1998 Portland State University. Assistant Professor Emerita. B.A. 1947 Deborah Gruenfeld (2000) B.A. Kathryn Kirkland (1987) B.S. Willamette University. Mark T. Kramer (1998) M.E. Executive Assistant to the Assistant Vice Editor, PSU Magazine and Currently. Director, Instruction and Research Services. President of Development. B.A. 1997 Linfield B.S. 1980 University of Oregon. Robert Tayler (1960) M.A. Assistant Professor Emeritus. B.A. 1955 B.S. 1974 Bowling Green State University; College. Nicole E.M. Ramsey (2000) B.J. M.E. 1976 Kent State University. Willamette University; M.A. 1964 American Zach Kronser (2001) B.A. Publications Editor. B.J. 1996, B.A. 1996 University. Tim R. Johnston (1997) B.S. Prospect Information Associate. B.A. 2000 University of Missouri, Columbia. Director, Telecommunications. B.S. 1981 San Colorado State University. William D. Williams (1965) B.D. Diego State University. Professor Emeritus. B.A. 1944 College of Idaho; M.A. 1950, B.D. 1951 University of Chicago. D IRECTORIES 335
Academic Faculty
Patricia Kramer (1992) Ph.D. Brian K. Lynch (2001) Ph.D. Mitchell B. Cruzan (2002) Ph.D. College of Adjunct Assistant Professor of Anthropology. Associate Professor of Applied Linguistics. B.A. Associate Professor of Biology. B.A. 1981, B.A. 1972 Portland State University; M.S. 1976 1973 University of California, Berkeley; M.A. M.A. 1983 California State University, Fuller- Liberal Arts and University of Oregon; Ph.D. 1979 University of 1982, Ph.D. 1987 University of California, Los ton; Ph.D. 1989 State University of New York Sciences New Mexico. Angeles. at Stony Brook. John K. Lundy (1984) Ph.D. Stephen Reder (1995) Ph.D. Deborah A. Duffield (1978) Ph.D. Profes- Marvin A. Kaiser (1993) Ph.D. Adjunct Associate Professor of Anthropology. Chair, Department of Applied Linguistics; Uni- sor of Biology. B.A. 1963 Pomona College; Dean, College of Liberal Arts and Sciences; B.A. 1976, M.A. 1977 Western Washington versity Professor. B.A. 1969 Stanford Univer- M.A. 1966 Stanford University; Ph.D. 1976 Professor of Sociology. B.A. 1961 Cardinal University; Ph.D. 1983 University of Witwa- sity; Ph.D. 1977 Rockefeller University. University of California, Los Angeles. Glennon College; M.A. 1973 Kansas State tersrand (South Africa). Judy Reed (1997) M.A. Keith D. Garlid (2002) M.D., dr.techn. University; M.S.W. 1977 University of Kansas; Senior Instructor in English as a Second Lan- Professor of Biology. B.A. 1956 Gustavus Ado- Ph.D. 1979 University of Nebraska. guage. B.A. 1989, M.A. 1991 University of lphus College; M.D. 1961 The Johns Hopkins Department of Houston. University School of Medicine. Dr. technicae Department of Applied Linguistics Lynn Santelmann (1998) Ph.D. norwegiensis 1987 Norwegian Institute of Assistant Professor of Applied Linguistics. B.A. Technology. Anthropology Faculty 1989 University of Minnesota; M.A. 1992, Stanley S. Hillman (1977) Ph.D. Ph.D. 1995 Cornell University. Professor of Biology. B.A. 1970, M.A. 1972 Faculty John Armbrust (1995) M.A. Senior Instructor in English as a Second Lan- Laura S. Shier (1997) M.A. California State University, Fullerton; Ph.D. Kenneth M. Ames (1984) Ph.D. guage. B.A. 1969 St. Mary’s College; B.S. 1976 Instructor in English as a Second Language; 1976 University of California, Los Angeles. Chair, Department of Anthropology; Professor University of Minnesota; M.A. 1992 Portland Coordinator of ESL/IELP Program. B.A. 1985, Ronald D. Jones (2003) Ph.D. of Anthropology. B.A. 1967 George Washing- State University. M.A. 1989 University of Wisconsin, Madison. Adjunct Professor of Biology. B.S. 1977, M.S. ton University; M.A. 1969 University of New Kimberley A. Brown (1989) Ph.D. Judith Wild (1991) M.A. 1980 University of West Florida; Ph.D. 1984 Mexico; Ph.D. 1976 Washington State Associate Professor of Applied Linguistics and Instructor in English as a Second Oregon State University. University. International Studies. B.A., Secondary Teach- Language. B.A. 1967 Brooklyn College; M.A. Susan Masta (2002) Ph.D. Thomas Biolsi (1990) Ph.D. ing Certificate 1974 Macalester College; M.A. 1989 Portland State University. Assistant Professor of Biology. B.Sc. 1982 Professor of Anthropology. B.A. 1975 Hofstra 1977, Ph.D. 1988 University of Minnesota. Margaret Young (1993) M.A. Michigan State University; Ph.D. 1999 Univer- University; M.A. 1979, Ph.D. 1987 Columbia Ruth Chapin (1989) M.A. Instructor in English as a Second Language. sity of Arizona. University. Senior Instructor in English as a Second Lan- B.A. 1972 University of California; M.A. 1981 Michael T. Murphy (2000) Ph.D. Virginia L. Butler (1994) Ph.D. guage. B.A. 1970 University of Rochester; Portland State University. Assistant Professor of Biology. B.A. 1977 Associate Professor of Anthropology. B.A. M.A. 1988 Portland State University. SUNY Fredonia; M.A. 1981, Ph.D. University of 1977 University of Georgia; M.A. 1983, Ph.D. Emeriti Faculty G. Tucker Childs (1996) Ph.D. Kansas. 1990 University of Washington. Associate Professor of Applied Linguistics. B.A. Jeanette S. DeCarrico (1977) Ph.D. Lester J. Newman (1964) Ph.D. Sharon A. Carstens (1987) Ph.D. 1970 Stanford University; Dip Anglo-Irish Professor Emerita of Applied Linguistics. B.A. Professor of Biology. B.A. 1955 Washington Professor of Anthropology and International Literature 1975 Trinity (Dublin, Ireland); M.Ed. 1971, M.A. 1973, Cert-TESL 1974 Portland University; M.A. 1960 University of Michigan; Studies. B.A. 1970 Michigan State University; 1979 University of Virginia; M.S. 1982 George- State University; Ph.D. 1980 University of Ph.D. 1963 Washington University. Washington. M.A. 1972 University of Hawaii; M.A. 1976, town University; M.A. 1982, Ph.D. 1988 Petr Paucek (2002) Ph.D. Ph.D. 1980 Cornell University. University of California. Shirley A. Morrell (1979) M.A. Associate Professor of Biology. M.S. 1986 Margaret C. Everett (1996) Ph.D. Susan M. Conrad (2001) Ph.D. Senior Instructor Emerita in English as a Palacky University; Ph.D. 1991 Academy of Associate Professor of Anthropology. B.A. Associate Professor of Applied Linguistics. A.B. Second Language. B.A. 1967, M.A. 1977, Cert- Science (Prague, Czech Republic). TESL 1977 Portland State University. 1990 Smith College; Ph.D. 1995 Yale 1982 Cornell University; M.A. 1987 Monterey Jason Podrabsky (2003) Ph.D. University. Institute of International Studies; Ph.D. 1996 Beatrice Oshika (1989) Ph.D. Assistant Professor of Biology. B.S. 1993 Michele R. Gamburd (1995) Ph.D. Northern Arizona University. Professor Emerita of Applied Linguistics. B.A. Oregon State University; Ph.D. 1999 University Associate Professor of Anthropology. B.A. Gregry M. Davis (2001) M.A. 1963, M.A. 1964, Ph.D. 1973 University of of Colorado, Boulder. Michigan. 1987 Swarthmore College; B.A. 1989 Oxford Instructor in English as a Second Language. Anna-Louis Reysenbach (1999) Ph.D. University; M.A. 1992, Ph.D. 1995 University B.A. 1992 Walla Walla College; M.A. 1998 Helen Schley (1964) B.A. Professor of Biology. B.Sc. 1981 University of of Michigan. Portland State University. Senior Instructor Emerita in English as a Witwatersrand; B.Sc. 1982, Ph.D. 1987 Univer- Natalie Vasey (2002) Ph.D. Thomas G. Dieterich (1979) Ph.D. Second Language. B.A. 1935 Reed College. sity of Cape Town. Assistant Professor of Anthropology. B.A. 1986 Professor of Applied Linguistics. B.S. 1968 Marjorie Terdal (1977) Ph.D. Luis A. Ruedas (2001) Ph.D. University of California-Berkeley; M.A. 1992 Stanford University; M.Ph. 1972, Ph.D. 1974 Professor Emerita of Applied Linguistics. B.A. Assistant Professor of Biology. B.Sc. 1984, State University of New York, Stony Brook; Yale University. 1959 Taylor University; M.A. 1963 Michigan M.Sc. 1986 Fordham University; Ph.D. 1992 Ph.D. 1997 Washington University. Nancy Dollahite (1997) M.A.T. State University; Cert-TESL 1975 Portland Texas A&M University. State University; Ph.D. 1985 University of Emeriti Faculty Instructor in English as a Second Language. Kenneth M. Stedman (2001) Ph.D. B.A. 1964 Pomona College; M.A. 1978 Oregon. Marc R. Feldesman (1971) Ph.D. Assistant Professor of Biology. B.Sc. 1987 University of Denver. Chair Emeritus, Department of Anthropology; Stanford University; Ph.D. 1996 University of Professor Emeritus of Anthropology. B.A. 1969 Michael J. Harvey (1988) M.A. Department of California, Berkeley. California State University, Northridge; M.A. Senior Instructor in English as a Second Lan- Robert Owen Tinnin (1969) Ph.D. 1971, Ph.D. 1974 University of Oregon. guage. B.A. 1971 California State University, Biology Professor of Biology. B.A. 1965, Ph.D. 1969 Sonoma; M.A. 1980 Portland State University. University of California, Santa Barbara. Jacob Fried (1965) Ph.D. Faculty Professor Emeritus of Anthropology. B.A. 1947 Kathryn A. Harris (1995) Ph.D. Lisa Weasel (2000) Ph.D. Temple University; Ph.D. 1952 Yale University. Assistant Professor of Applied Linguistics. Michael S. Bartlett (2002) Ph.D. Assistant Professor of Biology. A.B. 1989 Assistant Professor of Biology. B.S. 1990 Uni- Wayne Suttles (1966) Ph.D. B.A. 1984 University of Utah; Ph.D. 1995 Harvard University; Ph.D. 1993 Cambridge versity of Illinois, Urbana-Champaign; Ph.D. Professor Emeritus of Anthropology. B.A. Northwestern University. University. 1997 University of Wisconsin, Madison. 1941, Ph.D. 1951 University of Washington. Lena Koessler (1994) M.A. Carol A. Wilson (1998) Ph.D. Senior Instructor in English as a Second Lan- David R. Boone (1998) Ph.D. Assistant Professor of Biology. B.S. 1981, M.S. Associated Faculty guage. B.A. 1990, M.A. 1992 San Francisco Professor of Biology. B.S. 1973, Ph.D. 1977 1984 Portland State University; Ph.D. 1996 Robert Boyd (2000) Ph.D. State University. University of Florida. University of California, Berkeley. Adjunct Assistant Professor of Anthropology. Thomas Kuehn (2001) M.A. Larry I. Crawshaw (1976) Ph.D. Randy D. Zelick (1986) Ph.D. B.A. 1968, Ph.D. 1984 University of Instructor in English as a Second Language. Professor of Biology. B.A. 1964 Professor of Biology. B.A. 1974 University of Washington. B.A. 1985 University of Minnesota; M.A.T. University of California, Los Angeles; Ph.D. California, San Diego; M.A. 1977 Boston Uni- John Fagan (1992) Ph.D. 1998 School of International Training 1970 University of California, Santa Barbara; versity; Ph.D. 1984 University of Adjunct Professor of Anthropology. B.A., 1966, (Vermont). Post-Doctoral Fellowship (NIH) 1971 Univer- California, Los Angeles. M.A. 1968, Ph.D. 1973 University of Oregon. sity of California, San Diego. 336 P ORTLAND STATE UNIVERSITY
Emeriti Faculty Niles E. Lehman (2001) Ph.D. Shankar B. Rananavare (1996) Ph.D. Susan Ginley (2001) M.A. Associate Professor of Chemistry. B.S. 1984, Research Associate Professor of Chemistry. Instructor in Communication. B.A. 1983 Uni- Clyde L. Calvin (1968) Ph.D. M.A. 1986 University of California, Berkeley; B.Sc. 1977 Bombay University (India); Ph.D versity of Oregon; M.A. 1985 University of Professor Emeritus of Biology. B.S. 1960 Wash- Ph.D. 1990 University of California, University of Missouri, St. Louis. Portland; C.C.C. American Speech-Language- ington State University; M.S. 1962 Purdue Los Angeles. Hearing Association. University; Ph.D. 1966 University of California, Davis. David W. McClure (1966) Ph.D. Leslie T. Good (l989) Ph.D. Chair, Department of Chemistry; Professor of Chicano/Latino Associate Professor of Communication. B.A. David T. Clark (1970) Ph.D. Chemistry. B.S. 1958 Washington State Univer- Studies 1982, M.S. 1983 University of Oregon; Ph.D. Professor Emeritus of Biology. B.A. 1949, M.A. sity; Ph.D. 1963 University of Washington. 1986 Stanford University. 1951 University of Nebraska; Ph.D. 1955 Uni- Maria Alanis Ruiz (1980) M.S. versity of Illinois. Robert J. O’Brien (1973) Ph.D. Priya Kapoor (1995) Ph.D. Professor of Chemistry. B.S. 1966 University of Program Coordinator. B.A. 1976 Assistant Professor of Communication. B.A. Malcom S. Lea (1965) Ph.D. Santa Clara; Ph.D. 1970 University of Florida. University of Oregon; M.S. 1998 Portland 1987 Delhi University, New Delhi, India; M.A. Professor Emeritus of Biology. B.A. 1957, M.S. State University. 1991 Cornell University; Ph.D. 1995 Ohio 1959, Ph.D. 1964 Northwestern University. David H. Peyton (1987) Ph.D. Professor of Chemistry. B.S. 1977 Abilene Roberto M. De Anda (2002) Ph.D. University. Byron E. Lippert (1960) Ph.D. Christian University; M.A. 1980, Ph.D. 1983 Assistant Professor. B.A. 1977 University of Devorah A. Lieberman (1987) Ph.D. Professor Emeritus of Biology. B.S. 1954, M.S. University of California, Santa Barbara. California, Berkeley; M.A. 1987, Ph.D. 1991 Professor of Communication. B.A. 1975 1957 University of Oregon; Ph.D. 1966 Indiana University of Arizona. Humboldt State University; M.A. 1977 San University. Gwendolyn P. Shusterman (1989) Ph.D. Associate Professor of Chemistry. B.S. 1979 Elizabeth Flores (1999) Ph.D. Diego State University; Ph.D. 1984 University Robert L. Millette (1984) Ph.D. University of California, Irvine; Ph.D. 1983 Assistant Professor. B.A. 1990, M.A. 1996 of Florida. Professor Emeritus of Biology. B.S. 1954 University of California, Berkeley. Humboldt State University; Ph.D. 1999 Arizona Tess Marino (1998) M.S. Oregon State University; Ph.D. 1964 California State University. Instructor in Communication. B.A. 1970 West- Institute of Technology. Reuben H. Simoyi (2002) Ph.D. Professor of Chemistry. B.Sc. 1977 University ern Washington State University; M.S. 1998 Leonard Simpson (1968) Ph.D. of Ife (Nigeria); M.A. 1980, Ph.D. 1981 Child and Family Portland State University. Professor Emeritus of Biology. B.A. 1955, Brandeis University. Susan B. Poulsen (1990) Ph.D. M.A. 1962, Ph.D. 1968 University of Studies Assistant Professor of Communication. B.S. California, Berkeley. Carl C. Wamser (1983) Ph.D. Professor of Chemistry. Sc.B. 1966 Brown 1962 University of Washington; M.S. 1970 Mary L. Taylor (1962) Ph.D. Carol A. Morgaine (1995) Ph.D. University of Maryland, Baltimore; Ph.D. 1988 University; Ph.D. 1970 California Institute of Coordinator; Associate Professor, Child and Professor Emerita of Biology. B.S. 1954 Univer- Technology. University of Washington. sity of Idaho; Ph.D. 1959 University of Illinois. Family Studies; B.S. 1970 Kansas State Univer- Mingdi Yan (1998) Ph.D. sity; M.S. 1979 Portland State University; Ph.D. Ellen S. Reuler (1990) M.A. W. Herman Taylor Jr. (1961) Ph.D. Assistant Professor of Chemistry. B.S. 1988 1990 University of Minnesota. Senior Instructor in Communication. B.S. 1972, Professor Emeritus of Biology. B.A. 1952, M.A. M.A. 1973 Northwestern University. C.C.C. University of Science and Technology of China; Michael O. Taylor (2002) Ph.D. 1954 Duke University; Ph.D. 1959 University Ph.D. 1994 University of Oregon. 1974 American Speech-Language-Hearing of Illinois. Assistant Professor, Child and Family Studies. Association. B.A. 1971 University of California, Los Ange- John H. Wirtz (1957) Ph.D. Emeriti Faculty les; M.S.W. 1977, Ph.D. 2002 Portland State L. David Ritchie (1990) Ph.D. Associate Professor Emeritus of Biology. B.S. Dennis W. Barnum (1964) Ph.D. University. Chair, Department of Communication; Associ- 1952 Loyola University; M.S. 1954 University Professor Emeritus of Chemistry. B.A. 1953, ate Professor of Speech Communication. B.A. of Wyoming; Ph.D. 1961 Oregon State M.A. 1955 University of Oregon; Ph.D. 1957 1965 Reed College; M.U.P. 1972 University of University. Iowa State University. Department of Oregon; M.A. 1985, Ph.D. 1987 Stanford Bruce W. Brown (1963) Ph.D. University. Professor Emeritus of Chemistry. B.S. 1949, Communication Charlotte Schell (2000) Ph.D. Department of Black M.S. 1952 Polytechnic Institute of Brooklyn; Assistant Professor of Communication. B.A. Studies Ph.D. 1961 University of Washington. Faculty 1981 University of Nevada; Ph.D. 1998 Univer- Gary L. Gard (1966) Ph.D. Donna Boudreau (1997) M.A. sity of Denver. Faculty Professor Emeritus of Chemistry. B.A. 1959, Assistant Professor of Communication. B.A. Gerald Sussman (1994) Ph.D. 1987 Bridgewater State College; M.A. 1989 Kofi Agorsah (1992) Ph.D. B.S. 1960, Ph.D. 1964 University of Professor of Communication and Urban University of Connecticut, Storrs; C.C.C. Amer- Chair, Department of Black Studies; Professor Washington. Studies and Planning. B.A. Fairleigh Dickinson ican Speech-Language-Hearing Association. of Black Studies and International Studies. Carole R. Gatz (1964) Ph.D. University; M.A. University of the Philippines; B.A. 1971, M.A. 1976 University of Ghana; Professor Emerita of Chemistry. B.S. 1954 Cynthia Coleman-Sillars (2001) Ph.D. Ph.D. 1983 University of Hawaii. Ph.D. 1983 University of California, Iowa State University; Ph.D. 1960 University of Associate Professor of Communication, Direc- Gisele Tierney (1991) M.S. Los Angeles. Illinois. tor of Graduate Studies. B.A. 1975 Sonoma Senior Instructor in Communication. B.S. 1984, State University; M.P.S. 1990 Cornell Univer- Darrell M. Millner (1974) D.Ed. Gordon L. Kilgour (1968) Ph.D. Certificate Women’s Studies 1986, M.S. 1986 sity; Ph.D. 1994 University of Wisconsin, Professor of Black Studies. B.S. 1969 California Professor Emeritus of Chemistry. B.A. 1951, Portland State University. Madison. State Polytechnic College, Pomona; M.S. 1972, M.Sc. 1953 University of British Columbia Franki Trujillo-Dalbey (1998) M.S. D.Ed. 1975 University of Oregon. (Canada); Ph.D. 1956 University of Thomas G. Dolan (1985) Ph.D. Instructor in Communication. M.S. 1997 Associate Professor of Communication. B.A. Ridwan L. Nytagodien (1997) Ph.D. Washington. Portland State University. 1976 Carleton University; M.S. 1978 McGill Assistant Professor of Black Studies and Inter- Alfred S. Levinson (1963) Ph.D. University (Canada); Ph.D. 1983 University of Emeriti Faculty national Studies. B.S. 1986 Towson State Uni- Professor Emeritus of Chemistry. B.A. 1954 Iowa. C.C.C. American Speech-Language- versity, Baltimore; M.S. 1990 Indiana State Reed College; M.A. 1957 Wesleyan University; LaRay M. Barna (1956) M.S. Hearing Association. University, Terre Haute; Ph.D. 1997 Howard Ph.D. 1963 Indiana University. Associate Professor Emerita of Communica- Lynn E. Fox (1998) Ph.D. tion. B.S. 1944 Northwestern University; M.S. University. Raymond P. Lutz (1968) Ph.D. Assistant Professor of Communication. B.A. 1970 Portland State University. Kimberly Springer (1999) Ph.D. Professor Emeritus of Chemistry. B.S. 1953, 1971 California State University; M.A. 1985 Assistant Professor of Black Studies. B.A. 1992 M.S. 1955 University of Florida; Ph.D. 1962 Robert L. Casteel (1966) Ph.D. Humboldt State University; Ph.D. 1998 Univer- University of Michigan, Ann Arbor; Ph.D. 1999 California Institute of Technology. Professor Emeritus of Communication. B.A. sity of Oregon; C.C.C. 1985 American Speech- 1954 Pacific University; M.A. 1960 University Emory University. Philip C. Roberti (1955) Ph.D. Language-Hearing Association. of Washington; Ph.D. 1969 Oregon Health Sci- Professor Emeritus of Chemistry. B.S. 1944, Jil Freeman (2001) M.S. ences University Medical School; C.C.C. Amer- M.A. 1949 University of Portland; Ph.D. 1953 Instructor. M.S. Portland State University. ican Speech-Language-Hearing Association. Department of Oregon State University. Darlene Geiger (2001) M.S. Francis P. Gibson (1955) Ph.D. Norman C. Rose (1966) Ph.D. Chemistry Instructor, Cooperative Learning Specialist. Professor Emeritus of Communication. B.A. Professor Emeritus of Chemistry. B.S. 1950 B.S. 1993 University of Wisconsin, La Crosse; 1937, M.A. 1938 Drake University; Ph.D. 1954 University of California, Berkeley; Ph.D. 1957 Faculty M.S. 2000 Portland State University. University of Southern California. University of Kansas. Dean B. Atkinson (1997) Ph.D. Alison Gilbert (2002) M.S. Mary E. Gordon-Brannan (1972) Ph.D. Morris B. Silverman (1959) Ph.D. Assistant Professor of Chemistry. B.S. 1989 Instructor in Communication. B.A. George Professor Emerita of Communication. B.S. Associate Professor Emeritus of Chemistry. University of Colorado; Ph.D. 1995 University Washington University; M.S. 1996 Portland 1965, M.S. 1967 Purdue University; Ph.D. A.B. 1948 Boston University; Ph.D. 1956 of Arizona. State University. 1993 Wichita State University. C.C.C. 1967 University of Washington. George M. Coia (2002) Ph.D. Christina Gildersleeve-Neumann American Speech-Language-Hearing Assistant Professor of Chemistry. B.S. 1989 Associated Faculty (2002) Ph.D. Association. University of Notre Dame; Ph.D. 1996 Univer- Assistant Professor of Communication. B.A. Theodore G. Grove (1970) Ph.D. sity of North Carolina. Thomas M. Hard (1977) Ph.D. Fellow in Chemistry. A.B. 1960 Harvard Uni- Oregon State University; M.A., Ph.D. 2001 Professor Emeritus of Communication. B.A. Dirk Iwata-Reuyl (1994) Ph.D. versity; Ph.D. 1965 University of Wisconsin. University of Texas. 1960, M.A. 1962 Washington State University; Associate Professor of Chemistry. B.S. 1984 Ph.D. 1965 Northwestern University. University of Alaska; Ph.D. 1992 Johns Hop- kins University. D IRECTORIES 337
Stephen A. Kosokoff (1966) Ph.D. Professor Emeriti Faculty Elisabeth A. Ceppi (2000) Ph.D. A. B. Paulson (1985) Ph.D. Emeritus of Communication. B.A. 1961 Uni- Assistant Professor of English. B.A. 1991 Associate Professor of English. B.A. 1966, versity of Washington; A.M. 1963 University of Joseph C. Blumel (1957) Ph.D., LL.D. Columbia University; M.A. 1993, Ph.D. 2000 M.A. 1967 University of Chicago; Ph.D. 1974 Illinois; Ph.D. 1966 University of Oregon. Distinguished Service Professor; Professor University of Chicago. State University of New York, Buffalo. Emeritus of Economics. B.S. 1950, M.A. 1956 James F. Maurer (1966) Ph.D. University of Nebraska; Ph.D. 1965 University Michael Clark (1999) Ph.D., J.D. Susan Reese (1991) M.A. Professor Emeritus of Communication. B.A. of Oregon; LL.D. 1976 University of Hokkaido Assistant Professor of English. B.A. 1981 Senior Instructor in English. B.A. 1974 Lewis & 1951, M.A. 1961 Montana State University; (Japan). Stockton State College; M.A. 1986, Ph.D. 1989 Clark College; M.A. 1993 Portland State Ph.D. 1968 Oregon Health Sciences University; State University of New York, Binghamton; J.D. University. Giles H. Burgess (1969) Ph.D. C.C.C. American Speech-Language-Hearing 1995 University of Oregon. Christine M. Rose (1989) Ph.D. Association. Professor Emeritus of Economics. B.A. 1960, M.A. 1965, Ph.D. 1973 University of Oregon. Susan Danielson (1974) Ph.D. Associate Professor of English. A.B. 1971 Joan McMahon (1972) M.S. Associate Professor of English. B.A. 1966, Emmanuel College; A.M. 1977 Boston Associate Professor Emerita of Communica- Nelson B. Crick (1967) Ph.D. M.A. 1969 University of Pittsburgh; Ph.D. College; Ph.D. 1985 Tufts University. tion. B.S. 1968, M.S. 1970 Portland State Uni- Professor Emeritus of Economics. B.A. 1960, 1990 University of Oregon. M.A. 1962, Ph.D. 1967 University of Colorado; Jennifer Ruth (1999) Ph.D. versity; C.C.C. 1970 American Speech- Maria Depriest (1996) Ph.D. Assistant Professor of English. B.A. 1991 Language-Hearing Association. J.D. 1982 Northwestern School of Law, Lewis & Clark College. Adjunct Assistant Professor of English. B.A. Swarthmore College; M.A. 1994, Ph.D. 1999 Larry Steward (1967) Ph.D. 1975 George Mason University; M.A. 1984, Brown University. Associate Professor Emeritus of Communica- Richard B. Halley (1955) Ph.D. Ph.D. 1991 University of Oregon. Professor Emeritus of Economics. B.A. 1938, Mary Seitz (1981) M.A. tion. B.S. 1963 Portland State University; M.A. Grace Dillon (1997) Ph.D. Senior Instructor in English. B.A. 1964 Univer- 1965 Cornell University; Ph.D. 1968 Pennsyl- M.S. 1940 University of Oregon; Ph.D. 1964 Stanford University. Assistant Professor of English. B.A. 1981, M.A. sity of Oregon; M.A. 1978 Portland State vania State University. 1984 California State University, Fullerton; University. Robert W. Vogelsang (1970) Ed.D. Hugh G. Lovell (1964) Ph.D. Ph.D. 1997 University of California, Riverside. Professor Emeritus of Economics. B.A. 1947 John V. Smyth (1998) Ph.D. Professor Emeritus of Communication. A.A. W. Tracy Dillon (1993) Ph.D. Professor of English. B.A., M.A. 1976 1950 Citrus Junior College; B.A. 1953 Univer- Pomona College; Ph.D. 1951 Massachusetts Institute of Technology. Chair, Department of English; Associate Pro- Cambridge University; Ph.D. 1982 University sity of California, Santa Barbara; M.A. 1958, fessor of English. B.A. 1981, M.A. 1983 Cali- of Pennsylvania. Ed.D. 1965 Washington State University; Morton Paglin (1961) Ph.D. fornia State University, Fullerton; Ph.D. 1988 Primus St. John (1973) C.C.C. American Speech-Language-Hearing Professor Emeritus of Economics and Urban University of California, Riverside. Professor of English. Association. Studies and Planning. B.A. 1943 University of Miami; Ph.D. 1956 University of California, Carol Franks (1981) M.A. Elizabeth Stafford (1994) M.A. Berkeley. Senior Instructor in English. B.A. 1970 Univer- Instructor in English. B.A. 1993, M.A. 1995 sity of North Dakota; M.A. 1981 Portland Portland State University. Department of Thomas Palm (1967) Ph.D. State University. Professor Emeritus of Economics. B.A. 1961 Dennis Stovall (2000) B.A. Economics University of Colorado; M.A. 1965, Ph.D. 1967 Andrew Giarelli (1999) Ph.D. Director of CEW Press. B.A. 1968 University of University of Michigan. Assistant Professor of English. B.A. 1975 Yale Oregon. Faculty University; Ph.D. 1984 State University of New Thomas H. Tuchscherer (1966) Ph.D. Donald W. Tyree (1970) Ph.D. Richard L. Brinkman (1961) Ph.D. York, Buffalo. Professor Emeritus of Economics. B.S. 1962, Associate Professor of English. B.A. 1960 Professor of Economics. B.S. 1953, B.A. 1954 M.S. 1963 University of Illinois; Ph.D. 1973 Gregory F. Goekjian (1970) Ph.D. Carson-Newman College; M.A. 1964 Univer- Rutgers University; M.A. 1955 Fletcher School Northwestern University. Professor of English. B.A. 1964 Northwestern sity of Chicago; Certificate in Victorian Litera- of Law and Diplomacy; Ph.D. 1965 Rutgers University; M.A. 1965 University of North ture 1966 University of London (England); University. Helen L. Youngelson-Neal (1967) Ph.D. Carolina; Ph.D. 1970 University of Pittsburgh. Professor Emerita of Economics. B.A. 1958 Ph.D. 1978 University of Chicago. John B. Hall (1985) Ph.D. City College of New York; Ph.D. 1966 Amy Greenstadt (2001) Ph.D. Anthony W. Wolk (1965) Ph.D. Professor of Economics. B.A. 1975 Evergreen Columbia University. Assistant Professor of English. B.A. 1988 Wes- Professor of English. B.S. 1957, M.A. 1959 State College; M.A. 1981, Ph.D. 1984 The leyan University; M.A. 1997, Ph.D. 2000 Uni- Northwestern University; Ph.D. 1965 Graduate Faculty, New School for Social versity of California, Berkeley. niversity of Nebraska. Research. Department of Barbara Guetti (1993) Ph.D. Mary C. King (1992) Ph.D. Associate Professor of English. B.A. 1959 Rad- Emeriti Faculty Chair, Department of Economics; Professor of English cliffe College; M.A. 1961 Columbia University; Judah Bierman (1955) Ph.D. Economics. B.A. 1979 Stanford University; Faculty Ph.D. Cornell University. Professor Emeritus of English and General M.A. 1986, Ph.D. 1991 University of Califor- Maude Hines (2000) Ph.D. Studies. A.B. 1939 University of Washington; nia, Berkeley Diana Abu-Jaber (1996) Ph.D. Assistant Professor of English. B.A. 1992 The Ph.D. 1951 University of California, Los Patricia A. Koss (1997) Ph.D. Associate Professor of English. B.A. 1980 City College of New York; Ph.D. 1998 Duke Angeles. Associate Professor of Economics. B.A. 1984 State University of New York, Oswego; M.A. University. Thomas C. Buell (1965) Ph.D. 1982 University of Windsor; Ph.D. 1986 State University of Calgary; M.A. 1987, Ph.D. 1993 David Arthur Holloway (1969) Ph.D. Professor Emeritus of English. B.A. 1950 University of New York, Binghamton. Simon Fraser University Associate Professor of English. B.A. 1965 Uni- Princeton University; M.A. 1960, Ph.D. 1965 Kuan-Pin Lin (1979) Ph.D. Jacqueline Arante (1985) M.A. versity of Puget Sound; M.A. 1966, Ph.D. 1975 University of Washington. Professor of Economics. B.L. 1970 National Senior Instructor in English. B.A. 1973 Univer- University of Chicago. Henry Carlile (1967) M.A. sity of California, Berkeley, 1974 Oregon Chengchi University (Republic of China); M.A. Greg Jacob (1994) Ph.D. Professor of English. A.A. 1960 Grays Harbor State University; M.A. 1979 Portland State 1973, Ph.D. 1977 State University of New Assistant Professor of English. B.A. 1967 College; B.A. 1962, M.A. 1967 University of University York, Stony Brook. Oregon State University; M.A. 1968 University Washington. Thomas Potiowsky (1982) Ph.D. Katya Amato (1984) M.A. of Oregon; Ph.D. 1982 Indiana University of Nathan Cogan (1976) Ph.D. Professor of Economics. B.B.A. 1975 Ohio Uni- Senior Instructor in English. B.A. 1977 Univer- Pennsylvania. Professor Emeritus of English and General sity of Oregon; M.A. 1982 Portland State versity; M.A. 1977, Ph.D. 1981 University of Marie Lo (2001) Ph.D. Studies. B.A. 1962 San Francisco State University. Colorado. Assistant Professor of English. B.A. 1993 College; M.A. 1965, Ph.D. 1971 University of Abdul Qayum (1970) D.Sc. Will Bohnaker (1991) M.A. McGill University; M.A. 1997, Ph.D. 2001 California, Berkeley. Professor of Economics. B.A. 1949, M.A. 1951, Senior Instructor of English. B.A. 1967 West- University of California, Berkeley. John R. Cooper (1970) Ph.D. ern Oregon University, M.A. 1969 University Ph.D. 1956 Aligarh University (India); D.Sc. Michael McGregor (2001) M.F.A. Professor Emeritus of English. B.A. 1954 State of Iowa. 1959 Netherlands School of Economics. Assistant Professor of English. B.A. 1980 University of New York, Albany; M.A. 1957, Leopoldo Rodriguez (2001) Ph.D. Carol Burnell (1996) M.A. University of Oregon; M.F.A. 1997 Columbia Ph.D. 1962 Yale University. Assistant Professor of Economics. B.A. 1988, Instructor of English. B.A. 1994 San Francisco University. Georgia R. Crampton (1972) Ph.D. State University; M.A. 1998 Portland State M.P.A. 1992, Ph.D. 1999 University of Texas, Leerom Medovoi (1999) Ph.D. Professor Emerita of English. B.A. 1949 University. Austin. Assistant Professor of English. B.A. 1986 Cor- College of St. Teresa; M.A. 1963, Ph.D. 1967 Martin B. Schmidt (1994) Ph.D. Marjorie J. Burns (1972) Ph.D. nell University; Ph.D. 1995 Stanford University. University of Oregon. Professor of English. B.A. 1963, M.A. 1968 Associate Professor of Economics. B.A. 1988, Lorraine Mercer (1984) Ph.D. Ivan Curcin (1969) D.Phil. Portland State University; M.A. 1969, Ph.D. M.A. 1990, Ph.D. 1994 Colorado State Assistant Professor of English. B.A. 1981, M.A. Professor Emeritus of English. B.A. 1951 1978 University of California, Berkeley. University. 1986 Portland State University; Ph.D. 1996 University of Zagreb (Yugoslavia); B.Litt. 1960, Rajiv Sharma (1998) Ph.D. Peter Carafiol (1984) Ph.D. University of Oregon. D.Phil. 1968 Oxford University (England). Professor of English. B.A. 1970 Amherst Col- Assistant Professor of Economics. B.S. 1993 Hildy Miller (2000) Ph.D. Thomas Doulis (1972) M.A. lege; M.A. 1972, Ph.D. 1975 Claremont Grad- Angelo State University, Texas; M.S. 1995, Associate Professor of English. B.A. 1974 Loui- Professor Emeritus of English. B.A. 1955 uate School. Ph.D. 1998 University of Florida. siana State University; M.A. 1981, Ph.D. 1990 LaSalle College; M.A. 1963 Stanford John F. Walker (1966) Ph.D. Duncan A. Carter (1987) Ph.D. University of Minnesota. University. Associate Dean, College of Liberal Arts and Professor of Economics. B.S. 1960, Graduate Randy Murphy (1990) M.A. Carol J. Fokine (1984) M.A. Sciences; Professor of English. B.A. 1968, M.A. Certificate 1963, Ph.D. 1972 University of Instructor in English. B.S. 1990, M.A. 1992 Senior Instructor Emerita in English. B.A. 1970 Washington State University; Ph.D. 1974 Utah. Portland State University. 1979, M.A. 1983 Portland State University. University of Illinois. 338 P ORTLAND STATE UNIVERSITY
Ross L. Garner (1967) Ph.D. Linda George (2002) Ph.D. William B. Fischer (1978) Ph.D. Stephen Walton (1995) Ph.D. Professor Emeritus of English. B.A. 1936 Associate Professor of Environmental Studies. Professor of German. B.A. 1969, Ph.D. 1979 Assistant Professor of French. A.B. 1979 Har- Haverford College; LL.B. 1939 University of B.S. 1983 Loyola University; Ph.D. 1991 Yale University. vard; B.A. 1987 University of Washington; Pennsylvania; M.A. 1948 University of Hawaii; Portland State University. Claudine G. Fisher (1972) D-es-L M.A. 1988 Middlebury; Ph.D. 1992 University Ph.D. 1955 University of Chicago. Roy W. Koch (1982) Ph.D., P.E. Professor of French. Lic-es-Lettres 1964, of Wisconsin-Madison. Frederick Harrison (1962) Ph.D. Professor of Civil Engineering and Environ- Diplome d’Etudes 1965, Certificat d’Aptitude Ines Warnock (2001) M.A. Associate Professor Emeritus of English. B.A. mental Sciences. B.S. 1972, M.S. 1973 Ohio 1970 Bordeaux University (France); Instructor of Spanish. B.A. 1996, M.A. 2000 1952 Whittier College; M.A. 1957, Ph.D. 1966 State University; Ph.D. 1982 Colorado State Agregation-es-Lettres 1970, Doctorat-es- Portland State University University of Washington. University. Lettres 1983 University of Paris VIII (France). Suwako Watanabe (1990) Ph.D. Michael A. Hollister (1966) Ph.D. Joseph Maser (1996) Ph.D. Steven Fuller (1990) Ph.D. Associate Professor of Japanese and Interna- Professor Emeritus of English. B.A. 1960 Assistant Professor of Environmental Science. Associate Professor of German and Interna- tional Studies. B.A. 1982 Hosei University University of Oregon; M.A. 1966, Ph.D. 1967 B.S. 1971 Pennsylvania State University; Ph.D. tional Studies. B.A. 1982, M.A. 1983, Ph.D. (Japan); M.S. 1986, Ph.D. 1991 Georgetown Stanford University. 1977 University of Indiana. 1990 Stanford University. University. Stanley L. Johnson (1955) Ph.D. Yangdong Pan (1996) Ph.D. Gina Greco (1992) Ph.D. Patricia J. Wetzel (1984) Ph.D. Professor of Professor Emeritus of English. B.A. 1942 Assistant Professor of Environmental Science. Associate Professor of French. B.A. 1985 Japanese and International Studies. B.A. 1974, University of Utah; Ph.D. 1954 University of B.S. 1983 Hangzhou Teachers College; M.S. Emory University; M.A. 1989, Ph.D. 1992 M.A. 1976 Pennsylvania State Southern California. 1988 Southern Illinois University; Ph.D. 1993 Princeton University. University; Ph.D. 1984 Cornell University. Marjorie M. Kirrie (1958) M.A. Bowling Green State University. Martha Hickey (1992) Ph.D. Angela Zagarella-Chodosh (1993) Professor Emerita of English. B.A. 1952, M.A. Richard R. Petersen (1970) Ph.D. Associate Professor of Russian. B.A. 1972 Instructor of Italian. Laurea in Lingue e Letter- 1958 University of Oregon. Professor of Environmental Sciences. B.S. 1965 Bucknell University; M.A. 1975 University of ature straniere moderne 1986 University of Jae Num Lee (1967) Ph.D. University of Washington; Ph.D. 1970 Duke California, Davis; Ph.D. 1985 Harvard Catania (Sicily). Professor Emeritus of English. B.A. 1958 University. University. Associated Faculty Brown University; M.A. 1960 University of John G. Rueter, Jr. (1979) Ph.D. Galina Kogan (1996) M.A. Idaho; Ph.D. 1968 University of New Mexico. Professor of Environmental Sciences. S.B Instructor of Russian. B.A., M.A. 1972 Kiev Mireille Balland (1998) M.A. Instructor of French. Diplôme 1965 INSA Lyon; Elaine E. Limbaugh (1970) M.A. 1974, S.M. 1977, Ph.D. 1979 Massachusetts State Pedagogical Institute of Foreign Lan- Certificat 1966 IAE, Lyon (France); M.A. 1992 Professor of English. B.S. 1950, M.A. 1969 Institute of Technology. guages (Ukraine). Portland State University. University of Nebraska. Trygve Paul Steen (1970) Ph.D. Laurence R. Kominz (1983) Ph.D. Shervin Behroozian (1994) Ph.D. Ray P. Mariels (1967) Ph.D. Professor of Environmental Sciences. B.A. Professor of Japanese. B.A. 1974 Colby Adjunct Assistant Professor of Persian. M.A. Professor Emeritus of English. B.S. 1961 1962 Kenyon College; M.S. 1964, Ph.D. 1967 College; M.A. 1976, Ph.D. 1984 Columbia 1975 Portland State University; Ph.D. 1982 Portland State University; M.A. 1963, Ph.D. Yale University; M.P.H. 1980 University of University. Oregon State University 1967 University of Oregon. California, Berkeley. Jorge O. Lopez (1998) M.A. Thomas Birnie (1990) Ph.D. Carl Markgraf (1966) Ph.D. Mark D. Sytsma (1998) Ph.D. Instructor in Spanish. B.A. 1992 City University Adjunct Assistant Professor of Norwegian. Professor Emeritus of English. A.B. 1951, M.A. Associate Professor of Environmental of New York, Brooklyn College; M.A. 1995 B.A. 1983 Portland State University; M.A. 1954 University of Portland; Ph.D. 1970 Sciences. B.S. 1978 University of Iowa; M.S. Michigan State University. 1985 King’s College, University of London; University of California, Riverside. 1984 University of Washington; Ph.D. 1992 Timm Menke (1988) Ph.D. University of California, Davis. Ph.D. 1999 University of Washington Margaret B. Palmer (1959) M.A. Associate Professor of German. B.A. 1972 Susan Merci (1990) M.A. Assistant Professor Emerita of English. B.A. J. Alan Yeakley (1994) Ph.D. Lawrence University; M.A. 1980, Ph.D. 1983 Instructor of Italian. B.A. 1966 University of 1959 Portland State University; M.A. 1960 Associate Professor of Environmental University of Washington. Oregon; M.A. 1993 Portland State University University of Portland. Sciences. B.S. 1986 East Texas State University; Eva Núñez-Mèndez (2002) Ph.D. M.S. 1988 University of Texas; Ph.D. 1993 Marjo H. Northup (1991) B.A. Nancy M. Porter (1968) M.A. Assistant Professor of Spanish. B.A. 1993, B.A. University of Virginia. Instructor of Finnish. B.A. 1987 University of Professor Emerita of English. B.A. 1958 Mt. 1994, Ph.D. 1998 University of Salamanca Helsinki (Finland). Holyoke College; M.A. 1960 Yale University. Associated Faculty (Spain). DeLys Ostlund (1991) Ph.D. Inger M. Olsen (1983) M.A. Shelley C. Reece (1969) Ph.D. Eugene Foster (1996) Ph.D. Associate Professor of Spanish. B.A. 1983, Instructor of Danish. B.A. 1980, B.A. 1983, Professor Emeritus of English. B.A. 1958 Adjunct Assistant Professor Environmental M.A. 1985 University of Utah; Ph.D. 1993 M.A. 1985 Portland State University Doane College; M.A. 1959, Ph.D. 1967 Science. B.S. 1979 University of Missouri- University of Maryland. University of Nebraska. Columbia; Ph.D. 1996 Oregon State University. Emeriti Faculty Jonathan O. Pease (1986) Ph.D. Christine Thompson (1964) Ph.D. Jeanne Marie Bernard (1966) B.A. Associate Professor of Chinese and Interna- Professor Emerita of English. M.A. 1955, Associate Professor Emerita of French. B.A. tional Studies. B.A. 1975 Yale University; M.A. Dip.Ed. 1956 University of Edinburgh Department of 1966 Portland State University. (Scotland); Ph.D. 1984 University of Oregon. 1980, Ph.D. 1986 University of Washington. Franz Langhammer (1960) Ph.D. Foreign Languages Jennifer Perlmutter (2002) Ph.D. Robert C. Tuttle (1955) Ph.D. Professor Emeritus of German. Diploma 1947 Assistant Professor of French. B.A. 1991 Professor Emeritus of English. B.A. 1949, Ph.D. and Literatures School of Journalism (Germany); M.A. 1952, University of California,Berkeley; M.A. 1995, 1965 University of Washington. Ph.D. 1956 Northwestern University. Faculty Ph.D. 2001 Duke University Hildegard M. Weiss (1955) M.A. Wenceslao Miranda (1971) Ph.D. Ma-Ji Rhee (1989) Ed.D. Professor Emerita of English. B.A. 1940 Cécile Accilien (2002) Ph.D. Associate Professor Emeritus of Spanish. B.A. Associate Professor of Korean and Japanese. La Verne College; M.A. 1946 University of Assistant Professor of French. B.A. 1995 1949 University of Santiago (Spain); M.A. B.A. 1981 Seoul, Korea; Ed.M. 1983, Ed.D. California, Los Angeles. Montclair State University; M.A. 1998 Univer- 1969 City College of New York; Ph.D. 1971 1989 Rutgers University. Deeanne W. Westbrook (1971) Ph.D. sity of Louisiana at Lafayette; Ph.D. 2002 Columbia University. Tulane University. Sandra Rosengrant (1981) Ph.D. Professor Emeritus of English. B.A. 1969, Laureen K. Nussbaum (1973) Ph.D. Chair, Department of Foreign Languages and M.A. 1971 Portland State University; D.A. Pelin Basci (1997) Ph.D. Professor Emerita of German. B.A. 1962 Port- Literatures; Professor of Russian. B.A. 1969 1973, Ph.D. 1978 University of Oregon. Assistant Professor of Turkish. B.A. 1985, M.A. land State University; M.A. 1966, Ph.D. 1977 Indiana University; M.A. 1971, Ph.D. 1976 Robert I. Williams (1967) Ph.D. 1988 Ege University (Turkey); Ph.D. 1995 University of Washington. University of Texas-Austin. Stanford University. Associate Professor Emeritus of English. A.B. David Romey (1965) M.A. Dirgham H. Sbait (1985) Ph.D. 1957, M.A. 1960, Ph.D. 1966 University of George T. Cabello (1975) Ph.D. Associate Professor Emeritus of Spanish. B.A. Professor of Semitic Languages and Interna- California, Berkeley. Professor of Spanish. B.A. 1966, M.A. 1967 1948, M.A. 1951 University of Washington. California State University, Fresno; Ph.D. 1974 tional Studies. B.A. 1971 University of Haifa Kazem Tehrani (1975) Ph.D. University of Arizona. (Israel); M.A. 1978, Ph.D. 1982 University of Washington. Associate Professor Emeritus. B.A. 1964 Environmental Laurie Stuart Cosgriff (1999) Ph.D. Tehran University (Iran); M.A. 1972 City Uni- Cynthia Sloan (1992) Ph.D. Adjunct Assistant Professor of Classical Greek. versity of New York; M.Phil. 1973, Ph.D. 1974 Programs Assistant Professor of Spanish and Portuguese B.A. 1982 University of California, Santa Cruz; Columbia University. Ph.D. 1994 University of North Carolina, and International Studies. B.A. 1981 St. Louis Faculty Rita Rose Vistica (1975) Ph.D. Chapel Hill University; M.A. 1983 Pennsylvania State Uni- David E. Ervin (1999) Ph.D. versity; Ph.D. 1995 Vanderbilt University. Associate Professor Emerita of French. B.A. Roderic C. Diman (1960) Ph.D. Professor of Environmental Studies. B.S. 1967, 1956 Marylhurst College; M.A. 1962, Ph.D. Special Assistant to the President; Professor of David Thompson (1994) M.Litt. M.S. 1969 Ohio State University; Ph.D. 1974 1965 Fordham University. Spanish. B.A. 1957 Trinity College; M.A. 1958, Instructor of Latin. B.A. 1975 Linfield College; Oregon State University. Ph.D. 1971 University of Wisconsin. M.Litt. 1977 University of St. Andrews William Fish (1998) Ph.D. Louis J. Elteto (1970) Ph.D. Stephen Wadley (1991) Ph.D. Associate Professor of Civil Engineering and Professor of German and Hungarian. B.A. Associate Professor of Chinese and Interna- Environmental Sciences. B.S. 1979 University 1961, M.A. 1964 Kent State University; Ph.D. tional Studies. B.A. 1978 Brigham Young Uni- of Florida; Ph.D. 1984 Massachusetts Institute 1972 Louisiana State University. versity; M.A. 1980, Ph.D. 1987 University of of Technology. Washington. D IRECTORIES 339
Department of Larry W. Price (1968) Ph.D. Richard E. Thoms (1964) Ph.D. Caroline Litzenberger (1999) Ph.D. Professor Emeritus of Geography. B.S. 1963 Professor Emeritus of Geology. B.S. 1957, M.S. Associate Professor of History. B.S. 1964 Geography Eastern Illinois University; M.S. 1965, Ph.D. 1959 University of Washington; Ph.D. 1965 University of Washington; M.A. 1989 Portland 1970 University of Illinois. University of California, Berkeley. State University; Ph.D. 1993 University of Faculty Robert O. Van Atta (1956) Ph.D. Cambridge. Barbara Brower (1994) Ph.D. Professor Emeritus of Geology. B.S. 1949 Uni- Thomas M. Luckett (1992) Ph.D. Professor of Geography and International Department of versity of Oregon; B.D. 1956 Western Conser- Associate Professor of History. B.A. 1984 Studies. A.B. 1977, M.A. 1982, Ph.D. 1987 Geology vative Baptist Seminary; M.S. 1960 Oberlin; M.A. 1987, Ph.D. 1992 Princeton University of California, Berkeley. University of Oregon; Ph.D. 1971 Oregon State University. Teresa Bulman (1990) Ph.D. Faculty University. Jon E. Mandaville (1965) Ph.D. Chair, Department of Geography; Professor of Scott F. Burns (1990) Ph.D. Associated Faculty Professor of History and International Studies. Geography. B.A. 1973 Mount Holyoke College; Professor of Geology. B.S. 1969, M.S. 1970 B.A. 1959 Dartmouth College; Diploma Islam- J.D. 1978 Georgetown University Law Center; Elizabeth Carter (1993) Ph.D. Stanford University; Ph.D. 1980 University of ics 1961 Edinburgh University (Scotland); M.A. M.S.F.S. 1978 Georgetown University School Adjunct Research Associate in Geology. B.S. 1964, Ph.D. 1969 Princeton University. Colorado. 1981 Portland State University; M.S. 1985 Uni- of Foreign Service; M.S. 1986 University of Corey Olds (2001) M.A. Sherry L. Cady (1998) Ph.D. versity of British Columbia (Canada); Ph.D. Massachusetts, Amherst; Ph.D. 1990 Univer- Instructor in History. B.A. 1991 Oberlin; M.A. Associate Professor of Geology. A.B. 1987, 1993 University of Lausanne (Switzerland). sity of California, Davis. 1995 Stanford University. Ph.D. 1994 University of California, Berkeley. Michael L. Feves (1984) Ph.D. Heejun Chang (2001) Ph.D. John Ott (1999) M.A. Kenneth M. Cruikshank (1994) Ph.D. Adjunct Professor of Geology. B.A. 1973 Reed Assistant Professor of Geography. B.A. 1994, Assistant Professor of History. B.A. 1991 Uni- Associate Professor of Geology. B.S. 1983 College; Ph.D. 1977 Massachusetts Institute of M.A. 1996 Seoul National University; Ph.D. versity of Puget Sound; A.M. 1994, Ph.D. 1999 Pennsylvania State University; M.S. 1987 Technology. 2001 Pennsylvania State University. Stanford University. University of Cincinnati; Ph.D. 1991 Purdue Jim E. O’Conner (1995) Ph.D. Michael Emch (2001) Ph.D. Kenneth Ruoff (1999) Ph.D. University. Adjunct Associate Professor of Geology. B.S. Assistant Professor of Geography. B.A. 1987 Assistant Professor of History. A.B. 1989 Har- Michael L. Cummings (1979) Ph.D. 1982 University of Washington; M.S. 1985, Alfred University; M.A. 1992 Miami Univer- vard College; A.M. 1991, M.Phil. 1993, Ph.D. Chair, Department of Geology; Professor of Ph.D 1990 University of Arizona. sity; Ph.D. 1998 Michigan State University. 1997 Columbia University. Geology. B.S. 1971 University of Wisconsin; Thomas C. Pierson (1995) Ph.D. Andrew G. Fountain (1998) Ph.D. Patricia Schechter (1995) Ph.D. M.S. 1975 University of Minnesota; Ph.D. Adjunct Associate Professor of Geology. B.A. Associate Professor of Geology and Geogra- Associate Professor of History. A.B. 1986 1978 University of Wisconsin. 1970 Middlebury College; M.S. 1972, Ph.D. phy. B.S. 1975 St. Lawrence University; M.S. Mount Holyoke College; Ph.D. 1993 Princeton Andrew G. Fountain (1998) Ph.D. 1977 University of Washington. 1980 University of Alaska; Ph.D. 1992 Univer- University. sity of Washington. Associate Professor of Geology and Geogra- Frank Reckendorf (1999) Ph.D. phy. B.S. 1975 St. Lawrence University; M.S. Friedrich Schuler (1990) Ph.D. Keith Hadley (1998) Ph.D. Adjunct Associate Professor of Geology. B.S. 1980 University of Alaska; Ph.D. 1992 Univer- Professor of History and International Studies. Associate Professor of Geography. B.A. 1977 1961, M.S. 1963 Iowa State University; Ph.D. sity of Washington. B.A. 1982 Freie Universitaet Berlin, West Ber- California State College, Sonoma; M.A. 1984 1973 Oregon State University. Georg H. Grathoff (1998) Ph.D. lin; M.A. 1983 University of Texas, Austin; University of Wyoming; Ph.D. 1990 University Terry L. Tolan (1993) M.S. Ph.D. 1990 University of Chicago. of Colorado. Research Assistant Professor. B.A. 1986 Knox Adjunct Research Assistant in Geology. B.S. College; Diplom Georg-August-Universitaet; Linda A. Walton (1980) Ph.D. Thomas Harvey (1990) Ph.D. 1978, M.S. 1982 Portland State University. Ph.D. 1996 University of Illinois, Urbana. Chair, Department of History; Professor of His- Associate Professor of Geography. B.A. 1974 Joseph Walder (1999) Ph.D. tory and International Studies. B.A. 1969 Antioch College; M.S. 1982 Pennsylvania State Christina L. Halbe (2001) Ph.D. Adjunct Associate Professor of Geology. B.S. Assistant Professor of Geology. B.S. 1990 Wellesley College; Ph.D. 1978 University of University; Ph.D. 1990 University of 1976 California Institute of Technology; M.S. Pennsylvania. Minnesota. Montana College of Mineral Science and Tech- 1980, Ph.D. 1984 Stanford nology; M.S. 1994 Ohio State University; Ph.D. Daniel M. Johnson (1977) Ph.D. Professor University. Emeriti Faculty 1998 University of Chicago. of Geography. B.A. 1967 University of Arizona; J. Alan Yeakley (1995) Ph.D. Whitney K. Bates (1961) Ph.D. M.A. 1975, Ph.D. 1978 Arizona State Richard C. Hugo (2001) Ph.D. Adjunct Associate Professor of Geology. B.S. Professor Emeritus of History. B.A. 1941 Uni- University. Research Associate. B.S. 1989 Colorado School 1986 East Texas University; M.S. 1988 Univer- versity of Washington; M.A. 1948, Ph.D. 1952 of Mines; M.S. 1993, Ph.D. 1999 Washington Gil Latz (1983) Ph.D. sity of Texas; Ph.D. 1993 University of Virginia. University of Wisconsin. State University. Professor of Geography and International Elliot Benowitz (1966) Ph.D. Studies. B.A. 1974 Occidental College; M.A. David Percy (1998) B.S. Associate Professor Emeritus of History. B.A. 1978, Ph.D. 1986 University of Chicago. Research Assistant. B.S. 1999 Portland State Department of 1955 State University of New York, Albany; University. Joseph Poracsky (1982) Ph.D. History M.S. 1958, Ph.D. 1966 University of Professor of Geography. B.A. 1968 Clark Uni- Curt D. Peterson (1989) Ph.D. Wisconsin. versity; M.A. 1981 University of Maryland; Professor of Geology. A.A. College of San Faculty Bernard V. Burke (1967) Ph.D. Ph.D. 1984 University of Kansas. Mateo; B.A. San Francisco State University; Professor Emeritus of History. B.A. 1951, M.A. Ph.D. 1983 Oregon State University. Katrine Barber (2001) Ph.D. Martha A. Works (1985) Ph.D. Assistant Professor of History. B.S. 1992 1955, Ph.D. 1966 University of Washington. Alex Ruzicka (2000) Ph.D. Associate Professor of Geography and Inter- Oregon State University; Ph.D. 1999 Washing- George A. Carbone (1961) Ph.D. Research Assistant Professor. B.S. 1982 national Studies. B.A. 1974 University of the ton State University. Professor Emeritus of History. B.A. 1939, M.A. Americas; M.A. 1980 Arizona State University; University of Minnesota; M.S. 1988 State Uni- Richard Beyler (1998) Ph.D. 1941, Ph.D. 1947 University of California, Ph.D. 1985 Louisiana State University. versity of New York at Stony Brook; Ph.D. Berkeley. 1996 University of Arizona. Assistant Professor of History. B.A. 1987 Goshen College; Ph.D. 1994 Harvard John P. Cavarnos (1964) D.Phil. Emeriti Faculty Martin J. Streck (1999) Ph.D. University. Professor Emeritus of History. B.A. 1941 Clarke H. Brooke (1955) Ph.D. Assistant Professor of Geology. Diplom 1989 Boston University; M.A. 1942, Ph.D. 1947 Har- Professor Emeritus of Geography. B.A. 1942, University of Tubingen (Germany); Ph.D. 1994 Karen Carr (1992) Ph.D. Associate Professor of History. B.A. 1985 vard University; D.Phil. 1948 Athens University M.A. 1950 University of Washington; Ph.D. Oregon State University. (Greece). 1956 University of Nebraska. Cornell University; M.A. 1989, Ph.D. 1992 Emeriti Faculty University of Michigan. Victor C. Dahl (1958) Ph.D. John O. Dart (1955) Ph.D. Professor Emeritus of History. B.A. 1950, Professor Emeritus of Geography. B.A. 1946 Marvin Howard Beeson (1969) Ph.D. Timothy A. Garrison (1997) Ph.D. Professor Emeritus of Geology. B.S. 1959, M.S. Associate Professor of History. B.B.A. 1983, M.A. 1951 University of Montana; Ph.D. 1959 Central Washington College; M.A. 1948, Ph.D. University of California, Berkeley. 1953 University of Washington. 1962 University of Oregon; Ph.D. 1969 Univer- J.D. 1986 University of Georgia; M.A. 1993 sity of California, San Diego. Clemson University; Ph.D. 1997 University of Basil Dmytryshyn (1956) Ph.D. Fritz Louis Kramer (1966) Ph.D. Kentucky. Professor Emeritus of History. B.A. 1950, Professor Emeritus of Geography. B.A. 1950 Gilbert T. Benson (1968) Ph.D. Associate Professor Emeritus of Geology. B.S. David A. Horowitz (1968) Ph.D. M.A. 1951 University of Arkansas; Ph.D. 1955 University of Washington; M.A. 1953, Ph.D. University of California, Berkeley. 1957 University of California, Berkeley. 1952, M.S. 1953 Stanford University; Ph.D. Professor of History. B.A. 1964 Antioch Col- 1963 Yale University. lege; Ph.D. 1971 University of Minnesota. Gordon B. Dodds (1966) Ph.D. D. Richard Lycan (1970) Ph.D. Professor Emeritus of History. B.A. 1954 Professor Emeritus of Geography and Urban Paul E. Hammond (1963) Ph.D. David A. Johnson (1979) Ph.D. Professor Emeritus of Geology. B.A. 1952 Uni- Managing Editor, Pacific Historical Review; Harvard University; M.A. 1955 University of Studies and Planning. B.S. 1956 University of Illinois; Ph.D. 1958 University of Wisconsin. Idaho; M.A. 1961 George Washington Univer- versity of Colorado; M.A. 1958 University of Professor of History and International Studies. sity; Ph.D. 1964 University of Washington. California, Los Angeles; Ph.D. 1963 B.A. 1972 University of California, Irvine; M.A. G. Bernhard Fedde (1958) J.D. University of Washington. 1973, Ph.D. 1977 University of Pennsylvania. Adjunct Professor Emeritus of History and Thomas M. Poulsen (1963) Ph.D. International Law. A.B. 1930 Williams College; Professor Emeritus of Geography. Ansel G. Johnson (1973) Ph.D. William L. Lang (1994) Ph.D. Professor Emeritus of Geology. B.A. 1965 Lin- Professor of History. B.A. 1964 Willamette Uni- J.D. 1936 University of Oregon; A.M. 1964 B.S. 1953 Oregon State University; M.S. 1955, Oregon State University. Ph.D. 1963 University of Wisconsin. field College; Ph.D. 1973 Stanford University. versity; M.A. 1966 Washington State Univer- sity; Ph.D. 1974 University of Delaware. Jim F. Heath (1967) Ph.D. Professor Emeritus of History. B.B.A. 1953, M.A. 1955 University of New Mexico; Ph.D. 1967 Stanford University. 340 P ORTLAND STATE UNIVERSITY
Susan C. Karant-Nunn (1970) Ph.D. Ron Narode Ph.D. (Education) John M. Erdman (1966) B.A. Frank S. Cater (1965) Ph.D. Professor Emerita of History. B.A. 1963 Frederick M. Nunn Ph.D. Associate Professor of Mathematics and Sta- Professor Emeritus of Mathematical Sciences. Cornell College, Iowa; M.A. 1967, Ph.D. 1971 (Professor Emeritus) tistics. B.S. 1957, B.A. 1957 Lehigh University. B.A. 1956, M.A. 1957, Ph.D. 1960 University Indiana University. of Southern California. Ridwan Nytagodien Ph.D. Robert L. Fountain (1992) Ph.D. Charles A. Le Guin (1959) Ph.D. (Black Studies) Associate Professor of Mathematics and Sta- Richard Byrd Crittenden (1969) Ph.D. Professor Emeritus of History. A.B. 1948 tistics. B.A. 1975, M.A. 1979 University of Professor Emeritus of Mathematical Sciences Jonathan O. Pease Ph.D. (Chinese) Mercer University; M.A. 1949 Northwestern Texas, Austin; M.A. 1981, Ph.D. 1985 Univer- and Systems Science. B.A. 1957 Willamette University; Ph.D. 1956 Emory University. Earl Rees Ph.D. (Professor Emeritus) sity of New Mexico. University; M.S. 1959 University of Illinois; Thomas D. Morris (1967) Ph.D. Ma-Ji Rhee Ed.D. (Korean, Japanese) Jong Sung Kim (1999) Ph.D. Ph.D. 1964 University of Oregon. Professor Emeritus of History. B.A. 1961, M.A. Ken Ruoff Ph.D. (History) Assistant Professor of Mathematics and Sta- Mary Lou Daily (1963) Ph.D. 1965, Ph.D. 1969 University of Washington. Dirgham Sbait Ph.D. (Semitic tistics. B.S. 1987 Korea University; M.S. 1989, Associate Professor Emerita of Mathematical Frederick M. Nunn (1965) Ph.D. Languages) M.S. 1994, Ph.D. 1999 University of Iowa. Sciences. B.S. 1959 College of St. Teresa; M.A. 1961 University of Oregon; Ph.D. 1972 Oregon Professor Emeritus of History and Interna- Friedrich Schuler Ph.D. (History) Gerardo A. Lafferriere (1990) Ph.D. tional Studies. B.A. 1959 University of Oregon; Professor of Mathematics and Statistics. M.S. State University. M.A. 1963, Ph.D. 1963 University of New Cynthia Sloan Ph.D. (Spanish and 1977 Universidad Nacional de La Plata Phillip J. Gold (1964) Ph.D. Mexico. Portuguese) (Argentina); Ph.D. 1986 Rutgers University. Professor Emeritus of Mathematical Sciences. Michael F. Reardon (1964) Ph.D. Shawn Smallman Ph.D. (History) M. Paul Latiolais (1989) Ph.D. B.S. 1957 Polytechnic Institute of Brooklyn; Professor Emeritus of History and Humanities. Director, International Studies Program. Professor of Mathematics and Statistics. B.A. Ph.D. 1961 New York University. B.S. 1960 Georgetown University; M.A. 1961, Gerald Sussman, Ph.D. (Urban Studies and 1970 University of Southwest Louisiana; Ph.D. J. Kenneth Harris (1962) Ph.D. Ph.D. 1965 Indiana University. Planning, Speech Communication) 1984 Tulane University. Professor Emeritus of Mathematical Sciences. Ann Weikel (1967) Ph.D. Stephen Wadley Ph.D. (Chinese) Karen A. Marrongelle (2001) Ph.D. B.A. 1958, M.A. 1959 Fresno State College; Professor Emerita of History. B.A. 1957 Mount Linda A. Walton Ph.D. (History) Assistant Professor of Mathematics and Sta- Ph.D. 1962 University of Oregon. Holyoke College; M.A. 1959, Ph.D. 1966 Yale Suwako Watanabe Ph.D. (Japanese) tistics. B.S. 1995 Albright College; M.S. 1997 Bruce A. Jensen (1966) Ph.D. University. Lehigh University; Ph.D. 2001 University of Professor Emeritus of Mathematical Sciences. Patricia J. Wetzel Ph.D. (Japanese) Charles M. White (1955) Ph.D. New Hampshire. B.A. 1952 Dana College; M.S. 1955 University Professor Emeritus of History. B.A. 1947, M.A. Charles R. White Ph.D. (University Studies, Joyce O’Halloran (1987) Ph.D. of Wisconsin; Ph.D. 1966 University of 1949 Michigan State University; Ph.D. 1959 Political Science) Professor of Mathematics and Statistics. B.S. Nebraska. University of Southern California. Martha A. Works Ph.D. (Geography) 1974 University of Minnesota; Ph.D. 1979 Uni- Ethel L. Lawrence (1964) B.S. Associated Faculty Birol Yesilada Ph.D. (Political Science) versity of Washington. Associate Professor Emerita of Mathematical Jeanette R. Palmiter (1990) Ph.D. Sciences. B.S. 1946 University of Oregon. Eleanor Ann Fulton (1991) Ph.D. Professor of Mathematics and Statistics. B.S. Craig A. Magwire (1969) Ph.D. Adjunct Associate Professor of History. B.S. Department of 1977, Ph.D. 1986 Ohio State University; M.S. Professor Emeritus of Mathematical Sciences. 1976 Portland State University; M.A. 1979, 1983 University of Illinois. B.A. 1943 Nebraska State College; M.S. 1947 Ph.D. 1991 University of Wisconsin, Madison. Mathematics and Serge Preston (1989) Ph.D. University of Michigan; Ph.D. 1953 Stanford Shawn A. Smallman (1995) Ph.D. Statistics Professor of Mathematics and Statistics. M.S. University. Adjunct Associate Professor. B.A. 1989 (Equivalence) 1979 Novosibirsk State Univer- Eugene A. Maier (1984) Ph.D. Queen’s University, Kingston, Ontario; M.A. Faculty sity (USSR); Ph.D. 1978 Steklov Institute of Professor Emeritus of Mathematical Sciences 1990, Ph.D. 1995 Yale University. Jagdish C. Ahuja (1966) Ph.D. Mathematics (USSR). and Extended Studies. B.A. 1950, M.A. 1951, Caroline P. Stoel (1974) J.D. Professor of Mathematics and Statistics. B.A. Michael Shaughnessy (1993) Ph.D. Ph.D. 1954 University of Oregon. Adjunct Associate Professor of History. A.B. 1953, M.A. 1955 Banaras University (India); Professor of Mathematics and Statistics. B.A. Leonard T. Nelson (1977) Ph.D. 1935, J.D. 1937 Duke University; M.A. 1973 Ph.D. 1963 University of British Columbia 1968 Le Moyne College; M.A. 1970 Indiana Professor Emeritus of Mathematical Sciences Portland State University. (Canada). University; Ph.D. 1976 Michigan State and Education. B.S. 1960 St. Cloud State Col- Craig Wollner (1981) Ph.D. F. Rudolf Beyl (1983) Ph.D. University. lege; M.A. 1963 Bowdoin College; Ph.D. 1968 Professor of Social Science. B.S. 1966, M.A. Associate Professor of Mathematics and Sta- Dan L. Streeter (1983) M.S. University of Michigan. 1969 Portland State University; Ph.D. 1975 tistics. Diplom-Mathematiker 1969 University Senior Instructor in Mathematics and Robert L. Stanley (1961) Ph.D. University of New Mexico. of Frankfurt (Germany); Ph.D. 1972 Cornell Statistics. B.S. 1980, M.S. 1982 Portland State Professor Emeritus of Mathematical Sciences University. University. and Systems Science. B.S. 1943, M.A. 1947 Steven A. Bleiler (1988) Ph.D. Mara Tableman (1990) Ph.D. University of Washington; Ph.D. 1951 Harvard International Studies Professor of Mathematics and Statistics. B.S. Associate Professor of Mathematics and Sta- University. Faculty 1974 University of Wisconsin; M.S. 1976 tistics. B.S. 1971 University of Pittsburgh; M.S. Constance E. Stevens (1955) M.S. University of Illinois; Ph.D. 1981 University of 1973 New Mexico State University; Ph.D. Assistant Professor Emerita of Mathematical Kofi Agorsah Ph.D. (Black Studies) Oregon. 1984 Pennsylvania State University. Sciences. B.S. 1933 Alfred University; M.A. L. Rudolph Barton M.Arch. John S. Caughman, IV (2000) Ph.D. Kwok-Wai Tam (1966) Ph.D. 1940 New York State College for Teachers; (Architecture) Assistant Professor of Mathematics and Professor of Mathematics and Statistics. B.S. M.S. 1949 University of Oregon. Barbara Brower Ph.D. (Geography) Statistics. B.A., B.S. 1992 Purdue University; 1961, Ph.D. 1967 University of Washington. Leonard G. Swanson (1964) Ph.D. Kimberley A. Brown Ph.D. M.A. 1995, Ph.D. 1998 University of J.J.P. Veerman (2001) Ph.D. Professor Emeritus of Mathematical Sciences. (Applied Linguistics) Wisconsin. Assistant Professor of Mathematics and Sta- B.S. 1962 Portland State University; M.A. 1965 University of Washington; Ph.D. 1970 Oregon Nancy Benson Ed.D. (Education) Branford R. Crain (1978) Ph.D. tistics. B.S. 1980, M.S. 1983 University of Utre- Professor of Mathematics and Statistics. B.S. cht; Ph.D. 1986 Cornell University. State University. George Cabello Ph.D. (Spanish) 1964 University of Florida; M.S. 1969, Ph.D. Selmo Tauber (1959) Ph.D., P.E. Sharon A. Carstens Ph.D. 1972 Oregon State University. Emeriti Faculty Professor Emeritus of Mathematical Sciences. (Anthropology) Joseph R. Ediger (1993) M.S. Charles B. Balogh (1964) Ph.D. Diploma Civil Engineering 1943 Ecole John J. Damis Ph.D. (Political Science) Senior Instructor in Mathematics and Statis- Professor Emeritus of Mathematical Sciences. Superieure d’Ingenieurs, Beyrouth (Lebanon); Margaret Everett Ph.D. tics and Extended Studies. B.A. 1977 Bethel M.S. 1954 University of Budapest (Hungary); Lic.-es. Sc. 1947 Universite de Lyon (France); (Anthropology) College, Kansas; M.S. 1994 Portland State Ph.D. 1965 Oregon State University. Ph.D. 1950 Universitat Wien (Austria); P.E. University. Grant M. Farr Ph.D. (Sociology) Mildred L. Bennett (1956) B.S. Dorothy J. Williams (1983) Ph.D. Marek Elzanowski (1988) Ph.D. Professor Emerita of Mathematical Professor Emerita of Mathematical Sciences. Elizabeth Flores Ph.D. Chair, Department of Mathematics and Statis- Sciences. B.S. 1942 Oregon State B.A. 1951, M.S. 1953 University of Oregon; (Chicano/Latino Studies) tics; Professor of Mathematics and Statistics. University. Ph.D. 1958 University of Washington. Steven Fuller Ph.D. (German) M.S. 1971 University of Warsaw (Poland); Gavin Bjork (1966) Ph.D. Vincent C. Williams (1965) Ph.D. Mel Gurtov Ph.D. (Political Science) Ph.D. 1975 Institute of Fundamental Techno- Professor Emeritus of Mathematical Sciences. Professor Emeritus of Mathematical Sciences. John B. Hall Ph.D. (Economics) logical Research, Poland Academy of Science A.B. 1956 Carroll College; M.A. 1958 Univer- B.A. 1955 University of California, Berkeley; (Poland). sity of Montana; Ph.D. 1966 Washington State Ph.D. 1961 Harvard University. Mark Kaplan Ph.D. (Community Health) Eugene A. Enneking (1968) Ph.D. University. Laurence R. Kominz Ph.D. Associated Faculty Professor of Mathematics and Statistics. B.S. Robert L. Broussard (1960) Ph.D. (Japanese) 1962 St. Martin’s College; M.A. 1964, Ph.D. Professor Emeritus of Mathematical Sciences. Farag Abdel-Salam Attia (1990) Ph.D. Gil Latz Ph.D. (Geography) 1966 Washington State University. B.S. 1944, Ph.D. 1951 Louisiana State Univer- Adjunct Associate Professor of Mathematics Interim Vice Provost, International Affairs. and Statistics. B.Sc. 1960 Ain Shams University Marjorie A. Enneking (1968) Ph.D. sity. (Egypt); M.Sc. 1965 Purdue University; Ph.D. Junghee Lee Ph.D. (Art) Professor of Mathematics and Statistics. B.A. John B. Butler (1961) Ph.D. 1969 Oregon State University. Devorah A. Lieberman Ph.D. (Speech 1962 Willamette University; M.A. 1964, Ph.D. Professor Emeritus of Mathematical Sciences. Communication) 1966 Washington State University. B.A. 1945 Swarthmore College; M.S. 1947 Jon E. Mandaville Ph.D. (History) New York University; Ph.D. 1954 University of California, Berkeley. D IRECTORIES 341
Jodi Lapidus (2001) Ph.D. CONFLICT RESOLUTION Pui-Tak Leung (1988) Ph.D. Department of Adjunct Assistant Professor of Mathematics Harry Anastasiou (2002) Ph.D. Professor of Physics. B.S. 1976 Chinese and Statistics. B.A. 1986 State University of Associate Professor, Conflict Resolution University of Hong Kong; M.A. 1979, M.Ed. Psychology New York Binghamton; M.S. 1988 Columbia 1979, Ph.D. 1982 State University of New Graduate Program. B.A. 1975 Geneva College; Faculty University; Ph.D. 1998 University of New M.Phil. 1977 Institute for Christian Studies; York, Buffalo. Mexico. M.A. 1979 University of Toronto; Doctorandus Peter Möck (2002) Ph.D. Todd Bodner (2002) Ph.D. Nancy T. Waller (1979) Ph.D. 1982 Free University of Amsterdam; Ph.D. Assistant Professor of Physics. Diploma 1983 Assistant Professor of Psychology. B.A. 1992 Adjunct Assistant Professor of Mathematical 2001 The Union Institute and University. Leipzig University; Dr.rer.nat. 1991 Humboldt San Jose State University; M.A. 1995, Ph.D. 2000 Harvard University. Sciences. B.S. 1971, M.S. 1972, Ph.D. 1976 A.J. Arriola (1991) M.S. University of Berlin. Michigan State University. Adjunct Professor, Conflict Resolution Gradu- Erik J. Sanchez (2002) Ph.D. Sherwin Davidson (1989) Ph.D. ate Program. B.S. 1970, M.S. 1995 Portland Assistant Professor of Physics. B.A. 1989, M.S. Professor of Psychology. B.A. 1967 Bowling State University. 1993, Ph.D. 1999 Portland State University. Green State University; M.A. 1972 Western Department of Michigan University; Ph.D. 1978 University of Amanda Byron (2002) M.A. Jack S. Semura (1973) Ph.D. Utah. Philosophy Adjunct Professor, Conflict Resolution Gradu- Professor of Physics. B.A. 1963, M.S. 1965 ate Program. B.S. 1987 Lewis & Clark College; University of Hawaii; Ph.D. 1972 University of Dean E. Frost (1984) Ph.D. Faculty M.A. 1993 School of International Learning. Wisconsin. Professor of Psychology. B.A. 1977 Reed Col- lege; M.S. 1980, Ph.D. 1981 University of Michael Philips (1968) Ph.D. Robert J. Gould (1992) Ph.D. Pavel K. Smejtek (1972) Ph.D. Washington. Chair, Department of Philosophy; Professor of Director, Conflict Resolution Program; Assis- Professor of Physics. M.S. 1961 Leningrad Philosophy. B.A. 1964 University of California, tant Professor of Philosophy. B.A. 1986 Polytechnic Institute (U.S.S.R.); Ph.D. 1965 Janice K. Haaken (1979) Ph.D. Riverside; Ph.D. 1971 Johns Hopkins Portland State University; M.A.T. 1987 Lewis & Czechoslovak Academy of Sciences Professor of Psychology. B.A. 1974 University. Clark College; Ph.D. 1993 University of (Czechoslovakia). University of Washington; Ph.D. 1979 Wright Institute, Los Angeles. Aleksandar Jokic (1999) Ph.D. Oregon. Emeriti Faculty Assistant Professor of Philosophy. B.A. 1984 Tom Hastings (2002) M.A. Leslie B. Hammer (1990) Ph.D. University of Belgrade, Yugoslavia; M.A. 1986, Adjunct Professor, Conflict Resolution Gradu- Carl Bachhuber (1963) Ph.D. Associate Professor of Psychology. B.S. 1985 Ph.D. 1991 University of California, Santa ate Program. B.A. 1993 Northland College; Associate Professor Emeritus of Physics. B.A. James Madison University; M.A. 1989, Ph.D. Barbara. M.A. 1996 University of Wisconsin-Superior. 1958 University of Minnesota; M.S. 1960, 1991 Bowling Green State University. Ph.D. 1965 University of Washington. Peter M. Nicholls (1980) M.A. Isbel Ingham (2002) M.S. Keith L. Kaufman (1998) Ph.D. Instructor in Philosophy. B.A. 1969 Portland Adjunct Professor, Conflict Resolution Gradu- Laird C. Brodie (1955) Ph.D. Chair, Department of Psychology; Professor of State University; M.A. 1976 University of ate Program. B.S. 1985, M.S. 1999 University Professor Emeritus of Physics. B.A. 1944 Reed Psychology. B.A. 1978, M.A. 1982, Ph.D. 1985 Washington. of Oregon. College; M.S. 1949 University of Chicago; University of South Florida. Ph.D. 1954 Northwestern University. Dan Passell (1964) Ph.D. Les Swanson (1999) J.D. Thomas A. Kindermann (1989) Ph.D. Professor of Philosophy. Ph.B. 1949, M.A. Adjunct Professor, Conflict Resolution Gradu- John Dash (1966) Ph.D. Associate Professor of Psychology. B.A. 1976, 1954 University of Chicago; Ph.D. 1964 ate Program. B.A. 1961 Augustana College; Professor Emeritus of Physics. B.S. 1955 Penn- M.S. 1980, University of Trier, (Germany); Stanford University. M.A. 1964 Claremont Graduate University; sylvania State University; M.S. 1960 North- Ph.D. 1986 Free University of Berlin 1966 J.D. University of Oregon School of Law. western University; Ph.D. 1966 Pennsylvania (Germany). Tom Seppalainen (1999) Ph.D. State University. Assistant Professor of Philosophy. M.S. 1992 Barbara Tint (1999) Ph.D. Eric S. Mankowski (1998) Ph.D. University of Helsinki, Finland, Ph.D. 1999 Adjunct Professor, Conflict Resolution Gradu- Mark Gurevitch (1958) Ph.D. Assistant Professor of Psychology. B.S. 1989 University of Pittsburgh. ate Program. B.S. 1981 University of Massa- Professor Emeritus of Physics. A.B. 1938, Ph.D. University of Washington; M.A. 1992, Ph.D. 1947 University of California, Berkeley. 1997 University of Illinois at Urbana-Cham- Sandra Shapshay (2001) Ph.D. chusetts; M.S. 1983 University of Oregon; paign. Assistant Professor of Philosophy. B.A. 1992 Ph.D. 2003 University of Melbourne. Donald G. Howard (1965) Ph.D. University of Pennsylvania; M.A. 1994, M.Phil Professor Emeritus of Physics. A.A. 1957, A.B. Gabriela A. Martorell (2001) Ph.D. 1995, Ph.D. 2000 Columbia University. 1959, Ph.D. 1964 University of California, Assistant Professor of Psychology. B.S. 1992 Department of Berkeley. University of California, Davis; M.A. 1995, Emeriti Faculty Physics Rudi H. Nussbaum (1959) Ph.D. Ph.D. 2000 University of California, Santa Larry S. Bowlden (1968) Ph.D. Professor Emeritus of Physics. Ph.D. 1954 Barbara. Professor Emeritus of Philosophy. B.S. 1963, Faculty University of Amsterdam (The Netherlands). Dalton Miller-Jones (1992) Ph.D. M.S. 1966 University of Utah; Ph.D. 1968 David I. Paul (1987) Ph.D. Professor of Psychology. B.A., B.S. 1962 Jonathan J. Abramson (1979) Ph.D. University of Washington. Professor Emeritus of Physics. Ph.D. 1956 Uni- Rutgers University; M.S. 1965 Tufts University; Professor of Physics. B.S. 1968 versity of California, Los Angeles. Ph.D. 1973 Cornell University. Graham P. Conroy (1961) Ph.D. City College of New York; M.A. 1970, Ph.D. Professor Emeritus of Philosophy. B.A. 1948 1975 University of Rochester. Arnold D. Pickar (1963) Ph.D. Cynthia Mohr (2001) Ph.D. Stanford University; M.A. 1951, Ph.D. 1957 Professor Emeritus of Physics. B.S. 1948 U.S. Assistant Professor of Psychology. B.A. 1991 Erik Bodegom (1984) Ph.D. University of California, Berkeley. Merchant Marine Academy; B.A. 1951 Cornell Smith College; M.A. 1997, Ph.D. 1999 Chair, Department of Physics; Professor of University; Ph.D. 1962 University of Maryland. University of Connecticut. Byron L. Haines (1965) Ph.D. Physics. Ir. 1977 Delft University of Technol- Professor Emeritus of Philosophy. B.A. ogy; Ph.D. 1982 Catholic University of Gertrude F. Rempfer (1959) Ph.D. C. Kerth O’Brien (1987) Ph.D. 1958 Bates College; M.A. 1963, Ph.D. 1966 America. Professor Emerita of Physics. B.S. 1934, Ph.D. Associate Professor of Psychology. B.A. 1979 University of Washington. 1939 University of Washington. University of California, Santa Cruz; M.A. Lee W. Casperson (1983) Ph.D. 1983, Ph.D. 1987 University of Michigan. John L. Hammond (1962) Ph.D. Professor of Electrical Engineering and Pieter K. Rol (1992) Ph.D. Professor Emeritus of Philosophy. B.A. 1955 Physics. B.S. 1966 Massachusetts Institute of Professor Emeritus of Physics. Ph.D. 1960 Robert R. Sinclair (2000) Ph.D. Kenyon College; Ph.D. 1965 Stanford Technology; M.S. 1967, Ph.D. 1971 California University of Amsterdam (The Netherlands). Assistant Professor of Psychology. B.A. 1990 University. Institute of Technology. Cecil E. Sanford (1955) M.S. University of Maine, Farmington; M.A. 1993, Ph.D. 1995 Wayne State University. Donald R. Moor (1964) Ph.D. Jun Jiao (1999) Ph.D. Associate Professor Emeritus of Physics. B.S. Professor Emeritus of Philosophy. B.A. 1958 Assistant Professor of Physics. B.S. 1982 1947 Linfield College; M.S. 1949 University of Ellen A. Skinner (1992) Ph.D. University of British Columbia (Canada); Ph.D. Shandong University, China; M.S. 1993, Ph.D. Oregon. Professor of Psychology. B.A. 1977 Wright 1975 University of Oregon. 1997 University of Arizona. Raymond Sommerfeldt (1966) Ph.D. State University; M.S. 1979, Ph.D. 1981 Pennsylvania State University. Associated Faculty Mohammad Aslam Khan Khalil (1995) Professor Emeritus of Physics. B.S. 1951 University of Oregon; M.S. 1954, Ph.D. 1964 Cathleen L. Smith (1975) Ph.D. Jovan Babic (2001) M.A. Ph.D. Professor of Physics. B.A. 1970 University of Oregon State University. Professor of Psychology. B.A. 1968, M.A. Professor of Philosophy and Visiting Scholar. 1972, Ph.D. 1976 University of Utah. B.A. 1975, M.A. 1984, Ph.D. 1991 Belgrade Minnesota; M.S. 1972 Virginia Polytechnic Makoto Takeo (1956) Ph.D. University. Institute; Ph.D. 1976 University of Texas, Aus- Professor Emeritus of Physics. Diploma 1943 Donald M. Truxillo (1994) Ph.D. tin; M.S. 1979, Ph.D. 1979 Oregon Graduate Tohoku University (Japan); M.S. 1951, Ph.D. Associate Professor of Psychology. B.S. 1981, Patricia Backlar (1991) Center, Beaverton. 1953 University of Oregon. M.A. 1984, Ph.D. 1987 Louisiana State Research Associate Professor of University. Bioethics. Rolf Könenkamp (2002) Ph.D. Associated Faculty Gertrude F. Rempfer Professor of Physics. Emeriti Faculty Robert C. Gillis (1993) Ph.D. M.S. 1980, Ph.D. 1984 Tulane; Habilitation Frank B. Thiess (1994) Ph.D. Adjunct Professor of Philosophy. B.A. 1985, 1998 Freie Universität Berlin. Adjunct Professor of Physics. B.A. 1956 Barry F. Anderson (1968) Ph.D. M.A. 1990 University of California, San Diego. Swarthmore College; Ph.D. 1963 Stanford Professor Emeritus of Psychology. B.A. 1957 Andrés H. LaRosa (1999) Ph.D. Jamie Ross (1992) Ph.D. University. Stanford University; Ph.D. 1963 Johns Hopkins Assistant Professor of Physics. Licenciado in University. Assistant Professor University Studies. A.B. Physics 1985 National University of Engineer- 1977 Bryn Mawr College; Ph.D. 1995 Univer- ing, Lima, Peru; M.S. 1990 Southern Illinois Gerald Guthrie (1970) Ph.D. sity of Oregon. University, Carbondale; Ph.D. 1996 North Professor Emeritus of Psychology. B.A. 1962 Kirke Wolfe (1970) M.A. Carolina State University. Lewis & Clark College; M.A. 1964, Ph.D. 1966 Adjunct Professor of Philosophy. B.A. 1960, Clark University. M.A. 1967 University of Washington. 342 P ORTLAND STATE UNIVERSITY
Roger D. Jennings (1969) Ph.D. Michael J. Flower (1992) Ph.D. Emeriti Faculty Women’s Studies Professor Emeritus of Psychology. B.A. 1959 Associate Professor of University Honors and University of California, Berkeley; M.A. 1960 Science Education. B.A. 1964 Stanford Charles D. Bolton (1964) Ph.D. Program San Jose State College; Ph.D. 1963 University University; M.A. 1966, Ph.D. 1969 University Professor Emeritus of Sociology and Urban of Colorado. of Wisconsin. Studies and Planning. B.A. 1947 University of Faculty Denver; M.A. 1948 Stanford University; Ph.D. Robert E. Jones Jr. (1964) Ph.D. Linda A. George (1996) Ph.D. 1959 University of Chicago. Johanna Brenner (1981) Ph.D. Professor Emeritus of Psychology. B.S. 1957, Associate Professor, Center for Science Coordinator, Women’s Studies Program; M.S. 1961, Ph.D. 1963 University of Utah. Education. B.S. 1983 Loyola University; Ph.D. Leonard D. Cain, Jr. (1969) Ph.D. Professor of Sociology and Women’s Studies. Professor Emeritus of Sociology and Urban Chadwick Karr (1960) Ph.D. 1991 Portland State University. B.A. 1964 Reed College; M.A. 1970, Ph.D. Studies and Planning. A.B. 1948, M.A. 1949 1979 University of California, Los Angeles. Professor Emeritus of Psychology. B.A. 1941, Tom Ralley (1998) Ph.D. Texas Christian University; Ph.D. 1955 M.S. 1956, Ph.D. 1958 University of Adjunct Associate Professor, Center for University of Texas, Austin. Patti Duncan (2000) Ph.D. Washington. Science Education. B.S. 1961 Illinois Institute Assistant Professor of Women’s Studies. B.A. Frederic H. Chino (1956) Ph.D. Hugo M. Maynard du Coudray (1967) of Technology; M.S., Ph.D. 1967 University of 1992 Vassar College; M.A. 1996, Ph.D. 2000 Illinois-Champaign Urbana. Professor Emeritus of Sociology. A.B. 1951 San Emory University. Ph.D. Diego State College; A.M. 1952, Ph.D. 1965 Professor Emeritus of Psychology and Urban Julie Smith (1996) Ph.D. Stanford University. Studies. A.B. 1959 University of California, Assistant Professor of University Studies and Berkeley; M.A. 1964, Ph.D. 1966 University of Science Education. B.S. 1978, M.S. 1991 Nanette J. Davis (1975) Ph.D. College of Liberal Oregon. University of Wisconsin at Eau Claire; Ph.D. Professor Emerita of Sociology. B.S. 1962 St. Arts and Sciences 1995 Oklahoma State. Cloud State University; M.A. 1967 University James A. Paulson (1970) Ph.D. of Minnesota; Ph.D. 1973 Michigan State Emeriti Faculty Professor Emeritus of Psychology. B.A. 1963 University. University of Oregon; M.S. 1970, Ph.D. 1973 William H. Hamilton (1970) Ph.D. Stanford University. Department of Kathryn A. Farr (1977) Ph.D. Professor Emerita of Sociology. B.A. 1961 University Professor Emeritus. B.A. 1943 Cord B. Sengstake (1964) Ph.D. Sociology University of Oregon; M.A. 1975, Ph.D. 1979 Oberlin College; B.D. 1949 Union Theological Professor Emeritus of Psychology. B.S. 1955, Portland State University. Seminary; Ph.D. 1952 University of St. M.S. 1959, Ph.D. 1963 University of Oregon. Faculty Andrews (Scotland); D.H.L. 1968 Ripon Don C. Gibbons (1969) Ph.D. College. Ronald E. Smith (1955) Ph.D. Melanie Arthur (2002) Ph.D. Professor Emeritus of Sociology and Urban Professor Emeritus of Psychology. A.Sc. 1939 Assistant Professor of Sociology. B.A. 1992, Studies and Planning. B.A. 1950, M.A. 1953, Weber State College; B.A. 1948, M.A. 1949, M.A. 1996, Ph.D. 2001 Johns Hopkins Ph.D. 1956 University of Washington. Ph.D. 1954 University of Utah. University. Nona Y. Glazer (1964) Ph.D. School of Morris Weitman (1963) Ph.D. Randall Evan Blazak (1995) Ph.D. Professor Emerita of Sociology. B.A. 1955, Professor Emeritus of Psychology and Urban Associate Professor of Sociology. B.A. 1985, M.A. 1957 University of Oregon; Ph.D. 1965 Business Studies. B.S. 1948 City College of New York; M.A. 1991, Ph.D. 1995 Emory University. Cornell University. Administration M.A. 1953, Ph.D. 1960 New School for Social Johanna Brenner (1981) Ph.D. Research. Lee J. Haggerty (1971) Ph.D. Coordinator, Women’s Studies Program; Professor Emeritus of Sociology. B.S. 1964, Scott A. Dawson (1985) Ph.D. Frank Wesley (1958) D.Phil. Professor of Sociology and Women’s Studies. M.S. 1966, Ph.D. 1972 University of Dean, School of Business Administration; Professor Emeritus of Psychology. B.A. 1950 B.A. 1964 Reed College; M.A. 1970, Ph.D. Wisconsin. Professor of Business Administration. B.S. Reed College; M.A. 1955, Ph.D. 1958 1979 University of California, Los Angeles. 1978 University of Oregon; M.B.A. 1981, Ph.D. Jan Hajda (1967) Ph.D. Washington State University; D.Phil. 1964 Peter J. Collier (1997) Ph.D. 1984 University of Arizona. Kulturminister (Germany). Professor Emeritus of Sociology. B.A. 1952 Associate Professor of Sociology. B.S. 1987 Willamette University; M.A. 1957, Ph.D. 1963 ACCOUNTING David F. Wrench (1966) Ph.D. Southern Oregon University, M.S. 1989, Ph.D. University of Chicago. Professor Emeritus of Psychology. B.A. 1954 1997 Portland State University. Faculty Reed College; M.A. 1958 University of Robert William Shotola (1970) Ph.D. Veronica Dujon (1995) Ph.D. Elizabeth Almer (2001) Ph.D. Oregon; Ph.D. 1961 University of North Professor Emeritus of Sociology. B.A. 1953 Associate Professor of Sociology. B.A. 1985 Assistant Professor Business Administration. Carolina. North Texas State University; M.A. 1966 University of the West Indies; M.S. 1989, Ph.D. University of New Mexico; Ph.D. 1969 B.S. Santa Clara University; Ph.D. Arizona 1995 University of Wisconsin. University of Wisconsin. State University. Center for Science Grant M. Farr (1975) Ph.D. Associated Faculty Darrell Brown (1994) Ph.D. Chair, Department of Sociology; Professor of Associate Professor of Business Administra- Education Sociology. B.S. 1966, M.A. 1970, Ph.D. 1974 Robert B. Everhart (1986) Ph.D. tion. B.A. 1976, M.B.A. 1982 University of University of Washington. Professor of Education and Adjunct Professor Montana; Ph.D. 1994 University of Utah. of Sociology. B.A. 1962 College of Wooster; Faculty Heather Hartley (1999) Ph.D. Roger A. Chope (2002) Ph.D. M.A.T. 1968, Ph.D. 1972 University of Oregon. William G. Becker (1983) Ph.D. Assistant Professor of Sociology. B.A. 1991 B.A. 1968 Albion College; M.B.A. 1977 Director, Center for Science Education. University of Missouri; M.S. 1993, Ph.D. 1999 Donald K. Freeborn (1972) Ph.D. Adjunct University of Louisville; Ph.D. 1981 University Professor of Science Education. B.S. 1975, University of Wisconsin. Professor of Sociology. B.A. 1955 Lynchburg of Oregon. College; M.H.A. 1957 Medical College of M.S. 1976 DePaul University; Ph.D. 1981 Marvin A. Kaiser (1993) Ph.D. Cathy Finger (1999) Ph.D. Virginia; Ph.D. 1968 University of Michigan. Boston University. Dean, College of Liberal Arts and Sciences; Assistant Professor of Business Administra- Marion Dresner (1995) Ph.D. Professor of Sociology. B.A. 1961 Cardinal Carla Green (1999) Ph.D. tion. B.S. 1981, University of the Pacific; Assistant Professor, Center for Science Glennon College; M.A. 1973 Kansas State Adjunct Professor of Sociology. B.S. 1983, M.S. M.B.A.1985, University of Southern California; Education and Graduate School of Education. University; M.S.W. 1977 University of Kansas; 1986, Ph.D. 1999 Portland State University. Ph.D. 1991 University of California, Berkeley. B.A. 1974 State University of New York at Ph.D. 1979 University of Nebraska. Merwyn R. Greenlick (1965) Ph.D. Cherie Francisco (2000) M.B.A. Buffalo; M.S. 1978 Humboldt State University; Sharon M. Lee (1998) Ph.D. Vice President, Research, Kaiser Foundation Instructor in Business Administration. B.S. Ph.D. 1985 University of Michigan. Professor of Sociology. B.A. 1975 University of Hospitals, and Director, Health Services 1979, M.B.A. 1995 Bowling Green State Todd L. Duncan (1996) Ph.D. Rochester; M.A. 1978, Ph.D. 1982 Princeton Research Center; Adjunct Professor of University. Sociology and Social Work. B.S. 1957, M.S. Assistant Professor of Science Education and University. H. Thomas Johnson (1988) Ph.D. 1961 Wayne State University; Ph.D. 1967 University Studies. B.S. 1992 University of Robert C. Liebman (1987) Ph.D. A.B. 1960 Harvard College; M.B.A. 1961 University of Michigan. Illinois at Urbana-Champaign; M.Phil. 1994 Professor of Sociology and Urban Studies. B.A. Rutgers University; Ph.D. 1969 University of Cambridge University; Ph.D. 1997 University 1972 State University of New York, Bingham- Arthur Neal (1999) Ph.D. Wisconsin. of Chicago. Adjunct Professor of Sociology. A.B. 1951 ton; M.A. 1977, Ph.D. 1981 University of Raymond N. Johnson (1980) Ph.D., C.P.A. Concord College, M.A. 1956, Ph.D. 1959 Ohio Patrick Edwards (2000) M.S. Michigan. Professor of Business Administration. B.S. State. Instructor, Center for Science Education. B.S. José Antonio Padin (1995) Ph.D. 1972 University of Oregon; M.A.S. 1974 1994 Frostburg State University; M.S. 2001 Assistant Professor of Sociology. B.A. 1985 Clyde Riley Pope (1975) Ph.D. University of Illinois; Ph.D. 1981 University of Portland State University. Haverford College; M.S. 1989, Ph.D. 1998 Adjunct Professor of Sociology. B.A. 1957 Oregon; C.P.A. Anderson College; M.A. 1960 University of Colin Finney (2001) Ph.D. University of Wisconsin. William Kenny (1985) J.D., C.P.A. Chicago; Ph.D. 1963 University of Oregon. Adjunct Assistant Professor, Center for Science Daniel M. Sullivan (2000) Ph.D. (Washington) Education. B.Sc. 1971 Union College; M.Sc. Assistant Professor of Sociology. B.A. 1989, Professor of Business Administration. B.A. 1978 University of Delaware; Ph.D. 1998 M.S. 1996, Ph.D. 2000 University of 1968 University of Washington; M.S. 1978 Imperial College of Science, Technology, and Wisconsin. Golden Gate University; J.D. 1973 Gonzaga Medicine (UK). Melissa Thompson (2003) Ph.D. University School of Law; C.P.A. Celine Fitzmaurice (2001) M.A. Assistant Professor of Sociology. B.A. 1995, Donna R. Philbrick (1984) Ph.D. Associate Director for Community Programs, Ph.D. 2003 University of Minnesota. Professor of Business Administration. B.S. Center for Science Education. B.A. 1989 Michael A. Toth (1990) Ph.D. 1975 University of Oregon; M.B.A. 1983, Ph.D. Macalester College; M.A. 1995 University of Professor of Sociology. B.S. 1960, M.S. 1964, 1984 Cornell University. Minnesota. Ph.D. 1973 University of Utah. D IRECTORIES 343
Rodney Rogers (1995) Ph.D., C.P.A. James H. Hugon (1962) Ph.D. Neil Ramiller (1999) Ph.D. Robert R. Harmon (1979) Ph.D. Associate Dean for Academic Affairs; Associ- Professor Emeritus of Business Administration. Assistant Professor of Business Administra- Professor of Business Administration. B.S. ate Professor of Business Administration. B.A. B.S. 1949, M.B.A. 1957 Northwestern Univer- tion. B.A. 1974, B.S. 1982 Sonoma State Uni- 1972, M.B.A. 1973 California State University, 1980 Ohio Northern University; M.B.A. 1981 sity; Ph.D. 1964 University of Washington. versity; M.B.A. 1987 University of California, Long Beach; Ph.D. 1979 Arizona State Bowling Green State University; Ph.D. 1995 J. Howard Widdowson (1965) Ph.D., Berkeley; Ph.D. 1996 University of California, University. Case Western Reserve University; C.P.A. C.L.U., C.P.C.U. Los Angeles. Joanne M. Klebba (1985) Ph.D. Richard Sapp (1978) Ph.D., Professor Emeritus of Business Administration. Rohit Rampal (2001) Ph.D. Professor of Business Administration. B.A. C.P.A. (Texas) B.S. 1942, M.B.A. 1955 Temple University; Assistant Professor of Business Administra- 1961 Marygrove College; M.S. 1973 University Associate Dean for Administration; Professor Ph.D. 1963 University of Pennsylvania; C.L.U. tion. B.E. 1984 Thapar Institute of Engineering of Colorado; Ph.D. 1978 University of of Business Administration. B.B.A. 1970 Uni- 1963 American College of Life Underwriters; and Technology; M.B.A. 1987 Panjab Univer- Minnesota. versity of Toledo; M.S. 1976, Ph.D. 1978 Uni- C.P.C.U. 1967 American Institute of Property sity; Ph.D. 1999 Oklahoma State University. Charla Mathwick (1998) Ph.D. versity of Houston; C.P.A. and Liability Underwriters. Jeremy Short (2000) Ph.D. Assistant Professor of Business Administra- Kristi Yuthas (1999) Ph.D. Gerald D. Wygant (1970) J.D. Assistant Professor of Business Administra- tion. B.S. 1980, M.B.A. 1982 University of Associate Professor of Business Administra- Assistant Professor Emeritus of Business tion. B.B.A. University of Texas, Arlington; South Dakota; Ph.D. 1997 Georgia Institute of tion. B.S. 1982, Ph.D. 1990 University of Utah. Administration. B.S. 1956 University of Ore- M.B.A. University of North Texas; Ph.D. Technology. Emeriti Faculty gon; J.D. 1960 Northwestern College of Law. Louisiana State University. Alan J. Resnik (1976) Ph.D. Mary S. Taylor (1989) Ph.D. Professor of Business Administration. B.S. Michael R. Gaines (1965) Ph.D., C.P.A. MANAGEMENT Professor of Business Administration. B.A. 1967 University of Pennsylvania; M.B.A. 1969 Professor Emeritus of Business Administration. Faculty 1971, M.A.T. School for International Training; Tulane University; Ph.D. 1974 Arizona State B.A. 1957 Texas A&M University; M.B.A. 1961 M.A. Pennsylvania State University; Ph.D. University. University of Denver; Ph.D. 1969 University of Hayward Andres (1995) Ph.D. 1989 University of Washington. Michael Sisavic (1992) Ph.D. Washington; C.P.A. Assistant Professor of Business Administra- tion. B.S. 1987 Southern University at New Pamela Tierney (1992) Ph.D. Assistant Professor of Business Administra- Donald L. Tang (1966) M.A., C.P.A. Orleans; M.S. 1989 University of West Florida; Associate Professor of Business Administra- tion. B.S. City University of New York; M.S. Professor Emeritus of Business Administration. Ph.D. 1995 Florida State University. tion. B.A. 1986, Ph.D. 1992 University of Adelphi University; Ph.D. Portland State B.S., B.A. 1957, M.A. 1961 University of North Cincinnati. University. Dakota; C.P.A. Talya N. Bauer (1994) Ph.D. Associate Professor of Business Administra- Ellen L. West (1982) Ph.D. L. P. Douglas Tseng (1988) Ph.D. Donald A. Watne (1976) Ph.D., C.P.A. tion. B.S. 1989 Humboldt State University; Associate Professor of Business Administra- Associate Professor of Business Administra- Professor Emeritus of Business Administration. Ph.D. 1994 Purdue University. tion. B.A. 1962 University of Oregon; M.A. tion. B.B.A. 1977 National Taiwan University; B.A. 1960, M.A. 1961 University of Montana; 1970 Reed College; Ph.D. 1981 Oregon State M.B.A. 1983, Ph.D. 1988 University of Texas, Leland Buddress (1990) Ph.D. Ph.D. 1977 University of California, Berkeley; University. Arlington. C.P.A. Associate Professor of Business Administra- tion. B.S. 1968 University of California, Berke- Alan R. Zeiber (1996) Ph.D. Ramaprasad Unni (2000) Ph.D. FINANCE ley; Ph.D. 1995 Michigan State University. Assistant Professor in Business Administra- Assistant Professor of Business Administra- tion. B.S. 1968 Syracuse University; M.B.A. tion. M.B.A. Indian Institute of Management; Alan M. Cabelly (1980) Ph.D. Faculty 1977 University of Montana; Ph.D. 1996 Ph.D. Indiana State University. Professor of Business Administration. B.A. Portland State University. Leslie P. Anderson (1986) Ph.D. 1972 State University of New York, Stony Emeriti Faculty Professor of Business Administration. B.S. Brook; M.B.A. 1975 Pennsylvania State Uni- Emeriti Faculty Edward L. Grubb (1966) Ph.D. 1951, M.S. 1954, Ph.D. 1960 University of versity; Ph.D. 1979 University of Washington. Wisconsin. William F. Boore (1964) Ph.D. Professor Emeritus of Business Administration. Robert W. Eder (1991) D.B.A. Professor Emeritus of Business Administration. A.A. 1954 Wenatchee Valley College; B.A. John M. Bizjak (1998) Ph.D. Professor of Business Administration. B.A. B.S. 1942 Lehigh University; M.S. 1950 1956 University of Washington; M.S. 1960 Cameron Faculty Fellow; Associate Professor 1971 Colorado College; M.S. 1973 Case West- Colorado School of Mines; M.B.A. 1954 Uni- University of Oregon; Ph.D. 1965 University of of Business Administration. A.B. 1983 ern Reserve University; D.B.A. 1982 University versity of Chicago; Ph.D. 1963 University of Washington. University of California, Berkeley; Ph.D. 1992 of Colorado. Washington. University of Utah. D. James Manning (1960) Ph.D. Brenda Eichelberger (1998) M.B.A. Lewis N. Goslin (1968) Ph.D. Professor Emeritus of Business Administration. Beverly Fuller (1987) Ph.D. Instructor in Business Administration. B.S., Professor Emeritus of Business Administration. B.B.A. 1957 University of Oregon; M.S. 1958 Associate Professor of Business Administra- M.B.A. Portland State University. B.A. 1955 Pennsylvania State University; M.S. New York University; Ph.D. 1966 University of tion. B.S. 1966 Webster College; M.B.A. 1981, Jeanne Enders (2000) Ph.D. 1961 Carnegie-Mellon University; Ph.D. 1964 Washington. Ph.D. 1987 Virginia Polytechnic Institute and Assistant Professor of Business Administra- University of Washington. State University. Donald D. Parker (1955) Ph.D. tion. B.A. Pacific Lutheran University, M.A., William A. Manning (1969) Ph.D. Dean Emeritus, School of Business Administra- Janet Hamilton (1986) Ph.D. Ph.D. University of Chicago. Professor Emeritus of Business Administration. tion; Professor Emeritus of Business Adminis- Associate Professor of Business Administra- Berrin Erdogan (2002) Ph.D. B.S. 1964, B.S. 1965 Oregon State University; tration. B.A. 1941 Linfield College; M.B.A. tion. B.A. 1976 University of Washington; Assistant Professor of Business Administra- M.B.A. 1967, Ph.D. 1970 University of Oregon. 1942 Northwestern University; Ph.D. 1958 Ph.D. 1986 Michigan State University. tion. B.A. 1994 Bogazici University; M.A. 1997 Roger L. Moseley (1967) Ph.D. University of Washington. Duncan Kretovich (1999) Ph.D. Istanbul University School of Business Admin- Professor Emeritus of Business Administration. Jack L. Taylor Jr. (1962) M.B.A. Assistant Professor of Business Administra- istration; Ph.D. 2002 University of Illnois, B.A. 1951 University of Washington; M.B.A. Associate Professor Emeritus of Business tion. B.S. 1971, M.B.A. 1972 Eastern Michigan Chicago. 1953 Harvard University; Ph.D. 1966 Administration. B.S. 1961 Portland State University; Ph.D. 1985 Michigan State David Gerbing (1987) Ph.D. University of Washington. University; M.B.A. 1965 University of Portland. University. Professor of Business Administration. B.A. Leonard F. Robertson (1964) Ed.D. John Oh (1979) Ph.D. 1974 Western Washington State College; M.A. Professor Emeritus of Business Education. B.A. Professor of Business Administration. B.A. 1976, Ph.D. 1979 Michigan State 1955, M.A. 1956, Ed.D. 1965 Colorado State 1968 Howard Payne University; Ph.D. 1978 Graduate School University. College. University of Virginia. David L. Hansen (1999) M.B.A. Richard J. Robinson (1962) D.B.A. of Education Shafiqur Rahman (1986) Ph.D. Instructor in Business Administration. B.S. Professor Emeritus of Business Administration. Professor of Business Administration. B. Com. Phyllis J. Edmundson (1998) Ed.D. 1989, M.B.A. 1997 Portland State University. B.S. 1949, M.B.A. 1950 Indiana University; Honors 1975 Dhaka University (Bangladesh); Dean, Graduate School of Education; Profes- Jennifer C. Loney (1991) M.B.A. D.B.A. 1966 University of Washington. M.B.A. 1979 University of Minnesota; Ph.D. sor of Education. B.A. 1968 Boise College; Instructor in Business Administration. B.S. 1986 University of Illinois. Grover W. Rodich (1966) Ph.D. M.A. 1973, Ed.D. 1974 University of Northern 1981, M.B.A. 1986 Portland State Professor Emeritus of Business Administration. Daniel A. Rogers (2001) Ph.D. Colorado. University. B.S. 1951 Oregon State University; B.S. 1953 Assistant Professor of Business Administra- R. Scott Marshall (2000) Ph.D. University of Oregon; M.A. 1963 Sacramento Faculty tion. B.A. 1985 Washington State University; Assistant Professor of Business Administra- State College; M.B.A. 1966 Oregon State M.B.A. 1989 Tulane University; Ph.D. 1998 Janine M. Allen (1995) Ph.D. tion. B.A. 1989 Willamette University; M.A. University; Ph.D. 1973 University of Oregon. University of Utah. Professor of Education. B.S. 1973 University of 1993 George Washington University; Ph.D. Nebraska, Kearney; M.A. 1979 University of John W. Settle (1984) Ph.D. 2000 University of Oregon. MARKETING Nebraska, Lincoln; Ph.D. 1995 University of Associate Professor of Business Administra- William Pfieffer (1996) Ph.D. Oregon. tion. B.A. 1967 Pomona College; M.B.A. 1974, Faculty Associate Professor of Business Administra- Ph.D. 1978 University of Washington. Don L. Dickinson (1998) M.B.A. Joel R. Arick (1984) Ph.D. tion. B.A., M.E., Ph.D. University of Idaho. Instructor in Business Administration. B.S. Professor of Education. B.S. 1975, M.S. 1977 Emeriti Faculty David Raffo (1995) Ph.D. 1968, M.B.A. 1972 Portland State University. Portland State University; Ph.D. 1981 Associate Professor of Business Administra- University of Oregon. Chi-Cheng Hsia (1987) Ph.D. Thomas R. Gillpatrick (1982) Ph.D. tion. B.S.E. 1985 University of Michigan; M.S. Professor Emerita of Business Administration. Professor of Business Administration. B.S. James O. Bickford (2001) Ed.D. 1992, M.M.E. 1993, Ph.D. 1995 Carnegie B.A. 1951 National Taiwan University (Repub- 1975 California State University, Bakersfield; Assistant Professor of Education. B.A. 1972 Mellon University. lic of China); M.S. 1971, Ph.D. 1974 University M.B.A. 1977 Utah State University; Ph.D. 1985 University of Maine; M.S. 1975 Florida State of California. University of Oregon. University; Ed.D. 1994 Portland State University. 344 P ORTLAND STATE UNIVERSITY
Nancy G. Brawner-Jones (1993) Ph.D. Samuel Henry (1992) Ed.D. Jacqueline B. Temple (1997) Ph.D. Loyde Hales (1978) Ed.D. Assistant Professor of Education. B.A. 1972 Chair, Department of Curriculum and Instruc- Assistant Professor of Education. B.A. 1968 Professor Emeritus of Education. B.S. 1956, Hendrix College; M.Ed. 1975 University of tion; Associate Professor of Education. B.S. Spelman College; M.Ed. 1985 University of M.S. 1960, Ed.D. 1964 University of Kansas. Arkansas; Ph.D. 1988 University of Oregon. 1969 D.C. Teachers College; M.S. 1974, Ed.D. New Orleans; Ph.D. 1997 University of Ulrich H. Hardt (1974) Ph.D. David J. Bullock (1994) M.S. 1978 Columbia University Teachers College. Wisconsin-Madison. Director of Special Projects; Professor Emeri- Director, Metropolitan Instructional Support Jean E. Horton (1995) Ph.D. Yer Thao (2002) Ph.D. tus of Education. M.A. 1961 Lewis & Clark Lab. B.A. 1973 University of Oregon; M.S. Assistant Professor of Education. B.A. 1968, Assistant Professor of Education. B.A. 1993 College; D.A. 1973, Ph.D. 1974 University of 1985 Western Oregon State College. M.A.T. 1970 University of Kansas; M.S. 1977 Humboldt State University; M.A. 1999 Oregon. Thomas D. Capuzzi (1978) Ph.D. University of Southern California; Ph.D. 1984 California State University, Monterey Bay; Phyllis J. Hochstettler (1967) M.A. Professor of Education. B.A. 1964, M.A. 1965, University of Kansas. Ph.D. 2002 Claremont Graduate University. Professor Emerita of Education. B.A. 1937 Ph.D. 1968 Florida State University. Stephen L. Isaacson (1995) Ph.D. Sandra Wilde (1992) Ph.D. Hastings College; M.A. 1955 University of Carolyn Carr (1999) Ph.D. Chair, Department of Special Education and Professor of Education. B.A. 1968 Carelton Denver. Associate Professor of Education. B.A. 1966, Counselor Education; Professor of Education. College; M.Ed. 1977 University of Toronto; Errett E. Hummel (1955) D.Ed. M.Ed. 1978, Ph.D. 1992 University of Texas, B.S. 1970 University of Washington; M.S. 1974 M.A.T. 1973 University of New Hampshire; Professor Emeritus of Education. B.A. 1933 Austin. Oregon College of Education; Ph.D. 1985 Ari- Ph.D. 1986 University of Arizona. Pacific University; M.A. 1938, D.Ed. 1951 zona State University. Micki M. Caskey (1998) Ph.D. Dilafruz R. Williams (1990) Ph.D. University of Oregon. Assistant Professor of Education. B.A. 1975 Rolla E. Lewis (1995) Ed.D. Professor of Education. B.Sc. 1970, B.Ed. Harold C. Jorgensen (1967) Ed.D. Chatham College; M.A. 1980, Ph.D. 1997 Associate Professor of Education. B.A. 1974 1975, M.Ed. 1978 Bombay University; M.P.A. Professor Emeritus of Education. B.S.Ed. 1954, University of South Florida. California State University, Chico; M.A. 1984 1981, Ph.D. 1987 Syracuse University. M.Ed. 1956 Eastern Washington State College; St. Mary’s College; Ed.D. 1995 University of Christine Chaille (1991) Ph.D. Sandra L. Wiscarson (1999) M.S. M.S. 1960, Ed.D. 1966 Oregon State San Francisco. Professor of Education. B.A. 1971 University Director of Development. B.A. University of University. of California at Berkeley; M.A. 1973 San Cheryl L. Livneh (1987) Ed.D. Oregon; M.S. 1969 University of Wisconsin, Joseph S. Kaplan (1978) Ed.D. Francisco State University; Ph.D. 1977 Dean of Extended Studies; Associate Professor Milwaukee. Professor Emeritus of Education. B.A. 1960, University of California at Los Angeles. of Education. B.S. 1972 Miami University of Elizabeth T. Wosley-George (1991) M.A. 1963 Trenton State College; Ed.D. 1972 Ohio; M.S. 1974 University of Wisconsin, Mad- Thomas Goodman Chenoweth (1988) Ph.D. University of Oregon. ison; Ed.D. 1986 Boston University. Ph.D. Associate Professor of Education; Program Eric A. Kimmel (1978) Ph.D. Associate Professor of Education. B.A. 1967 Hanoch Livneh (1988) Ph.D. Coordinator, Counselor Education. B.A. 1977, Professor Emeritus of Education. A.B. 1967 San Francisco State University; M.A. 1981, Professor of Education. B.A. 1971 Hebrew M.Ed. 1979 University of Washington; Ph.D. Lafayette College; M.A. 1968 New York Uni- Ph.D. 1984 Stanford University. University; M.A. 1973, Ph.D. 1976 University 1990 Ohio State University. versity; Ph.D. 1973 University of Illinois. of Wisconsin, Madison. Christine Cress (1999) Ph.D. Emeriti Faculty Mary Kinnick (1981) Ph.D. Assistant Professor of Education. B.A. 1985, Carol L. Mack (1986) Ph.D. Professor Emerita of Education. B.A. 1964 Nancy Benson (1981) Ed.D. M.Ed. 1990 Western Washington University; Associate Dean, Graduate School of Educa- University of California, Berkeley; M.A. 1966 Associate Professor Emerita of Education. B.S. M.A. 1996, Ph.D. 1999 University of tion; Associate Professor of Education. B.M. Syracuse University; Ph.D. 1975 University of 1967 Northern State College; M.S. 1973, Ed.D. California, Los Angeles. 1977 Arizona State University; M.Ed. 1979 Colorado, Boulder. Southwest Texas State University; Ph.D. 1988 1988 Portland State University. Sara McCormick Davis (2000) Ph.D. David A. Krug (1972) Ph.D. University of Illinois. Alma I. Bingham (1955) Ed.D. Assistant Professor of Education. B.S. 1975 Professor Emeritus of Education. B.S. 1968, Professor Emerita of Education. A.B. 1948 Oklahoma State University; M.S. University of Russell Miars (1993) Ph.D. M.S. 1969 Portland State University; Ph.D. University of California, Los Angeles; M.A. Central Oklahoma; Ph.D. 2000 Oklahoma Assistant Professor of Education. B.A. 1976 1972 University of Washington. Kent State University; Ph.D. 1981 University of 1952, Ed.D. 1957 Columbia University. State University. Keith H. Larson (1964) D.Ed. Iowa. Chester Bowers (1992) Ph.D. Emily C. de la Cruz (1992) Ph.D. Professor Emeritus of Education. B.S. 1949, Professor Emeritus of Education. B.S. 1958 Associate Professor of Education. B.A. 1972, Leslie J. Munson (1998) Ph.D. M.S. 1952, D.Ed. 1964 University of Oregon. Assistant Professor of Education. B.A. 1970, Portland State University; Ph.D. 1962 M.A. 1989, Ph.D. 1992 University of Madge Leslie (1965) C.A.S. M.S. 1973 University of North Carolina; Ph.D. University of California. California. Professor Emerita of Education. B.A. 1940 Wil- 1996 Vanderbilt University. Steve A. Brannan (1966) Ed.D. Robert B. Everhart (1986) Ph.D. lamette University; M.A. 1959 San Francisco Professor Emeritus of Education. B.S. 1957 Professor of Education; Adjunct Professor of Swapna Mukhopadhyay (2002) Ph.D. State College; C.A.S. 1963 Syracuse University. Assistant Professor of Education. B.Sc. 1970 Portland State University; M.S. 1961 Oregon Sociology. B.A. 1962 College of Wooster; John D. Lind (1971) Ed.D. Calcutta University; Ph.D. 1989 Syracuse College of Education; Ed.D. 1965 University of M.A.T. 1968, Ph.D. 1972 University of Oregon. Professor Emeritus of Education. B.A. 1956, University. Northern Colorado. Ramin Farahmandpur (2002) Ph.D. M.A. 1960, Ed.D. 1970 University of Montana. Ronald B. Narode (1990) Ed.D. Carol Burden (1977) Ed.D. Assistant Professor of Education. B.A. 1993, David H. Martinez (1975) D.Ed. Associate Professor of Education. B.A. 1975, Associate Professor Emerita of M.A. 1994, Ph.D. 2002 California State Uni- Associate Professor Emeritus of Education. M.A.T. 1981, Ed.D. 1989 University of Education. B.S. 1958 Lewis & Clark College; versity, Los Angeles. B.S. 1960, M.Ed. 1966 Oregon State Univer- Massachusetts. M.Ed. 1967, Ed.D. 1970 University of Illinois. Ann Fullerton (1990) Ph.D. sity; D.Ed. 1973 University of Oregon. Karen J. Noordhoff (1994) Ph.D. David C. Cox (1984) Ph.D. Associate Professor of Education. B.S. 1977 Gary R. Nave (1988) Ph.D. Associate Professor of Education. B.S. 1969 Associate Professor Emeritus of Reed College; M.A. 1980 Peabody College; Associate Professor Emeritus of Education. Northwestern University; M.Ed. 1977 National Education. B.S. 1959, M.S. 1965 Oregon State Ph.D. 1990 Vanderbilt University. B.A. 1970, M.S. 1971, Ph.D. 1987 University of College of Education; Ph.D. 1993 Michigan University; Ph.D. 1982 Ohio State University. Patricia G. Gildroy (2000) M.A. Oregon. State University. Zola T. Dunbar (1968) D.Ed. Assistant Professor of Education. B.A. 1974 Sorca M. O’Connor (1990) Ph.D. Kenneth D. Peterson (1987) Ph.D. Professor Emerita of Education. B.S. 1957 Western Illinois University; M.A. 1990 San Associate Professor of Education. B.A. 1962 Professor of Education. A.B. 1966 University of Eastern Oregon State College; M.Ed. 1965, Diego State University. State University of New York, Albany; M.A. California, Berkeley; M.A. 1969 San Jose State D.Ed. 1979 University of Oregon. William D. Greenfield (1987) Ph.D. 1979 San Francisco State College; Ph.D. 1986 University; Ph.D. 1976 University of California, Colin George Dunkeld (1970) Ph.D. Chair, Department of Educational Stanford University. Berkeley. Professor Emeritus of Education. Advanced Policy, Foundations, and Administrative Stud- Ronald G. Petrie (1975) Ed.D. Dannelle D. Stevens (1994) Ph.D. Teaching Certificate 1953 National Froebel ies; Professor of Education. B.A. 1966 Miami Professor Emeritus of Education. B.S. 1956 Associate Professor of Education. B.A. 1965 Foundation (England); B.A. 1961, M.A. 1963 University of Ohio; Ph.D. 1973 University of Oregon College of Education; M.Ed. 1961, University of California, Berkeley; M.S. 1985 University of Denver; Ph.D. 1970 University of New Mexico. Ed.D. 1970 Oregon State University. University of Utah; Ph.D. 1993 Michigan State Illinois. Paul Gregorio (1993) M.L. University. Jean P. Edwards (1968) M.S. Douglas F. Sherman (1990) Ph.D. Assistant Professor of Education. B.A. 1966 Associate Professor of Education. B.A. 1970 Joan Strouse (1985) Ph.D. Professor Emerita of Education. B.S. 1965, University of Redlands; M.A. 1969 San Fran- Williams College; M.A.T. 1971 Reed College; Professor of Education. B.S. 1973 M.S. 1967 University of Oregon. cisco State University; M.L. 1979 University of Ph.D. 1983 University of Oregon. Washington. University of Colorado; M.A. 1982, Ph.D. 1985 Brad Eliot (1979) Ph.D. University of Wisconsin, Madison. Professor Emeritus of Education. B.A. 1956 Richard Sonnen (1978) Ed.D. Cheryl Grindol (1990) M.S.Ed. Professor Emeritus of Education. B.S. 1958 Xiaoqin Sun-Irminger (2001) M.A. Antioch College; M.A. 1957 University of Chi- Assistant Professor of Education. B.A. 1972 Oregon College of Education; M.Ed. 1965, Assistant Professor of Education. B.A. 1983, cago; Ph.D. 1961 University of Wisconsin. Hastings College; M.S.Ed. 1980 Northern Illi- Ed.D. 1971 University of Oregon. nois University. M.A. 1986 Zhejiang University (China); M.A. Ruth A. Falco (1986) Ph.D. 1992 University of the Pacific. Associate Emerita Professor of Education. B.S. Maxine L. Thomas (1966) Ed.D. Susan Halverson (1999) Ph.D. Associate Professor Emerita of Education. B.S. M. Carrol Tama (1984) Ph.D. 1969, M.S. 1971, Ph.D. 1983 University of Assistant Professor of Education. B.S. 1980 1957 University of Iowa; M.S. 1971 Portland Professor of Education. B.A. 1965 Alvernia Oregon. Southwest State University; M.A. 1983 Regent State University; Ed.D. 1980 University of College; M.A. 1973 California State College; Michael A. Fiasca (1961) Ph.D. University; Ph.D. 1999 College of William & Oregon. Mary. M.Ed. 1977, Ph.D. 1982 Syracuse University. Professor Emeritus of Education. B.S. 1947 University of Wisconsin; M.S. 1955, Ph.D. George C. Timmons Jr. (1967) D.Ed. 1966 Oregon State University. Professor Emeritus of Education. B.S. 1948, M.Ed. 1952 Oregon State University; D.Ed. 1964 University of Oregon. D IRECTORIES 345
Forbes W. Williams (1966) Ed.D. Robert L. Bertini (2000) Ph.D., P.E. Emeriti Faculty Leonard Shapiro (1987) Ph.D. Dean Emeritus of Undergraduate Studies; Pro- Assistant Professor of Civil Engineering. B.S. Professor of Computer Science. B.A. 1965 fessor Emeritus of Education. A.B. 1948 Whit- 1988 California Polytechnic State University; H. Chik M. Erzurumlu (1962) Ph.D., P.E. Reed College; Ph.D. 1969 Yale University. man College; M.A. 1950 University of Oregon; M.S. 1991 San Jose State University; Ph.D. Dean Emeritus, College of Engineering and Computer Science; Professor Emeritus of Civil Suresh Singh (2000) Ph.D. B.A. 1955 Lewis & Clark College; Ed.D. 1965 1999 University of California, Berkeley. Associate Professor of Computer Science. B.T. Stanford University. Engineering. Professional Degree 1957 Robert L. Doneker (2002) Ph.D., P.E. Technical University of Istanbul (Turkey); M.S. 1984 Indian Institute of Technology; M.S. Mary E. York (1972) Ph.D. Research Assistant Professor in Civil and 1962, Ph.D. 1970 University of Texas, Austin. 1986, Ph.D. 1990 University of Massachusetts. Professor Emerita of Education. B.A. 1955 Environmental Engineering. B.S. 1980 Pavel Sumazin (2002) Ph.D. Arizona State University; M.A. 1961 Northern Pennsylvania State University; M.S. 1983, Assistant Professor of Computer Science. B.A. Arizona University; Ph.D. 1972 University of M.S.1988, Ph.D. 1989 Cornell University. Department of 1996, B.S. 1996 University of Cincinnati; M.S. Illinois. William Fish (1998) Ph.D. 1999, Ph.D. 2002 State University of New York Associate Professor of Civil Engineering and Computer Science at Stony Brook. HELEN GORDON CHILD Environmental Sciences and Resources. B.S.E. DEVELOPMENT CENTER Faculty Andrew Tolmach (1992) Ph.D. 1979 University of Florida, Ph.D. 1984 Massa- Associate Professor of Computer Science. A.B. Ellen J. Justice (1991) B.A. chusetts Institute of Technology. Joseph Albert (1996) Ph.D. 1981 Harvard University; M.A. 1989, Ph.D. Director, Helen Gordon Child Development Manouchehr M. Gorji (1981) Ph.D., P.E. Assistant Professor of Computer Science. B.S. 1992 Princeton University. Center. B.A. 1982 University of California, 1980, M.S. 1981 Rice University; M.S. 1985 Associate Professor of Civil Engineering. B.S. Bryant York (2001) Ph.D. Berkeley. Oregon State University; Ph.D. 1996 University 1965, B.S.C.E. 1967 California State Polytech- Professor of Computer Science. A.B. 1967 of Wisconsin. Lolita Lawson (1989) M.S. nic University; M.S. 1971, Ph.D. 1975 Univer- Brandeis University; S.M. 1971 Massachusett Coordinator, Student Parent Services. B.S. sity of California, Los Angeles. Sergio Antoy (1990) Ph.D. Institute of Technology; M.S. 1976, Ph.D. 1981 1978 Emerson College; M.S. 1979 Lesley Gwynn R. Johnson (2002) Ph.D. Professor of Computer Science. B.S. 1972 University of Massachusetts. College. Assistant Professor of Civil and Environmental University of Genova, Italy; M.S. 1985, Ph.D. William A. Parnell (1997) M.A. Engineering. B.S. 1993, M.E. 1996 University 1987 University of Maryland. Associated Faculty Program Coordinator. B.A. 1989 University of of Florida; Ph.D. 2001 University of Arizona. James Binkley (1998) M.S. Chris Gilmore (2001) M.S. Oregon; M.A. 1993 Portland State University. Dundar F. Kocaoglu (1987) Ph.D., P.E. Network Scientist. B.A. 1973, M.S. 1981 Adjunct Instructor in Computer Science. B.A. Director, Engineering Management Program; Washington State University. 1992 University of Oregon; M.S. 2001 Professor of Civil Engineering. B.S.C.E. 1960 Cynthia Brown (1998) Ph.D. Portland State University. College of Robert College (Turkey); M.S.C.E. 1962 Lehigh Chair, Department of Computer Science; Ralph L. London (1989) Ph.D. University; M.S.I.E. 1972, Ph.D. 1976 Univer- Professor of Computer Science. B.S. 1965 Adjunct Professor of Computer Science. B.A. Engineering and sity of Pittsburgh. Michigan State University; M.A. 1966, Ph.D. 1958 Washington and Jefferson College; M.S. Roy W. Koch (1982) Ph.D., P.E. 1977 University of Michigan. 1960, Ph.D. 1964 Carnegie Mellon University. Computer Professor of Civil Engineering. B.S. 1972, M.S. Su-Hui Chiang (2002) Ph.D. Herbert G. Mayer (1988) Ph.D. 1973 Ohio State University; Ph.D. 1982 Colo- Assistant Professor of Computer Science. Adjunct Assistant Professor of Computer Science rado State University. B.S. 1985, M.S. 1987 National Chung-Hsing Science. M.S. 1973 Technical University Berlin; Robert D. Dryden (1995) Ph.D. B. Kent Lall (1977) Ph.D., P.E. University, Taiwan; Ph.D. 2001 University of M.S. 1982 University of California, San Diego; Dean, College of Engineering and Computer Professor of Civil Engineering. B.S. 1961 Wisconsin, Madison. Ph.D. 1995 Technical University Berlin. Science; University Professor of Engineering. Panjab University (India); M.E. 1964 University Laszlo Csanky (1983) Ph.D. Harry Porter (1992) Ph.D. B.S.I.E. 1967, M.S.I.E. 1968 Oklahoma State of Roorkee (India); Ph.D. 1969 University of Professor of Computer Science. Dipl. Ing. 1967 Adjunct Professor of Computer Science. Sc.B. University; Ph.D. 1973 Texas Tech University. Birmingham (England). Budapest Institute of Technology (Hungary); 1978 Brown University; Ph.D. 1989 Oregon Associated Faculty Wendelin H. Mueller (1973) Ph.D., P.E. Ph.D. 1974 University of California, Berkeley. Graduate Institute. Professor of Civil Engineering. B.S. 1962 St. Karla Steinbrugge Fant (1990) M.A. Janet Vorvick (2000) M.S. Marcia Fischer (1999) M.M. Louis University; M.S. 1966, Ph.D. 1972 Instructor in Computer Science. B.S. 1980 Adjunct Instructor in Computer Science. B.A. Assistant Dean, Enrollment and Outreach, University of Missouri, Rolla. Calfornia Polytechnic State University; M.A. 1982 St. Louis College; M.S. 1995 Portland College of Engineering and Computer Science. 2000 Portland State University. State University. B.M. 1976 Capital University; M.M 1979 Franz N. Rad (1971) Ph.D., P.E. Bowling Green State University. Professor of Civil Engineering. B.S. 1968, M.S. Richard G. Hamlet (1988) Ph.D. Emeriti Faculty 1969, Ph.D. 1973 University of Texas, Austin. Professor of Computer Science. B.S. 1959 Ronald W. Geason (1997) Ph.D. Maria Edith Balogh (1964) Ph.D. Trevor D. Smith (1983) Ph.D., P.E. University of Wisconsin; M.S. 1964 Cornell Chief Financial Officer, College of Engineering Professor Emerita of Computer Science. M.S. Professor of Civil Engineering. B.S. 1974 Uni- University; Ph.D. 1971 University of and Computer Science. B.S. 1970 Valparaiso 1954 University of Budapest (Hungary); Ph.D. versity of Aston (England); D.I.C., M.S. 1976 Washington. University; M.P.P. 1972 University of Michigan; 1965 Oregon State University. Ph.D. 1988 Ohio State University. Imperial College, University of London Warren Harrison (1988) Ph.D. (England); Ph.D. 1983 Texas A&M University. Professor of Computer Science. B.S. 1978 John A. Harris (1986) B.S. University of Nevada, Reno; M.S. 1981 Univer- Research Assistant in Engineering and Scott A. Wells (1987) Ph.D., P.E. Department of Chair, Department of Civil Engineering; sity of Missouri, Rolla; Ph.D. 1985 Oregon Computer Science. B.S. 1981 Oregon State State University. University. Professor of Civil Engineering. B.S. 1979, M.S. Electrical and 1982 Massachusetts Institute of Technology; James L. Hein (1976) Ph.D. Computer Janaka Jayawardena (1984) Ph.D. 1990 Cornell University. Professor of Computer Science. B.A. 1964 Director, Computer Support, College of Northern Michigan University; M.S. 1966 Engineering Engineering and Computer Science.. Associated Faculty University of Michigan; Ph.D. 1973 Pamela Gesme Miller (2001) B.S. David Crawford (1996) M.S., P.E. Northwestern University. Faculty Director of External Relations,College of Adjunct Instructor in Civil and Environmental Karen Karavanic (2000) Ph.D Lee W. Casperson (1983) Ph.D. Engineering and Computer Science. B.S. 1984 Engineering. B.S. 1974 The Queen’s University Assistant Professor of Computer Science. B.A. Professor of Electrical and Computer Engi- Portland State University. of Belfast; M.S. 1977 University of Alberta. 1991 New York University; M.S. 1993, Ph.D. neering. B.S. 1966 Massachusetts Institute of Scott Minnix (1999) B.A. Carol Hasenberg (1995) M.S., P.E. 2000 University of Wisconsin, Madison. Technology; M.S. 1967, Ph.D. 1971 California Executive Director, Oregon MESA. B.A. 1988 Instructor in Civil Engineering. B.L.A. 1980 Jingke Li (1990) Ph.D. Institute of Technology. University of Puget Sound. Michigan State University; B.S. 1989, M.S. Associate Professor of Computer Malgorzata Chrzanowska-Jeske (1989) 1994 Portland State University. Science. B.S. 1982 University of Science and Ph.D. Thomas C. McCormack (2003) Ph.D., P.E. Technology of China; M.S. 1985, Ph.D. 1990 Professor of Electrical and Computer Department of Adjunct Instructor in Civil and Environmental Yale University. Engineering. M.S. 1972 Technical University of Civil and Engineering. B.S. 1975, M.S. 1987, Ph.D. 1995 Bart Massey (1998) Ph.D. Warsaw (Poland); M.S. 1976 Tuskegee Portland State University. Assistant Professor of Computer Science. B.A. Institute; Ph.D. 1988 Auburn University. Environmental J.H. Sigmund (1995) P.E., P.L.S. 1987 Reed College; M.S. 1992, Ph.D. 1999 W. Robert Daasch (1986) Ph.D. Engineering Adjunct Instructor in Civil Engineering. B.S. University of Oregon. Associate Professor of Electrical and 1982 Portland State University. Sarah Mocas (1993) Ph.D. Computer Engineering. B.S. 1977 Oregon Faculty Gerry Williams (1995) M.Eng Mgmt, P.E. Assistant Professor of Computer Science. B.S. State University; Ph.D. 1982 University of Christopher Berger (1998) PhD. Adjunct Instructor in Civil and Environmental 1985 Tufts University; M.S. 1989, Ph.D. 1993 Washington. Research Associate in Civil and Environmental Engineering. B.S. 1981 Oregon State Univer- Northeastern University. Michael A. Driscoll (1988) Ph.D. Engineering. B.S. 1987 Oregon State Univer- sity; M.Eng Mgmt 1986 Washington State Mark Morrissey (2000) M.S. Vice Provost for Academic Personnel and sity; B.S. 1991, M.S. 1994, Ph.D. 2000 Portland University. Instructor in Computer Science. B.S. 1982 Budget; Associate Professor of Electrical and State University. Montana College of Mineral Science and Computer Engineering. B.S. 1983, M.S. 1985, Technology; M.S. 1997 Oregon Graduate Insti- Ph.D. 1988 Michigan State University. tute of Science and Technology. 346 P ORTLAND STATE UNIVERSITY
Andrew M. Fraser (1992) Ph.D. Associated Faculty Department of Emeriti Faculty Associate Professor of Systems Science and Electrical and Computer Engineering. A.B. Haitham Akkary (1998) Ph.D. Mechanical Carleton G. Fanger (1955) M.S., P.E. 1977 Princeton University; Ph.D. 1988 Adjunct Instructor in Electrical and Computer Professor Emeritus of Mechanical Engineering. University of Texas, Austin. Engineering. B.S. 1981, M.S. 1984 Louisiana Engineering B.S. 1947, M.S. 1948 Oregon State University. State University, Baton Rouge; Ph.D. 1998 Nan-Teh Hsu (1958) Ph.D. Garrison Greenwood (1999) Ph.D. Portland State University. Faculty Associate Professor of Electrical and Com- Professor Emeritus of Mechanical Engineering. Jack Devletian (1999) Ph.D. puter Engineering. B.S. 1976, M.E. 1978 Cali- Alan (Oleksandr) Mishchenko (1998) B.S. 1949 University of Wisconsin; Ph.D. 1956 Professor of Mechanical Engineering. B.S. fornia State Polytechnic University; Ph.D. 1992 Ph.D. California Institute of Technology. 1963 University of Massachusetts; M.S. 1966, University of Washington. Visiting Scientist in Electrical and Computer David A. Jannsen (1956) B.S. Engineering. M.S. Moscow Institute of Physics Ph.D. 1972 University of Wisconsin. Douglas V. Hall (1990) Ph.D. Associate Professor Emeritus of Mechanical and Technology (Russia); Ph.D. Glushkov Insti- Faryar Etesami (1984) Ph.D., P.E. Associate Professor of Electrical and Com- Engineering. B.S. 1950 Oregon State tute of Cybernetics (Ukraine). Associate Professor of Mechanical puter Engineering. B.S. 1964 State University University. Engineering. B.S.M.E. 1978 Arya-Mehr Univer- of New York, Albany; M.S. 1992, Ph.D. 1995 Hamid R. Sharifnia (1992) M.S. Frank P. Terraglio (1966) Ph.D. sity of Technology (Iran); M.S.M.E. 1980, Ph.D. Portland State University. Adjunct Instructor in Electrical and Computer Professor Emeritus of Mechanical Engineering. Engineering. B.S. 1980 Sharif University of 1983 University of Wisconsin. Yih-Chyun Jenq (1990) Ph.D. B.S. 1949 University of Portland; M.S. 1962, Technology (Iran); M.S. 1988 Portland State Victor Li (2001) Ph.D. Professor of Electrical and Computer Ph.D. 1964 Rutgers University. University. Research Associate Professor of Mechanical Engineering. B.S.E. 1971 National Taiwan C. William Savery (1980) Ph.D., P.E. Engineering. B.S. 1984 Tsing Hua University, University (Taiwan); M.S.E.E. 1974, M.A. Allen Taylor (1999) M.S. Professor of Mechnical Engineering. B.S. 1957 Beijing, China; M.S. 1987 Institute of Aero- 1975, Ph.D. 1976 Princeton University. Adjunct Instructor in Electrical and Computer University of Illinois; M.S. 1960 Univeristy of Engineering. B.S. 1967 University of Illinois; nautical Materials, Beijing, China; Ph.D. 1996 George G. Lendaris (1970) Ph.D. Washington; Ph.D. 1969 University of M.S. 1970 San Diego State University. Oregon Graduate Institute of Science and Wisconsin. Professor of Systems Science. B.S. 1957, Technology. M.S. 1958, Ph.D. 1961 University of California, George A. Tsongas (1971) Ph.D., P.E. Lemmy Meekisho (1999) Ph.D. Berkeley. Professor of Mechnical Engineering. B.S. 1960, Department of Associate Professor of Mechanical Engineer- Fu Li (1990) Ph.D., P.E. 1961, Engineering 1962, Ph.D. 1969 Stanford Engineering and ing. B.S. 1978 University of Dar-es-Salaam, University. Professor of Electrical and Computer Tanzania; Ph.D. 1988 Carleton University, Engineering. B.S. 1982, M.S. 1985, Sichuan Technology Ottawa, Canada. Associated Faculty University; Ph.D. 1990, University of Rhode Herman J. Migliore (1977) D.Engr., P.E. Island. Management Cathy Biber (2002) Ph.D. Associate Dean and Director of Systems Engi- Adjunct Assistant Professor of Mechanical James McNames (1999) Ph.D. Faculty neering; Professor of Mechanical Engineer- Engineering. B.S., M.S. Ph.D. Massachusetts Assistant Professor of Electrical and Computer ing. B.M.E. 1968, M.E. 1969, D.Engr. 1975 Institute of Technology. Engineering. B.S. 1992 California Polytechnic Timothy R. Anderson (1995) Ph.D. University of Detroit. State University; M.S. 1993, Ph.D. 1999 Stan- Assistant Professor of Engineering and Steffan Brocks (1998) B.S. Gerald W. Recktenwald (1989) Ph.D. ford University. Technology Management. B.S.E.E. 1990 Adjunct Assistant Professor of Mechanical Associate Professor of Mechanical Engineer- Engineering. B.S. 1991 Virginia Polytechnic James E. Morris (2001) Ph.D. University of Minnesota; M.S.I.E. 1992, Ph.D. 1995 Georgia Institute of Technology. ing. B.S. 1980 Cornell University; M.S. 1985, and State University. Chair, Electrical and Computer Engineering; Ph.D. 1989 University of Minnesota. Professor of Electrical and Computer Engi- Dundar F. Kocaoglu (1987) Ph.D., P.E. Dan Danks (2001) Ph.D. David Sailor (2002) Ph.D. neering. B.Sc. 1965, M.Sc 1967 University of Chair, Department of Engineering and Adjunct Research Associate of Mechanical Associate Professor of Mechanical Engineer- Auckland (New Zealand); Ph.D. 1971 Univer- Technology Management; Professor of Engineering. B.S. 1982 California Polytechnic ing. B.S. 1988 University of Washington; M.S. sity of Saskatchewan (Canada). Engineering and Technology Management and State University; M.S. 1985, Ph.D. 1989 Civil Engineering. B.S.C.E. 1960 Robert 1990, Ph.D. 1993 University of California, Oregon Graduate Institute of Science and Branimir Pejcinovic (1992) Ph.D. Berkeley. Technology. Associate Professor of Electrical and Com- College (Turkey); M.S.C.E. 1962 Lehigh Graig A. Spolek (1980) Ph.D., P.E. puter Engineering. Dipl. Ing. 1983 University University; M.S.I.E. 1972, Ph.D. 1976 Univer- Bruce Dobbs (1993) M.B.A. Chair, Department of Mechanical Engineering; of Zagreb (Croatia); M.S. 1986, Ph.D. 1990 sity of Pittsburgh. Adjunct Assistant Professor of Mechanical Professor of Mechanical Engineering. B.S. University of Massachusetts. Dragan Milosevic (1993) Ph.D. Engineering. B.S.M.E. 1979 Washington State Associate Professor of Engineering and 1971, M.S. 1973 University of Washington; University; M.B.A. 1986 Pepperdine Marek A. Perkowski (1983) Ph.D. Ph.D. 1980 Washington State University. University. Professor of Electrical and Computer Technology Management. B.S. ChemE. 1974, David A. Turcic (1992) Ph.D. Engineering. B.Sc. 1967, M.Sc. 1970, Ph.D. M.B.A. 1981, Ph.D. 1981 Belgrade University Gordon Ellison (1994) M.A. Associate Professor of Mechanical Engineer- 1980 University of Warsaw (Poland). (Yugoslavia). Adjunct Assistant Professor of Mechanical ing. B.S. 1977, M.S. 1979, Ph.D. 1982 Engineering. M.A. 1966 University of Southern Xiaoyu Song (1998) Ph.D. Associated Faculty Pennsylvania State University. California. Associate Professor of Electrical and Jean-Claude Balland (2000) Ph.D. Mark Weislogel (2001) Ph.D. Computer Engineering. B.S. 1994 Changsha Richard Nordstrom (2000) Ph.D. Adjunct Professor of Engineering and Technol- Associate Professor of Mechanical Institute of Technology (China); M.S. 1986, Adjunct Research Associate of Mechanical ogy Management. Docteur-es-Sciences Engineering. B.S. 1986, M.S. 1988, Washing- Ph.D. 1991 University of Pisa (Italy). Engineering. B.S. 1984 Massachusetts Physiques 1970 University of Lyon (France). ton State University; Ph.D. 1996 Northwestern Institute of Technology; M.S. 1986, Ph.D. 1997 Richard P. E. Tymerski (1988) Ph.D. Tugrul U. Daim (1997) Ph.D. University. Swiss Federal Institute of Technology Associate Professor of Electrical and Adjunct Assistant Professor of Engineering Chien Wern (1995) Ph.D. (Switzerland). Computer Engineering. B.Sc. 1977, B.E. 1980, and Technology Management. B.S.M.E. 1989 Assistant Professor of Mechanical M.Eng.Sc. 1983 University of New South David Reiser (1991) B.S. Bosphorus University (Turkey), M.S. M.E. 1991 Engineering. B.S. 1990, M.S. 1991, Ph.D. 1995 Wales (Australia); M.S. 1984 California Adjunct Assistant Professor of Mechanical Lehigh University; M.S.E.M. 1994, Ph.D. 1997 University of Washington. Engineering. B.S. 1984 Portland State Institute of Technology; Ph.D. 1988 Virginia Portland State University. Polytechnic Institute and State University. James Van Winkle (2000) Ph.D. University. E.L. “Al” Herman (2000) Ph.D. Research Assistant Professor of Mechanical Paul Van Halen (1985) Ph.D. Robert Turpin (1999) M.S. Adjunct Professor of Engineering and Technol- Engineering. B.S. 1987, M.S. 1989 Oregon Associate Professor of Electrical and Senior Research Engineer of Mechanical ogy Management. B.A. 1970 Kent State State University; M.S. 1995, Ph.D. 1999 Computer Engineering. M.S. 1975, Ph.D. 1978 Engineering. B.S. 1974 North Arizona Univer- University; M.B.A. 1990 University of Oregon; Oregon Graduate Institute of Science and sity; M.S. 1984 Oregon Graduate Institute. Catholic University of Leuven (Belgium). Ph.D. 1998 Portland State University. Technology. Andrew Wells (1997) Ph.D. Emeriti Faculty Tom Long (1992) Ph.D. William Wood (1998) Ph.D. Adjunct Assistant Professor of Mechanical B.C. Baumgartner (1956) B.A. Adjunct Professor of Engineering and Technol- Professor of Mechanical Engineering. B.S. Engineering. B.S. 1989 Dartmouth College; Professor Emeritus of Engineering and Applied ogy Management. B.S.E.E. 1966, M.B.A. 1968 1969 University of Notre Dame; M.S. 1970, M.S. 1990, Ph.D. 1994 California Institute of Science. B.A. 1935 Reed College. University of Dayton; A.M.P. 1985 Harvard Ph.D. 1973 University of California, Berkeley. Technology. University; Ph.D. 1998 Portland State Sung Yi (2001) Ph.D. Jack C. Riley (1962) M.S., P.E. University. Associate Professor Emeritus of Electrical and Associate Professor of Mechanical Engineer- Computer Engineering. B.S. 1943, M.S. 1950 Kathleen K. Murphy (2000) J.D. ing. B.S. 1982 Hanyang University (Korea); Systems Engineering Oregon State University; Post Graduate 1951 Adjunct Associate Professor of Engineering M.S. 1987 University of Washington; Program Harvard University. and Technology Management. B.S. 1975 Ph.D. 1992 University of Illinois, University of Montana; M.S. 1979 University Urbana-Champaign. Rolf Schaumann (1988) Ph.D. Faculty of Oregon; J.D. 1987 Northwestern School of Hormoz Zareh (1987) Ph.D. Professor Emeritus of Electrical and Computer Herman J. Migliore (1977) D.Engr., P.E. Law. Associate Professor of Mechanical Engineering. Dipl. Ing. 1967 University of Associate Dean and Director of Systems Yong-In Shin (1999) Ph.D. Engineering. B.S. 1980, M.S. 1982, Ph.D. 1986 Stuttgart (Germany); Ph.D. 1970 University of Engineering; Professor of Mechanical Minnesota. Adjunct Associate Professor of Engineering University of Texas, Arlington. and Technology Management. Ph.D. Erasmus Engineering. B.M.E. 1968, M.E. 1969, D.Engr. University. 1975 University of Detroit. D IRECTORIES 347
Associated Faculty Junghee Lee (1995) Ph.D. Department of Music Emeriti Faculty Associate Professor of Art, B.A. 1970 Seoul Benjamin Blanchard (2000) M.B.A. National University; M.A. 1973, Ph.D. 1984 Faculty Wilma F. Sheridan (1959) Ph.D. Adjunct Professor of Systems Engineering. B.S. University of California, Los Angeles. Dean Emerita, School of Fine and Performing 1951 University of Maine; M.B.A. 1969 Ronald D. Babcock (1988) D.M.A. Arts; Professor Emerita of Music. B.M. 1945 University of Rochester. William LePore (1997) M.S. Associate Professor of Music (trombone, Willamette University; M.Mus.Ed. 1955 Lewis Associate Professor of Art. B.S. 1980 Southern John Blyler (1998) M.S. theory). B.A. 1979 Louisiana Tech University; & Clark College; Ph.D. 1979 University of Oregon University; M.S. 1989 University of M.M. 1981 University of Oklahoma; D.M.A. Oregon. Adjunct Assistant Professor of Systems Oregon. Engineering. B.S. 1982 Oregon State 1993 University of North Texas. Gordon A. Solie (1960) M.M. University; M.S. 1991 California State Anne McClanan (1999) Ph.D. Joel Bluestone (1989) D.M.A. Professor Emeritus of Music. B.S. 1959 Port- University, Northridge. Assistant Professor of Art. A.B. 1989 Columbia Professor of Music (percussion). B.A. 1981 land State University; M.M. 1968 University of University; M.A. 1990 John Hopkins University of California, San Diego; M.M. Arizona. University; Ph.D. 1997 Harvard University. 1983, D.M.A. 1987 State University of New William P. Stalnaker, Jr. (1968) Ph.D. School of Fine Daniel Pirofsky (1998) B.A. York, Stony Brook. Professor Emeritus of Music. B.A. 1947, M.A. Assistant Professor of Art. B.A. 1989 Naropa Bruce S. Browne (1978) D.M.A. 1951 Harvard University; Ph.D. 1968 Princeton and Performing Institute. Professor of Music; Director of Choirs. B.M.E. University. Rita J. Robillard (1999) M.F.A. 1963 University of the Pacific; M.M.E. 1967 Tomas Svoboda (1970) M.M. Arts Professor of Art. Fine Arts Certificate 1966 Wichita State University; D.M.A. 1976 Professor Emeritus of Music. Prof. Diploma Cooper Union; B.A. 1979, M.F.A. 1981 University of Washington. 1956, B.A. 1959, B.A. 1962 Conservatory of Robert Sylvester (1997) M.S. University of California, Berkeley. Dean, School of Fine and Performing Arts; Hamilton Cheifetz (1977) Music in Prague (Czechoslovakia); M.M. 1969 Professor of Music. B.M. 1967, M.S. 1968 The Sue Taylor (1997) Ph.D. Professor of Music (cello, bass). University of Southern California. Julliard School. Assistant Professor of Art. B.A. 1978 Roosevelt Keith Clark (1998) D.M.A. S. John Trudeau (1955) B.M. University; M.A. 1981, Ph.D. 1996 University Associate Professor of Music; Orchestra Dean Emeritus, School of Fine and Performing of Chicago. Director. B.A. 1966, M.A. 1968, Ph.D. 1971 Arts; Professor Emeritus of Music. B.M. 1954 Department of Emeriti Faculty University of California, Los Angeles New England Conservatory of Music. Architecture Lisa F. Andrus-Rivera (1976) Ph.D. Ruth A. Dobson (1977) M.M. Associated Faculty Professor of Music (voice, opera). B.M.E. 1968 Professor Emerita of Art. B.A. 1967 Barnard Obo Addy (1996) Faculty College; M.A. 1969, M.Phil. 1976, Ph.D. 1976 University of Montana; M.M. 1970 University of Cincinnati. Composer/Singer/Musician. L. Rudolph Barton (1988) M.Arch. Columbia University. Darrell Grant (1997) M.M. James DePreist (1981) M.A. Chair, Department of Architecture; Associate Craig G. Cheshire (1964) M.F.A. Associate Professor of Music (jazz). B.M. 1984 B.S. 1958, M.A. 1961 University of Professor of Architecture. B.Arch. 1971 Tulane Professor Emeritus of Art. B.A. 1958, M.F.A. Eastman School of Music; M.M. 1986 Pennsylvania. University; M.Arch. 1981 Harvard University. 1961 University of Oregon. University of Miami. Huw Edwards (1996) M.M. Amir H. Ameri (2002) Ph.D. Mary A. Constans (1968) M.S. Charles Gray (1988) M.M. B.A. 1986 University of Surrey, England; M.M. Associate Professor of Architecture. B. Arch. Professor Emerita of Art. B.S. 1956, M.S. 1965 Professor of Music; Director of Jazz Studies. 1990 Southern Methodist University. 1978 University of California, Berkeley; University of Oregon. B.M. 1974 San Francisco State University; Monica Huggett (1999) MS.Arch. 1980, Ph.D. 1988 Cornell University. Jean K. Glazer (1959) M.A. M.M. 1988 North Texas State University. Baroque Violin. Clive Knights (1995) M.Phil. Professor Emerita of Art. B.A. 1940 University Harold K. Gray, Jr. (1977) M.M. Gayle Neuman (1992) B.S. Associate Professor of Architecture. B.A. 1981, of Oregon; M.A. 1948 Institute of Design, Chair, Department of Music; Professor of Early Music. B.S. 1978 Southern Oregon State Diploma in Architecture. 1984 Portsmouth Illinois Institute of Technology. Music (piano). B.M. 1969, M.M. 1970 Florida College. Polytechnic; M.Phil. 1988 University of Raymond M. Grimm (1956) M.S. State University. Cambridge. Professor Emeritus of Art. B.F.A. 1953 Philip Neuman (1992) B.S. Bradley H. Hansen (2002) D.A. Early Music. B.S. 1978 Southern Oregon State Barbara A. Sestak (1982) M.Arch. Washington University; M.S. 1956 Southern Associate Professor of Music (theory). B.M. College. Professor of Architecture. B.A. 1973 University Illinois University. 1974 University of Oregon; M.M. 1976 of Pennsylvania; M.Arch. 1977 University of James L. Hansen (1964) Cert-Fine Arts University of Cincinnati; D.A. 1985 University Washington. Professor Emeritus of Art. Cert-Fine Arts 1951 of Northern Colorado. Department of Portland Museum Art School. Bryan Johanson (1978) B.S. Theater Arts Department of Art Frederick H. Heidel (1955) M.F.A. Professor of Music (guitar). B.S. 1975 Portland Professor Emeritus of Art. B.S. 1938 University State University. of Oregon; B.F.A. 1942, M.F.A. 1956 Art Faculty Faculty Institute of Chicago. Lawrence W. Johnson (1989) M.M. Sarah E. Andrews-Collier (1981) M.A. Associate Professor of Music (horns, theory). Susan Agre-Kippenhan (1995) M.F.A. James S. Hibbard (1967) M.A. Chair, Department of Theater Arts; Professor of Chair, Department of Art; Professor of Art. B.S. B.Mus. 1975 University of Puget Sound; M.M. Theater Arts. B.A. 1969 Mills College; M.A. Professor Emeritus of Art. B.S. 1965 Portland 1978 The Cleveland Institute of Music. 1979 Skidmore College; M.F.A. 1994 School of State University; M.A. 1966 University of 1978 Portland State University; M.A. 1996 the Art Institute of Chicago. Iowa. Stephen H. Martin (1991) Ph.D. University of London. Horia Boboia (2001) M.F.A. Professor of Music (ethnomusicology, history) Glenn G. Gauer (1977) M.F.A. L. Robert Kasal (1964) M.A. and International Studies. B.A. 1971 Univer- Assistant Professor of Art. B.F.A. 1983, M.F.A. Professor Emeritus of Art. B.F.A. 1957 Professor of Theater Arts. B.A. 1968 University 1985 California Institute of the Arts, Los sity of Hartford; M.A. 1974, Ph.D. 1980 Uni- of Montana; M.F.A. 1973 Carnegie-Mellon University of Illinois; M.A. 1969 University of versity of Washington. Angeles. California, Berkeley. University. Carol A. Sindell (1977) B.M. Lis Charman (2000) M.F.A. Melvin Katz (1966) Cert-Fine Arts Bruce A. Keller (1988) M.A. Assistant Professor of Art. B.F.A. 1990 Florida Professor of Music (violin, viola). B.M. 1969 Professor of Theater Arts. B.A. 1987, M.A. Professor Emeritus of Art. Cert-Fine Arts 1953 Oberlin College. State University; M.F.A. 1992 California Insti- Cooper Union. 1987 Case Western Reserve University. tute of the Arts. Thomas S. Stanford (1981) D.M.A. Karin Magaldi (1999) M.F.A. Claire C. Kelly-Zimmers (1971) Ph.D. Professor of Music (clarinet, Charles Colbert (2000) Ph.D. Associate Professor Emerita of Art. A.B. 1960 Assistant Professor of Theater Arts. B.A. 1974 Assistant Professor of Art. B.A. 1968 Univer- history). B.M. 1965, M.M. 1967, D.M.A. 1983 Biola University; M.F.A. 1980 University of Pembroke College in Brown University; M.A. University of Oregon. sity of Chicago; Ph.D. 1978 Harvard University. 1967, Ph.D. 1986 University of Iowa. California, Los Angeles; M.A. 1988 University Eleanor H. Erskine (1995) M.F.A. Karen L. Strand (1989) M.M. of California, Berkeley. Leonard B. Kimbrell (1962) Ph.D. Associate Professor of Music (oboe). B.Mus. Associate Professor of Art. B.F.A. 1981 Kansas Professor Emeritus of Art. B.A. 1942 Christine A. Menzies (2000) M.F.A. City Art Institute, M.F.A. 1988 Cranbrook 1980 University of Oregon; M.M. 1982 Assistant Professor of Theater Arts. C.E. 1977, Northwestern Louisiana State College; M.S. Eastman School of Music. Academy of Art. 1950, M.F.A. 1954 University of Oregon; Ph.D. B.E. 1978 University of London; M.F.A. 1982 Walton B. Fosque (1984) M.A. 1965 University of Iowa. William J. Tuttle (1977) D.M.A. York University (Canada). Professor of Music; Director of Bands. B.M. Professor of Art. B.A. 1971, M.A. 1973 Califor- Jane Kristof (1973) Ph.D. Scott W. Parker (1988) M.A. nia State University, Long Beach. 1964 Simpson College; M.M. 1966 Associate Professor of Theater Arts. B.A. 1976, Professor Emerita of Art. B.A. 1950, M.A. 1956 Northwestern University; D.M.A. 1977 Susan J. Harlan (1992) M.F.A. M.A. 1977 Portland State University. University of Chicago; Ph.D. 1972 Columbia University of Texas, Austin. Professor of Art. B.F.A. 1972, M.F.A 1975 Uni- University. William M. Tate (1968) M.A. versity of Miami. Gerald Webster (1994) M.M. Professor of Theater Arts. B.A. 1966 Portland Robert Morton (1963) M.F.A. Professor of Music (trumpet). B.M.E. 1965, Michihiro Kosuge (1978) M.F.A. State University; M.A. 1967 University of Professor Emeritus of Art. B.A. 1953, M.F.A. M.M. 1966 Indiana University. Professor of Art. B.A. 1961 Tokyo Sumida 1957 University of Washington. Birmingham (England). Technical School of Architecture (Japan); Emily L. Young (1987) M.Ed. Richard J. Wattenberg (1990) Ph.D. M.F.A. 1970 San Francisco Art Institute. Professor Emerita of Art. B.D. 1960, M.Ed. Professor of Theater Arts. B.A. 1971, Ph.D. 1964 University of Florida. 1979 University of Wisconsin, Madison. 348 P ORTLAND STATE UNIVERSITY
Emeriti Faculty Ellen Masterson (1987) M.S.W. Arthur C. Emlen (1965) Ph.D. Steven Ickes (1998) M.S.W. Assistant Professor of Social Work. B.A. 1972 Professor Emeritus of Social Work. B.A. 1953, Assistant Director of Correctional Programs, Asher B. Wilson (1959) Ph.D. Pennsylvania State University; M.S.W. 1976 M.S.W. 1958 University of California, Los Oregon Department of Corrections; Adjunct Professor Emeritus of Theater Arts. B.A. 1942, Portland State University. Angeles; Ph.D. 1965 Tulane University. Instructor of Social Work. B.S. 1966, M.S.W. M.A. 1951, Ph.D. 1962 Stanford University. Paula Bates Mike (1983) M.S.W. Jack C. Finley (1967) Ph.D. 1968 Portland State University. Jack Lee Featheringill (1970) M.A. Assistant Professor of Social Work. B.S. 1968 Associate Professor Emeritus of Social Work. David H. Kim (1986) M.S.W. Professor Emeritus of Theater Arts. B.S. 1953, Southern Connecticut State College; M.S.W. B.S. 1958 Lewis & Clark College; M.S.W. 1961 President, Holt International Children’s Ser- M.A. 1970 Indiana University. 1975 Portland State University. University of Washington; Ph.D. 1986 vices, Eugene, Oregon; Adjunct Professor of Pamela J. Miller (1993) Ph.D. University of Oregon. Social Work. B.A. 1959 Seoul National Associate Professor of Social Work. B.A.S.W. Guido Pinamonti (1969) D.S.W. University (Korea); M.S.W. 1966 Portland State Graduate School 1976 Kent State University; M.S.W. 1978 Professor Emeritus of Social Work. B.B.A. 1949 University. University of Iowa; Ph.D. 1992 University of Loyola University; M.S.W. 1951 St. Louis Paul E. Koren (1978) Ph.D. of Social Work Pittsburgh. University; D.S.W. 1961 University of Southern Research Associate, Regional Research Insti- James H. Ward (1988) Ph.D. Matthew J. Modrcin III (1985) Ph.D. California. tute for Human Services. B.A. 1970 Duquesne Dean, Graduate School of Social Work; Profes- Associate Professor of Social Work. B.A. 1972 Lynn Thompson (1968) M.S.W. University; M.S. 1975, Ph.D. 1978 University of sor of Social Work. B.S. 1960 North Carolina Washburn University; M.S.W. 1974, Ph.D. Associate Professor Emeritus of Social Work. Utah. A & T University; M.S.W. 1968 University of 1985 University of Kansas. B.A. 1962, M.S.W. 1964 University of Evelyn G. Morley (1993) M.S.W. Maryland; Ph.D. 1974 Ohio State University. James K. Nash (1999) Ph.D. California, Berkeley. Clinical Social Worker: Adjunct Instructor in Social Work. B.A. 1966 University of Colorado; Faculty Assistant Professor of Social Work. B.A.1978 Norman L. Wyers (1974) D.S.W. University of North Carolina, Greensboro; Professor Emeritus of Social Work. B.S. 1955 M.S.W. 1970 University of Hawaii. Sandra C. Anderson (1978) Ph.D. M.S.W. 1990, Ph.D. 1999 University of North Oregon State University; M.Ed. 1960 David S. Phillips (1995) Ph.D. Professor of Social Work. B.A. 1964 University Carolina, Chapel Hill. University of Oregon; M.S.W. 1964 University Professor of Medical Psychology, Professor of of Colorado; M.S.W. 1967 University of Kristine E. Nelson (1993) D.S.W. of Washington; D.S.W. 1975 Columbia Public Health and Preventive Medicine, Denver; Ph.D. 1976 Rutgers University. Professor of Social Work. B.A. 1965 Stanford University. Oregon Health Sciences University; Adjunct Sarah S. Bradley (1998) M.S.W. University; M.S.W. 1970 Sacremento State Associated Faculty Professor of Social Work. B.A. 1958 Wabash Instructor in Social Work. B.A. 1976 University University; D.S.W. 1980 University of College; M.S. 1960, Ph.D. 1962 Purdue of California, Santa Cruz; M.S.W. 1979 California, Berkeley. Shauna L. Adams (2001) M.S.W. University. Columbia University. Instructor of Social Work; Social Worker, Laura Burney Nissen (2000) Ph.D. Charles H. Shireman (1985) Ph.D. Portland Public School District. B.S.W. 1980 Eileen Muench Brennan (1986) Ph.D. Associate Professor of Social Work. B.A. 1985 Adjunct Professor of Social Work. B.A. 1939 California State University, Los Angeles; Professor of Social Work. B.S. 1966 Mundelein Metropolitan State College of Denver; M.S.W. University of Puget Sound; M.S.W. 1954 M.S.W. 1992 Portland State University. College; M.A. 1973, Ph.D. 1977 University of 1989, Ph.D. 1997 University of Denver. University of California, Los Angeles; Ph.D. Notre Dame. Gregory N. Clarke (1995) Ph.D. 1966 University of Chicago. Robert I. Paulson (1993) D.S.W. Senior Investigator, Center for Health Harold E. Briggs (1990) Ph.D. Director, Center for the Study of Mental Health John Spence (1998) Ph.D. Research, Kaiser Permanente; Adjunct Associate Professor of Social Work. B.A. 1977 Policy and Services; Professor of Social Work. Social Work Consultant; Adjunct Assistant Pro- Assistant Professor of Social Work. B.A. 1979 Morehouse College; M.A. 1980, Ph.D. 1988 B.A. 1968 Brandeis University; M.S.W. 1972, fessor of Social Work. B.A. 1963 University of University of California, Los Angeles; M.S. University of Chicago. D.S.W. 1977 University of California, Berkeley; Washington, M.S.W. 1968 Rutgers University, 1983, Ph.D. 1985 University of Oregon. Kevin J. Corcoran (1992) Ph.D. M.S. 1983 University of Cincinnati. Ph.D. 1987 University of Washington. Mary Beth Collins (1984) M.S.W. Director Professor of Social Work. B.A. 1975, M.A. Janet Putnam (1985) M.S.W. of Counseling and Psychological Services; 1977 University of Colorado; M.S.W 1980, Director of Student Affairs; Assistant Professor Adjunct Assistant Professor of Social Work. Ph.D. 1980 University of Pittsburgh. of Social Work. B.A. 1973 Pacific Lutheran Regional Research B.A. 1969 Stanford University; M.S.W. 1978 University; M.S.W. 1973 Portland State Victoria Cotrell (1998) Ph.D. University of Southern California. Institute for Human Assistant Professor of Social Work. B.S. 1972, University. Terry L. Cross (1987) M.S.W. Services M.S.S.W. 1976, Ph.D. 1990 University of Texas. Linda S. Reilly (1987) M.S.W. Executive Director, National Indian Child Instructor in Social Work. B.A. 1971 Boston Barbara J. Friesen (1983) Ph.D. Welfare Association; Assistant Professor of Associated Faculty University; M.S.W. 1981 Portland State Director, Ph.D in Social Work and Social Social Work. B.A. 1974 Grove City College; Research; Professor of Social Work. B.A. 1962 University. Terell Avery (2000) B.S. M.S.W. 1977 Portland State University. Research Assistant, Regional Research Insti- Willamette University; M.S.W. 1966 University Joy L. Rhodes (1985) M.S.W. David L. Cutler (1990) M.D. tute for Human Services. B.S. 2001 Portland of Michigan; Ph.D. 1983 University of Assistant Professor of Social Work. B.A. 1973 Professor and Director of Public Psychiatry State University. Washington. Lewis & Clark College; M.S.W. 1976 Portland Training Program, Oregon Health Sciences Thomas L. Graham (1995) Ph.D. State University. Jennifer Bradley (2002) Ph.D. University, Department of Psychiatry; Adjunct Research Associate, Regional Institute for Associate Professor of Social Work. B.A. 1975 Julie M. Rosenzweig (1985) Ph.D. Professor of Social Work. B.S. 1962, M.D. 1967 Human Services. B.A. 1990 University of Evergreen State College; M.S.W. 1980 Associate Professor of Social Work. B.S. 1970 Ohio State University. Strathclyde, Scotland; M.S. 1993, Ph.D. 2000 Portland State University; Ph.D. 1995 University of California, Davis; M.S.W. 1976 Benjamin deHaan (1993) Ph.D. University of Manchester Institute of Science University of Washington. California State University, Sacramento; Ph.D. Deputy Director, Oregon Department of Cor- and Technology (United Kingdom). Samuel W. Gioia (2000) M.S.W. 1985 University of Kansas. rections, Adjunct Assistant Professor of Social Jim Carlton (2000) B.A. Clinical Social Worker, The Pastoral Counseling Astrid I. Schlaps (1993) M.S.W. Work. B.S. 1973 Southern Oregon State Academic Professional, Regional Research Center of the Mid-Willamette Valley. B.A. Instructor in Social Work. B.A. 1986, M.S.W. College; M.P.A. 1993 Lewis & Clark College; Institute for Human Services. B.A. 1993 1983, M.S.W. 1987 Portland State University; 1990 Portland State University. Ph.D. 1997 Portland State University. M.A. 1997 Washington Theological Union. University of Oregon. Joan F. Shireman (1985) Ph.D. Betty Friedman (1996) M.S.W. Karen L. Cellarius (1999) M.P.A. Richard W. Hunter (1987) Ph.D. Professor of Social Work. B.A. 1956 Radcliffe Clinical Social Worker/Consultant; Adjunct Research Assistant, Regional Research Assistant Professor of Social Work. B.S. 1976 College; M.A. 1959, Ph.D. 1968 University of Instructor of Social Work. B.A. 1970 Queens Institute for Human Services. B.S. 1987 Willamette University; M.S.W. 1978, Ph.D. Chicago. College; M.S.W. 1980 Portland State 1999 Portland State University. Georgetown University; M.P.A. 1995 Susan Snyder (1993) M.S.W. University. Columbia University. Pauline R. Jivanjee (1990) Ph.D. Therapist/trainer/consultant; Adjunct Assis- David H. Fuks (1994) M.S.W. Jonathan Cook (2000) B.A. Associate Professor of Social Work. B.Sc. 1971 tant Professor of Social Work. B.A. 1981 Executive Director, Edgefield Children’s Cen- Research Assistant, Regional Research Insti- University of Wales (U.K.); M.Sc. 1973 Univer- Pomona College, M.S.W. 1984 Portland State ter, Inc.; Adjunct Assistant Professor of Social tute for Human Services. B.A. 1991 University sity of London (U.K.); Ph.D. 1992 University of University. Work. B.A. 1972, M.S.W. 1974 University of Kansas. of Colorado. Maria M. Talbott (1984) D.S.W. Michigan. Richard H. Dana (1988) Ph.D. Risa Kiam (1997) M.S.W. Associate Professor of Social Work. B.A. 1974 Susan C. Hedlund (1986) M.S.W. Research Associate, Regional Research Director of Field Instruction, Assistant Profes- Harvard University; M.S.W. 1980, D.S.W. 1986 Medical Social Worker, Oregon Health Sci- Institute for Human Services. B.A. 1949 sor of Social Work. B.S. 1964 State University University of California, Berkeley. ences University; Instructor in Social Work. B.S. of New York, Potsdam; M.S.W. 1974 University Princeton University; M.S. 1951, Ph.D. 1953 Vikki L. Vandiver (1992) Dr.P.H. 1976 University of California, Davis; M.S.W. of Denver. University of Illinois. Associate Professor of Social Work. B.S. 1983 1980 Portland State University. Brandy Davis (2001) B.S. Nancy M. Koroloff (1973) Ph.D. University of Houston, Clear Lake; M.S.W. Jean E. Herrera (1983) M.S.W. Academic Professional, Regional Research Director, Regional Research Institute for 1985 University of Houston; Dr.P.H. 1991 Chief, Social Work Service, Consolidated Veter- Institute for Human Services. B.A. 1996, B.S. Human Services; Professor of Social Work. University of Texas. ans Administration Medical Center, Portland/ 2000 University of Oregon. B.S. 1968 University of Oregon; M.S.W. 1972 Vancouver; Adjunct Assistant Professor of Emeriti Faculty Ellen Deck (2002) M.Ed. Portland State University; Ph.D. 1985 Social Work. B.S. 1965 University of Oregon; Research Assistant, Regional Research Insti- University of Oregon. James L. Breedlove (1964) D.S.W. M.S.W. 1970 Portland State University. Joy DeGruy Leary (2000) M.S.W. Professor Emeritus of Social Work. B.S. 1951 tute for Human Services. B.A. 1970 University Assistant Professor of Social Work. B.S. 1986, Central Missouri State College; M.S.W. 1954 of California, Berkeley; M.Ed. 1975 Portland M.S.W. 1988 Portland State University; M.A. University of Kansas; D.S.W. 1962 Case State University 1995 Pacific University. Western Reserve University. D IRECTORIES 349
Jana DeCristofaro (2001) M.S.W. Child Welfare James White (2002) Ph.D. Jan Semenza (2000) Ph.D. Research Assistant, Regional Research Reseach Associate, Child Welfare Partnership. Associate Professor of Community Health. Institute for Human Services. B.A. 1995 Wake Partnership B.A. 1972 Miami of Ohio; M.A. 1973 Ohio M.S. 1987 Swiss Federal Institute of Forest University; M.S.W. 2001 Portland State State University; Ph.D. 1991 Portland State Technology; M.P.H. 1994 University of University. Faculty University. California-Berkeley; Ph.D. 1991 Swiss Federal Mary DuPain (2002) Ph.D. Caleb F. Heppner (1999) M.P.A. Institute of Technology. Research Assistant, Regional Research Executive Director, Child Welfare Partnership. Judith L. Sobel (1985) Ph.D. Institute for Human Services. B.A. 1979, M.A. B.A. 1972 Oregon State University; M.P.A. College of Associate Professor of Community Health. 1980, Ph.D. 1986 University of Nebraska, 2002 Portland State University. B.A. 1975 University of California, Santa Cruz; Lincoln. Katherine Davis (2000) M.S.W. Urban and M.A. 1977, Ph.D. 1981 University of Debra J. Elliott (1992) Ph.D. Graduate Education Coordinator, Child Minnesota; M.P.H. 1983 University of Research Associate, Regional Research Welfare Partership; Instructor. B.S. 1989 Public Affairs California, Los Angeles. Institute for Human Services. B.S. 1982 University of Oregon; M.S.W. 2000 Portland Nohad A. Toulan (1972) Ph.D. Lawrence Wallack (1999) Dr.P.H. University of Washington; M.A. 1988, Ph.D. State University. Dean, College of Urban and Public Affairs; Director, School of Community Health. B.A. 1994 Ohio State University. Toni Ferguson (2001) M.S.W. Professor of Urban Studies and Planning. B.S. 1972 Franklin and Marshall College; M.S. Maria C. Everhart (2000) M.P.A. Graduate Education Coordinator, Child 1954 University of Cairo (Egypt); M.C.P. 1959 1974 University of Arizona; M.P.H. 1978, Research Assistant, Regional Research Insti- Welfare Partnership; Instrucutor. B.S. 1972 University of California, Berkeley; Ph.D. 1965 Dr.P.H. 1982 University of California, Berkeley. tute for Human Services. B.A. 1983 Reed Col- Portland State University; M.S.W. 1997 Walla University of Pennsylvania. Liana Winett (2000) Dr.P.H. lege; M.P.A. 1996 Portland State University. Walla College. Tracy J. Prince (2001) Ph.D. Research Assistant Professor, School of Lynwood J. Gordon (1995) M.S.W. Mindy Holliday (1997) M.S.W. Director of Development, College of Urban Community Health. B.S. 1989 California State Research Assistant, Regional Research Graduate Education Program Director, and Public Affairs; Assistant Professor of University, Hayward; M.P.H. 1991 UCLA; Institute for Human Services. B.A. 1987 Child Welfare Partnership; Assistant Professor Urban Studies and Planning. B.S. 1992 State Dr.P.H. 1997 University of California, Berkeley. Evergreen State College; M.S.W. 1995 of Social Work. B.A. 1980, M.A. 1985 Oakland University of New York, Albany; M.A. 1992 Emeriti Faculty Portland State University. University; M.S.W. 1988 University of University of Nebraska, Omaha; Ph.D. 1997 Charles J. Becker (1959) Ed.D. Heidi Herinckx (1994) M.A. Michigan. University of Nebraska, Lincoln. Associate Professor Emeritus of Health and Research Assistant, Regional Research Insti- Glenn Huntley (1995) M.P.A. Physical Education. B.S. 1957, M.S. 1959 tute for Human Services. B.S. 1991 University Assistant Director and Research Associate, University of Oregon; Ed.D. 1970 Brigham of Oregon; M.A. 1993 Rutgers University. Child Welfare Partnership. B.A. 1978 School of Young University. Bridgett Jones (2000) J.D. Evergreen State College; M.P.A. 1996 Portland Community Health Oma E. Blankenship (1963) J.D. Research Associate, Regional Research State University. Professor Emerita of Physical Education. Institute for Human Services. B.A. 1980 San Diane Yatchmenoff (1991) Ph.D. Faculty B.S. 1952 Oregon College of Education; M.Ed. Jose State University; J.D. 1987 Lincoln Research Director Child Welfare Partnership; Gary R. Brodowicz (1986) Ph.D. 1963 University of Portland; J.D. 1972 University Law School. Research Associate. B.A. 1969 Stanford Uni- Professor of Community Health. B.S.Ed. 1977 Northwestern College of Law. Tanya Ostrogorsky (2002) M.S. versity; M.S. 1981 Boston University; Ph.D. University of Michigan; M.A. 1981 Wake Ralph S. Davis (1955) M.Ed. Research Associate, Regional Research 2001 Portland State University. Forest University; Ph.D. 1986 Ohio State Professor Emeritus of Physical Education. B.S. Institute for Human Services. B.S. 1991 Associated Faculty University. 1949, M.Ed. 1965 Oregon State University. University of Puget Sound; M.S. 1996 Portland Stephanie Farquhar (2001) Ph.D. State University. Peter Coulson (1994) B.A. Margaret J. Dobson (1955) Ed.D. Research Assistant, Child Welfare Partnership. Assistant Professor of Community Health. B.A. Executive Vice President Emerita; Professor Mac Prichard (2001) M.P.A. B.A. 1990 George Fox College. 1991 University of Washington; M.A. 1994 Emerita of Health and Physical Education. B.S. Research Assistant, Regional Research Insti- University of Colorado; Ph.D. 2000 University 1954, M.S. 1959, Ed.D. 1965 University of tute for Human Services. B.A. 1980 University Mindy Ing (2001) M.S. of Michigan School of Public Health. Oregon. of Iowa; M.P.A. 1991 Harvard University. Research Assistant, Child Welfare Partnership. B.A. 1992 Indiana Unversity; B.A. 1997 Purdue Mark Kaplan (1997) Dr.P.H. Alice E. Lehman (1959) M.S. Michael D. Pullmann (1999) M.S. University; M.S. 2003 Portland State Associate Professor of Community Health. B.S. Professor Emerita of Physical Education. B.S. Research Assistant, Regional Research Insti- University. 1975 University of Miami-Florida; M.S.W. 1954, M.S. 1958 Oregon State University. tute for Human Services. B.S. 1995 California 1977 Arizona State University; M.P.H. 1978, Cathleen H. Kaufmann (2000) B.A. Roy L. Love (1961) M.Ed. Polytechnic State University; M.S. 1998 Dr.P.H. 1984 University of California, Berkeley. Portland State University. Research Assistant, Child Welfare Partnership. Associate Professor Emeritus of Physical Edu- B.A. 1995 University of Tampa. Elizabeth A. Kutza (1987) Ph.D. cation. B.S. 1961 Portland State University; Adjoa Robinson (2000) M.S.W. Director, Institute on Aging; Professor of Ami L. Keiffer (2000) B.S. M.Ed. 1963 Oregon State University. Research Assistant, Regional Research Insti- Community Health. B.S. 1966 Loyola Univer- Research Assistant, Child Welfare Partnership. Linda C. Neklason (1962) Ed.D. tute for Human Services. B.S. 1988 University sity (Chicago); M.S. 1969 Boston University; B.S. 1997 University of Oregon. Associate Professor Emerita of Health and of Maryland; M.S.W. 1995 Howard University. Ph.D. 1977 University of Chicago. Constance Lehman (1997) Ph.D. Physical Education. B.A. 1956 Western Paula Savage (2001) Siobhan C. Maty (2003) Ph.D. Research Associate, Child Welfare Washington University; M.S. 1961 University Research Assistant, Regional Research Assistant Professor of Community Health. B.S. Partnership. B.A. 1973 Syracuse University; of Washington; Ed.D. 1975 Oregon State Institute for Human Services. 1991 University of Maryland at College Park; M.S. 1989 Western Oregon University; Ph.D. University. Kathryn Schutte (2000) M.S. M.P.H. 1996 Johns Hopkins University; Ph.D. 1995 University of Oregon. Lee V. Ragsdale (1966) Ed.D. Research Assistant, Regional Research 2002 University of Michigan. Shu Liang (2000) Ph.D. Dean Emeritus, School of Health and Physical Institute for Human Services. B.A. 1995 Leslie McBride (1985) Ph.D. Research Associate, Child Welfare Partner- Education; Professor Emeritus of Health and George Mason University; M.S. 1997 New Associate Professor of Community Health. B.S. ship. B.A. 1981 Xiangtun Teachers Institute Physical Education. B.S. 1938 Willamette School for Social Research. 1975, M.Ed. 1976 University of Missouri; (China); M.S. 1994 Oregon State University; University; M.S. 1952, Ed.D. 1966 University of Ph.D. 1979 Southern Illinois University. Anya Shepelavey (2002) M.P.H. Ph.D. 1997 Texas Tech University. Oregon. Research Assistant, Regional Research David L. Morgan (1987) Ph.D. Kirstin O’Dell (1997) M.S.W. Jack S. Schendel (1978) Ed.D. Institute for Human Services. B.S. 1990 Professor of Community Health and Sociology. Research Assistant, Child Welfare Partnership. Dean Emeritus, School of Health and Human University of Maryland; M.P.H. 1999 Oregon B.A. 1972, M.A. 1974, Ph.D. 1977 University B.S. 1996 Lewis-Clark State College; M.S.W. Performance; Professor Emeritus of Health State University. of Michigan. 1997 University of Kentucky, Lexington. and Physical Education. B.A. 1954, M.S. 1960 Ron Talarico (1988) M.A. Margaret B. Neal (1983) Ph.D. Fresno State College; Ed.D. 1963 University of Claire Poirier (1995) B.A. Academic Professional, Regional Research Professor of Community Health; Research Oregon. Institute for Human Services. B.A. 1968, M.A. Research Assistant, Child Welfare Partnership. Associate, Regional Research Institute for Robert C. Scruggs (1960) M.S.T. 1969 University of Oregon. B.A. 1965 Elms College. Human Services. B.A. 1974 Indiana University; Associate Professor Emeritus of Health and Anna Rockhill (1995) M.P.P. Janet S. Walker (1998) Ph.D. M.U.S. 1979, Ph.D. 1985 Portland State Physical Education. B.A. 1958 Western Research Assistant, Child Welfare Research Associate, Regional Research University. Washington University; M.S.T. 1960 University Partnership. B.A. 1986, M.P.P. 1989 University Institute for Human Services. A.B. 1983 Jason T. Newsom (1996) Ph.D. of Washington. Harvard University; M.A. 1992, Ph.D. 1997 of Michigan. Senior Research Associate, School of Michael W. Tichy (1955) Ed.D. University of Chicago. Angela C. Rodgers (1999) M.S. Community Health. B.G.S. 1987 University of Professor Emeritus of Health and Physical Research Assistant, Child Welfare Partnership. Olivia Warfield (1999) B.S. Kansas; M.A. 1990, Ph.D. 1993 Arizona State Education. B.S. 1947 East Stroudsburg State B.S. 1994, M.S. 1998 Portland State University. Research Assistant, Regional Research University. Teachers College; M.S. 1951 University of Institute for Human Services. B.S. 2002 Marilyn Webb (1994) M.S. Karen Seccombe (1998) Ph.D. Southern California; Ed.D. 1960 University of Portland State University. Training Director; Associate Academic Profes- Director, Center for Public Health Studies; Wyoming. sional, Child Welfare Partnership. B.A. Univer- Professor of Community Health. B.A. 1979 Garland Trzynka (1966) M.S. sity of Illinois; M.S. University of Washington. California State University; M.S.W. 1981 Associate Professor Emeritus of Physical University of Washington; Ph.D. 1985 Education. B.S. 1953, M.S. 1955 University of Washington State University. Oregon. 350 P ORTLAND STATE UNIVERSITY
Associated Faculty Emeriti Faculty Associated Faculty Henry D. Kass (1996) Ph.D. Professor Emeritus of Public Administration. Gary L. Oxman (2001) M.D., M.P.H. Gary R. Perlstein (1971) Ph.D. Dale E. Hess (1980) Ph.D. B.A. 1956 Alfred University; M.A. 1958, Adjunct Professor of Community Health. B.ES Professor Emeritus of Administration of Adjunct Professor of Political Science. B.A. Ph.D. 1969 The American University. 1974, M.D. 1978 University of Minnesota; Justice. B.A. 1961 Central College; M.A. 1965 1959 Wheaton College; M.A.T. 1963 Miami M.P.H. 1990 University of Washington. University of Missouri, Kansas City; Ph.D. University; Ph.D. 1974 University of Oregon. Associated Faculty Michael R. Skeels (1986) Ph.D. 1971 Florida State University. David M. Johns (1981) M.S., J.D. Timothy Baker (1994) Ph.D. Adjunct Professor of Community Health and Charles A. Tracy (1972) D.Crim. Adjunct Professor of Political Science. B.S. Adjunct Assistant Professor of Public Adminis- Biology. B.S. 1970, M.S. 1972 Wichita State Professor Emeritus of Administration of 1976 Portland State University; M.S. 1978, J.D. tration. B.S. 1987 Linfield College; M.P.A. University; M.P.H. 1986 University of Washing- Justice. B.S. 1959 San Jose State College; 1980 Columbia University Law School. 1989, Ph.D. 1994 Portland State University. ton; Ph.D. 1979 University of Montana. M.Crim. 1965, D.Crim. 1976 University of Mark Bonanno (1995) J.D. California, Berkeley. DIVISION OF PUBLIC ADMINISTRATION Adjunct Professor of Public Administration. DIVISION OF B.S. 1985 University of Vermont; M.P.H. 1987 Mark O. Hatfield Faculty Boston University; J.D. 1994 Lewis & Clark POLITICAL SCIENCE College. School of Jack Corbett (1996) Ph.D. Government Faculty Associate Professor of Public Administration. Linda Golaszewski (1996) M.A. A.E. Gordon Buffonge (1997) Ph.D. B.A. 1965 Allegheny College; Ph.D. 1974 Adjunct Assistant Professor of Public Mark O. Hatfield (1997) M.S. Assistant Professor of Political Science. A.B. Stanford University. Administration. B.A. 1975 Loyola University; M.A. 1977 University of Illinois. Distinguished Professor of Government. B.A. 1988 Bowdoin College; M.A. 1991, Ph.D. Walter G. Ellis (1976) Ph.D. 1943 Willamette University; M.S. 1948 1998 Princeton University. Professor of Public Administration. B.A. 1963, Pamela Hanes (1989) Ph.D. Stanford University. Craig L. Carr (1985) Ph.D. M.P.A. 1965, Ph.D. 1971 University of Adjunct Associate Professor of Public Elizabeth Furse (1999) Professor of Political Science. A.B. 1970 Brown Washington. Administration. B.S. 1974 West Virginia University, Morgantown; M.S.W. 1978 Director, Institute for Tribal Governments. University; M.A. 1974, Ph.D. 1978 University Suzanne Feeney (1996) Ph.D. California State University, Sacramento; Ph.D. Gretchen Miller Kafoury (1999) M.P.A. of Washington. Associate Professor of Public Administration. 1986 University of California, Berkeley. Coordinator of Internship Programs. B.A. 1963 Richard L. Clucas (1995) Ph.D. B.A. 1968 Oregon State University; M.A. 1975, Whitman College; M.P.A. 2000 Portland State Chair, Division of Political Science; Associate Ph.D. 1984 University of Washington. Russell Harding (1994) Ph.D. Adjunct Assistant Professor of Public University. Professor of Political Science. B.A. 1980 Erna G. Gelles (1998) Ph.D. Administration. B.A. 1978 Waikato University; Barbara K. Roberts (1998) University of California, Irvine; M.A. 1984, Assistant Professor of Public Administration. M.P.P. 1982, Ph.D. 1991 University of Associate Director for Leadership Ph.D. 1990 University of California, Santa B.A. 1974 Antioch College; M.A.T.S. 1981 Wellington (New Zealand). Development. Barbara. Colgate University; M.P.A. 1987 University of Ronald L. Tammen (2000) Ph.D. John Damis (1971) Ph.D. Missouri, Kansas City; Ph.D. 1994 University Gregory Lee (1998) Ph.D. Director, Mark O. Hatfield School of Professor of Political Science and International of Georgia. Adjunct Assistant Professor of Public Adminis- tration. Ph.D. 1997 Portland State University. Government. B.A. 1965 Pacific University; Studies. A.B. 1962, A.M. 1964 Harvard Univer- Sherril B. Gelmon (1994) Dr.P.H. M.A. 1966, Ph.D. 1975 University of Michigan. sity; M.A., M.A.L.D. 1966, Ph.D. 1970 Fletcher Professor of Public Administration and Candace Morgan (1996) M.L.S. School of Law and Diplomacy, Tufts University. Community Health. B.S. 1978, M.H.S. 1983 Adjunct Assistant Professor of Public Adminis- DIVISION OF Mel Gurtov (1986) Ph.D. University of Toronto; Dr.P.H. 1990 University tration. B.A. 1963 University of California; ADMINISTRATION OF JUSTICE Professor of Political Science and International of Michigan. M.L.S. 1964 Columbia University. Faculty Studies. A.B. 1963 Columbia University; M.I.A. Marcus Ingle (2003) Ph.D. Kathleen Sohl (1996) M.A.T. and Certificate 1965 School of International Professor of Public Administration. B.A. 1965 Adjunct Assistant Professor of Public Adminis- W. Scott Cunningham (2003) Ph.D. Affairs and East Asian Institute, Columbia University of California, Riverside; M.P.A. tration. A.B. 1969 University of Berkeley; Assistant Professor of Administration of University; Ph.D. 1970 University of California, 1967 University of Washington; M.A. 1975, M.A.T. 1971 Reed College. Justice. B.S. 1995, M.P.A. 1997 Indiana Los Angeles. Ph.D. 1977 Syracuse University. Michael Wells (1998) M.A. University-Purdue University; M.A. 2000, David Kinsella (2002) Ph.D. Adjunct Assistant Professor of Public Adminis- Ph.D. 2003 University at Albany. Douglas Morgan (1996) Ph.D. Associate Professor of Poltical Science. B.A. Professor of Public Administration. B.A. 1965 tration. B.A. Thomas Edison State College; Benjamin deHaan (2003) Ph.D. 1985 University of California, Irvine; M.A. Claremont McKenna College; M.A. 1967, M.A. 1993 California State University, Associate Professor of Administration of 1986, Ph.D. 1993 Yale University. Ph.D. 1971 University of Chicago. Dominguez Hills. Justice; Director, Criminal Justice Research Regina Lawrence (1999) Ph.D. Timothy D.W. Williams (1981) Ph.D. Institute. B.S. 1973 Southern Oregon State Sharron Noone (1986) Ph.D. Associate Professor of Political Science. B.A. Adjunct Professor of Public Administration. College; M.P.A. 1993 Lewis & Clark College; Adjunct Assistant Professor of Public Adminis- 1985 Metropolitan State College; M.A. 1991 B.A. 1968, Ph.D. 1971 University of Ph.D. 1997 Portland State University. tration. B.S. 1968 Portland State University; University of Colorado, Denver; Ph.D. 1997 M.P.A. 1986 Lewis & Clark College; Ph.D. Minnesota. Lynette Feder (2002) Ph.D. University of Washington. 1994 Oregon State University. Associate Professor of Administration of Melody Rose (1996) Ph.D. Justice. B.A. 1979, M.A. 1982, Ph.D. 1989 Daniel E. O’Toole (1977) Ph.D. Assistant Professor of Political Science. B.A. School of Urban State University of New York, Albany. Professor of Public Administration. A.B. 1967 1988 University of California, Santa Cruz; Occidental College; M.P.A. 1971 California William H. Feyerherm (1990) Ph.D. Studies and Planning M.P.A. 1991, M.A. 1994, Ph.D. 1996 Cornell State University, Hayward; Ph.D. 1977 Vice Provost for Research and Graduate University. University of Southern California. Studies; Director, Criminal Justice Research Faculty Birol A. Yesilada (1998) Ph.D. and Policy Institute. B.A. 1970 Northern Theresa Julnes Rapida (1988) Ph.D. Carl Abbott (1978) Ph.D. Professor of Political Science and International Illinois University; Ph.D. 1977 State University Associate Professor of Public Administration. Professor of Urban Studies and Planning. B.A. Studies; Turkish Political Economy and Trade of New York, Albany. B.A. 1979, M.P.A. 1982, Ph.D. 1988 University 1966 Swarthmore College; M.A. 1967, Ph.D. Chair. B.A. 1977 University of California, of Washington. 1971 University of Chicago. Kris Robert Henning (2001) Ph.D. Berkeley; M.A. 1979 San Francisco State; Ph.D. Craig Shinn (1996) Ph.D. Assistant Professor of Administration of 1984 University of Michigan. Sy Adler (1981) Ph.D. Justice. B.A. 1989, Ph.D. 1995 University of Associate Professor of Public Administration. Professor of Urban Studies and Planning. B.A. Vermont. Emeriti Faculty B.S. 1974 University of Maine; M.P.A. 1984 1971 University of Pittsburgh; M.C.P. 1973 Lewis & Clark College; Ph.D. 1992 University James P. Heuser (1996) Ph.D. Ralph E. Bunch (1970) Ph.D. Harvard University; Ph.D. 1980 University of of Washington. Assistant Professor of Administration of Professor Emeritus of Political Science. B.S. California, Berkeley. Justice. B.A. 1967 University of Arizona, 1951 Lewis & Clark College; M.A. 1961, Ph.D. Brian I. Stipak (1982) Ph.D. Qian Cai (1999) Ph.D. Tucson; M.A. 1969, Ph.D. 1973 University of 1968 University of Oregon. Professor of Public Administration. A.B. 1969 Research Assistant Professor of Urban Studies University of California, Davis; M.A. 1970, Oregon. Ladis K.D. Kristof (1971) Ph.D. and Planning. B.A. 1991, M.A. 1994 Peking Ph.D. 1976 University of California, Los Annette I. Jolin (1990) Ph.D. Professor Emeritus of Political Science. B.A. University; Ph.D. 1999 Brown University. Angeles. Chair, Division of Administration of Justice; 1955 Reed College; M.A. 1956, Ph.D. 1969 Barry Edmonston (1997) Ph.D. Professor of Administration of Justice. B.A. University of Chicago. Neal Wallace (2000) Ph.D. Director of the Center for Population Research Assistant Professor of Public Administration. 1973, M.S. 1979, Ph.D. 1985 Portland State Gary L. Scott (1979) Ph.D. and Census; Professor of Urban Studies and A.B. 1982 Univeristy of Michigan; M.A. 1987 University. Professor Emeritus of Political Science. B.A. Planning. B.A. 1968, M.A. 1970 University of State University of New York at Albany; Ph.D. Robert W. Lockwood (1975) J.D. 1968, M.A. 1970, Ph.D. 1973 University of Oregon; Ph.D. 1974 University of Michigan. 1999 University of California, Berkeley. Professor of Administration of Justice. B.A. Washington. Michael S. Fogarty (2001) Ph.D. 1971 Kalamazoo College; M.A. 1971 Univer- David A. Smeltzer (1964) Ph.D. Emeriti Faculty Director, School of Urban Studies and Plan- sity of Michigan; J.D. 1974 University of ning; Professor of Urban Studies and Planning. Professor Emeritus of Political Science. A.B. Ronald C. Cease (1966) Ph.D. Oregon. B.A. 1967, M.S. 1970 Portland State 1957 Wayne State University; M.A. 1958, Professor Emeritus of Public Administration. Brian C. Renauer (2000) Ph.D. Ph.D. 1964 University of Michigan. University; Ph.D. 1975 University of B.A. 1953 Reed College; M.P.A. 1954 Syracuse Pittsburgh. Assistant Professor of Administration of Jus- University; Ph.D. 1965 Claremont Graduate tice. B.S. 1993 Bowling Green State University; School. M.A. 1999, Ph.D. 2000 State University of New York at Albany. D IRECTORIES 351
Karen Gibson (1998) Ph.D. Ethan P. Seltzer (1992) Ph.D. Paul L. Niebanck (1993) Ph.D. Assistant Professor of Urban Studies and Director, Institute of Portland Metropolitan Professor Emeritus of Urban Studies and Systems Science Planning. B.A. 1980 California State Univer- Studies; Associate Professor of Urban Studies Planning. A.B. 1961 Johns Hopkins University; sity, San Francisco; M.S. 1991 Carnegie Mellon and Planning. B.A. 1976 Swarthmore College; M.C.P. 1963, Ph.D. 1966 University of Pennsyl- Ph.D. Program University; Ph.D. 1996 University of California, M.R.P. 1979, Ph.D. 1983 University of vania; M.A. 1990 Pacific School of Religion, Faculty Berkeley. Pennsylvania. Graduate Theological Union, Berkeley. Andrew M. Fraser (1989) Ph.D. Charles H. Heying (1995) Ph.D. Irina Sharkova (1992) Ph.D. Morton Paglin (1961) Ph.D. Associate Professor of Systems Science. B.A. Assistant Professor of Urban Studies and Research Assistant Professor in Urban Studies Professor Emeritus of Economics and Urban 1977 Princeton University; Ph.D. 1988 Planning. B.A. 1967 Creighton University; and Planning and Center for Population Studies and Planning. B.A. 1943 University of University of Texas, Austin. M.C.R.P. 1988 Iowa State University; Ph.D. Research and Census. M.A. 1986 Moscow Miami; Ph.D. 1956 University of California, 1995 University of North Carolina at Chapel State University (Moscow, Russia); Ph.D. 1991 Berkeley. George G. Lendaris (1970) Ph.D. Professor of Systems Science and Electrical Hill. Institute of Geography (Moscow, Russia) William A. Rabiega (1975) Ph.D. Engineering. B.S. 1957, M.S. 1958, Ph.D. 1961 George C. Hough (1995) Ph.D. James G. Strathman (1982) Ph.D. Professor Emeritus of Urban Studies and University of California, Berkeley. Research Associate Professor of Urban Studies Director, Center for Urban Studies; Professor Planning. B.S. 1965 Elmhurst College; M.A. and Planning and Center for Population of Urban Studies and Planning. B.A. 1973 Uni- 1968, Ph.D. 1973 Southern Illinois University. Wayne W. Wakeland (1976) Ph.D. Research and Census. B.A. 1978 Loyola versity of Iowa; M.A. 1975 University of Penn- Associate Professor of Systems Science. B.S. University (Chicago); M.A. 1980 University of sylvania; Ph.D. 1981 University of Iowa. Associated Faculty 1972, M.Eng. 1973 Harvey Mudd College; Ph.D. 1977 Portland State University. Illinois; Ph.D. 1994 University of Texas. Gerald Sussman (1995) Ph.D. Adrianne Brockman (1992) J.D. Deborah Howe (1985) Ph.D. Professor of Urban Studies and Planning and Associate Professor of Urban Studies and Martin Zwick (1976) Ph.D. Professor of Urban Studies and Planning. B.S. Speech Communication. B.A. 1967 Fairleigh Planning. B.S. 1962, M.U.P. 1977 Portland Professor of Systems Science. B.A. 1960 1974 State University of New York, Syracuse; Dickinson University; M.A. 1975 University of State University; J.D. 1981 Northwestern Columbia College; Ph.D. 1968 Massachusetts M.S. 1977, Ph.D. 1982 University of Michigan. the Philippines; Ph.D. 1983 University of School of Law. Institute of Technology. Robert C. Liebman (1987) Ph.D. Hawaii. William P. Macht (1978) J.D. Associated Faculty Professor of Sociology and Urban Studies and Adjunct Professor of Urban Studies and Emeriti Faculty Mark A. Bedau (1993) Ph.D. Planning. B.A. 1972 State University of New Planning. A.B. 1963 Princeton University; J.D. Adjunct Associate Professor of Systems York, Binghamton; M.A. 1977, Ph.D. 1981 Charles D. Bolton (1964) Ph.D. 1967 University of Virginia Law School. Science. B.A. 1977 Reed College; M.A. 1981, University of Michigan. Professor Emeritus of Sociology and Urban Alice U. Scannell (1988) Ph.D. Studies and Planning. B.A. 1947 University of Ph.D. 1985 University of California, Berkeley. Gerard C.S. Mildner (1991) Ph.D. Adjunct Assistant Professor of Urban Studies Denver; M.A. 1948 Stanford University; Ph.D. Nancy A. Perrin (1986) Ph.D. Associate Professor of Urban Studies and and Planning. A.B. 1960 Smith College; M.R.E. 1959 University of Chicago. B.A. 1980 University of California, Los Planning. B.A. 1982 University of Chicago; 1963 Union Theological Seminary (NYC); Ph.D. Angeles; M.A. 1983, Ph.D. 1986 Ohio State Ph.D. 1991 New York University. Leonard D. Cain, Jr. (1969) Ph.D. 1989 Portland State University. Professor Emeritus of Sociology and Urban University. Connie Ozawa (1994) Ph.D. Edward J. Sullivan (1974) J.D. Studies and Planning. A.B. 1948, M.A. 1949 Associate Professor of Urban Studies and Adjunct Professor of Urban Studies and Emeriti Faculty Texas Christian University; Ph.D. 1955 Planning. B.S. 1966 St. John’s University; J.D. Planning. A.B. 1976 University of California at Harold A. Linstone (1970) Ph.D. University of Texas, Austin. 1969 Willamette University; M.A. 1972 Berkeley; M.A. 1978 University of Hawaii; Professor Emeritus of Systems Science. B.S. Nancy J. Chapman (1973) Ph.D. Portland State University. Ph.D. 1988 Massachusetts Institute of 1944 City College of New York; M.A. 1947 Professor Emerita of Urban Studies and Technology. Keren B. Wilson (1983) Ph.D. Columbia University; Ph.D. 1954 University of Planning. B.A. 1964 University of Oregon; Tracy J. Prince (2001) Ph.D. Adjunct Associate Professor of Urban Studies. Southern California. Ph.D. 1969 University of California, Berkeley. B.A. 1975 University of Washington; M.P.A. Director of Development, College of Urban Beatrice T. Oshika (1989) Ph.D. Kenneth J. Dueker (1979) Ph.D. 1977 Seattle University; Ph.D. 1983 Portland and Public Affairs; Assistant Professor of Professor Emerita of Systems Science. B.A. Professor Emeritus of Urban Studies and State University. Urban Studies and Planning. B.S. 1992 State 1963, M.A. 1964, Ph.D. 1973 University of Planning. B.S. 1960, M.S. 1963, Ph.D. 1967 University of New York, Albany; M.A. 1992 Michigan. University of Nebraska, Omaha; Ph.D. 1997 University of Washington. University of Nebraska, Lincoln. Don C. Gibbons (1969) Ph.D. Anthony M. Rufolo (1980) Ph.D. Professor Emeritus of Sociology and Urban Professor of Urban Studies and Planning. B.S. Studies and Planning. B.A. 1950, M.A. 1953, 1970 Massachusetts Institute of Technology; Ph.D. 1956 University of Washington. Ph.D. 1975 University of California, Los Angeles. 352 P ORTLAND STATE UNIVERSITY
Appendix
RESIDENCE CLASSIFICATION (2) “Financially independent” denotes a (4) The criteria for determining Oregon POLICY AND PROCEDURES person who has not been and will not be resident classification shall also he used to ln Oregon, as in all other states, instruction claimed as an exemption and has not determine whether a person who has fees at publicly supported four-year col- received and will not receive financial assis- moved from Oregon has established a non- leges and universities are higher for nonres- tance in cash or in kind of an amount equal Oregon residence. ident students than for resident students. to or greater than that which would qualify (5) If institution records show that the resi- Currently, nonresident students are him or her to be claimed as an exemption dence of a person or the person’s legal cus- assessed instruction fees that approximate for federal income tax purposes by another todian upon whom the person is the full cost of instruction. person except his or her spouse for the cur- dependent is outside of Oregon, the person The current rules and amendments used rent calendar year and for the calendar year shall continue to be classified as a nonresi- in determining residency seek to ensure immediately prior to the year in which dent until entitlement to resident classifica- that only bona fide Oregon residents are application is made. tion is shown. The burden of showing that assessed the resident fee. Those rules- (3) A “dependent” is a person who is not the residence classification should be Oregon Administrative Rules, Chapter 580, financially independent. changed is on the person requesting the Division 10 Board of Higher Education- Determination of Residence change. appear below. 580-10-030 (1) For purposes of admission Residency Consideration Factors Only duly authorized admissions officers and instruction fee assessment, Oregon 580-10-031 (1) The following factors, have authority to apply and interpret these University System (OUS) institutions shall although not necessarily conclusive or rules and procedures. No other indication classify a student as Oregon resident or exclusive, have probative value in support or determination of residency by any other nonresident. ln determining resident or of a claim for Oregon resident institutional office, department, program, nonresident classification, the primary classification: or staff represents the official institutional issue is one of intent. If a person is in (a) Be primarily engaged in activities determination of residency. Oregon primarily for the purpose of other than those of a student and reside Summary of Key Considerations obtaining an education, that person will be in Oregon for 12 consecutive months in Determining Classification as a considered a nonresident. For example, it immediately prior to the beginning of the Resident: may be possible for an individual to qualify term for which resident classification is l. Establishment of a domicile in Oregon as a resident of Oregon for purposes of sought; for a period of 12 months or more prior to voting or obtaining an Oregon driver’s (b) Reliance upon Oregon resources for the beginning of the term for which resi- license and not meet the residency require- financial support; dency is sought. ments established by these rules. (c) Domicile in Oregon of persons legally 2. Financial dependence on an Oregon res- (2) An Oregon resident is a financially responsible for the student; ident or financial independence. independent person who, immediately (d) Acceptance of an offer of permanent 3. Primary purpose for being in Oregon prior to the term for which Oregon resi- employment in Oregon; and other than to obtain an education. dent classification is requested: (e) Ownership by the person of his or her 4. Nature and source of financial resources. (a) Has established and maintained a living quarters in Oregon. 5. Various other indicia of residency, e.g., domicile in Oregon of not less than 12 (2) The following factors, standing alone, ownership of Oregon living quarters, per- consecutive months; and do not constitute sufficient evidence to manent Oregon employment, payment of (b) Is primarily engaged in activities other effect classification as an Oregon resident: Oregon income taxes. than those of being a college student. (i) (a) Voting or registration to vote; A student may be considered primarily (b) Employment in any position normally OREGON BOARD OF HIGHER engaged in educational activities regard- filled by a student; EDUCATION ADMINISTRATIVE less of the number of hours for which the (c) The lease of living quarters; RULES student is enrolled. However, a student (d) Admission to a licensed practicing These are the rules the Board of Higher who is enrolled for more than eight hours profession in Oregon; Education adopted to be effective Novem- per semester or quarter shall be pre- (e) Automobile registration; ber 1, 1993. sumed to be in Oregon for primarily edu- (f) Public records, for example, birth and Residence Classification cational purposes. (ii) Such period of marriage records, Oregon driver’s license; Definitions 580-10-029 For the purpose of enrollment shall not he counted toward (g) Continuous presence in Oregon rules 580-10-030 through 580-100-45, the the establishment of a bona fide domicile during periods when not enrolled in following words and phrases mean: of one year in this state unless the student school; (1) “Domicile” denotes a person’s true, proves, in fact, establishment of a bona (h) Ownership of property in Oregon, or fixed, and permanent home and place of fide domicile in this state primarily for the payment of Oregon income or other habitation. It is the place where a person purposes other than educational. Oregon taxes; or intends to remain and to which the person (3) An Oregon resident is also a person (i) Domicile in Oregon of the student’s expects to return when the person leaves who is dependent on a parent or legal cus- spouse; without intending to establish a new domi- todian who meets the Oregon residency (3) Reliance upon non-Oregon resources cile elsewhere. requirements of these rules. for financial support is an inference of resi- dency in another state. A PPENDIX 353
(4) The resident classification of a depen- (5) A person who continues to reside in (c) NEVADA: Duck Valley Shoshone- dent person shall be that of his or her par- Oregon after separation from the armed Paiute Tribes, Fallon Paiute-Shoshone ents or legal custodians, or, in case of services may count the time spent in the Tribe, Fort McDermitt Paiute-Shoshone divorce or other similar circumstances, the state while in the armed services to support Tribe, Lovelock Paiute Tribe, Pyramid parent or legal custodian upon whom the a claim for classification as an Oregon Lake Paiute Tribe, Reno-Sparks Indian person is financially dependent, unless the resident. Colony, Summit Lake Paiute Tribe, dependent has been in Oregon with the (6) The dependent child and spouse of a Walker River Paiute Tribe, Winnemucca other parent or a legal custodian and estab- person who is a resident under section (2) Indian Colony, Yerington Paiute Tribe; lished Oregon residency under these rules of this rule shall be considered an Oregon (d) OKLAHOMA: Modoc Tribe of 12 months prior to the term for which resident. “Dependent child” includes any Oklahoma; Oregon resident classification is requested. child of a member of the armed forces who: (e) WASHINGTON: Chehalis Commu- Evidence of Financial Dependency (a) Is under 18 years of age and not mar- nity Council, Colville Confederated 580-10-033 (1) In determining whether a ried, otherwise emancipated, or self-sup- Tribes, Quinalt Indian Nation, Shoalwater student is financially dependent and porting; or Bay Tribe, Yakama Indian Nation. whether his or her parent, or legal custo- (b) Is under 24 years of age, unmarried, (4) A student seeking to be assessed resi- dian has maintained a bona fide domicile enrolled in a full time course of study in dent tuition under the provisions of this in Oregon for one year, a student must pro- an institution of higher learning, and rule shall submit, following procedures vide: dependent on the member for over one- prescribed by the OUS institution where (a) Legal proof of custodianship; half of his/her support. the student seeks to enroll, a photocopy of (b) Evidence of established domicile of Residence Classification of Members of tribal enrollment which documents tribal parent or legal custodian; Oregon Tribes membership. (c) The identification of the student as a 580-10-037 (1) Students who are enrolled Residence Classification of Aliens dependent on the federal income tax as members of federally recognized tribes 580-10-040 (1) An alien holding an immi- return of the parents, or legal custodian. of Oregon or who are enrolled members of grant visa or an A, E, G, H, I, K, L, N, R, Additional documentation to substantiate a Native American tribe which had tradi- NATO, TC, TN, or TD visa, or granted ref- dependency during the current calendar tional and customary tribal boundaries that ugee or political asylum, Family Unity or year may be required at a later time if included parts of the state of Oregon or Voluntary Departure in Lieu of Family Unity status, or otherwise admitted for per- deemed necessary by the institution. which had ceded or reserved lands within manent residence in the United States is (2) A student who provides evidence that the state of Oregon shall be assessed resi- eligible to be considered an Oregon resi- he or she is a dependent of a parent or legal dent tuition regardless of their state of dent if OAR 580-10 030 is otherwise satis- custodian who has maintained a one-year residence. fied. The date of receipt of the immigrant domicile in Oregon shall not he required to (2) For purposes of this rule, the federally visa, the date of approval of political establish a one-year domicile prior to clas- recognized tribes of Oregon are: Burns asylum or refugee status, or the date of sification of resident status, provided such Paiute Tribe, Confederated Tribes of Coos, approval of lawful permanent residence, a student may not be classified as a resident Lower Umpqua and Siuslaw, Confederated whichever is earlier, shall be the date upon while receiving financial assistance from Tribes of Grand Ronde Community of Ore- which the 12 months and other residency requirements under OAR 580-10-030 shall another state or state agency for educa- gon, Confederated Tribes of Siletz Indians begin to accrue. tional purposes. of Oregon, Confederated Tribes of Umatilla (2) Notwithstanding any other rule, an Residence Classification of Armed Indian Reservation, Confederated Tribes of alien possessing a nonimmigrant or tempo- Forces Personnel Warm Springs Indian Reservation, Coquille rary, i.e., B, C, D, F, J, or M visa cannot be 580-10-035 (l) For purposes of this rule, Indian Tribe, Cow Creek Band of Umpqua classified as a resident. armed services means officers and enlisted Indians, Klamath Tribes. Changes in Residence Classification personnel of the United States Army, Navy, (3) For purposes of this rule, the Native 580-10-041 (1) If an Oregon resident stu- Air Force, Marine Corps, and Coast Guard. American tribes which had traditional and dent enrolls in an institution outside of (2) Notwithstanding OAR 580-10-030, customary boundaries that included parts Oregon and later seeks to re-enroll in an members of the armed services and their of the state of Oregon or which had ceded OUS institution, the residence classifica- or reserved lands within the state of tion of that student shall be reexamined spouses and dependent children who and determined on the same basis as for reside in this state while assigned to duty at Oregon are: (a) CALIFORNIA: Benton Paiute Tribe, any other person. any base, station, shore establishment, or (2) A person whose nonresident legal cus- other facility in this state, or while serving Big Bend Rancheria, Big Lagoon Ranche- todian establishes a permanent Oregon res- as members of the crew of a ship that has ria, Blue Lake Rancheria, Bridgeport idence as defined in OAR 580-10-030 an Oregon port of shore establishment as Indian Colony, Cedarville Rancheria, Fort during a term when the dependent is its home port or permanent station, shall Bidwell Indian Tribe, Hoopa Valley Tribe, enrolled at an OUS institution, may register be considered residents for purposes of the Karuk Tribe of California, Likely Ranche- as a resident at the beginning of the next instruction fee. ria, Lookout Rancheria, Lytton Rancheria, term. Melochundum Band of Tolowa Indians, (3) Once established, classification as a res- (3) An Oregon resident entering the armed ident continues so long as the student services retains Oregon residence classifica- Montgomery Creek Rancheria, Pit River Tribe, Quartz Valley Indian Community, remains in continuous academic year tion until it is voluntarily relinquished. enrollment in the classifying institution. (4) An Oregon resident who has been in Redding Rancheria, Roaring Creek (4) A person who seeks classification as a the armed services and assigned on duty Rancheria, Smith River Rancheria, Susan- resident under these rules shall complete outside of Oregon must return to Oregon ville Rancheria, Tolowa-Tututni Tribe, and submit a notarized Residence Informa- within 60 days after completing service to Winnemucca Colony, XL Ranch; tion Affidavit. The affidavit and all required retain classification as an Oregon resident. (b) IDAHO: Nez Perce Tribe of Idaho, supportive documents and materials must Shoshoni-Bannock Tribes; be submitted by the last day to register for the term in which resident status is sought. 354 P ORTLAND STATE UNIVERSITY
(5) No OUS institution is bound by any (2) Refunds of the nonresident fee may be and an equal number of students specified determination of residency except by duly granted if the student shows that the classi- by name from the other institution may authorized officials under procedures pre- fication previously assigned was in error, transfer to the Oregon institution with a scribed by these rules including timely sub- but no such refund shall be made unless reciprocal waiving of additional fees ordi- mittal of the notarized affidavit. the student applies and submits all sup- narily assessed to nonresident students in Review of Residence Classification porting information for residency status both institutions. Decisions by IRC prior to the last day to register for the term (b) The recommendation for a student in which the student seeks change of exchange program, together with a copy 580-10-045 (1) An interinstitutional resi- status. of the proposed agreement between the dency committee (IRC) is established con- institutions, shall be approved by the sisting of the officers determining student WAIVER OF NONRESIDENT Chancellor or designee before the residence classification at Department insti- INSTRUCTION FEE exchange program is undertaken. Fur- tutions and a member of the Chancellor’s 580-10-081 (1) Notwithstanding the pro- ther, the program recommendation and staff appointed by the Chancellor. The visions of rule 580-10-080, the following the proposed agreement between institu- member of the Chancellor’s staff, shall nonresident students shall be permitted to tions shall set forth the reasons why the serve as chairperson. A majority of the pay instruction fees at the same rates as exchange would be of particular benefit members of the Committee shall constitute Oregon resident students: to the students in their chosen study pro- a quorum A majority of a quorum may (a) Students who are residents of the State grams and specify: fees to be paid by make decisions. of Washington attending an Oregon insti- incoming and outgoing students; student (2) Residence cases of unusual complexity, tution and who are granted a tuition responsibility for costs of transportation, especially where there may be conflict of waiver under the terms of reciprocity housing, books, board and room, and rules, may be referred by an institution res- agreement; other incidentals; responsibility of insti- idence classification office to the IRC for (b) All undergraduates attending Eastern tutions to assist students in obtaining decision. Oregon State College; housing, counseling, and interpreters; (3) Any person who is aggrieved by the (c) Graduate students who are residents procedures to be followed in state entitle- institution residence classification may, of a participating WICHE state enrolled ment funding and counting credit hours; within ten (10) days of the date of mailing in a WICHE Regional Graduate Program action to be taken if students do not regu- or other service of classification decision, or a WICHE Northwest doctoral student larly participate in the academic program appeal the classification to the IRC. An exchange program at a Department insti- being pursued, and procedures for pro- aggrieved person may supply written state- tution; and viding transcripts. ments to the IRC for consideration in (d) Students attending Oregon graduate (c) If an approved agreement provides for reviewing the case and may also make an or professional schools under terms of the exchange of equal numbers of students, oral presentation to the IRC. The decision WICHE Compact. then unforeseen circumstances which of the IRC shall be final unless appealed. (2) When provisions of this rule are limited later might cause a student to withdraw (4) A person dissatisfied with the IRC deci- to residents of specific states or counties, from the program shall not void the sion may, within ten (10) days of the date determination of residence in those states arrangements agreed upon by the two of the mailing or other service of the IRC or counties shall be made in the same institutions. decision, appeal the IRC decision to the manner as for students claiming Oregon (d) Attendance at a Department institu- Vice Chancellor for Academic Affairs or residence. tion as an exchange student from another designee. An appeal to the vice chancellor state or country cannot be used in estab- shall be in writing only. The vice chancel- Student Exchanges 580-10-085 (1) (a) Under the WICHE Stu- lishing residence. lor’s decision shall be final. (3) Notwithstanding any other rule, and (5) A person granted a meritorious hard- dent Exchange Program, certification of students as Oregon residents for purposes effective fall term of the 1989-90 academic ship exception to residency under this rule year, a Department institution may provide prior to July 1, 1990, shall not lose the of attending institutions not under Board control or in other states shall be guided by that a vacant WICHE opening may be exception solely because of the repeal of occupied by a nonresident, non-WICHE the exception authorization. rules set forth in Division 10. In order to be considered for WICHE certification, the student who agrees not to seek residency Residents Under WICHE student’s completed application must be status for the duration of the student’s 580-10-047 A certification officer, desig- received by the certifying officer on or degree program and who agrees to pay a nated by the Board, shall determine the res- before October 15 of the year preceding fee equal to the nonresident tuition fee for idence classification of any person seeking admission. An application received after the duration of that program. certification as an Oregon resident, pursu- that date in an envelope postmarked not ENROLLMENT OF SPOUSE AND ant to the terms of the WICHE Compact. later than October 15 will be deemed to DEPENDENT CHILDREN Any person dissatisfied with the decision of have been received on the 15th. Residency shall be determined as of the date of the 580-10-086 (1) The spouse and dependent the certification officer may appeal to the children of regular Department staff mem- lRC. The decision of the IRC shall be final application for WICHE certification, not as of the date of expected admission or regis- bers with a full-time equivalent of at least unless further appeal is made to the Vice tration to an institution. (b) Persons apply- .50 may enroll as students at resident fee Chancellor for Academic Affairs pursuant ing for WICHE certification must be rates in Department institutions. to OAR 580-10-045 (4). certified as Oregon residents and placed in (2) The spouse and dependent children of ranked preference order within each pro- PAYMENT OF STUDENT FEES Department visiting instructors from other gram. Ranked preference order is deter- countries or other states with a full-time Payment of Nonresident Instruction mined by a score based on the grade point equivalent of at least .50 may enroll in Fee average of all college work plus .25 times the number of years of residence in Oregon Department institutions at resident fee 580-10-080 (1) All students who are classi- rates during the terms that the parent, fied as nonresidents shall pay a non- resi- up to a maximum of ten years. dent fee. (2) (a) The department and separate insti- guardian, or spouse is serving a Depart- tutions may enter into agreements with ment institution as a visiting instructor. individual institutions in other states or other countries whereby resident students specified by name in the Oregon institu- tions may transfer to the other institution, I NDEX 355
Index
Area Studies Certificate Programs, Language and, Capstone Requirement, 57 A 158 Career Center, 25 Army ROTC, 46 Center for Black Studies, 93 Academic Affairs, Office of, 330 Art Education, Secondary Education Program, 272 Center for Public Health Studies, 299 Academic Committees, 53 Art Exhibition Committee, 26 Center for Science Education, 183 Academic Credit, 49 Art, Department of, 271 Center for Urban Studies, 327 Academic Disqualification, 50 Arts and Letters, 140 Center, Population Research 328 Academic Faculty: Arts, Master of, 67 Certificate Programs, 48 Administrative, 330 Assessment, 49 Certificates,Graduate, 66 335 Regular, Assistantships, Graduate, 66 Chemistry, Department of, 96 29 Academic Honesty, Associated Students of Portland State University Chicano/Latino Studies, 100 Academic Load: (ASPSU), 26 Child and Family Studies, 102 Credit, 49 Athletic Grants-in-Aid and Scholarships, 22 62 Child Care Resources, 32 Graduate, Athletics, 26 Undergraduate, 49 Child Development Center, Helen Gordon, 24 Audit, 48, 62 Academic Probation: Chinese, 133 Graduate, 64 Chiron Studies, 27, 52 Undergraduate, 50 Civil and Environmental Engineering, Department of, Academic Requirements Committee, 53 B 239 Academic Standing: Class Standing, 49 Graduate, 64 Baccalaureate Degree Requirements, 12 CLEP Examinations, 51 Undergraduate, 50 Bachelor of Arts Degree, 48 Club Sports, 27 Academic Support Program, 30 Bachelor of Music Degree, 48 Clubs, 29 Accessibility, 32 Bachelor of Science Degree, 48 Clusters, Upper-Division, 57 Accounting, 194 Bachelor’s Degree: College of Engineering and Computer Science, 235 Accounting, Postbaccalaureate Certificate in, 196 Academic Credit, 49 College of Liberal Arts and Sciences, 77 Accreditation, 20 Application for a Degree, 48 College of Urban and Public Affairs, 293 ACT, 43 Credit by Examination, 50 Communication, Department of, 104 Administration of Justice, Division of, 302 Double Major, 49 Community College Co-Admission Program, 45 Administration, Officers of, 330 Drops, 49 Community College Transfer, 45 12 Admission Requirements, 43, 45 General Education Requirements, Community Counseling Specialization, Graduate GPA Repeat Policy, 50 Admission Requirements: School of Education, 214 Grade Point Average (GPA), 50 International Students, 45 Community Health Care Systems Cooperative Degree, Grade Requirements for Graduation, 50 Veterans’, 46 310 Grading System, 49 Admissions: Honors Degrees, 50 Community Health, School of, 294 Graduate, 60 Language Requirements, 12 Community Health, School of: Undergraduate, 3, 20 Postbaccalaureate Studies, 48 Graduate Program, 295 Advanced Placement Program, 51 Requirements for, 48 Secondary Education Program, 295 Advancement to Candidacy, 71 Withdrawals, 49 Comprehensive Examination, Doctoral, 71 Advertising Management, 195 Basic Graduate Fees, 66 Computer Engineering, 244 Advising, General Education Requirements, 30 Beta Alpha Psi, 28 Computer Engineering, Graduate Degree in Electrical Advisory Committee for Doctoral Degrees, 70 Beta Gamma Sigma, 28 and, 245 Affirmative Action, Office of, 33 Biology, Department of, 87 Computer Science, College of Engineering and, 235 African Students, Association of, 26 Black Cultural Affairs Board, 27 Computer Science, Department of, 241 Aging, Institute on, 299 Black Studies, Center for, 93 Concurrent Enrollment, 47 Agriculture, Preprofessional, 175 Black Studies, Department of, 93 Conduct, Rights, Freedoms, and Responsibilities, Aid Eligibility, Student, 21 Board of Higher Education, Oregon State, 329 Student, 29 Aid, Delivery, 22 Box Office, 33 Conflict Resolution, 169 Air Force ROTC, 46 Branford Price Millar Library, 33 Cooperative Degree Program in Community Health 310 Allied Health, 175 Bus Service, 32 Care Systems, 45 Alpha Phi Sigma, 28 Business Administration, School of, 193 Correspondence Credit, 32 Alumni Relations, 34 Business Administration, School of: Counseling and Psychological Services, American College Test (ACT), 43 Food Industry Management Certificate, 196 Counseling Courses, School of Education, 228 Anthropology, Department of, 79 Graduate Programs, 197 Course Numbering System, 16 Appeals and Grievances, 53 International Business Studies Certificate, 196 Courses: 45 Appendix, 352 Master of International Management, 197, 199 Equivalent, Minor, 195 Parallel, 45 Application Fee, 43 Postbaccalaureate Certificate in Accounting, 196 Repeat Policy, GPA, 50 Application for a Degree: Undergraduate Programs, 193 Repetition of Graduate, 62 64 Doctoral, Credit by Examination: 48 Graduate, Advanced Placement Program, 51 64 Master’s, CLEP Examinations, 50, 51 Undergraduate, 48 C Credit Distribution and Limitations for Master’s Application for Financial Aid, 21 Degrees, 63 Application: Campus Christian Ministry, 26 Credit Regulations and Enrollment Policies, Graduate, Graduate, 59 Campus Life, 23 62 133 Arabic, Campus Public Safety, 33 Credits, Accredited School Transfer, 47 268 Architecture, Department of, Campus/Cityscape, 19 Criminal Justice Policy Research Institute, 317 Cancellation of Admission to Graduate Program, 64 Curriculum and Instruction Courses, 220 356 P ORTLAND STATE UNIVERSITY
Employment, Student, 23 Financial Analysis, Master’s Degree in, 197, 198, 199 D Engineering and Computer Science, College of: Financial Assistance, Graduate, 66 Accreditation, 235 Financial Management Association Honors Society, Dance Committee, 28 Civil and Environmental Engineering, Department of, 28 Danish, 134 239 Fine and Performing Arts, School of, 267 Deadline Appeals Board, 53 Computer Science, Department of, 241 Fine and Performing Arts, School of: Degree Requirements: Electrical and Computer Engineering, Department of, Architecture, Department of, 268 243 Doctoral, 70 Art Education: Secondary Education Program, 272 Master’s, 69 Engineering and Technology Management, Department Art, Department of, 271 246 Undergraduate, 12, 48 of, Music, Department of, 277 Graduate Programs, 237 Theater Arts, Department of, 283 Degrees: Manufacturing Engineering, 237 Graduate, 59 Fines, 21 Mechanical Engineering, Department of, 247 Delivery of Aid and Tuition Credits, 22 Software Engineering, 238 Food Industry Management Certificate, 196 Delta Pi Epsilon, 28 Systems Engineering, 238 Foreign Language Requirements: Dentistry, Preprofessional, 175 Undergraduate Programs, 235 Bachelor of Arts, 12 Dependent Children, Enrollment of Spouse and, 354 Engineering and Technology Management, 246 Doctoral, 71 Master’s, 69 Deutsche Sommerschule am Pazifik, 131 English Language Competency Requirement, 45 Foreign Languages and Literatures, Department of, Directories, 329 English, Department of, 117 130 Disability Services for Students, 30 English, Department of: Foreign School Transfers, 45 Disciplinary Proceedings, 53 Writing, Master of Arts or Master of Science in, 119 Forestry, 176 Disqualification, Academic, 50, 64 Enrollment of Spouse and Dependent Children, 354 Fraternities and Sororities, Social, 28 Dissertation: Enrollment Policies, Graduate, 62 Freedoms, Responsibilities, Conduct, and Rights, in Absentia, 72 Enrollment, 48 Student, 29 Presentation, 71 Environmental Sciences and Resources Doctoral French, 134 Proposal, 71 Program Participating Departments: Doctor of Education, 68, 214 Biology, 88 Freshman Inquiry, 12, 53 Doctor of Philosophy, 68 Chemistry, 97 Fulbright Program, 42 Doctoral Degrees, Summary of Procedures for, 15 Civil Engineering, 241 Full-time Student, Defined, 20 Doctoral Programs: Geography, 142 Civil Engineering, 240, 241 Geology, 148 Computer Science, 242 Physics, 171 Education, 68, 214 Environmental Sciences and Resources Doctoral G Electrical and Computer Engineering, 245 Program, 125 Environmental Sciences and Resources, 125 Environmental Sciences and Resources, Graduate Gay, Bisexual Alliance, Lesbian (See Queers and Mathematics Education, 162 Programs in, 126 Allies), 27 Mathematics Sciences, 162 Environmental Studies, Undergraduate Program, 125 GED, 44 Public Administration and Policy, 321 Eta Kappa Nu, 28 General Arts and Letters, 140 Social Work and Social Research, 288 European Studies Certificate, 158 General Degree Requirements, 12 73 Systems Science, European Studies, 158 General Education Requirements Advising, 30 Urban Studies, 320 Examinations: General Management, 194 Double Major, 49 Advanced Placement, 51 General Requirements for Doctoral Degree, 70 Drops and Fee Refunds, 49 CLEP, 51 General Requirements for Master’s Degree, 73 Dual Master’s Degrees, 64 Comprehensive Doctoral, 71 General Science, 140 Final Master’s, 69 General Social Science, 140 Final Oral Doctoral, 71 General Speech Communication, 104 71 Preliminary Doctoral, General Studies, 140 E 46 Exchange Program, National Student, General Studies: Executive Leadership Institute, 317 Economics, Department of, 112 Graduate Programs, 141 Executives, Oregon University System Institutional, General University Requirements, 7 Education, Doctor of, 68 330 Geography, Department of, 142 Education, Graduate School of: Expenses, 3, 20 Accreditation, 211 Geology, Department of, 147 Extended Studies, School of, 35 Community Counselor Specialization, 214 German Summer School, 131 Degree Programs, 212 German, 135 Doctor of Education, 214 Gerontology, Graduate Certificate in, 296 Educational Media/School Librarianship, 216 Golden Key National Honorary, 28 215 F Graduate Teacher Education Program (GTEP), Government, Hatfield School of, 300 M.A./M.S. Education in Counseling, 213 Faculty Boards and Committees, 29 Government, Student, 26 M.A./M.S. Education in Curriculum and Instruction, 213 M.A./M.S. Education: Educational Policy, Foundations, Faculty: GPA Repeat Policy, 50 and Administration, 213 Academic, 335 Grade Point Average, 50 Programs Leading to Licensure, 215 Administrative, 330 Grade Requirements for Graduation, 50 Reading Endorsement, 217 Profile, 20 Grading System: Rehabilitation Counseling Specialization, 214 Family Studies, Child and, 102 Graduate, 62 Undergraduate Teacher preparation, 175 Federal Direct PLUS Loans, 23 Undergraduate, 49 Educational Equity Programs, 31 Federal Direct Stafford Student Loans, 22 Graduate Assistants, 17 Educational Grant Programs, 22 Federal Pell Grants, 22 Graduate Assistantships, 66 Educational Loans: Federal Perkins Student Loan, 22 Graduate Certificate in Gerontology, 296 Graduate, 22, 66 Federal Supplemental Educational Opportunity Graduate Certificates, 66 Undergraduate, 22 Grants, 22 Graduate Council, 65 Educational Media/School Librarianship, Program in, Federal Work-Study Programs, 23 Graduate Degrees, 66 216 Fees: Graduate Fees, Basic, 66 243 Electrical and Computer Engineering, Graduate, 66 Graduate Governance, 59 Payment of Student, 354 Electrical and Computer Engineering, Graduate Graduate Policy on Academic Honesty and Integrity, Tuition and Fees, 3 20 Degree in, 245 , 65 Employment resources: Film Committee, 27 Graduate School of Social Work, 287 Career Center, 25 Finance, 194 Student employment, 25 Financial Aid, 21 I NDEX 357
Graduate Studies: Summary of Procedures for Doctoral Degrees, 15 Academic Appeals Board, 53 Summary of Procedures for Master’s Degrees, 14 J Academic Honesty and Integrity, 65 Systems Science Ph.D. Program, 73 Academic Load, 62 Television Courses, 62 Japanese, 137 Admission of Foreign Applicants, 60 Thesis, Master’s, 70 Junior College Transfer, 45 8 61 72 Admission Requirements, University, , Time Limitation, Doctoral, Justice, Administration of, 302 Admission to, 60 Time Limitation, Master’s, 70 Admission, Exceptional, 8, 61 Withdrawals, 62 Application Documents, 60 Graduate Teacher Education Program (GTEP), 215 Application to, 59 Grants, 22 K Assistantships, 17, 66 Grants: Audit, 62 Federal Pell, 22 Kappa Delta Pi, 28 Basic Graduate Fees, 66 Federal Supplemental Educational Opportunity, 22 Cancellation of Admission, 64 Korean, 137 Oregon University System Supplemental Tuition, 22 KPSU Radio, 27 Conditional Status, 8, 60 State, 22 Correspondence Credit, 62 Greek System, 28 Council, Graduate, 65 Credit Distribution and Limitations, Master’s, 63 Grievances, Appeals and, 53 Credit Regulations, 62 L Deadline Appeals Board, 53 Degree Application, 64 La Raza, 27 Degrees, 66 H Language and Area Studies Certificate Programs, 158 Departmental Requirements, 8, 61 Language Requirement: Disqualification, 64 Hatfield School of Government, 300 Doctoral, 71 Dissertation in Absentia, 72 Health Care Systems, Cooperative Degree Program in Master’s, 69 Dissertation Presentation, Doctoral, 71 Community, 310 Late Fees, 21 Doctor of Education, 68 Health Services, Student, 24 Latin American Studies Certificate, 158 Doctor of Philosophy, 68 Hearing Sciences Program, Speech and, 104 Latin, 137 Doctoral Candidacy, 15 Hebrew, 136 Law, Preprofessional, 176 Doctoral Degrees, Summary of Procedures for, 15 Helen Gordon Child Development Center, 24 15 Leave of Absence, Graduate, 64 Doctoral Pre-candidacy, High School College Course Transfer, 46 Dual Master’s, 64 Legal Services, 32 History, Department of, 152 Educational Loans and Work, 66 Lesbian, Gay, Bisexual Alliance (See Queers and Enrollment Policies and Credit Regulations, 62 Honesty and Integrity, Graduate Policy on Academic, Allies), 27 Examinations, Comprehensive Doctoral, 71 65 Liberal Arts and Sciences, College of, 77 Examinations, Final Master’s, 69 Honorary, Professional, Social Affiliations, 28 Liberal Studies, 140 Examinations, Final Oral Doctoral, 71 Honors Degrees, 50 Librarianship, Program in Educational Media, School, Examinations, Preliminary Doctoral, 71 Honors Program, University, 58 216 66 Fees, Basic, Housing Services Office, University, 18, 23 Library Courses, Education, 226 Financial Assistance, 66 Human Resource Management Association, 28 60 Library, Branford Price Millar, 33 Foreign Applicants, Human Resource Management, 195 General Requirements, 73 Library: Human Services, Regional Research Institute for, 292 General Requirements, Doctoral, 70 Part-time Student Privileges, 47 Grading Scale, 62 Human Subjects Research Review Committee, 71 Literary Arts Committee, 27 Grading System, 62 Hungarian, 136 Littman Gallery, 34 Graduate Assistantships, 17, 66 Loans, 22 Graduate Degrees, 66 Loans: Graduate Governance, 59 Federal Direct PLUS Loans, 23 Honesty and Integrity, Graduate Policy on, 65 I Federal Direct Stafford Student, 22 Incompletes, 62 Federal Perkins Student, 22 48 Language Requirement, Doctoral Degree, 71 ID Cards, Lockers, 34 69 45 Language Requirement, Master’s Degree, IELP (Intensive English Language Program), Lost and Found, 34 Leave of Absence, 64 Incompletes, 49, 62 Limitations for Faculty Members, 64 Information and Academic Support Center, 30 Loans and Work, Educational, 66 Information Center, 34 M.A.T., M.S.T., 67 Information Systems, 195 Master of Arts in Teaching, 67 M Master of Arts or Master of Science—Education: Information Technologies, Office of, 33 Management, General, 194 Counseling, 213 Institute for Nonprofit Management, 317 Curriculum and Instruction, 213 Institute for Tribal Government, 317 Management, Human Resources, 195 Educational Policy, Foundations, and Administration, Institute of Portland Metropolitan Studies, 327 Manufacturing Engineering, 237 213 Institutional Executives of the Oregon University Marketing, 195 Master of Arts, 67 System, 330 Master of Arts Degree, 67 Master of Education, 212 Insurance, 25 Master of Arts in French, 131, 132 Master of Engineering, 237, 238 Intensive English Language Program (IELP), 45 Master of Arts in German, 131, 132 Master of Science in Teaching, 67 Intercollegiate Athletics, 26 Master of Arts in Spanish, 131, 132 Master of Science, 67 Master of Arts in Teaching, 67 Master’s Degree Requirements, 69 Interdisciplinary Courses, 192 Master’s Degrees, Summary of Procedures for, 14 International baccalaureate, 52 Master of Education, 212 Microfilming, 70, 71 International Business Studies Certificate, 196 Master of Engineering, 237, 238 Minimum Enrollment, 63 International Education Services, 37 Master of International Management, 197, 199 Oregon Laurels Tuition Remission Program, 66 International Management, Master of, 197, 199 Master of Science Degree, 67 Plagiarism, 65 International Programs (See Study Abroad Programs), Master of Science in Teaching, 67 Postbaccalaureate Status, 8, 60 37 Master’s Degree, General Requirements for, 69 Probation, Academic, 64 International Studies, 158 Master’s Degrees, Dual, 64 Readmission After Disqualification, 64 Iota Sigma Psi, 28 Master’s Degrees, Summary of Procedures for, 14 Re-enrollment, 61 Regular Status, 8, 60 Italian, 136 Master’s Degrees: Repeat of Courses, 62 Financial Analysis 197, 198, 199 Scholarships, 66 Writing, 119 Mathematic and Statistics, Department of, 160 Mathematics Education, Ph.D Program, 162 358 P ORTLAND STATE UNIVERSITY
Mathematics Sciences, Ph.D Program, 162 Oregon Teacher Standards and Practices Commission, Professional Writing Minor, 118 Mechanical Engineering, Department of, 247 211 Provost, Office of the, 330 Medical Insurance Plan, 25 Oregon University System (OUS): PSU Link, 52 Medicine, Preprofessional, 175 329 Psychological Services, Counseling and, 32 Microfilming, 70, 71 Members of the, 329 Psychology, Department of, 177 Officers of, 329 Middle East Area Studies, 158 Public Administration, 310 Supplemental Tuition Grants, 22 Middle East Studies Center, 36 Public Health Studies, Center for, 299 Organizations, Student, 29 Middle East Studies Certificate, 158 Publications, Student, 26 Orientation Programs, Student, 47 Millar Library, Branford Price, 33 Osteopathy, Preprofessional, 175 Minimum Enrollment, Graduate, 63 Outdoor Program, 30 Minor, 48 Out-of-State Students, Admission Requirements, 44 Minors, Engineering: Q Minor in Electrical Engineering, 244 27 Minor in Environmental Engineering, 240 Queers and Allies, Minors, Fine and Performing Arts: P Architecture, 268 Music, 278 Parking Office, 34 Theater Arts, 284 R Part-time Students, 46 Minors, Liberal Arts and Sciences: Part-time Students: Reading Examinations, Graduate, 131 Anthropology, 79 Admitted, 20, 46 Reading, Basic and Standard Endorsement in, 217 88 Biology, Defined, 20, 46 93 Readmission After Disqualification, Graduate, 64 Black Studies, Expenses, 3, 20 96 Re-enrollment: Chemistry, Graduate, 48 104 Graduate, 61 Communication, Library Privileges, 47 78 Undergraduate, 48 Computer Applications, Nonadmitted, 20, 46 Economics, 113 Refunds, 21 Parking, 32 125 292 Environmental Studies, Revolving Charge Account Plan, 21 Regional Research Institute for Human Services, 78 General Information, Senior Citizens, 21 Registration: 143 Geography, Withdrawals and Fee Refunds, 21 Procedures, 48 Geology, 147 Payment of Student Fees, 354 Regular Students: History, 153 20 Persian, 138 Defined, International Economics, 113 Withdrawing from School, 21 Pharmacy, Preprofessional 177 Mathematical Sciences, 160 Rehabilitation Counseling Specialization, School of Phi Alpha Theta, 28 Philosophy, 167 Education, 214 Physics, 171 Phi Kappa Phi 28 Religious Activities, 26 Professional Writing, 118 28 Phi Sigma Iota, Repeat of Courses, Graduate, 62 Psychology, 178 166 Philosophy, Department of, Repeat Policy, GPA, 50 Sociology, 185 68 Philosophy, Doctor of, Requirements: Minors, Urban and Public Affairs: Physics, Department of, 170 Community Development, 318 Admission to Graduate Courses and Programs, 8, 61 Pi Mu Epsilon, 28 Political Science, 305 Admission to Undergraduate Studies, 43 28 Mu Phi Epsilon, 28 Pi Sigma Alpha, Baccalaureate Degree Requirements, 7, 12 Plagiarism, 65 Bachelor’s Degree, 48 Multicultural Center, 25 317 Committee, Academic Requirements, 53 Music Committee, 27 Policy Consensus Center, National, Political Science, Division of, 304 Departmental and School Majors, 13 Music Education, Certification Program (K-12), 279 8 61 Popular Music Board, 27 Departmental Graduate, , Music, Campus Activities, 25 Distribution, 12 Population Research Center, 328 Music, Department of, 277 Double Major, 49 Portland Metropolitan Studies, Institute of, 327 Entrance, 43 Portland State University Student Conduct Code, 29 Foreign Language, 12 Portuguese, 138 Foreign Language, Doctoral Degree, 71 N Postbaccalaureate Certificate in Accounting, 196 Foreign Language, Master’s Degree, 69 Postbaccalaureate Studies, 48 General University, 7, 12 National Policy Consensus Center, 317 Preliminary Examination, Doctoral, 71 Grade Requirements for Graduation, 50 69 National Student Exchange Program, 46 Preprofessional Programs, 175 Master’s Degree, General Requirements for, Residence, Doctoral Degree, 71 Nonaccredited Transfers, 45 Preprofessional Programs: Undergraduate, 48 Nonadmitted Students, 46 Agriculture, 175 Veterans’ Admission, 46 Nonprofit Management, Institute for, 317 Allied Health: Chiropractic, Clinical Laboratory Services, Research Institutes: Nonresident Instruction Fee, Waiver of, 354 Cytotechnology, Naturopathic Medicine, Occupational Center for Black Studies, 93 Therapy, Optometry, Physical Therapy, Physician Northwest American-Turkish Research Institute, 317 Center for Public Health Studies, 299 Northwest Interinstitutional Council on Study Abroad Assistant, Radiation Therapy, and Veterinary Medicine, 175 Center for Urban Studies, 327 (NICSA), 38 317 Dentistry, Medicine, Osteopathy, and Podiatry, 175 Criminal Justice Policy Research Institute, Nursing, Preprofessional, 177 Executive Leadership Institute, 317 Forestry, 176 317 Nursing: Law, 176 Institute for Nonprofit Management, 327 Cooperative Degree Program in Community Health Care, Nondegree, 48 Institute of Portland Metropolitan Studies, Institute on Aging, 299 310 Nursing, 177 328 Preprofessional Program in, 177 Pharmacy, 177 Population Research Center, 292 Transferring Credits, 46 Transferring Credits, 46 Regional Research Institute for Human Services, 328 Undergraduate Teacher preparation, 175 Transportation Studies Center, President, Office of the, 330 Residence, Degree Credit: Undergraduate, 13 Presidents, Oregon University System Institutional, O 330 Residence, Oregon, for Fee Matters, 352 Presidents, Portland State University, 19 Responsibilities, Conduct, Rights, and Freedoms, Officers of Administration, Portland State University, Student, 29 Probation, Academic: 330 Returning Students, 48 Ombuds Office, 34 Graduate, 64 Undergraduate, 50 Returning Women Students, Mentor Program for, 30 Oregon Resident Transfer Students Review, The Portland State University, 26 Admission Requirements, 44 Professional Affiliations, 28 Revolving Charge Account Plan, 21 Oregon State Board of Higher Education, 329 Professional Programs and Schools, Admission to, 45 I NDEX 359
Rights, Freedoms, Responsibilities, and Conduct, Student Conduct Code, 29 France, Paris, 39 Student, 29 Student Development, 32 France, Poitiers, 39, 40 ROTC, Air Force, 46 Student Employment: France, Rennes, 40 ROTC, Army, 46 Federal Work Study, 23 Germany, Baden-Württemberg, 40 Russian, 138 Student Exchanges, 46, 354 Germany, Tübingen, 40 Ghana, Legon, 40 Student Financial Aid, 21 Great Britain, London, 40 Student Government, 26 Great Britain, Reading, 40 Student Health Services, 24 Greece, Athens, 40 S Student Legal Services, 32 Hungary, Budapest, 40 Student Organization Committee, 27 40 SAT, 43 Hungary, Szeged, 29 India, Hyderabad, 40 Schedule of Classes, 16, 52 Student Organizations, Student Parent Services, 24 Ireland, Dublin, 40 Scheduling Office, Campus, 34 Student Participation on Faculty Boards and Italy, Ferrara, 40 Scholarships: Committees, 29 Italy, Macerta, 40 Athletic Grants-in-Aid, 22 Italy, Siena, 41 Student Publications, 26 Undergraduate, 23 Japan, Osaka, 41 Scholastic Aptitude Test (SAT), 43 Student Rights, Freedoms, Responsibilities, and Japan, Tokyo, 41 Conduct, 29 Scholastic Standards Committee, 53 Jordan, Amman, 41 Student Services, 29 School Librarianship, Program in Educational Media, Mexico, Cholula, 41 216 Student Services: Mexico, Guanajuato, 41 30 School of Business Administration, 193 Academic Support Program, Poland, Warsaw, 41 Alumni Relations, 34 41 School of Community Health, 294 Russia, St. Petersburg, Campus activities, 25 Russia, St. Petersburg/Moscow, 41 School of Fine and Performing Arts, 267 Career Center, 25 Senegal, Dakar, 41 School of Social Work, Graduate, 287 Child Care Resources, 32 South Africa, Cape Town, 41 School of Urban Studies and Planning, 318 Child care resources, 24 South Korea, Asan, 41 Science Education, Center for, 183 Counseling and Psychological Services, 32 South Korea, Seoul, 41 Science Endorsement, Integrated, 141 Disabilities Union, Students with, 27 Spain, Alcalà, 42 Science, General Studies, 141 Disability Services for Students, 30 Spain, Alicante, 42 31 Science, Master of, 67 Educational Equity Programs, Spain, Barcelona, 42 Employment resources, 25 42 Second Baccalaureate Degree, 48 Spain, Oviedo, General Education Requirements Advising, 30 Spain, Seville, 42 Senior Citizen Fee Schedule, 21 General, 29 Taiwan, Taipei, 42 Short-Term Loans, 23 Health resources, 24 Thailand, Chiang Mai, 42 Sigma Xi, 29 Health, 24 Thailand, Khon Kaen, 42 Smith Memorial Center, 33, 34 Helen Gordon Child Development Center, 24 The Netherlands, Amsterdam, 41 Social Science, 140 Housing, 23 Tunisia, Monastir, 42 Social Sororities and Fraternities, 28 Information and Academic Support Center, 30 Vietnam, Hanoi, 42 32 Social Studies Endorsement, 141 Legal, Study Resource Fees, 21 Parent Services, 24 Social Studies Endorsement, Standard, 141 Summer Study (See Study Abroad Programs), 37 Placement, 25 Supplemental Programs: Social Work, Graduate School of, 287 Student Athlete Academic Adviser, 30 AFROTC, 46 Social Work, Graduate School of: Student Employment, 23 Army ROTC, 46 Accreditation, 287 Tutorial and Learning Skills Program, 31 Challenge Program, 52 Extended Studies, 289 Veterans’ Services, 31 Chiron Studies, 27, 52 Ph.D. Program, 288 Students with Disabilities Union, 27 Regional Research Institute for Human Services, 292 PSU Link, 52 Students: Supply and Logistics Management, 195 Sociology, Department of, 185 Graduate, 59 Systems Engineering, 238 Software Engineering, 238 Nonadmitted, 46 Sophomore Inquiry, 12, 53 Part-time, 46 Systems Science Master’s Program: 73 Sororities and Fraternities, Social, 28 Part-time, Defined, 20 Admission requirements, Degree requirements, 74 Spanish, 139 Regular Student, Defined, 20 Requirements, 73 Special Education Courses, 228 Returning after an Absence, 48 21 Systems Science Ph.D. Program: Special Education, 214 Senior Citizens, Transfer Credit, 47 Admission and Advising, 73 Special Events, 26 Transfer, 45 Admission requirements, 73 Special Regulations, Graduate: Study Abroad Programs: Business Administration, 200 Academic Probation, 64 37, 131 Civil Engineering, 240, 241 64 Cancellation of Admission to Graduate Program, Argentina, Buenos Aires, 38 Degree requirements, 74 64 Degree Application, Argentina, Rosario, 38 Economics, 113 64 Disqualification, Australia, Melbourne, 38 Engineering and Technology Management, 247 64 Dual Master’s Degrees, Australia, Perth, 38 Mathematical Sciences, 162 8 61 Exceptional Admission Procedures, , Australia, Wollongong, 38 Mechanical Engineering, 249 65 Graduate Policy on Academic Honesty and Integrity, Austria, Vienna, 38 Sociology, 185 64 Leave of Absence, Belgium, Brussels, 38 Systems Science Program: 64 Limitations for Faculty Members, Brazil, Salvador de Bahia, 38 General Information, 73 64 Readmission After Disqualification, Brazil, São Paulo, 38 Speech and Hearing Sciences Program, 104, 105, Caribbean, Trinidad/Tobago, Jamaica, 38 106 Chile, Santiago, 38 Sports and Recreation, 26 China, Beijing, 38, 39 T Spouse and Dependent Children, Enrollment of, 354 China, Nanjing, 39 Standard Teaching License, 141 China, Shanghai, 39 Tau Beta Pi, 29 State Board of Higher Education, 329 China, Zhengzhou, 39 Teaching License, Standard, 141 State Grants, 22 Costa Rica, Monteverde, 38, 39 Teaching, Master Arts in, 67 39 Statement of Student Rights, Freedoms, and Cuba, Havana, Teaching, Master of Science in, 67 39 Responsibilities, 29 Czech Republic, Prague, Technical and Vocational Schools, 45 Denmark, Copenhagen, 39 Statistics, 165 Television Course Credit, Graduate, 62 Dominican Republic, Santiago, 39 283 Student Affairs, Office of, 30 Dominican Republic, Santo Domingo, 39 Theater Arts, Department of, Student Aid Eligibility, 21 Ecuador, Quito, 39 Theater, Campus Activities, 26 Student Athlete Academic Adviser, 30 France, Angers, 39 Thesis, Master’s, 70 360 P ORTLAND STATE UNIVERSITY
Ticketmaster, 33 Credit by Examination, 50 Urban and Regional Planning, Master of, 319 Time Limitation: Financial Aid, 21 Urban Studies and Planning, School of, 318 Doctoral, 72 General Education Requirement, 12 Urban Studies, Center for, 327 Master’s, 70 Grading System, 49 Urban Studies, Doctoral Program in: Transcripts, 43 Requirements, 12, 48 Economics, 113 Transfer Credits, 47 Scholastic Standards Committee, 53 Geography, 143 Student Rights, Freedoms, Responsibilities, and Conduct, Transfer Evaluations, 45 Political Science, 305 29 Transfer Students, 45 Psychology, 178 Transfer Credits, 47 Sociology, 185 Transportation Studies Center, 328 Tuition and Fees, 17 Urban Studies, Master of, 319 Transportation, 32 United Indian Students in Higher Education, 27 Tribal Government, Institute for, 317 Urban Studies, Ph.D. in: University Honors Program, 58 Public Administration and Policy, 312 Tri-Met Tickets and Passes, 32 University Housing Services Office, 18, 23 Tuition and Fees Chart, 17 University Relations, Office of, 334 Tuition and Fees Chart, Graduate, 66 University Services, 32 Tuition and Fees, 3, 17, 20 University Studies, 12 V Tuition and Fees: University Studies: Calculations, 21 Capstone Requirement, 57 Validation of Out-of-Date Graduate Credit, 70 Chart, 17 Freshman Inquiry, 53 Vanguard, 26 Credits, Tuition, 22 Sophomore Inquiry, 53 Veterans’ Admission Requirements, 46 21 Late Fees, Upper-Division Cluster, 57 Veterans’ Services, 31 Other Special Fees, 21 Upward Bound Program, 31 Visitor Information Center, 34 Part-time Students, 20 Urban and Public Affairs, College of, 293 Refund Schedule, 21 Vocational and Technical Schools, 45 Revolving Charge Account Plan, 21 Urban and Public Affairs, College of: Self-Support, Extended Studies, and Non-Credit, 21 Admission requirements, 319 Senior Citizens, 21 Center for Public Health Studies, 299 Student Status, 3, 20 Center for Urban Studies, 327 W Withdrawals and Fee Refunds, 21 Community Health, School of, 294 Criminal Justice Policy Research Institute, 317 Turkish, 140 Waiver of Nonresident Instruction Fee, 354 Financial Aid, 319 Tutorial and Learning Skills Program, 31 Welcome to PSU, 19 Government, Hatfield School of, 300 Withdrawals and Fee Refunds, 49 Tutoring: Government, School of: Women Students, Mentor Program for Returning, 30 Student, 31 Administration of Justice, 302 Veterans’, 31 Political Science, 304 Women’s Studies, 189 Public Administration, 310 Women’s Union Resource Center, 30 Graduate Certificate in Gerontology, 296 Work-Study, Federal, 23 Institute of Portland Metropolitan Studies, 327 Writing, Master of Arts of Master of Science in, 119 U Institute on Aging, 299 Master of Public Administration, 310 Undergraduate Teacher preparation, 175 Master of Urban and Regional Planning, 319 Undergraduate: Master of Urban Studies, 319 Academic Appeals Board, 53 Ph.D. in Urban Studies, 320 Academic Load, 49 Population Research Center, 328 Academic Requirements Committee, 49, 51, 53 Research Institutes, 328 Admissions, 3, 20 Transportation Studies Center, 328 Appeals and Grievances, 53 Urban Studies and Planning, 318 Bachelor’s Degree Requirements, 48